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Perspectives on Career Transition Counselling Services for Students With ASD
Abstract
This study examined perspectives on career transition counselling services for students with autism spectrum disorders (SASD). This study focused specifically on needs assessment and personalisation, counselling processes and techniques, resource availability and accessibility, and outcome monitoring and feedback dimensions. Using a quantitative cross-sectional design, data were collected from 160 teachers and parents. This study revealed that there is a moderate overall evaluation of counselling services, with relatively stronger endorsement of counselling processes and personalisation, and consistently weaker ratings for resource availability and accessibility. Underpinned by the Ubuntu theory, the findings suggest that while counselling practices reflected communal care and engagement, limited resources constrained the realisation of equitable transition outcomes.
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