Transition Planning for Young Adults with Autism Spectrum Disorder: A Transition Coordinator’s Perspective
Date of Award
Doctor of Education (EdD)
Gilbert Louis, Ed.D.
Elizabeth Corrigan, Ph.D.
The purpose of this phenomenological study was to examine the perception of transition coordinators as they help students with autism spectrum disorder (ASD) transition from high school to college or post-school activities, including postsecondary education and employment. This research study considered practices of transition coordinators and determined if they were aligned with current best practices, while highlighting challenges and barriers to good transition planning. Semi-structured interviews were used which revealed four major themes: (a) transition process differences, (b) financial issues, (c) parental/family involvement, and (d) transition planning practices. Findings revealed that poor transition outcomes are influenced by lack of standardized practices, financial issues, family expectations, and post-graduation evaluations. The study points to a number of recommendations to address the perennial challenges of low employment and stagnant postsecondary school activities. The study offers some insights to school administrators, transition coordinators, families, and the people with ASD on how to navigate this important period in the lives of young adults with ASD. Policy implications and recommendations for future research are provided.
Quarles, Stephanie, "Transition Planning for Young Adults with Autism Spectrum Disorder: A Transition Coordinator’s Perspective" (2021). Education Doctoral. Paper 495.
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