The Source for Autism

in the Inland Empire

Autism Society of America - Inland Empire Chapter
2276 Griffin Way, Suite 105-194
Corona, CA 92879
ph: 909-204-4142 x339
ieasa@sbcglobal.net

Adults with ASD

Autism is a lifelong condition. As our children grow, their symptoms and needs will continue to change. Children and adults will vary in their capabilities. Some adults will be completely dependent on parents or caregivers; others will be able to live an independent life; and many will be somewhere in the middle.

As the individual with ASD heads into teen and adult years, it is a good time to evaluate

Communication Skills: Do they have basic functional communication skills (can they successfully indicate basic wants and needs, and follow critical directions, whether at home, at work, or in the community)? Can they ask for help? Can they interview?
Behavior: acceptable work behavior? Do they know how to work with others? Do they know the difference between safe vs unsafe behavior? How do they handle transitions?
Social/Emotional: Can they accept criticism from a boss? Can they problem solve? Do they have a friend or a place where they can meet others and have fun?
Accessing community supports: Can they go to their doctor or dentist’s office? Can they do their own grocery shopping post office, doctor’s office, bank, pharmacy, legal, financial?
Daily Living Skills: Can they manage personal finances – banking, credit card, checks, debit cards, budgeting, and utilities? Household – cleaning, shopping, nutrition, preparing & serving food; Personal Grooming; Health care/sexuality; Food preparation; Citizenship responsibility – registering for draft, voting, serving on a jury
Leisure/social activities: What do they want to do for fun and relaxation?
Transportation Skills: Do they get around using the local bus? Do they know how to access Bus information for local bus companies? Can they get a Driver’s license?
Employment: What kind of work will he or she do?
Higher Education: What supports will be needed to make the student successful?
Self-disclosure: Who and when do individuals disclose they have a disability?
Adult living: Where will he or she live? Who can help him/her?

Resources for Adult Issues
Books
- “Preparing for Life: The Complete Guide for Transitioning to Adulthood for those with Autism and Asperger’s Syndrome.” By Dr. Jed Baker.
- “Transition to Adult Living: An Information and Resource Guide.”
- “Ask and Tell: Self-Advocacy and Disclosure for People on the Autism Spectrum” Editor- Stephen Shore;
- “Autism - Asperger's and Sexuality: Puberty and Beyond” by Jerry and Mary Newport
- The California Department of Education has developed a comprehensive handbook, “Transition to Adult Living: An Information and Resource Guide”
Agencies That Can Help
There are a number of resources that can assist individuals and families:
- Your local school district - From age three to 22, California children and youth with autism and autism spectrum disorders (ASD) may receive educational/behavioral interventions and services through special education programs offered by their local school district. At age 23, individuals are no longer entitled to receive special education services, although adults with ASD may continue to have needs for services and supports throughout their lifetimes. Federal and state special education laws require the schools to help prepare pupils with disabilities, including youth with autism, for the transition from school into employment, post-school education, independent living, and community participation. Transition planning is a mandated component of the individualized education plan (IEP) process for special education students. This planning is intended to identify the individual’s goals for the future and the services and supports available in the community to help the person meet those goals.
- Regional Centers - In California, the Lanterman Developmental Disabilities Services Act (Lanterman Act) and related laws define the obligations of the state and the California Department of Developmental Services (DDS) to provide services and supports to persons with developmental disabilities and the rights of those individuals. The laws give the individual and his or her parent, guardian, or conservator a leadership role in making decisions that affect his or her life and increasing opportunities to self-direct their services and access to service to enable the individual to approximate the pattern of living available to persons without disabilities of the same age. These laws support the integration of persons with developmental disabilities into mainstream life in their homes and communities.
- Department of Rehabilitation - Adults with ASD may receive services through the state Department of Rehabilitation (DOR). DOR is responsible for assisting Californians with disabilities to obtain and retain employment and maximize their ability to live independently in their communities. They provide vocational rehabilitation services to Californians with all types of disabilities through over 100 offices statewide. Services include employment counseling training and education, mobility and transportation aids, and job search and placement assistance. Consumers of the regional centers may receive DOR services rather than habilitation services through the regional center if DOR services are determined to be appropriate for the individual. A wide array of services can be provided by DOR, including personal and social adjustment, skill training, adaptive aids, tools/uniforms needed for work, job placement, job coaching, prosthetic/orthotic appliances, etc. Services are time-limited until an employment outcome has been reached or someone has demonstrated an ability to benefit from services.
  Independent living programs- In California there are 29 independent living centers (ILCs) and the State Independent Living Council (SILC). SILC prepares a state plan for independent living which sets the policy and funding levels for the ILCs and services. ILCs are community-based, nonprofit agencies designed and operated by individuals with disabilities. All ILCs provide peer counseling, independent living skills training, housing assistance, information and referral, advocacy, and assistive technology. Other services may be provided by individual centers.
- Medi-Cal. California’s Medicaid Program, provides health care coverage for eligible low-income individuals, including persons with developmental disabilities. Pursuant to a federal Medicaid waiver for home and community-based services, Medi-Cal services may be provided to Californians with developmental disabilities who would otherwise require care in an institution regardless of the parents’ or the spouse’s income level.
- Supplemental Security Income (SSI) Program is a federal program that provides cash assistance to citizens who are age 65 and older, blind, or disabled. The State Supplementary Payment program (SSP) is a state program that provides additional cash assistance to SSI recipients. Working While Disabled—How We Can Help SSA Publication No. 05-10095, January 2008 1-800-772-1213 from 7 am - 7 pm, Mon-Fri
- In-Home Supportive Services (IHSS) Program, a component of Medi-Cal, provides personal assistance services for eligible individuals, including persons with developmental disabilities so they can remain living in their homes.

