View in EDS HTML Full Text PDF Full Text

Unlocking Potential: An Integrative Literature Review Exploring Workplace Learning and Development Experiences of Autistic Employees

Saved in:
Bibliographic Details
Title: Unlocking Potential: An Integrative Literature Review Exploring Workplace Learning and Development Experiences of Autistic Employees
Language: English
Authors: Christopher M. Boldon (ORCID 0009-0006-4676-7727), Jolene M. Thibedeau Boyd (ORCID 0009-0002-6383-3483)
Source: New Horizons in Adult Education & Human Resource Development. 2026 38(2):145-160.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Descriptors: Workplace Learning, Autism Spectrum Disorders, Supervisor Supervisee Relationship, Organizational Culture, Influences, Employees
DOI: 10.1177/19394225251383746
ISSN: 1939-4225
Abstract: People with autism experience some of the highest unemployment rates of people with disabilities, yet many also report wanting to work. Workplace learning and development (L&D) experiences have been associated with positive outcomes for all employees, including job satisfaction, performance, retention, career advancement, and overall well-being. However, autistic employees often encounter barriers that limit their opportunities for and interfere with the potential benefits of L&D. In this integrative literature review, we explore workplace L&D experiences of autistic employees using a search of recent literature combined with thematic analysis. This review identifies key barriers to workplace L&D for employees with autism, including inaccessible work settings, processes, and practices; insufficient accommodations; and limited knowledge and awareness that contributes to bias and discrimination from supervisors and colleagues. Factors that facilitate positive L&D outcomes for autistic employees were also discovered, such as inclusive organizational cultures and environments, individualized support, and informed and supportive leadership. The review highlights a critical and ongoing gap in human resource development (HRD) research and practice. The transformative impact HRD can have by supporting a diverse workforce and workplace L&D to unlock the potential of autistic employees is explored. Practical recommendations about ways to better support the inclusion and L&D of autistic employees and suggestions for future research are provided.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504094
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFJsexiel1j12DGeuoQIOIZAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDIBY1JhJRtQi7ZIndAIBEICBm3A6q8b59R_YcLaf3KUvAUmogqrBZsYHL-LyCpGZpVZnEs45Rb3ulgWs_vLF0TgN0bhPZp-Fmf5xvqCktVTxRf0v3tZkKsJFpCtwKN2btPqciBershpmjeeLImFUF9MdNYEHplle51Cl_AFx3vrwqUQHAZMlyWhD6Y1z6eCofq6Pt7vM3jWfqqJbw5_VDtW5dSEGHxvP1fkS-U_e
Text:
  Availability: 1
  Value: <anid>AN0193165203;[1cyh]01jun.26;2026Apr24.02:42;v2.2.500</anid> <title id="AN0193165203-1">Unlocking Potential: An Integrative Literature Review Exploring Workplace Learning and Development Experiences of Autistic Employees </title> <p>People with autism experience some of the highest unemployment rates of people with disabilities, yet many also report wanting to work. Workplace learning and development (L&D) experiences have been associated with positive outcomes for all employees, including job satisfaction, performance, retention, career advancement, and overall well-being. However, autistic employees often encounter barriers that limit their opportunities for and interfere with the potential benefits of L&D. In this integrative literature review, we explore workplace L&D experiences of autistic employees using a search of recent literature combined with thematic analysis. This review identifies key barriers to workplace L&D for employees with autism, including inaccessible work settings, processes, and practices; insufficient accommodations; and limited knowledge and awareness that contributes to bias and discrimination from supervisors and colleagues. Factors that facilitate positive L&D outcomes for autistic employees were also discovered, such as inclusive organizational cultures and environments, individualized support, and informed and supportive leadership. The review highlights a critical and ongoing gap in human resource development (HRD) research and practice. The transformative impact HRD can have by supporting a diverse workforce and workplace L&D to unlock the potential of autistic employees is explored. Practical recommendations about ways to better support the inclusion and L&D of autistic employees and suggestions for future research are provided.</p> <p>Keywords: autism; autism spectrum disorder; ASD; workplace learning and development; neurodiversity; inclusive workplaces</p> <hd id="AN0193165203-2">Introduction</hd> <p>Human resource development (HRD) as a field has traditionally focused on three core functional areas: learning (or training) and development, career development, and organization development ([<reflink idref="bib7" id="ref1">7</reflink>]). The goal of learning and development (L&D) has typically included incorporating "educational activities and learning processes that build employees' knowledge, skills, and attitudes to improve their capacity to do their current jobs and advance into new roles or promotional opportunities" ([<reflink idref="bib7" id="ref2">7</reflink>], p. 4). Workplace L&D experiences have been recognized as factors that increase employee job satisfaction and retention ([<reflink idref="bib31" id="ref3">31</reflink>]; [<reflink idref="bib60" id="ref4">60</reflink>]). Studies have also found that professional development and social learning experiences support employee competence and advancement in organizations and careers ([<reflink idref="bib21" id="ref5">21</reflink>]; [<reflink idref="bib72" id="ref6">72</reflink>]). In addition, studies have indicated that managers play an essential role in the collective L&D experiences of their employees, both "through leaders' direct actions and communication with employees or though [<emph>sic</emph>] their role in creating favorable conditions for learning and implementing appropriate supporting activities and structures" ([<reflink idref="bib34" id="ref7">34</reflink>], pp. 116–117). Finally, research has suggested that employee L&D, among other workplace outcomes, is influenced by organizational culture ([<reflink idref="bib33" id="ref8">33</reflink>]; [<reflink idref="bib70" id="ref9">70</reflink>]).</p> <p>At a time when labor shortages are plaguing businesses across industries and sectors, the benefits of workplace L&D deserve focused attention. In addition, while many organizations today list diversity, equity, and inclusion (DEI) among their strategic goals, few include disability within their diversity plans ([<reflink idref="bib16" id="ref10">16</reflink>]; [<reflink idref="bib58" id="ref11">58</reflink>]). This is in spite of documented benefits of hiring people with disabilities, such as higher employee engagement and increased productivity ([<reflink idref="bib40" id="ref12">40</reflink>]; [<reflink idref="bib54" id="ref13">54</reflink>]; [<reflink idref="bib63" id="ref14">63</reflink>]). Many people with disabilities want to be employed and have the capabilities needed to be successful on the job ([<reflink idref="bib1" id="ref15">1</reflink>]; [<reflink idref="bib61" id="ref16">61</reflink>]; [<reflink idref="bib73" id="ref17">73</reflink>]). However, many people with disabilities, a large and diverse group with a wide range of skills and abilities ([<reflink idref="bib8" id="ref18">8</reflink>]; [<reflink idref="bib67" id="ref19">67</reflink>]), remain under- and unemployed today ([<reflink idref="bib8" id="ref20">8</reflink>]; [<reflink idref="bib69" id="ref21">69</reflink>]).</p> <p>People with autism spectrum disorder (autism henceforth) make up a subset of this diverse group that experiences high unemployment rates yet want to work. Autism is the focus of this review because, while some organizations have begun to embrace neurodiversity in general, the unemployment rate for adults with autism in the United States is higher than for any other disability type, at 85% ([<reflink idref="bib3" id="ref22">3</reflink>].; [<reflink idref="bib27" id="ref23">27</reflink>]). This disparity highlights not only the urgency but also the complexity of addressing autism-specific workplace challenges. Autistic individuals often have unique and diverse presentations of needs and strengths, as underscored by Stephen Shore (n.d., as cited in [<reflink idref="bib47" id="ref24">47</reflink>]): "The autism spectrum is incredibly wide, it's incredibly diverse, and, while we DO have characteristics that group us together, it's also important to understand that if you've met one autistic person, you've met one autistic person" (para. 6). Autistic people who are employed also overwhelmingly want more L&D opportunities ([<reflink idref="bib30" id="ref25">30</reflink>]). HRD is uniquely positioned to address these challenges; however, as this review identifies, HRD professionals and employers must take intentional, informed actions to unlock the potential of employees with autism by enhancing and expanding their access to meaningful L&D experiences.</p> <p>After acknowledging the authors' positionality and language choices in this article, this integrative literature review begins by providing the background and rationale for exploring the workplace L&D experiences of autistic employees. This includes defining disability, autism, and prevalence; situating the review within the context of the broader literature on disability within HRD and other disciplines; and laying out the guiding research questions. Next, the methods used in the review are detailed, including the search strategy, inclusion/exclusion criteria, data collection, and analysis. Findings from the literature review are presented next, including a visual framework of the facilitators and barriers that were found to impact autistic employees' L&D. These factors include aspects of organizational culture; workplace environments, processes, and practices; social challenges and support; workplace disclosure; and supervisor attitudes and actions. The discussion explores the impacts of these factors on L&D experiences of autistic employees, integrating them within each of the three research questions. Finally, suggestions for practical implications, future research, and the review limitations are also discussed prior to the conclusion.</p> <hd id="AN0193165203-3">Author Positionality and Language Choices</hd> <p>Neither of the authors of this review identifies as autistic or neurodiverse. We acknowledge that our perspectives as researchers are inevitably shaped by our own neurotypical experiences and we recognize that our understanding of the lived experiences of autistic people in the workplace is also influenced by our positions as neurotypical scholars. One of the authors has personal lived and familial experiences with mental health conditions and other disabilities and has worked in the field of disability services for more than three decades, including direct support and leadership roles within organizations that provided residential, employment, and case management services to people with autism. These myriad experiences have influenced and informed a passion for discovering ways to increase inclusion for people with autism and other disabilities. That said, we acknowledge that our positionality may still result in unintended biases in our interpretation of the literature and our analyses of the factors that impact the L&D experiences of employees with autism. Our intention is to approach this topic with humility and an awareness of our limitations. We have made concerted efforts to engage with the perspectives of autistic people by including research that highlights the voices of people with autism (e.g., through direct quotations of autistic employees) and a critical examination of the literature. However, we remain cognizant that our interpretations cannot fully capture the complexities of the autistic experience in the workplace. By being transparent about our positionality, we hope to foster an open and critical dialogue within the HRD academic community, inviting feedback and contributions from people with lived experience and expertise in neurodiversity and autism.</p> <p>In addition, we understand that the language used to refer to people who have autism varies: Some in the autism community prefer identity-first language (e.g., autistic employee; [<reflink idref="bib11" id="ref26">11</reflink>]), while others prefer to identify in other ways, such as using person-first language (e.g., employee with autism; [<reflink idref="bib4" id="ref27">4</reflink>].). Acknowledging the validity of these diverse perspectives, we have deliberately chosen to use a variety of ways to refer to our neurodiverse colleagues and people in the autism community.</p> <hd id="AN0193165203-4">Background and Rationale</hd> <p></p> <hd id="AN0193165203-5">Defining Disability</hd> <p>Because disability is an overwhelmingly broad category, it has been defined in various ways in the existing literature (as well as in public and private vernacular), depending on the reason or circumstances behind the efforts. The World Health Organization (WHO) defines disability as a condition that can manifest in one (or more) of three areas for an individual: structural or functional impairment of the body or mind; activity limitation; and/or limitations in engagement in typical daily activities ([<reflink idref="bib85" id="ref28">85</reflink>]). This definition encompasses physical disabilities, chronic conditions, conditions caused by aging, mental health conditions, intellectual and developmental disabilities, and neurodiversity. Neurodiversity, a term born from a social justice movement that has since been widely accepted in current day parlance ([<reflink idref="bib6" id="ref29">6</reflink>]; [<reflink idref="bib24" id="ref30">24</reflink>]), generally refers to differences in brain functioning that are a part of typical human variations. This includes conditions such as attention-deficit hyperactivity disorder (ADHD) and learning disabilities, as well as autism. Although the authors argue that many of the ideas and concepts explored herein are likely applicable, at least in part, to people in other groups under the neurodiversity umbrella, and perhaps even other disabilities, our focus in this review is on autism specifically.