Autism spectrum disorder (ASD) is the most commonly diagnosed neurological disorder in children. Adults with ASD have some of the poorest employment outcomes in comparison to others with disabilities. Based on research conducted by Carolyn Dudley, David B. Nicholas anJennifer D. Zwicker in 2015
While data in Canada is limited, roughly 25 per cent of Americans living with ASD are employed and no more than six per cent are competitively employed. Most earn less than the national minimum hourly wage, endure extended periods of joblessness and frequently shuffle between positions, further diminishing their prospects. Poor employment outcomes result in lower quality of life and often lead to steep economic costs. Governments are wise to pay attention to the poor employment outcomes as the high numbers of children now diagnosed with ASD will become adults in the future in need of employment opportunities.
Improving employment outcomes for those living with ASD is an important policy objective. Work opportunities improve quality of life, economic independence, social integration, and ultimately benefit all. Adults with ASD can succeed with the right supports. Fortunately, there are many emerging policy and program options that demonstrate success.
Some key factors are both those that are unique to the individual and the external supports available; namely school, work, and family. For example, factors that contribute to successful employment for people living with ASD may include IQ, social skills and self-determination, but for all, even for the less advantaged, external assistance from schools, employers and family can help. Inclusive special education programs in high school that offer work experiences are critical as are knowledgeable employers who can provide the right types of accommodation and leadership. In the work environment the use of vocational and rehabilitative supports, from job coaching to technology-mediated training are a few of the work related factors that enhance success.
POLICY IMPLICATIONS
Recommendation:
1: Research on Persons with ASD in the Canadian Labour Market
2: Address Individual Characteristics that Limit Success
From the research it is clear that a lack of social skills, limited independence, limited self-determination and unmanaged behaviours are factors associated with work challenges. Life skills for independence, social skills programs and supports for behavioural management are required across the lifespan, not just in early childhood. The importance of intensive supports at a young age to address these issues is accepted practice as seen in early childhood interventions, but many adolescents face a support cliff at age 18 where services are lacking. In the education system programs may be offered in an inconsistent or non-existent manner, leaving students unprepared to enter adulthood. Those who have higher IQs are often disqualified from adult service supports at age 18 based on IQ scores, while those with lower IQs enter into a support system that is unprepared, with a lack of structured daytime programming and access to behavioural specialists. Better social skills, functional independence and behavior management programs are key elements of employment success. In a recent Canadian review on the needs of people living with ASD, at least half of survey respondents noted the need for social skills programs, life skills training and employment or day programs
3: Improve Treatment and Access for Mental Health
Mental health conditions prevent some from participating in work. Individuals with ASD are at high risk for added mental health issues and often as adults lack access to knowledgeable professionals and treatments. Until these conditions are better managed many, even those who have high IQs or those with exceptional skills, will continue to struggle to succeed in employment. Policy initiatives that enhance access to psychologists and psychiatrists who are trained in the complex issues of neurodevelopmental conditions and mental health issues will help increase access to qualified professionals and appropriate treatment, which ultimately may enhance employment success
4: Increase Opportunities for Work Experiences
Work experience is one of the most substantial best practices found for individuals with disabilities. The education system (both secondary and post-secondary) could be enhanced to offer employer links in the form of traineeships, internships and work-study programs with ASD-specific supports. Even though ASD-specific transition best practice research is underdeveloped, the role of early work-related experience and having a job when one graduates may offer an important entry into adult employment. Education policies to increase work-related experiences (with ASD-specific supports) made available across school boards cannot be overlooked as a critical policy recommendation.
5: Incent and Support Employers
Employers play a key role in employment success. Based on Canadian research for general disabilities, it seems reasonable that a comprehensive employer support and incentive program may also be required for those with ASD. A multi-dimensional approach to employer incentives and supports may be particularly important for those with ASD who require unique, flexible and diverse accommodations.
6: The Essential Role of Family
Possibly one of the most understudied areas that may be critical to successful employment is the role of family. In many cases, successful employment is likely in part due to the intense efforts of parents who network and advocate on behalf of their son or daughter with ASD. Not all families have the vision for success, the intensity or the capability to manage this task. Autism and sexual behaviors
WHAT ARE THE CONDITION ABOUT AUTISM AND SEXUAI BEHAVIORS
IN CANADA.
Sex life is an important part of human growth and health. Sexual desire is a category beyond sexual intercourse. Gender means how does a person feel about the growth and development of his body? How do I understand sincere feelings and attract others or attract others? How can a relationship become emotional and last, and ultimately shape sexual and intimate behaviors?
People with developmental disorders, including autism, experience sexual feelings and explorations in much the same way as normal children, but to help make things much better and to shape appropriate social, emotional, intimate, and sexual relationships. They need. To eventually reach sexual maturity These people need to be cared for and trained regularly. Education should be done with the aim of providing the maximum conditions for dealing with a relatively normal life. Typically, sex education training has many challenges. However, it is important to consider the extent to which a person with autism, using older ages, has a speech impairment, mental retardation, and difficulty in socializing.
Many types of autism support greatly decrease or even stop altogether when a person turns 18. According to Dr. Evdokia Anagnostou, senior clinician scientist at Holland Bloorview Kids Rehabilitation Hospital in Toronto, this is the wrong approach.
“Autism is a developmental condition. By definition, you don’t stop having autism when you turn 18,” she told “There’s [nothing] magical about the number 18. People a day under 18 will get quite a bit of service, and the day they turn 18, the services start decreasing rapidly.
In April 2019,There is new project that will support programming for Canadians living with or directly impacted by autism spectrum disorder.
The first in a series, Autism Nova Scotia’s project includes more than $800K in funding and in-kind contributions to scale up an existing Healthy Relationships, Sexuality & Autism (HRSA) Program geared to adults with ASD, aged 18 and older, across Atlantic Canada. The objectives of the HRSA program are to improve the sexual health, quality of life and long-term wellbeing of adults with ASD, and increase the ability of service providers to provide sexual education resources to these adults, their families and caregivers.
Improve the well-being for Canadians affected by autism spectrum disorder
Autism spectrum disorder (ASD) is a life-long condition that affects not only the person with autism, but their families, caregivers and communities. Honourable Patty Hajdu (Minister of Health) In 2020-21 ,she said a department plan for the Public Health Agency of Canada .PHAC will work collaboratively with provinces, territories, families and stakeholders toward the creation of a national autism strategy. PHAC will also continue to fund innovative projects under the ASD Strategic Fund to better support Canadians affected by ASD by providing them with the knowledge, resources and skills they need to bring about positive change in their overall well-being.
The ASD Strategic Fund will support the Legends Mentoring Program Adult Expansion led by Jake’s House for Autistic Children. Under the program, mentors provide support to young adults with ASD (ages 18-30) to help develop social, behavioural and employment-related skills to increase their participation in the community and improve their overall well-being.
Mona Ahmadpoor
COO of IMUTISM
Reference:
Public Health Agency of Canada in 2020-2021
Autism Society Canada
Autism Speak Canada
autismcanada.org