Supporting people with autism spectrum disorder
(ASD) to obtain employment
Introduction
This paper presents information on good practice in supporting people with
autism spectrum disorder (ASD) to obtain employment, and captures learning
from a National Disability Authority seminar in March 2012, and other relevant
resources. The contents of this paper are:

A definition of autism spectrum disorder

Case Study 1 - The approach used by Specialisterne, a Danish social
enterprise, that supports people with high-functioning ASD to obtain
mainstream employment in specialist areas where their condition
constitutions a strength

Case Study 2 - The supported employment model operated by the Autism:
Building Links to Employment (ABLE) project, run by the Orchardville Society
in Belfast

Case Study 3 - The Behaviour Support Services based in the Brothers of
Charity Services in Roscommon, that supports people with ASD to manage
their challenging behaviours and to obtain employment

Recommendations from the Health Service Executive’s (HSE) New
Directions Report: Review of the HSE Day Services (2012)1. This
report states that providing people with disabilities, including people with
ASD, with appropriate person-centred health supports, is key to assisting
them to access education and employment opportunities

Perspectives on person-centred services for people with ASD and other
disabilities as outlined in the HSE’s National Review of Autism Services
Past, Present and Way Forward (2012)2
1
Health Service Executive (2012) New Directions. Review of HSE Day Services and Implementation Plan
2012 – 2016. Personal Support Services for Adults with
Disabilitieshttp://www.hse.ie/eng/services/Publications/services/Disability/new%20directions.html
2
Health Service Executive (2012) National Review of Autism Services Past, Present and Way Forward
http://www.hse.ie/eng/services/Publications/services/Disability/autismservices.html
1
Key messages

ASD is an umbrella term referring to all conditions on the autistic spectrum,
from people who are high-functioning and may require few supports to
people who are low functioning and may have high support needs

No two people may want or require a similar suite of supports. The personcentred approach enables the individual to decide on the supports and
services that are appropriate for them

Some people with ASD have the capacity and the skills to perform very
complex, detail oriented, repetitive tasks that other people often avoid.
People on the high functioning scale of autism with low support needs can
achieve meaningful mainstream employment in industries that require this
skills-set, with the appropriate person-centred supports

Employers who have employed people through the programmes listed in our
case studies are reported to have had very positive experiences

People on the lower end of the autism spectrum with higher support needs
can also obtain meaningful employment with appropriate person-centred
supports.

It is important to create an expectation for people with ASD and their
families that they will obtain employment and participate in society, and to
provide them with the necessary supports to achieve these objectives

Work is a realistic option for people with ASD

Work provides people with ASD with meaningful identity and a pathway to
social inclusion
Strategic and operational issues to consider
These are based on the recommendations of the HSE’s Reviews of Adult Day
Services (2012), and of Autism Services (2012):

Providing people with disabilities, including people with ASD, with appropriate
person-centred health supports, is key to assisting them to access education
and employment opportunities

A whole of government approach, preferably with integrated funding streams,
is important to provide people with disabilities with appropriate personcentred supports across health, education, employment

People with ASD require streamlined integrated services across the health,
education, and other sectors from childhood onwards, to support and
facilitate their access and participation in education and training, and to assist
their transition into employment.
2

Integrated support services can help people with ASD to participate in
mainstream society

The health sector in Ireland should continue to be responsible for providing
health-related supports to facilitate people with disabilities’ access to
mainstream education and employment, and to community inclusion

Autism services need to be consistent in terms of the quality of services
provided

It is important to have indicators to measure the effectiveness of day services
and supports in progressing people with disabilities to lead self determined
lives

Standards to monitor and evaluate the quality of day services for people with
disability should be an integral part of service-level agreements with disability
service providers

Service providers should be trained and qualified to provide appropriate
services that meet the range of support needs of people with ASD

Government agencies responsible for employment services should work in
partnership with specialist service providers that have expertise in providing
services for people with ASD

A formal interagency structure should be established to enable service
providers with expertise in providing services to people with ASD, to share
their knowledge on:


Developing and delivering information and awareness training for staff
providing support services for people with autism
Developing and providing information, training and supports to the families
of people with ASD
Autism Spectrum Disorder
Autism Spectrum Disorder (ASD) is currently defined as a condition in which
there are difficulties in the following three areas:

