Abstract
<p>Organizations have developed programs for the vocational training of adults with Autism Spectrum Disorder (ASD). Some programs reflect trends in the labor market. The interest of policy planning is focused on social perceptions and successful social and vocational inclusion.</p><p>Aim is the review of programs for vocational training and education-to-employment transition for adults with ASD and the provision of a critical evaluation of their results.</p><p>The study entailed a review of the relevant literature, starting from the 1980s, since before that time there had been no systematic state provision of vocational training. The inclusion criteria for the study were: (a) the sample included adults diagnosed with ASD, (b) the programs included interventions for vocational training and inclusion, models for teaching vocational and social skills in the context of supported employment.</p><p>Study revealed interesting findings related to vocational training and the inclusion prospects for adolescents and adults with ASD, which could further influence social protection planning and support measures for them. It showed that educational policy in the last ten years has included the vocational training and inclusion of individuals with ASD and, therefore, more flexible programs and alternative forms of independent living are being developed for them.</p><p>Social mentality plays significant role for the social and vocational inclusion of adults with ASD. Some steps might be opportunities for participation in vocational programs, their enrichment, vocational counseling and guidance, opportunities for continuous development of working skills along with INSET and counseling, financial support to employees and a consistent policy towards vocational inclusion.</p>
Highlights
Autism Spectrum Disorder (ASD) affects verbal and non-verbal communication and social interaction
2) In what ways are individuals with ASD supported in order to develop vocational and other skills and to ensure that such individuals are included in the open labor market?
Research papers were found by searching through PubMed and National Institute of Health (NIH) publications, the official websites of the TEACCH and LEAP programs, MENCAP, the Autism Society of Oregon and Pacific Autism Center for Education (PACE)
Summary
Autism Spectrum Disorder (ASD) affects verbal and non-verbal communication and social interaction. Arnett (2000) claimed that such a transition takes place through the alternation of an individual’s social roles, the end of schooling obligations and the process of starting a family. This transition involves the emergence of three fundamental features, namely free will, the assumption of responsibilities and financial independence (Taylor, 2009). These are: social skills, cognitive ability and education (Kanner & Eisenberg, 1956; Rutter, 1967; Lotter, 1974). Emphasis has been placed on a number of additional skills and traits, such as the development of interests and jedp.ccsenet.org
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