Post-school social inclusion 109Developing capacity for employment is also an important factor for adults with
ASD to gain social inclusion. Work-related skills can be addressed through systematic
instruction in secondary school and vocational support on the job (Agran, Hughes,
Thoma and Scott, 2016). Greater functional skills, such as the ability to tell time, use
money, and navigate public transportation are associated with a greater likelihood
of gaining employment for adults with ASD (Roux et al., 2013). Engaging in paid
work during secondary school is a significant predictor of employment after high
school (Simonsen and Neubert, 2012). Being able to maintain employment is often
predicated on the quality of a person’s social interactions in the workplace. In a
study examining employers’ perceptions of essential social skills needed for employ-
ment, those related to production skills were valued most highly (Agran et al.,
2016). These include skills such as requesting clarification of unclear directions and
following instructions immediately.
Both the DDA (1992) and Article 27 of the CRPD (2006) address the issue
of prohibiting discrimination in the workplace for people with disabilities, with
Article 27 emphasising the creation of inclusive work environments and having
opportunities for choice in the labour market (UN, 2006, Article 27). Most recently,
the Willing to Work Report produced by the Commonwealth Human Rights
Commission (2016) provided recommendations for addressing the persistent low
employment figures for people with disabilities and consequently high levels of
poverty. Recommendations included developing a national action plan to eliminate
the factors associated with discrimination, including negative attitudes and disabil-
ity stereotypes of community members and employers. Additional efforts to combat
disability stereotypes are needed, such as the Don’t DIS myABILITY campaign,
which highlights how people can create more inclusive communities and informs
the public of actions that are discriminatory (NSW Department of Family and
Community Services, 2016). Unless attitudes of employers and colleagues are posi-
tive, and supports are provided to assist adults with ASD in navigating the complex
social world of workplaces, the desired outcomes of employment related to social
inclusion cannot be achieved.
Community living accommodation. One of the general principles of the CRPD
(UN, 2006) is to ensure, “full and effective participation and inclusion in society”
(UN, 2006, Article 3c). Being able to live within the community in mainstream
accommodation is an objective indicator of social inclusion for adults with ASD
and also a moderating factor for opportunities for community participation and
developing interpersonal relationships. In a recent review of the literature on adults
with ASD, on average, 48 percent continued to live at home (Howlin and Moss,
2012). Although fewer adults with ASD are now living in high congregate care
facilities (Eaves and Ho, 2008), deinstitutionalisation is not complete in Australia.
A newly implemented person-centred approach to disability support that aligns
with the aims of the CRPD (2006) and the National Disability Strategy to pro-
mote social inclusion, choice, and control, gradually began its implementation in
2013 (Commonwealth Council of Australian Governments, 2011). Previously, rigid
block-funding arrangements were established for people with disabilities who required