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Presentation at New York State Career Development Association Conference in Buffalo, NY. Reviews plans and special considerations when creating a job search preparation class for students on the Autism Spectrum.
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Success SeminarDeveloping a Job Search Preparation Class for Students with
Autism Spectrum Disorders (ASD)
New York State Career Development Association
Buffalo, NY
Janine Rowe, MSEd., NCC
Career Counselor
Office of Cooperative Education and Career Services
Rochester Institute of Technology
Objectives
Identify common
barriers in career
development in
individuals with ASD
Objectives
Be able to identify
• Tools
• Resources
• Assessments
to support the career
development of
individuals with ASD
Objectives
“Speak the language” of
a job seeker with ASD
Be able to recreate job
search course from
start to finish
ASD on the job: Benefits
Diversity
Enhanced
communication
Skills
Characteristics
Efficiency
ASD on the job: Challenges
Interests may not
lead to successful
career
Organizational
Challenges
Importance
of work
environment
Adjusting to
the neurotypical
viewpoint
Development of Success Seminar
Began in 2009
One class per term
Pass/Fail
Meets 1x per week for 1.5
hours
Results
Spectrum Support Program
(SSP)
Office of Cooperative
Education and Career
Services
Disability Services
1.1 Connect Students with Career Options
Highly defined interests
Desire to connect interests and
career
May have no idea
May have a very clear idea
1.2 Connect Students with Career Options
Assessments
Interests Careers
Skills
Occupational Research
What’s in a name?
1.3 Connect Students with Career Options
Connect interests and
skills with occupations
Building blocks for
interview prep
Manage unrealistic
expectations
2.1 Understand Importance of Work Environment
Technical areas vs. “soft
skills”
Common areas of challenge
“Friendly” environments
2.2 Understand Importance of Work Environment
Self-accommodation
Disclosure training
Productivity “Drill”
2.3 Understand Importance of Work Environment
Encourage self-
advocacy
Continued occupational
research
Give (tough) feedback
3.1 Adjust to Their Audience
Perspective-taking
Values
Why does the employer
care so much?
3.2 Adjust to Their Audience
6 Steps to Interview Prep
1) Making a good first impression
2) What to wear and bring
3) Common questions
4) Behavioral-based
5) Mock interviews
6) Mock interviews
3.3 Adjust to Their Audience
Provide NT
“Translation”
Feedback and coaching
Encourage perspective-
taking
Networking “Final”
4.1 Acquire Job Search Competencies
Overwhelming
Lying vs. Marketing
4.2 Acquire Job Search Competencies
Resume writing
Cover letter
“How to Work a Career
Fair”
Elevator pitch
Digital Dirt
4.3 Acquire Job Search Competencies
Feedback
Provide safe place to
practice
5.1 Effectively Execute Job Search
Decode a job
description
Stay on track
5.2 Effectively Execute Job Search
Beyond job boards:
Checklist
Time management:
What to do and when
Do’s and Don’t’s
5.3 Effectively Execute Job Search
Decoding job
descriptions
Non-negotiable vs Negotiable
Advanced ability vs Proficiency
Feedback
Next steps…
1 term =
2 semesters
Field trips to
work sites
Nurture
relationships
Alumni
give back
A note about terminology
“Neurotypical” or “NT”
“Aspie”
“Autie”
“Asperger’s”
“HFA”/ “High Functioning Autism”
Person-first language
5 things you can do in 5 minutes
1) Follow Autistic Self-Advocacy Network (ASAN) on Facebook
2) Research ASD related events in your area
3) Brainstorm potential mentors
4) Bookmark Job Accommodation Network
5) Read “The Autism Advantage” on Nytimes.com about Specialisterne
1 thing you can do in 1 hour
1) Watch Neurotypical on POV on PBS
References
Autism Spectrum Disorder Data and Statistics
DSM-V Implementation and Support
Preparing Youth with Autism Spectrum Disorders for Adulthood: Employment
Bissonnette, B. 2013. The Complete Guide to Getting a Job for People with Asperger’s Syndrome. Jessica Kingsley Publishers. Philadelphia.