由校園走向下一步：研究整理自閉症青年離校轉銜，「一齊規劃」點解重要 From School to the Next Step: What Research Says About Planning Transitions with Autistic Young People

作者 Byline：周Sir／chausir.com

本文由 AI 協助整理公開資料。 This article summarises public research with AI assistance.

1. 呢份研究做咗啲咩 ｜ What the study looked at

中文 英國倫敦大學學院同伯明翰大學嘅研究團隊（Richards、Pellicano、Han、Spiegler、Crane），喺 2026 年 5 月於期刊《Review of Educational Research》網上發表一篇「傘式回顧」（umbrella review），即係將已有嘅系統性回顧再集合整理。團隊納入 25 篇回顧，背後合共涉及 435 項原始研究，內容係自閉症青年（包括同時有智力障礙嘅青年）離開學校時嘅經歷同後續情況。[1]

English A team from University College London and the University of Birmingham (Richards, Pellicano, Han, Spiegler and Crane) published an umbrella review in May 2026 in Review of Educational Research. An umbrella review gathers existing systematic reviews into one overview. The team included 25 reviews covering 435 primary studies on the experiences and later situations of autistic young people (including those with intellectual disability) when they leave school. [1]

2. 研究見到咩關聯 ｜ What links the review found

中文 研究發現，各篇回顧質素大致良好，但底下嘅原始研究質素參差。有幾個發現反覆出現：提早、因應個別青年而訂嘅規劃，同家庭、學校同服務單位之間嘅合作，同比較正面嘅轉銜經歷有關；相反，過程較困難嘅情況，常見於青年冇真正參與決定、各部門協調零碎，以及支援機會不均等。作者團隊亦提到，青年好多時有出席規劃會議，但未必覺得自己嘅意見真正影響咗結果。以上只係整理出嚟嘅關聯同觀察，唔代表某一種做法一定適合每個人。[1]

English The reviews themselves were generally well conducted, but the quality of the underlying primary studies varied. A few findings came up again and again: earlier, individualised planning, and collaboration among families, schools and service providers, were linked with more positive transition experiences. Harder journeys often involved young people not really taking part in decisions, patchy coordination across services, and uneven access to support. The authors also note that young people often attended planning meetings, yet did not always feel their views shaped the outcome. These are associations and observations from the evidence base, not a claim that any one approach suits every person. [1]

3. 讀研究時要留意 ｜ Reading the findings with care

中文 作者指出幾個缺口：有智力障礙嘅青年好少被獨立分析；好少研究追蹤離校後多年嘅情況；多數研究用就業、升學、獨立生活去量度「成功」，較少睇幸福感、人際關係同歸屬感。所以作者建議，同青年「一齊規劃」，而唔係「替」青年規劃。研究主要來自西方國家，香港嘅學制同服務安排唔同，只可以作參考。[1]

English The authors flag several gaps: young people with intellectual disability were rarely analysed on their own; few studies followed people for years after leaving school; and many studies measured “success” mainly by employment, further study or independent living, with less attention to wellbeing, relationships and belonging. Their recommendation is to plan with autistic young people, not for them. Most of the evidence comes from Western countries; Hong Kong’s school system and service pathways differ, so the findings are a reference only. [1]

4. 香港家長可以點留意 ｜ Small things Hong Kong parents can notice

中文 香港嘅孩子升中、讀到中三或中六，以至離開學校，都係支援同環境一齊轉變嘅時候。呢篇回顧提醒家長，轉變唔使等到最後一年先傾，可以早啲同孩子、班主任同學校嘅特殊教育需要統籌主任（SENCO）一齊慢慢傾：孩子鍾意咩、擅長咩、想試咩、邊啲環境會令佢唔舒服。傾嘅時候，可以用孩子慣用嘅方式表達，例如圖畫、相片、簡單選擇卡，或者分幾次短時間傾，唔急於一次定案。家長亦可以記低各方嘅聯絡人同跟進事項，等唔使每次由頭講過。

喺 CRP（Communication, Relationship, Parenting）嘅角度，轉銜規劃本身就係一段長時間嘅溝通同關係：家長、孩子同學校之間肯慢慢傾，孩子先較容易感覺到自己有參與。研究只係參考；每位青年節奏唔同，如有需要，可以向學校或相關服務單位查詢。

English In Hong Kong, moving up to secondary school, reaching Form 3 or Form 6, and leaving school are all moments when support and surroundings change together. This review’s reminder for parents is that you need not wait until the final year to talk. Earlier, slower conversations with your young person, the class teacher and the school’s SENCO can cover what they like, what they are good at, what they want to try, and which settings feel uncomfortable. Use the ways of expressing that already work for them: drawings, photos, simple choice cards, or several short chats rather than one big decision. Parents can also keep a note of contacts and follow-up points so the story need not restart each time.

From a CRP (Communication, Relationship, Parenting) point of view, transition planning is itself a long stretch of communication and relationship: when parents, young people and schools keep talking, the young person is more likely to feel involved. The research is a reference only. Every young person has their own pace; if needed, you can ask the school or a relevant service provider.

資料來源 ｜ Sources

1. Richards, N., Pellicano, E., Han, E., Spiegler, J., & Crane, L. (2026). Transition out of school for autistic young people: An umbrella review. Review of Educational Research. Advance online publication, 5 May 2026. https://doi.org/10.3102/00346543261442123 （開放全文 Open access, CC BY: https://research.birmingham.ac.uk/en/publications/transition-out-of-school-for-autistic-young-people-an-umbrella-re/ ；作者自述 Author overview: https://www.researchinpractice.org.uk/children/news-views/2026/august/transitions-out-of-school-for-autistic-young-people-what-does-the-evidence-tell-us/ ）

免責聲明 ｜ Disclaimer

教育資訊，非診斷或醫療建議。 Educational information, not a diagnosis or medical advice.

周Sir 嘅講座同文章屬家長教育，不提供診斷、評估或治療，亦不提供醫療或用藥建議；如有需要，請諮詢合資格專業人士。

Chau Sir's talks and articles are parent education. They do not provide diagnosis, assessment or treatment, and do not provide medical or medication advice. If needed, please consult a qualified professional.