Employment

Employment should take advantage of the individual's strengths and abilities. Temple Grandin, Ph.D., suggests, "jobs should have a well-defined goal or endpoint," and that your "boss must recognize your social limitations." In A Parent's Guide to Asperger Syndrome and High-Functioning Autism, the authors describe three employment possibilities: competitive, supported, and secure or sheltered.

Competitive employment is the most independent, with no support offered in the work environment. Individuals with Asperger’s Sydrome may be successful in careers that require focus on details but have limited social interaction with colleagues such as computer sciences, research or library sciences. In supported employment, a system of supports allows individuals to have paid employment in the community, sometimes as part of a mobile crew, other times individually in a job developed for the person. In secure or sheltered employment, an individual is guaranteed a job in a facility-based setting. Individuals in secure settings generally also receive work skills and behavior training, while sheltered employment may not provide training that would allow for more independence.

Click here to view the source page

Employment Resources

Visit our IE Resource Guide for additional local employment resources

BellaOnline Job Search Editor – Lots of great articles and advice including “Common Interview Questions,” “How to Prepare,” “Using the Right Body Language,” and “Questions to Ask.”

Career and Employment Guide for Job Seekers and Employees with Disabilities - A Career and Employment Guide to assist in searching, preparing, planning and maintaining a career. Although this project is supported by Portland Community College and some of the information is specific to the state of Oregon, much of the information is generic and can be used in any state.

College

In California, colleges and universities have a Disability Office which provide specific information on resources. Autism Spectrum Disorders is currently not highly profiled at the higher education level. For the Resource Guide, we chose to include the college programs that had experience and supports in place in our area, or colleges that were especially prepared for an ASD student.

College Programs seem to be split into Transitional Programs which provide more life skill training and job development and academic programs. In California there are the UCLA Pathways Program, El Camino College (Manhattan Beach), Shasta College (Redding), Shasta College (Redding, California), Educational Cultural Complex, San Diego Mesa College and San Diego Miramar College in San Diego and Taft College.

Books/DVDs

“Succeeding in College With Asperger Syndrome: by John Harpur, Maria Lawlor, Micheal Fitzgerald

Asperger Syndrome: Transition to College and Work ~ Drew Coulter; College Disability Services Director; High School Teacher; Dr. Peter Gerhardt (DVD
“Realizing the College Dream With Autism or Asperger Syndrome: A Parent's Guide to Student Success” by Ann Palmer
“Managing Asperger Syndrome at College and University” by Juliet Jamieson and Claire Jamieson
“Preparing for Life: The Complete Guide for Transitioning to Adulthood for Those with Autism and Asperger's Syndrome” by Jed Baker

Visit our IE Resource Guide under College Support for more college resources

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