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The aim of this article is to critically review the Autism Strategy and to discuss its implications.

This is a summary and critical review of the Autism Strategy and its implementation. This includes discussion of the political context, reactions to the strategy by stakeholders, economic considerations, equity, integration across health and social care and the role of diagnostic services and specialist interventions.

The Autism Strategy Fulfilling and Rewarding Lives was published in 2010. It aimed to increase awareness of autism, establish clear pathways for diagnosis and needs assessment, promote independent living and access to work, and help the development of local services. It focuses on intended outcomes, is not prescriptive about how those aims are achieved, and relies on existing legislation such as the Disability Discrimination Act. The emphasis on accessing mainstream services may limit the development of appropriate specialist services, especially in the current economic climate. Specialist interventions that may follow diagnosis are not prioritised, even though the economic case for them has been well made by the Audit Commission. Although the Department of Health has produced “outcomes and ambitions” to measure implementation of the Strategy, local authorities are not required to measure themselves against these targets or publish their results. However, organisations such as the National Autistic Society have already developed training materials to help with implementation, and the NICE guidelines for adults with autism due in 2012 may help the development of better services.

This article provides new insights into the implications of the strategy for service users, service managers and healthcare professionals. Although the strategy applies to England only, the principles are of interest to stakeholders in other countries.

The first autism‐specific piece of legislation in England and Wales, the Autism Bill, put forward by Cheryl Gillan as a private member's bill, has now gone forward to House of Commons committee stage, after attracting almost universal support among MPs, charities and the media. It seeks to redress the widespread lack of local authority provision for the needs of people with autism (defined in the Bill as including all autism spectrum disorders, including Asperger's Syndrome): children, adults (defined as those over 18) and their families. Currently, despite legislative and policy provision for the disabled, many autism spectrum disorder (ASD) children are without appropriate education or assistance before, during and after the transition to adulthood. At least a third of adults with ASD were estimated in the National Autistic Society's report I Exist to be suffering from serious mental health difficulties as a result of lack of support, while families and carers of adults with ASD have been found to be frequently unable to obtain assistance (Rosenblatt, 2008). This article will provide details of the Bill before considering its implications for ASD children, adults and their families.

Following the COVID-19 pandemic, airports have begun implementing more digital technologies. While these technologies can enhance the airport experience for passengers on the autism spectrum, this population tends to be studied as a single segment. However, people on the autism spectrum have different preferences, skills and abilities and levels of acceptance of digital technologies. We aim to explore the acceptance of recently implemented digital technologies, self-service kiosks and other digital technologies such as biometric facial recognition in the airport environment among passengers on the autism spectrum, who are not a single segment.

We carried out an academic-industry collaboration project in 2022 at Barcelona’s Josep Tarradellas Airport with the Spanish airport operator Aena, Vueling Airlines, three associations representing people on the autism spectrum (stakeholders) and 60 participants on the autism spectrum recruited by the three associations. Interviews were conducted during the airport visits to compare airport experiences: Group 1 provided input on the traditional airport experience using manual or analogue processes, and Group 2 provided feedback on the airport experience using digital technologies.

The use of cluster analysis revealed three distinct segments: traditional, automated with assistance from others and digital. Our findings provide airports with insights into recently implemented digital technologies at airports for passengers on the autism spectrum.

This article brings new knowledge about passengers on the autism spectrum and their relationship with digital technologies in the airport environment, a topic that has not been previously studied.

Neurodiverse conditions, or developmental disorders, are neither well-known nor understood by the general population in Trinidad and Tobago. Awareness of, or sensitivity toward, children with autism spectrum disorder (ASD), in particular, is lacking in Trinidad and Tobago. Generation A is those persons who will reach adulthood in the next decade or so and be seeking employment opportunities. Given the current challenges faced by persons with ASD in securing and maintaining employment and the fact that this is a generally underexplored area of research, focusing on Generation A provides an opportunity to explore what provisions are in place for individuals with ASD to assist with future transitions into the workplace in Trinidad and Tobago. This chapter focuses on the existing policy, legal, and institutional framework in Trinidad and Tobago for ASD in the workplace, with particular reference to Generation A, to determine how it is currently addressed and what accommodations are being made to facilitate this demographic. A review of ASD-related data and select, relevant policy, law and institutions in Trinidad and Tobago has revealed that very few preparations, if any, are being made to facilitate Generation A individuals' entry into the workplace. The most relevant sector for addressing ASD needs falls to the NGO movement, but these organizations do not focus on employment preparation. Several recommendations for the key stakeholders in this process have been made that can assist in this regard.

A sizable cohort of youth with autism spectrum disorder (ASD) will transition into adulthood over the next 10 years. Employment participation is an important part of individual economic independence but also of one's ability to contribute to broader civil society in meaningful ways. Yet, to date, the majority of young adults with autism are not successfully entering the workforce. Of particular importance for this “Generation A” will be to establish a sound foundation as they exit their teenage years that includes postsecondary educational pursuits and labor force involvement. Exploring corresponding outcomes of individuals with ASD who recently progressed through these life stages will help inform Generation A and families and educators who support them how to better prepare for the workplace of the future. For this purpose, robust representative data containing refined disability detail, employment and training information, and well-being and support content are necessary. Currently available public survey and administrative microdata that can be used by researchers and practitioners as they delve into these issues are discussed. Additionally, appropriate restricted-access datasets and the process involved in obtaining them are highlighted. After summarizing key resources and noting their advantages, their drawbacks, limitations, and areas for improvement are addressed. Implications of the data available to date to assist educators, family members, and young adults with autism themselves to better navigate the transition from school to work, to successfully secure work, and ultimately economic independence, which is critical to adulthood, are presented.

It is imperative to understand the salient characteristics of autism before selecting and embarking on curricular experiences. One cannot engage in any innovative programming for students he/she does not understand. The American Psychiatric Association (2000) indicates that children with autism exhibit three, namely, (a) impairment in reciprocal skill interaction, (b) impairment in verbal and communication, and (c) restrictive, repetitive, and stereotyped patterns of behavior, interests, and activities. These characteristics have direct impact on curriculum innovation and instructional strategies for teachers, parents, and community (see Brock, Nishida, Chiong, Grimm, & Rimm-Kaufman, 2008; Crooke, Hendrix, & Rachman, 2008; Palmer, Didden, & Arts, 2008). The three characteristics should be viewed as a framework that educators and families might employ when communicating about services and planning curricular experiences (Park, 1996). Because on the impact these characteristics have on learning, they are highlighted in the following subsections.