1. Transitioning From School to Work

2. One of the most challenging times for individuals with Autism and their families, is when they must transition from the security of federally mandated services federally mandated services to the uncertainty of adult services.

3. While the Individuals With Disabilities Education Improvement Act, (IDEA 2004),does include Transition Services Legislation, requiring transition planning for individuals starting by at least age 16, statistics show that after the majority of these students leave public school, they are still not actively employed. What about IDEA???

4. Employment outcomes for adults with autism are not encouraging : * As few as 6% of individuals with ASD have fulltime employment * As few as 6% of individuals with ASD have fulltime employment * 12% of individuals with high functioning autism or Asperger Syndrome are employed despite having average or high than average IQs (Barnard et. al, 2001 ). * 12% of individuals with high functioning autism or Asperger Syndrome are employed despite having average or high than average IQs (Barnard et. al, 2001 ).

5. A University of Wisconsin-Madison 2002 study of 405 adolescents and adults with ASD found that:  10% were in competitive employment  33% are in supported employment.  Those in supported employment worked an average of 15 hours per week  Those in competitive employment spent roughly 27 hours per week at their jobs  Those in sheltered workshops worked an average of 24 hours per week  These individuals had few social interactions, and a large portion of their interactions were limited to family events

6. With proper supports and services and with co- workers and job coaches, who understand Autism, individuals with ASD can become more successful and independent in the workforce. One program providing these critical services is described on the following slides.

7. TEACCH- Supported Employment program The TEACCH Supported Employment program serves older persons with autism, helping them to become as independent as possible by assisting them in finding and maintaining useful employment in stable, predictable and rewarding work environments. Since its inception in 1989, this program has used a variety of job support models to assist more than 300 people with autism to secure gainful employment and to become productive, tax- paying members of their communities.

8. * Standard PlacementMobile Crew *Group Shared Support Site*One-to-One Placement In an effort to provide each individual with autism the greatest chance of obtaining and maintaining successful, competitive employment, the TEACCH Supported Employment Program has developed four different models: * Standard Placement*Mobile Crew *Group Shared Support Site*One-to-One Placement These four models differ only in the amount, and type, of support offered to each individual with autism.

9. Each model incorporates the use of a "job coach," a trained professional, employed by Division TEACCH, who provides on-going support for the person or persons with Autism. The job coach uses structured teaching principles to teach the individual with autism the necessary vocational and social skills required in the employment setting. Job Coaches also educate coworkers and supervisors about autism, and act as liaisons between the individuals with autism and their employers.

10. Standard/Indepe ndent Model Ratio: One job coach supports 12 adults with autism. Frequency of Support: From one or two visits per week to bi-weekly visits. Rate of Pay: Competitive wages and benefits Types of Placements: Office, library, stocking, warehousing, computers, grocery stores, laboratories.

11. Group Shared Support Site Two to five individuals with autism working at one place of business with one job coach providing full time on-site support. Ratio: One job coach for every 2-5 adults with autism. Frequency of Support: Intermittent support job coach available entire work day. Rate of Pay: Competitive benefits and wages. Types of Placement: Food service, bakery, grocery stores, research laboratories.

12. Mobile Crew Model One to three individuals with autism that move from site to site completing a job Ratio: One job coach for every 1-3 individuals with autism Frequency of Support: Intermittent support, job coach available entire work day Rate of Pay: $6.50 per hour Types of Placements: Housecleaning and lawn-garden care

13. One to One Model The one to one model of supported employment consists of one job coach, employed by Division TEACCH, and one person with Autism. A company in the community employs the individual with autism. The Job Coach is located on-site throughout the entire workday. The biggest difference between this model and the others is the individual with autism in this model requires intensive support. As a result, the job Coach is there to continuously adapt and modify structure to meet the individual's needs.

14. In spite of the significant accomplishments achieved, in the field of Special Education, for students under 21, (IDEA 2004), the fact remains that these children DO grow up and become adults. To date, there is no legal mandate that these individuals be provided with similar services as adults. This tremendous burden is carried by the parents of these individuals, who piece together support networks, invest personal resources, and juggle multiple roles and responsibilities to help their children achieve fulfilling futures.

15. Transition is an ongoing process. Parents of children with ASD have described it as “a journey that began the day my child was born”. With appropriate support, all individuals can lead happier, more productive and independent lives.

16. * http://www.ocali.org/transition/ References * http://www.teacch.com/supportedemployment.html * http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=42514996 &loginpage=Login.asp&site=ehost-live Mothers' Experiences of Transition Planning for Their Children With Disabilities. Ankeny, Elizabeth Madson, Wilkins, Julia, Spain, Jayne Teaching Exceptional Children; Jul/Aug2009, Vol. 41 Issue 6, p28-36, 9p * http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=33770582 &loginpage=Login.asp&site=ehost-live Mary Korpi, Guiding Your Teenager with Special Needs Through the Transition from School to Adult Life. Gengoux, Grace Journal of Autism & Developmental Disorders; Sep2008, Vol. 38 Issue 8, p1605-1606, 2p * http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9389880 &loginpage=Login.asp&site=ehost-live MAKING IT TO WORK: TOWARDS EMPLOYMENT FOR THE YOUNG ADULT WITH AUTISM. Patterson, Aileen, Rafferty, Andrea International Journal of Language & Communication Disorders; Nov2001 Supplement, Vol. 36, p475, 6p