Abstract
In this study, twelve young students on the autism spectrum were interviewed on preparation for working life, employment guidance, the challenges and strengths of the autism spectrum, and suitable teaching methods. Interviews were supported by a structured and illustrated questionnaire. The data were analysed using key statistics. The results showed that, from the students’ perspective, the most important issues in preparation for work are familiarisation with different jobs, guidance in searching for a suitable job, evaluation of the suitability of the working environment, integration of occupational safety into work skills, and acquiring conversational skills in the workplace. The selection of a suitable working environment is clearly emphasised before transitioning to work. Acquiring and keeping a job require investing in social situations and skills in studying. The structuring should be flexible and adaptable according to situations and personal needs. Educationally, social interaction, social skills, and communication should form a coherent whole. The main goal for everyday life ought to be communicative and based on a structure for acquiring different skills. The results can be utilised in a vocational education and training (VET) context, because they support the importance of preparatory education as part of these studies. In addition, the results can also be used in on-the-job learning plans for VET.
Highlights
Work opportunitiesEmployment after vocational education and training can be hard for those who need special support, especially for young people with autism spectrum disorder, ASD (Frank et al, 2018)
In a longitudinal study conducted in the states of Wisconsin and Massachusetts, the employment rate for people with ASD as well as intellectual disability (ID) was 14.3% (Chan et al, 2017)
About 3% of them are in paid employment (Finnish Association on Intellectual and Developmental Disabilities, 2019)
Summary
Work opportunitiesEmployment after vocational education and training can be hard for those who need special support, especially for young people with autism spectrum disorder, ASD (Frank et al, 2018). According to a study in the United States, the employment rate among people with ASD was 10% (Bush & Tassé, 2017). In a longitudinal study conducted in the states of Wisconsin and Massachusetts, the employment rate for people with ASD as well as intellectual disability (ID) was 14.3% (Chan et al, 2017). According to a study by Vesala et al (2015), of the clients at job centres or those in unpaid job opportunities in regular workplaces, approximately 30% would have the chance to be employed in paid work. Work centre activities did not support job placement In a study by Baric et al (2017), preparatory transitional activities support further employment or education. Preparatory transitional activities promote the organisational and planning skills required for the work and reduce stress and anxiety at work
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