ASES - News & Articles

Why do people with autism and other neurodivergent traits find it challenging to enter the job market?

Thu, 27 Jul 2023 07:12:00 +0000

There are several reasons for this. Firstly, many jobs prioritize generalists over specialists. Secondly, stereotypes about autists prevent employers from recognizing the valuable contributions they can actually offer. And thirdly, the fear of "being different" still plays a role in excluding autistic people and other neurodivergent individuals from opportunities.

"Our job market demands that individuals master a wide range of skills. Secretarial positions have been eliminated, and documentation requirements have increased. Roles have become more fluid, and this affects neurodivergent individuals. We have more specialized skills that are best utilized when we tackle a specific type of task."

Stine Baslev, academic and neurodivergent

When a workplace in its job postings seeks "multitaskers who can navigate a changing environment," it means they are excluding specialists. These are the individuals who deliver their best results when they are allowed to immerse themselves in what they excel at, in a calm and well-organized work environment. However, it is important to note that not all autistics are specialists in a specific field.

Prejudices are a hindrance.

Preconceptions about what autistic people and other neurodivergent individuals can do are one of the major obstacles that prevent us from harnessing their full potential. The prejudice like people with autism cannot think for themselves and cannot handle change is both harmful and far from reality, according to Niels Jansen, representative of the Danish organization Autism in Youth:

"There is this Rain Man stereotype that we have very narrow abilities. That everything has to be the same all the time. Because of that, people believe that we cannot be innovative and think in new ways."

Being innovative and capable of optimizing and improving task execution often requires expert knowledge and attention to detail - qualities that are often found in autistic employees. This goes against the prejudice that autistic individuals dislike new things and changes.

Let different be the new normal

In the past, autism has often been viewed as a "disorder," implying a defect or something lacking. Instead, Danish psychologist, Christina Sommer suggests mainstreaming the needs of autistic people and other neurodivergent individuals, so that being different becomes commonplace.

Rather than asking, "What difficulties do you have? Which special needs do you require?" which reinforces a deficit narrative, she proposes a different approach: "What are your preferences? What would be nice for you?". Embracing diversity should be approached with ease and authenticity, fostering a culture of inclusivity.

By shifting the focus from deficits to preferences and promoting a culture of acceptance, Christina Sommer aims to reshape how society perceives autism and other neurodivergent conditions. Embracing the unique strengths and perspectives of these individuals can contribute to a more diverse and inclusive workforce.

Christina Sommer envisions a future where employers view neurodivergent qualities as assets rather than shortcomings. It is crucial for individuals with a neurodivergent personality profile to have access to the job market. Unfortunately, it happens all too often that job postings from workplaces specifically seek adaptable generalists, automatically disqualifying personality types that thrive best in calm and well-organized environments.

We Need All Kinds of People

According to Christina Sommer, it is a significant loss that workplaces fail to recruit autistic talents. We need all kinds of people to deliver excellent results.

"There are generalists and there are specialists. It's not that one is better than the other because we need both. When you hire an autistic individual, you typically get an employee who is passionate about a specific area and has the skills to delve into the details. That is invaluable!"

Christina Sommer, Psychologist

Changing the narrative with ASES

Although not all individuals with autism may require it, supported employment programs can help to ensure autistic individuals participate fully in the work environment. Such support can help to ensure that the nature of the job does not disadvantage the individual.

One of the main functions of employment is to improve the well-being of individuals. Employees with autism often report high job satisfaction when the organizational culture is responsive and fair, and when they have workplace support and flexibility.

The ASES project focusses on training material and tools for SME management to increase workplace inclusion of autistic staff and candidates. The VET digital training resources is meant to train employers and HR staff to recruit, mentor and empower staff with autism.

The tools will help the manager prepare the environment, prepare for the job interview and secure the well-being of the employee. These guides should help the manager understand what the tool is for and how to use it. The guides include step-by-step guidance on the process of implementing the tools - from the first introduction to the evaluation stage. We hope you find these guides insightful in your journey of creating a more inclusive workforce.

