Issues Those Diagnosed with Autism Spectrum Disorder Face as They Transition Into Adulthood
Issues Those Diagnosed with Autism Spectrum Disorder Face as They Transition into Adulthood
Patti Mussari
Sage Graduate School
Issues Those Diagnosed with Autism Spectrum Disorder Face as they Transition into Adulthood Those with Autism Spectrum Disorder often find change of any kind unsettling (Holtz, Owings, & Ziegert, 2006). The transition from school to life as an adult can prove to be quite a challenge for this population. Employment, housing, and interpersonal relationships are three issues which all young adults face. However, for those diagnosed with autism and their families, these three life components can prove daunting. In order to aid a young adult on the spectrum with employment, housing, and relationship issues, a transition plan should begin at age 14 (Holtz, Owings, & Ziegert, 2006). “The goal of the transition plan is to facilitate an individual’s movement from school to the world of adult work, living, and community participation” (Holtz, Owings, & Ziegert, 2006, p. 9). The treatment team, which includes teachers, parents, and the transitioning students, should all offer input on what goals will be important as the student moves from school to adulthood (Dunlap & Fox, 1999). “It becomes essential that professionals carefully plan for the transition to adulthood to ensure success” (Hendricks & Wehman, 2009, p. 77). Effective transition planning not only allows students to become more self aware, it also “dictate[s] what students need to learn to function as an adult” (Hendricks & Wehman, 2009, p. 79). Whether a job provides financial stability, social opportunities, personal fulfillment, or a combination of these components, it is an integral part of life (Holtz, Owings, & Ziegert, 2006). Historically, employment opportunities for those with autism have been limited (Hendricks & Wehman, 2009). The unique characteristics and behaviors of young adults on the spectrum often make them appear unsuitable for employment
Patti Mussari
Sage Graduate School
Issues Those Diagnosed with Autism Spectrum Disorder Face as they Transition into Adulthood Those with Autism Spectrum Disorder often find change of any kind unsettling (Holtz, Owings, & Ziegert, 2006). The transition from school to life as an adult can prove to be quite a challenge for this population. Employment, housing, and interpersonal relationships are three issues which all young adults face. However, for those diagnosed with autism and their families, these three life components can prove daunting. In order to aid a young adult on the spectrum with employment, housing, and relationship issues, a transition plan should begin at age 14 (Holtz, Owings, & Ziegert, 2006). “The goal of the transition plan is to facilitate an individual’s movement from school to the world of adult work, living, and community participation” (Holtz, Owings, & Ziegert, 2006, p. 9). The treatment team, which includes teachers, parents, and the transitioning students, should all offer input on what goals will be important as the student moves from school to adulthood (Dunlap & Fox, 1999). “It becomes essential that professionals carefully plan for the transition to adulthood to ensure success” (Hendricks & Wehman, 2009, p. 77). Effective transition planning not only allows students to become more self aware, it also “dictate[s] what students need to learn to function as an adult” (Hendricks & Wehman, 2009, p. 79). Whether a job provides financial stability, social opportunities, personal fulfillment, or a combination of these components, it is an integral part of life (Holtz, Owings, & Ziegert, 2006). Historically, employment opportunities for those with autism have been limited (Hendricks & Wehman, 2009). The unique characteristics and behaviors of young adults on the spectrum often make them appear unsuitable for employment
References: Dunlap, G., & Fox, L. (1999). Teaching students with autism. Retrieved from www.kidneeds.com/diagnostic_categories/articles/teach_students_autism.htm. Hendricks, D.R., & Wehman, P. (2009). Transition from school to adulthood for youth with autism spectrum disorders Holtz, K.D., Owings, N.M., & Ziegert, A.K. (2006). Life Journey Through Autism: A Guide for Transition to Adulthood Howlin, P. (2000). Outcome in adult life for more able individuals with autism or Asperger syndrome Kobayashi, R., & Murata, T. (1992). Behavioral characteristics of 187 young adults with autism Nuehring, M.L., & Sitlington, P.L. (2003). Transition as a vehicle: Moving from high school to an adult vocational service provider Wenzel, C., & Rowley, L. (2010). Teaching social skills and academic strategies to college students with Asperger’s syndrome