Policy Matters Concerning the Career Transition of Students With ASD

This study examined the policy matters that influence the career transition of students who have autism spectrum disorders (ASD). The objectives were threefold: (1) to determine the levels of principals' and proprietors' ratings across six policy dimensions; (2) to assess the extent to which demographic characteristics predict variations in these policy practices; and (3) to analyse the results and identify areas for policy improvement that would better support students who have ASD in readiness for adult life. A quantitative, survey-based approach was used, involving the administration of a self-developed questionnaire to school leaders. The major findings indicate strong endorsement of leadership vision, staff training and inclusive structures, although data-driven practice and family engagement remained low. Regression analysis showed a limited predictive influence of demographic factors. Targeted leadership development, strengthened collaboration, and improved accountability systems are essential for effective transition policy implementation.