Success Seminar: Developing a Job Seach Preparation Class for Students with Autism Spectrum Disorders
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This document outlines the development and objectives of a job search preparation class for students with autism spectrum disorders (ASD) at Rochester Institute of Technology. The class aims to help students with ASD overcome common barriers in career development by connecting their interests to potential careers, teaching them to adjust their communication style based on their audience, and acquiring job search competencies. It meets weekly for a year and half hours and covers topics like understanding the importance of work environment, interview preparation, resume and cover letter writing. The class provides a safe space for students to practice their job skills and receive feedback to effectively execute a job search.
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Success Seminar: Developing a Job Seach Preparation Class for Students with Autism Spectrum Disorders
- 1. Success Seminar Developing a Job Search Preparation Class for Students with Autism Spectrum Disorders (ASD) New York State Career Development Association Buffalo, NY Janine Rowe, MSEd., NCC Career Counselor Office of Cooperative Education and Career Services Rochester Institute of Technology
- 2. Objectives Identify common barriers in career development in individuals with ASD
- 3. Objectives Be able to identify • Tools • Resources • Assessments to support the career development of individuals with ASD
- 4. Objectives “Speak the language” of a job seeker with ASD Be able to recreate job search course from start to finish
- 7. ASD on the job: Benefits Diversity Enhanced communication Skills Characteristics Efficiency
- 8. ASD on the job: Challenges Interests may not lead to successful career Organizational Challenges Importance of work environment Adjusting to the neurotypical viewpoint
- 9. Development of Success Seminar Began in 2009 One class per term Pass/Fail Meets 1x per week for 1.5 hours Results Spectrum Support Program (SSP) Office of Cooperative Education and Career Services Disability Services
- 10. 1.1 Connect Students with Career Options Highly defined interests Desire to connect interests and career May have no idea May have a very clear idea
- 11. 1.2 Connect Students with Career Options Assessments Interests Careers Skills Occupational Research What’s in a name?
- 12. 1.3 Connect Students with Career Options Connect interests and skills with occupations Building blocks for interview prep Manage unrealistic expectations
- 13. 2.1 Understand Importance of Work Environment Technical areas vs. “soft skills” Common areas of challenge “Friendly” environments
- 14. 2.2 Understand Importance of Work Environment Self-accommodation Disclosure training Productivity “Drill”
- 15. 2.3 Understand Importance of Work Environment Encourage self- advocacy Continued occupational research Give (tough) feedback
- 16. 3.1 Adjust to Their Audience Perspective-taking Values Why does the employer care so much?
- 17. 3.2 Adjust to Their Audience 6 Steps to Interview Prep 1) Making a good first impression 2) What to wear and bring 3) Common questions 4) Behavioral-based 5) Mock interviews 6) Mock interviews
- 18. 3.3 Adjust to Their Audience Provide NT “Translation” Feedback and coaching Encourage perspective- taking Networking “Final”
- 19. 4.1 Acquire Job Search Competencies Overwhelming Lying vs. Marketing
- 20. 4.2 Acquire Job Search Competencies Resume writing Cover letter “How to Work a Career Fair” Elevator pitch Digital Dirt
- 21. 4.3 Acquire Job Search Competencies Feedback Provide safe place to practice
- 22. 5.1 Effectively Execute Job Search Decode a job description Stay on track
- 23. 5.2 Effectively Execute Job Search Beyond job boards: Checklist Time management: What to do and when Do’s and Don’t’s
- 24. 5.3 Effectively Execute Job Search Decoding job descriptions Non-negotiable vs Negotiable Advanced ability vs Proficiency Feedback
- 25. Next steps… 1 term = 2 semesters Field trips to work sites Nurture relationships Alumni give back
- 26. A note about terminology “Neurotypical” or “NT” “Aspie” “Autie” “Asperger’s” “HFA”/ “High Functioning Autism” Person-first language
- 27. 5 things you can do in 5 minutes 1) Follow Autistic Self-Advocacy Network (ASAN) on Facebook 2) Research ASD related events in your area 3) Brainstorm potential mentors 4) Bookmark Job Accommodation Network 5) Read “The Autism Advantage” on Nytimes.com about Specialisterne 1 thing you can do in 1 hour 1) Watch Neurotypical on POV on PBS
- 28. References Autism Spectrum Disorder Data and Statistics DSM-V Implementation and Support Preparing Youth with Autism Spectrum Disorders for Adulthood: Employment Bissonnette, B. 2013. The Complete Guide to Getting a Job for People with Asperger’s Syndrome. Jessica Kingsley Publishers. Philadelphia.
Editor's Notes
- Knowing what to apply to – do in class activities Non-negotiable = extensive experience in, must include Negotiable: Preferred, desired, should be familiar with Advanced skill: in-depth knowledge of Proficiency: working knowledge of, some experience with. deadline driven, fast-paced = a lot of pressure self starter, work independently = minimal guidance and supervision Maintain a sense of humor = your work is demanding and stressful strong organizational skills = may have to shift attention rapidly throughout the day Feedback: What’s going on? Applying to two few jobs? Applied to 30 jobs and then just sit back and wait for the jobs to come?? Nice to do this when the job search is going on
- Etiquette dinner – ordering multiple entrees at lunch, why not! They are paying!
- He’s SO Autistic
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