Transition planning and perceptions of support in an autism spectrum disorder resource program

Abstract

The transition to adulthood is a challenging time of major decision-making about education, employment, finances, living situation, and social relationships. Transition planning is vital for youth with autism spectrum disorder (ASD), who are more likely than those without special education needs to encounter challenges with social integration, finances, employment, and everyday activities as they leave the secondary school context. This article presents a case study of a publicly funded Canadian resource program for high school students with ASD, focusing on student perspectives alongside those of program educators. Findings reveal that students benefit from the program, but say parents remain their primary transition planning confidants despite the program’s transition planning focus. Students and educators state that program support is beneficial, but acknowledge that it cannot continue to the same extent after graduation, making regression and social isolation possible long-term outcomes for students. Implications for program design and future research are considered.

Keywords:

• Autism spectrum disorder
• secondary school
• transition planning
• transition to adulthood

Additional information

Notes on contributors

Sarah Knudson

Sarah Knudson is an Associate Professor of Sociology at St. Thomas More College, University of Saskatchewan. Her current research focuses on challenges in navigating life transitions, relationship formation, and intimate relationships across the life course.