CONNECTING THE DOTS A THREEFOLD APPROACH TO ADDRESSING UNDER EMPLOYMENT IN INDIVIDUALS WITH ASD

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Jordan Clarke
5 years ago
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1 CONNECTING THE DOTS A THREEFOLD APPROACH TO ADDRESSING UNDER EMPLOYMENT IN INDIVIDUALS WITH ASD

2 CONTEXT Approximately every 20 minutes someone is diagnosed with ASD. It is estimated that 200,000 individuals with ASD will turn 21 or 22 over the next five years, the age when education services and support stop. It is estimated that there will be a 300% increase in the number of young adults with ASD needing vocational training services by 2020, with continued increases thereafter as these young adults continue to age out of the education system

3 In California, over 90% of individuals with ASD are unemployed or underemployed, and just 6% of young adults with ASD have any form of competitive employment. Only 53% of young adults with autism have ever worked for pay since leaving high school, earning an average of $8.10 per hour, significantly lower rates and wages than those with other disabilities. The economic shift in the US to more service sector jobs has contributed to the problem. They require lots of social interaction and are the types of jobs people with autism tend to have difficulty succeeding in. Adults with ASD cost taxpayers nearly $200 billion per year. It is estimated that over the next 6 years there will be a 78% increase in the demand for adult services as children with ASD reach adulthood and age out of the education system.

4 DEFINING THE DOTS Apprenticeships Employer connections Jobs Ongoing support/ mentoring Individualized training and support Volunteering Social/ Micro Enterprises Practical opportunities/ experiences

5 THE INDIVIDUAL Identifying strengths and skills Developing strategies and resilience Developing essential soft skills Time management Organizational skills Communication Problem Solving Creativity and adaptability Strong work ethic Positive attitude/ self confidence

6 KNOWING THE STARTING POINT Assessments Identifying Interests and Career mapping Work Preferences (social, environmental, etc.) Support Needs

7 DEVELOPING SKILLS Technical skills Workplace skills Understanding the hidden curriculum and teaching what can t be taught

8 TECHNICAL SKILLS Pre-apprenticeship model Accessing specific college courses/ training On the job training and apprenticeships Apprenticeships Individualized training

9 WORK SKILLS CURRICULUM Stage 1 Self Awareness and Exploration Stage 2 Self Management Stage 3 Nuts and Bolts of Employment

10 HOW DO WE TEACH WHAT CAN T BE TAUGHT?

11 ADAPTABILITY AND RESILIENCE Experiencing change and failure Reading and adapting to situations Turning challenges into successes

12 LEARNING THROUGH DOING PRACTICAL OPPORTUNITIES Social Enterprises Volunteering Practical work

13 WORKING WITH EMPLOYERS Getting in the door Maintaining relationships Awareness Raising Employer Training

FIRST IMPRESSIONS, GETTING IN THE DOOR Addressing employer concerns Clarifying assumptions Getting the employer to meet the individual, not a stereotype or label

14 FIRST IMPRESSIONS, GETTING IN THE DOOR Addressing employer concerns Clarifying assumptions Getting the employer to meet the individual, not a stereotype or label Addressing employer and workforce need *Preparation is key to success because if the first meetings go badly, there is not a second chance to make a first impression..

15 MAINTAINING RELATIONSHIPS Open Communication Ongoing support Seeking feedback Celebrating successes

16 TRAINING AND AWARENESS RAISING Challenging misconceptions What s in it for them? Whole organizational approach Strategies and ways to support employees Facts

17 SUSTAINING SUCCESS Peer Mentoring Job Coaching Colleague Mentoring Job Clubs

18 CONNECTING THE DOTS Apprenticeships Employer connections Jobs Ongoing support/ mentoring Individualized training and support Volunteering Social/ Micro Enterprises Practical opportunities/ experiences

19 MERISTEM S NEXT STEPS Developing Apprenticeships Job Fairs Employer Trainings and Train the trainer model Developing Self Advocacy Training

MERISTEM Meristem is a three year transitional program

Meristem offers a diverse curriculum including land,

and work skills, which provides opportunities for

20 MERISTEM Meristem is a three year transitional program for young adults who have learning differences including autistic spectrum disorder. Located on a beautiful 13 acre campus near Sacramento, Meristem offers a diverse curriculum including land, traditional practical arts, independent living skills and work skills, which provides opportunities for students to develop their confidence, awareness, adaptability and resilience through making and doing.

21 For more information visit: facebook.com/meristem.pro instagram.com/gomeristem

Evidence-Based Pathways to Competitive Employment for Youth and Young Adults with ASD

Evidence-Based Pathways to Competitive Employment for Youth and Young Adults with ASD Carol Schall, Ph.D. cmschall@vcu.edu Virginia Commonwealth University This Presentation is Based Upon the Following