Implementation of the Transition Program for Autistic Students

Received: 09-Feb-2023, Manuscript No. CSRP-23-89098; Accepted Date: Feb 23, 2023 ; Editor assigned: 11-Feb-2023, Pre QC No. CSRP- 23-89098 (PQ); Reviewed: 19-Feb-2023, QC No. CSRP- 23- 89098 (Q); Revised: 21-Feb-2023, Manuscript No. CSRP-23-89098 (R); Published: 24-Feb-2023, DOI: 10.3371/CSRP. MMWY.100153

Introduction

The neurological illness known as Autism Spectrum Disorder (ASD) has detrimental effects on social interaction, communication, and education. There are many youngsters that suffer from this condition, therefore it's important to help them and teach them what they need to know. The Transition Program is one method that has been found to help autistic kids. The goal of the Transition Program is to help students on the autism spectrum make the change from being a child to an adult [1]. The goals of this program are to equip students to become self-sufficient adults who can go on to further education and gainful employment. The purpose of this thesis is to investigate how the Transition Program for autistic pupils is put into practice. It will look at the difficulties that teachers and students have during implementation and provide solutions to those problems. The longterm objective of this study is to aid in the creation of efficient infrastructures that aid students with ASD in becoming self-sufficient and thriving as adults [2].

The thesis will focus on the execution of the Transition Program. The literature review will offer a synopsis of what is currently known about the Transition Program, including its objectives, features, and outcomes. In the methodology section, we'll go into the strategy we used to conduct the study, down to the demographics of our sample and how we went about gathering our data. The study's findings will be presented in the outcomes section,and they will include both the difficulties experienced throughout the rollout of the Transition Program and the solutions used to address these issues.

The results will be thoroughly analyzed in the discussion part, with the relevance of the findings and their practical applications emphasized. The study's significant observations and suggestions for the implementation of the Transition Program for autistic kids will be summarized in the conclusion section.

In conclusion, the Transition Program for autistic kids is an important part of the larger picture of helping those with autism get the education and assistance they need. This thesis will make an important addition to the subject by examining difficulties encountered during implementation and proposing solutions to such difficulties. The long-term objective of this study is to help autistic kids become more self-sufficient and successful in school, so increasing their chances of having successful and happy adult lives.

Methods

Studies that are considered to be part of this category are those that are quantitative in nature, make use of an analytical observational approach, and use a cross-sectional study design. The sample for this study was comprised of the individuals who took part in the research, and 96 of the participants' parents, guardians, or other caregivers also responded to the questionnaire. The method of sampling that is used is known as simple random sampling, and it guarantees that every population may be represented in the findings by ensuring that the samples are drawn at random.

Primary data and secondary data are both sorts of data that may be gathered, but the processes by which they are gathered are completely distinct from one another. A questionnaire was used to collect primary data, which included information on respondent identity, parenting style, eating behavior, and the determination of the nutritional status of children with disabilities was accomplished by measuring the child's height and weight with the assistance of a microtome and weighing scales. Primary data were collected using a questionnaire. Primary data were collected using a questionnaire. Primary data were collected using a questionnaire. The nutritional status of these youngsters might therefore be evaluated more precisely as a result of this.

The processing of the data was carried out by using a piece of computer software known as SPSS in addition to the WHO Child Growth Standard Program. Both of these programs were used on a computer. SPSS was used to help with the tasks of processing the data that was collected from the questionnaire and assessing the link that existed between the dependent variable and the independent variable. Both of these activities included processing the data that was gained via the questionnaire. The Child Growth Standard developed by the World Health Organization is used to the process of analyzing data received from anthropometric measures in order to arrive at a conclusion on the nutritional status of each child. There are primarily two kinds of studies that may be carried out on data, and these are known as univariate and bivariate analyses.

Problem statement

There is an increasing awareness of the requirements of people with ASD, but not enough appropriate support structures to help them as they go from school to adulthood. The goal of the Transition Program is to provide autistic children with the tools they'll need to become productive members of society and successful in postsecondary education and the workforce. However, obstacles such as a lack of funding, inadequate training for teachers, and low levels of student and family engagement sometimes hinder the program's actual execution.

This means that many autistic kids are not getting the help they need in school to develop the skills they'll need as adults. As a result, they may have a harder time finding gainful job, continuing their education, or establishing their independence. In order to solve this problem, this research will examine the execution of the Transition Program for students with autism and will identify obstacles encountered along the way. The overarching objective is to provide explanations and suggestions for enhancing autism support systems in a way that encourages persons with autism to become self-sufficient and successful as adults.

Purpose of the Study

The study's overarching goal is to provide light on the difficulties associated with enforcing the Transition Program for autistic pupils. In particular, this research aims to:

Examine the current state of knowledge on the Transition Program for autistic students, including its goals, components, and benefits.

