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School-Based Professionals' Roles and Theoretical Orientations in Promoting the Career Transition of Students With ASD
Abstract
This paper explored the roles and theoretical orientations of school-based professionals (SBPs) in promoting the career transition (CT) of students with autism spectrum disorders (SASD). The data analysed included one hundred and twenty SBPs who were chosen via a multi-stage sampling process. We co-designed the measures that assessed the role clarity, role conflict, role efficacy, role breadth, theory-based transition support, theory-based reflective practice, and CT involvement of the SBPs. The role-related variables had weak and no significant relationships with the CT of SASD. In contrast, theory-informed transition support and, in particular, theory-informed reflective practice were important predictors of CT of SASD, and the model accounted for 52.6 per cent of the variance. The results show the importance of theoretically underpinned reflective practices in improving CT practices in Nigerian schools.
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