Graduates with High-Functioning Autism: Perceptions of Academic and Labor Market Adjustment

Abstract

This study explores the perceptions of academic and labor market adaptation among graduates with high-functioning Autism Spectrum Disorder (ASD), in comparison to neurotypical counterparts. Contrary to the expected significant differences attributed to the unique challenges associated with ASD, the findings did not indicate major disparities in perceptions of adaptation to both academic settings and labor market entry. The investigation encompassed 134 participants, divided between individuals diagnosed with high-functioning ASD and a control group from the general population, employing self-administered questionnaires to evaluate adaptability perceptions. The absence of anticipated differences suggests that the existing supports within educational and employment contexts may be effectively facilitating the transition for graduates with ASD. The study highlights the importance of inclusive career guidance and job placement services, demonstrating a positive correlation between academic adaptation and labor market preparedness. These results challenge pre-existing notions regarding the ASD experience during critical transitions from higher education to employment, advocating for enhanced policies and practices that accommodate the diverse needs of all graduates.