</p> <hd id="AN0193165203-6">Defining Autism and Prevalence</hd> <p>Autism is a neurological developmental condition often characterized by traits including social and communication challenges, restricted and/or repetitive thoughts and behaviors, auditory processing disorders, and both internal and external sensory sensitivities, which fall along a continuum (or spectrum) of severity ([<reflink idref="bib27" id="ref31">27</reflink>]; [<reflink idref="bib48" id="ref32">48</reflink>]). Estimating the number of people in the United States who have autism presents a formidable challenge because of the current lack of national empirical studies of autism prevalence and the challenges posed in diagnosing and reporting it ([<reflink idref="bib22" id="ref33">22</reflink>]). While the [<reflink idref="bib86" id="ref34">86</reflink>] reported that about 1 in 100 children worldwide have autism, they acknowledged that the actual prevalence is likely significantly higher. In the United States, a national study conducted by [<reflink idref="bib22" id="ref35">22</reflink>] estimated autism prevalence among adults at 1 in 45 (2.21% of the population). More recently, [<reflink idref="bib49" id="ref36">49</reflink>] reported that overall prevalence of autism among 8-year-olds in the United States was 1 in 36, suggesting that rates of autism for adults are likely higher, as well. Regardless of the specific mechanisms behind these increases, it is reasonable to conclude that autism prevalence rates are likely to increase, and the interest in research related to this group is both warranted and timely ([<reflink idref="bib22" id="ref37">22</reflink>]; [<reflink idref="bib24" id="ref38">24</reflink>]; [<reflink idref="bib49" id="ref39">49</reflink>]).</p> <hd id="AN0193165203-7">Disability and Autism in HRD and Other Literature</hd> <p>A growing body of cross-disciplinary literature has begun to explore the inclusion of people with disabilities in the workforce (e.g., [<reflink idref="bib8" id="ref40">8</reflink>]; [<reflink idref="bib69" id="ref41">69</reflink>]). In addition, while [<reflink idref="bib76" id="ref42">76</reflink>] described the pervasive omission of disability topics in the historical HRD literature in their critical analysis of disability history in the United States, they went on to acknowledge that HRD scholars have more recently begun to explore a variety of disability-related issues, such as addressing discrimination, exclusion, and ableism in different workplace contexts ([<reflink idref="bib41" id="ref43">41</reflink>], [<reflink idref="bib42" id="ref44">42</reflink>]; [<reflink idref="bib59" id="ref45">59</reflink>]) and using peer support groups as an HRD workplace intervention ([<reflink idref="bib28" id="ref46">28</reflink>]). Additional HRD research by [<reflink idref="bib43" id="ref47">43</reflink>] has also described why supporting people with disabilities in businesses matters, including benefits for both people with disabilities (e.g., increased independence, well-being, and financial security), and for employers (e.g., access to a larger pool of potential employees and opportunities for innovation and creativity), as well as exploring specific HRD functional areas such as the professional development of employees with disabilities ([<reflink idref="bib51" id="ref48">51</reflink>]).</p> <p>In spite of this progress, the current HRD literature offers little specific support for either autistic employees or the businesses that employ them. For example, in a search of HRD journal abstracts using the Web of Science database (including Advances in Developing Human Resources, Human Resource Development International, Human Resource Development Review, Human Resource Development Quarterly, and New Horizons in Adult Education and Human Resource Development) using the search terms "neurodiverse," "autism," "autistic," and "ASD," only two articles were identified. One was a literature review on workplace success strategies for employees with autism ([<reflink idref="bib38" id="ref49">38</reflink>]); the other explored the use of community-based participatory research as an HRD intervention strategy in employment service provision for people with autism ([<reflink idref="bib28" id="ref50">28</reflink>]). However, neither of these two articles fit the defined guidelines for inclusion in the current review, which are described in the Methods section. This required the authors to broaden their search of the literature beyond the HRD field in order to explore factors that influence the L&D experiences of autistic employees. As a result, articles that met the inclusion criteria for this integrative literature review represented research and practice in fields that included autism, learning disabilities, and developmental disorders; behavior analysis; diversity, equity, and inclusion; special and higher education; implementation science; occupational and vocational rehabilitation; psychiatry; and speech and language pathology. The purpose of this integrative literature review is to help fill this gap in the HRD literature by exploring factors that influence L&D experiences for autistic employees and provide insights that enable HRD practitioners to facilitate these experiences and unlock their potential.</p> <hd id="AN0193165203-8">Research Questions</hd> <p>Considering the limited discussion within the HRD literature of factors specific to the autistic employee experience of L&D, including the previously noted effects of organizational culture and the influence of managers on employee L&D, this review was framed using the following research questions:</p> <p></p> <ulist> <item> What factors affect the workplace learning and development experiences of employees with autism?</item> <p></p> <item> How do managers and supervisors support or hinder the workplace learning and development experiences of employees with autism?</item> <p></p> <item> How does organizational culture impact the workplace learning and development experiences of employees with autism?</item> </ulist> <hd id="AN0193165203-9">Methods</hd> <p>[<reflink idref="bib79" id="ref51">79</reflink>] noted that integrative literature reviews seek to generate new knowledge by integrating and synthesizing literature, either by reconceptualizing old literature or synthesizing new literature. Although autism in the workplace is an established area of interest with a growing body of knowledge, much of what it means to be autistic in a modern workplace and the factors that influence positive or negative experiences related to developing new knowledge, skills, and abilities remains challenging to define and identify. In addition, there have been many recent developments in how clinicians identify a possible autism diagnosis ([<reflink idref="bib2" id="ref52">2</reflink>]), as well as ways in which autistic individuals define themselves ([<reflink idref="bib4" id="ref53">4</reflink>].). The intent of this review of the recent literature was to integrate new ways of knowing and being for autistic employees in workplaces.</p> <hd id="AN0193165203-10">Search Strategy and Data Collection</hd> <p>The PRISMA-S framework is an extension of the PRISMA framework focused on simple searches of literature that is largely used for systematic reviews ([<reflink idref="bib64" id="ref54">64</reflink>]). The framework itself is methodology-agnostic, however, and provides a framework which, combined with qualitative analysis software, can ensure rigor in the review ([<reflink idref="bib5" id="ref55">5</reflink>]).</p> <p>We conducted searches of titles and abstracts on July 23, 2024, using the Web of Science database with several combinations of terms and limiting the search to the last 5 years (2020–2024) in order to manage the scope of the review for our current purposes. We used only direct search results, and did not examine cited or citing references. Only empirical journal articles published in peer-reviewed journals were included in the review (i.e., no literature reviews or meta-analyses, no conference papers, etc.). As we only speak, read, and write fluently in English, only articles with English-language results were included. We also limited our focus to articles exploring adult employees with autism in a workplace context. The search terms, results, and justifications are shown in Table 1.</p> <p>Table 1. Search Terms and Results.</p> <p>Graph</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="char" char="." /><col align="char" char="." /></colgroup><thead><tr><th align="left">Search terms (title or abstract only)</th><th align="center">Search results</th><th align="center">Justification</th></tr></thead><tbody><tr><td>("Autis*" OR "ASD") AND ("workplace" OR "organi*tion" OR "employee") AND ("adult learning" OR "training" OR "development") NOT ("literature review" OR "systematic review" OR "scoping review")</td><td>208</td><td>1. RQ1 search terms.2. Block 1: "ASD" captures the common acronym for autism spectrum disorder.3. AND combines terms associated with autism with terms related to the workplace and learning and development.4. NOT eliminates terms related to other literature reviews, to include primary sources.</td></tr><tr><td>("Autis*" OR "ASD") AND ("workplace" OR "organi*ation" OR "employee") AND ("supervisor" OR "manager" OR "leader*") NOT ("literature review" OR "systematic review" OR "scoping review")</td><td>22</td><td>1. RQ2 search terms.2. See first search, replacing learning and development terms with managing and leading.</td></tr><tr><td>("Autis*" OR "ASD") AND "organi*ational culture" NOT ("literature review" OR "systematic review" OR "scoping review")</td><td>4</td><td>1. RQ3 search terms.2. See first search, replacing learning and development terms with organizational culture.</td></tr><tr><td /><td><bold>Total: 234</bold></td><td /></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note:</emph> The * symbol is used as a wildcard to account for different permutations and spellings of words (e.g., "autis*" captures "autism," "autistic," etc.).</p> <p>Using the EndNote deduplicate function, followed by a manual scan of authors, titles, and digital object identifiers (DOIs), the articles were reviewed and duplicates removed. Following this process, 225 articles remained.</p> <p>We then reviewed all titles and abstracts to determine whether or not they met our inclusion/exclusion criteria, as shown in Figure 1.</p> <p>Graph: Figure 1. PRISMA-S flow map.</p> <p>Although the combination of search terms and filters was generally effective (e.g., only English-language articles and results published in the last 5 years were included), one meta-analysis was part of the full set of search results and was excluded due to the "no literature reviews" criterion. Nearly all search results were peer-reviewed journal articles; however, one book chapter and one conference paper (a total of 2 items) that were initially included in the full set of search results were excluded based on this criterion.</p> <p>Other inclusion criteria could not effectively be applied without a more thorough review of titles, abstracts, and full text. Many search results included a child focus, and only tangentially referenced later development, future employment, or other concepts and, therefore, did not meet the "adult focus" inclusion criterion. This excluded 73 articles from the final results.</p> <p>Many search results also focused on non-workplace environments (e.g., schools, genetic or physiological studies, etc.), and only tangentially referenced impacts on the workplace within the abstract (e.g., to establish the reason for the study, non-workplace researchers might state, "Autism impacts people in many places, including in their roles as students or employees."). Some also centered on non-autistic individuals who work with people with autism (e.g., non-autistic speech-language pathologists who work with autistic patients. If the study focused on the therapists at work, the article was excluded; if the study focused on the patients and their workplace development, or autistic speech-language pathologists at work, the article was included). Using the "autistic employee/member focus" inclusion criterion, 119 articles were excluded from the final results.</p> <p>After applying these filters and conducting manual reviews, 30 articles remained. The full list of articles can be found in Appendix A.</p> <hd id="AN0193165203-11">Analysis</hd> <p>In order to synthesize the remaining literature, we imported the 30 articles, along with their metadata, into the MAXQDA qualitative analysis software. The software enabled us to use thematic analysis to identify major domains and common themes and synthesize literature drawn from both empirical research and discursive analysis ([<reflink idref="bib53" id="ref56">53</reflink>]). We first became familiar with the articles through prolonged engagement ([<reflink idref="bib9" id="ref57">9</reflink>]), reading abstracts, methods, results, and discussion sections multiple times. We used an open coding method to code the articles ([<reflink idref="bib36" id="ref58">36</reflink>]), with each author creating codes independently. We used memos to monitor lines of inquiry and changes in thinking and held regular meetings to clarify and reconcile our decision-making processes, methods, and lists of codes, and consolidating and reorganizing initial codes into codes and subcodes that better aligned with each other and the research questions.