Education professionals (n = 41) in special schools were interviewed about supporting their autistic pupils transitioning to adulthood following the introduction of the Children and Families Act 2014. Our participants explained how they lacked the time to fully implement knowledge gained from training, leading to growing reliance on experiential expertise. While our participants reported employing a variety of methods to elicit the voices of pupils, they were uncertain how effective and ethical these were. Further, a lack of available opportunities meant that participants felt they could not always support young people in achieving their goals. Based on these findings, we recommend greater investment in the implementation of staff training, more flexibility for schools to be able to meaningfully elicit and act on pupils' voices, and better vocational opportunities for autistic young people with additional learning needs. This would enable the principles of the Act, which have been widely lauded, to become a closer reality.

中文翻译：

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有额外学习需求的自闭症年轻人向成年过渡：特殊学校教育专业人员的观点和经验

在 2014 年《儿童和家庭法》出台后，特殊学校的教育专业人员（n = 41）接受了关于支持他们的自闭症学生过渡到成年的采访。我们的参与者解释了他们如何缺乏时间来充分运用从培训中获得的知识，从而导致他们成长依赖经验丰富的专业知识。虽然我们的参与者报告使用了多种方法来激发学生的声音，但他们不确定这些方法的有效性和道德性。此外，缺乏可用机会意味着参与者觉得他们不能总是支持年轻人实现他们的目标。根据这些调查结果，我们建议加大对员工培训的投入，让学校更灵活地听取学生的意见并采取行动，为有额外学习需求的自闭症青年提供更好的职业机会。这将使广受赞誉的该法案的原则更接近现实。