Premium
The federal government/higher education: Working together to provide employment support for individuals with ASD
Author(s) -
Meeks Lisa M.,
Rigler Michelle,
Butler Pamela A.
Publication year - 2015
Publication title -
disability compliance for higher education
Language(s) - English
Resource type - Journals
eISSN - 1943-8001
pISSN - 1086-1335
DOI - 10.1002/dhe.30094
Subject(s) - interview , psychology , government (linguistics) , autism , gainful employment , conversation , anxiety , autism spectrum disorder , asperger syndrome , promotion (chess) , job interview , set (abstract data type) , persistence (discontinuity) , medical education , applied psychology , developmental psychology , social psychology , psychiatry , political science , job satisfaction , medicine , job performance , engineering , computer science , philosophy , law , linguistics , communication , job attitude , programming language , geotechnical engineering , politics
Research on employment and individuals with autism spectrum disorder demonstrates that gainful employment leads to improved outcomes, including improved emotional state, greater financial gain, decreased anxiety, greater self‐esteem and greater independence. That's according to Karen Hurlbutt and Lynn Chalmers in “Employment and Adults with Asperger Syndrome” in the journal Focus on Autism and Other Developmental Disabilities . Individuals with ASD possess a valuable set of skills (e.g., attention to detail, persistence, intense focus, and the ability to think creatively and efficiently when solving problems). Unfortunately, poor interviewing skills, lack of social awareness and savvy, and deficits in the “art of conversation” often present roadblocks during the interview, hiring and promotion processes.