The Role Of Therapeutic And Intervention Programs In Transition From School To Adulthood For Youth With Autism Spectrum Disorder (ASD) In The Arab Sector In Israel

Abstract

This study examines the contributions to transition to adulthood in regard to youth with Autism Spectrum Disorder (ASD) in the Arab community in Israel of both therapeutic and intervention programs, because there is a total absence of culturally competent services in the transition to adulthood population. The study aims to address the social, emotional, and vocational barriers faced by youth with ASD, and their families. Employing a qualitative design with semi-structured interviews and focus groups conducted with 40 parents, research highlighted important service and structural system gaps. Common themes ranged from little, or zero continuity of programs after school; preparation for work; and cultural adjusted transition programs that lacked a theoretical, or practical framework. The research concluded that while early intervention (EI) is important, but EI wasn't enough without supports and adaptations into adulthood relevant to context. It recommends developing a National, community-based, and family-centered service structure that supports Arab families with ASD at transition, and beyond. Theoretically, the study responds to a gap in the ASD transition programs literature; and practically the study may provide an avenue to introduce equitable policy and program change for an underserved population.