DOCSLIB.ORG

The Views of Young People with an Autism Spectrum Disorder on Their Experience of Transition to Secondary School

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Views of Young People with an Autism Spectrum Disorder on Their Experience of Transition to Secondary School The views of young people with an autism spectrum disorder on their experience of transition to secondary school Susan Ackerley University of East London A thesis submitted in partial fulfilment of the requirements of the University of East London for the Professional Doctorate in Educational and Child Psychology April 2017 i Abstract The experience of transition from primary to secondary school is regarded as being particularly challenging for children who have a diagnosis of an autism spectrum disorder (ASD). The research in this area has identified that additional support during this period has been beneficial, however the dominant voice has been given to the parents and professionals. This qualitative exploratory study offers an opportunity for others to gain a greater understanding of the transition process through the constructs and perceptions of the child with an ASD. It also served to gain information around the development and use of skills that are associated with self-advocacy. The study involved five Year 7 children who had joined one of two mainstream secondary schools within a local authority in England. The data was gathered through the use of semi-structured interviews and analysed using inductive thematic analysis. The findings of the study indicated that a sense of belonging was valued by the participants and stressed the importance of having positive relationships. Whilst there were some signs that the children were able to express their needs to others, there was an assumption that the adults may take on the role as advocate. Relationships with peers were a perceived area of difficulty, with some children also reporting experiences of being bullied in both the primary and secondary settings. These difficulties were attributed to having an ASD or feeling they were different to their peers. There were also indications that the interaction of the systems around the child were pivotal to the success of the process of transition. ii The implications of this study suggest that there could be a role for educational psychologists in supporting the schools, families and the children with ASD. It is possible that working at a systems level could improve the development of skills that would enhance the ability to self-advocate; thus increasing self-awareness, resiliency and a sense of belonging. Keywords: Autism spectrum disorder, transition, self-advocacy, mainstream education iii THE VIEWS OF YOUNG PEOPLE WITH AN AUTISM SPECTRUM DISORDER ON THEIR EXPERIENCE OF TRANSITION TO SECONDARY SCHOOL Student Declaration University of East London School of Psychology Doctorate in Educational and Child Psychology Declaration I declare that while registered as a research degree student at UEL, I have not been a registered or enrolled student for another award of this university or of any other academic or professional institution I declare that no material contained in the thesis has been used in any other submission for an academic award I declare that my research required ethical approval from the University Ethics Committee (UREC) and confirmation of approval is embedded within the thesis. Susan Ackerley Signature: .................................................... Date: 28th April 2017 iv Acknowledgements First of all I would like to thank the children who participated in this study for your willingness to share your experiences that have developed my understanding of an aspect of your journey through life. I would also like to thank your schools for collaborating with me to and creating a space for us to work together. Dr Helena Bunn, you have been incredible in sticking with me and giving encouragement through some very difficult times. I am indebted to you for your guidance and support throughout the doctoral programme, particularly in the keeping me on track during the writing of this thesis. I would also like to thank my friends and family, without them this I would never have got to this point. Tim you have always been my rock, supporting me even when this increased the pressure on you. Lottie, Chloe and Katie you have all encouraged me to believe that I could do this, during the times when it seemed to be an impossible goal to me. Jimmy and Lydia, you probably don’t realise just how important it has been to have you around throughout this time of study. I love you all and I am looking forward to enjoying more time together again. Lastly I would like to thank my aunt for her unwavering support, sadly she will not see the final piece, but I would like to dedicate this work to her. v Table of Contents Chapter 1: Introduction …..