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Ernst VanBergeijk describes the first of seven steps to helping students with autism seek employment
It is a daunting task facing individuals with autism who seek full time employment. It is estimated that the unemployment rate for people on the autism spectrum is around 90% (Gerhardt, 2009). What is true for students with and without disabilities is that education matters. The more education and training a student on the autism spectrum receives the more likely he or she is to be employed.
A student on the autism spectrum leaving high school is more likely to have a different path to employment and independent living than his or her neurotypical classmates. Guidance counsellors should go through a seven step process with the student on the autism spectrum and his or her family in advising them about employment.
Step one is to obtain an accurate assessment of an individual’s strengths, aptitudes, and interests, as well as his/her areas of deficits. As a part of the assessment, The Vineland Adaptive Behaviour Scale should be administered regardless of the student’s IQ level. With higher functioning individuals on the autism spectrum, high IQ scores do not necessarily translate into highly adaptive behavior. The Vineland covers five different domains including communication, self-care, fine and gross motor skills, and communal living. Students with Asperger Syndrome (considered a high functioning form of autism) may be very bright academically, but have developmentally delayed skills in social communication and self-help. Part of the assessment should include an assessment of travel training skills and access to public transportation, as well as an assessment of sensory integration issues and impairments in executive functioning. Access to reliable transportation is one of the most significant barriers to employment for people with disabilities. Most people on the autism spectrum will not learn how to drive a car and must rely upon public transportation. Make sure to match the student’s interests, aptitudes, and strengths with potential jobs.
Step two is to help the family realistically decide what to do after leaving the secondary school environment. If the decision is to have the students take college-level academic courses, then there needs to be sufficient scaffolding to help them navigate the social demands of the college environment and compensate for impairments in executive functioning. If the student shows strong interest and aptitudes toward a particular vocation, then a vocation training program should be considered. A Comprehensive Transition and Postsecondary (CTP) program should be considered if the student continues to need assistance in developing independent living, social, and vocational skills. CTPs combine aspects of a college degree program and a vocational training program (training in job skills directly related to the pursued field). These programs offer internships in students’ chosen occupation and train individuals in resume writing, job searches, proper dress for employment and interviewing techniques. Students on the autism spectrum need training that is directly related to the work they are expected to do on a daily basis and they need experience in the social aspects of procuring employment as well as working with others. In addition to job training, CTPs also offer training in areas of social skills and independent living.
Step three: The job search itself. A key job search strategy for anyone is to use personal or familial connections. An important fact to remember is that 80% of jobs are found through personal connections and only 20% of available positions are advertised on the internet. This is especially important for a student on the autism spectrum. Family and friends will know employers who are supportive of people with disabilities. Another excellent resource is disABLED Magazine which identifies the top 50 employers who hire people with disabilities on an annual basis.
Step four: Preparing for the job interview. This is where students on the autism spectrum are at their greatest disadvantage because job interviews are inherently social. Their disability, however, is in social communication. Unfortunately, job interviews are more about getting the interviewer to like the job candidate than they are about the actual job skills a candidate possesses. Rehearse or role-play the job interview beforehand. Give rules regarding the amount of eye contact, practice small talk, review proper grooming and dress, and teach job candidate how to focus on skills and past accomplishments using a portfolio (Grandin & Duffy, 2004). Videotape the mock interviews and provide specific feedback to reduce the student’s anticipatory anxiety.
Continued… Find part two here
Written by Ernst VanBergeijk, PhD., M.S.W.
Associate Dean & Executive Director
New York Institute of Technology
Vocational Independence Program
The Vocational Independence Program is a Comprehensive Transition and Post Secondary Program for students with neurologically based intellectual disabilities or students who are higher functioning on the autism spectrum.
