Post HE transition and success Post HE transition and success in the professional worldin the professional world

The National Autistic Society

Emma Jones

Today's ObjectivesToday's Objectives

• To support STEM graduates with ASD into sustainable employment

• Understand the barriers STEM graduates with ASD face when finding employment

• To provide staff with tools and knowledge to support candidates with an ASD

Who we areWho we are

• Student and Employment Service • Mentoring (Funded by DSA)• Practical support assistant • Training for University staff and Needs

Assessors• Employment support for graduates • Work preparation for individuals with ASCs• Training and Consultancy for Employers

What are Autism What are Autism Spectrum Disorders?Spectrum Disorders?

• Life long developmental condition• Triad of Impairments – Social Communication,

Social Interaction, Flexibility of Thought• Affects 1% of population• 4:1 ratio (male/female)• ‘Hidden’ disability

Students with ASDs Students with ASDs starting Universitystarting University

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2003 2006 2008 2010 2012

Started atUniversity(UCAS)

ASD Employment FiguresASD Employment Figures

• 15% of people with an ASD are in full time employment

• 43% of people with an ASD have said that they have left or lost a job because of their condition

• 79% of people with autism on out-of-work benefits want to work (NAS, 2012)

• Adults with autism should be offered individualised support if they are having difficulty maintaining employment (NICE, 2012)

STEM Graduate finishing STEM Graduate finishing UniversityUniversity

• Making an effective occupational choice• Consider strengths and needs• Consider level of qualification and skills• Relevant experience• Be realistic about type of job, location, number

of hours person can work and effect on any benefits

• Understanding ASD and support options• Thinking about disclosure

STEM Graduate looking for STEM Graduate looking for employmentemployment

• Job applications and person specification• Job titles/Pay/Experience needed

– Clarify search terms/pay scales/level of experience

• Essential vs. Desirable experience– Weighting/demonstration of both and

• Recognising transferable skills• Using appropriate terminology in supporting

information• Disclosure• Interviews

STEM Graduate in workSTEM Graduate in work

• Managing expectations of the workplace

• Relationships and interaction with colleagues

• Understanding the ‘unwritten rules’ of the workplace

• Performance development

• Executive functioning tasks

The Equality Act 2010The Equality Act 2010

• The Equality Act 2010 requires employers to make changes to help disabled people work.

• These are known as ‘reasonable adjustments.

• The duty to make reasonable adjustments aims to make sure that, as far as is reasonable, a disabled worker has the same access to everything that is involved in doing and keeping a job as a non-disabled person.

ExerciseExercise

• Certain barriers to employment

• Try to come up with some possible adjustments (please be as idealistic as possible)

Adjustments to considerAdjustments to consider

• Create template for disclosure and discuss benefits of disclosing

• Support at interview/in work• Adjust interview questions• Amended interview process/assessment centre• Job trials• Recommend ongoing in-work support• Recommend awareness training for manager colleagues• Assist individual with orientation• Provide breakdown and structure of day• Job analysis - break down tasks, provide clear

guidelines, create a working file

Further informationFurther information

• Prospects Employment Service: www.autism.org.uk/prospects

Employement.training@nas.org.uk

– 020 7704 7450

• Employers Forum on Disability: www.efd.org.uk

• Autism Services Directory: www.info.autism.org.uk