Preparing Transition-Age Students with High-Functioning Autism Spectrum Disorders for Meaningful Work

Autor/inn/en	Lee, Gloria K.; Carter, Erik W.
Titel	Preparing Transition-Age Students with High-Functioning Autism Spectrum Disorders for Meaningful Work
Quelle	In: Psychology in the Schools, 49 (2012) 10, S.988-1000 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21651
Schlagwörter	Adolescents; Young Adults; Autism; Pervasive Developmental Disorders; Cooperation; Vocational Rehabilitation; Transitional Programs; Career Development; Disabilities; Employment; Work Experience; Family Environment; Social Support Groups; Self Determination; Interpersonal Competence; Job Skills; Instruction + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Autismus; Co-operation; Kooperation; Berufliche Rehabilitation; Berufsentwicklung; Handicap; Behinderung; Dienstverhältnis; Employment experience; Job experience; Occupational experience; Berufserfahrung; Familienmilieu; Social support; Soziale Unterstützung; Selbstbestimmung; Interpersonale Kompetenz; Produktive Fertigkeit; Teaching process; Unterrichtsprozess
Abstract	This article provides an overview of promising essential elements for fostering vocational success among students with high-functioning autism spectrum disorders (HFASDs) by drawing literature from the fields of school-to-work transition for post-secondary students and vocational rehabilitation for individuals with disabilities. We highlight seven important elements of high-quality transition services, including (a) individualized, strengths-based transition services and supports; (b) positive career development and early work experiences; (c) meaningful collaboration and interagency involvement; (d) family supports and expectations; (e) fostering self-determination and independence; (f) social and employment-related skill instruction; and (g) establishing job-related supports. These elements provide a comprehensive, collaborative, and longitudinal framework for clinical and research interventions aimed at fostering successful employment for students with HFASDs. Clinical and research implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10