We can see in the autistic person, far more clearly than with any normal child, a predestination for a particular profession from the earliest youth. A particular line of work often grows naturally out of their special abilities. Hans Asperger (1944)
The last decade has seen an extraordinary increase in the number of children diagnosed with AS. Many are enrolling in college or university, with a transition that some have not been able to cope with – the need for greater independence skills and the academic and social demands at university. This can lead to anxiety or depression, and the possible withdrawal from the course.
Different institutions have advantages and disadvantages and course options. Visiting the campus and talking to students and staff can offer support. Some high school students are unwilling to disclose their diagnosis, wanting a ‘fresh start’. The issue may not be whether to inform but how to.
The different lifestyles, accommodations, finances and practical and emotional support need to be appreciated. There are advantages to remaining at home, at least for the first year. It may be wise to start with less than the maximum number of courses. An appointed student ‘buddy’ or mentor can provide friendly advice. Study plans and meetings with academic tutors and mentors help. There can be difficulties with translating thought and solutions into speech, handwriting may be indecipherable, interpersonal skills required to participate in group projects, and being overly sensitive to criticism and failure. Other concerns may be self-esteem, anxiety, and sensitivity to sensory experiences. Teachers may need to modify explanations and expectations and not be confused, offended, or annoyed by some of the AS characteristics expressed by the student.
Making friends and participating in student social activities may be facilitated via student societies, clubs, and support groups specifically for students with AS. Support is needed from staff and typical students, and to navigate relationship experiences, sexuality, alcohol, and drugs. Student counsellors are helpful in dealing with anxiety, anger, or sadness. The reasons for a student with AS failing or withdrawing from a course are more likely related to issues with stress management than a lack of intellectual ability or commitment to a course.
Colleges and universities need to develop experience and expertise in supporting students with AS. Oxford and Cambridge have a reputation for supporting eccentric and talented students and academic staff. Graduating from university is a time for greater celebration than other students, as they have had to adapt to a new lifestyle, become more self-reliant, and become part of a new social hierarchy. After graduating, some adapt well to academic life, and academia and research become their lifelong career.
SUITABLE CAREERS FOR PEOPLE WITH ASPERGER’S SYNDROME
No career would be impossible for a person with AS – ranging from part-time postman to the owner and chief executive of a successful international company – teaching, politics, aviation, engineering and psychology, and trades such as electrician, mechanic, and wildlife ranger. People with AS have particular qualities, but there are also specific difficulties where some people with AS don’t achieve employment appropriate to their abilities and qualifications.
Employment qualities. A performance appraisal of an employee would most likely conclude that they are: reliable, persistent, a perfectionist, easily able to identify errors, technically able, in possession of a sense of social justice and integrity, likely to question protocols, accurate, attentive to detail, logical, conscientious, knowledgeable, original in problem-solving, honest, and likely to thrive on routine and clear expectations.
Difficulties include problems with: teamwork skills, being a line manager, conventional methods, sensory perception, timekeeping, and work routines, managing and communicating stress and anxiety, realistic career expectations, matching the job to his or her qualifications – tendency to be over-qualified, misinterpretation of instructions, coping with change, accepting advice (may be perceived as criticism), personal grooming and hygiene, fitting in with the group – may be gullible and vulnerable to being teased and tormented, asking for help, organizing and planning, and conflict resolution – liable to blame others, and interpersonal skills.
Generally, it is not as easy as it is for typical people with the same qualifications to find and keep an appropriate job or career. Some strategies, services, and resources can facilitate successful employment.
STRATEGIES FOR SUCCESSFUL EMPLOYMENT
First conduct a thorough assessment of their vocational abilities and experiences – cognitive abilities, personality, motivation, interests, and interpersonal skills. There is an employment workbook that determines the employment strengths and weaknesses and helps resolve issues identified from previous work experience. A vocational abilities assessment should be conducted before graduation from high school, college or university to help improve specific abilities before seeking employment. This can include improving cooperative skills needed in teamwork, the art of conversation and interaction during work breaks, and how to cope with changing job expectations.
Choosing a particular career path may reflect career ambitions, whether that ambition is realistic, and advice on the necessary qualifications and experience. The person’s special interest can become a career path. People with AS are renowned for their expertise such as academic research in the area of special interest. The person’s eccentric personality may be accepted when they have valued knowledge. Advanced visual reasoning and playing with construction toys and engines, may lead to a successful career as an engineer or mechanic. The ability to draw, sing, play an instrument, compose music and write fantasy novels can indicate a career in the arts. A sense of social justice, being kind and considerate, may lead to a career in caring and justice professions, especially teaching police, medicine, and caring for animals. An interest in languages, law, and mathematics may lead to a translator, lawyer, or accountant. Interest in maps may lead to a taxi or truck driver, or postman.
