On a daily basis, we often overlook the obstacles of employment for individuals with Autism Spectrum Disorder (ASD) in various industries. How do individuals with ASD obtain and maintain employability, have you ever thought about that? The answer is a support system, people who believe, encourage, teach, and help those individuals, such as a vocational education training program (VET).

According to a recent report published by A.J. Drexel Autism Institute, in the first years after high school, 40% of youth with ASD do not transition into a job (Roux & Rast et al., 2016). The article published on NPR, “Young Adults with Autism More Likely to be Unemployed, Isolated,” compares the numbers of individuals with autism to those with learning disabilities. 95% of those with learning disabilities and 91% with speech or emotional impairment are employed in their twenties, while there is a 58% employment rate for those with autism (Singh, 2015). Autistic individuals struggle with social communication and interactions. There are contrasting degrees of severity and functioning of the disorder, varying from repetitive actions and self-injurious behavior to the inability to speak. Appropriately, individuals with autism face these diverse challenges which require them to have continued and increased support as they age.

Employment brings independence, social integration and a sense of placement in the community. It can be hard for someone with autism to obtain a job that is suitable for his or her routine, is manageable enough, and where they will not be discriminated against by employers. Vocational Education Training (VET) can help and promote Autistic individuals to develop behavioral, vocational, and social skills. Due to the fact that a majority of people with autism have trouble acquiring jobs, VET programs are useful for providing better post-secondary job opportunities. According to Wehman & Carr et al., students with intellectual disabilities involved in vocational education training indicated higher academic achievements, and employment outcomes than the individuals with autism, while the autistic employment rate ranged between 4.1-11.8%  (Wehman & Carr et al., 2014). In efforts to increase ASD employment rates in South Florida counties, we need to implement a vocational and transition program for young adult students over the age of 22 with high functioning autism in urban schools with a high population. This will equip these individuals with knowledge and skills required in occupation-specific work before transitioning into adulthood.

A YouTube video entitled, “Vocational Training for Autistic Teenagers,” The episode demonstrates and focuses on the economic aspects of autism, including the financial burden it places on families and how some educational programs are significantly helping. This particular video aims to provide an example of what one school is doing to promote vocational training. The students with ASD are assigned with tasks that help them understand a routine of occupation and it allows them to become capable, productive workers. Once at the workplace, the students are supervised by an aid from the school. The students gain a sense of how to act in social settings. Much of the preparatory training is conducted before the student enters the workplace. This is an exemplary program that should be implemented in many schools in urban areas that have students with ASD. Having more of these vocational training programs will help our growing community of students with ASD realize their potential and improve involvement within the community. Not only is this a way to increase the vocational skills but also the community and companies that are hiring and participating in the program learn more about and become aware of the students with Autism Spectrum Disorder.

We have data which proves vocational education training programs have an impact and positive effect on students with ASD, why do we not implement them more often?

That is still an unanswered question that hopefully will be resolved soon.

References

Roux, A. M., Rast, J. E., Anderson, K. A., & Shattuck, P. T. (2016). National Autism Indicators                   Report: Vocational Rehabilitation. Philadelphia, PA: Life Course Outcomes Research Program, AJ Drexel Autism Institute, Drexel University; 2016.

Singh, Maanvi. “Young Adults With Autism More Likely To Be Unemployed, Isolated.” NPR, NPR, 21 Apr. 2015, www.npr.org/sections/health-shots/2015/04/21/401243060/young-adults-with-autism-more-likely-to-be-unemployed-isolated.

“Unemployment.” The National Autistic Society, AutismJersey, 2016,www.autism.org.uk/tmi.“Vocational Training for Autistic Teenagers.” NBC Today Show, 2005,www.youtube.com/watch?v=MOHioAUUYwM.

Wehman, P., Schall, C., Carr, S., Targett, P., West, M., & Cifu, G. (2014). Transition from school to adulthood for youth with autism spectrum disorder: What we know and what we need to know. Journal of Disability Policy Studies, 25(1), 30-40.