 Transition to kindergarten for students with autism spectrum disorder in Quebec: planning, transition activities and parental involvement 
Background : Transition to the school environment is a critical time for the academic success of children with ASD and can influence the retention or loss of prior learning. Several authors suggest that the implementation of strategies promoting educational continuity helps to maintain the effects of early intervention in the long term. Researchers and government orientations agree on the importance of planning the transition and setting up activities that allow for educational continuity and better knowledge of the child, as well as the involvement of parents in the process. Aim : The purpose of this article is to describe the transition planning and activities as well as the involvement of parents in the transition to school for their child with ASD leading to placement decisions and individualized service offers. Method : Data were collected by an online questionnaire filled by 88 parents of children with ASD and used for descriptive statistical analysis. Results : Planning is not systematic and underutilizes government documents and consultation of early childhood stakeholder. Transition activities focus more on providing information to parents and familiarizing the child with the school environment than learning or developing skills for students with ASD. In addition, although a majority of parents have been involved, several obstacles remain and they can play their role fully. Conclusion : Transition planning and parental involvement in the transition to kindergarten of students with ASD in the public school system does not yet correspond to scientific recommendations or government orientations.