Envelope Stuffing Isn't Where It's At

Stuffing envelopes and stapling papers: These are the sorts of things too often taught to individuals on the autism spectrum who are transitioning from being teenagers to adults, according to educator Peter Gerhardt in yesterday's Southern Maryland Newspapers Online. "Getting a Life: Transition to Competent Adulthood for Young People with Autism" was the title of a presentation given by Gerhardt at the College of Southern Maryland Prince Frederick campus. Gerhardt emphasized that

learning to be "interdependent" through transition and social interaction is far more vital to people with autism leading a full life.

Gerhardt noted that none of us are "independent." "Independence" for some individuals on the autism spectrum need not have to mirror precisely what this terms means for many people. Rather, Gerhardt proposes that it's as important for individuals on the spectrum to learn to rely on others:

An example of this Gerhardt gave was teaching people with autism to go to Wal-Mart. He first spoke to the store's manager to explain what he was doing and to find out who was the best cashier for his students. He then spoke to that cashier and told her to "talk to them, not to me," when his students were purchasing their products.

"Once one person starts to [become comfortable working with autistic people], other people want to do it; other people want to get involved," Gerhardt said.

Gerhardt also discussed the transition that takes place when autistic individuals go to college or start full- or part-time employment. He said he felt that quality of life was always the most important aspect in either of these initiatives, though "intense instruction" is necessary for adaptation.

"I can teach you how to make copies but the real skill is what to do when something goes wrong," he said in regard to people with autism entering the workforce.

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Perhaps especially here in the US, there's a tendency to equate adulthood---being a "successful" adult---with attaining a kind of "rugged individualism" and, indeed, a sort of freedom from being interdependent. Are we only preparing people for a kind of poor imitation of "independence" in teaching them to stuff envelopes and put flyers in folders---tasks which get labeled as "work" and a "job"?

A few days ago, Dora posted about the emphasis on teaching "life skills": Why can't certain "daily living skills" be the sphere of some, and other tasks for others?

There's a serious need to rethink the content and the form of educating older students on the spectrum and adults requiring such; to reconsider what is "basic" not simply for "daily living skills," but for living.

Image from Consumer Affairs.