Eight Steps to School-Based Employment Training for Adolescents with Autism Spectrum Disorder and Intellectual Disability

Abstract

Despite the transition requirements mandated by IDEA, and a growing body of research supporting effective transition planning for learners with autism spectrum disorders and intellectual disability, current national surveys of transition from school to work document dismal employment outcomes for adults with significant disabilities who frequently are without employment or are underemployed. Enrollment in vocational or employment-related programs in high school improves post-secondary employment attainment for students with disabilities. Using a restaurant organized and delivered by students with ASD and ID at their local high school as a model, the following describes eight, researchbased, practical steps for teachers seeking to develop and implement high-quality, inclusive employment training programs for their students with disabilities. Implementing these steps will assist teachers in preparing students to assume post-secondary, meaningful integrated employment opportunities that are associated with greater economic self-sufficiency, social and community inclusion, and overall personal life satisfaction.

L’intégration à l’emploi des personnes présentant une déficience intellectuelle et en situation linguistique minoritaire : état des lieux et pratiques prometteuses

“…Nous avons retenu dix articles empiriques sur le sujet de la formation professionnelle et de l'intégration à l'emploi des personnes présentant une DI, dont un seulement en français (Hart Barnett et Crippen, 2014;Carroll, Blumberg et Petroff, 2008;Dolyniuk, et collab., 2002;Dumais, Prohet et Archambault, 2012;Grigal, Hart et Migliore, 2011;Hall, Kleinert et Kearns, 2000;Judge et Gasset, 2015;Kleinert, et collab., 2012;Mautz, Storey et Certo, 2001;Weir, 2004).…”

“…De façon générale, les écrits servent à souligner le rôle clé des institutions postsecondaires, telles que les collèges et les universités, dans l'acquisition des habiletés interpersonnelles et professionnelles nécessaires à l'intégration à un emploi des personnes présentant une DI (Grigal, Hart et Migliore, 2011;Hart Barnett et Crippen, 2014;Kleinert, et collab., 2012;Carroll, Blumberg et Petroff, 2008;Dolyniuk, et collab., 2002;Hall, Kleinert et Kearns, 2000). La recherche dans le domaine de la formation professionnelle invite aussi les institutions à privilégier une approche individualisée et centrée sur la personne (Judge et Gasset, 2015;Dumais, Prohet et Archambault, 2012;Kleinert, et collab., 2012;Carroll, Blumberg et Petroff, 2008;Weir, 2004;Dolyniuk, et collab., 2002).…”

“…Les écrits mettent également l'accent sur les rapports de collaboration entre les acteurs clés du milieu, soit la famille, les amis, les pairs dans le milieu scolaire, les spécialistes du soutien à l'intégration professionnelle, les accompagnateurs, les conseils scolaires locaux, le personnel administratif scolaire, les employeurs, les ressources communautaires et les Barnett et Crippen, 2014;Dumais, Prohet et Archambault, 2012;Kleinert, et collab., 2012;Carroll, Blumberg et Petroff, 2008;Weir, 2004;Dolyniuk, et collab., 2002;Hall, Kleinert et Kearns, 2000).…”

Intervention Effect of Sensory Integration Training on the Behaviors and Quality of Life of Children With Autism

“…Adolescents with a high degree of autism are less likely to participate in various physical exercises, teambased activities, or club activities. Barnett & Crippen (2014) stated that the life satisfaction of children with autism is significantly lower than that of children without autism. Thus, a high degree of autism results in low life satisfaction.…”

Transition services for students with intellectual disabilities: School psychologists’ perceptions

“…However, according to the National Center for the Study of Postsecondary Educational Supports, students with disabilities reported an overall fear of transition, specifically with regard to employment (Stodden, ). Despite the enactment of Workforce Innovation and Opportunity Act () and its one‐stop centers providing coordinated, high‐quality support to job‐seekers, the majority of people with ID continue to experience higher rates of unemployment and underemployment compared with typically developing peers despite research documenting the employability of the ID population (Butterworth et al, ; Hart Barnett, & Crippen, ; Migliore & Domin, ; Winn & Hay, ). Young adults with ID also make less money per hour than their neurotypical peers (Cameto et al, ; Jennes‐Coussens, Magill‐Evans, & Koning, ) and peers with disabilities ($7.90 vs. $10.70–11; Newman et al, ).…”