New Zealand Autism Spectrum Disorder Guideline - Ministry of Health

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Part 5: Living in the community Part5 Living in the community This section of the ASD Guideline addresses the support needs of people with ASD in the community that fall beyond the scope of initial diagnosis and early childhood/school education services. These include transition into adulthood, further education and work (paid or unpaid), recreation and leisure, and contact with the police, courts and criminal justice systems. Part 5 164 New Zealand Autism Spectrum Disorder Guideline
Part 5: Living in the community 5.1 After secondary school Summary of recommendations Recommendations: 5.1.1 Research should be undertaken to identify appropriate methods of supporting people with ASD when they leave school. 5.1.2 Careful and timely attention should be paid to planning for people with ASD leaving school and moving into further and post-compulsory education, work (paid or unpaid) or vocational services. 5.1.3 Further and post-compulsory education should be considered as an option for all people with ASD, regardless of their intellectual ability. 5.1.4 Planning for transition into further and post-compulsory education should consider symptoms of ASD that may have an impact in these settings, and aspects of educational environments that may complicate transition and known support strategies. Grade C C C C 5.1.5 People with ASD should access appropriate student services. C 5.1.6 Providers of further and post-compulsory education should ensure that their members of staff are aware of the specific educational needs of people with ASD. 5.1.7 Providers of further and post-compulsory education should recognise that people with ASD may have special requirements when being formally assessed and take these into account in their policies and procedures. 5.1.8 Work (paid and unpaid) should be considered as an option for all people with ASD, regardless of their intellectual ability. 5.1.9 Known support needs of people with ASD who also have an intellectual disability should be taken into account when transitioning into work. C C B B 5.1.10 Specialist employment services for people with ASD should be developed. C 5.1.11 Specialist employment services should incorporate both known features of best practice employment for people with an intellectual disability and ASD-specific strategies. 5.1.12 Symptoms of ASD that may have impact in the work settings (both as strengths and as needs), should be taken into account when planning transition into work and when making choices about work and career. B C Part 5 New Zealand Autism Spectrum Disorder Guideline 165
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New Zealand Autism Spectrum Disorde
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Whakapüpütia mai ö mänuka kia k
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“I am tired of having to do 100%
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2.3 Physical well-being............
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References.........................
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Overview “It is common for me and
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Overview Overview Purpose of the Ne
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Overview Overview Preface I was bor
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Overview Overview educational princ
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Overview Overview Executive summary
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Overview Overview Key recommendatio
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Part 8 Pacific peoples’ perspecti
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Part 8: Pacific peoples’ perspect
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References 368. Unger DD, Parent W,
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References 417. Ministry of Health.
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Generic name Trade name NZ prescrib
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New Zealand Autism Spectrum Disorder Guideline - Ministry of Health

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