Please use this identifier to cite or link to this item:
|Title:||Fostering a Workforce of Equal Opportunity in Alberta: An analysis of adolescent transitional supports for students with Autism Spectrum Disorder|
|Citation:||Vogeli, Ashley. (2015). Fostering a Workforce of Equal Opportunity in Alberta: An analysis of adolescent transitional supports for students with Autism Spectrum Disorder ( Unpublished master's thesis). University of Calgary, Calgary, AB.|
|Abstract:||This paper analyzes the services provided to Albertans who have been diagnosed with Autism Spectrum Disorder (ASD) as they transition from childhood to adulthood. The assessment of the services provided will be based on a review of the existing literature. For the purpose of this paper, childhood is defined as the time when someone is eligible for publically funded education in Alberta. The transition to adulthood takes place when the person is no longer eligible for publically funded education. For some students diagnosed with ASD, this can be up to 20 years of age, or grade twelve, whichever comes first. This document aims to make a case for the increase and modification of current services provided by the Government of Alberta for individuals diagnosed with Autism Spectrum Disorder (ASD). Individuals diagnosed with ASD transitioning from publically funded education into the labour market require greater support from our government and community. It is in the best interest for individuals diagnosed with ASD, the greater community, government and economy, to include all productive and capable individuals in the labour market. From a financial perspective, once public investment has been made in the education of a student diagnosed with Autism Spectrum Disorder, it does not make sense to discontinue supporting the individual as soon as their education concludes.|
|Appears in Collections:||Master of Public Policy Capstone Projects|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.