……………………………..………………………. 1 1.1 Overview of the Chapter ………………………………..………….………….. 1 1.2 Definitions of Terminology of the Key Concepts …….................…….……. 1 1.2.1: Autism Spectrum Disorder (ASD) ……………..………………...…….. 1 1.2.2: Transition ………………………………...……………..…………..……. 2 1.2.3: Self-advocacy ………………………..…………………………….…..... 2 1.3 The National Context and Background to the Research …………..….…… 3 1.3.1 Educational Provision for Pupils with an ASD ……………………....... 3 1.3.2 Involving Children and Young People in Transition Planning…….….. 7 1.4 The Local Context and Background to the Research ………...................... 9 1.4.1 Educational Provision for Pupils with an ASD …….…………….…….. 9 1.4.2 Transition between Primary and Secondary Schools ………………...10 1.5 Researcher’s Position …………………………………….…………………... 11 1.6 Research Rationale ………………….……………………………………..… 13 Chapter 2: Literature Review ……………………………………...…………… 15 2.1 Overview of the Chapter ……………………………..………………………. 15 2.2. The Key Areas of Research ……..………………..……………………….... 15 2.2.1 Systematic Literature Search ……….…………………………...….16 2.2.2 ASD and Transition to Secondary School ………………….……...17 2.2.3 Self-advocacy and Transition ………………………………………. 25 2.2.4 Self-advocacy and ASD …………………………………………….. 28 2.2.5 Self-advocacy, ASD and Transition ……………………………….. 33 2.3 Conclusions, Implications and Development of Research Questions ..….. 35 Chapter 3 Methodology……...…………………………………………………….37 vi 3.1 Overview of Chapter …………………………………………………………37 3.2 Conceptual, Theoretical and Epistemological Framework……………….37 3.2.1 Ontological Position ………………………………………………….40 3.2.2 Epistemology and Theory ……………………………….…………..41 3.3 Purpose of the Research ……………..……………………………………. 45 3.4 Research Design ……………………………………………………………. 46 3.4.1 Research Techniques…………………………………………………48 3.4.2 Interviews to Elicit the Views of Individuals ......……………………49 3.5 Participants …………………………………………………………………....52 3.6 Ethical Considerations ………………………………………...……………. 55 3.6.1 Protection from Harm …………………………………………………56 3.6.2 Consent ………………………………………………………………..57 3.6.3 Anonymity and Confidentiality …………….…………………………57 3.6.4 Data Protection ………………………..….……………………..…... 58 3.7 Procedures ………...……………………………………………………..……..59 3.8 Study ………………..……………………………………………………...…… 62 3.9. Data Collection ...……………………………………………………………….62 3.10 Data Analysis ..………………………………………………………...………64 3.10.1 Thematic Analysis ………………………………..….………….…. 65 3.11 Credibility and Trustworthiness ……………………………………. 68 3.11.1 Reflexivity ………………………………………………………….. 70 3.12 Summary ………..…………………………………………………...………. 71 Chapter 4: Findings ..…………………………………………………………......72 4.1 Overview of Chapter ..………………………………………………………… 72 4.2 Themes and Subthemes ..………………...…………………………………. 72 4.3 Theme 1: Adjusting to Secondary School ………..……………..…………. 73 4. 3.1 Subtheme 1.1 Preparatory Activities ……..……………..………. 73 4.3.2 Subtheme 1.2: Separating from Primary School ……..………… 77 vii 4.3.3 Subtheme 1.3: Starting Secondary School ……………………….. 79 4.3.4 Subtheme 1.4: Overview of Secondary School ………….………. 80 4.3.5 Overview of Theme 1: Adjusting to Secondary School ……......... 82 4.4 Theme 2: ASD Awareness ……………………………………………………. 83 4.4.1 Subtheme 2.1 Self-awareness and Perception of own ASD ….… 83 4.4.2 Subtheme 2.2 Family Support and Understanding of the Child’s ASD ………………………………………………………….…… 85 4.4.3 Subtheme 2.3 Staff Understanding of ASD and Adjustments …. 87 4.4.4 Subtheme 2.4 Peers’ Understanding of ASD and Ability to Support ………………………………………………..………….… 88 4.4.5 Theme 2 Overview …………..….………………………………..… 89 4.5 Theme 3: Control and Responsibility ………..…………………………….. 90 4.5.1 Subtheme 3.1 Child’s Ability to Resolve Issues …………..…….. 91 4.5.2 Subtheme 3.2 Parent as Advocates ……………………………… 92 4.5.3 Subtheme 3.3 Child’s Ability to Request Support at School …… 93 4.5.4 Subtheme 3.4 Adults Supporting Emotional Wellbeing ………… 94 4.5.5 Subtheme 3.5 Child’s Dependence on Support to Complete Tasks……………………………………………………. 96 4.5.6 Overview of Theme 3: Control and Responsibility ..…………….. 98 4.6 Theme 4: Interaction with Others ……………………………………………. 98 viii 4.6.1 Subtheme: 4.1 Bullying …………………………………………..