Australia is at a crossroads. As a society, Australians can change the current course for
adults with Autism. Legislation has been enacted, and a national disability insurance
scheme is being rolled out as part of the National Disability Strategy 2010-2020
(Commonwealth Council of Australian Governments, 2011). All of these efforts are
intended to address the increasing social exclusion of people with disabilities. For
adults with Autism Spectrum Disorder (ASD) and their families, entering adult-
hood and leaving school can seem like walking toward a precipice. Young men
and women with ASD often do not know if they will have the needed support to
achieve their goals. Many have already experienced years of social exclusion in their
education experiences and communities (Biggs and Carter, 2016). A clear path to a
more inclusive society is needed with a commitment from the government and our
community members to support adults with ASD. Financial support and removal
of attitudinal barriers are needed so that adults with ASD can attend tertiary edu-
cational institutions, maintain employment, access living accommodations in the
community, and freely participate in daily life.
The purpose of this chapter is to discuss the key theoretical and practical issues
related to post-school social inclusion for adults with ASD living in Australia. Social
capital theory will provide a framework for discussing the intersecting concepts of
quality of life and social inclusion. This chapter will focus on a conceptualisation of
social inclusion that emphasises individuals with ASD having valued social roles
through community participation and interpersonal relationships. Historical and
current efforts in Australia to address issues related to social exclusion and disadvan-
tage for adults with ASD will be explored. Current practices that support or pose
barriers to the social inclusion of adults with ASD in the areas of transportation,
tertiary education, employment, and community living accommodation will also
be discussed.
8
POST-SCHOOL SOCIAL INCLUSION
FOR ADULTS WITH AUTISM IN
AUSTRALIA
Michelle L. Bonati