IMPROVING EMPLOYMENT OUTCOMES AMONG ADOLESCENTS AND ADULTS ON THE AUTISM SPECTRUM
Article first published online: 16 SEP 2013
© 2013 Wiley Periodicals, Inc.
Psychology in the Schools
Special Issue: Adolescents and Adults on the Autism Spectrum
Volume 50, Issue 9, pages 876–887, November 2013
How to Cite
Wilczynski, S. M., Trammell, B. and Clarke, L. S. (2013), IMPROVING EMPLOYMENT OUTCOMES AMONG ADOLESCENTS AND ADULTS ON THE AUTISM SPECTRUM. Psychol. Schs., 50: 876–887. doi: 10.1002/pits.21718
- Issue published online: 15 OCT 2013
- Article first published online: 16 SEP 2013
As the number of diagnosed cases of ASD increases, school professionals must consider not only efficacious teaching approaches for improving academic goals, but also what systems must be in place to address one of the most important jobs of the school systems: preparing capable citizens. For more than 160 years, schools have been tasked with preparing good citizens who are capable of contributing to society through work. Given the fact that schools have been required to provide appropriate educational programming to students with disabilities for decades and that this includes planning for the transition to adulthood, the staggeringly poor employment outcomes of individuals on the autism spectrum should be a cause for concern. The present article reviews the significant problem of unemployment as well as employment supports for individuals with ASD. These supports include both the natural supports (scaffolding to enhance success in obtaining and maintaining employment) as well as technological advances that may minimize ostracization in the workplace. Lastly, recommendations for school psychologists who seek to play a vital role in this critical area are offered.