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Individual planning starts at school. Tools and practices promoting autonomy and supporting transition to work for adolescents with autism spectrum disorder


There is an increasing need for effective services and strategies to favor the transition
from school to post-school/working experience for individuals with disabilities and specifically
with autism spectrum disorder (ASD). Post-school options are still limited, and
most adults with ASD struggle in finding adequate and stable job opportunities. This
work analyzes the increasing number of laws issued in Italy in the last decades in order
to improve social and working inclusion. The central role of the individual educational
planning (IEP) as part of the broader individual project is discussed. Also the potential
of pathways for transversal skills and orientation for future employment outcomes is
taken into consideration. Good practices promoting autonomy and supporting transition
to work starting from school years are reviewed. The international literature shows
different models and tools, which could be applied to the Italian school. The COMPASS
consultancy model could favor the achievement of individualized transition IEP goals.
Peer mediated intervention could improve social skills, a core weakness in ASD, though
a central element for success in the workplace. Another key element is the parental involvement
in the construction of the future of their children with ASD.


dividual educational planning, transition outcomes, peer mediated intervention, autism spectrum disorder, • adolescence

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