Autistic youth often face challenges with transitioning to adulthood. Although autistic students working toward a traditional diploma likely have unique educational and transition needs, little is known about special education services offered to this population. In this descriptive study, we used content analysis to analyze Individualized Education Programs (IEPs) of 48 traditional diploma-seeking autistic high school students from 11 states across geographic regions in the United States, focusing on annual goals, accommodations, and related services. Individualized Education Programs commonly included social, emotional, and behavioral and executive functioning goals; fewer than half had employment, postsecondary education, or independent living annual goals. The most included accommodations were for academic support and support for learning and processing styles. Implications for school-based transition services are discussed.

中文翻译：

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为计划以传统文凭毕业的自闭症高中生提供个性化教育计划目标、住宿和服务

自闭症青年在过渡到成年时经常面临挑战。尽管努力获得传统文凭的自闭症学生可能具有独特的教育和过渡需求，但人们对为这一人群提供的特殊教育服务知之甚少。在这项描述性研究中，我们使用内容分析来分析来自美国地理区域 48 个州的 11 名传统寻求文凭的自闭症高中生的个性化教育计划 （IEP），重点关注年度目标、住宿和相关服务。个性化教育计划通常包括社交、情感、行为和执行功能目标;只有不到一半的人有就业、高等教育或独立生活的年度目标。包含最多的便利是学术支持和学习和处理风格的支持。讨论了对基于学校的过渡服务的影响。