Date of Award
8-9-2025
Document Type
Non Thesis
Degree Name
Master of Arts in Special Education
Department
Education
Program
Special Education with Autism Spectrum Disorder Licensure
Capstone Instructor
Mandy Kasowicz
Second Reader
Diane Harr
Keywords
Person-centered, transition planning, employment readiness, self-determination, strength-based
Abstract
This literature review explored how educators can better support transition-aged autistic youth in preparing for, obtaining, and sustaining meaningful employment to improve adult life outcomes. The purpose of this review was to synthesize current research on evidence-based practices that address the persistent employment gap faced by individuals with autism spectrum disorder (ASD). A total of 21 peer-reviewed studies were analyzed, including quantitative, qualitative, and mixed-methods research. These studies examined critical factors such as student motivation, transition planning, social communication, executive functioning, self-advocacy, and collaboration with families and community agencies. Common themes highlighted the importance of student-centered planning and the use of a strength-based lens to develop employability skills. Preparing students for employment requires a balance between targeted, evidence-based direct instruction and opportunities to generalize skills in real-world settings. Findings emphasized the need for greater family involvement and stronger integration of external agencies within school-based transition services. Overall, the research suggests that a multifaceted, individualized approach grounded in self-determination theory is essential for improving employment outcomes. Conclusions indicated that transition planning must be reframed as an opportunity to empower students to lead self-determined adult lives, rather than merely fulfilling procedural requirements under the Individuals with Disabilities Education Act (IDEA).