Formal and Informal Institutional Support for Career Transition Among Students With ASD

This study examined the formal institutional and informal supports for the career transition of students with autism spectrum disorders (SASD). Based on the data of 88 teachers and parents in private and public schools of urban, semi-urban, and rural areas, the study evaluated the levels of support, the variation of the levels between the demographic groups, as well as the predictive power of the group, type of school and location. Regression models established that none of the demographic variables predicted support levels, hence indicating that institutional support is influenced by larger system practices. Findings indicate the necessity of enhanced capacity, equal distribution of resources, and inclusive institutional cultures that more effectively support SASD.