Development And Implementation Of A High Quality Pre Employment Training Program

Autism has been made to seem like this huge issue, something that needs to be stopped. While there are many issues that come with autism, it is not something that should be getting such negative attention. People with autism seem to be the most extraordinary out of any of us. “They are usually intelligent, gifted, honest, hard workers when interested in a task and excellent problem solvers. People with high-functioning autism are thought to become excellent scientists and engineers or enter other professions where painstaking, methodical analysis is required. Some believe this particular assertion is a stereotype, as some high-functioning autism adults tend to struggle with the traditional work setting and the surrounding societally accepted ways of behaving,” (Synapse, Pg 2). There

Most parents wonder what is the next chapter after their child with autism spectrum disorder graduate from high school, for some individuals, it is to move onto higher education. As stated by Cai and Richdale (2015), the USA has one of the lowest rates of college enrollment for individuals with ASD, with over 50% of these individuals being in neither education nor employment following their secondary school, with similar finding in the UK (p. 31). For the individuals with ASD who move forward in gaining a higher education will have to learn to adapt and determine how to transition into higher education. Mentioned by Cai and Richdale (2015), a USA national survey illustrated poor outcomes from transitioning from secondary school into adult-hood. “The findings showed that after young adults with ASD left the public school system, 80% continues to live at home, only 32% attended postsecondary education, just 6% had competitive jobs, while 21% had no employment or education experience at all. Further 40% reported having no friends. (p. 32)”

Employability skills can be described as ‘having a set of skills, knowledge and personal attributes that make a person more likely to secure, and be successful in their chosen occupation’ (Hinchcliffe, 2001, p. 8). These skills are an important set of transferable skills which are best developed over

Hendricks (2010) carried out a review of research available and found that more research on how to support adults with ASD for finding employment. The electronic communication board is an example of a support that can enhance employment of patients and their ability to carry out the required tasks.

1.3 Identify a range of learning and development opportunities which support the achievement of the personal development plan

1.1 It is important to recognise that individuals who are on the autism spectrum are seen as individuals. Clients with autism can easily be grouped into an autism grouping when providing support for them. For example, two clients who reside in the same property or within the same company could find themselves being provided support for their autism rather than their individualities, strengths and interests. This can lead to a blatant disregard for person centred working, because although they have the same condition it doesn’t necessarily meant they learn in the same way or they like the same things such as watching television or have the same

Children with autism spectrum disorder will be able to receive increased services in educational settings (Hatton, et al., 2006). Teachers who educate children with autism spectrum disorder may benefit from learning the general characteristics of the disorder and evidence-based instructional strategies. Children may benefit from

Recognizing characteristics autism spectrum disorder (ASD) and identifying them in individuals is an essential first step for any police officer to conduct positive interactions when confronting individuals with ASD. Officers who can successfully identify individuals with ASD are more likely to be able to use what they know to choose an appropriate approach when confronting these individuals. Benefits of this may include better officer safety and less injuries and fatalities for disabled individuals. With this in mind, it is incredibly troubling to consider that approximately 80% of police officers in a survey found it difficult to identify the distinguishing features of ASD (Modell & Mak, 2008). Therefore, it would seem paramount that there be a promotion of police trainings that focus on improving officers’ knowledge of diagnosis and characteristics of ASD as well as their ability to recognize these characteristics in individuals they encounter.

To address the perpetual need for widespread public awareness and core education on various Autism Spectrum Disorders (ASD), it is important to provide the normally-born people with training and education to help them support individuals born with an ASD and how not to treat them.

Job Seeking and Keeping Skills: completing job applications, interviewing, work behaviors, support levels needed to be successful, etc.

Most media outlets use children to tug at the hearts of the viewers and usually when you mention Autism people automatically think of children. To be honest, before this class I was guilty of this assumption as well. But, the reality is, these children on the spectrum eventually grow up to be adults, and unfortunately people forget or fail to consider what happens when they hit adulthood. The amount of supports are drastically diminished because the services, interventions and attention they used to get in school are now gone. These adults on the spectrum are now expected to find services elsewhere. Which, may not seem like much of a problem, until you realize the amount of programs and services are slim and, even more frustrating, find that there may be waiting lists or criteria you have to meet to be considered for a spot. Group homes are a hallmark example, due to the limited number of homes, people face waiting lists for years before granted a spot. This is a huge problem for those individuals who may need some extra help to live on their own, forcing them to live with family. I heard about these problems when talking with participants at the Hussman Center, they also discussed how difficult it was to find jobs. These are the type of problems society needs to straighten out, we are providing so much effort to help child with Autism but it’s pointless if, when they reach adulthood, they struggle to become an independent contributor to society due to lack of funding and

While engaging with ABA coursework, I became an intern at the university’s Autism Center for Excellence, where I began my journey of applying what I learned in the classroom to implementing behavioral strategies for children with developmental delays. After a year of being a dedicated intern, I was invited by the center’s clinical supervisor to attain a position as Program Team Staff. I enthusiastically accepted the role and assumed responsibilities that the position required.

The TEACCH programme has advantages such as supporting autistic adults in the employment sector. There are employment support models that include

Patton and McMahon (2006) developed a systems theory framework for development of careers called the Therapeutic Framework. The system categorizes the various factors that influence the choice of career into individual factors (for both the learner who is to choose their career and their counselor), organizational factors, or environmental factors (Patton & McMahon, 2006). The system also recognizes the effect of timing on these factors; thus incorporating the aspects of past, present and future (McMahon, Forde, & Dickson, 2015).

I am very passionate about working with kids with autism. They have such amazing personalities and I feel like people don’t see past the disability to the unique person they are. For several years I worked at a residential facility for kids on the spectrum. I was a direct care staff that worked one on one with them to work on their goals their treatment plan was focusing on. My passion to help kids with autism comes from my previous experience working with these kids and watching them grow and learn new skills. This transformation that I watched happen and helped be a part of with these kids made me want to help more kids with autism spectrum disorder (ASD). There are a lot of skills that need to be taught to these children. Socialization, communication, and positive behavior are just a few kids with autism need help improving. I believe that the earlier that you teach a child these skills the more successful they will be. Early intervention has had a positive outcome within many research experiments that professionals have done. The Individuals with Disabilities Education Improvement Act (2004) also requires schools to teach kids with disabilities alongside typically developed kids as much as possible.