Abstract
Introduction:
The transition to adulthood and life after high school is a critical life-stage marked by significant exploration of life pathways and identity. Young people with disability, including autism, hold similar aspirations to peers without disability, yet disproportionately experience social, economic and educational participation barriers during this transition.
Objectives
To understand the perspectives and experiences of key stakeholders around the transition of autistic young people from high school to post-secondary education and employment options.
Methods:
Qualitative semi-structured interviews explored perspectives of 39 stakeholders around autistic young people’s experiences before, during, and after the transition from school. These included young autistic people (n=10), parents/carers (n=9), school educators (n=14) and disability service providers (n=6). Participants were recruited through purposive and snowball sampling. Data were analysed using reflective thematic analysis procedures. The research was guided by co-production with an advisory group.
Results:
This research highlights the uniqueness of young autistic peoples’ experiences and their desire to prove themselves as well as the importance of harnessing autistic strengths and interests and the need for early, collaborative transition planning. It calls attention to gaps in transition, including delayed planning, limited and inconsistent supports, strain on families and the impact of ongoing stigma and discrimination toward neurodivergent people.
Conclusion:
This study contributes new knowledge to the evidence base surrounding the transition of autistic young people to life after school. It highlights recommendations for research, policy, education, and practice to improve outcomes for autistic young people. Implications for allied health professionals, including occupational therapists, are discussed.
The transition to adulthood and life after high school is a critical life-stage marked by significant exploration of life pathways and identity. Young people with disability, including autism, hold similar aspirations to peers without disability, yet disproportionately experience social, economic and educational participation barriers during this transition.
Objectives
To understand the perspectives and experiences of key stakeholders around the transition of autistic young people from high school to post-secondary education and employment options.
Methods:
Qualitative semi-structured interviews explored perspectives of 39 stakeholders around autistic young people’s experiences before, during, and after the transition from school. These included young autistic people (n=10), parents/carers (n=9), school educators (n=14) and disability service providers (n=6). Participants were recruited through purposive and snowball sampling. Data were analysed using reflective thematic analysis procedures. The research was guided by co-production with an advisory group.
Results:
This research highlights the uniqueness of young autistic peoples’ experiences and their desire to prove themselves as well as the importance of harnessing autistic strengths and interests and the need for early, collaborative transition planning. It calls attention to gaps in transition, including delayed planning, limited and inconsistent supports, strain on families and the impact of ongoing stigma and discrimination toward neurodivergent people.
Conclusion:
This study contributes new knowledge to the evidence base surrounding the transition of autistic young people to life after school. It highlights recommendations for research, policy, education, and practice to improve outcomes for autistic young people. Implications for allied health professionals, including occupational therapists, are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 90 |
| Number of pages | 1 |
| Journal | Australian Occupational Therapy Journal |
| Volume | 70 |
| Issue number | S1 |
| DOIs | |
| Publication status | Published - 2023 |
