Role of schools
 

Transition from school to work is for many neurodivergent students a problem. Many of them are still unemployed.

It is already recognised that transition planning can be an important element for success.

“ Transition from school to work is a carefully planned process which may be initiated either by school personnel or by adult service providers, to establish and implement a plan for either employment or additional vocational training of a handicapped student who will graduate or leave school in three to five years; such a process must involve specialised educator, vocational educators, parent and/ or the student, an adult service system representative and possibly an employer.”
 

There are 5 key-aspects of the definition:

1. Members of multiple disciplines and  service delivery systems must participate.

2. Parental involvement.

3. Vocational transition planning must occur well in an early stage.

4. The process must be planned and systematic.

5. The vocational service must be of a quality nature.
    

“ A young student with autism making the transition from a school program that provides instruction in learning the letters of the alphabet, the days of the week, the seasons of the year, colouring skills and other preschool development (such as an adult centre) with the same training objectives is being placed in a program that accomplishes little and distorts the purpose of the transition initiative.”

Wehman underlines that the transition from school to work requires three stages:

• School instruction

• Planning for the transition process

• Placement into meaningful employment.

The success of the transition depends strongly from the support and guidance by the school, service providers and family.

 

Barriers which hinder the employment are:

1. Labelling the students as disabled

2. Disability allowance

3. Image by employers – negative attitude.
    

To break down these barriers an “empowerment” approach of the students is essential. The focus must be on talents and what they can do, instead of the approach of what they are supposed not able to do.

​

The empowerment approach can be linked with a strengths-base model. The concept of neurodiversity embodies a strengths-based model that shifts the focus away from the challenges of students with neurological differences in favour of finding ways to work with the strengths of the student to enable them to participate and experience educational success. In this model, the strengths and interests of the student are the starting point for curriculum design, teacher pedagogy, and the design of the learning environment.

Different adaptations of the curriculum related to the individual situation of the student are needed.

For teachers it is important that they have a flexible approach, need to be creative and innovative in presenting information. The instruction of the teachers must address the needs/ situation of the student involved.

Strategies that will help to address the needs of the students are related to processing information e.g. in small groups, differentiated instructions, adapted environments, assistive technology etc.

Taking into account this approach shall give neurodivergent students chances and opportunities to develop their skills and options and possibilities in their future life.

A transition from school to work need to be, as mentioned before, a multi disciplinary approach with involvement of all the key- players.

The school can have an important role in supporting and guiding the student school leaver in the end of his/ her school period. It might be important that a student get the possibilities to get practical training at the potential employer. During that period it can also be examined whether adjustments are necessary and/ or specific guidance should be arranged. If all this can be provided  it gave opportunities for an optimal start in the workplace.

It might be needed that a placement agency is also involved at this stage, so that the necessary support and guidance is also available when the student has left school.

 

​

​