Barriers to Providing Transitional Supports for Autistic Students: Insights of School Professionals.
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| Title: | Barriers to Providing Transitional Supports for Autistic Students: Insights of School Professionals. |
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| Authors: | LaPoint, Shannon Crowley, Kim, So Yoon, Bottema-Beutel, Kristen |
| Source: | Journal of Autism & Developmental Disorders. Aug2025, Vol. 55 Issue 8, p2807-2819. 13p. |
| Subjects: | School environment, Human services programs, Psychology of teachers, Psychologists, Qualitative research, Autism, Psychology of high school students, Content analysis, Students with disabilities, School administrators, Families, Communities, Thematic analysis, Transitional programs (Education), Special education schools, School mental health services, Asperger's syndrome, Special education, Social support, Psychosocial factors, Transition to adulthood, Adolescence |
| Abstract: | Following high school exit, many autistic young adults are not enrolled in post-secondary education or employed, and few are engaged in community activities. This disengagement among autistic young adults may be a result of the limited or inadequate supports provided to autistic transition-age youth in schools. Therefore, the purpose of the current study is to explore how school professionals report preparing transition-age autistic youth for adulthood and the barriers that make it difficult for school professionals to provide quality transition services. We surveyed 21 school professionals who work with transition-age autistic students. The survey solicited descriptions of transition supports provided to youth, and barriers that make it difficult for school professionals to provide high quality transition supports. Qualitative content analysis was used to identify themes from the data. Participants described barriers related to the autistic youth they taught or supported, their families, the classroom environment, and the community. Barriers were either framed as deficits inherent to autistic students and their families, or larger systemic issues that make it challenging to implement high quality transition supports. We recommend implementation of autism-specific trainings within teacher preparation programs and school districts, professional development opportunities that create spaces for educators to challenge and resist deficit views of autism, and development of strengths-based transition programs that are implemented by school-based professionals who work with autistic students. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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