….99 4.6.2 Subtheme: 4.2 Interaction and Relationships with Staff ………. 101 4.6.3 Subtheme: 4.3 Relationships and Interactions with Family Members ……………………………………………..….. 104 4.6.4 Subtheme: 4.4 Peer Relationships at School ……………….… 106 4.6.5 Overview of Theme 4: Interactions with Others …..…………... 107 4.7 Summary of Findings ………………………………………………………. 108 Chapter 5 Discussion …………………………………………………………. 110 5.1 Overview of Chapter ……………………………………………………….. 110 5.2 A Review of the Research Aim and Key Findings ………..…………….. 110 5.2.1 Review of Research Question One Findings ………………… 111 5.2.2 Review of Research Question Two Findings ………………… 118 5.2.3 Summary and Synthesis of Research Questions One and Two Findings ……………………………………………..……….. 121 5.3 Critical Review of the Research ……………..….……………………….. 128 5.3.1 Strengths of the
Load more

Recommended publications
  • A Special School Dedicated to Educating Pupils with Autism Aged 4–18 Prospectus
    A special school dedicated to educating pupils with autism aged 4–18 Prospectus theriseschool.com | 1 Contents 03 04 05 06 Welcome from Vision Ambitious about Our curriculum the head of and values Autism Schools The Rise School Trust 12 17 18 20 Social curriculum Sixth Form Ambitious Enrichment Approach 22 22 24 24 Our transdisciplinary School-Wide Keeping our Parent and team Positive Behaviour pupils safe carer support Support 25 28 Admissions Contact us It’s wonderful to witness the pupils becoming the young “adults we hope they will be. ” The Rise School teaching assistant 2 | The Rise School prospectus Welcome from the head of The Rise School It is a privilege to be the head of The Rise School and to be part of such a positive and purposeful school community of pupils, staff and families. Thank you for considering us as the next step in your child’s educational journey. Our pupils are among the most vulnerable children in society. We are passionate in our desire to see them blossom, develop the confidence and strategies to overcome the challenges associated with autism, and achieve success in life. In all the work that we do here, we use a School-Wide Positive Behaviour Support framework. With that as our guiding principle, we pursue two goals of equal importance for our pupils: excellence in academic and social progress. In our vibrant learning community, we work together to equip our young people with the academic qualifications and personal skill-set needed to thrive in the world, socially, emotionally and, in time, in the workplace.
    [Show full text]
  • School's out Forever: Postsecondary Educational Trajectories of Students with Autism
    School's out forever: Postsecondary educational trajectories of students with autism Dillenburger, K., Jordan, J-A., & McKerr, L. (2016). School's out forever: Postsecondary educational trajectories of students with autism. Australian Psychologist, 51(4), 304-215. https://doi.org/10.1111/ap.12228 Published in: Australian Psychologist Document Version: Peer reviewed version Queen's University Belfast - Research Portal: Link to publication record in Queen's University Belfast Research Portal Publisher rights © 2016 The Australian Psychological Society. This work is made available online in accordance with the publisher’s policies. Please refer to any applicable terms of use of the publisher. General rights Copyright for the publications made accessible via the Queen's University Belfast Research Portal is retained by the author(s) and / or other copyright owners and it is a condition of accessing these publications that users recognise and abide by the legal requirements associated with these rights. Take down policy The Research Portal is Queen's institutional repository that provides access to Queen's research output. Every effort has been made to ensure that content in the Research Portal does not infringe any person's rights, or applicable UK laws. If you discover content in the Research Portal that you believe breaches copyright or violates any law, please contact [email protected]. Download date:30. Sep. 2021 RUNNING HEAD: POSTSECONDARY EDUCATION OF STUDENTS WITH AUTISM School's out forever: Postsecondary educational trajectories of students with autism Accepted/in press Australian Psychologist (2016-04-20) Dillenburger, Karola, Jordan, Julie-Ann, & McKerr, Lyn Centre for Behaviour Analysis School of Education Queen’s University Belfast Research reported here was conducted as part of the BASE (Benchmarking Autism Services Efficacy) Project funded by the Office of the First and Deputy First Minister (OFMDFM).
