Good Jobs for Our Young Neighbors: Supporting Autistic Adults and Recent Graduates

Every spring, Bernards Township graduates a class of young people with plans, skills, and a lot of potential. Some are headed to college. Others are heading straight into work, and some of them are autistic adults who are ready for a job but may not know where to start or which employers are willing to give them a chance. Recent college graduates face a different version of the same question: how to turn a degree into a career without leaving town. A township can’t create jobs on its own, but it can help connect people to them and make sure our community is a place where young adults can build a life.

Start with what the township can and can’t do

Most employment services are run by the state, the county, and private employers. New Jersey’s Department of Labor and Workforce Development operates the WorkForce New Jersey career centers, and the state’s Division of Vocational Rehabilitation Services works with students and young adults with disabilities, including autistic students, on transition and employment planning. Somerset County also has workforce resources. The township’s role is to know what those programs offer, share that information clearly, bring the right partners to the table, and look at its own hiring practices.

Make transition planning visible for high school students

For autistic students, the years before and after graduation can be a difficult transition. Federal law requires school districts to begin transition planning for students with IEPs by age 16, and the best plans start with a student’s own interests and strengths. The district, families, and local agencies should all know what’s available, but many parents tell me they don’t know where to begin. I’d want to see a plain-language guide, shared through the schools and the township website, that explains the transition process, the agencies involved, and the questions to ask. Parent information sessions held at a school or the library would help families who are already stretched thin.

Build real pathways into work

Employment programs work best when they combine training with real jobs. Supported employment, in which a job coach helps a new employee learn the role and then gradually steps back, has a strong track record for many autistic adults. Internship models that place young adults with disabilities in workplaces, such as the Project SEARCH program that operates at hospitals and other large employers in New Jersey and elsewhere, show what’s possible when employers, schools, and agencies work together. The township can help identify local businesses willing to explore similar arrangements, and it can encourage those partnerships through its business outreach. Before promoting any specific program, we should confirm that it’s currently available in our area.

Lead by example as an employer

The township itself employs people in its library, public works, recreation, and administrative offices. I’d want the Committee to review those hiring practices. That means writing job descriptions that focus on essential tasks rather than unnecessary requirements, making interview processes accessible, and considering paid internships in township departments for high school and college students, including autistic young adults. Municipal jobs that offer structure, clear expectations, and supportive supervisors can be a strong first step for someone entering the workforce. Any such program would need to be reviewed for cost and for compliance with personnel rules.

Help recent graduates stay and build careers

Bernards Township is attractive to young professionals, but many recent graduates leave because they can’t find entry-level work nearby or aren’t sure how to start. Regional career fairs, employer roundtables, and connections to the career services offices at colleges and universities can help. The township can also support local businesses that offer internships, apprenticeships, or entry-level positions in fields like accounting, healthcare administration, technology, and small business management. Recent graduates who build networks here are more likely to stay, buy homes, and contribute to the community over the long run.

Remove the barriers that keep people out

Many barriers are practical rather than philosophical: a lack of reliable transportation to work, unclear application processes, and employers who don’t know how to make reasonable accommodations. Autistic job seekers may need clear written instructions, advance notice about interview formats, or a quiet place to work. Employers often worry that accommodations will be costly or complicated, but many are inexpensive, and the state and federal government have resources to help. Information about these options should be part of any outreach to local businesses.

What I’d measure

If we want to know whether this is working, we should track some concrete results: the number of students with IEPs who complete transition plans, the number who enter competitive employment or post-secondary training after graduation, the number of local businesses participating in internship or hiring programs, and how many recent graduates stay in or return to the township after their first job. Sharing these numbers each year would help the Committee and residents judge whether our efforts are making a difference.

Bernards Township’s young adults, including its autistic neighbors and its recent graduates, deserve a fair chance to start their careers at home. Getting there takes clear information, strong partnerships, and a willingness to make our own hiring practices work for everyone. That’s a practical goal, and one I’d be proud to help move forward.