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.

自闭症谱系障碍在残疾中很常见。自闭症儿童在发育领域遇到的困难可能会在向学前班过渡期间造成负面情况。本研究旨在确定家长和教师对期望的看法，以及这些期望在学前班过渡期间是否得到满足。作为内容分析的结果，参与研究的家长从老师那里收集了自闭症儿童的观点，分为六类：社会接受度、发展期望、社交技能、沟通技巧、刻板行为和教师期望。来自自闭症儿童家长的教师观点被分为四类：儿童的特殊需要、态度和方法、接受度和发展期望。