</p> <p>Having completed familiarization and coding, the first two of [<reflink idref="bib9" id="ref59">9</reflink>] phases, we proceeded through the rest of the phases (Table 2): constructing candidate themes, reviewing themes, and defining/naming themes. We used first- and second-cycle coding strategies ([<reflink idref="bib66" id="ref60">66</reflink>]) to move from granular codes to higher-order pattern groupings. We incorporated integrative review standards in HRD by documenting analytic choices to enhance transparency and rigor ([<reflink idref="bib53" id="ref61">53</reflink>]; [<reflink idref="bib79" id="ref62">79</reflink>]). Consistent with our goal of including first-person voices, when participant quotes were available, we coded those verbatim passages separately to preserve voice.</p> <p>Table 2. Stages of Thematic Analysis.</p> <p>Graph</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="char" char="." /><col align="char" char="." /></colgroup><thead><tr><th align="left">Analysis stage (<xref ref-type="bibr" rid="bibr9">Braun & Clarke, 2006</xref>)</th><th align="center">Author activities (<xref ref-type="bibr" rid="bibr66">Saldaña, 2021</xref>)</th><th align="center">MAXQDA features used</th></tr></thead><tbody><tr><td>1. Familiarization</td><td>Multiple close readings; document & in-line memos after each session; meeting memos after team discussions</td><td>Document Memos, In-line Memos</td></tr><tr><td>2. Generate Initial Codes</td><td>Open, in vivo, and process coding applied sentence-to-paragraph</td><td>Code System (flat), Retrieved Segments</td></tr><tr><td>3. Construct Candidate Themes</td><td>Pattern coding to cluster code families; early candidate themes aligned to RQs</td><td>Code System (hierarchical), Code Matrix Browser, Summary Grid</td></tr><tr><td>4. Review Themes</td><td>Iterative team review of coherence/coverage; negotiated agreement</td><td>Summary Grid, Retrieved Segments, Code Memos</td></tr><tr><td>5. Define & Name Themes</td><td>Wrote theme synopses, scope, and representative extracts; mapped to RQs</td><td>Summaries</td></tr></tbody></table> </ephtml> </p> <p>We next used pattern coding to cluster related codes into higher-order groupings, then constructed candidate themes aligned to our research questions. We reviewed and revised our code system hierarchy and summary grid outputs in MAXQDA to test the coherence and scope of candidate themes (Saldaña, 2016). We held iterative theme review meetings to inspect theme coherence against coded extracts and assess representativeness across the full dataset. Rather than calculating inter-coder reliability, we used negotiated agreement and memo-based rationale to refine theme boundaries and resolve interpretive differences. For each finalized theme we wrote a theme synopsis (central organizing concept), inclusion/exclusion criteria, and illustrative extracts (study quotes or author interpretations), then mapped themes to RQs (e.g., Organizational Culture as Enabler/Barrier mapped to RQ3).</p> <hd id="AN0193165203-12">Findings</hd> <p>The literature showed that L&D is both effective and necessary for autistic employees to be successful in their jobs and careers. Numerous studies found that advocacy for formal L&D experiences and interventions such as coaching are essential for maintaining employment, exceeding expectations, and advancing in careers (e.g., [<reflink idref="bib10" id="ref63">10</reflink>]; [<reflink idref="bib29" id="ref64">29</reflink>]). Key findings and recommendations often suggested formal and informal L&D interventions to improve autistic employees' self-insight and cues for becoming more proactive, which were also linked to better employment outcomes ([<reflink idref="bib10" id="ref65">10</reflink>]). Neurodiverse perspectives were also beneficial to organizational culture as a whole and, when offered as critical feedback, contributed to better, stronger organizations, as well as empowering autistic employees to engage in other organizational resources more fully ([<reflink idref="bib32" id="ref66">32</reflink>]). These themes are described in more detail below. A framework representing the findings is shown in Figure 2.</p> <p>Graph: Figure 2. Facilitators and barriers impacting autistic employees' learning and development.</p> <hd id="AN0193165203-13">Workplace Environments, Processes, and Practices Impact Access</hd> <p>The literature illustrated that many workplace environments and process issues prevent autistic employees from directly or indirectly accessing L&D resources. Unfavorable physical working conditions and lack of accommodations are significant barriers to participating in workplace activities and engaging in the self-reflection necessary to identify career goals, and ways to achieve them, for autistic employees ([<reflink idref="bib10" id="ref67">10</reflink>]). Failing to recognize and adapt to the unique needs of autistic employees (e.g., providing a quiet space to work if open workspaces are overstimulating) can lead to overwhelming conditions that directly hinder work performance and well-being ([<reflink idref="bib57" id="ref68">57</reflink>]), which results in L&D problems on two levels: at the individual level, when autistic employees are not considered for opportunities that would actually grow their skills, abilities, and careers; and at the organizational level, when organizations direct L&D resources to address the illusory gaps in autistic employee performance that are actually caused by the environment itself, the result of a lack of accommodations.</p> <p>A lack of inclusive workplace practices also limits autistic employees' potential. Organizations often offer L&D opportunities only to employees who are meeting performance expectations and have time available ([<reflink idref="bib74" id="ref69">74</reflink>]), but it can be difficult for autistic employees to meet these requirements. As Rebecca, an autistic speech-language pathologist, noted about her own work experience, "I was on probation—probation was supposed to last six months. I was on probation for a year and a half because there continued to be concerns with regard to my being able to interact with people" ([<reflink idref="bib52" id="ref70">52</reflink>], p. 2185). Implicit and systemic bias can contribute to these issues, such as when hiring teams make assumptions in the selection process about customizing job roles or working conditions to accommodate autistic employees' needs ([<reflink idref="bib32" id="ref71">32</reflink>]). Other barriers may be structural and co-constructed by both organizations and the autistic employees themselves ([<reflink idref="bib78" id="ref72">78</reflink>]), ultimately limiting their ability to access resources that could enhance their skills and position them for career advancement.</p> <p>If lack of accommodation and flexibility in the workplace are barriers to accessing L&D, then successful implementation of adaptations and flexible work practices are the amelioration for autistic employees. Rather than a single solution that places the onus solely on the autistic employee at an individual level ([<reflink idref="bib13" id="ref73">13</reflink>]), myriad strategies at various levels more fully accommodate autistic employees. Inclusive work practices and a positive workplace atmosphere resulting from supportive organizational culture create team environments that fully support autistic employees ([<reflink idref="bib10" id="ref74">10</reflink>]; [<reflink idref="bib15" id="ref75">15</reflink>]). On a team level, reasonable adjustments such as low-stimulus workspaces, clear and direct instructions and expectations, and flexible working hours can significantly enhance the ability of autistic employees to engage with their work and improve their performance through L&D ([<reflink idref="bib50" id="ref76">50</reflink>]). At an individual level, autistic employees benefit greatly from customized support programs, particularly in skilled positions, which contribute to their long-term success and retention ([<reflink idref="bib62" id="ref77">62</reflink>]). Examples of these programs included therapies ([<reflink idref="bib29" id="ref78">29</reflink>]), job coaching ([<reflink idref="bib38" id="ref79">38</reflink>]), and job placement and skills training ([<reflink idref="bib46" id="ref80">46</reflink>]). When fully supported, autistic employees can develop their own professional identity through mastery ([<reflink idref="bib14" id="ref81">14</reflink>]), a crucial step in identifying skills and career goals necessary to fully engage with meaningful L&D experiences.</p> <hd id="AN0193165203-14">Disclosure Has Variable Effects</hd> <p>Closely linked to autistic employees' considerations about the process of requesting workplace accommodation is making the decision to disclose their disability. Disclosure can be fraught with legitimate concerns at all stages of the employment life cycle, from the early stages of application through ongoing employment phases after a person with autism is hired ([<reflink idref="bib68" id="ref82">68</reflink>]; [<reflink idref="bib81" id="ref83">81</reflink>]). These risks were evident, as well, in the current review (e.g., [<reflink idref="bib65" id="ref84">65</reflink>]; [<reflink idref="bib83" id="ref85">83</reflink>]). For example, [<reflink idref="bib23" id="ref86">23</reflink>] found that almost half of autistic employees who disclosed their condition were subjected to discipline and, for some, even termination; more than a third reported being treated poorly after disclosing; and almost a third of those who requested job accommodations did not receive them in the end. [<reflink idref="bib62" id="ref87">62</reflink>] shared an autistic photographer's experience:</p> <p>I disclosed my [diagnosis] and had a group meeting with the two supervisors and the unit supervisor.... After that, they hammered me on the smallest things.... I got nailed for [something perceived as petty] and fired two weeks later.... [I]t has been nothing but hell when it has come to employment. (p. 7)</p> <p>These examples provide an illustration of how disclosure experiences can lead to detrimental impacts on the L&D opportunities of autistic employees, whether directly or indirectly.</p> <p>Alternatively, disclosure of autism can also be a positive factor. [<reflink idref="bib83" id="ref88">83</reflink>] found that "managers reported better outcomes with employees who engage in identity negotiation, advocated on behalf of themselves, and were open and honest about their individual needs" (p. 150). Some autistic employees benefit from increased acceptance and support from both managers and coworkers after disclosure ([<reflink idref="bib62" id="ref89">62</reflink>]; [<reflink idref="bib65" id="ref90">65</reflink>]). [<reflink idref="bib65" id="ref91">65</reflink>] shared an illustration of how disclosure can facilitate L&D experiences for employees:</p> <p>In one way, it's been one of the best things that's ever happened to me, because...I've done a lot of stuff at work in promoting neurodiversity and explaining to people exactly what it is, and what it's like to be an autistic person, and what amazing qualities we have, and what we can bring to work. (p. 6)</p> <p>Similarly, employers who had past (positive) experiences with autistic workers recognized the strengths they could bring to the workplace ([<reflink idref="bib15" id="ref92">15</reflink>]; [<reflink idref="bib23" id="ref93">23</reflink>]), subsequently supporting opportunities for L&D during their tenure.</p> <hd id="AN0193165203-15">Social Challenges and Support Influence Employment Outcomes</hd> <p>Social challenges such as difficulties with interpersonal interactions can also be barriers to workplace inclusion and overall employment success ([<reflink idref="bib29" id="ref94">29</reflink>]). [<reflink idref="bib13" id="ref95">13</reflink>] quoted an autistic participant who noted, "[My coworkers] are confused because I'm bright, competent, and pay attention to details. But they don't seem to understand why I need so much detail to learn the task/position. They seem exasperated and impatient" (p. 1621). Misunderstandings with colleagues pose challenges in all functions of the workplace, limiting autistic employees' opportunities to access resources, and sometimes even risking their initial or continued employment ([<reflink idref="bib29" id="ref96">29</reflink>]). Even healthcare practitioners who care for autistic patients face these barriers at work when they themselves are autistic, receiving disciplinary action or being encouraged to change careers completely ([<reflink idref="bib52" id="ref97">52</reflink>]; [<reflink idref="bib71" id="ref98">71</reflink>]). This social deficit narrative of autism can lead to discrimination, anxiety, and mental health challenges, preventing autistic employees from accessing or fully benefiting from L&D experiences ([<reflink idref="bib23" id="ref99">23</reflink>]).