Graduates with High-Functioning Autism: Perceptions of Academic and Labor Market Adjustment
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| Title: | Graduates with High-Functioning Autism: Perceptions of Academic and Labor Market Adjustment |
|---|---|
| Language: | English |
| Authors: | Nitza Davidovitch, Aleksandra Gerkerova |
| Source: | International Education Studies. 2024 17(6):34-48. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Foreign Countries, Autism Spectrum Disorders, High School Graduates, High School Students, Inclusion, Academic Accommodations (Disabilities), Individualized Education Programs, Students with Disabilities, Special Needs Students, Transitional Programs, Individualized Transition Plans, Education Work Relationship, Supported Employment, Career Readiness, Employment Potential, Job Placement, Career Guidance, Post High School Guidance |
| Geographic Terms: | Israel |
| ISSN: | 1913-9020 1913-9039 |
| Abstract: | This study explores the perceptions of academic and labor market adaptation among graduates with high-functioning Autism Spectrum Disorder (ASD), in comparison to neurotypical counterparts. Contrary to the expected significant differences attributed to the unique challenges associated with ASD, the findings did not indicate major disparities in perceptions of adaptation to both academic settings and labor market entry. The investigation encompassed 134 participants, divided between individuals diagnosed with high-functioning ASD and a control group from the general population, employing self-administered questionnaires to evaluate adaptability perceptions. The absence of anticipated differences suggests that the existing supports within educational and employment contexts may be effectively facilitating the transition for graduates with ASD. The study highlights the importance of inclusive career guidance and job placement services, demonstrating a positive correlation between academic adaptation and labor market preparedness. These results challenge pre-existing notions regarding the ASD experience during critical transitions from higher education to employment, advocating for enhanced policies and practices that accommodate the diverse needs of all graduates. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1451715 |
| Database: | ERIC |
| Abstract: | This study explores the perceptions of academic and labor market adaptation among graduates with high-functioning Autism Spectrum Disorder (ASD), in comparison to neurotypical counterparts. Contrary to the expected significant differences attributed to the unique challenges associated with ASD, the findings did not indicate major disparities in perceptions of adaptation to both academic settings and labor market entry. The investigation encompassed 134 participants, divided between individuals diagnosed with high-functioning ASD and a control group from the general population, employing self-administered questionnaires to evaluate adaptability perceptions. The absence of anticipated differences suggests that the existing supports within educational and employment contexts may be effectively facilitating the transition for graduates with ASD. The study highlights the importance of inclusive career guidance and job placement services, demonstrating a positive correlation between academic adaptation and labor market preparedness. These results challenge pre-existing notions regarding the ASD experience during critical transitions from higher education to employment, advocating for enhanced policies and practices that accommodate the diverse needs of all graduates. |
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| ISSN: | 1913-9020 1913-9039 |