Impairment in social interaction

Impairment in communication

Restricted, repetitive and stereotyped patterns of behaviour3
3
This is the definition of ASD used by the World Health Organisations’ International Classification of
Diseases (ICD) 10th edition and the Diagnostic and Statistical Manual of Mental Disorders, 4th Edition as
3
ASD is an umbrella term referring to all conditions on the autistic spectrum. The
difficulties associated with autism can vary across a spectrum of conditions.
A person with ASD, who is categorised as high functioning on the spectrum,
meets the criteria for autism but will have normal or above average intelligence.
A person, who is categorised as low functioning with higher support needs, will
have more difficulties with social interaction and communication and will require
more supports to participate in every day life.
People with ASD may also have intellectual disabilities, Attention Deficient
Hyperactivity Disorder (ADHD), motor or sensory difficulties, or display
challenging behaviours.4
Barriers to Employment
People across the range of ASD often experience barriers to social inclusion and
employment because of their difficulties with communication and social
interaction.
If a person with ASD has challenging behaviour, for example, handbiting or has
additional disabilities, then they face additional barriers to obtaining mainstream
employment.
The case studies in this paper show that with appropriate supports, people with
ASD on the high end of the spectrum can obtain meaningful employment.
The case study of supports for those with higher needs shows that personcentred psychological supports can be effective in assisting people on the slightly
lower level of the autism spectrum with higher support needs, to:

Manage their challenging behaviours

Develop and maintain relationships with the families, support staff,
psychologists
referenced in Health Service Executive (2012) National Review of Autism Services Past, Present and Way
Forward http://www.hse.ie/eng/services/Publications/services/Disability/autismservices.html
4
This is the definition of ASD used by the World Health Organisations’ International Classification of
Diseases (ICD) 10th edition and the Diagnostic and Statistical Manual of Mental Disorders, 4th Edition as
referenced in Health Service Executive (2012) National Review of Autism Services Past, Present and Way
Forward http://www.hse.ie/eng/services/Publications/services/Disability/autismservices.html
4

Use these relationships to support them to live self-determined lives and
obtain employment they wish to have
Case Study 1- Specialisterne Enterprise, Denmark
Specialisterne, a social enterprise, was established in Denmark in 2004. The
enterprise was established to support people with ASD to develop their abilities
for detailed and complex work and to obtain mainstream employment as
specialist consultants in data and information processes. Specialisterne provides
training and employment opportunities for people with ASD who are high
functioning. People with ASD are referred to Specialisterne through their service
providers and apply for positions on their programmes.
The enterprise currently employs 20 people in management and staff positions.
Staff are trained to provide services for people with ASD. The enterprise also
employs 35 people with ASD as specialist consultants. In 2012, 20 people aged 18
plus were on the training and assessment programme.5
The enterprise uses a person-centred approach to support people with autism
into mainstream employment as specialist consultants in software testing, data
registration, quality control and information packaging for IT, telecommunications
and pharmaceutical companies. Programme participants undergo a five month
individual assessment and training programme that supports them to:

Develop their individual skills and capacity for specific tasks

Develop their social and communication skills

Transition into mainstream working environment
Developing Individual Capacity
A person with ASD often displays one or more of the following capabilities:

High levels of concentration

Performing repetitive actions with high quality outcomes

Excellent attention to detail

Ability to spot errors in data, information and in information systems

Ability to recognise patterns
5
Sonne, T. (2012). Turning Disability into Specialist Abilities – the Specialisterne Case. Presentation at the
National Disability Authority Seminar in March 2012 on Strategic approached to employing people with
Autism Spectrum Disorder.
5

Process optimisation
These capabilities are very suited to employment which involves precision, data
analysis, or seeing patterns, such as IT and software testing, accounts, or quality
control. These are tasks that other employees often avoid. Programme
participants are provided with training to enhance these skills
Developing social and communication skills
People with ASD often have problems with social interaction and communicating
with other people. As part of the five month assessment and training process
programme participants are supported to develop their interpersonal and
communication skills, manage challenging behaviours, and provided with training
in life skills, for example, travelling to work, or managing money.
Transitioning into mainstream employment
People with ASD generally prefer calm environments and following the same
routine every day. Change in their routine or environment, for example,
transitioning from a training environment to a mainstream work environment can
be very stressful. Throughout the assessment and training process programme
participants are provided with short work placements to assist them to transition
into a mainstream work environment. They are provided with ongoing supports
from Specialisterne staff to assist them to make this transition.
Evaluation and profiling
After the assessment and training period each programme participant meets with
their support team to evaluate and discuss their progress. A profile is created for
each programme participant that details their ideal job and matches it with their
skill set. Depending on the outcomes of this process programme, participants are
employed as specialist consultants by Specialisterne, or they are supported to
obtain employment with other companies and organisations in the public and
private sector.
Employer supports
Specialisterne also provide employers with training and supports to provide work
placements and/or employment for people with ASD.
Early Intervention-Youth Education Programme
In 2009, Specialisterne established a youth education programme in Denmark for
teenagers and young adults, aged between 16 to 25, with ASD, who are high
functioning. The objective of this programme is to provide young people and
their families with an expectation that they will work and participate in
mainstream society. This programme provides them the skills and experience to
pursue further education and employment.
6
Young people on this programme receive training in:

