This document discusses the role of Individual Education Plans (IEPs) in facilitating the transition of students with Autism Spectrum Disorder (ASD) from secondary to post-secondary education in Ireland. It highlights the importance of early transition support, the current inadequacies in the education system regarding structured transition processes, and aims to explore the experiences of students, parents, and teachers. The research employs an Appreciative Inquiry approach to capture perspectives on what works well and how to improve transition planning.

1. The Role of Individual Education Plans (IEPs) in
post-primary schools in the transition planning
process into Post-Secondary Education (PSE) for
individuals with an Autism Spectrum Disorder
(ASD).
PSI Conference 2018
Researcher: Maura Moriarty (Trainee Educational Psychologist)
Supervisor: Dr Orla Slattery
Co-Supervisor: Dr Therese Brophy

2. Contents
 Literature Review/Study Rationale
 Research Questions
 Aims of the investigation
 The Appreciative Inquiry (AI) Model
 Methodology
 The Recruitment Process
 Preliminary Analysis of Data

3. Transitioning into Post-secondary Education (PSE)
 Adolescence and young adulthood have been noted as significant periods of
change for young people and their families, (Geller & Greenberg, 2009).
 Excessive Anxiety in individuals getting ready to leave their secondary school,
(Bell, Devecchi, Mc Guckin & Shevlin, 2017; Hannah & Topping, 2012).
 The transitioning process into college has been viewed as a critical time for
individuals with an ASD, (Vanvergeijk, Klin & Volkmar, 2008).
 Research on transitioning has been primarily positive and has indicated that with
the correct supports in place, that children with an SEN can transition successfully,
(Barnes-Holmes et al., 2013; Jindal-Snape et al., 2006).

4. Transitioning into PSE for students with an ASD
 The importance of equipping young adults with an ASD with the social and life skills
required to function has been suggested as a primary function of special education
practice, (Carter, Harvey, Taylor & Gotham, 2013).
 Research has consistently demonstrated that early transition support for individuals with
an ASD is crucial, (Bell et al., 2017; Cimera , Burgess & Wiley, 2013; Vanvergeijk et al., 2008; Wehman et al., 2014;
Wei et al., 2016).
 Integrating a transition plan into an IEP at an early stage in secondary education as a
means to prepare for PSE could be beneficial to the school leaver, (Bell et al., 2017).
 Research has indicated that creating and implementing planning processes earlier in
the transitioning stage could greatly support the transitioning process into both post
primary or further education, (Adreon et al., 2007; Jindal-Snape et al ., 2006).

5. Transitioning into PSE in Ireland
 Within an Irish framework, research has suggested that the transition process
is not formally structured within the education system, (Bell et al., 2017).
 Confusion around roles in supporting the transitioning process, (Bell et al.,
2017).
 Varied quality of transition plans for students with an ASD moving into PSE
in Ireland (Daly et al., 2016)

6. Study Rationale
Previously, much research around transitioning has;
 Explored the transitioning experiences for individuals with a learning
disability yet very little research had examined this occurrence of this situation
for individuals with an ASD, (Adreon et al., 2007).
 Explored the transition from primary to post primary school within an Irish
context with many governmental and educational policies suggesting methods
of supporting this transition process, (Barnes-Holmes, Scanlon, Desmond, Shevlin and Vahey,
2013; Jindal-Snape, Douglas, Topping, Kerr & Smith, 2006 ).
 Research has indicated that a significant disparity currently exists between
young people with disabilities’ expectations of post-secondary opportunities
in educational faculties compared to associated stakeholders’ expectations,
(Bell et al., 2017).
Very little research around Transition Planning into PSE and the use of IEPs in
Transition planning for students with an ASD within an Irish context

7. Research Questions
 This study aims to explore the role of IEPs in the transition planning process for
secondary school students with an ASD as such, the research questions are as follows;
1. How are IEPs being used to facilitate transition planning into post-secondary
education (PSE) in secondary schools for individuals with an ASD?
2. What are the experiences of transition planning from secondary level education to post-
secondary education in Ireland for individuals with an ASD, their parents/guardians
and teachers?

8. Overall aims of the investigation
This project aims to explore;
The role of IEPs in supporting and preparing students with a diagnosis of an ASD in the
transition planning process
The methodological strengths in how schools might be supporting individuals with an
ASD in their transition planning.
The experiences of individuals with an ASD and their families and teaching staff in
relation to PSE transition planning in Ireland.