    [Show full text]
  • Autism in the Workplace
    Employ Autism: From School to Work Autism in the Workplace Untold Stories Untapped Talent Edited by Jonathan Andrews FRSA Future Trainee Solicitor at Reed Smith 1 Introduction 1 Contents Morag Fraser - Autism and adjustments 2 Gareth - Autism in the workplace 3 Georgia Grainger 5 Jack Welch - Employment and disability 7 Craig - Working with autism 9 Becky 10 George Harvey 11 Fern Adams 13 Alex Lowery 15 Dami Benbow 17 Anonymous 19 Garry Burge 20 Conclusion 21 By Jonathan Andrews FRSA, editor Jonathan Andrews is a Future Trainee Solicitor Introduction at Reed Smith and an Ambitious about Autism Youth Patron It’s tempting to think that autism is not something employers need to worry about – that people with an autism spectrum disorder (ASD) are either super-smart and hyper-capable, able to excel in their “special interest” area (almost exclusively STEM-based) without any adjustments or understanding, or too “low-functioning” to work and not worth worrying about. It’s through this prism that autism is often viewed in the media – but it is far too simplistic, and most do not fit these extremes. Rather, autism is a spectrum, with differing levels of ability, and with autistic people being skilled in, and attracted to, many different roles. I felt it important to emphasise this wide range of talent and interest within the autistic spectrum because it’s something all employers need to look out for and be aware of – there really is no sector which someone with autism won’t be interested in. As such, this booklet is a collection of a diverse group of people throughout the UK, each from a different walk of life; all have an ASD, but no two could be called identical and all have worked in very variant industries to each other.
    [Show full text]
  • Ambitious Futures 2020 Strategy Ambitious Futures 2020 About Us
    Ambitious Futures 2020 Strategy Ambitious Futures 2020 About us Our vision A world where the ordinary is the everyday experience of children and young people with autism. Ambitious about Autism is the national charity for children and young people with autism. We provide services, raise awareness and understanding, Our mission and campaign for change. Our Ambitious Futures 2020 To make the ordinary Strategy describes what we possible for children plan to do over the next three years to achieve our vision for a and young people world where the ordinary is the with autism. everyday experience of children and young people with autism. 02 Ambitious Futures 2020 Our values Children and young people with autism are at the We are open – to new ideas, in how we centre of all that we do. That’s why: work and how we make decisions. We are ambitious – investing in our We are team players – in how we staff team to make sure our work has the biggest work within the organisation, with children and impact on children and young people with autism. young people, with parents and carers, and with our partners. We value difference – we value difference and, given how unique every We are experts – we believe in the experience of autism really is, we work hard to talent of our staff and bring this expertise together develop personalised solutions for the children as an organisation to challenge the status quo for and young people we work with. children and young people with autism. We are ambitious We value difference Children and young people with autism are at the heart of all that we do, that’s why: We are experts We are open We are team players 03 Ambitious Futures 2020 Reflecting The past three years have been Increased awareness and ground-breaking for Ambitious understanding about Autism.
    [Show full text]
  • NAS Richmond Info Pack December 2020
    AUTISM: A SPECTRUM CONDITION AUTISM, ASPERGER’S SYNDROME AND SOCIAL COMMUNICATION DIFFICULTIES AN INFORMATION PACK A GUIDE TO RESOURCES, SERVICES AND SUPPORT FOR AUTISTIC PEOPLE OF ALL AGES; THEIR FAMILIES, FRIENDS, ASSOCIATES AND PROFESSIONALS Produced by the National Autistic Society’s Richmond Branch. Online edition December 2020 Introduction 1 Introduction AN INTRODUCTION: WHAT WE OFFER The Richmond Branch of The National Autistic Society is a friendly parent-led group aiming to support families and autistic people in the borough. We hold coffee mornings, liaise with other groups and provide regular updates through emails and our Branch website. We are also working with our local authority and other professionals to improve access to health, social services and educational provision. Our core objectives are: Awareness, Support, Information Our present activities: Awareness and liaison. Networking and partnering with other local organisations, sharing expertise and working with them to improve services. Raising awareness and representing families and individuals affected by autism by involvement in the local authority’s implementation of the Autism Strategy, SEND plus other autism interest/pan-disability rights groups. Family and individual support. This is offered primarily via email support, plus our coffee mornings. Information. We aim to help and inform families and autistic people, and do so via: • Our Branch website. This gives details of our Branch and NAS Head Office’s activities, other groups, general activities and events, plus the online Information Pack. • The NAS Richmond Branch Information Pack. An essential guide to autism services and support. Written by local parents, the Information Pack aims to help anyone affected by autism or Asperger syndrome, including parents, carers and anyone else who provides support.
