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Many of the resources available for Autism and other developmental disabilities focus on children to the age of eighteen. Very few social service programs are geared to support people over the age of eighteen. So what about these young adults?
What career development assistance is available? What are the goals of formal career or vocational development planning? When should career planning begin? What are the life choices that an individual with Autism should explore?
Person-centered planning (PCP) can help answer these questions. PCP “takes a longer-term perspective, exploring how the individual, family, community, and funded supports can work together to achieve the individual’s goals,” (Northeast Alberta Community Board for Persons with Development Disabilities, 2006).
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This sets a plan of action in place. It is very important to plan ahead and be prepared for the transition into early adulthood to foster the best chance of a satisfying and productive life for young adults with autism.
Here are some strategies that may be set in place to prepare your young adult for his/her future (Autism Calgary Association, 2009):
- A personal inventory/profile clarifies the strengths, challenges, and necessary supports that the individual requires. It also provides the individual’s unique characteristics and attributes.
- A career profile lists the individual’s personal strengths, skills, abilities, and interests. It may also include: evaluation reports (IEPs), cognitive testing results, additional assessments (e.g. neuropsychological), functional vocational assessments, and resume and work samples.
- A psycho-educational assessment is a standardized test (like an I.Q. test), of the individual’s cognitive ability. It provides further information of the person’s intellectual strengths and areas of weakness.
The key to remember is to plan ahead and to use available resources and people to develop the best plan possible. When this is done, possibilities and opportunities are increased for the young adult.