Stories throughout the book illustrate how successful transition planning improved the lives of three diverse teenagers, and the practical forms, checklists, and suggested resources and links help readers put the proven strategies into action.
Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood
Organisation
Journal of Autism and Developmental Disorders
Author
Julie Lounds Taylor and Marsha Mailick Seltzer
Detailed Description
This report describes the post-high school educational and occupational activities for 66 young adultswithautismspectrumdisorders who had recently exited the secondary school system. Analyses indicated low rates of employment in the community, with the majority of young adults (56%) spending time in sheltered workshops or day activity centers. Young adultswith ASD without an intellectual disability were three times more likely to have no daytime activities compared to adultswith ASD who had an intellectual disability. Differences in behavioral functioning were observed by employment/day activity group. Our findings suggest that the current service system may be inadequate to accommodate the needs of youths with ASD who do not have intellectual disabilities during the transition to adulthood.
A brief narrative description of the journal article, document, or resource.
Have parents ever thought about the future of their child with special needs? What happens after they graduate from or ages out of the school system? In this article, the author discusses employment. She feels the best time to start planning and preparing is while the child is still in junior high school. She offers some suggestions that may help parents plan their child's future: (1) Ask your child's school about career assessment; (2) Take advantage of the school's vocational programs; (3) Look for local volunteer opportunities; (4) Familiarize yourself with your state's services for people with disabilities; (5) Make sure that the high school collaborates with Vocational Rehabilitation; (6) Be involved with selecting the job placement agency that represents your job seeker; (7) Do not expect Voc Rehab or the job placement agency to find the perfect job; (8) Keep knocking on doors; and (9) Familiarize yourself with federal employment rights for those with disabilities.
Skill: National Bureau for Students with Disabilities
Organisation
SKILL Scotland
Author
SKILL Scotland
Detailed Description
SKILL are a national charity promoting opportunities for young people and adults with any kind of impairment in post-16 education, training and employment
