| Whether the autistic child has just graduated from high | | | | caregivers need to be sensitive and make autistic |
| school or passed out from college, learning practical | | | | children aware of these expectations their work-place |
| and proven ways to deal with life outside a secure | | | | will have from them besides teaching them appropriate |
| and disciplined environment that is mainly academic, is | | | | behavior in the work environment. |
| very essential to helping them adjust to the demands | | | | Autistic children who have had proper schooling are |
| of a competitive environment, such as a work culture | | | | usually at a learning level of being able to control |
| demands. | | | | outbursts of the emotional kind they may have been |
| Many autistic children are financially dependent to a | | | | prone to in earlier stages and are capable of following |
| certain extent, if not fully reliant, on sustenance from | | | | instructions and doing highly skilled tasks, besides some |
| their parents, much like regular kids are, but the situation | | | | showing a marked distinction at music or math. |
| is more complicated for autistic children as opposed to | | | | The main area of negotiation that autistic children need |
| normal kids who are better able to fend for | | | | to be guided about is dealing with relationship problems |
| themselves since they do have have the mental and | | | | as they are simple by nature and presume others to |
| physical limitations of autism disorder preventing them | | | | be good, like them, which unfortunately, is not always |
| from adjusting to a new life and coping with work | | | | true of all people in this changing world; thus, they get |
| demands -even when both sets of kids may be initially | | | | taken advantage of and suffer due to the dubious |
| scared of the change. | | | | ethics of others. So, it is important for caregivers of |
| Their time to live among peer groups in a controlled | | | | autistic children leaving a school environment for a |
| environment is over and instead of facing known | | | | work one to inculcate in them realistic, worldly |
| situations every day as in a school routine, autistic | | | | teachings and make them survivors in a competitive |
| children venturing into the professional world have to | | | | work place for their own good besides having a |
| deal with new, hitherto unknown sets of living situations | | | | potential employer clue in other workers about the |
| while applying themselves to a career, which can be | | | | child's condition so as to enable a healthy work-place |
| intimidating for them, without help from a support group | | | | relationship among colleagues who may need to be |
| or parental guidance. | | | | educated about what comes with the disorder and |
| Learning ways to deal with people in a business | | | | how to treat an autistic individual right. |
| environment and distinct differences existing in | | | | Preparing the autisitc child about ignorance and |
| behavioral modes in school and work culture is very | | | | intolerance that may come his or her way at the |
| important for autistic children as proper grooming, | | | | workplace due to personal factors or even lack of |
| hygiene and knowledge of work-place behavior | | | | awareness about thier condition is very necessary to |
| constitute their elements for succeeding in a difficult, | | | | prevent disappointment and emotional issues later. |
| complex and rapidly advancing work culture. These | | | | Going in for counselling, speaking to other supportive |
| are children that have needed assistance in brushing | | | | family members or seeking advice from a caring guide |
| teeth and combing their hair or other such regular | | | | can help boost an autistic child's confidence in |
| things normal children dismiss as being routine, but | | | | approaching work life after school life and make the |
| which are hard work for autistic children and thus, | | | | change a happy and healthy one. |