Yetişkinlik Dönemindeki Otizm Spektrum Bozukluğu Olan Bireylerin Bağımsız Yaşama Katılımlarının Desteklenmesine İlişkin Görüşlerin Belirlenmesi

Abstract

This research aimed to understand how to support adults with autism spectrum disorder (ASD) in living independently. Interviews were conducted with 25 participants, including mothers, teachers, administrators, academics, and representatives of non-governmental organizations (NGOs). They all agreed that education programs for ASD in adulthood should prioritize communication, self-care, daily living, and social skills, alongside vocational training. Some believed support should be integrated into society, while others suggested improving physical conditions in institutions. Issues in ASD in adulthood education were identified, such as lack of collaboration, short education periods, and inadequate teaching of prioritized skills. Solutions proposed included enhancing education quality, providing longer and more natural education settings, and better transition planning into adulthood. In summary, stakeholders emphasized the importance of comprehensive education for ASD in adulthood, covering essential life skills and vocational training. They also highlighted the need for social integration and improved institutional support. Addressing existing challenges through better education quality and planning for transition can lead to support that is more effective for ASD in adulthood in achieving independent living goals.