Autism and Stem Field
Since the time autism was used to describe a particular pattern of behavior among children, it has been a common condition that is often misdiagnosed. Besides, it has now been discovered that it is a lifelong condition that involves a number of various symptoms. Also, questions have been raised on the association between autism and the rise in the number of students enrolling in the STEM field. Recently, Asperger’s syndrome and autistic disorder were joined into a single condition called autism spectrum disorder (ASD). The prevalence of the condition is increasing in the United States, which has also resulted in the rise in the number of unemployed young adults having the spectrum over the years (Wei et al., 2013). However, various studies have linked ASD with higher function and higher chances of enrolling in the STEM field. This paper will discuss the enrollment of individuals with autism in the STEM industry and their work experience in the sector.
STEM Field Enrollment
The number of individuals with ASD enrolling in the STEM field has been increasing as time goes. Fortunately, this is the course considered in the United States to bring and improve the growth of economic competitiveness. Furthermore, the enrolment of the people with ASD in the STEM sector may be due to their more excellent aptitude towards systemizing, which is more than empathizing (Chen et al., 2015). Therefore, they have a more exceptional ability to perform analysis than having emotions and reacting to the social world.
It has been a belief that persons with ASD gravitate toward STEM majors in colleges, and this was confirmed to be true. A study that was conducted by Wei et al. (2013) indicated that the majority (81%) of the college students who had been diagnosed with ASD before, enrolled in a two-year community college at a particular point in their post-secondary careers. It also showed that the individuals in the STEM field had had a higher probability of remaining in the 2-year community college and twice likely to move into a 4-year university than their peers in the non-STEM field. Besides, the study found that 34% of the student diagnosed with ASD gravitated towards STEM majors (Wei et al., 2013). The findings were found to be higher than for the general population, which showed gravitation of 22.4%, yet they declared the STEM major in the college. Other filed that were likely to be chosen by an individual with autism were computer science (16.2%) and science (12.1%).
Although the participation of young adults in the STEM field is high, their rate of enrollment in post-secondary is the third-lowest among other categories of disabilities. However, the advancement in the early identification and management of children with autism is likely to boost the rate of enrollment; thus, it will raise the level of involvement of individuals with ASD in the STEM sector (Wei et al., 2013). Furthermore, post-secondary enrollment was found to be predicted by high school’s initial measurement of mental functioning skills, which acted as a barrier in the cases where they were lower than the basic level.
Additionally, one of the most crucial things to consider in individuals with autism is the desire for consistency and routine. Hence, changes that may occur or exposure to broader social dynamics or something new can become a challenge, which then affects the normal functioning in people with ASD (Lee et al., 2019). From, this there is a need to consider the provision of life skills to help them in preparation for dealing with difficult life situations.
Work Experience
The most challenging step experienced by individuals with ASD occurs during the transition from high school to work, tertiary education, and other community options. This happens because youth with ASD have similar aspirations as their counterparts without the condition. For example, having a good job that does not conflict with personal interest and strength, have opportunities for development and with fair wages (de Schipper et al., 2016). However, the rate of unemployment among individuals with ASD is still high in the United States.
Individuals with ASD have unique behavioral characteristics, communication, and social styles that create some difficulty in securing job opportunities in the market. However, they have specific skills and filled with the abilities to deliver. This includes trustworthiness, loyalty, exceptional attention to detail, and a good memory that can be well utilized in the workplace (de Schipper et al., 2016). Furthermore, they have creative talents that can provide a way for developing innovative products and, thus, being the stepping stone for businesses in this rapidly changing environment.
According to Curtin University (2018), individuals with autism have capabilities that fit well in the information technology sector only that, there is a need to establish programs that will focus on improving the skills outside the classroom and in a safer environment. This can be done through the involvement of program facilitators with a shared interest in that of the participants of the program. However, the multi-disciplinary approach needs to be employed in sourcing them, to bring in people from the science, engineering, and technology areas.
