<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382025000100432</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702025v31e0277</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[TRANSIÇÃO PARA O 1º CICLO DO ENSINO BÁSICO DE CRIANÇAS COM PERTURBAÇÃO DO ESPETRO DO AUTISMO1,]]></article-title>
<article-title xml:lang="en"><![CDATA[TRANSITION TO ELEMENTARY SCHOOL FOR CHILDREN WITH AUTISM SPECTRUM DISORDER]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[TEIXEIRA]]></surname>
<given-names><![CDATA[Susana Maria Duarte]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PEREIRA]]></surname>
<given-names><![CDATA[Ana Paula da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[JURDI]]></surname>
<given-names><![CDATA[Andrea Perosa Saigh]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,AIREV  ]]></institution>
<addr-line><![CDATA[Vizela ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Minho Instituto de Educação Centro de Investigação em Estudos da Criança]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[Santos São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>31</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382025000100432&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382025000100432&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382025000100432&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Em Portugal, a transição da criança com Perturbação do Espetro do Autismo (PEA) para o primeiro ciclo do ensino básico constitui uma fase de desafios relacionados com a mudança e a adaptação a um novo sistema de ensino. Este estudo procurou analisar as perceções das famílias e dos profissionais relativamente à transição de crianças com PEA da educação pré-escolar para o primeiro ciclo do ensino básico. Desenvolveu-se uma investigação de natureza qualitativa, com 16 participantes, tendo por base a metodologia de estudo de caso e a entrevista semiestruturada como instrumento de recolha de dados. Como resultados desta investigação, destacam-se a importância da participação das famílias e do trabalho colaborativo. Os processos de transição foram maioritariamente descritos de forma positiva pelos participantes. As barreiras que dificultam o processo de transição relacionam-se com a diferença dos modelos e contextos de intervenção nos dois ciclos de estudo, a descontinuidade do apoio da Intervenção Precoce na Infância, a falta de formação dos profissionais e a ausência de avaliação do processo de transição. Os resultados deste estudo poderão influenciar as práticas e as políticas, de modo a salvaguardar a qualidade do processo de transição e o sucesso da criança com PEA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In Portugal, the transition of children with Autism Spectrum Disorder (ASD) to the first grades of elementary school constitutes a stage of challenges related to change and adaptation to a new educational system. This study sought to analyze the perceptions of families and professionals regarding the transition of children with ASD from preschool to elementary school. A qualitative study was carried out with 16 participants, based on a case study methodology and with semi-structured interviews as the data collection tool. As results of this investigation, the importance of family participation and collaborative work stands out. The transition processes were mostly described in a positive way by the participants. The barriers that hinder the transition process are related to differences in intervention models and contexts in the two stages of education, the discontinuity of Early Childhood Intervention support, the lack of professional training, and the absence of evaluation of the transition process. The results of this study may influence practices and policies in order to safeguard the quality of the transition process and the success of children with ASD.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Perturbação do Espectro do Autismo]]></kwd>
<kwd lng="pt"><![CDATA[Transição]]></kwd>
<kwd lng="pt"><![CDATA[Família]]></kwd>
<kwd lng="pt"><![CDATA[Profissional.]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Autism Spectrum Disorder]]></kwd>
<kwd lng="en"><![CDATA[Transition]]></kwd>
<kwd lng="en"><![CDATA[Family]]></kwd>
<kwd lng="en"><![CDATA[Professional.]]></kwd>
</kwd-group>
</article-meta>
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