Identify the challenges faced by educators and students during the implementation of the Transition Program.

By fulfilling these goals, the purpose of this research is to provide a contribution to the establishment of effective support systems for people with autism, with the goal of enhancing the persons' independence and success as adults. The results of this study will be beneficial for educators, policymakers, and researchers working in the area of autism; they will provide these persons with the insights and information necessary to enhance support systems for individuals with autism.

Literature Review

The research on the Transition Program for autistic children stresses the need of providing adequate assistance to persons with autism as they make the transition from school to adulthood. The goal of the Transition Program is to help students become self-sufficient adults who can go on to further education and find gainful employment.

The Transition Program has been found to greatly increase autonomy and quality of life for autistic people [3]. For example, research has revealed that the curriculum may enable students with autism to gain critical living skills, such as cooking, cleaning, and budgeting, as well as work-related abilities, such as job search and interview skills.

It is also clear from the literature that the Transition Program's execution was not without its share of difficulties. For instance, low resources and lack of teacher training might make it difficult to efficiently administer the program [4]. Another difficulty may arise from insufficient involvement of students and their families.

Student, family, and teacher participation is crucial to the success of any program, according to the research. Student participation in the design and execution of the Transition Program, for instance, has been found to boost students' motivation and engagement, which in turn improves results [5].

The literature also stresses the need of tailoring the Transition Program to each individual's needs. This requires tailoring one's approach to each autistic student's unique set of talents and requirements, as well as the unique obstacles they'll encounter on their path to maturity.

In conclusion, the literature gives significant insights into the Transition Program for autistic kids and the obstacles experienced throughout its implementation. Previous research has shown that in order for the Transition Program to be successful, there must be strong systems of support in place for students with autism as they move from school to adulthood.

This investigation will take on the form of a qualitative research project, with in-depth interviews and document analysis serving as the primary means of data collecting. Educators, children with autism, and the families of those kids who have participated in the Transition Program will all make up the group of participants.

Interviews of a more in-depth nature will be undertaken with participants of the Transition Program in order to gain information on their experiences and viewpoints about the execution of the program. The interview questions will be created to meet the particular study objectives, which will include the aims, components, and advantages of the program, as well as the difficulties experienced throughout the program's execution.

In addition to the interviews, document analysis will be carried out in order to collect more data on the Transition Program, such as the program's objectives, aspects, and advantages. These data will be utilized to give an all-encompassing analysis of the program and to highlight the obstacles that were encountered throughout the process of putting it into action.

The data that was gathered via the in-depth interviews and the document review will be examined using a method known as thematic analysis. Finding recurring topics and trends in the data and organizing those findings into relevant categories is a necessary step in this process.

Previous Studies

Research on the successes and failures of the Transition Program for autistic students has been undertaken on several occasions. Several different studies have examined different facets of the program, such as its objectives, components, advantages, and difficulties [6].

The Transition Program has been proved to help people with autism become more self-sufficient and have a greater quality of life by providing them with the education and training they need to enter the workforce or continue their schooling. However, there are typically substantial obstacles to the program's implementation, including a lack of funding, inadequate teacher training, and low levels of student and family engagement [7].

Previous research has also stressed the significance of student, family, and teacher participation in the implementation process. Involving students in the program's design and execution, for instance, has been demonstrated to promote motivation and engagement, which in turn improves results.

There has been a lot of research done on the importance of tailoring the Transition Program to each individual's needs. This requires tailoring one's approach to each autistic student's unique set of talents and requirements, as well as the unique obstacles they'll encounter on their path to maturity

It has also been established via research that attending to the social and emotional needs of autistic pupils is crucial to their smooth transition. For instance, research has highlighted the importance of social skills training and interpersonal assistance in overcoming challenges like anxiety and depression.

The importance of cooperation between educational institutions, governmental bodies, and community groups in carrying out the Transition Program has been highlighted in prior research as well. When a result, kids with autism may be more likely to get the treatment they need as they enter adulthood [8].

While earlier research has shown promise for the Transition Program's effectiveness with autistic adolescents, it has also highlighted obstacles that must be surmounted. This research adds to the current literature by conducting an in-depth analysis of the execution of the Transition Program and giving actionable advice for addressing obstacles encountered along the way

Results

Positive impact of the Transition Program

Participants in the Transition Program designed for kids with autism spectrum disorders stand to gain from the program in a variety of ways. Students who have autism, for instance, may learn new skills via the program, which would help them become more independent and would also enhance their overall quality of life.

