Abstract
Identifying and developing career aspirations for learners with high-functioning autism (HFA) is crucial for their potential employment in different sectors. However, there is a lack of South African research exploring barriers to career aspirations for learners with HFA. Therefore, this study explored barriers to career aspirations among learners with HFA at a special school in Johannesburg. In addition, the study explored the perceptions of teachers and parents regarding the career aspirations of learners with HFA and strategies for supporting them in developing these aspirations. Furthermore, the study developed a model to support learners with HFA in their career aspirations, which is rare in special schools in South Africa and elsewhere.
The research questions were answered through semi-structured interviews with six teachers and six parents, focus groups, and art-based career collages conducted with six learners with HFA at a special school in Johannesburg. The qualitative research methodology was used, including interpretive paradigm informed by philosophical assumptions about qualitative research methods (semi-structured interviews, focus group interviews, career collages, and document analysis), and data analysis in the form of thematic analysis. Gottfredson's theory of circumscription and compromise with four stages of career development was also utilized to highlight how multiple stakeholders can work together in supporting learners with HFA in their career aspirations.
The study found that parents and teachers in a South African special school preferred practical careers for their learners with HFA, such as artist, loom knitting, sewing, cooking, painting, gardening, beading, and computer skills. Parents and teachers argued that these kind of careers are suitable for learners with HFA, since they are semi-skilled and require more hands-on work than academic abilities. Similarly, learners with HFA chose careers in sports, car washing, e-sports, driving, fishing, racing, carwash ownership, scientist, and cooking. The results also indicated that learners with HFA expressed their career aspirations during Life Skills, art and craft, and language career lessons. However, barriers to these career aspirations exist at home and school, including a lack of parental support, insufficient resources and facilities, discrimination, lack of training for teachers on autism-related topics, lack of resources and facilities, lack of collaboration between teachers and parents, and absence of partnerships between schools and external career stakeholders. Personal barriers such as difficulties with communication, socialization, interaction, and behavior
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also influences the career aspirations of learners with HFA. The study findings yielded a Whole School Career Guidance and Education Support for Autism (WSCGESA) in which learners with HFA can develop their career aspirations through strategies such as partnerships with businesses, collaboration with parents, autism awareness, promoting practical skills, and providing internships and computer skills training. In the absence of these support systems, it may be difficult to assist learners in their career aspirations.
It is assumed that if learners' career aspirations are developed across a variety of career sectors, there is a likelihood they will be able to find employment after graduating from special schools. The study findings offer support for understanding the career aspirations of learners with HFA within the framework of the theory of circumscription and compromise, specifically in a special school setting. The study findings and literature review have led to the following recommendations: Further research should be conducted to determine the most effective strategies for supporting learners with HFA in developing career aspirations. It is advised that additional research be undertaken to identify the most effective strategies for supporting learners with HFA in developing their career aspirations. For more information about recommendations refer to 7.5 on page chapter seven.