Performance Appraisal of Staff with Autism: 3 Best Practices

Wed, 15 Mar 2023 10:28:00 +0000

To ensure that Staff with autism in their organisations perform to the highest possible degree, Employers can implement a set of Best Practices.

Best Practice 1: Make the Most out of a Probationary Period

The first essential step towards a successful employment process and therefore, long-term support and employment retention is to ensure that candidates with Autism are suitable for a specific job. Employers should explain the probationary period purpose to candidates, and describe the performance appraisal process. The suitability assessment begins with the very first interview and continues over the course of a probationary period (usually three to six months), during which the skills, competences, knowledge and training needs are assessed. In order to be more prepared to facilitate this process, Managers can utilise the ASES Tools described in Module 6. During probation period, Managers should monitor the progress and performance of employees with Autism, provide regular/constructive feedback and satisfy their training needs through coaching and/or mentoring.

Best Practice 2: Implement Long-term Performance Management Procedures

Performance Management for all staff – regardless of ability – should be an ongoing process that lasts throughout the entire employment cycle. Managers can stay in touch with the progress of employees by scheduling ‘review’ sessions in a one-to-one or even group format. The frequency of Performance Review Sessions can be agreed upon between Managers and Employees, although usually different organisations have their own management policies with pre-defined parameters.

Performance Review sessions can be structured by Managers in different ways, according to the needs of employees and objectives of each session. The agenda of sessions may include:

Discussions of day-to-day events, challenges, highlights, conflicts, positive experiences, inspirations etc.
Provision of Feedback; Managers can utilise Performance Review Sessions to provide constructive feedback in order to praise good performance, or discuss areas of improvement in the case of under-performance.
Discussion on the social aspects of work, relationships with colleagues
Reception and discussion of employee feedback regarding job satisfaction and concern

Best Practice 3: Be mindful when dealing with Poor Performance

Poor performance during the entire course of the employment cycle is a possibility that all employees may be susceptible to for various reasons. This is especially the case with employees with Autism, because:

They are often challenged to perform to expected standards in an environment that may not necessarily enable them to do so
They may not be fully aware of their responsibilities
They may be facing communication difficulties
They may not be motivated

There are a few ways to mitigate this risk and deal with Poor Performance such as:

Managers/Employers should assess the work environment and implement reasonable adjustments in order to accommodate the employee with Autism, and of course, without compromising the work of other employees (see Work Environmental Evaluation Tool and Guide – Module 6).
Managers/Employers should maintain consistent communication and provide Constructive Feedback
Managers/Employers should investigate causes of problems during preparation for Feedback sessions; Employers/Managers should gather as much information as possible and formulate a complete view of a problem, so they can provide accurate and meaningful feedback. Understanding the cause of a problem is the first step to finding a solution.
Managers/Employers should provide Constructive Feedback by addressing specific issues or concerns and clarification of expectations/targets/standards.
Managers/Employers should avoid making the problem personal by attributing it to the disability or the personality traits of the employee.
Managers/Employers should avoid asking ‘Yes’ or ‘No’ questions when asking for explanations and clarifications; Employees have the right to explain their situation and rationale behind their actions.
Managers/Employers should always ask if the employee needs help, and what they can do to provide more support.
Managers/Employers should always discuss the motivation levels of employees and try to understand why they do not feel motivated to perform.

creating an inclusive work environment

Wed, 15 Feb 2023 08:47:00 +0000

Inclusive environments are the key for unlocking the power of human potential. Traditional workplaces can place autistic people at a disadvantage. In addition, the physical environment (e.g., lights, sounds, or noise), the intensity of social interaction, and the ambiguous and uncertain nature (e.g., no foreknowledge of tasks, ambiguous communication often using idioms) are just some of the potentially systematically disadvantageous factors for autistic people not only in the job interview process, but everyday in the workplace as well. We need to bear in mind physical, social, and attitudinal factors which can contribute to an individual’s success in the work environment.