Traditional curriculum subjects

Maintaining their mental and physical health and well being

Developing their social and communication skills

Provided with work placements in different companies and organisations.
Case Study 2 - Supported Employment Model – ABLE
Project, Orchardville Society, Belfast
The Orchardville Society in Belfast is a voluntary organisation that specialises in
providing training and employment services for people with intellectual
disabilities. In 2009, the Society established the Autism: Building Links with
Employment (ABLE) project in response to:

A lack of specific services for young people and adults with ASD

Increase in referrals of people with ASD from mainstream and specialist
schools, the Belfast Health and Social Care Trust and the Department of
Education and Learning in Northern Ireland
The Orchardville Society runs the ABLE project in partnership with the Belfast
Wide Partnership and NOW. The project will end in 2013 and is financed
through Big Lottery Funding.
The project’s objective is to create the expectation in young people and adults
with ASD, that they will obtain employment in a mainstream environment and
participate in society. The project provides employment based services for young
people and adults aged between 16 and older with ASD that have been referred
from special and mainstream schools and other services. These people are on the
higher to middle end of the autism spectrum scale.
Supported Employment Model
The project uses a supported employment model to assist people with ASD to
obtain and retain work placements and employment. Project staff are trained to
provide appropriate supports to people with ASD.
The project also uses a person centred approach. An Individually Customised
Programme is developed for each project participant to:

Determine the type of job they want
7

Assess their skills and competencies via vocational job profiling and job
analysis. Participants are provided with precise instructions to assist them to
complete the job analysis

Provide them with training and supports to assist them develop their
individual capabilities and skills

Prepare them for mainstream work environments by supporting them to
develop their social and communication skills and training them in workplace
etiquette and life skills, for example, managing money

Provide them with supports to manage any challenging behaviours

Transition effectively into mainstream employment using the place and train
model. Participants are provided with short “taster” work placements to
prepare them for long term work placements and full time employment

Progress participants into mainstream employment by providing them with
ongoing training and supports and linking them into peer support networks
through the project’s online User Forum
Employers providing work placements and/or employment opportunities and
their staff receive awareness training and ongoing supports.
Progress to date
The project is in its third year and has supported people with ASD to obtain
work placements and employment in different work environments that include
customer service, information technology, data processing, retail and
manufacturing. See Table 1 for project progress to date.
Table 1 ABLE project’s progress to date6
As detailed in Table 1the project has exceeded some of its overall targets. The
Special education
referrals
Mainstream education
referrals
Adults 18 +
Number of work
placements
Number of jobs
Number of Employees
People impacted
Current Targets
(Year 3)
26
Project End Target (Year 4)
14
10
30
94
25
60
14
75
200+
15
50
140
25
6
Haddock, M. and Lynas, L (2012) ABLE. The Idea, the Delivery, the Result. Orchardville Society Belfast.
Presentation at the National Disability Authority Seminar on Strategic approached to employing people
with Autism Spectrum Disorder.
8
project’s end target for 2013 was to provide 60 work placements for people with
ASD. The project has already provided 94 work placements for people with ASD
by 2012.
Case Study 3 - A Working Alliance - The Behaviour
Supports Service, Roscommon
The Behaviour Supports Service in Roscommon focuses on providing people with
ASD across the spectrum, with person centred psychological supports to assist
them to:

Develop and maintain close relationships with their families and support
structures, for example, a psychologist, support worker etc. (These
relationships create a working alliance that supports the person with ASD to
determine the life they wish to live and to obtain the type of employment they
wish to have)

