Looking at the opportunities open to school leavers with disabilities, and presents a personal story of success and fulfillment against the odds
My name is Robyn Steward and I’m 22. I have Asperger’s syndrome, three specific learning disabilities, hemiplegia and a visual impairment. I’m a freelance Asperger’s trainer and I train a wide variety of professionals, including learning support assistants and teachers. I also mentor young people with autism and work on research and other projects. My work involves regularly speaking at events; I’ve given talks in America and taken part in parliamentary lobbying and media work for The National Autistic Society (NAS).
While my life is successful now, it wasn’t always so. At the age of fifteen I thought I’d be a homeless drug addict by twenty-one. I went to mainstream school and had a lot of problems with bullying and lack of support. Teachers could not understand that I could be articulate while still being unable to solve a particular problem. My brain has no filter for stimuli: it’s a bit like the feeling you get in a crowded, noisy bar when you’re trying to have a focused conversation with someone despite all the distractions – only all the time.
Like many people with Asperger’s, I would sometimes become emotionally unable to cope and I clocked up a lot of absences from school.
I decided to leave school early and go to college, where I saw the world with a new pair of eyes. I went to four colleges in five years and I achieved qualifications each year. At school I had been stigmatized for receiving help, but at college, without the uniform and with its greater mix of demographics and age, this was largely undetectable by others. For the first time I felt the same as everyone else and I really grew in confidence. Eventually, I started training staff in autism and I joined the student council.
Whilst at college, I discovered my skill set, lived in four different cities and enjoyed far wider life experiences than many of my peers. The technical and retail qualifications I gained at college led directly to employment. I then built on my existing ITC skills by improving my multimedia knowledge, and applied this to film making. I made a film about autism and put it on the college’s website to help market myself. This kick started my business and also gave me a useful training resource.
It is very important for all young people, but particularly those of us with SEN, to focus on the things that we are good at and enjoy, but this often depends on having the support to help identify our skills and goals and make appropriate choices. A long stint at college can be a serious investment, but it will generally be worthwhile so long as you are supported and happy. Research by the NAS has shown that the lack of understanding and opportunities available to young people with autism can prevent many from reaching their full potential in adult life. Only fifteen per cent of adults with autism are in full-time, paid employment, and many rely heavily on their family for practical and financial support.
According to the Disability Rights Commission, sixteen year olds with disabilities are twice as likely to be a NEET (not in education, employment or training) as their peers, and at age nineteen they are three times more likely. In addition to struggling with choice and identifying what they want to do in the future, some young people with SEN may harbor a reluctance to continue learning, particularly if their school experiences have been difficult. It is vital that they understand that the range of options open to them is so much more than just the sixth form.
First of all, they need to establish whether the academic or the vocational route (or a bit of both) best meets their needs. If they want to study for A levels or a new diploma, sixth form can provide a straightforward transition; college, on the other hand, can offer more choice and provide greater freedom (if they are ready for it), which can help boost confidence. If a greater level of support is required, it may be worth considering a specialist college. Information about funding and the range of loans and grants available can be found on the Skill website (see below).
The vocational route offers opportunities to combine college study and vocational training; apprenticeships, for example, generally consist of one day in college and four days in the work place each week. Courses such as Entry to Employment (E2E) or skills4industry may be good options for those who are keen to work but feel they are not quite ready yet. Other options include sheltered workshops or social enterprises, which range from tea shops to garden centres.
Volunteering may also be worth considering. As well as providing opportunities to try something new, volunteering often involves valuable training and it can sometimes lead to employment. Volunteers may also gain “awards” for their time, which can really aid self-belief.
The transition period is very important time. When I work with a young person we meet once a week from Easter onwards and we use tools like photographs and scrap books to support the change. There is no “one sizes fits all” solution, and each individual will need something different. Do not underestimate the emotional challenges transition can present for young people and those working with them. As someone with multiple disabilities, I think the best thing to work towards is the student’s happiness; the academic or career achievement will come only when they are happy. With the right support, though, people with disabilities and SEN can go on to have fulfilling lives, relationships, jobs and a valuable place in the community, whatever it is they desire and regardless of their ability.
Article first published in SEN Magazine issue 41: July/August 2009.
Author: Robyn Steward
autism Stimming Robyn Steward
autism Stimming
Robyn Steward
