Perspectives on school-to-work transition services for youth with autism in China: insights from key constituents

Abstract

School-to-work transition is a crucial phase for youth with autism, requiring a comprehensive understanding of helpful practices and the challenges encountered during the process. This qualitative study used semi-structured interviews to explore the school-to-work transition experiences of six youth with autism in China, focusing on the perspectives of the youth themselves and other constituents who are involved in their transition processes (i.e., parents, teachers, and employers). The findings identified four key practices that facilitate transition (school-based transition program, parental involvement, work modifications, and stakeholder partnerships), two significant challenges in current transition services (conflict in employment expectations and gaps in autism-focused supports), and two main recommendations for improvement (developing individualized transition plans and strengthening government support). These findings reveal similarities with Western practices and challenges, while reflecting the unique cultural and political contexts of China. The study provides insights for enhancing school-to-work transition services for youth with autism and offers a distinctly Chinese perspective to the discussion on autism transition services.

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ORCID for Ping Dong: orcid.org/0000-0003-1387-6274

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