Transition to Preschool for Children with ASD: Expectations of Turkish Parents and Teachers

Abstract

Autism spectrum disorder is common among disability. Difficulties experienced by the child with autism in developmental areas may cause negative situations during transition to preschool. This study aims to determine the opinions of parents and teachers about expectations and whether these expectations have been fulfilled during transition to preschool. As a result of the content analysis, the perspectives of parents who participated in the study from the teachers for children with autism were collected in six categories: social acceptance, developmental expectations, social skills, communicative skills, stereotypical behaviors, and teachers expectations. Teacher perspectives from the parents of children with autism were gathered in four categories: special needs of the child, attitude and approach, acceptance, and developmental expectations. Findings are discussed in light of the related literature.