</p> <p>Given these documented challenges, it is not surprising that employees with autism identify social support, particularly from managers, as instrumental in enhancing their workplace inclusion and job success ([<reflink idref="bib17" id="ref100">17</reflink>]). Social supports are reflected directly through managers' attitudes and behaviors such as paying attention to workers' well-being and protecting against stress ([<reflink idref="bib10" id="ref101">10</reflink>]; [<reflink idref="bib78" id="ref102">78</reflink>]); supporting autistic employees with job tasks when needed and facilitating social relationships ([<reflink idref="bib46" id="ref103">46</reflink>]; [<reflink idref="bib78" id="ref104">78</reflink>]); and focusing on employee strengths and building skills ([<reflink idref="bib83" id="ref105">83</reflink>]). Managers also support autistic employees by facilitating and modeling social inclusion and positive relationships with coworkers through their attitudes, expectations, and practices ([<reflink idref="bib15" id="ref106">15</reflink>]; [<reflink idref="bib46" id="ref107">46</reflink>]; [<reflink idref="bib50" id="ref108">50</reflink>]). Further, positive, supportive relationships between managers and autistic employees are a key indicator of employees' long-term job success and inclusion within organizations ([<reflink idref="bib50" id="ref109">50</reflink>]).</p> <hd id="AN0193165203-16">Supervisor Attitudes and Actions Affect Opportunities</hd> <p>Supervisors have an incredible influence on the learning and development of employees with autism. [<reflink idref="bib52" id="ref110">52</reflink>] found that "[o]ne of the most detrimental workplace issues [was] the negative and ableist attitudes of colleagues and supervisors toward autistic people" (p. 10). These attitudes, especially when paired with stereotypes about accommodating the needs of autistic employees, interfere with employee outcomes and development ([<reflink idref="bib17" id="ref111">17</reflink>]; [<reflink idref="bib32" id="ref112">32</reflink>]). [<reflink idref="bib17" id="ref113">17</reflink>], for example, described a participant who "had difficulty communicating with a supervisor when he increased her workload beyond what she was comfortable with because she felt that her supervisor was 'dismissive,' and she feared being perceived as 'lazy'" (p. 7). Other supervisor behaviors can also disrupt opportunities for employees with autism, such as not listening to what employees say they need, making inaccurate assessments of employees' skills and abilities, and being inflexible about making exceptions to support employee success and growth ([<reflink idref="bib10" id="ref114">10</reflink>]; [<reflink idref="bib17" id="ref115">17</reflink>]). In addition, autistic employees whose work characteristics include being honest about potential organizational problems may find themselves unexpectedly dealing with tensions if their managers (and their respective organizational cultures) are not open to this kind of feedback ([<reflink idref="bib20" id="ref116">20</reflink>]; [<reflink idref="bib32" id="ref117">32</reflink>]).</p> <p>In contrast, the literature also demonstrates that supervisors can unlock the potential of and facilitate employment success for autistic employees. As [<reflink idref="bib50" id="ref118">50</reflink>] noted, "the motivation, decisions, and daily actions of the supervisors were seen as more influential in our cases than other organizational or policy dimensions irrespective of organizational size" (p. 9). Recognizing the strengths that employees with autism bring to a workplace, along with the value of neurodiversity, supports employee success ([<reflink idref="bib20" id="ref119">20</reflink>]; [<reflink idref="bib83" id="ref120">83</reflink>]). This kind of support was reflected by an autistic employee who shared their supervisor's practice around communication, saying, "They make it very clear that communication is open. We're never bothering anybody if we ask for [help]" ([<reflink idref="bib17" id="ref121">17</reflink>], p. 7). Successful L&D efforts often include teaching soft skills that may be a challenge for some autistic employees ([<reflink idref="bib15" id="ref122">15</reflink>]), including how to think about the perspectives of others, reading social cues, and conversational skills ([<reflink idref="bib14" id="ref123">14</reflink>]; [<reflink idref="bib80" id="ref124">80</reflink>]). Lastly, managers can support the success of employees with autism by providing clear, detailed, and written guidance ([<reflink idref="bib15" id="ref125">15</reflink>]) and specific, instructive feedback when issues arise ([<reflink idref="bib17" id="ref126">17</reflink>]; [<reflink idref="bib83" id="ref127">83</reflink>]).</p> <hd id="AN0193165203-17">Organizational Culture is Foundational</hd> <p>Finally, the literature demonstrated that organizational culture plays a significant role in workplace success, or lack thereof, for employees with autism. Almost half of the articles in this review identified at least one aspect of company culture as instrumental to employment outcomes and L&D for this group. For example, unconscious bias, lack of awareness, and negative or inaccurate perceptions about autism can lead to systemic barriers for jobseekers and employees with autism ([<reflink idref="bib29" id="ref128">29</reflink>]), which can further exacerbate challenges with accessing or engaging with L&D resources. Similar to findings discussed within previous themes, these challenges are encountered from the beginning of the employee life cycle, where hiring managers and classification structures may create an exclusionary environment that limits autistic employees to certain types of jobs or skill sets ([<reflink idref="bib26" id="ref129">26</reflink>]) and are carried through into team dynamics. A lack of awareness about autistic colleagues' behaviors and needs is reflected at organizational, team, and individual levels ([<reflink idref="bib62" id="ref130">62</reflink>]), reinforcing the structural barriers, at best, and actively bullying and creating a hostile work environment ([<reflink idref="bib57" id="ref131">57</reflink>]), at worst. This lack of understanding and support across all levels of the organization prevents autistic employees from being hired into positions where they can be successful and limits their access to L&D resources that could enable them to overcome performance gaps and unlock their potential within their work roles.</p> <p>However, inclusive attitudes and practices are key to building supportive organizational cultures (e.g., [<reflink idref="bib10" id="ref132">10</reflink>]; [<reflink idref="bib26" id="ref133">26</reflink>]; [<reflink idref="bib46" id="ref134">46</reflink>]). [<reflink idref="bib65" id="ref135">65</reflink>] shared the development opportunity of one participant who worked in an inclusive workplace: "Because I am disabled, I now get to work on our disabled resources! So, when the people in the office or the advisors come across someone that has additional needs, they will redirect them to me" (p. 7). This type of practice builds confidence and increases a sense of belonging within the organization.</p> <p>Accommodating modifications to workplace processes and procedures such as hiring practices, onboarding, and L&D opportunities also reflect supportive work cultures, as well as promoting opportunities for all employees to contribute in meaningful ways (e.g., [<reflink idref="bib13" id="ref136">13</reflink>]; [<reflink idref="bib23" id="ref137">23</reflink>]; [<reflink idref="bib78" id="ref138">78</reflink>]; [<reflink idref="bib82" id="ref139">82</reflink>]). One autistic employee related that, after disclosing their diagnosis, their organization was open to adapting traditional practices to better support neurodiverse employees and developed "a proper procedure where, if someone needs a disability adjustment, it is dated, it is in black and white, it can be followed" ([<reflink idref="bib65" id="ref140">65</reflink>], p. 7). Finally, cultures that prioritize ongoing training for neurotypical coworkers to facilitate a better understanding of autism and to build skills around supporting autistic employees' unique needs create social environments that are more accepting of neurodiversity and, ultimately, are more conducive to L&D opportunities for autistic employees (e.g., [<reflink idref="bib29" id="ref141">29</reflink>]; [<reflink idref="bib83" id="ref142">83</reflink>]).</p> <hd id="AN0193165203-18">Discussion and Implications</hd> <p>[<reflink idref="bib7" id="ref143">7</reflink>] illustrated some of the benefits of workplace L&D experiences for all employees, acknowledging that "[b]oth adult learning and development occur throughout the life span and present rich opportunities for creating knowledge, building a sense of self, and solving problems" (p. 171). However, they further explicated that employees with less privilege receive fewer opportunities for L&D ([<reflink idref="bib7" id="ref144">7</reflink>]). When we initially developed our research questions and began our review, we expected to find empirical evidence of specific L&D opportunities that were available to neurotypical employees but unavailable to neurodiverse employees, as has been shown in studies focused on employees with other diagnoses and abilities in the workplace ([<reflink idref="bib19" id="ref145">19</reflink>]; [<reflink idref="bib77" id="ref146">77</reflink>]). Instead, we found that most articles focused on broader workplace applications and overall success in the workplace. The environments discussed made it challenging for autistic employees and researchers to focus solely on the L&D aspects of work and, even within the criteria for inclusion in this review, there were many articles that talked only obliquely about the availability or impact of these experiences. Nevertheless, drawing on [<reflink idref="bib7" id="ref147">7</reflink>] definition of HRD, we have identified a number of factors influencing autistic employees' L&D experiences as described above and shown in the domains in Figure 2.</p> <hd id="AN0193165203-19">Environments and Processes (RQ1)</hd> <p>Physical, cultural, and operational barriers work together to create very challenging, at times even inhospitable, environments for autistic employees. Inaccessible buildings and workspaces, environmental characteristics such as noise, lights, and other visual disturbances create challenging conditions for people with autism with sensitivities to this kind of sensory stimuli ([<reflink idref="bib10" id="ref148">10</reflink>]). Rapidly changing or poorly communicated expectations, lack of clarity or processing time for work instructions and communications, and inflexible methods of collaborating prevent autistic employees from fully engaging with their work, whether that work is completing daily tasks or engaging in L&D activities ([<reflink idref="bib50" id="ref149">50</reflink>]). The deficit-based perspective of viewing autistic employee behaviors as problems that must be overcome also produces a paradox in which organizations require autistic employees to attend training as an intervention to address a gap that is actually created by the organization itself, due to an unaccommodating work environment, rather than the knowledge, skill, or ability gaps that training is best situated to bridge ([<reflink idref="bib13" id="ref150">13</reflink>]).</p> <hd id="AN0193165203-20">Overcoming Barriers in Environments and Processes in Practice</hd> <p>These L&D barriers can be overcome by HRD practitioners through adaptation of interventions and structural components that facilitate autistic employee workplace experiences. For example, the same individualized, context-specific L&D interventions suggested by [<reflink idref="bib18" id="ref151">18</reflink>] and [<reflink idref="bib35" id="ref152">35</reflink>] could be further incorporated into HRD practice with recommendations like those from [<reflink idref="bib55" id="ref153">55</reflink>], in which artificial intelligence is used to efficiently scale training and development appropriateness and effectiveness for each learner. [<reflink idref="bib75" id="ref154">75</reflink>] also reported on the value of using virtual reality (VR) technologies to provide "immersive, low-pressure environments for autistic users to build confidence, regulate stress, and navigate high-stakes workplace interactions" (p. 1) in work settings. Instructor-led training can benefit from modifications recommended for workplaces in general, such as advanced written instructions and extended timelines/deadlines ([<reflink idref="bib17" id="ref155">17</reflink>]). HRD practitioners can also provide the strategic vision to unify these design elements and implement them in complementary ways, such as incorporating the recommendations made by the Association for Talent Development ([<reflink idref="bib84" id="ref156">84</reflink>]) regarding customized contrast, brightness, and color saturation on computer monitors for sensory sensitivities in e-learning content design elements.</p> <p>In addition, while not directly discussed in the articles included in this review, it is important to note that workplace accommodation is not a singular event, but rather an ongoing process, for each employee involved: "[P]olicies and procedures [need to] be flexible to accommodate changing needs or to respond to feedback regarding the effectiveness of current accommodations" ([<reflink idref="bib12" id="ref157">12</reflink>], p. 195). HRD practitioners can support employers to adapt and individualize L&D plans and approaches based on the specific needs of an autistic employee, which may be influenced by the learners' motivations, needs, and abilities, or the training subject matter, the modality, and/or the learning environment.