In the last 30 years, many organizations have made structural changes to improve physical accessibility (e.g., replacing stairs with ramps or elevators); yet the process of changing jobs, roles and organizations to fit the needs and capabilities of a neurodiverse workforce is likely to be more complex, and it may engender unexpected backlash if some employees are given the opportunity to adjust their jobs to fit their needs and strengths (e.g., giving an autistic employee a quieter place to work while refusing similar options for neurotypical employees). These backlashes are common when adjustments are made only at an individual level and demonstrate a lack of understanding as to the difference between equality (everyone gets the same) and equity (everyone gets what they need to start their job tasks from the same baseline). Applying the principles of universal design, we can improve the accessibility of environments and processes for all employees equally. (Bruyère and Colella 2022, p.270)

Autism affects each individual differently, often in regard to sensory and social discomforts. It is important to know if your employee is affected in those ways, so you can make the necessary adjustments and modifications. In that way, you ensure that they are happy, comfortable, and productive, thus, setting the stage for success in their job and at the workplace. Individuals on the autism spectrum often struggle with sensory overload. In a workplace where many different people, sights, and sounds are present, it is important to offer any employees with autism and sensory issues relief from these situations. (Organization for Autism Research 2022)

Inclusive Workplace

Employers and coworkers play an important role in supporting autistic adults in the workplace. By being aware of the challenges faced by individuals with autism, and by taking steps to accommodate their needs, employers and coworkers can help to create a supportive and inclusive work environment. (Breeding 2023, p.31)

Managing the work environment to support individuals with autism can involve a variety of strategies and tools. Some examples include:

● Environmental adjustments: Making adjustments to the physical environment, such as reducing noise levels or minimizing bright lighting, can help to create a more comfortable and supportive workspace for individuals with autism, increasing productivity and boosting morale. Tools such as noise-cancelling headphones, sunglasses, or fidget toys may also be helpful.

● Communication tools: Communication tools such as visual schedules, social stories, or checklists can help to support clear communication and reduce anxiety or confusion.

● Job accommodations: Job accommodations, such as flexible work schedules, task modifications, or job coaching, can help to create a more supportive and inclusive workplace for individuals with autism.

● Sensory supports: Sensory supports, such as weighted blankets or sensory-friendly seating, can help to support individuals with sensory processing issues and reduce feelings of overwhelm or anxiety.

● Training and education: Providing training and education to employers, coworkers, and individuals with autism themselves can help to increase awareness and understanding of autism and support strategies. This can help to create a more accepting and inclusive work environment for all employees.

Consider these accommodations that could be helpful for an employee with ASD:

● A private place to work. Some autistic employees will appreciate a private place to work where they can control things like lights and noise.

● Switch out the lights. Many people with autism are sensitive to fluorescent lights, they sometimes flicker and create a high-pitched buzzing sound that can trigger people with autism. These fluorescent lights can be switched with natural lighting and or natural spectrum LED lighting.

● Blinds for the windows. If your employee is next to a window, you can provide blinds so they can control how much light comes through. Light sensitivity can create eyestrain and headaches for those who are sensitive. Consider allowing them to wear sunglasses if blinds are not available.

● Music on headphones. Some ASD employees may need extra sensory input. Listening to music on headphones could be a helpful solution.

● Sensory breaks. Your autistic employee may need small breaks so they can have a break from too many stimuli or seek extra stimuli when necessary.

● Sensitivity from other employees. When feasible, other employees may be able to help out their autistic colleagues. For instance, encouraging other employees to avoid eating strong-smelling foods outside of the rest areas could be helpful. (Greer 2021, p.20-21)

Ultimately, the specific tools and strategies that are most helpful will depend on the unique needs and preferences of the individual with autism, as well as the specific job and work environment. It may be helpful to work collaboratively with the individual, as well as with disability or autism support organizations, to identify the most effective tools and strategies for managing the work environment and supporting individuals with autism in the workplace.

