Project findings on transitions and pupil decision-making now available

ACoRNS is delighted to share the first set of findings from projects that we have carried out over the past year. Summaries for each project are available to view and download here. We are very lucky to have had a group of exceptional students working with us this year, who have all carried out well-designed projects with interesting results.

Keri Hoy’s (BSc Education & Psychology) project focused on experiences of transitions from primary to secondary school using a case study of one secondary school. She interviewed parents, teachers and students to find out more about what worked well for them and to highlight implications for practice. Experiences were very positive overall. Keri is the first ACoRNS student to have her work published. The paper based on this project will be published in a special issue on inclusive practices in Advances in Autism later in the year. Keri also gained First Class Honours in her degree. Many congratulations Keri!

Chantelle Zilli’s (DEdPSych) research explored the school-based decision-making of young autistic students, as well as gathering the views of staff members and parents, at a specialist school. Her in-depth work carried out over a period of months revealed very powerful findings about how young people felt enabled and supported, especially through a focus on what learners can do rather than what they cannot do. Chantelle’s findings have important implications for all schools in meeting statutory requirements to hear pupils’ views under the [special%20educational%20needs%20code%20of%20practice%202015]Special Educational Needs and Disability Code of Practice (2015). Chantelle has successfully passed her Doctoral viva and moves on to become an Educational Psychologist with Oxfordshire County Council. Great job Chantelle!

Ellie White’s (BSc Psychology) project was based at a primary school and explored the experiences of children, parents, and staff members of the transition to primary school, as well as the everyday transitions in school. Ellie’s project showed where some of the challenges in making the transition to primary school can lie, including the anxieties that parents and children feel about the changes. Teachers and parents talked about the importance of having good relationships with each other in order to support transitions. Supporting children to have time out of class when needed, and spending extra time with autistic children were important positive strategies. Ellie graduated in July with a good degree in Psychology – well done Ellie!

More project findings will be available soon!

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