Volume 4 in the The BASICS College Curriculum series.
This practical college curriculum helps students with autism spectrum disorder (ASD) to enter into working life with confidence. Suitable for independent or guided study, it teaches young people strategies for managing the stresses and challenges of employment.
The BASICS College Curriculum presents a hands-on approach to learning essential independence and life skills for students and new graduates with Autism Spectrum Disorder (ASD). The fourth book helps young adults to develop strategies for successfully managing workplace challenges, both before they enter the workplace and during employment.
Students or recent graduates are shown how to identify and develop strategies to overcome common challenges associated with ASD in the workplace. These include communication and social interactions with colleagues, working in a team, proactively and successfully managing workload, dealing with stress, and managing their emotions.
Ideal for graduates to use independently or for students in their last year of college, each chapter has a lesson-based progressive structure, providing valuable information and advice for the student, useful diagrams, practical exercises and workbook components that can be filled in at home or in class. Self-assessment tools ensure the skills from each chapter can be reviewed and adjusted as necessary. The book can be used on its own or in conjunction with the other books in the BASICS curriculum for a complete program of self-development.
"This book is an excellent resource to assist young adults on the autism spectrum to successfully transition from education to employment. It helps autistic young people to identify their strengths and address barriers to employment. Filled with practical activities and case studies, tips and strategies, this handbook helps autistic young people navigate the social world of work and its hidden curriculum."--Jeanette Purkis, autism self-advocate and author of The Wonderful World of Work: A Workbook for Asperteens"
Michelle Rigler, EdD, is director of the Disability Resource Center at The University of Tennessee at Chattanooga. She created and runs their MoSAIC Program for Students with Autism Spectrum Disorder. Having completed a master's degree in special dducation and worked for a number of years as a special education teacher, she embarked on a career in higher education in 2004 and received a doctorate in education in learning and leadership.
Amy Rutherford is program coordinator for the Disability Resource Center's MoSAIC Program for Students with Autism Spectrum Disorder at the University of Tennessee at Chattanooga. She is currently pursuing a master's degree in mental health counseling with a focus on autism spectrum disorders.
Emily Quinn is access coordinator for the Disability Resource Center and serves in the role of coach and instructor for the MoSAIC Program for Students with Autism Spectrum Disorder at the University of Tennessee at Chattanooga. She is currently pursuing a master's degree in special education.
224 pages. 2016
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