The purpose of the study presented here is to address an aspect of particular relevance to students in general and above all to those in situations of special vulnerability to processes of educational and social exclusion: educational transitions. In this research, we will focus on a particularly challenging group for teachers when responding to their right to an inclusive education, such as students with ASD (UNESCO, 2020).

There is an international consensus on the importance of transition between educational stages in terms of its impact on students' academic and personal adjustment. However, progress is needed, among other aspects, in the construction of a conceptual framework that contributes more effectively to the understanding of the factors involved in this process (Jindal-Snape et al., 2021).

Transition between the different educational stages is one of the most stressful and difficult moments for many students (Parrilla et al., 2016), and for this reason, it is necessary to articulate the support that each student may require at this time (Virtanen et al., 2019). As pointed out, this process is especially important for students considered to have "special educational needs" (Polat, et al., 2001). In fact, for the families of these students, it becomes an extremely important concern (Tobin et al., 2012), which is a critical aspect throughout all educational stages, including university (Bell, et al., 2017). In addition, there are specific barriers that make this process more complicated in the case of students with ASD, such as the general lack of knowledge about ASD and a lack of teacher training at all levels (Richter et al., 2020;  Stack et al., 2020). Furthermore, there is a great lack of resources and support during many of the transitions, which in many cases, ends up falling upon the parents, for which they are unprepared (Cai & Richdale, 2016).

In this framework, the objective of the study is to analyse the transition between different educational states from the perspective of families with children with ADS. The participants were 22 families with children with ASD enrolled in mainstream infant, primary, secondary and baccalaureate education. Information was collected through interviews with families. Specifically, this research has followed a qualitative methodology of multiple case studies with a biographical-narrative approach, whose central axis has been the construction of "life stories" (Moriña, 2016).

The results obtained have confirmed the importance of how the transition process is carried out for the well-being of students and families. Likewise, the main barriers encountered by these students in this process have been identified, as well as the support received which, from the point of view of the families, facilitates the transition between stages. Within the barriers that are hindering the transition process, we find the  following: countless bureaucratic procedures to which families are exposed;  the lack of information; the absence of reception plans or protocols by schools; the shortage of specific support and the poor training of teachers and/or other educational agents.

On the other hand, as facilitators or supports, it is evident that there should be a series of teaching and learning methodologies adjusted to the student, individualized transition and follow-up plans, informal support networks, an adequate coordination between the different professionals involved, as well as among schools, etc. Finally, the implications of these results will be highlighted in terms of being able to transfer what is found here to practical work in schools at this time.

Participants: 22 families with children with ASD who enrolled in mainstream schools participated in the study: four in the transition to Early Childhood Education, five to Primary Education, seven to Secondary Education and six to post-compulsory studies. The selection criteria of the participants were the following: a) that the children had a diagnosis of ADS; b) that their children were enrolled in mainstream schools; c) that their children would spend more than 50% of the school day in the regular classroom. Instruments: In order to collect the information, in-depth interviews were carried out with the families following the recommendations of Taylor and Bodgan (2009) and Moriña (2016). They focused on 4 areas: what was the process like and how they assessed the transition between the educational stages of their child, what difficulties were encountered, what facilitated the process and what support they considered necessary for this process to develop effectively. Interviews were carried out on two separate occasions: one in the last term of the school year and the other during the first term of the new educational stage. Data analysis: All interviews conducted were literally transcribed and integrated into the qualitative analysis program NVivo12. The transcriptions were subjected to the thematic analysis method (Braun & Clarke 2006). For its codification, a detailed book of theoretical codes was drawn up which, after a process of recursive refinement by the research team, was finally organized into three large areas: Personal and family, School and Participation. Ethical Aspects: Active and written consent was obtained from all participants who were requested to sign an informed consent in order to protect their rights, stating that participation in the study was voluntary, and that their privacy and confidentiality would be respected and guaranteed at all times. Transcriptions of the interviews were sent to all the participants so that they could verify them and make any necessary changes. The real names of the participants do not appear in the results. The study was approved by the Ethics Committee of the Universidad Autónoma de Madrid.

For the families, one of the critical moments in the schooling process of their children is the transition between stages. This is a period that directly impacts the well-being of students and their parents. The concerns found in the families are organized around indicators referring to the culture of the school, the policies linked especially to the articulation of supports and collaboration between professionals, practices and relationships in the classroom. Families demand more information during the transition process, both related to their own child and their support needs, the new educational stage, the supports available, etc. Families draw attention to the attitudes and training of teachers. They consider that the attention to students with ASD cannot depend on the will of the teaching staff, and they ask for a concrete plan of action shared by all the professionals at the school. Therefore, a protocol is necessary in which specific strategies and measures are taken to adequately welcome students and provide them with the necessary support. Both the barriers and those actions that facilitate the transition processes have to do with aspects such as: the reception plan, the coordination between professionals, the information provided to the families and when it is carried out, the specific supports existing in the new school, teacher training or teaching methodologies. Similarly, families recognize the impact on their own well-being. When they do not have information or these accompanying processes do not exist, they feel great anxiety and concern. This situation is aggravated when they consider that their children are not welcome in the new school or perceive rejection by their classmates or families.

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