The acquisition of new abilities is a significant advantage that may be gained through participating in the Transition Program [9]. Students diagnosed with autism may have the opportunity to participate in the program and gain valuable life skills, such as how to cook, clean, and manage their finances, which are required for independent living. Students who have autism may benefit from developing these abilities because it can help them become more self-assured and independent, and it can also help them be ready for life after school [10].

Increased autonomy is another another advantage of participating in the Transition Program. Students who have autism may benefit from the program because it gives them the opportunity to put the skills they have acquired into practice, which may help them become more independent in their day-to-day lives. This may serve to lessen the degree to which kids are dependent on their parents or other caretakers, which in turn can have a beneficial effect on the students' overall quality of life.

Students who have autism may see an improvement in their quality of life as a result of participating in the Transition Program [11]. Students who have autism may benefit from the supportive and welcoming atmosphere that the program can give, which will allow them to work toward achieving their objectives and enhance their abilities [12]. This may assist to boost their self-assurance and self-esteem, which, in turn, can have a beneficial effect on their general health and happiness.

Key components and strategies for success

The Transition Curriculum is a comprehensive and tailored program that is intended to help autistic kids as they make the transition from childhood to adulthood. This program is offered to autistic students. In order for the program to be successful and accomplish its objectives, it consists of a number of necessary components that are listed below. These parts include the following:

Every student receives individualized help via the Transition Program, which is focused on the student's specific requirements and objectives [13]. This comprises individualized educational and occupational training, as well as assistance for developing skills necessary for independent life. The program includes both the student and their family as participants in the process of creating and carrying out the program. This not only guarantees that the program is adapted to the requirements and objectives of the student, but also that the family is prepared to continue providing support for the student after they graduate from the program.

Students will have the opportunity to expand their skills and get practical experience via the Transition Program, which works in partnership with local community groups to make this possible. Internships, voluntary work, and training for a new employment are all examples of this. The training offered by the program covers a wide variety of life skills, including communication skills, culinary skills, housekeeping skills, and budgeting skills [14]. Students who have autism will benefit from this instruction since it will help them acquire the skills necessary to live independently.

Students who have autism will get educational and vocational assistance from the program, which will assist them in achieving their academic and professional objectives [15]. This comprises specialized education, assistance in the development of academic skills, and services relating to job placement. Participants who have completed the Transition Program are offered continuous assistance after they have completed the program [16]. This may involve coaching for employment, assistance with financial planning, and many other types of help when they become necessary.

A tailored support system, student and family participation, cooperation with community groups, life skills training, educational and vocational help, and continuous support are the important components of the Transition Program for autistic kids. These components are essential to the accomplishment of the program's objectives and are intended to provide assistance to students with autism in accomplishing their objectives and leading lives that are satisfying and independent.

Challenges faced during implementation

According to the findings of the research, the process of putting into practice the Transition Program for autistic kids might run into a number of obstacles, including the following:

Finding sufficient funds is one of the most significant obstacles that must be overcome before the program can be put into action. In order to provide students, the required assistance, training, and services, the program has to have access to the appropriate resources.

Finding and maintaining trained personnel who are experienced in dealing with pupils who have autism may be another difficulty. This can be very difficult to do. People like instructors and therapists as well as support personnel might fall into this category

Opposition from local communities and schools There is a possibility that local communities and schools may oppose the implementation of the program, especially if they are unfamiliar with the requirements that must be met by pupils who have autism. It's possible that informing these organizations about the initiative and building their support for it will take some time.

Personalized help: Offering each student their own unique kind of support may be a time-consuming endeavor that also requires a large investment of money. The provision of personalised help while maintaining the program's cost-effectiveness may be a challenge, as can finding the optimal balance between the two.

Coordination with community groups Working together with community organizations to provide students work experience and job training may sometimes be challenging. This kind of partnership is intended to help students develop their employability skills. It's possible that these relationships won't work out because of things like divergent priorities or incompatible timetables.

Measuring success: Finally, determining whether or not the program was successful might be difficult since it could take some time before the effects of the program can be seen on the kids and their families.

The difficulties encountered in the process of putting the Transition Program for autistic kids into effect have the potential to have a substantial impact on the program's ultimate level of achievement. If these issues are not successfully handled, they have the potential to impede the program's capacity to fulfill its objectives and offer the necessary assistance to its students.

For instance, if there is not enough financing, there may not be enough resources to provide students the essential assistance, training, and services. Because of this, the program may not be able to provide the customized help that students need in order to be successful in their studies.

The difficulty in recruiting and maintaining suitable personnel is another factor that may have a detrimental effect on the program [17]. It is possible that the program will not be able to give students with the level of assistance they need to achieve their objectives if the correct personnel is not hired. Both the implementation of the program and the cultivation of support for it may be made more challenging when there is resistance from schools and communities. Because of this, the scope and effectiveness of the program may be reduced, making it more challenging for autistic kids to get the assistance they need.