    [Show full text]
  • Good Autism Practice: Full Report
    Supported by: GOOD AUTISM PRACTICE: FULL REPORT Karen Guldberg Ryan Bradley Kerstin Wittemeyer Note: To reference this guide, give the following details: Guldberg, K., Bradley, R., Wittemeyer, K., Briscombe, J., Phillips, C. and Jones, G. Good Autism Practice: Full Report. London: Autism Education Trust. GOOD AUTISM PRACTICE: FULL REPORT TABLE OF CONTENTS Contents Page List of abbreviations .......................................................................................7 Structure of the report ....................................................................................8 About the guide ..............................................................................................8 About the Autism Education Trust (AET) .........................................................9 About the Autism Centre for Education and Research ...................................9 About Integra ..................................................................................................9 Acknowledgements .........................................................................................9 About the authors ...........................................................................................9 Professor Karen Guldberg ......................................................................................... 9 Dr Ryan Bradley ..................................................................................................... 10 Dr Kerstin Wittemeyer ............................................................................................
    [Show full text]
  • A Directory of Organisations Offering Support to Those Impacted by Disability, Specifically Autism
    A Directory of Organisations Offering Support to those Impacted by Disability, Specifically Autism. General Support National Autistic Society are the UK's leading charity for people on the autism www.autism.org.uk spectrum and their families. They provide support, guidance and advice, as well as campaigning for improved rights, services and opportunities to help create a society that works for autistic people. NAS Online Community is a place for autistic people and their families to meet https://www.autism.org.uk/what-we- like-minded people and share their experiences. do/community NAS Autism Service Directory is an online UK-wide database designed to help https://www.autism.org.uk/directory autistic people, their families and the people who work with them professionally, to find out more about local and national services and events. They can find residential, supported living and respite services, employment support, diagnostic services, schools and nurseries, social groups and leisure activities, solicitors and advocacy organisations, conferences, accredited courses and short courses, and more. Kent Autistic Trust are a well-respected specialist provider of services for young www.kentautistic.com people and adults with autism and have a passion for people on the spectrum. Autism Information Advisors work throughout Kent and Medway, offering a wide variety of support and services. Kent Parents and Carers Together is a parent carer forum for parents of https://www.kentpact.org.uk/ children and young people with disabilities and additional needs. Kent Autistic Trust Support Groups run across Kent and Medway. To find out https://www.katfamilysupport.co.uk/support- more information including upcoming dates and times, please head to their groups website.
    [Show full text]
  • Written Evidence Submitted by Ambitious About Autism (MRS0300)
    Written evidence submitted by Ambitious about Autism (MRS0300) Ambitious about Autism Ambitious about Autism is the national charity for children and young people with autism. We provide services, raise awareness and understanding, and campaign for change. Through TreeHouse School, Ambitious College and the Ambitious about Autism Schools Trust we offer specialist education and support. Our mission is to make the ordinary possible for more children and young people with autism. Ambitious about Autism welcomes the review of the national Autism Strategy Think Autism and its incorporation of children’s services. We hope that the renewed strategy will improve the differing services and outcomes for autistic children and young people. Key points: Autistic people have been significantly impacted by the illness, this has extended into all areas of education, employment, support, health and leisure. Autistic people have higher levels of inequality in these areas so are likely to have these inequalities increased when compared to non-autistic peers. How people have been affected by the illness or the response to it Autistic young people have been negatively impacted by the response to the virus. Education Those in education with an EHC Plan have been impacted through uncertainty between provision-based and home-based education which have upset routines and the support they are provided. This can be attributed to decisions that education providers have made using the SEND Risk Assessment Tool and the necessary decisions that providers have to make to prioritise vulnerable children and young people. The Out of Sight Report1 cites that child protection referrals are down 50% on typical numbers for this time period.
    [Show full text]
  • Gateshead Autism Services Directory 2018 for Children and Families
    Gateshead Autism Services Directory 2018 for Children and Families 1 Introduction This directory provides useful information about services within Gateshead and the surrounding areas for people with Autism Spectrum Condition and their families. A range of services are included, some of which are autism specific, while others cater for a wider group of people. For those services which are autism specific, we’ve indicated this alongside the service information. Due to the nature of autism as a spectrum condition, the services listed in this directory will not be relevant for everyone. Therefore, eligibility criteria and referral details have been included where appropriate as well as contact details in order for you to seek further information. We recognise that individuals will have personal preferences with regards to the terminology used for example; person with autism, autistic, autism spectrum disorder, autism spectrum condition etc. We have used the terminology as used by specific services when referencing them and elsewhere use person with autism and autism spectrum condition. Gateshead Autism Steering Group The Gateshead Autism Steering group is working to implement an Autism Strategy. Consultation with parents and families has told us that they want clearer information about the services and support that might be available to them. Part of the response to this feedback has been to create this directory. Another important aspect has been the development of the Autism Information Hub. Autism Information Hub The Autism Information Hub is located at Gateshead Central Library and offers resources about autism and a monthly face-to-face information and signposting service to people with autism, their families/carers and practitioners.