Creating the scenarios for the ASES Project interactive game

Mon, 12 Dec 2022 08:38:00 +0000

Have you ever wondered why some of us is more attracted to movies, some - to interactive games? Usually it is about the experience we are willing to get out form the event. When we are designing the training courses we need to bear in mind how big involvement of audience do we want. The core of the experience usually is the story, but there is a big difference between story in a movie and in an interactive game.

While screenwriters only have to equip their audience to answer a single question after every scene—“What happened?”—game writers must make sure players also know “What do I do next?” and “Why does it matter?”.

The difference between stories for games and stories for movies is that games are, by definition, interactive. They don’t have “viewers,” they have “players,” and players play an active role. It is their actions in gameplay—and, in some genres, their choices in dialogue—that drive the plot forward.

When creating an interactive game, the goal is generally to make the player feel in control of the experience. In creating stories we apply that players’ beliefs that their choices and actions are what drive the events of the story.

It is really important aspect in our ASES project game scenario writing process as we want to give a player not only knowledge about the autism and autism friendly environment, but to give them a sense of control and empowerment over different uneasy situations at workplace. One of the most challenging situations is interview process as players can experience the interview process, and we will give a chance to see experience this process from both perspectives (SME manager and candidate with Autism).

Interactive games are great for workplace conflict resolutions too. This is a reason why we need stories, and scenarios, developed from real life situations. Such kind of stories give the information bits where does the conflict begin, and who is involved and the ways how it could be solved. Yes, even destructive ways as game is a safe place where to see some steps further.

Sources:

Serious game on autism and employment

Mon, 31 Oct 2022 09:50:00 +0000

Towards an inclusive labour market

“Players are presented with bite-sized scenarios and can then focus on the topics they know too little about.”

As an employer or manager, how can you contribute to better inclusion of people with autism in the labor market? The European project Autism: Spectrum of Employment Skills revolves around this question. Within the consortium, we are developing a game that teaches managers how to make their job application process more accessible to candidates with ASD. Players also learn how to organize work and teams in such a way that people with autism can also flourish within the organization. The serious game is specifically designed for European SMEs.

People with autism can be invaluable in the workplace. Unfortunately, precisely among this target group there is a considerable distance to the labor market. For example, the European Economic and Social Committee (EES) concluded that less than 10% of this target group is currently gainfully employed. One of the reasons is that standard application procedures do not sufficiently take into account the challenges experienced by people with autism. Thus, as a society, you exclude many people who would be very suitable for all kinds of jobs, but simply have more difficulty highlighting their skills in a classic job interview.

Existing initiatives

There have been previous initiatives designed to increase job opportunities for people with autism. For example, there was an interesting pilot in the United States led by neuroscientist Leanne Chukosie, who aptly articulated the gap between people with autism and the job market: “There’s so much talent that’s sitting at home right now – and that’s a huge loss to the outside world. These are often exactly the workers you want: intelligent, able to focus for long periods of time, innovative problem solvers, loyal and reliable.” (Source) Together with her research team, Chukoskie launched a pilot in which 25 highly educated young people with autism were put to work learning soft skills you need in the job market. Innovative was the use of serious games to practice those skills. For example, the young people had to control a spaceship by looking at it; this was to practice maintaining eye contact – something that is important in the workplace and during job applications, but is often more difficult for people with autism.

Serious game about autism for SMEs

What is special about the ASES project is that the consortium focuses specifically on teaching materials for the person on the other side of the (job) interview table: the employer or manager. After all, inclusion goes both ways. Large companies such as Microsoft and Dell already have job application procedures specifically designed to recruit people with autism to the team. With success: recruiters and executives report that they have become better listeners and better managers by immersing themselves specifically in this target group. Such large investments and programs are often not feasible for SMEs. With the development of a freely available serious game, we also hope to give SME executives the tools to make their organization more accessible to people with autism. The game will cover various topics, from the application process to working together in teams.

