Theoretical conception of job training for students with autism for their inclusion in trades

Abstract

The article addresses the need to resolve gaps in the job training of students with autism in regular education, which affect their performance in social and work activities, given the limitations in developing their work-related skills as a core part of this process. That’s why the aim of this article was to propose a theoretical approach to job training for students with autism to help include them in trades, contributing to the development of the work-related aspects of their personality. To do this, research methods like inductive-deductive reasoning, analysis-synthesis, scientific observation, and surveys were used, along with descriptive statistics. Their integration made it possible to diagnose the problem and confirm the relevance of the new theoretical concept proposed, since it reveals premises, theoretical cores, and work qualities along with their manifestations based on the particularities and heterogeneities of this condition, with a view to the future inclusion of these students in trades. With its implementation, premises and theoretical cores were established that support and guide the development of knowledge, skills, values, and work qualities reflecting their job training, which allowed them to display appropriate and productive behaviors systematically during their performance and contributed to preparing them for future inclusion in trades.