ABSTRACT
This chapter explores influences on students with autism spectrum disorder (ASD) and their learning during the middle years of schooling. It discusses the impact on the learning experiences of students with ASD across the middle years. The chapter considers ideas that may increase participation, learning and engagement during this phase of student development. It focuses on how this may inform teaching practices and a tiered approach to support. Transitions are considered to be any ‘movements, passages or changes from one position, state, stage, subject or concept to another. Students on the spectrum have themselves voiced the importance of receiving support during times of transition, identifying this as the key strategy that is most helpful in supporting their school needs. Schools not only have a strong academic component but also play a vital role in developing the social and emotional skills that influence student success.
