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Teaching Pre-Employment Skills to 14-17 Year Olds : The Autism Works Now!�A� Method.

By: Lara, Joanne.
Contributor(s): Osborne, Susan | Grandin, Temple.
Publisher: London : Jessica Kingsley Publishers, 2017Copyright date: �2017Description: 1 online resource (266 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9781784503789.Genre/Form: Electronic books.Online resources: Click to View
Contents:
Teaching Pre-Employment Skills to 14-17-Year-Olds: The Autism Works Now!� Method by Joanne Lara and Susan Osborne -- Foreword by Temple Grandin -- Preface by Joanne Lara -- Introduction -- Part I: UNDERSTANDING AUTISM WORKS NOW� METHOD -- Chapter 1. The Importance of Work -- What is meaningful work? -- Why are friends important in a job search? -- How are individuals with autism affected in their ability in finding and keeping a job? -- How is autism treated and how can the basis of those treatments assist individuals with autism in the workplace? -- What are hard and soft job skills and how do these skills affect individuals with autism in the workplace? -- What more can be done to help individuals with autism succeed in the workplace? -- Why is it important to teach workplace readiness skills to middle and high school students with autism? -- How can we address the unmet needs of middle and high school students with autism and their ability to secure and sustain meaningful employment? -- How does the AWN Method accomplish these goals? -- Why are participants in the AWN program called candidates? -- What is the format of classroom meetings? -- What is the format of field trips? -- How is this book formatted? -- How does the book accommodate for the needs of middle and high school students with autism? -- Chapter 2. Matching the Job to the Individual and Filling in the Blanks -- Why is it important to match an individual with autism to a job that is suited to their interests, skills, and abilities? -- How do you determine an individual's interests, skills, and abilities? -- How do you use a candidate's preferences in exploring possible job options? -- What workplace paperwork is covered in the workshop? -- Chapter 3. Getting Organized with Google -- How do you help candidates improve their executive functioning skills?.
What are the various Google apps used in the Workplace Readiness Workshop? -- Chapter 4. Dress for Success -- Why is it important to discuss dressing well on the job in a workplace readiness program? -- How important is dress when going for a job interview? -- How do you teach candidates the concept of matching attire to the culture of the company? -- How do you teach candidates the importance of wearing clothes that fit properly? -- How do you teach candidates about dress variations within a company's culture? -- How do you provide candidates with additional information on dressing for the workplace? -- Do you incorporate social media in classroom instruction? -- Chapter 5. Interview Essentials -- What are the biggest fears people have about job interviews? -- What is the most important goal for a job interview? -- How do you teach candidates the key steps in preparing for an interview? -- Is there any additional information that is covered in the workshop during Interview Essentials? -- What else does the workshop provide to candidates to help them generalize the information about interview preparation? -- Chapter 6. Landing a Job -- How do you teach candidates how to network as part of their job search process? -- What is an informational interview and how can candidates use it in their job search? -- How do you help candidates create a professional online presence? -- What professional and personal social media sites do you recommend to candidates? -- Which social media sites do you recommend for your candidates? -- What other online resources are there to search for employment? -- What is the biggest difference between having a personal job referral and applying for a job posted online? -- What other employment services are available to individuals with autism? -- Chapter 7. Connecting and coworkers.
How are social communication skills affected in individuals with autism? -- How do you teach candidates appropriate workplace social communication skills? -- How do you teach candidates the importance of making a good first impression at work? -- How important is it for candidates to socialize with coworkers outside the workplace? -- In relationship to work, why is it important to teach stress management to individuals with autism? -- Why is it important for candidates to learn about the organizational structure of the company where they work? -- Chapter 8. Understanding the Workplace -- How do you teach candidates about the hierarchy of jobs within an organization? -- What information is covered about the role of a human resources department? -- Which state and federal employment regulations are covered in the workshop? -- What is the Americans with Disabilities Act (ADA)? -- What disabilities are covered under the ADA? -- How does the ADA affect individuals in the workplace? -- Under the ADA, what is considered reasonable accommodations for employees with autism? -- What are examples of accommodations that would be considered reasonable under the ADA? -- Can an employer discriminate against an employee because of a disability? -- What questions and actions can and can't an employer ask of an employee with a disability? -- Is an applicant or employee required to disclose their disability to their employer? -- When and to whom should an employee disclose? -- What needs to be considered in regards to a reasonable accommodation? -- What do you instruct candidates to do when they experience a violation of their rights? -- What information do you provide on the topic of conflict resolution in the workplace? -- What is the Thomas-Kilmann Conflict Mode Instrument for conflict resolution?.
What is the Interest-Based Relational Approach to conflict resolution? -- What information does the workshop cover in regards to dating coworkers? -- Part II: WORKSHOP STRUCTURE -- Chapter 9. Behavior, Behavior, Behavior -- What should a behavior plan look like? Tools for challenging behaviors -- What is Positive Behavior Support (PBS)? -- Determining the function of the behavior -- Implementing PBS strategies: "The Big Three" components of PBS -- Chapter 10. Group and Candidate Requirements -- Setting guidelines -- Candidate requirements -- Chapter 11. Classroom Requirements -- Room set-up -- Wifi -- Equipment -- Chapter 12. Classroom Meetings -- Class structure -- Part 1: Agenda and Introductions -- Part 2: Roundtable Discussion -- Part 3: Prepare and Practice -- Part 4: Recall and Review -- Chapter 13. Field Trips -- Choosing a business -- Scheduling a field trip -- Field trip preparation -- During the field trip -- Follow-up -- Chapter 14. Instructional Materials -- Organizing candidate binders -- Worksheets and study guides -- References -- Index -- Blank Page.
Summary: Teaching young people with autism workplace skills while they are still school-aged is essential for helping them get jobs once they are ready to enter employment. This ready-made curriculum does exactly that, with a structured program for teaching groups of students aged 14-17 vital pre-employment skills, from interviewing to networking.
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Teaching Pre-Employment Skills to 14-17-Year-Olds: The Autism Works Now!� Method by Joanne Lara and Susan Osborne -- Foreword by Temple Grandin -- Preface by Joanne Lara -- Introduction -- Part I: UNDERSTANDING AUTISM WORKS NOW� METHOD -- Chapter 1. The Importance of Work -- What is meaningful work? -- Why are friends important in a job search? -- How are individuals with autism affected in their ability in finding and keeping a job? -- How is autism treated and how can the basis of those treatments assist individuals with autism in the workplace? -- What are hard and soft job skills and how do these skills affect individuals with autism in the workplace? -- What more can be done to help individuals with autism succeed in the workplace? -- Why is it important to teach workplace readiness skills to middle and high school students with autism? -- How can we address the unmet needs of middle and high school students with autism and their ability to secure and sustain meaningful employment? -- How does the AWN Method accomplish these goals? -- Why are participants in the AWN program called candidates? -- What is the format of classroom meetings? -- What is the format of field trips? -- How is this book formatted? -- How does the book accommodate for the needs of middle and high school students with autism? -- Chapter 2. Matching the Job to the Individual and Filling in the Blanks -- Why is it important to match an individual with autism to a job that is suited to their interests, skills, and abilities? -- How do you determine an individual's interests, skills, and abilities? -- How do you use a candidate's preferences in exploring possible job options? -- What workplace paperwork is covered in the workshop? -- Chapter 3. Getting Organized with Google -- How do you help candidates improve their executive functioning skills?.