If an adolescent has no ideas, work experiences while attending high school may identify potential careers. The experience may be voluntary. Trades teach specific vocational skills using traditional master and apprentice training rather than classroom-based learning.
The next stage is to prepare a CV (curriculum vitae) that includes work experience and achievements, interests, and abilities, with photographs or a digital record of previous work accomplishments and testimonials. The AS person is probably not as proficient as other job applicants at the interpersonal skills and confidence needed during a job interview to ‘sell’ their abilities to an employer, but a well-constructed CV can help an employer identify greater abilities than the person’s performance during the interview.
It is a personal decision to disclose information about their diagnosis. In general, it is better to be honest with an employer.
They may need to rehearse having a job interview and discuss whether to accept a particular offer of employment. If the job is not successful, this can have a detrimental effect on their self-esteem and the likelihood of future employment. The ability to deal with stress must be considered and sometimes, it is wise to start with part-time employment.
The employer may need ongoing support from their employer regarding job expectations, the interpersonal skills required, work priorities, and time management. The quickest reason for a person to lose their job is usually problems with personal hygiene. Written instructions may avoid problems with auditory memory. Regular feedback can confirm success, areas of improvement, and how to achieve improvement.
Knowledge of relevant literature, a positive attitude on the part of employee and employer, and time to adjust to each other may be all that is needed for successful long-term employment.
The Prospects Employment Service. A joint project between the British government and the National Autistic Society, it has achieved a 70% employment rate for adults with AS. An evaluation found that the main characteristics that affected employment were organizational skills (especially timekeeping, concentration, and coping with more than one task at a time), communication difficulties, immature social skills, anxiety, and coping with change.
The majority of employment was in office work and technical and computer industries primarily in large private companies, government and the public sector, small enterprises, and charitable organizations. The benefits were a reduction in welfare payments and increased tax revenue from the person employed. The benefits for the person were an increase in disposable income, greater self-esteem, a new social network, and the ability to demonstrate specific talents and abilities.
The employment consultant has many roles: teacher, social worker, psychologist, advocate, and translator between two ‘cultures’. He needs to know the client’s strengths and weaknesses, identify a suitable job vacancy, prepare the person for the interview, liaise between the employer, the client, and the client’s family, educate the employer, educate fellow employees and identify a mentor. He needs to monitor the ongoing work situation as a ‘troubleshooter’.
Promotion to management
A man with AS worked for a large company repairing office machinery. He acquired legendary expertise and was promoted to head office. He didn’t have a natural talent with minds and could not understand or cope with office politics, egos, corporate policy, and paperwork. Eventually, he attempted suicide, was diagnosed with AS, and was returned successfully to his old job.
Strategies for adults with AS in managerial positions are an executive secretary who can compensate for difficulties with organizational and interpersonal problems, an understanding workforce that recognizes and adapts to the person’s potentially abrasive manner, and senior management who don’t transfer them to a position that will cause intolerable stress for all.
Self-employment that doesn’t require being part of a team or organizational hierarchy is often successful. Many people with AS are natural inventors, experts, and craftsmen. They often benefit from help where they may not be a good judge of character, be vulnerable to financial exploitation, or need a colleague with the interpersonal skills needed to deal with the public,
THE PSYCHOLOGICAL VALUE OF EMPLOYMENT
Clinical depression can result from un- or underemployment or being overqualified for the job. A fulfilling and valued job can be a preventative measure for clinical depression.
Sine careers and professions are particularly appropriate for people with AS. Universities are renowned for their tolerance of unusual characters, especially if they show originality and dedication to their research. Not only are universities a ‘cathedral’ for the worship of knowledge, they are also ‘sheltered workshops’ for the socially challenged.
There are other suitable jobs: librarian (quiet work environment), the military (AS people are relatively calm when under fire and don’t let emotionality or discomfort obstruct the military objective), and tour guides or telemarketers (well-practiced script and one-way communication).
Unemployment means no income, a lack of purpose and structure to the day, a lack of self-worth, and a lack of self-identity. A career or vocation well-matched to their abilities and character provides much-needed self-worth and self-identity. When people with AS are asked to describe themselves, the descriptions are usually what they do, their job or special interest, rather than their family or social network. As Temple Grandin said, “I am what I do.”
