Special education professionals who serve secondary students with autism must provide employment skills training critical for positive postschool outcomes. Such programming should emphasize specialized training based on student strengths, interests, and preferences to promote skill mastery and employment in a field the student finds appealing. In this article, we advocate for recognition of and capitalization on special interest areas (SIAs) commonly observed in students with autism in order to promote employment skills. Following our rationale, we provide a four-step process to (1) identify special interest areas, (2) create opportunities to appropriately engage in the SIA throughout the school day, (3) design embedded instruction that aligns the student’s SIA with IEP and transition plan goals, (4) evaluate SIA intervention effects.
Special Interest Areas and Employment Skills Programming for Secondary Students With Autism
Publish date:
11/05/2017
Publication Volume:
50
Publication Issue:
2
Journal Name:
TEACHING Exceptional Children