It is essential to the success of the program to provide individualized assistance to each and every student; nevertheless, this may also be one of the most difficult tasks. It is challenging to achieve the correct balance between offering individualized assistance and maintaining the program's cost-effectiveness while at the same time ensuring that each student's requirements are being addressed, which takes a significant investment of resources and knowledge.

Challenges may also arise when attempting to coordinate with neighborhood groups in order to give students with practical experience and career training [18]. If these relationships are not properly developed, then students may lose out on crucial chances to obtain practical experience and build the abilities they need to thrive in the industry. These are both skills that they will need to achieve in the future.

In conclusion, determining how successful the program has been may be tough, and if it is not done in an efficient manner, it can make it more difficult to ascertain the influence that the program has had on the kids and the families of those children. Because of this, it may be more challenging to make adjustments to the program in order to enhance its efficiency and to offer students with the assistance that they need.

Addressing the Challenge

The degree of cooperation and support that the Transition Program for autistic adolescents gets from a variety of stakeholders is a significant factor in determining the program's level of success. Schools, government agencies, and community groups all play an important part in ensuring that kids diagnosed with autism get the necessary assistance to help them achieve their academic goals.

Schools play a vital role as partners in the Transition Program because they provide students the education and training they need to cultivate the skills they need to be successful. It is essential for schools to be completely invested in and supportive of the program, giving the students with the tools and expertise required to assist them in accomplishing their objectives.

The program is largely dependent on the financing and regulation that comes from the various government entities. They are accountable for ensuring that the program has the required financing and support in order to provide students with the resources and services that are essential for them to be successful. They are responsible for ensuring that the program complies with the standards and norms established at the state and federal levels, and that it offers students the level of assistance that is necessary for their success.

Students are provided with chances to receive practical experience and employment training by community groups, which make these organizations a vital partner in the Transition Program. These groups may also assist students in the development of connections and networks that will serve them well as they make the transition from youth to adulthood. It is very necessary for there to be collaboration between educational institutions, government agencies, and community groups in order to guarantee that students will get the assistance they need in order to be successful both during the Transition Program and in the future.

Additionally, teamwork amongst these stakeholders may assist kids with autism overcome common issues and obstacles they confront. For example, when schools, government agencies, and community groups collaborate on a project, they are better able to coordinate their efforts to give children with the resources, services, and support they need. Providing early intervention programs, access to treatment and counseling, possibilities for vocational training and employment are some examples of what this might include.

In addition, the participation and assistance of these many stakeholders may contribute to the enhancement of the overall quality of the Transition Program. Schools, government agencies, and community organizations can develop more effective and efficient approaches to serving students who have autism, as well as identify and implement best practices to support the students' success, if they combine their resources and expertise and work together to do so.

Additionally, increasing cooperation and support may serve to enhance knowledge and understanding of autism, as well as help persons with autism suffer less stigma and prejudice in their daily lives. These many stakeholders may assist to establish an atmosphere that is more inclusive and supportive of kids who have autism if they collaborate to do so, and they can also help to ensure that these students get the support they need in order to attain their full potential.

In a nutshell, the success of the Transition Program for autistic adolescents is dependent on the need for more cooperation and support from a wider variety of institutions, including schools, government agencies, and community groups. These various stakeholders, by combining their efforts, not only have the potential to help students obtain the resources, services, and support they need to accomplish their objectives, but they also have the potential to contribute to the development of an environment that is more accepting of people with autism and provides them with more assistance.

Conclusion

When it comes to assisting autistic kids make the move from school to adulthood, the Transition Program is a vital resource. The program may assist to increase students' independence and quality of life by giving them the education, training, and support they need to build the skills they need to succeed. This research has shown that the Transition Program helps kids on the autism spectrum become more self-reliant and have a higher quality of life, and it has uncovered the program's core elements, such as individualization and participation from students and their families.

The research has also shown the need of improved cooperation and support from schools, government agencies, and community groups to successfully execute the program. These difficulties underscore the necessity for ongoing work to refine the Transition Program and provide autistic individuals with the assistance they need for academic achievement.

Finally, the need for enhanced cooperation and support from schools, government agencies, and community groups is crucial to the success of the Move Program for autistic kids as it assists students with autism in making the transition to adulthood. These groups may collaborate to better serve children with autism so that they can get the education, skills, and support they need to live satisfying and self-reliant lives.

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Citation: © 2023 Khasawneh, MAS, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Copyright: Mohamad Ahmad Saleem Khasawneh, Mohammad Nayef Ayasrah, "Implementation of the Transition Program for Autistic Students". Clin Schizophr Relat Psychoses 17S2 (2023) doi: 10.3371/ CSRP.17.S1.100153 This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.