</p> <hd id="AN0193165203-21">Impact of Supervisory Attitudes and Actions (RQ2)</hd> <p>Often, supervisors assume employees with autism are less capable than they are ([<reflink idref="bib10" id="ref158">10</reflink>]) and overlook these employees for development opportunities and promotions ([<reflink idref="bib52" id="ref159">52</reflink>]; [<reflink idref="bib71" id="ref160">71</reflink>]). This review reinforces the influential role of supervisors and managers in supporting L&D for autistic employees. As such, it is especially critical that managers receive relevant and useful training to facilitate this. HRD professionals can support organizations to establish manager-specific training to address negative attitudes and myths about autistic employees, increase autism awareness, and develop the skills needed to provide individualized support to autistic employees that promote L&D experiences ([<reflink idref="bib15" id="ref161">15</reflink>]; [<reflink idref="bib32" id="ref162">32</reflink>]). These supports can include offering flexible scheduling or remote work options, providing access to spaces with reduced sensory stimulation, and allowing employees to use headphones ([<reflink idref="bib17" id="ref163">17</reflink>]; [<reflink idref="bib29" id="ref164">29</reflink>]). Finally, research shows that managers who are willing (or able) to invest additional time into training autistic employees in skill areas that may be challenging for some, such as assessing social cues and having social conversations, see better short- and long-term employment outcomes ([<reflink idref="bib35" id="ref165">35</reflink>]). Here, too, HRD can support organizations with developing comprehensive plans that support supervisors to be more flexible and accommodating.</p> <hd id="AN0193165203-22">Overcoming Barriers in Supervisory Attitudes and Actions in Practice</hd> <p>Managers can also influence L&D for autistic employees by fostering work environments that encourage coworker support and mentoring. This might include offering assistance with certain work tasks, providing job-related coaching, facilitating social relationships with peers, or educating autistic coworkers about organizational structures ([<reflink idref="bib46" id="ref166">46</reflink>]). HRD practitioners can use creative training approaches to better support the needs of autistic employees, such as video-based interventions to support skill acquisition ([<reflink idref="bib18" id="ref167">18</reflink>]; [<reflink idref="bib75" id="ref168">75</reflink>]). Given the limited time and resources that are a day-to-day reality for many supervisors ([<reflink idref="bib27" id="ref169">27</reflink>]), HRD practitioners can also play various roles to support managers developing unique and individualized L&D approaches, including assessing needs, designing and delivering training programs, and evaluating outcomes of these interventions.</p> <hd id="AN0193165203-23">Organizational Culture Supports L&D (RQ3)</hd> <p>While [<reflink idref="bib16" id="ref170">16</reflink>] reported that 90% of organizations prioritize diversity within their strategic initiatives, only 4% include disability in their plans. However, more organizations today recognize that intentionally including people with autism within their workforce makes good business sense ([<reflink idref="bib75" id="ref171">75</reflink>]; [<reflink idref="bib82" id="ref172">82</reflink>]) for reasons that include increasing organizational inclusion and diversity ([<reflink idref="bib27" id="ref173">27</reflink>]), improving team productivity and innovation ([<reflink idref="bib3" id="ref174">3</reflink>].), and capitalizing on the strengths and skills of autistic employees ([<reflink idref="bib25" id="ref175">25</reflink>]; [<reflink idref="bib75" id="ref176">75</reflink>]). For these initiatives to be successful, however, organizations must be intentional about building and reinforcing inclusive cultures that support the growth of neurodiverse employees.</p> <hd id="AN0193165203-24">Overcoming Barriers in Organizational Culture Supports in Practice</hd> <p>HRD professionals can support employers by ensuring that they have the knowledge and practical skills to engage in productive discussion about and design of workplace accommodations for autistic employees. For example, helping businesses recognize and challenge "ableist assumptions and deficit-based views" ([<reflink idref="bib75" id="ref177">75</reflink>], p. 5) toward autistic employees is paramount to addressing workplace L&D barriers. Adapting and creating inclusive organizational policies and procedures are also essential to support neurodiverse employees, from HR practices such as recruitment and hiring to customized L&D programs that address the unique challenges autistic employees may have. This could include providing written interview questions to job candidates and training materials ahead of time so that people who require additional processing time can fully engage in the interactive processes that are part of these activities ([<reflink idref="bib17" id="ref178">17</reflink>]; [<reflink idref="bib80" id="ref179">80</reflink>]). Finally, HRD is poised well to support the continuous learning culture needed for organizations seeking to foster inclusive workplaces. For example, [<reflink idref="bib39" id="ref180">39</reflink>] propose integrating self-reflective transformative learning experiences to challenge implicit bias and inaccurate perspectives about people with disabilities. Autistic employees can benefit from changes in organizational culture that "recogniz[e] how all mind/bodies have values, abilities, and embody a weight of knowledge" beyond merely "productivity and commodification of bodies" ([<reflink idref="bib56" id="ref181">56</reflink>], p. 673). While training alone is not sufficient to build (or maintain) an inclusive culture, it has the capacity to benefit individuals and organizations in ways that support inclusion and success for autistic employees. HRD can support training programs that provide better understanding of autism and acceptance of neurodiverse colleagues ([<reflink idref="bib17" id="ref182">17</reflink>]), reduce stigma and stereotypes ([<reflink idref="bib26" id="ref183">26</reflink>]), provide practical skills about utilizing workplace accommodations ([<reflink idref="bib50" id="ref184">50</reflink>]), and help employers to modify existing policies and practices in ways that better support engagement by people with autism ([<reflink idref="bib82" id="ref185">82</reflink>]).</p> <hd id="AN0193165203-25">Additional Practical Implications</hd> <p>As described throughout our discussion above and in the model in Figure 2, the practical implications of these findings for HRD are numerous. Each domain within the model offers targeted opportunities for HRD practitioners to intervene and improve the L&D experiences of autistic employees. For instance, addressing the "Workplace Environment & Processes" domain requires redesigning learning spaces and workflows with universal design principles in mind. Pervasive stereotypes and attitudes in the "Supervisor Influence" domain among organizational leaders, managers, and coworkers that characterize employees with autism as being somehow deficient and less capable are reflected in systemic ableist policies, procedures, and practices ([<reflink idref="bib41" id="ref186">41</reflink>]) that remain grounded in the assumption that not having disabilities is–and should be–the standard by which all are measured. Ableism can thereby prevent organizations from embracing the talents and strengths that autistic employees have to offer and from realizing the benefits of a neurodiverse workforce. HRD practitioners are uniquely situated to support organizations with numerous strategies that can help shift organizational culture and shape the attitudes and actions of managers and coworkers in ways that facilitate L&D opportunities and unlock the potential of autistic employees. This will require HRD professionals to think more creatively about how they can use and adapt well-established interventions and strategies. [<reflink idref="bib37" id="ref187">37</reflink>], for example, suggests engaging appreciative inquiry as a strengths-based approach to help organizations move beyond their concerns toward better employment outcomes for employees with autism. [<reflink idref="bib20" id="ref188">20</reflink>], as well, suggested focusing on the strengths and abilities of autistic employees, which is consistent with a humanistic, employee-centered approach to HRD.</p> <p>In addition, HRD practitioners would do well to consider the "Social & Peer Support" domain in the model to encourage and support organizations with fostering psychological safety, or the sense that it is acceptable, and even encouraged, for employees to speak up and take interpersonal risks in work settings, because related behaviors "such as seeking feedback, sharing information, requesting help, reporting mistakes and experimenting" ([<reflink idref="bib45" id="ref189">45</reflink>], p. 536) have been shown to support employee L&D. This can be especially important for autistic employees, who may have greater challenges with interpersonal communication than their neurotypical peers ([<reflink idref="bib27" id="ref190">27</reflink>]). Numerous other practical approaches are reflected in the discussion above and, therefore, need not be repeated here. However, we want to emphasize that HRD practitioners can engage with organizations in myriad ways to support strategies that can increase and improve the L&D experiences of autistic employees.</p> <hd id="AN0193165203-26">Recommendations for Future Research</hd> <p>Despite several HRD scholars proffering challenges to researchers and practitioners in the field ([<reflink idref="bib43" id="ref191">43</reflink>]; [<reflink idref="bib44" id="ref192">44</reflink>]; [<reflink idref="bib58" id="ref193">58</reflink>]), there remains a critical need for further research to explore both workplace success for autistic employees, in general, and L&D experiences, specifically. While it is important to acknowledge the reality and impact of employer attitudes and actions that can be barriers to these goals, numerous studies have previously explored these and have shown consistent themes ([<reflink idref="bib10" id="ref194">10</reflink>]; [<reflink idref="bib13" id="ref195">13</reflink>]; [<reflink idref="bib57" id="ref196">57</reflink>]; [<reflink idref="bib78" id="ref197">78</reflink>]). Therefore, we believe that future research focusing on strategies that <emph>support</emph> opportunities for L&D among autistic employees is needed. This would help to discern which interventions and practices are most effective (and which are not) and would subsequently provide clearer guidance for practitioners who seek to build and support a neurodiverse workforce.</p> <p>While each domain in Figure 2 stands alone, their impact is cumulative. For instance, positive supervisor behaviors may mitigate some of the challenges associated with non-inclusive organizational cultures. Future HRD researchers should consider these interdependencies and design research that considers them at individual, team, and/or organizational levels. Multi-level research could be especially powerful when designed with the domains in mind.</p> <p>Finally, as has been suggested in the past (e.g., [<reflink idref="bib58" id="ref198">58</reflink>]), future HRD research must also include the direct experiences of autistic employees. This is critical to assess both effectiveness of L&D interventions within specific work settings and to ensure that workplaces are truly more inclusive, rather than simply putting the onus on neurodiverse employees to conform to long held ableist standards such as productivity. While the lack of research about the L&D experiences of autistic employees means that almost <emph>any</emph> research in this area would be an improvement (and we believe this is true), it is no longer sufficient to consider <emph>only</emph> the conclusions and opinions of researchers and practitioners who do not identify as autistic (fully acknowledging this includes the current authors). As HRD wrestles with the institutional oppression that is a part of its history, however inadvertent that may be (or not), as well as the impact that has had, and continues to have, on marginalized groups ([<reflink idref="bib76" id="ref199">76</reflink>]), it is critical that the HRD research agenda strives to include and amplify the voices of those who have been ignored, including autistic employees.</p> <hd id="AN0193165203-27">Review Limitations</hd> <p>There are a number of limitations to the current review. First, working within required space and time constraints meant we had to limit the scope of our review. For example, using additional/related search terms and exploring a greater breadth of databases would have provided additional studies for consideration. An overall lack of empirical research focused on L&D presented another limitation for this review. We were also challenged with making assessments about L&D specifically because most of the current research focuses on other aspects of employment, or views training as a specific intervention for a vague or undefined problem. In addition, in spite of our best efforts, there are some areas where the voices of autistic employees are not well represented. As suggested in the author positionality statement, every researcher brings their own biases to their work, regardless of efforts to address this; as such, we again acknowledge that there are inherent limitations to this work because neither of us identifies as autistic.