# Conclusion, Recommendations, and Suggestions for Further Research

Absence of the validated vocational training assessment tool contributes to the importance of the current project as it investigated and explored the assessment procedure of a vocational department that can be used to assess the skills of people with autism spectrum disorder at a center based in Abu Dhabi. Hence, the [media analysis papers](https://best-writing-service.net/guide-to-writing-media-analysis.html) of the potential challenged of individuals with ASD can enable deeper insight into the vocational education and possible assessment to identify suitable vocational skills.
People with ASD experience different challenges in everyday life in terms of behavior patterns, interactions, activities, interests, and skills. An increased focus should be made on adolescents and adults with ASD as they often fail to find proper support. Therefore, transition programs for adults with autism are of vital importance as they assist them in living an independent life. It enhances the need in discussing vocational skills in adulthood and the challenges with vocational skills in adults with ASD.
Thus, vocational skills are vital for adults with ASD and their importance is immense when they enter their adolescent and adult phases of life. As the individualized vocational educational program focuses on the skills of every individual, with the emphasis on the cultural norms and family's aspiration for the student's future goals, it is advisable to implement it in other centers that deal with the same people. Also, it is essential to investigate whether such assessment tool can be used in relation to other disorders.
Analysis of relevant literature sources has shown that there is a limited assessment of scientific based vocational skills with ASD. The researcher used a qualitative research approach which aligns with the epistemological position of the constructivist theoretical framework. It was found that the vocational education assessment is associated with a number of benefits. Also, the assessed skills were broken down into groups. The assessment took into consideration the severity of ASD severity. A constructivist theoretical perspective is effective as it enables stakeholders to gain knowledge to understand, describe, and interpret the assessment used in a center for autism in Abu Dhabi. The interview results indicate that substantial progress can be achieved through the involvement of parents. Moreover, the limitations of the vocational training assessment tool appear to be related to the limited amount of job at the center, and the potential of technology to limit the decision making progress of students.
As the department is new and has only a limited number of jobs that can be carried out by students, the recommendation is to reconsider the suggested job and encourage more students to take part in them. Also, it would be beneficial to expand the department as it will enable a much more comprehensive assessment, taking into consideration all abilities of students. It is the only internship location that provides students with the opportunity to work in the library. However, access to a greater number of places would help to assess the abilities of students in the community. As the current study analyzed only the vocational assessment tool used at New England Center for children, this author recommends investigating the tools implemented in other centers. It would provide an opportunity to compare the tools and identify the most effective one. Further research should investigate the associated benefits and drawback of the vocational training assessment tool. Also, more information is needed about the use of similar assessment tools in other vocational training centers. Consequently, more data will be available, and it will assist in dealing with and preventing the challenges and barriers of the effective tool implementation.