Abstract
The provision of early career transition services for students with autism, particularly during their middle school years, remains underresearched. Despite legislative action put into place by the Workforce Innovations Opportunity Act (WIOA, 2014), there remains a lack of successful, evidence-based vocational interventions implemented within the public school setting. The purpose of this paper is to describe a unique partnership formed by two university technical assistance centers, a school district, and students and their families. Preliminary evaluations reveal that family, student, and public school participants are invested in this model and share the responsibility for facilitating meaningful work-based learning opportunities for students with autism based on their interests, strengths, and contributions to their home, school, and community.
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