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Transition To Work

For teens with ASD, CCDE offers a transition to work program based on communication, community, and advocacy. The emphasis of this program is to prepare the young person for employment or a career. Vocational experiences are offered in instructional settings, places of business, and through community volunteer programs. Teens are mentored and coached throughout the process.

  • Communication: Every interaction has a fundamental purpose to promote communication, whether verbal or nonverbal.
  • Community: Highlights the young person’s relationship to themselves and others. For teens with ASD, social competence is often elusive. Building a social foundation needed for employment begins with questions such as: “Where do I fit into my world?”  “How do I work toward respecting others and myself?” “What do I have to offer my world?”
  • Advocacy:  Reminds the young person that:
    • He deserves to be treated with respect for who he is and what he has to offer, including his whole self, creativity, talents, and past experiences.
    • He has a right to be who he wants to be and he has unlimited potential as a life long learner that allows for mistakes and opportunities to learn from them with guidance from others when needed.
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Transition To Work

For teens with ASD, CCDE offers a transition to work program based on communication, community, and advocacy. The emphasis of this program is to prepare the young person for employment or a career. Vocational experiences are offered in instructional settings, places of business, and through community volunteer programs. Teens are mentored and coached throughout the process.

  • Communication: Every interaction has a fundamental purpose to promote communication, whether verbal or nonverbal.
  • Community: Highlights the young person’s relationship to themselves and others. For teens with ASD, social competence is often elusive. Building a social foundation needed for employment begins with questions such as: “Where do I fit into my world?”  “How do I work toward respecting others and myself?” “What do I have to offer my world?”
  • Advocacy:  Reminds the young person that:
    • He deserves to be treated with respect for who he is and what he has to offer, including his whole self, creativity, talents, and past experiences.
    • He has a right to be who he wants to be and he has unlimited potential as a life long learner that allows for mistakes and opportunities to learn from them with guidance from others when needed.