Previous research has also indicated that individuals with ASD have a higher probability of performing better in a work environment if they are prepared well and have the necessary transition support and services to facilitate the process. That brings suggestions that individuals with ASD can take up roles well when they equipped with the required access to activities in career development, for example, work placements and job shadowing (Lee et al., 2019). This is because they serve as an opportunity for the acquisition of employability and work skills.
According to Lee et al. (2019), an uncertainty that results from transition to adulthood is a challenging experience for individuals with ASD. However, work placement can give away that facilitates a smooth development to adult life for this group of people. They also found out that the work placement process, offering, and a chance to develop work-related skills, harnessing the individual’s interest and preparation for the working environment, gave the participants an ability to identify and realize their potential and uncover insights to the work environment. It also enabled them to envision there future and work as a team. With this, it is clear that providing an intervention for people with ASD where they can gain and get more experience can make them as well better opportunity to be as other workers.
Furthermore, the challenges in communication and socialization among individuals with ASD form the most significant barrier to employment. Through exposure, individuals with ASD can be able to explore their interests, strength, and abilities. This can be done by enabling them to work in a real work environment. Moreover, guiding those in the workplace to be involved in a work routine will also provide them with an opportunity to meet and interact with other colleagues throughout the working period also serves to encourage them.
Individuals with autism are also considered to have more advantages than others in the workplace due to their superior skills; thus, they present talent for employment. Bury et al. (2018) indicate the need to create awareness on the strength and capabilities of individuals with ASD and to make reforms in the human resource management that creates barriers to their employment. Furthermore, the challenges that exist among people with autism requires an individual difference approach. This will help in understanding their uniqueness and reduce the pressure on employees to outperform persons with ASD.
Conclusion
Conclusively, the number of individuals diagnosed with autism has been rising in the United States, and this has also been linked to the rise of people enrolling in the STEM field. Besides, evidence suggests that the number of individuals with ASD who gravitate to the STEM field is higher than that of their peers. This brings in their unique characteristics manifested in their behavior as less emotional and social and more of performing analysis of the world. With the technical skills and required in the STEM field. It places them in a better position to take on the roles in the sector. The social and communication challenges that individuals with ASD face forms a barrier which prevents them from securing employment opportunities that are well qualified to perform. Therefore, addressing these barriers will improve their chances to take on the roles because they have the skills together with their trustworthiness, loyalty, exceptional attention to detail, and a good memory linked to them. From this, individuals with ASD are in a better position to take on the roles in the STEM industry only that, there are challenges that prevent them from assessing them.
References
Bury, S., Hedley, D., Uljarević, M., Dissanayake, C., & Gal, E. (2018). If you’ve employed one person with autism ...: An individual difference approach to the autism advantage at work. Autism. https://doi.org/10.1177/1362361318794937
Curtin University. (2018). Programs for teens with autism should promote strengths. Retrieved 5 October 2019, from https://news.curtin.edu.au/media-releases/programs-teens-autism-promote-strengths/
Chen, J. L., Leader, G., Sung, C., & Leahy, M. (2015). Trends in employment for individuals with autism spectrum disorder: a review of the research literature. Review Journal of Autism and Developmental Disorders, 2(2), 115-127.
de Schipper, E., Mahdi, S., de Vries, P., Granlund, M., Holtmann, M., Karande, S., ... & Zwaigenbaum, L. (2016). Functioning and disability in autism spectrum disorder: A worldwide survey of experts. Autism Research, 9(9), 959-969.
Lee, E., Black, M., Tan, T., Falkmer, T., & Girdler, S. (2019). “I’m Destined to Ace This”: Work experience placement during high school for individuals with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 1-13.
Wei, X., Jennifer, W., Shattuck, P., McCracken, M., & Blackorby, J. (2013). Science, technology, engineering, and mathematics (STEM) participation among college students with an autism spectrum disorder. Journal of Autism and Developmental Disorders, 43, 1539-1546.
