ABSTRACT
This chapter presents an overview of transition programming to prepare students with autism for competitive integrated employment. While there have been some advances in transition education since the publication of the fourth edition in 2016, statistics related to unemployment for people with autism remain basically unchanged. In the areas where information from the prior chapter has remained relevant, content has been updated with more recent studies included. A new addition to the present chapter includes a running vignette, which has been tied to information presented to enhance applicability of content about strategies to improve transition outcomes. The chapter begins with a vignette about Sangit, a 17-year-old boy with autism, describing his school program, and interjecting Sangit’s story throughout the chapter in order to illustrate specific points. In Hindi, the name Sangit means symphony. As such, the vignette demonstrates how Sangit’s transition team work in concert to promote a positive employment outcome. Pertinent literature and legislation are reviewed in the first section to provide an understanding of the state of the art in employment for people with autism. Implicit challenges in autism spectrum disorders (ASD), which may impact individuals’ transition to employment (e.g., problems with executive functioning and social communication) are discussed to help readers gain awareness of services needed to enhance transition outcomes. Central to the chapter, components of person-centered education programs are addressed, with a focus on (a) collaborative models that include personnel from varied disciplines, (b) family involvement, and (c) supports needed to sustain successful outcomes. Models for employment, along with suggestions for preparation, intervention and ongoing support for students and their families are presented.
