This presentation examined the experience of the Vocational Pathways Coordinator at a specialist school for autistic young people in adapting the Adolescent/Adult Goal-Setting Tool (AAGST; Autism Queensland) to better support transition planning. Drawing on a strengths-based and personalised approach, the Coordinator trialled the use of Minecraft as a visual and interactive platform to make goal-setting more accessible for high school students. By aligning the adaptation with Self-Determination Theory (Ryan & Deci, 2000), the process foregrounded autonomy, competence and relatedness as drivers of meaningful engagement.
Through this case study, the presentation reflected on the practical opportunities and challenges of embedding research-informed frameworks into everyday vocational practice. It highlighted the value of leveraging individual interests to overcome barriers to communication, and of collaborating with families and support networks to co-construct goals. The insights gained contribute to broader discussions about innovative, strengths-based strategies for vocational education and transition planning in specialist school contexts.