</p> <hd id="AN0193165203-28">Conclusion</hd> <p>In this integrative literature review, we sought to find recent literature that highlighted factors influencing L&D access and experiences of autistic employees, as well as how those employees' supervisors and organizational cultures influenced those factors. We found that most of the literature focused on broader aspects of employment and the workplace beyond L&D, but that most of these factors were applicable to L&D and HRD practice. Barriers to access and negative L&D experiences included inaccessible physical and virtual environments, insufficient accommodations, and misunderstandings and biases of leaders and colleagues. Facilitators that addressed barriers, such as inclusive organizational cultures and team structures, proactive and engaged leaders, and training interventions designed to facilitate collaboration between neurotypical and neurodiverse employees were identified. HRD researchers and practitioners have a unique role to play in transforming their organizations by more directly exploring the relationship between autistic employee interactions and L&D, as well as supporting autistic employees by facilitating their support through L&D and interrelated organizational structures.</p> <p>Appendix A. Articles Reviewed.</p> <p>Graph</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="char" char="." /><col align="char" char="." /></colgroup><thead><tr><th align="left">Author(s)</th><th align="center">Year</th><th align="center">Title</th></tr></thead><tbody><tr><td><p>Brouwers et al.</p></td><td><p>2024</p></td><td><p><italic>Barriers to and facilitators for finding and keeping competitive employment: A focus group study on autistic adults with and without paid employment</italic></p></td></tr><tr><td><p>Bury et al.</p></td><td><p>2021</p></td><td><p><italic>Workplace social challenges experienced by employees on the autism spectrum: An international exploratory study examining employee and supervisor perspectives</italic></p></td></tr><tr><td><p>Bury et al.</p></td><td><p>2024</p></td><td><p><italic>An ecological systems model of employee experience in industry-led autism employment programmes</italic></p></td></tr><tr><td><p>Chen and Yakubova</p></td><td><p>2024</p></td><td><p><italic>What do autistic youth and young adults want at work? A qualitative study of autistic individuals' views on key workplace supports</italic></p></td></tr><tr><td><p>Chen et al.</p></td><td><p>2024</p></td><td><p><italic>Assessing the effects of practitioner-created and implemented video-based intervention to teach vocational skills to autistic young adults</italic></p></td></tr><tr><td><p>Cope and Remington</p></td><td><p>2022</p></td><td><p><italic>The strengths and abilities of autistic people in the workplace</italic></p></td></tr><tr><td><p>Djela</p></td><td><p>2021</p></td><td><p><italic>Change of autism narrative is required to improve employment of autistic people</italic></p></td></tr><tr><td><p>Efeoglu and Kilinçarslan</p></td><td><p>2024</p></td><td><p><italic>How do individuals with autism participate in work life? A study on inclusive employability</italic></p></td></tr><tr><td><p>Ghanouni and Raphael</p></td><td><p>2022</p></td><td><p><italic>Transition to adulthood in individuals with ASD: What does the employment look like?</italic></p></td></tr><tr><td><p>Hartman et al.</p></td><td><p>2023</p></td><td><p><italic>Organizational benefits of neurodiversity: Preliminary findings on autism and the bystander effect</italic></p></td></tr><tr><td><p>Herrick et al.</p></td><td><p>2022</p></td><td><p><italic>Soft skills for success for job seekers with autism spectrum disorder</italic></p></td></tr><tr><td><p>Johnson</p></td><td><p>2021</p></td><td><p><italic>US pilot curriculum for transitioning students with autism spectrum disorders from high school to college and the workforce</italic></p></td></tr><tr><td><p>LaPoint</p></td><td><p>2024</p></td><td><p><italic>Factors associated with the job satisfaction of autistic adults</italic></p></td></tr><tr><td><p>Martin et al.</p></td><td><p>2023</p></td><td><p><italic>Sustainable employment depends on quality relationships between supervisors and their employees on the autism spectrum</italic></p></td></tr><tr><td><p>Oates, M; Bean, A</p></td><td><p>2023</p></td><td><p><italic>Qualitative analysis of the experiences and perspectives of autistic speech-language pathologists</italic></p></td></tr><tr><td><p>Petty et al.</p></td><td><p>2023</p></td><td><p><italic>Supporting autistic employees: Understanding and confidence in UK workplaces</italic></p></td></tr><tr><td><p>Petty et al.</p></td><td><p>2023</p></td><td><p><italic>Workplace adjustments for autistic employees: What is 'reasonable'?</italic></p></td></tr><tr><td><p>Raymaker et al.</p></td><td><p>2023</p></td><td><p><italic>I don't wanna just be like a cog in the machine": Narratives of autism and skilled employment"</italic></p></td></tr><tr><td><p>Romualdez et al.</p></td><td><p>2021</p></td><td><p><italic>People might understand me better": Diagnostic disclosure experiences of autistic individuals in the workplace"</italic></p></td></tr><tr><td><p>Romualdez et al.</p></td><td><p>2021</p></td><td><p><italic>Autistic adults' experiences of diagnostic disclosure in the workplace: Decision-making and factors associated with outcomes</italic></p></td></tr><tr><td><p>Shaw et al.</p></td><td><p>2023</p></td><td><p><italic>The experiences of autistic doctors: A cross-sectional study</italic></p></td></tr><tr><td><p>Soeker</p></td><td><p>2020</p></td><td><p><italic>A descriptive, qualitative study of the challenges that individuals with autism spectrum disorder experience when transitioning from skills training programs into the open labor market in Cape Town, South Africa</italic></p></td></tr><tr><td><p>Soeker et al.</p></td><td><p>2022</p></td><td><p><italic>Exploring the experiences of individuals living with autism spectrum disorder about their worker role: The South African and Central United States contextual experience</italic></p></td></tr><tr><td><p>Spoor</p></td><td><p>2022</p></td><td><p><italic>Employee engagement and commitment to two Australian autism employment programs: Associations with workload and perceived supervisor support</italic></p></td></tr><tr><td><p>Tomczak</p></td><td><p>2022</p></td><td><p><italic>How can the work environment be redesigned to enhance the well-being of individuals with autism?</italic></p></td></tr><tr><td><p>Vincent et al.</p></td><td><p>2020</p></td><td><p><italic>The quality of life and the future of young adults with Asperger syndrome</italic></p></td></tr><tr><td><p>Whelpley et al.</p></td><td><p>2021</p></td><td><p><italic>Tensions on the spectrum: An inductive investigation of employee and manager experiences of autism</italic></p></td></tr><tr><td><p>Whelpley and Woznyj</p></td><td><p>2023</p></td><td><p><italic>Balancing the teeter totter: A dialectical view of managing neurodiverse employees</italic></p></td></tr><tr><td><p>Whittenburg et al.</p></td><td><p>2023</p></td><td><p><italic>Effects of behavioral skills training with video modeling and in situ training on workplace conversational skills of students with autism</italic></p></td></tr><tr><td><p>Yamamoto and Isawa</p></td><td><p>2024</p></td><td><p><italic>Teaching social niceties to individuals with autism spectrum disorder using the textual prompt</italic></p></td></tr></tbody></table> </ephtml> </p> <ref id="AN0193165203-29"> <title> References </title> <blist> <bibl id="bib1" idref="ref15" type="bt">1</bibl> <bibtext> Aichner T. (2021). The economic argument for hiring people with disabilities. Humanities and Social Sciences Communications, 8(1), 1–4. https://doi.org/10.1057/s41599-021-00707-y</bibtext> </blist> <blist> <bibl id="bib2" idref="ref52" type="bt">2</bibl> <bibtext> American Psychiatric Association. (2022). Neurodevelopmental disorders. In Diagnostic and Statistical Manual of Mental Disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425787.x01_Neurodevelopmental_Disorders</bibtext> </blist> <blist> <bibl id="bib3" idref="ref22" type="bt">3</bibl> <bibtext> Autism Society. (n.d.). Employment initiative. https://autismsociety.org/employment/</bibtext> </blist> <blist> <bibl id="bib4" idref="ref27" type="bt">4</bibl> <bibtext> Autism Speaks. (n.d.). Describing autism and people on the spectrum. https://<ulink href="http://www.autismspeaks.org/describing-autism-and-people-spectrum">www.autismspeaks.org/describing-autism-and-people-spectrum</ulink></bibtext> </blist> <blist> <bibl id="bib5" idref="ref55" type="bt">5</bibl> <bibtext> Bandara W., Furtmueller E., Gorbacheva E., Miskon S., Beekhuyzen J. (2015). Achieving rigor in literature reviews: Insights from qualitative data analysis and tool-support. Communications of the Association for Information Systems, 37(1), 154–204. https://doi.org/10.17705/1cais.03708</bibtext> </blist> <blist> <bibl id="bib6" idref="ref29" type="bt">6</bibl> <bibtext> Baumer N., Frueh J. (2021). What is neurodiversity?Harvard Health Publishing, Harvard Medical School. https://<ulink href="http://www.health.harvard.edu/blog/what-is-neurodiversity-202111232645">www.health.harvard.edu/blog/what-is-neurodiversity-202111232645</ulink></bibtext> </blist> <blist> <bibl id="bib7" idref="ref1" type="bt">7</bibl> <bibtext> Bierema L. L., Callahan J. L., Elliott C. J., Greer T. W., Collins J. C. (2024). Human Resource Development: Critical Perspectives and Practices (1st ed.). Routledge. https://doi.org/10.4324/9780429280009</bibtext> </blist> <blist> <bibl id="bib8" idref="ref18" type="bt">8</bibl> <bibtext> Bonaccio S., Connelly C. E., Gellatly I. R., Jetha A., Martin Ginis K. A. (2020). The participation of people with disabilities in the workplace across the employment cycle: Employer concerns and research evidence. Journal of Business and Psychology, 35(2), 135–158. https://doi.org/10.1007/s10869-018-9602-5</bibtext> </blist> <blist> <bibl id="bib9" idref="ref57" type="bt">9</bibl> <bibtext> Braun V., Clarke V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa</bibtext> </blist> <blist> <bibtext> Brouwers E. P. M., Bergijk M., van Weeghel J., Detaille S., Kerkhof H., Dewinter J. (2024). Barriers to and facilitators for finding and keeping competitive employment: A focus group study on autistic adults with and without paid employment. Journal of Occupational Rehabilitation, 35, 54–65. https://doi.org/10.1007/s10926-024-10181-3</bibtext> </blist> <blist> <bibtext> Brown L. (2011). The significance of semantics: Person-first language: Why it matters [Blog post]. https://<ulink href="http://www.autistichoya.com/2011/08/significance-of-semantics-person-first.html">www.autistichoya.com/2011/08/significance-of-semantics-person-first.html</ulink></bibtext> </blist> <blist> <bibtext> Bruyère S. M., Colella A. (2024). Workplace accommodations and neurodiversity. In Patton E., Santuzzi A. M. (Eds.), Neurodiversity and work (pp. 181–205). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-55072-0_9</bibtext> </blist> <blist> <bibtext> Bury S. M., Flower R. L., Zulla R., Nicholas D. B., Hedley D. (2021). Workplace social challenges experienced by employees on the autism spectrum: An international exploratory study examining employee and supervisor perspectives. Journal of Autism and Developmental Disorders, 51(5), 1614–1627. https://doi.org/10.1007/s10803-020-04662-6</bibtext> </blist> <blist> <bibtext> Bury S. M., Hedley D., Uljarevic M., Gal E. (2020). The autism advantage at work: A critical and systematic review of current evidence. Research in Developmental Disabilities, 105, Article 103750. https://doi.org/10.1016/j.ridd.2020.103750</bibtext> </blist> <blist> <bibtext> Bury S. M., Zulla R., Spoor J. R., Flower R. L., Nicholas D. B., Hedley D. (2024). An ecological systems model of employee experience in industry-led autism employment programmes. Autism, 28(6), 1457–1470. https://doi.org/10.1177/13623613241241574</bibtext> </blist> <blist> <bibtext> Casey C. (2020). Do your D&I efforts include people with disabilities? Harvard Business Review. Retrieved July 31, 2024, from https://hbr.org/2020/03/do-your-di-efforts-include-people-with-disabilities</bibtext> </blist> <blist> <bibtext> Chen B. B., Yakubova G. (2024). What do autistic youth and young adults want at work? A qualitative study of autistic individuals' views on key workplace supports. Autism in Adulthood, 7(6): 671–684. https://doi.org/10.1089/aut.2023.0092</bibtext> </blist> <blist> <bibtext> Chen B. B., Yakubova G., O'Connor J. T., Herman S., Myers L. (2024). Assessing the effects of practitioner-created and implemented video-based intervention to teach vocational skills to autistic young adults. Journal of Special Education Technology, 39(2), 201–216. https://doi.org/10.1177/01626434231187061</bibtext> </blist> <blist> <bibtext> Colella A., Bruyére S. M. (2011). APA handbook of industrial and organizational psychology (Vol. 1). American Psychological Association.