Career Education Course Outline: A Guide for
Students with Autism
Subject: Career Education
Grade Level: 11
Duration: 1 Semester (16 Weeks)
Focus: This course is designed to provide students with Autism Spectrum Disorder (ASD) with the foundational knowledge and
practical skills necessary for career planning and workplace success. The curriculum emphasizes self-advocacy, the development
of social and communication skills, and the use of visual and structured supports.
Week Topic Content Standards / Objectives Suggested Accommodations & Notes for
Students with Autism
1 Introducti Students will be able to identify the Use a visual schedule for each class. Provide a
on to purpose of career education and "social story" about the importance of career
Career articulate at least three personal planning. Start with a non-threatening survey of
Education interests and preferences. interests using images or simple choices.
& Self-
Awarenes
s
2 Identifyin Students will be able to connect personal Use interest inventories with clear visuals. Provide
g interests to potential career fields. sentence starters for expressing interests (e.g., "I
Interests like to work with..."). Break down career fields into
& specific, observable tasks.
Passions
3 Recognizi Students will be able to identify at least Use a "Strengths Finder" activity with concrete
ng two personal strengths and two skills examples. Use checklists and simple, direct
Personal they already possess (e.g., attention to language. Provide praise for specific efforts and
Strengths detail, strong memory). successes.
& Skills
4 Exploring Students will be able to describe their Use visual examples of different work environments
Learning preferred learning and work environment (office, warehouse, outdoor). Discuss sensory needs
& Work (e.g., quiet, collaborative, hands-on) and and how they can be accommodated in the
Styles how this relates to career choices. workplace.
5 Introducti Students will be able to recognize major Introduce clusters with clear icons and simple
on to career clusters (e.g., Arts & descriptions. Use a graphic organizer to help
Career Communication, Health Sciences) and students sort careers into their correct cluster.
Clusters identify a cluster that aligns with their
interests.
6 Researchi Students will be able to use online Provide a structured research template with
ng resources to research two occupations of specific questions. Use pre-selected, visually-rich
Occupatio interest, including required education websites (e.g., O*NET). Focus on one task at a time
ns & and daily tasks. to prevent cognitive overload.
Industries
7 Understa Students will be able to read and Highlight key terms in a job description. Create a
nding Job interpret a basic job description, matching activity where students connect job
Descripti identifying key responsibilities and responsibilities to skills. Explain industry-specific
ons & qualifications. jargon in simple terms.
Requirem
ents
8 Networki Students will be able to understand the Use a social story and script for a mock interview.
ng & concept of networking and practice Practice in a familiar setting with a trusted adult.
Informati asking a few structured questions in a Emphasize that this is practice and it's okay to
onal mock informational interview. make mistakes.
Interview
s
9 Resume & Students will be able to create a basic, Provide a fill-in-the-blank template for the resume.
Cover one-page resume and a draft cover letter Use concrete examples of how to describe skills
Letter using a provided template. and experiences. Break down the task into small,
Writing manageable parts.
10 Interview Students will be able to prepare for a job Use a video model of an interview. Practice
Skills interview by practicing answers to questions in a low-stress environment with a pre-
common questions and demonstrating determined script. Focus on one non-verbal cue at
appropriate body language. a time (e.g., eye contact, sitting up straight).
11 Workplac Students will be able to identify and Use explicit instruction and visual rule cards. Create
e apply basic workplace social rules, such scenarios and have students identify the
Etiquette as punctuality, personal space, and "expected" and "unexpected" social behaviors.
& Social respecting authority.
Rules
12 Communi Students will be able to differentiate Use scripts for common workplace interactions
cation in between professional and informal (e.g., asking a question, asking for help). Practice
the communication and practice using clear active listening skills through a game or activity.
Workplac and direct language.
e
13 Basic Students will be able to understand the Use a visual representation of money and
Financial difference between needs and wants and budgeting. Focus on concrete examples like
Literacy create a simple budget. budgeting for a favorite hobby or item.
14 Understa Students will be able to identify key Use a simplified diagram of a paycheck. Explain
nding components of a paycheck, including each deduction with a clear and simple definition.
Paycheck gross pay, net pay, and common Use a direct, factual approach without
s& deductions. overwhelming details.
Benefits
15 Post- Students will be able to identify at least Use a graphic organizer to compare different
Secondar two post-secondary options that align options, focusing on practical aspects like duration
y with their career goals (e.g., vocational and cost. Invite guest speakers who have a clear
Education school, community college, on-the-job and direct communication style.
& training).
Training
Options
16 Creating Students will be able to synthesize their Use a checklist to guide students through the final
a learning to create a simple, step-by-step plan. Review key concepts from the course using a
Personali career plan for the next year. visual presentation or a Kahoot-style quiz.
zed Celebrate their progress.
Career
Plan &
Course
Review
