Abstract
While there is a degree of research focused on career transitions for students with Autism Spectrum Disorder (ASD), a considerable deficiency persists in studies examining the contributions of school-based professionals to the career transition process for high-functioning learners on the spectrum. Clearly outlining the roles impacts the unified approach from the various school-based professionals. This study explored the roles of school-based professionals in facilitating the career-transitioning of high-functioning learners with autism spectrum disorder (ASD) in an autism specific school (ASS) in Johannesburg, South Africa. The study also explored the barriers encountered by school-based professionals in facilitating the career transitioning of high-functioning learners in an ASS. The study further explored the strategies to support school-based professionals in facilitating career transitioning of high-functioning learners with ASD. The study used a qualitative research approach, based on the constructivism paradigm. Eight participants were purposively selected for the study. This comprised one educator, two occupational therapists and five school management team members (SMT). The SMT consists of the principal, the deputy principal and three departmental heads.
The study conducted semi-structured individual interviews and a focus-group interview. Thematic analysis was used to analyse the data generated from the interviews.
The study's findings reveal that the roles of school-based professionals in facilitating the career transitioning of high-functioning learners with ASD include developing learners’ independence, identifying specific jobs for these learners, collaborating with each other as professionals, making reasonable accommodations and teaching skills to improve work readiness. The study also found seven barriers that the school-based professionals encountered which include lack of ASD awareness, transportation barrier, government’s unpreparedness for learners with ASD, lack of basic facilities and resources, recruiters’ negative attitude and lack of experience, lack of some essential skills by the professionals and public stigma and ignorance.
The findings revealed that the strategies to support school-based professionals in facilitating career transitioning of high-functioning learners with ASD include government and public
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sector accountability, creating community awareness on ASD, parental engagement and involvement and interagency collaboration. This study’s main contribution is the development of the Zam’s Role Clarity Model (RCM) for Professionals in ASS, which is a visual representation of the roles of school-based professionals in facilitating the career transitioning of high-functioning learners with ASD into the workplace.
The study has implications on policy for it to have specialised trainings focusing on career transitioning and the roles of school-based professionals compulsory. Policy can also require companies to recruit the learners from ASS to be their employees. It is recommended that schools catering to the needs of learners with ASD develop a comprehensive curriculum that integrates practical coursework such as art, agriculture, driving and culinary arts.