From the moment our children enter a public school, its primary effort is directed at teaching students academic skills such as reading, writing, math, and science. Teaching students functional adult skills is not a public school priority, yet acquiring these skills is vital for all children to succeed in their future adult lives. Most students acquire functional skills through social interaction with other people, reading books, listening to mass media, and participating in various community activities. On the other hand, students with Autism Spectrum Disorder (ASD) need specially designed education and additional support for a successful transition to adult life. Recognizing this fact, IDEA 2004 charges public schools with the task of facilitating the transition process from school to adult life for students with Autism Spectrum Disorder (ASD). disability. Teresa Foden and Connie Anderson (2011) highlight the growing evidence of family dissatisfaction with the reality of the transition process led by public schools. According to parents, their children have little input into planning their future lives and setting goals; schools make incorrect assumptions about their children and set goals that are irrelevant to their needs. Very often these goals are vague and it is unclear what services will be provided and who is responsible for helping students achieve their goals. School districts also tend to provide students with traditional services, whether adequate or not. Parents' complaints are supported by the National Longitudinal Transition Study-2 (NLTS2) report, which states that compared to children with other disabilities, children with autistic disorder are less likely to participate in the transition in a meaningful way. Two......half of paper......d from http://www.iancommunity.org/cs/adults/autism_beyond_high_school2. Asperger Network Support for Wellbeing, Education and Research (2014). Statistics. Retrieved from http://www.aspergersmn.org/what-is-aspergers/statistics.3. Autism Transition Manual. Transition planning during the school year (2014). Retrieved from http://autismhandbook.org/index.php/Transition_Planning_during_the_School_Years_Overview4. Merrill, A. (2013). Supporting youth with autism spectrum disorders during the post-secondary transition. The journalist 18(1).5. Heasley. S. (2013, August 5) With education, mostly with autistic jobs. Scoop on disability. Retrieved from http://www.disabilityscoop.com/2013/08/05/with-training-jobs/18446/6. Shore, S. (ed.) (2004). Ask and tell: Self-advocacy and disclosure for people on the autism spectrum. Shawnee Mission, KA: Autism Asperger Publishing Co.