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The purpose of this paper is to reveal barriers and their coherences between discrimination and self-perceived employability which students and employees on the autism spectrum often face and need to overcome. These include discrimination based on disability, when applying for a job or retaining employment. This research located barriers in three different categories: formality – problems that focus on organizational structures in the application process; social – communication and interaction problems; and job demand barriers – obstacles that epitomize work-related strains.

Barriers and discrimination can prevent individuals from accessing the labor market which can lead to severe consequences for an individual on the autism spectrum, such as poverty, social deprivation or lack of health promotion and equal treatment. Self-perceived employability can be regarded as an additional strength, as it describes the perception of an individual’s own skills and versatility to acquire and keep a job. In total, 53 German-speaking individuals on the autism spectrum participated in an online survey.

Results showed statistically significant coherences between both, formality and social barriers with discrimination. Formality barriers also indicated statistically significant coherences with self-perceived employability. A mediation model with discrimination as mediator between each category of barriers and self-perceived employability was examined. The non-significant results suggest that discrimination does not work as a superior construct but as a sole influence next to barriers and self-perceived employability.

Individuals on the autism spectrum epitomize a less common research approach. Moreover, diversity policies and practices in the workplace often do not focus on including individuals on the autism spectrum even though the employment rates for this specific group of potential highly qualified employees were reported to be consistently lower when compared to any other group of disabled people. Findings suggest possible starting points for future research, which are discussed alongside practical strategies to overcome barriers and change discriminatory attitudes toward skilled individuals on the autism spectrum.

This paper aims to examine effective support strategies for facilitating the employment of autistic students and graduates by answering the following research question: What constitutes effective employment support for autistic students and graduates?

Data were collected using the method of empathy-based stories (MEBS) as part of a multinational European project’s Web-based survey. The data consisted of 55 writings about effective strategies and 55 writings about strategies to ]avoid when working with autistic students and graduates. The material was analysed using qualitative inductive content analysis. Narratives were created to illustrate desirable and undesirable environments and processes as they would be experienced by students, supported by original excerpts from the stories.

The analysis revealed that effective employment support for autistic students and graduates comprised three dimensions of support activity: practices based on the form and environment of support, social interaction support and autism acceptance and awareness. These dimensions were present in both recommended and not recommended support strategy writings.

The results add to the literature on autism and employment with its focus on the novel context of autistic university students and graduates. Effective strategies will be based on person-centred planning, to include not only the individual impact of autism but also individual career goals, workplace characteristics in the chosen field, employer needs and allocation of the right support. There is no one-size-fits-all strategy, but rather an individualized process is needed, focused on the identification of strengths, the adaptation of employment and work processes and improved understanding and acceptance of autism by management, colleagues and administration in the workplace.

The purpose of this paper is to reflect on engaging young autistic people in the participatory design of the Autism & Uni online toolkit. The purpose of the toolkit is to provide autistic students with information and strategies for dealing with the challenges they may encounter when entering higher education. The study adds to existing research on participatory design by considering the specific needs and contributions of autistic people who are of average or higher intelligence, academically competent and generally articulate, a group that has received limited attention hitherto.

The research used a five-step design thinking approach and engaged multiple stakeholders at different points. The paper covers the whole process, paying particular attention to the final two steps of prototyping and testing. During three participatory design workshops, autistic people acted as co-designers and co-creators.

The workshops were effective in engaging participants in various design activities and rich discussions. Several assumptions about capabilities and preferences of autistic people were challenged. Design thinking proved a suitable framework for involving this group in the creation of solutions that serve their needs.

Because of the low number of workshop participants (11), research results may lack generalisability. Also, the workshop format with its focus on group activities may discourage some autistic people to take part. Further work is needed to explore this and to confirm the reported findings.

The paper offers practical advice regarding how to involve autistic people in co-design activities.

The research contributes to a strength-based view of autism, rather than one that focuses on deficits.

The paper provides new perspectives on the strengths of autistic people in participatory design settings, with a focus on those autistic people who are of average or higher intelligence and able to communicate effectively.

This paper examines the extent to which 3D printed children's prostheses function as enabling technology. The focus lies on the experiences of children with upper limb body differences using 3D printed prostheses in the context of (posthuman) cyborg theories.

This article is based on several years of field research applying a grounded theory approach. (Health) technology and the body are examined with special regard to the vulnerability of the technology user who is, also, the technology designer. Taking these children's particular vulnerability and sensitivity into account, the method of “cultural probes” was further developed applying distributed socio-(bio-)technical probes, which conceive soma design as the matter of a socio-material world.

It was shown that the e-NABLE device is not only a socially enabling somatechnic but can itself be limiting, vulnerable and painful for children due to its materiality. The somatechnical construction of children's bodies and identities are presented as heroic figures, which, in part, produces and experiences a corporeal being that is based on and identifies with these heroes and heroines – but may not always be in the interests of children with disabilities. In order to meet these children's needs, the author argues in line with crip technoscience that 3D printed prostheses should be co-developed with (and specifically for) them.

This paper is the first of its kind to consider the daily lives of children with 3D printed prostheses and their experiences as knowers and makers of such. This paper adds to the body of knowledge in the field of crip technoscience and enabling technologies.

The peer review history for this article is available at: https://publons.com/publon 10.1108/JET-02-2022-0017

A new generation Boeing 767 airliner, completing a 15 day international demonstration tour, flew non‐stop from Oslo — Norway, to Seattle, Washington, 4990 statute miles, in 9 hours and 50 minutes. It is believed to be a non‐stop distance record for twinjet airliners.