Direct feedback, playful form

At 8D Games, game designer Bas Altenburg is involved in the development of the ASES serious game. He thinks this form lends itself well to the intended target groups. Altenburg: ‘As it seems now, we are going to develop a scenario-based mobile game; the player reads about a certain situation and can choose by swiping which response is most appropriate. Immediately after swiping, you get feedback on the choice made. You might read that the candidate walks away immediately after your comment – or conversely that the atmosphere is suddenly much more relaxed.” An advantage of a digital game is that the player can practice social situations endlessly without having to stage them. Also, players can learn in a more focused way. Altenburg: “The main goal of the game is to discover the areas in which the player lacks knowledge. Players are presented with bite-sized scenarios and can then focus on the themes they still know too little about. This gives SMEs more insight into how to create a workplace in which people with autism can grow.

Real-life bottlenecks

The scenarios in the game will be based on common bottlenecks that people with autism experience in the labor market. To ensure sufficient expertise in this area, organizations such as Specialisterne ApS (Denmark) and the Federação Portuguesa de Autismo (Portugal) and the Latvian Autism Association (Latvia) are involved in the partnership. Initiator Dekaplus (Cyprus), Oceon Group (Greece) and Business Confederation of Macedonia (North Macedonia) are involved from the entrepreneurial side. Read more at www.asesproject.eu.

Supported Employment

Wed, 05 Oct 2022 05:26:00 +0000

The term ‘Supported Employment’ refers to the aid provided to people with mental or physical disabilities for the purpose of job searching and securing competitive employment, while receiving concurrent treatment. In the context of Supported Employment, workers with disabilities are assisted throughout the employment cycle in terms of securing accommodation, benefits, socialisation and access to opportunities for advancing their career.

The Principles of Supported Employment

Principle 1: Zero Exclusion
Principle 2: Integrated Employment and Treatment
Principle 3: Competitive Employment
Principle 4: Rapid Job Search and Systematic Job Development
Principle 5: Maintenance of Long-term, Consistent Support
Principle 6: Embracing Individualism
Principle 7: Provision of Fair Benefits/Salaries

By adhering to the 7 Supported Employment Principles below, Employers and Managers can ensure that their organisations are:

Attractive towards candidates with disabilities who are aspire to secure long-term employment
Socially Sustainable, by contributing to the well-being of disadvantaged groups as well as their local communities in general
Enabling the professional development of staff with disabilities and enhance their welfare in the workplace.
Enabling a Supportive Culture, where Managers can act as coaches/mentors for staff with disabilities

Supported Employment can benefit Staff with Autism in the following ways:

Access to quality services and accommodation (self-sufficiency)
Less prone to isolation while enjoying healthier social relationships
Identification of individual Strengths or in other words, desirable traits that can contribute to high performance when people with Autism are assigned to appropriate jobs
Contribution to combating misconceptions about Autism; From ‘disability’ to ‘competitive advantage’
Development of Social Skills such as teamwork and communication
Promotion of neurodiversity and inclusion not only for people with Autism, but other disabilities as well
Increase in career advancement opportunities such as tailored training related to job-specific skills and other soft skills

A testimony of a 25-year-old autistic employed woman

Sun, 25 Sep 2022 12:22:00 +0000

Hi,

I am a 25-year-old young woman with autism.

I will share, in this short text, a little about my professional path.

Right now, I am employed, with a permanent employee contract, but it wasn't always like this. I did 7 internships in several different companies and only here I got my first permanent employee contract. Soon, I hope to have an indefinite contract, which will give me stability and security for my future.

Right now, I work as an administrative secretary, check everything on the computer and in folders, file and organize documents, and review accounting and financial information.

It has been very important to me that my colleagues recognize my abilities and challenge me, and that they believe that I am capable of doing everything. For me it has been important that my co-workers take into consideration some aspects that make my day-to-day easier: giving me proper time to complete tasks; asking me to do one thing at a time; explaining in a simple way what they want from me, and thus, it has been easier to stop being afraid of my difficulties.

My path as an employee is excellent, I really enjoy my work. I love being part of a team. I like my co-workers, who challenge me to do new tasks and encourage me every day.