Manage their challenging behaviours
The Behaviour Supports Services uses the following psychological supports and
frameworks to support people with ASD to live self determined lives:

Social Role Valorisation Theory

Positive Behaviour Support Framework
Social Role Valorisation Theory
Social Role Valorisation Theory is concerned with the effects of social
devaluation on the well being of people that society regards negatively, for
example, people with challenging behaviours, people with ASD, people with
disabilities. The theory focuses on reversing the effects of social devaluation on
the individual by:

Raising their consciousness of their individual abilities

Challenging the individual’s and society’s stigmatising beliefs and perceptions
about themselves

Providing them with examples of the valued roles they play in society and
their capacity to form and maintain meaningful relationships with their families
and other people in society

Promoting and supporting the individual to participate in society
The Behaviour Support Services uses this theory to work with people with ASD
to:
9

Increase their self confidence and self esteem

Increase their awareness of how they are valued by their families, the support
services, and their communities. The valued role they play in mainstream
society

Increase their awareness of the importance of developing and maintaining
close supportive relationships with their families and support staff. These
relationships play a vital role in assisting people with ASD to realise their
potential and to recognised the valued role they play in society
Positive Behaviour Support Framework
Environments with high levels of stress and stimuli are often not suitable for
people with ASD and may trigger challenging behaviours. The Positive Behaviour
Support Framework is used to support people with ASD to manage their
challenging behaviours using the following key steps:

Low Arousal. Creating a calm (low arousal) environment for the person
with ASD, to enable them to concentrate on the different techniques that will
enable them to manage challenging behaviours. A calm environment also
supports a person with ASD to develop a rapport with the psychologist

Rapport Building. The psychologist builds a rapport on a routine basis with
the person in order to provide them with person-centred, individualised
supports

Predictability. Supports are provided in a routine manner and are applied to
practical real life situations

Communication. Assisting a person with ASD to develop their
communication and social interaction skills and to develop close relationships
with others

Incentives/Reinforcement Strategies. To ensure that people remember
to use the skills and strategies they have learned to manage their behaviour
McClean and Grey (2012)7, from the Behaviour Support Services, conducted
research on the effectiveness of the Positive Support Framework on 4 people
with ASD with severe challenging behaviours. These people were attending the
Behaviour Supports Services. The research was carried out over a three year
period.
7
McClean, B. and Grey, I. (2012) An evaluation of an intervention sequence outline in positive behaviour
support for people with autism and severe escape-motivated challenging behaviour, Journal of Intellectual
and Developmental Disability. 37(3), September 2012, pp.209-220.
10
The research outcomes showed that the incidents of severe challenging
behaviours were reduced to zero when each of the 4 people was provided with:

A calm environment where they could concentrate on techniques that
assisted them to manage their challenging behaviours

The opportunity to develop rapport and relationships with the psychologists
the supports staff and their families
The results of the research suggest that people with ASD with severe challenging
behaviours can obtain work if:

They have established close relationships with their families and support staff,
that provide them with appropriate supports that assist them to transition
into a job that they choose

They are transitioned into a calm work environment with appropriate
supports that enable them to work and interact with their colleagues to the
best of their abilities. A calm work environment also provides them with the
opportunity to progress and develop
Creating a Work Alliance
The key focus of the Behaviour Support Services is to provide people with ASD
with person centred supports that will assist them to develop and maintain
relationships with their families and the wider community. These relationships
form the basis of a working alliance that effectively supports the person to live a
self determined life, including obtaining meaningful employment.
The Behaviour Support Services conducted recent research on the effectiveness
of the person centred approach in supporting people with ASD and intellectual
disabilities across the spectrum to lead self determined/independent lives8. 46
people with intellectual disabilities were chosen from 6 Brother of Charity
Services Centre in different regions. These people were chosen because they
wished to lead more independent lives. The research was conducted over a 15
month period. At the end of the research:

20 people (43%) were reported as living self determined lives in the
community

An additional 3 people (7%) were reported to be in the final stages of
transitioning into self determined living
8
McClean, B. (2012) A Working Alliance: Person-Centred Planning and Employment. Behaviour Supports
Service, Brothers of Charity Services, Roscommon. Presentation at the National Disability Authority
Seminar on Strategic approached to employing people with Autism Spectrum Disorder. This seminar took
place on 22 March 2012 in the National Disabiliy Authority’s Pavilion
11
The research showed that the primary reasons the person-centred approach was
effective in assisting people to live self determined lives was because of:

