There
are a number of reasons why many individuals with Autism Spectrum
Disorder (ASD) struggle to successfully transition from high school
to the workforce. It may be difficult for some individuals with ASD
to accurately identify how their strengths and needs align with
potential vocational areas. Moreover, identifying how to apply the
unique strengths of individuals with ASD within mainstream
post-secondary education and work environments may pose a challenge
for the transition team as well.
In
addition, differences in social communication skills can make job
situations difficult for someone on the spectrum. Interviewing,
talking to a supervisor, making small talk with co-workers, and
asking for help can be challenging. Because social rules and norms
do not always come naturally to individuals with ASD, the process of
getting a job and sustaining employment can be very confusing. Coping
with stress and anxiety in the workplace is crucial to success yet
often a major challenge for individuals with ASD.
The
range of vocational abilities, of interaction skills, and of
cognitive problem-solving skills in individuals with a diagnosis of
ASD is remarkably broad. Yet there are certain common elements that,
if carefully considered, can support effective transition planning
even in this diverse group of learners. These common elements, or
core features, are pivotal in how the Transition Toolbox is organized
and presented. Depending on the individual with ASD, certain core
features will be more prominent than others.
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It
is important to understand the core features that have a significant
impact on the transition process. We will address these core
features in future Transition Toolbox blogs.
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