Transição educacional de um jovem com transtorno do espectro autista para o ensino superior

Abstract

The transition from high school to higher education is a significant milestone in any student’s life and can be challenging. However, for individuals with Autism Spectrum Disorder (ASD), this process may present even greater challenges that require specific strategies to ensure a successful experience. In this context, the overall aim of this study was to understand the educational transition process of a young person with ASD to higher education. To achieve this aim, two specific objectives were defined: (1) to develop an Individualized Transition Plan (ITP) for a student with ASD, and (2) to evaluate and monitor its implementation. The study was designed as a single-subject case study, involving one primary participant, an 18-year-old student diagnosed with ASD, and two secondary participants: the student's mother and the psychopedagogue who accompanies him. Data collection included a Skills Inventory, a Case Study Protocol, and a Future Perspective Form, complemented by contributions from the psychopedagogue and an interview with the student’s mother. A field diary was also maintained to record observations and reflections made by the researcher. Together, these data formed the basis for developing and implementing the ITP. The results indicated that the ITP contributed to the student’s autonomy by expanding his understanding of academic programs, admission procedures, academic responsibilities, and available support services. The active participation of the student, combined with family and professional support, proved essential to the success of the transition process. In addition, the study highlighted the need for public policies that institutionalize the ITP, thereby promoting greater access to higher education for students with disabilities, particularly those with ASD, who were the focus of this dissertation.