Individuals with autism spectrum disorder (ASD) have the ability and desire to work, but there are still several obstructions. Research overwhelmingly demonstrates disappointing employment outcomes for this group. The vast majority is unemployed and for those who do have gainful employment, underemployment is common. The increased prevalence of ASD coupled with unique social, communication, and behavioral characteristics translate into the need for services to help them achieve employment success. Consideration of individual characteristics including strengths, needs, as well as specific interests, coupled with implementation of proper supports can result in successful and ongoing employment. This paper provides a review of evidence based research related to employment for individuals with ASD. Specific areas addressed include benefits of employment, state of employment, obstacles to employment, current service options, and an in depth review of supports needed for success. These supports focus not only on job tasks, but also the interpersonal skills needed to foster a positive work experience.

The transition from school services to adulthood can be particularly difficult for many adolescents with autism spectrum disorders (ASD). Although some individuals with ASD are able to successfully transition, most are faced with significant obstacles in multiple areas as they attempt to negotiate their way into college, work, community participation, and independent living. This article contains a review of research related to the transition from school to adulthood for youth with ASD in the areas of education, employment, community living, and community integration. These key areas of the transition process are crucial for success in adulthood. A summary of principal conclusions drawn from the current literature and suggestions for future research are provided.

Autism now affects a significant number of students in schools. The purpose of this study was to survey special education teachers who serve students with autism to 1) determine teacher, environmental, and student related characteristics; 2) identify the self-reported knowledge of effective teaching practices; and 3) identify the self-reported implementation of effective teaching practices. The study was conducted with special education teachers employed in Virginia using a web-based survey titled the Needs Assessment of Special Educators who Serve Students with Autism. Respondents included 498 special education teachers with a wide array of qualifications and experience including licensure status, years of teaching and area of endorsement. Results provide a description of teacher characteristics that directly impact instructional delivery as well as information regarding self-rated knowledge and implementation of efficacious strategies. Information from this study can be used to improve service delivery to students with autism by informing policy and directing and enhancing teacher professional development initiatives at the preservice and inservice levels.

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