Research into employment outcomes for young people with ASD Welsh Government commissioned research Undertaken: November 2012 – December 2013 Published: June 2014 Report authors: Ruth Townsley, Carol Robinson, Val Williams, Stephen Beyer, Ceri Christian-Jones
Key messages from the research ● Post-education employment rates for young people with ASD are significantly lower than those of the general population of young people ● Most young people with ASD are hugely motivated to work and many are qualified and skilled to do so ● Most young people with ASD could get help and advice from a range of providers of employment support – WBL, mainstream, pan-disability and ASD-specific - but many do not know about these opportunities, or use them ● Many employment support providers are keen and willing to provide ASD-aware support , but many ● do not have the skills and knowledge to give good support to young people with ASD ● are hampered by some other structural barriers (lack of training/access to ASD expertise; funding issues; referral problems).
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Research into employment outcomes for young people with ASD ● Purpose ● In response to concerns about low employment amongst adults with autism ● To inform the consultation phase of the refreshed ASD Strategic Action Plan for Wales, of which ‘improving employment opportunities’ is a key part
● Aim ● To investigate the extent and nature of employment outcomes and barriers to employment for young people with ASD living in Wales
● Objectives ● To map post-education employment outcomes ● To identify barriers to employment and which of these are being reduced/overcome currently and which are not ● To identify initiatives which are working effectively to reduce/overcome barriers to employment for young people with ASD ● To consider how barriers might be reduced/overcome 3
Overview of research approach ● Scoping stage ● Secondary analysis of national statistics ● Evidence/literature review to highlight barriers to employment and how these might be addressed.
● Online practice survey ● Sent to providers of WBL, mainstream, pan-disability and ASD-specific employment support ● Included all 2012/13 contracted providers of Apprenticeships, Traineeships, Steps to Employment/Work Ready, JGW (third sector employers providing ‘supported strand’) ● To understand if/how they were able to address key barriers to employment experienced by young people with ASD ● 54% response rate from providers: covered 99 separate employment services or programmes (some providers offered more than one service/programme).
● Interviews and survey work ● With 26 young people with ASD and their families ● To understand more about the lived experience of finding employment after leaving formal education, the nature of support received and what difference this made. 4
Post-education employment outcomes for young people with ASD - analysis of national statistics School leavers age 16
School leavers age 18
FEI leavers age 16-24
HEI leavers age 18 and over
YP with ASD
All YP
YP with ASD
All YP
YP with ASD
All YP
YP with ASD
All YP
0.4%
1.6%
0%
9.8%
8%
18%
35%
62%
Source: Careers Wales survey of pupil destinations 2011/12
Source: Careers Wales survey of pupil destinations 2011/12
Source: Lifelong Learning Wales Record 2011/12
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Source: Higher Education Statistics Agency’s survey of leaver destinations 2008-2011
Barriers to employment ● Young people with autism experience a range of issues including: ● Understanding social environments and cues ● Cognitive issues - understanding language - organisational skills ● Sensory - noise and space ● An increased likelihood of mental health issues
● About 50% of people with ASD also have learning disabilities/difficulties “I experience moderate to severe levels of OCD (stress triggered) which manifests itself as a phobia of germs so I find it very difficult to use the toilet.”
“Because my disability is unseen, they don’t respond well. They promise the earth (by way of support and adjustments ) but never follow through.”
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Barriers to employment ● Barriers to considering work ● Lack of follow up to work experience ● Variable access to suitable pre-vocational and vocational training ● Lack of information about impact on family income ● Barriers to seeking work ● Often JCP+ not accessible or good quality ● Concerns about employers' attitudes ● Issues relating to job seeking - knowing what is suitable and concern about the recruitment process
● Barriers to keeping a job ● Social, cognitive and sensory issues in the workplace ● Stress levels ● Variable access to job coaching and mentoring ● May lack ongoing support in work ● Lack of information, advice and support for the self employed. 7
Evidence on barriers to employment suggests that providers of employment training and support should be able to: ● Identify young people with ASD as clients ● Tailor their services to meet young people’s individual and ASD-specific needs
But can they?
