Storying transition-to-work for/and youth on the autism spectrum in the United States: a critical construct synthesis of academic literature

Abstract

We explored how academic literature constructs the ‘worker with autism.’ Drawing on a systematic review of transition to work for youth with disabilities, we analyzed how 17 articles constructed ‘autism,’ ‘work,’ and the ‘worker with autism.’ We identified two argumentative approaches: the intervention story and the complex story. Intervention stories centered autism as a problem in need of treatment and work as a simple, positive endeavor. Complex stories offered various and more positive accounts of autism alongside broader notions of work. We recommend that academics experiment with writing which expands work (and career) possibilities for youth situated on the autism spectrum.