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ERIC Number: ED521372
Record Type: Non-Journal
Publication Date: 2008-Dec
Pages: 12
Abstractor: ERIC
Reference Count: 24
ISBN: N/A
ISSN: N/A
Supporting Individuals with Autism Spectrum Disorders: Quality Employment Practices. The Institute Brief. Issue Number 25. ICI Professional Development Series
Kurtz, Alan; Jordan, Melanie
Institute for Community Inclusion
It has been known for decades that individuals with autism spectrum disorders (ASD), including those with significant impairment or who have behaviors that others find challenging, can work when they are given appropriate supports (Smith, Belcher, & Juhrs, 1995). It is also clear that individuals with ASD can benefit from employment. Benefits include improved emotional state, greater financial gain, decreased anxiety, greater self-esteem, and greater independence (Mawhood & Howlin, 1999; Hurlbutt & Chalmers, 2004). Nonetheless, employment outcomes for individuals with ASD have traditionally been poor (Bilstedt, Gilberg, & Gilberg, 2005; Howlin, Goode, Hutton, & Rutter, 2004). Even those who do find work are often underemployed or do not hold onto jobs for a long period of time (Mawhood & Howlin, 1999). It is a mistake to assume that these historically poor employment outcomes for individuals with ASD mean that most cannot work. People with ASD can work when employment staff help them find the right job match and when appropriate and individualized supports are built in. This paper presents several considerations for helping individuals with ASD find jobs. A list of job development strategies that may be particularly useful and productive to prioritize when job searching with and for job seekers with ASD is also presented.
Institute for Community Inclusion. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125. Tel: 617-287-4300; Fax: 617-287-4352; e-mail: ici@umb.edu; Web site: http://www.communityinclusion.org
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Rehabilitation Services Administration (ED)
Authoring Institution: University of Massachusetts Boston, Institute for Community Inclusion