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Employment support available to young people with ASD in Wales? ● Around two-thirds of employment support providers said they worked with young people with ASD in 2013 ● A few providers had found ways to meet young people’s ASD-specific and individual needs for employment support (Appendix D of main report) ● Many had not, but were willing and keen to do so, despite mixed confidence levels ● Many providers were hampered by barriers: ● Lack of skills and knowledge ● Low access to training in (a) ASD awareness; (b) ASD-specific employment issues ● Insufficient/short-term funding ● Low awareness of routes for accessing funding and support ● Concerns about how to mitigate risks associated with progression and outcomes ● Referral problems.
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What does good employment support to young people with ASD look like? ● Personalised to meet the individual needs of the young person ● Includes vocational profiling and careful job analysis and placement ● Help with job searching, personal presentation and interview skills ● Advice and support with disclosure of ASD ● On-going, in-work training and mentoring – light-touch and more intensive as needed – helps with job retention ● Employment support staff (including job coaches and mentors) who understand the needs of people with ASD and can advise and educate employers and supervisors if needed.
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Recommendations: How can barriers to employment be addressed? ● Support and evaluate the ASD-specific providers to explore how to widen access to ASD-specific and ASD-aware employment support ● Consider how to enhance the potential of WBL programmes and other mainstream providers so they are more able to offer appropriate support to young people with ASD ● Keep a focus on improving outcomes for young people with ASD and monitor progress ● Explore how to implement an ideal pathway to employment for young people with ASD, from Year 9, through transition and onwards into adulthood
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Key aspects of the ideal pathway to employment ● A transition key worker with knowledge and ability to work with employment support providers ● Person centred approach to work experience, career choices and job hunting incremental approach ● Access to job coaching for work experience at school, college and post-education ● Access to knowledgeable careers advice, DEAs and competent employment support providers ● Better off in work calculations readily available ● Ongoing support or mentoring
“I will always need a support worker or light touch mentor - someone to fall back on - a safety net.” ● Good information flow so that employment needs are documented and passed onto appropriate agencies ● Access. 12
Good practice ● The National Autistic Society’s Prospects Employment Service ● Access to Employment is a 10-week programme aimed at people who are interested in working, but do not yet feel ready to start seeking employment ● Six clients per cohort and is designed to enable people with ASD to work together to discuss and learn about the world of work. ● Topics covered include: understanding disability, self-advocacy and positive thinking, occupational choice, communication skills, dealing with emotion and anxiety, social skills, independence skills, work, attitude and behaviour, culture and diversity and introduction to finding a job.
● Move straight onto job seeking, with continued low-key input from NAS on an as-needed basis
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Good practice ● The National Autistic Society’s Prospects Employment Servic ● Preparation for Employment is a 28-week programme, intake of six . ● The first stage involves weekly one-to-one meetings with a Prospects mentor/job coach for personalised support/advice on stages job seeking ● Option to attend weekly workshops with other clients which focus on workplace skills. ● Topics covered include: disability awareness, communication skills at work, social skills at work, anxiety management at work planning for employment (organising time, budgeting and travel planning) and interview skills. ● Time is also allocated each week for clients to explore work experience options
● The second stage of the programme is an 8-week supported work experience placement for each client ● A role of their choice ● With job coach and mentoring input for the employer also from a Prospects adviser. ● Employers are asked to provide feedback and a review is undertaken to determine whether the client is ready to progress to stage three, job finding.
● Stage three involves 14 weeks of supported job finding, with fortnightly one-to-one advice and guidance from a Prospects adviser. Once a job has been secured, Prospects can continue for up to two years. 14
Good practice ● ITEC Training Solutions Ltd.’s pilot Traineeship (enhanced engagement) programme for young people with ASD ● ITEC Training Solutions Ltd. is an independent provider of employment and training services and currently offers a variety of training and employability programmes, ● It has recently established a pilot Traineeship aimed at young people with ASD which has been customised to meet their ASD-specific learning and employment support needs. ● Learners start with an eight week personal development curriculum (with in-house accreditation) to develop their individual Learning Plan and personalised timetable. ● They also receive basic skills input, work tasters every week using ITEC’s in-house training facilities, and access to a counsellor (if needed). ● The programme continues for up to 12 months with continued work taster and external placement opportunities available as part of each young person’s individualised timetable. ● At the end of the programme (or earlier if appropriate) possibilities for progression include: a part time or full time mainstream Traineeship, paid employment, voluntary work, college, an Apprenticeship or independent living. ● Young people receive £30 per week for attendance plus additional incentives linked to agreed goals at key point throughout the programme. 15