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Recognising Barriers in the Career Transition Process of Students With ASD
Abstract
This research explored the obstacles to career transition of students with autism spectrum disorders (SASD), focusing on both teachers' and parents' responses. The study used a quantitative design to investigate the perceived personal, social, institutional, awareness-related, and resource-related barriers within Nigerian school contexts. Results show that parents recognised significantly higher levels of perceived career transition barriers than teachers, reflecting more exposure to systemic barriers beyond the school environment. The study underscores the need for coordinated transition planning, enhancing professional awareness, and reinforcing resource provision to enhance equitable career transitions for SASD.
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