The Transition from University Completion to Employment for Students with Autism Spectrum Disorder

Cashin, Andrew

doi:10.1080/01612840.2017.1401188

Cited by 9 publications

(12 citation statements)

References 17 publications

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“…Our study contributes to the existing literature related to post-secondary transition for individuals with autism (e.g. Cashin 2018;Elias and White 2018;Lambe et al 2019;Vincent 2019Vincent , 2020 by widening the perspective to specifically include students' and graduates' perceptions about employment support related to the transition from university to work. We discovered that the support within university structures was not meeting students' individual needs and that caring relationships were the most favourable supporting factors.…”

Section: Discussionmentioning

confidence: 99%

“…This period often causes anxiety for those with autism, but it can also be perceived as a positive departure and a moment for identity development when entering adulthood (Vincent 2019). A systematic review by Cashin (2018) found four studies that consisted of a case study, discussion papers, and one UK-based study (Van Hees, Moyson, and Roeyers 2015;MacLeod and Green 2009;Martin 2006Martin , 2007. These studies reported on the importance of individualised support prior, during and beyond the transition from university to the workforce.…”

Section: Autism and Support At Universitymentioning

confidence: 99%

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Students and graduates with autism: perceptions of support when preparing for transition from university to work

Pesonen

Waltz

Fabri

et al. 2020

European Journal of Special Needs Education

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Section: Discussionmentioning

confidence: 99%

Section: Autism and Support At Universitymentioning

confidence: 99%

Students and graduates with autism: perceptions of support when preparing for transition from university to work

Pesonen

Waltz

Fabri

et al. 2020

European Journal of Special Needs Education

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“…Evidence suggests that where transition goals such as these are not met, this can hinder the establishment of viable adult identities among autistic young people and impact negatively on mental health and overall quality of life (Anderson et al 2016;Moss, Mandy and Howlin, 2017;Hendricks and Wehman, 2009). There is, however, a much smaller range of studies that focus on transition for autistic people with higher level qualifications (Bolourian, Zeedyk, and Blacher, 2018;Cashin, 2018;Dipeolu, Storlie, and Johnson, 2015;Walker, 2012;VanBergeijk, Klin and Volkmar, 2008) and there are currently no studies that uncover the firsthand transitional experiences for the increasing population of autistic people exiting university or college. According to Cashin (2018) such a lack of research on educational trajectories among autistic populations is concerning and must be addressed.…”

Section: Introductionmentioning

confidence: 99%

“…There is, however, a much smaller range of studies that focus on transition for autistic people with higher level qualifications (Bolourian, Zeedyk, and Blacher, 2018;Cashin, 2018;Dipeolu, Storlie, and Johnson, 2015;Walker, 2012;VanBergeijk, Klin and Volkmar, 2008) and there are currently no studies that uncover the firsthand transitional experiences for the increasing population of autistic people exiting university or college. According to Cashin (2018) such a lack of research on educational trajectories among autistic populations is concerning and must be addressed. Therefore, at an exploratory level, a qualitative research design was deemed appropriate for this study.…”

Section: Introductionmentioning

confidence: 99%

It’s the fear of the unknown: Transition from higher education for young autistic adults

Vincent

2019

Autism

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More young people with a diagnosis of autism are enrolling and successfully completing higher education courses than ever before and this is set to increase; however, while there is a burgeoning body of literature surrounding the transition into this stage of education, there is a paucity of research that investigates the transition as this population exit higher education. This exploratory qualitative study is one of the first to identify the specific experiences of young autistic adults making this transition, drawing on semi-structured interviews with 21 students and recent graduates. Findings indicate that transition out of higher education is challenging on both practical and psychological levels, manifested by feelings of anxiety and loss. However, there is also evidence that the same phenomenon can also be understood as a positive departure with important implications for identity development. Findings are discussed in relation to future research and implications for practice in higher education institutions.

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“…The IMAGE project responds to the concerns expressed by autistic students themselves in previous research (see e.g. Cashin, 2018; http://www.autism-uni.org).…”

Section: Contextmentioning

confidence: 99%

Stakeholders’ views on effective employment support strategies for autistic university students and graduates entering the world of work

Pesonen

Waltz

Fabri

et al. 2021

AIA

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Purpose This paper aims to examine effective support strategies for facilitating the employment of autistic students and graduates by answering the following research question: What constitutes effective employment support for autistic students and graduates? Design/methodology/approach Data were collected using the method of empathy-based stories (MEBS) as part of a multinational European project’s Web-based survey. The data consisted of 55 writings about effective strategies and 55 writings about strategies to ]avoid when working with autistic students and graduates. The material was analysed using qualitative inductive content analysis. Narratives were created to illustrate desirable and undesirable environments and processes as they would be experienced by students, supported by original excerpts from the stories. Findings The analysis revealed that effective employment support for autistic students and graduates comprised three dimensions of support activity: practices based on the form and environment of support, social interaction support and autism acceptance and awareness. These dimensions were present in both recommended and not recommended support strategy writings. Originality/value The results add to the literature on autism and employment with its focus on the novel context of autistic university students and graduates. Effective strategies will be based on person-centred planning, to include not only the individual impact of autism but also individual career goals, workplace characteristics in the chosen field, employer needs and allocation of the right support. There is no one-size-fits-all strategy, but rather an individualized process is needed, focused on the identification of strengths, the adaptation of employment and work processes and improved understanding and acceptance of autism by management, colleagues and administration in the workplace.

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The Transition from University Completion to Employment for Students with Autism Spectrum Disorder

Cited by 9 publications

References 17 publications

Students and graduates with autism: perceptions of support when preparing for transition from university to work

Students and graduates with autism: perceptions of support when preparing for transition from university to work

It’s the fear of the unknown: Transition from higher education for young autistic adults

Stakeholders’ views on effective employment support strategies for autistic university students and graduates entering the world of work

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