The working alliance that had been created between the person with a
disability, their support structures and the wider community

Vision based person –centred planning that focused on the person’s capacity
to live the type of life they wished to live
Meaningful Work
The objective of the person centred supports provided by this service is that
each person with ASD is assisted to decide on the type of work and activities
that are meaningful to them. They are supported to engage in work that interests
them and that gives them a sense of purpose and identity. This work also
provides them with the opportunities to develop and maintain social relationships
with the wider community.
Effective Supports
The three case studies of Specialisterne, the ABLE project and the Behaviour
Support Services have demonstrated that the following person centred supports
are effective in assisting people across the autism spectrum to obtain meaningful
work an participate in society. These supports include:

Focusing on the person’s individual capacity and ability and supporting them to
develop these abilities

Increasing their self confidence and self esteem by providing them with valued
social roles

Providing the person with an integrated suite of supports in personal
development, social and communication skills, managing challenging
behaviours and employment related skills

Assisting people with ASD to develop and maintain close and supportive
relationships with families, and support staff and the wider community.

Creating an expectation for people with ASD and their families that they will
obtain employment and participate in mainstream society
Additional elements that facilitate the effective delivery of person centred
supports are:

Project/programme staff are trained in providing appropriate supports to
people across the spectrum of ASD
12

Employers and their staff receive awareness training in ASD. They also
received training in supporting a person with this type of disability to work in
a mainstream environment
Outcomes
All three case studies stated that:

People with ASD reported the positive benefits of having meaningful
employment, for example, having the economic means to participate in
mainstream society

Building partnerships or working alliances between people with ASD, their
families and the wider community, including employers is an important part of
supporting people with ASD into employment.
Employers’ perspectives

Specialisterne and the ABLE Projects stated that employers reported positive
experiences of employing people with ASD. They were impressed by the
individuals’ professionalism, motivation and commitment to the jobs.

Employers working with the ABLE project stated that the supports and
training they received to assist them to employ people with ASD were
invaluable
Current Service Provision in Ireland
In 2012, the Health Service Executive published the New Directions Report.
Review of the HSE Day Services. Adult day services are provided in Ireland
by the HSE and by a mixture of voluntary services. This report evaluated the
effectiveness of day services for adults with disabilities in supporting them to
progress and participate into mainstream society and obtain meaningful
employment
Breakdown of Service Users
According to the New Directions Report (2012), 25,302 people with different
disabilities currently use adult day care services
13
Table 2: People with disabilities using adult day care services
Type of disability
People with ASD
People with Intellectual Disability
People with Mental Health Issues
People with Physical and Sensory Disabilities
Total
Number of people and %
357(1%)
13,720 (54%)
7,301 (29%)
3924 (16%)
25,302 (100%)
Table 2 shows that only a small percentage of percentage people with ASD use
day care services. The New Directions Report (2012) states that this data
reflects the fact that day services and service providers have only recently had
the capacity and skill to diagnose autism as a distinct disability. As a result, adults
with autism are included with other disability groups. There is currently no
precise data about the number of people with ASD actually using adult day care
services.
Type of Services Provided
People with disabilities can avail of different services based on their capacity and
support requirements. Table 3 details the primary day services that 25,302
people with disabilities currently use. Service use is not broken down on the
basis of different disabilities.
14
Table 3: Primary Day Services that 25,302 people with disabilities use
Name of Service
Description of Service
Day Activation/Activity
Provides support and therapeutic
services designed to meet the
needs of people through
individual plans. These include
training in: independent living
skills, personal development,
health-related and therapy
supports, for example
behavioural therapy and mental
health supports
Provides supports to assist
people to participate in
mainstream, community
programmes and activities, for
example, sport, social events etc.
Provides high support services
primarily focused on providing a
health care service to meet the
specific needs of individuals
People with disabilities are
supported in the day centre to
produce products for external
vendors. Service users may or
may not receive
allowances or discretionary topup payments.
Programmes designed to equip
participants with basic personal,
social and work-related skills that
will enable them to progress to
greater levels of independence
and integration in the community
Paid employment in the open
labour market with ongoing
supports.
Day centre provides participants
with constructive activities such
as cooking, arts and crafts. No
employment contracts with
external companies Service users
may or may not receive
allowances or discretionary topup payments.
Programmes funded by the
Department of Education and
Skills to enhance day services
Active Community
Participation/ Inclusion
Day Care Programme
Sheltered Work
Programmes (Commercial)
Rehabilitative Training
Supported Employment
Sheltered Work
Programmes (Therapeutic)
Education Programmes
Number and (%) of users
with disabilities
13,269 (52%)
4,607 (18%)
3,618 (14%)
2,826 (11%)
2,789 (11%)
1,773(7%)
1,749 (7%)
1533 (6%)
15
Name of Service
Description of Service
Sheltered Employment
An enterprise is set up
specifically to employ people
with disabilities, funding from the
HSE. Workers have a contract of
employment and receive the
minimum wage.
Number and (%) of users
with disabilities
164 (1%)
Source: Health Service Executive (2012) New Directions.
The data in Table 3 shows that:

