eeoc.gov /facts/ada17.html].

Students can be matched to a job based on information provided by the assessments (e.g., aptitude, strengths). Consideration must also be given to the logistics of a student's employment, including location, work hours, transportation, wages and benefits.

Training and preparation for the job ideally take place both in school and on the job. There are more supports in the school setting with teachers and other personnel trained to work with students with disabilities. The experience may be a new one for an employer, so the support system must extend from school to the workplace as everyone learns what is expected and to deal with challenges as they inevitably arise. TIN recommends the school work with the employer to determine employee's response to the demands of the job and identify strategies to capitalize on the employee's strengths and minimize limitations. The school can assist the employer in providing accommodations as appropriate.

Successful transition from school to work for the student with special needs rests largely on the willingness of employers to participate. In small or rural communities, it may be difficult to find enough workplace options for students to explore. There may be very limited employment opportunities for everyone, and community members may not be receptive...

Although laws are in place to fight discrimination against individuals with disabilities, employers have legitimate concerns about students with special needs in their workplaces. IEPs, developed with the eventual goal of enabling students to integrate into society and become productive citizens, can help prepare students to do the best job possible and towards an eventual trend of greater employer acceptance.
References

Coulter, J. (2011). Helping students with Asperger Syndrome prepare for the workplace.

Pathfinders for Autism. Retrieved from http://www.pathfindersforautism.org

/articles/view/helping-students-with-asperger-syndrome-prepare-for-the-workplace

Gathers, L.B. (2011). Specialized vocational planning for people with autism. National Career Development Association. Retrieved from http://associationdatabase.com

/aws/NCDA/pt/sd/news_article/46610/_PARENT/layout_details_cc/false

The TIN pull-out page. Creating the transition plan: transition planning: a team effort.

National Information Center for Children and Youth with Disabilities. Retrieved from http://www.communityresourcesforautism.org/matriarch/documents/Self%20Advocacy%

20 and%20Transition%20Assessment%20Tools_Information%20Packet.pdf