What are the various Google apps used in the Workplace Readiness Workshop? -- Chapter 4. Dress for Success -- Why is it important to discuss dressing well on the job in a workplace readiness program? -- How important is dress when going for a job interview? -- How do you teach candidates the concept of matching attire to the culture of the company? -- How do you teach candidates the importance of wearing clothes that fit properly? -- How do you teach candidates about dress variations within a company's culture? -- How do you provide candidates with additional information on dressing for the workplace? -- Do you incorporate social media in classroom instruction? -- Chapter 5. Interview Essentials -- What are the biggest fears people have about job interviews? -- What is the most important goal for a job interview? -- How do you teach candidates the key steps in preparing for an interview? -- Is there any additional information that is covered in the workshop during Interview Essentials? -- What else does the workshop provide to candidates to help them generalize the information about interview preparation? -- Chapter 6. Landing a Job -- How do you teach candidates how to network as part of their job search process? -- What is an informational interview and how can candidates use it in their job search? -- How do you help candidates create a professional online presence? -- What professional and personal social media sites do you recommend to candidates? -- Which social media sites do you recommend for your candidates? -- What other online resources are there to search for employment? -- What is the biggest difference between having a personal job referral and applying for a job posted online? -- What other employment services are available to individuals with autism? -- Chapter 7. Connecting and coworkers.

How are social communication skills affected in individuals with autism? -- How do you teach candidates appropriate workplace social communication skills? -- How do you teach candidates the importance of making a good first impression at work? -- How important is it for candidates to socialize with coworkers outside the workplace? -- In relationship to work, why is it important to teach stress management to individuals with autism? -- Why is it important for candidates to learn about the organizational structure of the company where they work? -- Chapter 8. Understanding the Workplace -- How do you teach candidates about the hierarchy of jobs within an organization? -- What information is covered about the role of a human resources department? -- Which state and federal employment regulations are covered in the workshop? -- What is the Americans with Disabilities Act (ADA)? -- What disabilities are covered under the ADA? -- How does the ADA affect individuals in the workplace? -- Under the ADA, what is considered reasonable accommodations for employees with autism? -- What are examples of accommodations that would be considered reasonable under the ADA? -- Can an employer discriminate against an employee because of a disability? -- What questions and actions can and can't an employer ask of an employee with a disability? -- Is an applicant or employee required to disclose their disability to their employer? -- When and to whom should an employee disclose? -- What needs to be considered in regards to a reasonable accommodation? -- What do you instruct candidates to do when they experience a violation of their rights? -- What information do you provide on the topic of conflict resolution in the workplace? -- What is the Thomas-Kilmann Conflict Mode Instrument for conflict resolution?.

What is the Interest-Based Relational Approach to conflict resolution? -- What information does the workshop cover in regards to dating coworkers? -- Part II: WORKSHOP STRUCTURE -- Chapter 9. Behavior, Behavior, Behavior -- What should a behavior plan look like? Tools for challenging behaviors -- What is Positive Behavior Support (PBS)? -- Determining the function of the behavior -- Implementing PBS strategies: "The Big Three" components of PBS -- Chapter 10. Group and Candidate Requirements -- Setting guidelines -- Candidate requirements -- Chapter 11. Classroom Requirements -- Room set-up -- Wifi -- Equipment -- Chapter 12. Classroom Meetings -- Class structure -- Part 1: Agenda and Introductions -- Part 2: Roundtable Discussion -- Part 3: Prepare and Practice -- Part 4: Recall and Review -- Chapter 13. Field Trips -- Choosing a business -- Scheduling a field trip -- Field trip preparation -- During the field trip -- Follow-up -- Chapter 14. Instructional Materials -- Organizing candidate binders -- Worksheets and study guides -- References -- Index -- Blank Page.

Teaching young people with autism workplace skills while they are still school-aged is essential for helping them get jobs once they are ready to enter employment. This ready-made curriculum does exactly that, with a structured program for teaching groups of students aged 14-17 vital pre-employment skills, from interviewing to networking.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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