Employability Skills for Individuals with Autism Spectrum Disorder/Intellectual Disabilities: Gaps and Expectations
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| Title: | Employability Skills for Individuals with Autism Spectrum Disorder/Intellectual Disabilities: Gaps and Expectations |
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| Language: | English |
| Authors: | Lisfatul Fatinah, Hiroki Yoneda |
| Source: | IAFOR Journal of Education. 2025 13(3):437-466. |
| Availability: | International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Autism Spectrum Disorders, Intellectual Disability, Job Skills, Employment Qualifications, Barriers, Stakeholders, Attitudes, Parent Attitudes, Employer Attitudes, Job Training, Career and Technical Education, Foreign Countries, Social Bias, Attitudes toward Disabilities |
| Geographic Terms: | Indonesia |
| ISSN: | 2187-0594 |
| Abstract: | Individuals with autism spectrum disorder (ASD) and/or intellectual disability (ID) in Indonesia face persistent barriers to meaningful employment despite completing post-secondary education (PSE). The absence of structured, inclusive career education tailored to their needs contributes to high rates of unemployment and underemployment among this population. This study aims to identify the employability skill gaps faced by individuals and analyze the expectations of key stakeholders, including parents and employers, regarding career readiness. Using a mixed-method design, this study incorporated a literature review, semi-structured interviews with 23 individuals with ASD, ID, and ASD with ID, and questionnaires completed by 31 stakeholders. Employability skills were analyzed across eight domains inspired by Rosenberg's 46-skills framework. The results indicate that, while individuals show strength in work ethics and interpersonal skills, they experience major deficits in management, systematic thinking, and technology use. Stakeholders emphasize the importance of developing social skills, fostering independence, and gaining exposure to real-world work environments. Self-employment is often chosen out of necessity because of workplace stigma and a lack of support. These findings underscore the urgent need for an inclusive, individualized, skills-based career education curriculum that aligns with the local work culture and socioeconomic contexts. This study provides a foundation for future research and underscored the value of stakeholder-driven approaches to bridge the school-to-work transition gap for individuals with ASD and/or ID in Indonesia. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493984 |
| Database: | ERIC |
| Abstract: | Individuals with autism spectrum disorder (ASD) and/or intellectual disability (ID) in Indonesia face persistent barriers to meaningful employment despite completing post-secondary education (PSE). The absence of structured, inclusive career education tailored to their needs contributes to high rates of unemployment and underemployment among this population. This study aims to identify the employability skill gaps faced by individuals and analyze the expectations of key stakeholders, including parents and employers, regarding career readiness. Using a mixed-method design, this study incorporated a literature review, semi-structured interviews with 23 individuals with ASD, ID, and ASD with ID, and questionnaires completed by 31 stakeholders. Employability skills were analyzed across eight domains inspired by Rosenberg's 46-skills framework. The results indicate that, while individuals show strength in work ethics and interpersonal skills, they experience major deficits in management, systematic thinking, and technology use. Stakeholders emphasize the importance of developing social skills, fostering independence, and gaining exposure to real-world work environments. Self-employment is often chosen out of necessity because of workplace stigma and a lack of support. These findings underscore the urgent need for an inclusive, individualized, skills-based career education curriculum that aligns with the local work culture and socioeconomic contexts. This study provides a foundation for future research and underscored the value of stakeholder-driven approaches to bridge the school-to-work transition gap for individuals with ASD and/or ID in Indonesia. |
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| ISSN: | 2187-0594 |