9. Appreciative Inquiry (AI)
 Due to the sensitive nature of this research, the use of Appreciative
Inquiry (AI) is being employed as a means of exploring student,
parent and teacher perspectives on what is working well in schools in
relation to the use of IEPs in transition planning will be employed.
AI as a model will lend itself to;
 Identifying good practice and existing strengths among the
participating schools.
 Exploring how existing strengths might be built upon within schools
in relation to the use of IEPs in transition planning into PSE for
students with an ASD.

10. The 5D Model of AI

11. Methodology
 Exploratory Study
 This research aims to elicit the voice of;
• the student,
• their parents/guardians
• and teaching staff
in relation to their views on the role and use of individual education
plans (IEPs) in the transition planning process.

12. Methodology
 Non-probabilistic, convenience sampling
 Previous research has indicated that data saturation can occur from
between 6 and 12 participant interviews, (Guest, Bunce & Johnson, 2006).
 3 Cohorts in this study:
• Students
• Teachers and
• Parents/guardians
 Each Cohort will include between 6 and 12 participants each per
cohort.

13. Methodology
Population Sample
 Recruitment of Senior Cycle Students with an ASD in
• Transition Year (TY) and
• 5th Year
 Students in Junior or Leaving certificate examination years
were not invited to participate in the study due to upcoming
exams.
 Junior cycle students were also not invited as transition
planning has been found to begin approximately 18 months
pre-school leaving (Daly et al., 2016).

14. Methodology
 Instruments used
 Semi-structured Interviews for the teacher and parent cohorts
were created in order to correspond to the AI 5D model
 Questionnaires to be filled in by the student population were also
created to correspond to the AI 5D model.
 Up to 12 student IEPs will be viewed under the lens of
specifically formulated IEP review protocol corresponding to the AI
strengths based approach.

15. 5D components linked to Data Collection

16. Sample of parent semi-structured interview questions and AI stages
AI Stage Corresponding question from the parent semi-structured interview form
Discovery Which already existing school strengths in relation to supporting the transitioning process can be built
upon to assist with transition planning?
Dream How do you feel the school could ideally plan for transitioning?
Design What needs to be done differently in order to achieve the ideal transition planning process?

17. Methodology
Data Analysis
 All transcribed data from the semi-structured interviews (teacher and parent/guardian
cohort) and written questionnaires (student cohort) has been recorded and will be
analysed qualitatively using thematic analysis (Braun & Clarke, 2006; Clarke & Braun 2014; Mertens,
2014).
 When conducting research under the lens of AI, themes within the data begin to
emerge and as such, employing Thematic Analysis (TA) is an appropriate means of
analysing said data as it allows for the identification of patterns among data which may
relate to the areas being explored (Hurt & McLaughlin, 2012; Kung, Giles & Hagan, 2013).
 TA also allows for thematic pattern identification which may be linked to the 5D
stages employed in this research (Kung et al., 2013).

18. The Recruitment Process
It has been difficult to recruit participants for this study-why?
Teachers:
 Busy time of year for schools (recruitment occurred at the end of the school year and once more at the beginning of the
following school year)
 Teacher’s anxiety over the absence of a formal transition plan in a prospective student’s file?
 Slight reluctance to want to engage with research which involves the viewing of IEPs?
 Somewhat reluctant to pass on information to parents about research concerned with transition planning and IEP viewing?
(possibly understandably concerned about the prospects of parental negative feedback/dissatisfaction in these areas?)
Students:
 Students are not inclined to want to participate (reasons for not participating; anxiety, concentration difficulties, unsure of
what they want to do in future-don’t want to think about it now, shyness, they don’t know the researcher, etc.)
Parents:
 Not really sure what my study is about/potential time constraints
 Appear to be somewhat less motivated to discuss this area at the moment-view of discussion around transition planning as
premature?

19. Preliminary Analysis-Emerging Themes in Teacher
Cohort:
 Current School Strengths:
• Strong communication system with staff members
• History of visiting and linking in with post-secondary education institutions
• Positive student/teacher relationships
• Positive family/school relationships
• Fostering independence in students.
• Work experience programmes
 Proposed Resources Required for Ideal Transition Planning Scenario:
• Time
• Key-link in person in charge of process
• Meetings dedicated to transition planning process one to two times/year
• Strengthening communication with post-secondary education institutions
• Having a ‘Plan B’ for students for post secondary education options
• Encouraging more self-directed research for students around further education options
• Some changes around the current use of IEPs.