    [Show full text]
  • Romantic Relationships: an Exploration of the Lived Experiences of Young Women Who Identify a Diagnosis of Autism Spectrum Disor
    Romantic Relationships: An Exploration of the Lived Experiences of Young Women who identify a Diagnosis of Autism Spectrum Disorder SHONA LANDON A thesis submitted in partial fulfilment of the requirements of the University of East London for the Professional Doctorate in Educational and Child Psychology July 2016 Declaration I declare that while registered as a research degree student at UEL I have not been a registered or enrolled student for another award of this university or of any other academic or professional institution. I declare that no material used in this thesis has been used in any other submission for an academic award. I declare that my research required ethical approval from the University Ethics Committee (UREC) and confirmation of approval is embedded within the appendices of this thesis. i Acknowledgements I would like thank you to everyone who has supported me on this research journey, especially my parents, Mike Landon and Pat Maclean. You have both helped so much in countless ways. I would also like to thank my academic supervisor, Dr Miles Thomas, for your support, guidance and enthusiasm for my research; my placement supervisor Dr Rebecca Williamson for being so supportive; Caelin Robinson (for transcribing, proof reading, editing and critiquing); Stephanie O’Grady Walsh (for transcribing); my wonderful friends and family for your encouragement (and patience!) while I have been working hard; my TEP colleagues who are now also friends (especially Orla and Anna for your interview practice acting!); the inspiring researchers who have presented at the London IPA group; and the many kind people who have helped me with participant recruitment.
    [Show full text]
  • Employment Toolkit for Employers
    Toolkit for employers Transition to employment A toolkit to support autistic young people into their first experiences of employment, further education or training Supported by: Ambitious about Autism Transition to employment 2 Contents page Introduction 3 About autism Information about autism 5 Toolkit for employers Invitation to interview 12 One-page profile 14 Travelling to the interview and workplace 15 Understating autism 20 Tools for employers and line managers 21 Top tips for employers from autistic young people 22 Resources Resources 23 Glossary of terms 25 Thank you 29 Key to the icons in this toolkit next page interactive form insert image contents page download form youtube video resources Ambitious about Autism Transition to employment 3 Introduction When they finish school, few autistic young people move on to college, further training or the workplace. Only 21.7% of autistic individuals are in full or part-time employment (Office for National Statistics, 2020). We want to change this. We want to enable more autistic young people to reach their potential by equipping those who support them with the skills and knowledge to understand their needs. Just 19% 21.7% of people with autism are in full of young people with autism say they have had or part time paid employment. good careers advice and a quarter of young people with autism have had no access to work experience (Ambitious about Autism, 2016). These resources provide the tools to help autistic young people prepare for work experience, employment or further training. Ensuring that autistic young people can reach their potential in further education, training or employment is a collaborative effort.
    [Show full text]
  • Toolkit for Post-16 Professionals
    Toolkit for post-16 professionals Transition to employment A toolkit to support autistic young people into their first experiences of employment, further education or training Supported by: Ambitious about Autism Transition to employment 2 Contents page Introduction 3 About autism Information about autism 5 Toolkit for post-16 professionals Invitation to appointment 13 Pre-placement discussion summary 15 Employee profile 22 Work placement evaluation 30 Resources Resources 34 Glossary of terms 36 Thank you 40 Key to the icons in this toolkit next page interactive form insert image contents page download form youtube video resources Ambitious about Autism Transition to employment 3 Introduction When they finish school, few autistic young people move on to college, further training or the workplace. Only 21.7% of autistic individuals are in full or part-time employment (Office for National Statistics, 2020). We want to change this. We want to enable more autistic young people to reach their potential by equipping those who support them with the skills and knowledge to understand their needs. Just 19% 21.7% of people with autism are in full of young people with autism say they have had or part time paid employment good careers advice and a quarter of young people with autism have had no access to work experience (Ambitious about Autism, 2016). These resources provide the tools to help autistic young people prepare for work experience, employment or further training Ensuring that autistic young people can reach their potential in further education, training or employment is a collaborative effort. These resources aim to help young people entering the workplace, to reduce the anxiety associated with a new role and enable all candidates to demonstrate their experience with confidence.
    [Show full text]