The perceptions of students with autism, educators, and parents on the effectiveness of middle and high school transition programs in promoting student success and independence

Special education law continues to put emphasis on developing appropriate\ud transition plans that provide effective instruction in the areas of transitioning students\ud in to adulthood. As a result, there is a growing need to analyze current transition\ud programs and receive feedback from those involved. Because the number of\ud individuals with autism is continually growing and because they have a unique set of\ud needs in transitioning to adulthood, this population of individuals was the focus of\ud this study. A qualitative research approach was used within a large suburban school\ud district. Surveys were distributed to parents, teachers, and students in an effort to\ud understand their perceptions of transition programs and what success means for\ud individuals with autism. The findings from this research determined that transition\ud programs should focus on job skills, technology skills, socialization, and student\ud involvement in decision-making. In addition, it was determined that success for\ud individuals with autism should not be defined by the amount of money they earn, but\ud rather by their personal autonomy, family, friendship, job, and ability to live\ud independently.\ud \ud Key Words: Transition program, student independence and success, special educatio