Abstract
This study aims to determine the transition challenges experienced by learners with Autism during moving from home to school in a school for learners with special educational needs. This will assist in determining the correct individual transition plan in assisting learners towards a smooth transition to school. The study was conducted in the school for learners with special educational needs in the Gauteng Province. The research participants were selected through purposive sampling: Three teachers and two parents were interviewed; the two learners who a neurologist diagnosed were observed during their interaction with the teacher and during the break. The Schlossberg transition theory is a theoretical framework adopted to understand the transition challenges experienced by the learners. This study implemented a qualitative approach, and data was collected through semi-structured interviews, observation, and reflective journals. The findings of this study were ascertained through thematic data analysis. This research successfully fulfilled its purpose, which was to determine the transition challenge experienced by learners with autism. This study also revealed that due to lack of knowledge, parents could not support the learners. It also revealed that teachers and different stakeholders need to work together to assist the learners in having a smooth transition to school. Key words: Transition, Barriers to learning, District Based Support Team (DBST), Inclusive education, School-Based Support Team (SBST), Inclusion and Special Schools, Learners with Special Educational Needs (LSEN), Collaboration.
M.Ed. (Education)