The majority of people with disabilities using day services (52%) use the
therapeutic and supports services provided by the services. There appears to
be no participation with the mainstream community and activities.

18% engaged with mainstream activities with their local communities

Only 7% obtaining supported employment in mainstream work environments
Autism Review - Employment recommendations
The strategic and operational changes recommended by the New Directions
Report (2012) to support people with disabilities to obtain employment and
participate in society are reflected in the HSE’s National Review of Autism
Services Past, Present and Way Forward (2012). This report also
recommends that if people across the ASD spectrum are to be supported into
mainstream employment:

They need to be provided with appropriate person-centred health supports,
to assist them to access education and employment opportunities

Integrated services in health, education, training etc for people with ASD need
to be more consistent in terms of the quality of services provided and the
method of service delivery. A system needs to be implemented to monitor
and evaluate the quality of services being provided. This system should also
measure the outcomes these services achieve in terms of supporting people
with ASD to transition into further education and mainstream employment
opportunities

A whole of government approach with integrated funding streams is necessary
to provide people with disabilities with appropriate person centred supports
across health, education, employment etc
16
Additional Recommendations
The National Review of Autism Services (2012) also made the following
recommendation regarding the future provision of autism specific services:

People with ASD require streamlined integrated services across the health,
education sectors from childhood onwards to support and facilitate their
access and participation in education and training services and to assist their
transition into employment. These services should also support people with
ASD to participate in mainstream society

Service providers should be trained and qualified to provide appropriate
services that meet the range of support needs of people with ASD

Government agencies responsible for employment services should work in
partnership with specialist service providers that have expertise in providing
services for people with ASD

A formal interagency structure should be established to enable service
providers with expertise in providing services to people with ASD, to share
their knowledge on:
Developing and delivering information and awareness training for staff
providing support services for people with autism
 Developing and providing information, training and supports to the families
of people with ASD
The New Directions Report (2012) and the National Review of Autism Services
(2012) have made similar recommendations regarding the necessary strategic and
operational changes that need to be implemented if people with disabilities are to
be effectively supported to obtain meaningful employment.

These key recommendations are also reflected in the Value for Money and Policy
Review of Disability Services in Ireland, published by the Department of Health in
2012.
Conclusion
The National Disability Authority’s 2006 report A Strategy of Engagement:
Towards a Comprehensive Employment Strategy for People with
Disabilities advised that employment measures must be comprehensive across
the spectrum of abilities and degrees of impairment, and in addressing the range
of disabilities (physical, sensory, intellectual, mental health, multiple disabilities
17
The case studies and policy recommendations summarised in this paper illustrate
some of the key elements of an integrated and person-centred approach to
enable people with ASD obtain meaningful employment

A whole of government approach

Integration between support systems and services that come under different
departments

Employers play an important role in assisting people with ASD to obtain
employment. They should be included in this process and provided with the
necessary supports and training to recruit, employ and retain people with
ASD
18
References
Department of Health (2012) Value for Money and Policy Review of Disability
Services in Ireland, published by the Department of Health in 2012.
http://www.dohc.ie/publications/VFM_Disability_Services_Programme_2012.html
Haddock, M. and Lynas, L (2012) ABLE. The Idea, the Delivery, the Result.
Orchardville Society Belfast. Presentation at the National Disability Authority
Seminar on Strategic approached to employing people with Autism Spectrum
Disorder. This seminar took place on 22 March 2012 in the National Disability
Authority’s Pavilion
Health Service Executive’s (2012) National Review of Autism Services Past,
Present and Way Forward
http://www.hse.ie/eng/services/Publications/services/Disability/autismservices.html
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