Transition from School to Work: When and How Should Families Prepare?

For families, the transition of a child on the autism spectrum from school to working life is both an exciting and an anxiety-provoking period. During this time, questions such as “Can my child work?”, “When should we begin?”, “What types of support are available?”, and “How should I prepare?” are commonly raised. This article offers practical guidance to help families better understand the transition from school to work and identify concrete steps they can take.

What Is the Transition Process and Why Does It Matter?

The transition process refers to a planned and intentional preparation designed to support an individual’s move from school life into adult life, including employment, independent living, and participation in society. This preparation should not be limited to the months immediately before graduation, but should start much earlier in life.

Why is this issue so important?

• Employment is not merely a source of income, but also a pathway to identity formation, social contribution, and independence.
• With appropriate support, individuals with autism can achieve significant success in the workplace, but such support does not emerge spontaneously and must be planned.
• When the transition period is poorly planned, young adults may find themselves “in limbo” after leaving school, which can result in depression, loss of motivation, and social isolation.

Research indicates that families and individuals who engage in early planning are far more successful in securing employment and maintaining long-term employment.

When Should the Process Begin? The Importance of Early Planning

Ideally, transition planning should start between the ages of 14 and 16. Some experts even suggest that the groundwork for this planning should be established much earlier, during the primary school years.

Avoid thinking, “My child is still young, there is plenty of time.” Early planning involves the following:

• Exploring your child’s interests
• Identifying their strengths
• Providing small responsibilities at home and at school to prepare them for working life
• Creating opportunities for vocational experience
• Supporting the development of social skills in everyday life

The aim of early planning is not to push your child into employment, but to help them explore options and strengthen their self-confidence.

What Can Families Do?

1. Identify Interests and Strengths

Every individual has interests and strengths that can translate into employment. However, these can only be identified if opportunities are deliberately created:

• What does your child enjoy? Computers, animals, numbers, music, books…
• Which tasks can they focus on for extended periods?
• Do they enjoy tasks that require repetition?
• Which learning styles suit them best: visual, auditory, or tactile?

This discovery process should take place naturally, without pressure, and through observation. Keep in mind that employment is only sustainable when a person works in a role they enjoy and can perform successfully.

2. Support the Development of Work Skills at Home

Work skills are not acquired solely in the workplace. Everyday routines provide valuable opportunities to prepare your child for working life:

• Assign responsibilities: Involve your child in household tasks such as setting the table, taking out the trash, or washing dishes.
• Time management: Help them adapt to schedules by establishing routines such as “Breakfast at 08.00, getting ready at 08.30, leaving the house at 09.00″.
• Following instructions: Provide clear, step-by-step instructions and monitor completion. This skill is essential in the workplace.
• Planning and organization: Prepare weekly task lists, use calendars, and set reminders.
• Social skills: Encourage regular practice of basic communication phrases such as “Hello,” “Thank you,” and “Could you help me?” in everyday situations.

Small responsibilities at home strengthen your child’s confidence and sense of “I can do it.”

3. Create Opportunities for Vocational Experience

Obtaining real work experience during the high school years is highly valuable:

• Internship programs: Look for short-term internship opportunities through collaboration with schools or civil society organizations.
• Volunteering: Voluntary work in places such as libraries, animal shelters, or care homes allows for a gradual transition into working life.
• Family business: In the event that the family operates a business, allow your child to take on simple tasks.
• Courses and hobby groups: Courses aligned with personal interests, such as photography, computers, or cooking, help build skills and expand social networks.

These experiences make it easier to identify the types of jobs in which your child is most likely to succeed.

4. Learn About Legal Rights and Available Support

In Türkiye, multiple support mechanisms exist to promote the employment of with autism individuals. Being informed about these mechanisms empowers families to advocate for their rights:

Vocational Rehabilitation Centers (VRC): These centers, operating under the Ministry of Family, Labor, and Social Services, provide vocational skills training. However, VRCs should be viewed not as an “end point,” but as an “intermediate step” toward participation in the open labor market.

İŞKUR supports: İŞKUR offers on-the-job training programs as well as employment and vocational counseling services to support the employment of persons with disabilities. Families should register with İŞKUR and monitor opportunities on a regular basis.

Supported employment programs: Supported employment programs such as Otizmli Bireyler İş Gücünde (OBİG), meaning “Individuals with Autism in the Workforce,” which has been implemented at Eker Süt Ürünleri since 2018, support individuals with autism in accessing and sustaining employment in the open labor market. Such programs offer job coaching support.

Municipal practices: Certain municipalities implement local initiatives aimed at promoting the employment of persons with disabilities. Families should research the disability services units of municipalities in their region.

Social security: When an individual with autism holds an official disability health board report, Social Security Institution (SSI) premiums may receive state support. Employers may also benefit from incentives.

5. Work in Cooperation with the School

Schools play a key role in transition planning:

Individualized Education Program (IEP): Your child’s IEP must include clear vocational goals. The question “What will happen after high school?” should be addressed during IEP meetings.

Guidance services: School guidance counselors can offer career guidance and recommend vocational training opportunities.

Vocational subjects: During high school, vocational and technical education pathways should be carefully considered. For certain individuals with autism, vocational high schools may offer a better fit than academically focused schools.

Communication: Maintain ongoing communication with teachers and openly share information about your child’s strengths and areas of difficulty.

Can My Child Work?

This is the most common question families ask, and the answer is clear: Yes, most individuals with autism can work when suitable support and an appropriate job are available.

However, it should be understood that employment does not look the same for everyone:

• Some individuals work full-time, others part-time.
• Some work in office settings, others remotely.
• Some excel in complex tasks, while others are more successful in repetitive roles.

The key is to see your child’s potential and create opportunities that match it. Rather than thinking “They cannot work,” families should ask: “Under what conditions, and with what type of support, can they work?”

Common Pitfalls for Families

1. Overprotection

Fears such as “My child will struggle,” “They will be bullied,” or “They will not succeed” can lead families to keep their child away from work experience, and this limits development. Growing up without taking risks is not possible.

2. Saying “It Is Not Possible”

Statements like “People with autism cannot do this kind of job” overlook individual potential. Every person is unique, and children should not be forced into predefined categories.

3. Trying to Do Everything Alone

The employment journey is not one that families can navigate entirely on their own. Professional support should be sought, connections should be made with civil society organizations, and experiences should be shared with other families.

4. Acting Too Late

Asking “What do we do now?” during the final year of high school may already be too late. Early planning broadens available options.

The Future Is Built Together

The move from school to working life represents a transition not only for your child, but also for you. Seeing your child take their place in society as an adult and supporting their path toward independence can be both rewarding and demanding.

But it is important to remember that you are not alone. Supported employment programs, job coaches, public support mechanisms, civil society organizations, and above all other families stand beside you on this journey.

Trust that your child can work, create opportunities for them, and support them in discovering their strengths. Every individual has a place where they can contribute and feel valued. With the right support, that place can always be found.

Working life is not just about earning an income. This stage also means identity, confidence, belonging, and purpose. Giving your child access to this opportunity may be the greatest gift of all.