 Individualization of placement and continuity of services offered to students with autism spectrum disorder that enter kindergarten 
Background : Children with ASD entering kindergarten are a heterogeneous group, both in their individual characteristics and in their educational background. In addition, the possibilities of placement and of educational services are numerous. Thus, the individualization of placement and the continuity of services in transition to kindergarten is complex due to the large number of variables that must be considered in order to meet the individual needs and skills of these students. Aim : This article intends to describe the behavioral and cognitive profiles of students with ASD entering kindergarten in Quebec french public school, the services they received during early childhood, and the educational services received in kindergarten. It also aims to compare the services received in early childhood to those offered in the school setting. Finally, it seeks to determine to which measure the behavioral and cognitive characteristics make it possible to predict their academic placement and complementary educational services offer. Method : The data from this study was collected by questionnaire completed by 100 parents of children with ASD. Quantitative analyses were performed. Results : This study confirms that children with ASD differ in their cognitive, language, behavioral profile as well as their educational history. It also revealed a partial continuity and individualization. Conclusion : Despite government policies, placement and continuity in educational services are not yet fully adapted to the individual profiles of students with ASD.