I really appreciate being able to give my testimony and I hope that more autistic people will feel as happy in their workplace as I do.

P.C., 25 years old

Why do we need checklists in our workplace?

Mon, 22 Aug 2022 07:22:00 +0000

There are not that many ways how to guide yourself into an overwhelmingly busy world. Complexities that come into business world when managing the individual needs of our clients and colleagues need structure and organization. Checklists are very useful in our daily life, and they are a powerful tool in business.

It is hard to believe that something as simple as checklists can help with the complexities. We believe our jobs cannot be reduced to a checklist. But checklists help with the memory recall and clearly set the minimum necessary steps in the process ensuring that all the steps are completed and none are skipped, establishing the higher standard of baseline performance. It is so easy to skip important steps without even knowing it!

Checklists can help to provide protection against failures and errors. They remind us of the minimum necessary steps and make them explicit. They not only offer the possibility of verification but also instill a kind of discipline of higher performance.

Checklists not only help us avoid mistakes, but aid us in keeping our independence. It can help us move from task to task without being afraid to forget something, without relying on someone’s guidance. It can give us the feedback of where we are in our tasks and how much work is needed to be done to call it completed.

Checklists are great in managing uncertainty, not only in separate tasks and processes, but in a group setting too as not everyone is good at explaining the tasks to others. Group collaboration and transparency increases if everyone knows what is expected from whom. At the end it helps to provide effective feedback.

In our everchanging world checklists will change too. Even the simplest checklists will need to be revised from time to time. Don’t forget to put them in a visible place and, of course, don’t forget to use them!

Article inspired by Atul Gawande, The Checklist Manifesto: How to Get Things Right

How is autism perceived at work?

Mon, 08 Aug 2022 12:14:00 +0000

According to AutismTalkClub.com autism spectrum disorder affects communication and behaviour and is thought to affect 1-2% of people around the world, with diagnoses more common among males than females. However, there has been little large-scale research into its prevalence, and whether it differs with ethnicity.

Autism-specific legislation in different EU Member States varies in both form and scope: from single policies in specific areas to all-encompassing national autism plans or strategies. There is also discrepancy in Member States’ abilities to implement their policies. In countries severely affected by the financial crisis the implementation of autism policies has to be viewed in the context of high unemployment and reduced funding for services. The ratification of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) by the EU and all but one Member State, has had a clear impact on autism service provision. One of the most striking impacts is the gradualde institutionalisation taking place across the continent, in line with Article 19 of the UNCRPD. In almost all Member States there is evidence of increasing inclusion of children with disabilities in mainstream educational settings, as well as measures to assist disabled people in accessing the labour market.

According to Ludmila N. Praslova, stated in a Harvard Business Review, autism doesn’t hold people back at work, discrimination does. Ms. Praslova in this article states that autistic professional is up to 140% more productive than an average employee when properly matched to a job that fits their skills. Yet, discrimination against neurodivergent people continues. That’s because most of the “common” workplace practices at the workplace are established for neurotypicality.

The difficulties with communication and social interaction that people with autism experience often affect their abilities to participate in job interviews, understand employers’ expectations and communicate with managers and colleagues. Yet, the greatest challenges that people with autism face in relation to employment are the lack of access to opportunities and discrimination.

These barriers to employment are raised long before a person with autism starts looking for a job. Across Europe, there is a serious lack of adapted education and training that could enable people with autism to gain the vocational, social and communication skills that are required for work. When a person with autism does seek employment, regardless of whether they managed to gain a relevant education or not, they are often confronted with discrimination related to their autism.

The ASES project will focus on the development of a training material and tools for SME management to increase workplace inclusion of adults with ASD. It will develop VET digital training resources to train employers and HR staff to recruit, mentor and empower staff with ASD throughout their employment cycle. The training resources will be designed to be used for distance learning and will embed gamification elements to facilitate learning process. Additionally, the training resources and curriculum will be pilot-tested over the course of 6 months, in the third year of project implementation.