ASD: Empirical Strategies In Vocational Training

Autism has a range of diagnostic criteria. This was described by Wing and Gould (1979) as the Triad of Impairments. The triad consists of:

Jobs change, schedules change, people change, etc. Another skill would be to be as friendly and outgoing as possible, which can pose a struggle for someone with ASD. Communication and social skills can get one far in life. In order to be employable, individuals with ASD need to know how to interact with other people in a socially acceptable manner. They need to know how to greet someone, make eye contact, carry on a conversation, ask for help, answer questions, and even answer a phone call.

Hendricks (2010) carried out a review of research available and found that more research on how to support adults with ASD for finding employment. The electronic communication board is an example of a support that can enhance employment of patients and their ability to carry out the required tasks.

Autism is a form of neurodevelopment disorder in the autism spectrum disorders. It is characterized by impaired development in social interactions and communication, both verbal and non-verbal. There is an observed lack of spontaneous acts of communication; both receptive and expressed, as well as speech impairments. A person diagnosed with Autism will also show a limited range of activities and interests, as well as forming and maintain peer relationships. The individuals will display limited interests, which are often very focused and repetitive. He or she is likely to be very routine oriented and may show behavioral symptoms such as hyperactivity, impulsivity, aggressiveness, and self-injurious behaviors.

While the struggle to find employment in today’s society is difficult for everyone, the chances are nearly impossible for disabled adults. For example, 1 in 3 high functioning young adults

1)For long-term outcome “Being able to work in a competitive and integrated environment can improve wages, skill development and quality of life for individuals with intellectual/ developmental disabilities” the assumptions that should be met for this to be achieved are as listed:

Mental illnesses have been changing how Americans view one another. A major disability that wrecks havoc on citizens and their viewpoints is the list of disorders under the autism spectrum. Many styles of aid are available to these people, most beginning with younger, school age children. However, the question stands whether they actually need all the assistance being thrown at them. While students diagnosed with Autism Spectrum Disorder (ASD) or Asperger’s Syndrome (AS) should be given the help they need to flourish, their needs are different from others with special needs. Furthermore, while their grades are likely maintain a decently high average, they may not manage all too well socially.

Autism has been made to seem like this huge issue, something that needs to be stopped. While there are many issues that come with autism, it is not something that should be getting such negative attention. People with autism seem to be the most extraordinary out of any of us. “They are usually intelligent, gifted, honest, hard workers when interested in a task and excellent problem solvers. People with high-functioning autism are thought to become excellent scientists and engineers or enter other professions where painstaking, methodical analysis is required. Some believe this particular assertion is a stereotype, as some high-functioning autism adults tend to struggle with the traditional work setting and the surrounding societally accepted ways of behaving,” (Synapse, Pg 2). There

Many jobs excluded him because he was autistic. Even when he found the job of his interest (as per an important man’s recommendation), at the beginning, his employer did not believe in his abilities, but hired him because of the company’s policy that obligated him to hire some people with a special need. The UN Convention on the Rights of Persons with Disabilities (2006) as well as the Equal Opportunity Act (2010) focused on the equal employment opportunities and the importance of respect for difference and acceptance of persons with disabilities as part of human diversity and humanity (Dempsey, in Foreman,

The purpose of the study was to report employment and independent living outcomes of people with autism. They followed 125 graduates from Taft College Transition to Independent Living (TIL) program. This program is designed to serve students with disabilities (Ross, Marcell, and Williams, 2013, p. 337). The study showed that there is only 16 per cent out of 11,429 individuals with autism who live on their own; however, these individuals receive support from Medicare’s Home and Community Based Care Services (p. 339). The authors reported:

In the words of one autistic individual… “The problem is, you do have to fit in – at least in the world of work if you want to eat and pay the rent. Like many high-functioning people on the spectrum, I’ve worked out the alien codes of small talk and office politics over many years. I speak them as a foreign language, but it remains foreign and hard to keep going all the time.” (Dunne, 2015) This experience is common for the person who cannot navigate the expectations of both employers and other employees. Even organizations who apparently support those with autism in the workplace have an interesting take on the functionality of the autistic individual. For example, the following is an excerpt from a brochure which claims to give employers keys to success for supervising and supporting employees with autism: More and more employers find that individuals on the autism spectrum are productive employees who possess specialized skills, are detail oriented, and excel at managing schedules and deadlines. (Organization for Autism Research, 2012) This statement sets up a specific set of norms that does not apply to all those on the spectrum. In fact, it seems to echo the stereotype portrayed in various media. Although the education system has within the past few years attempted to assist those on the spectrum, “success in

Employment levels for people with learning disabilities fell from 8.8 (2012-13) to 7.1 (2013-14) according to the survey report published by the local government authorities (Department of Health, 2014). But, there are many disabled adults who want to work and make good, reliable employees if given the right opportunities and support (Emerson, et al., 2010). By 2025 the Government has fixed the target of at least 47% of the people with moderate severe learning disabilities

'm from different country which students with disabilities need all kinds of supports so humanity they need our help and one of my important goals is to support students with autism between the ages of 18 and 22 in their transition years in learning basic job skills necessary for employment in real-life settings. Also to help adults with autism be prepared for successful job placement through evaluation, the obtaining of both "hard" and "soft" skills, and mentorship through the employment application

I chose to work with the disability of autism. According to the IDEA and Teaching Students with Special Needs in Inclusive Settings, they give out three definitions, but only one works very well. It is considered a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three that adversely affects a child’s educational performance. There are definitely some characteristics that stand out due to this disability. Students who are said to have autism usually take part in activities that are repetitive, they do not like change when taking part in daily activities, and they do not do well with experiences involving their senses (Smith, Polloway, Patton, and Dowdy

Autism is a disorder characterized by significant problems in communication and social functioning. Autism is actually called Autism Spectrum Disorder and encompasses a broad range disabilities such as Asperger syndrome, Rett’s Syndrome, and Pervavasive Development Disorder (Dunlap & Fox, n.d.). There are also varying degrees of the disorder from low-functioning (no communication and no social interaction) to