Pro Tips provided by John Martz, transition specialist 

Having a job is an integral source of independence, self-confidence, and dignity. Finding and securing that job can be difficult for anyone. Doing so as a person with an intellectual or developmental disability is even more challenging. Fortunately, there are strategies to improve the odds for positive employment outcomes.  

Find work that aligns with the individual.
In early adolescence, students should be learning who they are by focusing on three questions:  

• What do you like/dislike?
• What kinds of things are you good at?
• What kinds of things are hard for you? 

An ideal fit might take advantage of skills that are features of an individual’s autism, rather than just seeking to minimize the impact of autism’s challenges. 

Learn about different kinds of jobs.
Start general and increase focus as the individual approaches adulthood. Identify broad characteristics of work conditions such as indoor vs. outdoor, public vs. solitary, and working with things vs. numbers or ideas. Then, use these attributes to expand their employment horizons. As exploration progresses, help the individual gain knowledge specific to a job or industry. Their perfect job might be one they’ve never heard of before.  

Understand what opportunities exist.
a. School-age students 
Competitive employment is an option for students with the ability to pursue it. A high degree of independence is needed to meet a job’s standards without support. However, individuals can seek out informal supports like asking a teacher for help filling out an application. For students who require greater support, OPWDD’s Employment Training Program and ACCES-VR (Adult Career and Continuing Education Services-Vocational Rehabilitation) offer some services for individuals still in school. 

Although typically unpaid, student internships and community work experiences are a relatively low-risk way to “try on” a job. Opportunities often exist at hospitality, food service, grocery, retail, and light industrial companies. Interns might tackle a complete job description as would be expected under full, competitive employment. Or, to improve the probability of success, they can work in a “customized employment” situation with the most challenging duties set aside in favor of tasks where the intern already shows competence. These curated job duties allow for greater focus on the social and navigational skills necessary to maintain a job.  

Volunteering can be a great place for students to start. Generally, volunteer opportunities are widely available and do not require a high commitment. Common types of experiences include working at meal programs, food pantries, and libraries.  

b. After graduation
Competitive employment is the ultimate goal of vocational habilitation. For individuals with disabilities, finding competitive employment is essentially the same process as for those without disabilities but with the added decision of whether to disclose their disability. Research shows that disclosure has a positive impact on securing and maintaining employment for individuals with autism. While job support is not available at this level, accommodations can be provided by the employer. Self-advocacy is vital.

When individuals reach transition age, there are several programs through OPWDD and ACCES-VR to help job seekers reach their vocational goals. OPWDD’s Pathway to Employment program is available to individuals who are leaving school or already enrolled in a day habilitation or prevocational program. It is an unpaid one-year training program to support career selection, job hunting, interview preparation, and other job skills.  

Supported employment is the next tier, where trainees work at the actual job they are seeking for up to two years under the direction of a job coach. The training is paid and specific to that job, with the goal of working competitively in that position. Employers can be reimbursed for training costs upon the successful completion of training.   

Community vocational training is similar to an internship, but the individual must qualify for vocational rehabilitation (the “VR” in ACCES-VR). Adult interns can be unpaid, paid, or receive sub-minimum wage. In their position, they must be integrated with non-disabled workers. Programs can last up to two years, after which the intern would move into supported or competitive employment. Workers who advance out of community vocation but struggle at the next level would qualify again for community pre-vocational services. 

Individuals who are unsure of their career path or who fall short of the skills or stamina to work in a pre-vocational setting can gain experience by volunteering. Volunteer tasks can be extremely adaptable to the individual’s abilities. Opportunities are often integrated into day hab “without walls” and community habilitation programs.  

Finding employment can be a challenging path, but the impact on a person’s independence and sense of dignity is significant. Help is out there for people seeking to become more active participants in their communities through work.