Brief Report: School support in career development for young adults with autism spectrum disorder / Wan-Ling CHUNG ; Haide WANG ; Yichen LIN ; Eva E. CHEN in Research in Autism, 120 (February 2025)  

Public ISBD [article]  inResearch in Autism > 120 (February 2025) . - 202537 Titre : Brief Report: School support in career development for young adults with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Wan-Ling CHUNG, Auteur ; Haide WANG, Auteur ; Yichen LIN, Auteur ; Eva E. CHEN, Auteur Article en page(s) : 202537 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Tertiary education  Employment  School services  Career development Index. décimale : PER Périodiques Résumé : Background Secure employment is a key transition goal for autistic young adults, especially for college students and graduates with requisite professional competencies. Autistic young adults are often the primary service receivers of school-based career services for SEN students, especially in Taiwan. Here, we aimed to identify the roles of school support services in career development for autistic young adults and to investigate which services best predicted positive employment outcomes. Methods We employed an online survey targeting autistic young adults. Descriptive analysis, inference statistics, and multiple logistic regression analyses were used to identify the factors that predicted the employment status of participants. Results Our participants included 112 autistic college students and graduates, of whom 35 were employed and 77 were unemployed at the time of the study. Most participants (97.3 %) had received at least one basic school service as required by the law. However, over a third (37.5 %) of participants were unaware of additional career services at their university. Among the services, internships that were arranged by the school for the students stood out as the only significant predictor of positive employment status, controlling for age, education level, and student status. Furthermore, the ability to commute independently increased the likelihood of being employed. Conclusion The results highlight the importance of practical work opportunities and independent commuting for autistic young adults to enter the workforce. Further research is warranted to understand the impact alongside other potential contributors. Schools may promote disability employment by arranging internships and helping students achieve independence in transportation. En ligne : https://doi.org/10.1016/j.reia.2025.202537 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555 [article] Brief Report: School support in career development for young adults with autism spectrum disorder [Texte imprimé et/ou numérique] / Wan-Ling CHUNG, Auteur ; Haide WANG, Auteur ; Yichen LIN, Auteur ; Eva E. CHEN, Auteur . - 202537. Langues : Anglais (eng) in Research in Autism > 120 (February 2025) . - 202537 Mots-clés : Autism spectrum disorders  Tertiary education  Employment  School services  Career development Index. décimale : PER Périodiques Résumé : Background Secure employment is a key transition goal for autistic young adults, especially for college students and graduates with requisite professional competencies. Autistic young adults are often the primary service receivers of school-based career services for SEN students, especially in Taiwan. Here, we aimed to identify the roles of school support services in career development for autistic young adults and to investigate which services best predicted positive employment outcomes. Methods We employed an online survey targeting autistic young adults. Descriptive analysis, inference statistics, and multiple logistic regression analyses were used to identify the factors that predicted the employment status of participants. Results Our participants included 112 autistic college students and graduates, of whom 35 were employed and 77 were unemployed at the time of the study. Most participants (97.3 %) had received at least one basic school service as required by the law. However, over a third (37.5 %) of participants were unaware of additional career services at their university. Among the services, internships that were arranged by the school for the students stood out as the only significant predictor of positive employment status, controlling for age, education level, and student status. Furthermore, the ability to commute independently increased the likelihood of being employed. Conclusion The results highlight the importance of practical work opportunities and independent commuting for autistic young adults to enter the workforce. Further research is warranted to understand the impact alongside other potential contributors. Schools may promote disability employment by arranging internships and helping students achieve independence in transportation. En ligne : https://doi.org/10.1016/j.reia.2025.202537 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555

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