</bibtext> </blist> <blist> <bibtext> Cope R., Remington A. (2022). The strengths and abilities of autistic people in the workplace. Autism in Adulthood, 4(1), 22–31. https://doi.org/10.1089/aut.2021.0037</bibtext> </blist> <blist> <bibtext> Crans S., Gerken M., Beausaert S., Segers M. (2021). The mediating role of social informal learning in the relationship between learning climate and employability. Career Development International, 26(5), 678–696. https://doi.org/10.1108/cdi-09-2020-0234</bibtext> </blist> <blist> <bibtext> Dietz P. M., Rose C. E., McArthur D., Maenner M. (2020). National and state estimates of adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 50(12), 4258–4266. https://doi.org/10.1007/s10803-020-04494-4</bibtext> </blist> <blist> <bibtext> Djela M. (2021). Change of autism narrative is required to improve employment of autistic people. Advances in Autism, 7(1), 86–100. https://doi.org/10.1108/aia-11-2019-0041</bibtext> </blist> <blist> <bibtext> Doyle N. (2020). Neurodiversity at work: A biopsychosocial model and the impact on working adults. British Medical Bulletin, 135(1), 108–125. https://doi.org/10.1093/bmb/ldaa021</bibtext> </blist> <blist> <bibtext> Dreaver J., Thompson C., Girdler S., Adolfsson M., Black M. H., Falkmer M. (2020). Success factors enabling employment for adults on the autism spectrum from employers' perspective. Journal of Autism and Developmental Disorders, 50(5), 1657–1667. https://doi.org/10.1007/s10803-019-03923-3</bibtext> </blist> <blist> <bibtext> Efeoglu I. E., Kilinçarslan O. (2024). How do individuals with autism participate in work life? A study on inclusive employability. Equality Diversity and Inclusion, 43(2), 173–187. https://doi.org/10.1108/edi-09-2022-0254</bibtext> </blist> <blist> <bibtext> Ezerins M. E., Simon L. S., Vogus T. J., Gabriel A. S., Calderwood C., Rosen C. C. (2024). Autism and employment: A review of the "new frontier" of diversity research. Journal of Management, 50(3), 1102–1144. https://doi.org/10.1177/01492063231193362</bibtext> </blist> <blist> <bibtext> Farkas T. N., Mendy J., Kargas N. (2020). Enhancing resilience in autistic adults using community-based participatory research: A novel HRD intervention in employment service provision. Advances in Developing Human Resources, 22(4), 370–386. https://doi.org/10.1177/1523422320946293</bibtext> </blist> <blist> <bibtext> Ghanouni P., Raphael R. (2022). Transition to adulthood in individuals with ASD: What does the employment look like? Journal of Education and Work, 35(3), 307–325. https://doi.org/10.1080/13639080.2022.2048253</bibtext> </blist> <blist> <bibtext> Gonzales M. (2024). Autistic employees want more learning opportunities. SHRM. https://<ulink href="http://www.shrm.org/topics-tools/news/inclusion-diversity/autistic-employees-want-learning-opportunities">www.shrm.org/topics-tools/news/inclusion-diversity/autistic-employees-want-learning-opportunities</ulink></bibtext> </blist> <blist> <bibtext> Han S. J., Stieha V. (2020). Growth mindset for human resource development: A scoping review of the literature with recommended interventions. Human Resource Development Review, 19(3), 309–331. https://doi.org/10.1177/1534484320939739</bibtext> </blist> <blist> <bibtext> Hartman L. M., Farahani M., Moore A., Manzoor A., Hartman B. L. (2023). Organizational benefits of neurodiversity: Preliminary findings on autism and the bystander effect. Autism Research, 16(10), 1989–2001. https://doi.org/10.1002/aur.3012</bibtext> </blist> <blist> <bibtext> Hasan H. (2023). Effect of organizational culture on organizational learning, employee engagement, and employee performance: Study of banking employees in Indonesia. Problems and Perspectives in Management, 21(3), 471–482. https://doi.org/10.21511/ppm.21(3).2023.38</bibtext> </blist> <blist> <bibtext> Hasson H., von Thiele Schwarz U., Holmstrom S., Karanika-Murray M., Tafvelin S. (2016). Improving organizational learning through leadership training. Journal of Workplace Learning, 28(3), 115–129. https://doi.org/10.1108/JWL-06-2015-0049</bibtext> </blist> <blist> <bibtext> Herrick S. J., Lu W., Oursler J., Beninato J., Gbadamosi S., Durante A., Meyers E. (2022). Soft skills for success for job seekers with autism spectrum disorder. Journal of Vocational Rehabilitation, 57(2), 113–126. https://doi.org/10.3233/JVR-221203</bibtext> </blist> <blist> <bibtext> Holton J. A. (2007). The coding process and its challenges. The Sage handbook of grounded theory, 3, 265–289.</bibtext> </blist> <blist> <bibtext> Johnson K. R. (2022). Using a strengths-based approach to improve employment opportunities for individuals with autism spectrum disorder. New Horizons in Adult Education and Human Resource Development, 34(1), 16–25. https://doi.org/10.1002/nha3.20321</bibtext> </blist> <blist> <bibtext> Johnson K. R., Ennis-Cole D., Bonhamgregory M. (2020). Workplace success strategies for employees with autism spectrum disorder: A new frontier for human resource development. Human Resource Development Review, 19(2), 122–151. https://doi.org/10.1177/1534484320905910</bibtext> </blist> <blist> <bibtext> Kofke M., Simone D. M. (2018, November 7–10). Paper 1: Collaborative self-study as critical reflection: Findings from the liminal space while including disability studies in teacher education courses. In Welch M., Marsick V., Holt D. (Eds.), XIII International Transformative Learning Conference Proceedings, 2018 (pp. 669–672). Retrieved September 25, 2025, from https://drive.google.com/file/d/1QEPzTqBCuFFzl6OJtUyZ4dTM4mX5BwBY/view</bibtext> </blist> <blist> <bibtext> Krzeminska A., Hawse S. (2020). Mainstreaming neurodiversity for an inclusive and sustainable future workforce: Autism-spectrum employees. In Wood L., Tan L. P., Breyer Y. A., Hawse S. (Eds.), Industry and Higher Education (pp. 229–261). Springer. https://doi.org/https://doi.org/10.1007/978-981-15-0874-5</bibtext> </blist> <blist> <bibtext> Kwon C. (2021). Resisting ableism in deliberately developmental organizations: A discursive analysis of the identity work of employees with disabilities. Human Resource Development Quarterly, 32(2), 179–196. https://doi.org/10.1002/hrdq.21412</bibtext> </blist> <blist> <bibtext> Kwon C. (2023). Resistance from the margin: An autoethnographic account of academic ableism. Human Resource Development Quarterly, 35(4), 89–107. https://doi.org/10.1002/hrdq.21498</bibtext> </blist> <blist> <bibtext> Kwon C. (2024). Why HRD needs to do more in relation to disability: Recommendations and future directions. Human Resource Development International, 27(1), 152–159. https://doi.org/10.1080/13678868.2023.2205073</bibtext> </blist> <blist> <bibtext> Kwon C., Archer M. (2022). Conceptualizing the marginalization experiences of people with disabilities in organizations using an ableism lens. Human Resource Development Review, 21(3), 324–351. https://doi.org/10.1177/15344843221106561</bibtext> </blist> <blist> <bibtext> Kwon C., Han S., Nicolaides A. (2020). The impact of psychological safety on transformative learning in the workplace: A quantitative study. The Journal of Workplace Learning, 32(7), 533–547. https://doi.org/10.1108/JWL-04-2020-0057</bibtext> </blist> <blist> <bibtext> LaPoint S. C. (2024). Factors associated with the job satisfaction of autistic adults. Research in Autism Spectrum Disorders, 112, 1–13. https://doi.org/10.1016/j.rasd.2024.102330</bibtext> </blist> <blist> <bibtext> Learn Autism. (2020). Podcast | Special episode: How neurodiversity makes the workplace better. https://<ulink href="http://www.learnautism.com/blog/podcast-special-episode-how-neurodiversity-makes-the-workplace-better">www.learnautism.com/blog/podcast-special-episode-how-neurodiversity-makes-the-workplace-better</ulink></bibtext> </blist> <blist> <bibtext> Lord C., Elsabbagh M., Baird G., Veenstra-Vanderweele J. (2018). Autism spectrum disorder. The Lancet, 392(10146), 508–520. https://doi.org/10.1016/S0140-6736(18)31129-2</bibtext> </blist> <blist> <bibtext> Maenner M. J., Warren Z., Williams A. R., Amoakohene E., Bakian A. V., Bilder D. A., Durkin M. S., Fitzgerald R. T., Furnier S. M., Hughes M. M., Ladd-Acosta C. M., McArthur D., Pas E. T., Salinas A., Vehorn A., Williams S., Esler A., Grzybowski A., Hall-Lande J., ... Shawet K. A. (2023). Prevalence and characteristics of autism spectrum disorder among children aged 8 years—Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2020. Morbidity and Mortality Weekly Report: Surveillance Summaries, 72(2), 1–14. <ulink href="http://dx.doi.org/10.15585/mmwr.ss7202a1">http://dx.doi.org/10.15585/mmwr.ss7202a1</ulink></bibtext> </blist> <blist> <bibtext> Martin V., Flanagan T. D., Vogus T. J., Chênevert D. (2023). Sustainable employment depends on quality relationships between supervisors and their employees on the autism spectrum. Disability and Rehabilitation, 45(11), 1784–1795. https://doi.org/10.1080/09638288.2022.2074550</bibtext> </blist> <blist> <bibtext> Michna A., Kmieciak R., Burzyńska-Ptaszek K. (2017). Job preferences and expectations of disabled people and small and medium-sized enterprises in Poland: Implications for disabled people's professional development. Human Resource Development Quarterly, 28(3), 299–336. https://doi.org/10.1002/hrdq.21280</bibtext> </blist> <blist> <bibtext> Oates M., Bean A. (2023). Qualitative analysis of the experiences and perspectives of autistic speech-language pathologists. American Journal of Speech-Language Pathology, 32(5), 2178–2191. https://doi.org/10.1044/2023_ajslp-22-00399</bibtext> </blist> <blist> <bibtext> Onwuegbuzie A. J., Leech N. L., Collins K. M. T. (2012). Qualitative analysis techniques for the review of the literature. Qualitative Report, 17(28), 56.</bibtext> </blist> <blist> <bibtext> Owa O. A. (2022). Mainstreaming diversity, equity, and inclusion as future workplace ethics: Effect of diversity, equity, and inclusion on organizational performance. In Raimi L., Kah J. (Eds.), Mainstreaming diversity, equity, and inclusion as future workplace ethics (pp. 28–48). IGI Global. https://doi-org.ezp1.lib.umn.edu/10.4018/978-1-6684-3657-8.ch002</bibtext> </blist> <blist> <bibtext> Park S., Chai D. S., Park J. J., Oh J. (2024). Exploring opportunities for artificial intelligence in organization development. Human Resource Development Review, 24(1), 3–36. https://doi.org/10.1177/15344843241273231</bibtext> </blist> <blist> <bibtext> Pearson H. (2018, November 7–10). Paper 2: Expanding beyond the classroom: Proposing a culture of collective accountability and interdependence across the landscape of higher education. In Welch M., Marsick V., Holt D. (Eds.), XIII International Transformative Learning Conference Proceedings, 2018 (pp. 672–674). Retrieved September 25, 2025, from https://drive.google.com/file/d/1QEPzTqBCuFFzl6OJtUyZ4dTM4mX5BwBY/view</bibtext> </blist> <blist> <bibtext> Petty S., Tunstall L., Richardson H., Eccles N. (2023). Workplace adjustments for autistic employees: What is "reasonable"? Journal of Autism and Developmental Disorders, 53(1), 236–244. https://doi.org/10.1007/s10803-021-05413-x</bibtext> </blist> <blist> <bibtext> Procknow G., Rocco T. S. (2016). The unheard, unseen, and often forgotten: An examination of disability in the human resource development literature. Human Resource Development Review, 15(4), 379–403. https://doi.org/10.1177/1534484316671194</bibtext> </blist> <blist> <bibtext> Procknow G., Rocco T. S., Munn S. L. (2017). (Dis)ableing notions of authentic leadership through the lens of critical disability theory. Advances in Developing Human Resources, 19(4), 362–377. https://doi.org/10.1177/1523422317728732</bibtext> </blist> <blist> <bibtext> Puhakka I. J. A., Nokelainen P., Pylväs L. (2021). Learning or leaving? Individual and environmental factors related to job satisfaction and turnover intention. Vocations and Learning, 14(3), 481–510. https://doi.org/10.1007/s12186-021-09275-3</bibtext> </blist> <blist> <bibtext> Pulrang A. (2023). People with disabilities want to work—But it's complicated. Forbes: Disability, Equity & Inclusion. https://<ulink href="http://www.forbes.com/sites/andrewpulrang/2023/10/29/people-with-disabilities-want-to-work—but-its-complicated/?sh=6876a3c0507f">www.forbes.com/sites/andrewpulrang/2023/10/29/people-with-disabilities-want-to-work—but-its-complicated/?sh=6876a3c0507f</ulink></bibtext> </blist> <blist> <bibtext> Raymaker D. M., Sharer M., Maslak J., Powers L. E., McDonald K. E., Kapp S. K., Moura I., Wallington A. F., Nicolaidis C. (2023). "I don't wanna just be like a cog in the machine": Narratives of autism and skilled employment. Autism, 27(1), 65–75. https://doi.org/10.1177/13623613221080813</bibtext> </blist> <blist> <bibtext> Remington A., Pellicano E. (2019). Sometimes you just need someone to take a chance on you: An internship programme for autistic graduates at Deutsche Bank, UK. Journal of Management & Organization, 25(4), 516–534. https://doi.org/10.1017/jmo.2018.66</bibtext> </blist> <blist> <bibtext> Rethlefsen M. L., Kirtley S., Waffenschmidt S., Ayala A. P., Moher D., Page M. J., Koffel J. B. (2021). PRISMA-S: An extension to the PRISMA statement for reporting literature searches in systematic reviews. Systematic Reviews, 10(1), 1–19. https://doi.org/10.1186/s13643-020-01542-z</bibtext> </blist> <blist> <bibtext> Romualdez A. M., Walker Z., Remington A. (2021). Autistic adults' experiences of diagnostic disclosure in the workplace: Decision-making and factors associated with outcomes. Autism & Developmental Language Impairments, 6, 1–12. https://doi.org/10.1177/23969415211022955</bibtext> </blist> <blist> <bibtext> Saldaña J. (2021). The coding manual for qualitative researchers. SAGE Publications.</bibtext> </blist> <blist> <bibtext> Schloemer-Jarvis A., Bader B., Böhm S. C. (2022). The role of human resource practices for including persons with disabilities in the workforce: A systematic literature review. The International Journal of Human Resource Management, 33(1), 45–98. https://doi.org/10.1080/09585192.2021.1996433</bibtext> </blist> <blist> <bibtext> Schur L., Kruse D., Blasi J., Blanck P. (2009). Is disability disabling in all workplaces? Workplace disparities and corporate culture. Industrial Relations, 48(3), 381–410. https://doi.org/10.1111/j.1468-232X.2009.00565.x</bibtext> </blist> <blist> <bibtext> Schur L., Nishii L., Adya M., Kruse D., Bruyère S. M., Blanck P. (2014). Accommodating employees with and without disabilities. Human Resource Management, 53(4), 593–621. https://doi.org/10.1002/hrm.21607</bibtext> </blist> <blist> <bibtext> Schwartz G. J. (2019). An examination of key factors that influence employee learning in the workplace. In Kenon V. H., Palsole S. V. (Eds.), The Wiley Handbook of Global Workplace Learning (pp. 477–500). John Wiley & Sons, Inc. https://doi.org/10.1002/9781119227793.ch25</bibtext> </blist> <blist> <bibtext> Shaw S. C. K., Fossi A., Carravallah L. A., Rabenstein K., Ross W., Doherty M. (2023). The experiences of autistic doctors: A cross-sectional study. Frontiers in Psychiatry, 14, Article 1160994. https://doi.org/10.3389/fpsyt.2023.1160994</bibtext> </blist> <blist> <bibtext> Shiri R., El-Metwally A., Sallinen M., Pöyry M., Härmä M., Toppinen-Tanner S. (2023). The role of continuing professional training or development in maintaining current employment: A systematic review. Healthcare, 11(21), 2900. https://doi.org/10.3390/healthcare11212900</bibtext> </blist> <blist> <bibtext> Sundar V., O'Neill J., Houtenville A. J., Phillips K. G., Keirns T., Smith A., Katz E. E. (2018). Striving to work and overcoming barriers: Employment strategies and successes of people with disabilities. Journal of Vocational Rehabilitation, 48(1), 93–109. https://doi.org/10.3233/JVR-170918</bibtext> </blist> <blist> <bibtext> Susomrith P., Coetzer A. (2015). Employees' perceptions of barriers to participation in training and development in small engineering businesses. Journal of Workplace Learning, 27(7), 561–578.