The transition to primary school is a critical milestone that introduces new demands and challenges for children, families, and teachers. Children with disabilities, such as autism spectrum disorder (ASD), are particularly vulnerable during this period, facing distinct and heightened challenges. Effective implementation of transition practices by teachers is essential, as it can significantly improve the transition process and promote positive developmental outcomes for these students. The present study examines the implementation of recommended transition practices for children with ASD by general education teachers, assessing their perceived importance and primary concerns. Nine in-service kindergarten teachers were recruited from a large metropolitan city in Canada. Participants completed the Teachers’ Perceptions on Transitions (TPOT) questionnaire to assess their use of transition practices, perceptions of these practices, and concerns regarding the transition to school for children with ASD. The findings revealed significant concerns regarding classroom support, communication, and transition preparation. While teachers acknowledged the importance of various transition practices, their implementation was inconsistent due to barriers in transparency, practical constraints, and parental involvement. This research sheds light on the challenges faced by teachers and highlights critical areas for improvement. The insights offer guidance for educators, schools, and policymakers striving to enhance the educational outcomes and well-being of children with ASD.
KeywordsTransition to SchoolTransition to KindergartenAutism Spectrum Disorder (ASD)Special NeedsTeacher Practices
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