20. Preliminary Analysis: Emerging Themes in Student Cohort:
 Current Student Strengths:
• Focused on post secondary education choices
• Optimistic and positive outlook around their future after secondary school
 Proposed Actions Required for Ideal Transitioning Planning Scenario:
• More self-directed research by students into post secondary education options.
• Support from Parents around research into and exploration of post secondary education
options.
Parent Cohort-still gathering data

21. References
 Adreon, D., & Durocher, J. S. (2007). Evaluating the college transition needs of individuals with high-functioning autism spectrum disorders. Intervention in
School and Clinic, 42(5), 271-279.
 Barnes-Holmes, Y., Scanlon, G., Desmond, D., Shevlin, M., & Vahey, N. (2013). A study of transition from primary to post-primary school for pupils with
special educational needs. National Council for Special Education Research Report No, 12.
 Bell, S., Devecchi, C., Mc Guckin, C., & Shevlin, M. (2017). Making the transition to post-secondary education: opportunities and challenges experienced by
students with ASD in the Republic of Ireland. European Journal of Special Needs Education, 32(1), 54-70.
 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
 Carter, E. W., Harvey, M. N., Taylor, J. L., & Gotham, K. (2013). Connecting youth and young adults with autism spectrum disorders to community life.
Psychology in the Schools, 50(9), 888-898
 Cimera, R. E., Burgess, S. and Wiley, A. (2013). Does Providing Transition Services Early Enable Students with ASD to Achieve Better Vocational Outcomes
as Adults? Research & Practice for Persons with Severe Disabilities, 38(2), p. 88-93.
 Clarke, V., & Braun, V. (2014). Thematic analysis. In Encyclopedia of critical psychology (pp. 1947-1952). Springer New York.
 Daly, P., Ring, E., Egan, M., Fitzgerald, J., Griffin, C., Long, S., ... & O’Sullivan, S. (2016). An evaluation of education provision for students with autism
spectrum disorder in Ireland.
 Geller, L. L., & Greenberg, M. (2009). Managing the transition process from high school to college and beyond: Challenges for individuals, families, and
society. Social Work in Mental Health, 8(1), 92-116.
 Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field methods, 18(1), 59-
82.

22. References
 Hannah, E. F. and Topping, K. J. (2012). Anxiety Levels in Students with Autism Spectrum Disorders Making the Transition from Primary to
Secondary School. Education and Training in Autism and Developmental Disabilities, pp 198 -20
 Hurt, R. L., & McLaughlin, E. J. (2012). An applied introduction to qualitative research methods in academic advising. NACADA Journal, 32(1),
63-71.
 Jindal-Snape, D., Douglas, W., Topping, K. J., Kerr C. & Smith E. F. (2006). Autistic spectrum disorders and primary secondary transition.
International Journal of Special Educations, 21(2), p. 18-32.
 Kung, S., Giles, D., & Hagan, B. (2013). Applying an Appreciative Inquiry Process to a Course Evaluation in Higher Education. International
Journal of Teaching and Learning in Higher Education, 25(1), 29-37.
 Mertens, D. M. (2014). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed
methods. Sage publications.
 Rose, R., Shevlin, M., Winter, E., O'Raw, P., & Zhao, Y. (2012). Individual Education Plans in the Republic of Ireland: an emerging system. British
Journal of Special Education, 39(3), 110-116.
 Shuayb, M., Sharp, C., Judkins, M., & Hetherington, M. (2009). Using appreciative inquiry in educational research: Possibilities and limitations.
National Foundation for Educational Research.
 Vanvergeijk, E., Klin, A. & Volkmar, F (2008). Supporting more able students on the autism spectrum: college and beyond. Journal of Autism and
Developmental Disorders, 38, p. 1359-1370.
 Wehman, P., Schall, C., Carr, S., Targett, P., West, M., & Cifu, G. (2014). Transition from school to adulthood for youth with autism spectrum
disorder: What we know and what we need to know. Journal of Disability Policy Studies, 25(1), 30-40
 Wei, X., Wagner, M., Hudson, L., Yu, J. W., & Javitz, H. (2016). The Effect of Transition Planning Participation and Goal-Setting on College
Enrollment Among Youth With Autism Spectrum Disorders. Remedial and Special Education, 37(1), 3-14.