</bibtext> </blist> <blist> <bibtext> Tatom R. C., Newbutt N. (2025). Using virtual reality to support autistic employees: A perspective on creating inclusive neurodiverse work environments. Frontiers in Virtual Reality, 6, Article 1648971, 1–7. https://doi.org/10.3389/frvir.2025.1648971</bibtext> </blist> <blist> <bibtext> Taylor A., Gerken L., Bohonos J. W. (2024). Disability and employment in the United States, 1880–1955: Implications for human resource development practice and research. Human Resource Development Review, 23(3), 402–426. https://doi.org/10.1177/15344843241256155</bibtext> </blist> <blist> <bibtext> Thomas C. (1999). Female forms: Experiencing and understanding disability. McGraw-Hill Education (UK).</bibtext> </blist> <blist> <bibtext> Tomczak M. T. (2022). How can the work environment be redesigned to enhance the well-being of individuals with autism? Employee Relations, 44(6), 1467–1484. https://doi.org/10.1108/er-12-2021-0535</bibtext> </blist> <blist> <bibtext> Torraco R. J. (2005). Writing integrative literature reviews: Guidelines and examples. Human Resource Development Review, 4(3), 356–367. https://doi.org/10.1177/1534484305278283</bibtext> </blist> <blist> <bibtext> Vincent A., Da Fonseca D., Baumstarck K., Charvin I., Alcaraz-Mor R., Lehucher-Michel M. P. (2020). The quality of life and the future of young adults with Asperger syndrome. Disability and Rehabilitation, 42(14), 1987–1994. https://doi.org/10.1080/09638288.2018.1544297</bibtext> </blist> <blist> <bibtext> von Schrader S., Malzer V., Bruyère S. (2014). Perspectives on disability disclosure: The importance of employer practices and workplace climate. Employee Responsibilities and Rights Journal, 26(4), 237–255. https://doi.org/10.1007/s10672-013-9227-9</bibtext> </blist> <blist> <bibtext> Whelpley C. E., Banks G. C., Bochantin J. E., Sandoval R. (2021). Tensions on the spectrum: An inductive investigation of employee and manager experiences of autism. Journal of Business and Psychology, 36(2), 283–297. https://doi.org/10.1007/s10869-019-09676-1</bibtext> </blist> <blist> <bibtext> Whelpley C. E., Woznyj H. M. (2023). Balancing the teeter totter: A dialectical view of managing neurodiverse employees. Human Performance, 36(4), 133–154. https://doi.org/10.1080/08959285.2023.2219061</bibtext> </blist> <blist> <bibtext> Wood E. (2021). Design for neurodiverse learners. Association for Talent Development. https://<ulink href="http://www.td.org/content/td-magazine/design-for-neurodiverse-learners">www.td.org/content/td-magazine/design-for-neurodiverse-learners</ulink></bibtext> </blist> <blist> <bibtext> World Health Organization. (2013). Disability: Report by the Secretariat. Sixty-sixth World Health Assembly: Provisional agenda item 13.5. https://apps.who.int/gb/ebwha/pdf_files/WHA66/A66_12-en.pdf</bibtext> </blist> <blist> <bibtext> World Health Organization. (2023). Autism. https://<ulink href="http://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders">www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders</ulink></bibtext> </blist> </ref> <ref id="AN0193165203-30"> <title> Footnotes </title> <blist> <bibtext> Christopher M. Boldon</bibtext> </blist> <blist> <bibtext>Graph</bibtext> </blist> <blist> <bibtext>https://orcid.org/0009-0006-4676-7727 Jolene M. Thibedeau Boyd</bibtext> </blist> <blist> <bibtext>Graph https://orcid.org/0009-0002-6383-3483</bibtext> </blist> <blist> <bibtext> Ethical approval was not required for this literature review.</bibtext> </blist> <blist> <bibtext> The authors received no financial support for the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> </ref> <aug> <p>By Christopher M. Boldon and Jolene M. Thibedeau Boyd</p> <p>Reported by Author; Author</p> <p></p> <p>Christopher M. Boldon, MA., Director of Workforce Data Management, Office of Human Resources, University of Minnesota.</p> <p>Jolene M. Thibedeau Boyd, MS., Lead Curriculum Developer, Institute on Community Integration, University of Minnesota.</p> </aug> <nolink nlid="nl1" bibid="bib31" firstref="ref3"></nolink> <nolink nlid="nl2" bibid="bib60" firstref="ref4"></nolink> <nolink nlid="nl3" bibid="bib21" firstref="ref5"></nolink> <nolink nlid="nl4" bibid="bib72" firstref="ref6"></nolink> <nolink nlid="nl5" bibid="bib34" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib33" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib70" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib16" firstref="ref10"></nolink> <nolink nlid="nl9" bibid="bib58" firstref="ref11"></nolink> <nolink nlid="nl10" bibid="bib40" firstref="ref12"></nolink> <nolink nlid="nl11" bibid="bib54" firstref="ref13"></nolink> <nolink nlid="nl12" bibid="bib63" firstref="ref14"></nolink> <nolink nlid="nl13" bibid="bib61" firstref="ref16"></nolink> <nolink nlid="nl14" bibid="bib73" firstref="ref17"></nolink> <nolink nlid="nl15" bibid="bib67" firstref="ref19"></nolink> <nolink nlid="nl16" bibid="bib69" firstref="ref21"></nolink> <nolink nlid="nl17" bibid="bib27" firstref="ref23"></nolink> <nolink nlid="nl18" bibid="bib47" firstref="ref24"></nolink> <nolink nlid="nl19" bibid="bib30" firstref="ref25"></nolink> <nolink nlid="nl20" bibid="bib11" firstref="ref26"></nolink> <nolink nlid="nl21" bibid="bib85" firstref="ref28"></nolink> <nolink nlid="nl22" bibid="bib24" firstref="ref30"></nolink> <nolink nlid="nl23" bibid="bib48" firstref="ref32"></nolink> <nolink nlid="nl24" bibid="bib22" firstref="ref33"></nolink> <nolink nlid="nl25" bibid="bib86" firstref="ref34"></nolink> <nolink nlid="nl26" bibid="bib49" firstref="ref36"></nolink> <nolink nlid="nl27" bibid="bib76" firstref="ref42"></nolink> <nolink nlid="nl28" bibid="bib41" firstref="ref43"></nolink> <nolink nlid="nl29" bibid="bib42" firstref="ref44"></nolink> <nolink nlid="nl30" bibid="bib59" firstref="ref45"></nolink> <nolink nlid="nl31" bibid="bib28" firstref="ref46"></nolink> <nolink nlid="nl32" bibid="bib43" firstref="ref47"></nolink> <nolink nlid="nl33" bibid="bib51" firstref="ref48"></nolink> <nolink nlid="nl34" bibid="bib38" firstref="ref49"></nolink> <nolink nlid="nl35" bibid="bib79" firstref="ref51"></nolink> <nolink nlid="nl36" bibid="bib64" firstref="ref54"></nolink> <nolink nlid="nl37" bibid="bib53" firstref="ref56"></nolink> <nolink nlid="nl38" bibid="bib36" firstref="ref58"></nolink> <nolink nlid="nl39" bibid="bib66" firstref="ref60"></nolink> <nolink nlid="nl40" bibid="bib10" firstref="ref63"></nolink> <nolink nlid="nl41" bibid="bib29" firstref="ref64"></nolink> <nolink nlid="nl42" bibid="bib32" firstref="ref66"></nolink> <nolink nlid="nl43" bibid="bib57" firstref="ref68"></nolink> <nolink nlid="nl44" bibid="bib74" firstref="ref69"></nolink> <nolink nlid="nl45" bibid="bib52" firstref="ref70"></nolink> <nolink nlid="nl46" bibid="bib78" firstref="ref72"></nolink> <nolink nlid="nl47" bibid="bib13" firstref="ref73"></nolink> <nolink nlid="nl48" bibid="bib15" firstref="ref75"></nolink> <nolink nlid="nl49" bibid="bib50" firstref="ref76"></nolink> <nolink nlid="nl50" bibid="bib62" firstref="ref77"></nolink> <nolink nlid="nl51" bibid="bib46" firstref="ref80"></nolink> <nolink nlid="nl52" bibid="bib14" firstref="ref81"></nolink> <nolink nlid="nl53" bibid="bib68" firstref="ref82"></nolink> <nolink nlid="nl54" bibid="bib81" firstref="ref83"></nolink> <nolink nlid="nl55" bibid="bib65" firstref="ref84"></nolink> <nolink nlid="nl56" bibid="bib83" firstref="ref85"></nolink> <nolink nlid="nl57" bibid="bib23" firstref="ref86"></nolink> <nolink nlid="nl58" bibid="bib71" firstref="ref98"></nolink> <nolink nlid="nl59" bibid="bib17" firstref="ref100"></nolink> <nolink nlid="nl60" bibid="bib20" firstref="ref116"></nolink> <nolink nlid="nl61" bibid="bib80" firstref="ref124"></nolink> <nolink nlid="nl62" bibid="bib26" firstref="ref129"></nolink> <nolink nlid="nl63" bibid="bib82" firstref="ref139"></nolink> <nolink nlid="nl64" bibid="bib19" firstref="ref145"></nolink> <nolink nlid="nl65" bibid="bib77" firstref="ref146"></nolink> <nolink nlid="nl66" bibid="bib18" firstref="ref151"></nolink> <nolink nlid="nl67" bibid="bib35" firstref="ref152"></nolink> <nolink nlid="nl68" bibid="bib55" firstref="ref153"></nolink> <nolink nlid="nl69" bibid="bib75" firstref="ref154"></nolink> <nolink nlid="nl70" bibid="bib84" firstref="ref156"></nolink> <nolink nlid="nl71" bibid="bib12" firstref="ref157"></nolink> <nolink nlid="nl72" bibid="bib25" firstref="ref175"></nolink> <nolink nlid="nl73" bibid="bib39" firstref="ref180"></nolink> <nolink nlid="nl74" bibid="bib56" firstref="ref181"></nolink> <nolink nlid="nl75" bibid="bib37" firstref="ref187"></nolink> <nolink nlid="nl76" bibid="bib45" firstref="ref189"></nolink> <nolink nlid="nl77" bibid="bib44" firstref="ref192"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1504094
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Unlocking Potential: An Integrative Literature Review Exploring Workplace Learning and Development Experiences of Autistic Employees
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Christopher+M%2E+Boldon%22">Christopher M. Boldon</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-4676-7727">0009-0006-4676-7727</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jolene+M%2E+Thibedeau+Boyd%22">Jolene M. Thibedeau Boyd</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-6383-3483">0009-0002-6383-3483</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22New+Horizons+in+Adult+Education+%26+Human+Resource+Development%22"><i>New Horizons in Adult Education & Human Resource Development</i></searchLink>. 2026 38(2):145-160.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Workplace+Learning%22">Workplace Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Supervisor+Supervisee+Relationship%22">Supervisor Supervisee Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+Culture%22">Organizational Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Employees%22">Employees</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/19394225251383746
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1939-4225
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: People with autism experience some of the highest unemployment rates of people with disabilities, yet many also report wanting to work. Workplace learning and development (L&D) experiences have been associated with positive outcomes for all employees, including job satisfaction, performance, retention, career advancement, and overall well-being. However, autistic employees often encounter barriers that limit their opportunities for and interfere with the potential benefits of L&D. In this integrative literature review, we explore workplace L&D experiences of autistic employees using a search of recent literature combined with thematic analysis. This review identifies key barriers to workplace L&D for employees with autism, including inaccessible work settings, processes, and practices; insufficient accommodations; and limited knowledge and awareness that contributes to bias and discrimination from supervisors and colleagues. Factors that facilitate positive L&D outcomes for autistic employees were also discovered, such as inclusive organizational cultures and environments, individualized support, and informed and supportive leadership. The review highlights a critical and ongoing gap in human resource development (HRD) research and practice. The transformative impact HRD can have by supporting a diverse workforce and workplace L&D to unlock the potential of autistic employees is explored. Practical recommendations about ways to better support the inclusion and L&D of autistic employees and suggestions for future research are provided.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1504094
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1504094
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/19394225251383746
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 145
    Subjects:
      – SubjectFull: Workplace Learning
        Type: general
      – SubjectFull: Autism Spectrum Disorders
        Type: general
      – SubjectFull: Supervisor Supervisee Relationship
        Type: general
      – SubjectFull: Organizational Culture
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Employees
        Type: general
    Titles:
      – TitleFull: Unlocking Potential: An Integrative Literature Review Exploring Workplace Learning and Development Experiences of Autistic Employees
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Christopher M. Boldon
      – PersonEntity:
          Name:
            NameFull: Jolene M. Thibedeau Boyd
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-electronic
              Value: 1939-4225
          Numbering:
            – Type: volume
              Value: 38
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: New Horizons in Adult Education & Human Resource Development
              Type: main
ResultId 1