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People with autism are significantly underserved in terms of achieving employment outcomes supported by the state/federal vocational rehabilitation (VR) program. While the data available is based on a narrow definition of autism used by the Rehabilitation Services Administration (RSA), only 0.6% of all successful VR closures in 2005 were individuals with autism. The actual number of successful closures in 2005 for individuals with autism was 1,141 (Dew & Alan, 2007). A VR closure is considered successful when:
Perhaps as critical are the number of unsuccessful closures for individuals with autism and the proportion of unsuccessful closures to successful closures. In 2005, there were 1,689 unsuccessful closures with a proportion of unsuccessful to successful closures of 1.48 (1689:1141) (Dew & Alan, 2007). This data published by RSA clearly illustrates the poor employment outcomes of individuals with autism spectrum disorders in this country.
These employment outcomes are even more alarming when considering the information from a 2007 report from the Centers for Disease Control (CDC). The study found that 1 in 150 children in America today have an autism spectrum disorder (ASD) (CDC, 2007). The Autism Society of America (ASA) estimates that 1.5 million Americans and their families are now affected, costing the U.S. at least $35 billion annually. In light of this information, employment is critical if individuals with autism spectrum disorders (ASD) are to become participating members of society.
Integrated competitive employment should be a goal for all individuals with autism who wish to work and should be the first choice offered .The current unemployment statistic may be related more to services and supports that individuals with autism do not receive. Holmes (2007) indicated that a major reason for underemployment, unemployment, and job loss of individuals with autism is a failure to determine the supports needed as well as the most effective way to design the supports. Individuals with autism can be successfully employed when the proper supports are identified, put into place, and evaluated periodically to ensure effectiveness. This fact sheet will provide information of strategies and supports that Community Rehabilitation Providers (CRPs) can provide to assist individuals with autism in achieving integrated employment outcomes.
Any individual has unique characteristics that will impact the type of job, which the person will need to be successfully employed. For instance, one person may do well in a job that requires a great deal of public contact while another performs best when the work setting has limited interactions with customers. This is true of individuals without disabilities as well as those who have disabilities regardless of the type or severity of the disability.
There are some unique behavioral characteristics that are associated with autism. CRPs who want to assist individuals with autism find and maintain a job in the community, may find it useful to understand some of these unique characteristics. Remember, there will be a great deal of variability across skills, interests, and behavioral characteristics of individuals with autism. This section is presented with a caution that the employment specialist should not assume that all individuals with autism have the same support needs just because the person has autism. Getting to know each individual and his or her interests and abilities will be key to a successful employment outcome.
Difficulty communicating: Recognize that individuals with autism have a wide range of communication skills. Some may repeat words or phrases instead of engaging in conversation. Others may be nonverbal and yet have intellectual abilities. Assume competence rather than assuming that the individual's lack of communication is associated with cognitive limitations. For support needs related to communication, determine if an accommodation may minimize the disability.
Strategy: John has difficulty communicating and sometimes is not responsive when someone speaks to him. His supervisor communicates with him about his work tasks using e-mail. John does well with this strategy and also is able to ask his supervisor's and coworkers' questions using this strategy.
Dew, D. W., & Alan, G. M. (Eds.). (2007). Rehabilitation of individuals with autism spectrum disorders (Institute on Rehabilitation Issues Monograph No. 32). Washington, DC: The George Washington University, Center for Rehabilitation Counseling Research and Education.
Holmes, D. L. (2007). When the school bus stops coming: The employment dilemma for adults with autism. Autism Advocate, 46 (1), pp. 16-21.
Wehman, P. Targett, P., and Young, C. (2007). Off to work for an individual with autism: A supported approach. Autism Advocate, 46 (1), 54-57.
American Autism Society of America
http://www.autism-society.org/
Autism Employment Case Study on You Tube
http://www.youtube.com/watch?v=erFrIz9HNMg
Defining Autism - The American Autism Society of America
http://www.autism-society.org/site/PageServer?pagename=about_whatis_characteristics
For more information on Region III CRP-RCEP, please visit http://www.crp-rcep.org. For additional information, contact the TA Liaison for your state:
Delaware - Grant Revell, wgrevell@vcu.edu
Maryland - Howard Green, jhgreen@vcu.edu
Pennsylvania - Valerie Brooke, vbrooke@vcu.edu
Virginia & West Virginia - Jennifer McDonough, jltodd@vcu.edu
Washington D.C. - Pam Targett, psherron@vcu.edu
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