Autism Spectrum Disorder

Hart Barnett, J. E., & Crippen, R. (2014). Eight Steps to School-Based Employment Training for Adolescents with Autism Spectrum Disorder and Intellectual Disability. Physical Disabilities: Education and Related Services, 33(2), 1-15.

 

This article addresses the many problems students with autism spectrum disorders face when transitioning from school to work.  There are of course transition requirements mandated by IDEA but these alone do not solve the underlying issues.  The authors point out that students are much more successful if a vocational or employment-related program is part of the high school curriculum. The benefits include a greater chance for self-sufficiency, social and community inclusion, and overall personal life satisfaction. The article details eight-steps to implement such a program:

1. Observe other programs and collaborate with district teachers
2. Align the program with core academic state standards
3. Involve the students in the planning process in a meaningful way
4. Connect the program to real-world experiences
5. Create materials and pre-vocational tasks that mimic real-world processes
6. Use research-based training methods
7. Integrate the program within the school community
8. Use authentic real-world reinforcement

As I read through this article it opened my eyes to our students after “school-life” ends.  So much of what we read or what I concentrate on is day to day issues.  There is more.  We are teaching our students with disabilities (or not) to progress to the next class, the next grade, or the next school.  Students with autism need a special set of skills to make this a reality.  I enjoyed looking at the website this week that offered many ideas for classroom use but this article let me see that teachers must also look towards the students’ future.

At first, when I read the abstract, I thought great ideas but not really possible. The author’s proved me wrong.  By the end I could see that this could work.  They shared an example of a teacher creating a classroom restaurant.  They purchased a Keurig machine and began a coffee delivery service for teachers.  The students created their own menus, took orders, handled money and delivered the goods.  They also balanced the student account at the beginning and end of each day.