Whether a job provides financial support, personal fulfillment, social opportunities, or some combination of these, it is a very important component of adult life. In fact, what one does for a living is often regarded as a defining feature of that person and their role in society. Finding the right employment match for a student with autism spectrum disorder (ASD) may be challenging, but the rewards that come with employment make the challenges worthwhile.
Federal special education law requires that school districts help students with disabilities make the transition from school to work and life as an adult. Although IDEA mandates services and programs while your young adult is in school, there are no federally mandated programs or services for individuals once they leave the school system. This means that your adolescent will need to make the most of this transition period to develop their life skills and prepare for entering the work force.
Be aware that vocational training may be included as part of the transition services that your child’s school is required to provide under IDEA. Vocational education is an organized program that prepares individuals for paid employment. It is a long-term project that begins by developing student awareness of possible career choices and positive work attitudes very early in the transition process. Vocational training is provided by your state’s Division of Vocational Rehabilitation (DVR) or by school-based vocational programs. Speak to your child’s guidance counselor to find out whom to call to arrange these services for your child with ASD.
Employment Preparation Timeline
Early in high school or middle school, with support from parents and the transition team, a student with ASD should:
- Learn more about the wide variety of careers that exist.
- Take part in vocational assessment activities in the community through “job sampling” at actual places of employment.
- Have the opportunity to learn, by practice and exposure, what their work preferences might be.
- Identify training needs and effective strategies to address challenges.
- Be provided with sufficient opportunity to develop basic competencies in independence, self-monitoring, travel training, and life outside the classroom.
While in high school, the student, (and their parents and the transition team if applicable) should:
- Develop effective disclosure strategies relative to the student’s abilities and needs.
- Identify critical areas for improvement in skills that may support the transition to post-21 life and provide individualized instruction to strengthen those skills.
- If applicable, learn the basics of the interview process and practice being interviewed.
- Learn more about school-to-work programs in the community, which offer opportunities for training and employment through job sampling, youth apprenticeships, cooperative education, tech-prep, mentorships, independent study, and internships.
- Become involved in early work experiences, particularly those emphasizing work-based or on-the-job learning experiences, including volunteering, job sampling (i.e., trying out a job for several hours or days), internship programs, and summer jobs.
- Identify transportation options for getting to and from work, as well as other community-based options; learn, with the help of parents and others if needed, the skills needed to use public transportation.
- Reassess interests and capabilities based on real-world experiences and redefine goals as necessary.
- Identify gaps in knowledge or skills that need to be addressed.
- Contact the DVR or Administration on Developmental Disabilities (ADD) agency and/or the Social Security Administration before age 16 to determine eligibility for post-graduation services or benefits.
When searching for a job, the student (and their parents when applicable) should:
- Look to see what employment options are currently available. Networking among friends, colleagues, and acquaintances will often be the best job search strategy. Once opportunities are identified, find out what kinds of skills are needed to be successful in those environments. Then, identify what supports might be needed to do the job. This exercise can be done in advance of an actual job search to start thinking about these topics.
- Consider the work environment that will best fit the their likes and interests as well as what impact their disability may have on their employment in order to find the best employment matches. This “job match” is the extent to which a particular job meets an individual’s needs in terms of challenge, interest, comfort, camaraderie, status, hours, pay, and benefits. Generally, as people move through the job market over time, they get closer and closer to an ideal job match.
- Consider the importance of how much enjoyment they get from their work. Many individuals on the spectrum may not be as motivated by money as their neurotypical coworkers are. Understanding what motivates them to do the work will help them in their job search and enable them to make a match that is right for them.
- Think “job carving.” Remember, the U.S. job market is both highly technical and generally complex, with most employees being required to handle multiple components of a given job. This complexity, however, can play to the advantage of adult learners with ASD through a process referred to as job carving. Job carving is a specialized job development process that recognizes and takes advantage of this complexity by “carving” separate tasks from more complex jobs and, subsequently, combining these tasks into a new job that meets both the needs of the adult learner and the potential employer. Please note that if the needs of both parties are not met, no job can be carved. Effective job carving requires direct knowledge of a potential employee’s abilities, interests, and limitations, along with observational and negotiating skills.
If the student and their support team, including parents, can’t find anything appropriate, they should engage the transition team at the school for assistance.
A job search is a complex and time-consuming process. The earlier a student and their parents get started and the more support they have, the better the chances become of finding that first job.
This How To article was adapted from Chapter 4: Vocation and Employment of A Guide for Transition to Adulthood. For more information, you can download or order the guide today!
