Improving career preparation practices for neurodiverse students in higher education

Abstract

The problem of practice is related to career preparation practices for neurodiverse students; this issue is important as individuals with neurological differences experience high levels of unemployment. The purpose of this action research study was to examine and strengthen career preparation for students with neurological differences at a university in the northeastern region of the United States. The beneficiaries of this study are neurodiverse students and recent graduates; participants included students and alumni; staff from Career Services, the Office of Student Accessibility, an academic and social support program; and employers. The action step was a three-part initiative driven by Cycle 1 data analysis including (1) implementing neurodiverse-focused professional development; (2) creating a staff resource of neurodiverse hiring programs; (3) implementing a neurodiverse resource module for students and recent graduates. The initiative was designed, implemented, and evaluated in Cycle 2 to increase access to internships and jobs for neurodiverse students and recent graduates. Overarching findings include: (1) neurodiverse professional development is a perceived value to counselors; (2) counselors desire future, targeted development; (3) non-disclosure of neurodiversity creates barriers in counseling; (4) neurodiverse employment resources benefit counselors, students, and recent graduates;(5) opportunities are most abundant in technology, in industries of technology and finance; (6) expanding neurodiverse resources beyond an access-to-employment focus is desirable. Implications to the organization include advancing neurodiverse professional development for career counselors and increasing student and recent graduate access to neurodiverse hiring programs.