1. Career officers, special educational needs coordinators and occupational therapists should collaborate to ensure young people are directed appropriately towards realistic career goals and independent living.
2. Educational support services should be aware of potential challenges for students in further education, e.g. elevated levels of anxiety, difficulties in living independently, sleep disruption, social isolation and substance use (see also Table 5).
3. Standardised disability provisions in tertiary education settings (e.g. the practice of allotting extra time to complete an examination) may not be appropriate for individuals in this group as this extends the total examination time. They may be better supported by receiving a (supervised) mid-point break.
4. Individuals will require support with applications and interviews, and in negotiating the recruitment process.
5. Voluntary and supported work placements will help individuals to gain an understanding about the expectations of being in a work setting.
6. Educational establishments and employers should ensure that staff receive training in neurodiversity to improve general understanding among colleagues.
7. In the UK, there is legislation that requires reasonable adjustments to be made at work for individuals with a disability in order to avoid the potential for disability discrimination.
8. Both educational establishments and employers should make expectations explicit and communicate clear goals, sub-goals and deadlines in order to avoid confusion.
9. Coaching and support may be required to help young people manage their personal finances and plan for their financial commitments.
9. As for children, where appropriate, a personalised education plan [PEP] should be developed (see Table 9 for suggested topics) and shared with the healthcare team for inclusion in the individual’s care plan. The care plan should be shared with all relevant parties, with appropriate consent.