By Vincent Sokolowski, Center for Autism Advocacy: Research, Education, and Supports (CAARES) 
 

Traditionally, most of the research on autism spectrum disorder (ASD) has been geared towards understanding the condition in children, but the challenges for autistic people or individuals with ASD don’t end there. Due to limited resources available to help autistic adults or individuals with ASD transition into the workforce and the struggles neurodiverse individuals face in coping with a world geared towards the neurotypical, the estimated unemployment numbers for these individuals are about 85% (Autism Speaks, 2021).  
 
Identity First vs. Person First Language 

Identity-first language emphasizes that disability plays a role in who the person is and reinforces disability as a positive cultural identifier (AUCD, 2011). An example of identity-first language would be using phrases like “autistic people” or an “autistic individual.”  

In contrast to identity-first language, person-first language puts a person before their diagnosis where we  use phrases like “individuals with ASD”, or “individuals who are neurodiverse.” 

Generally speaking, we use both forms of language interchangeably, however, identity-first language has been reported to be more highly preferred by those who self-advocate. Throughout this article, you will find us using both forms of language to respect the preferences of every individual rather than make any assumptions. However, it’s important to note that if this were a conversation the most respectful thing we could do if we were unsure which language to use is to ask the person or people we are talking to what they prefer.   
  

Autism and Neurodiversity 

Autism, or ASD, refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech, and nonverbal communication. The Centers for Disease Control and Prevention (CDC) estimates that autism affects around 1 in 44 children in the U.S. today. Research suggests children with ASD have fewer opportunities than their peers without ASD as they transition into teens and adults (CDC, 2018). As a result, autistic adults struggle with high rates of unemployment or under-employment and low participation in education beyond high school. In addition, the majority of autistic adults continue to live with family members or relatives and have limited opportunity for community or social activities, with nearly 40% spending little or no time with friends (Orsmond, 2013). 

 
The word neurodiversity refers to the diversity of all people, but it is often used in the context of ASD, as well as other neurological or developmental conditions such as ADHD or learning disabilities.  
 

Accommodations at Work 

Many autistic or neurodiverse employees require some type of accommodation in the hiring process and their employment. Some of those accommodations are easy and inexpensive to implement, while others require a more thoughtful plan. The interesting thing about implementing accommodations and support for autistic and neurodiverse people is that they have been shown to benefit every employee regardless of their background. 

Reasonable accommodations, as defined by the Equal Employment Opportunity Commission, includes changes to: 

• The job application process 
• The work environment or the way the job is done 
• Enable the employee to enjoy an equal employment opportunity, including benefits and privileges 

An employee can request accommodation at any time, but what is the best way to ask for one? 

First, assess the resources and supports already available. If additional arrangements are needed, it is the worker’s responsibility to approach the employer.  

According to the law, you  need to let your employer know that you need an adjustment or change at work only for a reason related to a medical condition. You do not need to get into specific disability-related details. Keep it simple,  clear, and functional. Here are a few examples: 

• I do my best work when I get regular feedback. Would it be okay with you if we checked in briefly every day, to make sure I’m on track with my tasks? 

• It helps my productivity a lot if I can take a five-minute break every hour. Could we try that out for a week and see if you are satisfied with my performance? 
• I have difficulty sitting for long periods. I use a kneeling chair at home that I got for $60. It’s helped others with back troubles, too. Would the company (or school) be willing to purchase a chair like that for me? 
• I am much more productive when I have a quiet space to work in that is free from foot traffic, noise, and other distractions.  Does the company (or school) have a workspace like this that I can use?  

Accommodations should be developed in a spirit of collaboration. Think of it as a joint problem-solving exercise with many viable solutions. Always do your best to be proactive in advocating for yourself. Do not expect most faculty members, school staff or employers to understand your unique needs before they know about them. 

Instructors, professors, and staff can be proactive in creating an inclusive environment that celebrates diversity through support, understanding, and reasonable accommodations. For example, they can:  

• Provide clear guidance to help students navigate their way through complex tasks. The universal thinking framework has been used to guide learners through challenging tasks. 
• Use visual strategies such as graphic organizers. These tools enable students to organize their ideas and elaborate on their thoughts. 
• Spend some time monitoring students' progress and adapting to their preferred approaches for future lessons accordingly. 
• Recognize students’ unique strengths. Many neurodivergent people have certain strengths that often go unnoticed, and it can build their confidence to note them when possible. 
• Take some time to learn about neurodiversity and autism.  
   

References: 

Autism Speaks. (2021, July 1). Employment program doubles employment for autistic youth. 
 https://www.autismspeaks.org/science-news/employment-program-doubles-employment-autistic-youth  

CDC. (2018). Data & statistics on autism spectrum disorder.
https://www.cdc.gov/ncbddd/autism/data.html 

U.S. Equal Employment Opportunity Commission. (2002). Enforcement guidance on reasonable accommodation and undue hardship under the ADA. https://www.eeoc.gov/laws/guidance/enforcement-guidance-reasonable-accommodation-and-undue-hardship-under-ada

Association of University Centers on Disabilities. (2011). Portrayal of people with disabilities. https://www.aucd.org/template/page.cfm?id=605#:~:text=Identity%2Dfirst%20language%20emphasizes%20that,%2C%20deaf%2C%20and%20blind%20communities.  

Duesk, J., Faas, D., Ferrier, E., Goodner, R., Sarang-Sieminski, A., Waranyuat, A., & Wood, A. (2018). Proactive inclusion of neurodiverse learning styles in project-based learning: A call for action. https://doi.org/10.18260/1-2--30891  

Shattuck, P. T., Narendorf, S. C., Cooper, B., Sterzing, P. R., Wagner, M., & Taylor, J. L. (2012). Postsecondary education and employment among youth with an autism spectrum disorder. Pediatrics, 129(6), 1042-1049. https://doi.org/10.1542/peds.2011-2864 

Orsmond, G. I., Shattuck, P. T., Cooper, B., Sterzing, P. R., & Anderson, K. A. (2013). Social participation among young adults with an autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(11), 2710-2719. https://doi.org/10.1007/s10803-013-1833-8