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From the moment our kids enter a public school, its principal effort is directed toward educating students academic skills like writing, reading, math, and science. Teaching students adult functional skills isn't a public college priority, nevertheless acquiring these abilities is essential for all children so as to succeed in their adult life. Most students acquire functional skills due to their social interaction with other people, reading books, listening to mass media, and participating in different network activities. On the other hand, students with Autism Spectrum Disorder (ASD) need specially designed instruction and extra assistance for an effective transition to adult life. Recognizing this truth, IDEA 2004 mandates public colleges to ease the transition process from school to adult life for students with disabilities. Teresa Foden and Connie Anderson (2011) point out the growing evidence of household dissatisfaction with the realities of the transition process conducted by public schools. According to parents, their kids have little input in preparing their future lives and establishing goals; colleges make erroneous assumptions about their kids and set the goals which are irrelevant to their needs. Very often these targets are obscure and it isn't apparent what solutions will be provided and who is accountable for assisting students achieve their objectives. School districts also often provide pupils with traditional solutions, whether they are suitable or not. Parental complaints are supported by the report by the National Longitudinal Transition Study-2 (NLTS2), claiming that compared to children with other disabilities, children with autism disorder are not as inclined to take part in transition at a meaningful manner. Twe...