ABSTRACT Transition research tends to consider the experiences of typically developing pupils and often focuses on the primary to secondary school transition. Accounts that specifically focus on the views of autistic pupils also tend to rely heavily on the accounts of parents and staff. This study explored the transition experiences of four young autistic adults in further education from the perspective of the young people themselves. The free association Grid Elaboration Method was used to elicit the views of four young autistic adults enrolled in further education, followed by thematic analysis of the data. Researcher field notes were used to support the analysis. Six themes were identified: (a) Resilience, (b) Growth and Development, (c) Relationships, (d) Mental Wellbeing, (e) Agency and (f) Understanding Difference. Applied implications of the findings for educational psychologists (EPs) working with young autistic adults, plus strengths and limitations of the study are discussed.

中文翻译：

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使用网格细化方法 (GEM) 调查年轻自闭症成年人的过渡经历

摘要 过渡研究倾向于考虑典型发展学生的经历，并且通常侧重于小学到中学的过渡。特别关注自闭症学生观点的账户也往往严重依赖父母和工作人员的账户。本研究从青少年自身的角度探讨了四名自闭症青少年在继续教育中的过渡经历。使用自由联想网格细化方法来引出四名参加继续教育的年轻自闭症成年人的意见，然后对数据进行专题分析。研究人员的现场笔记用于支持分析。确定了六个主题：(a) 复原力，(b) 成长与发展，(c) 关系，(d) 心理健康，(e) 能动性和 (f) 理解差异。