Analysis: New research finds that transitional programmes can help Autistic people move into the world of work more successfully
By Neil Kenny and Jane O'Kelly, DCU
We often hear that Ireland is at "full employment" and it's a trend commonly highlighted by many politicians. It's also true given that our long-term unemployment rates are below the OECD average. But this is not for everyone. In fact, Ireland's disability employment gap is actually larger than most OECD countries, and
The figures are even starker for Autistic people in Ireland, with figures from the CSO showing only 16% of Autistic people are in full-time employment, with 32% engaged in some form of paid work. Despite these odds, Autistic adults are keen on securing jobs because they offer a sense of independence, avenues for social interaction, and an overall improvement in quality of life.
So what can be done to ensure Autistic people who wish to work full-time are able to do so? Recent research from DCU's Institute of Education explored this topic by examining the Gheel Autism Services' 'Inspiring Meaningful and Progressive Autistic Career Transitions’ (IMPACT) Programme. This is designed to support a holistic transition for Autistic adults to employment through individualised in-person and online training over six weeks.
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From RTÉ Radio 1's Drivetime, autistic teacher Claire O'Neill on difficulties experienced by autistic teachers in the workplace
A key focus of this study was how programmes such as these can help in supporting confidence and a sense of belonging among Autistic participants. Bodies such as the World Health Organisation have stressed the influence of social factors on experiences of disability within their International Classification of Functioning, Disability and Health (ICF) framework. The Autistic people interviewed echoed such factors when they spoke of very negative, challenging or unsatisfactory previous jobs. These included negative social experiences with other staff or management they had worked with, including regular experiences of bullying.
These were further amplified by their reported negative past experiences in school, where they felt misunderstood and experienced bullying or social isolation. Importantly, many Autistic people interviewed did not feel prepared for the transition to adult life. Most glaringly, they reported not receiving appropriate career guidance to support them to enter employment or further education after school. As a result, many of the participants interviewed did not have any prior employment experiences at all. The importance of social support and creating an appropriate relational space in both education and work environments was underscored by these Autistic participants.
An additional challenge facing Autistic people was that most had not disclosed their autistic status to their employers or colleagues. Hiding, or "masking", of Autistic status has been associated with very negative mental health and well-being consequences for Autistic people in past studies.
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From RTÉ Radio 1's The Business in 2014, profile of Specialisterne, an organisation that helps Autistic people find work
In the DCU study, only a minority of Autistic individuals had requested reasonable accommodations from employers, fearing it may affect their chances of securing preferred roles. They described challenges they faced, such as overwhelming demands, fast-paced and inflexible working conditions, and challenging sensory environments. However, participants feared long-standing stereotypes and societal misunderstandings of autism would lead to more negative attitudes towards them in their workplaces.
It’s worth noting, as the study found, that many autistic individuals were not necessarily looking to access full-time employment. While this perspective was (understandably) influenced by their prior negative work experiences, it was also heavily influenced by considerations from across their lives. Things such as maintaining accommodation and concerns that seeking full-time employment would jeopardise access to entitlements or existing supports or services were a genuine fear among Autistic people.
Many spoke of punitive and inflexible assessment of disability supports and access to services they had experienced (for example, rent allowance or disability support). In addition, challenges negotiating complex commutes, financial budgets and changes to predictable routines were seen as further challenges.
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Addressing these challenges requires a comprehensive approach that prioritises the voices and needs of the Autistic community. It involves creating supportive environments in the workplace, tailored to accommodate the strengths and challenges of Autistic individuals.
Many respondents to this particular study realised they were not alone or isolated as Autistic people facing these challenges, with others in the groups sharing similar experiences, challenges or stories of success. Overall, they were clear that the IMPACT programme increased their confidence and understanding of the workplace and how to navigate it.
Simple tweaks such as individualised help for the interview process can make a huge difference. Interviews are often a routine hurdle in getting a job, but have been shown to be particularly challenging for Autistic job-seekers due to sensory challenges, or differences in social presentation or expectations. The IMPACT programme used, for example, concrete role play and mock interviews tailored to the needs of specific Autistic participants. In addition, mentor relationships with experts from a range of industries were shown to also be a key support for participants, building confidence and expectations.
READ: Why neurodiversity is a superpower in the workplace
What is clear from this research report is that transitional programmes can help Autistic people move into the world of work more successfully. Ultimately, fostering inclusivity and understanding in the workplace is crucial for ensuring that Autistic individuals have equal opportunities to thrive professionally. Navigating job interviews poses a considerable challenge for Autistic job seekers.
The social dynamics and expectations can be perplexing, leading to difficulties in understanding what employers are looking for. Furthermore, once employed, Autistic individuals often face hurdles in career advancement, with limited opportunities to move up the professional ladder. By listening to their experiences and implementing targeted support mechanisms, programmes such as Gheel services IMPACT programme provide guidelines to support a future where Autistic individuals are empowered to pursue and excel in meaningful careers.
This article uses identity-first language throughout (Autistic person) and this is in keeping with the preferences of the researchers and participants.
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Dr Neil Kenny is an Assistant Professor and researcher in the School of Inclusive & Special Education at DCU's Institute of Education. He is a former Irish Research Council awardee. Dr. Jane O'Kelly is an Assistant Professor in the School of Policy & Practice at DCU's Institute of Education.
The views expressed here are those of the author and do not represent or reflect the views of RTÉ
