For the purpose of this article, we will use the language “autistic individual” which is the preferred language of the Australian autistic community. (Autism Collaborative Research Centre, 2023).
Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by challenges in social communication and a restricted, repetitive, or stereotyped pattern of behaviors, interests, or activities (American Psychiatric Association, 2013). It is estimated that worldwide approximately 1 in 100 children are diagnosed autistic (Zeidan et al., 2022). According to the Australian Bureau of Statistics (ABS) Survey of Disability, Ageing and Carers (SDAC), in 2018 an estimated 205,200 Australians were diagnosed as autistic with prevalence continuing to grow (ABS, 2018; Nielsen et al., 2023). Autistic individuals experience lifelong challenges in social and cognitive functioning, impacting their ability to successfully navigate the education system and engage in stable employment (Howlin, 2021). In the Australian context, autistic individuals experience lower employment rates than people living with disability in general (ABS, 2018).
Within the sphere of creating meaningful social impact in the autism field Curtin University has emerged as a world leader. The Autism for Software Quality Assurance (AASQA), epitomizes the transformative power of university-driven engagement and outreach. Curtin's deep involvement with neurodivergent individuals founded a program aimed at enhancing their lives while facilitating their integration into broader society. This initiative empowers neurodivergent individuals by identifying and developing their skills, subsequently offering them opportunities within companies and industries previously untapped. It underscores the potential of university-driven collaborations in forging partnerships that harness the diverse contributions of various stakeholders, innovating solutions to society's multifaceted challenges. The ripple effect of such commitments echoes the profound influence universities wield in effecting positive social change. Programs providing opportunities for autistic young people to access Information Technology (IT) careers have been introduced in recent years, achieving significant success in promoting the benefits of neurodiversity in the workplace (Hayward et al., 2019). Many recognised strengths of autistic individuals, including attention to detail (Bury et al., 2020) are beneficial for employment in Information and Communication Technology (ICT) (Lee et al., 2020).
The Autism Academy for Software Quality Assurance (AASQA) is a pioneering program initiated by the Curtin Autism Research Group (CARG) at Curtin University. Stemming from the inspiration drawn from Specialisterne, a Danish company renowned for its effective strengths-based approach in aiding individuals on the autism spectrum to secure ICT employment, the researchers at Curtin embarked on a journey to adapt and implement a similar model tailored to the Western Australian context. AASQA stands as a testament to this commitment, aiming to support neurodivergent individuals by harnessing their unique strengths and skills through comprehensive training, education, and mentoring programs, with a specific focus on the ever-growing field of technology. The Accreditation Council for Entrepreneurial and Engaged Universities (2016) standards (5.1) understands universities as influential stakeholders in the regional ecosystem. The saying, “it takes a village to raise a child”, underpins AASQA’s approach. By creating a network of volunteers, educators, community groups, funding bodies, government agencies and business partners, AASQA is developing a sustainable operation and ensuring its services remain free to the public. The AASQA program is innovative because it redefines awareness of autism as a condition of strengths and unique skills rather than differences and impairments. This change in focus is providing new life opportunities to young autistic people and turning around workplace attitudes to ‘neurodivergent’ employees. At the same time, it is helping to address skills shortages in the ICT industry.
AASQA provides a suite of programs to young autistic people across different age groups, to build their interest in science, technology, engineering, art and math (STEAM) education and to support them to pursue further training and employment opportunities in ICT and related areas. The program begins with regular computer coding sessions for students from 12 years of age (run as a specialist group within the CoderDojoWA network) with mentors providing direct encouragement and support. Being brought together by a common interest in computer coding, the students are able to interact and develop important social skills in a ‘real’ setting (not a social skills group), while learning and developing valuable STEAM skills. Older students within the program benefit from supported workplace experience in areas that are of interest to them (e.g. software development, system architecture design) and, at undergraduate level, internships provide a much longer period of paid placement (up to 12 months). The internship is supported by a support person that assists both the individual and the workplace supervision team in on-boarding, role understanding and creating an autism-friendly workspace. To date, 70% of interns have been kept on in their position, demonstrating that they are well suited to these types of jobs and that the companies involved have developed the confidence and internal processes to support autistic employees. The program has been evaluated resulting in a series of publications (Jones et al., 2021 Jones et al., 2022; Jones et al., 2023a; Jones et al., 2023b Lee et al., 2020; Lee et al., 2023).
Mina’s Story:
At only 15 years of age, AASQA student Mina Bateman is among the youngest-ever people to pass a complex software testing exam. The globally accredited exam is the foundation level of the International Software Testing Qualifications Board (ISTQB) – and is so challenging that it is normally taken by university graduates and IT professionals. Mina said that being one of the youngest people to pass the exam is pretty cool. “I have always been interested in electronics in general – since I was four years old,” Mina said. “I became interested in computers because they have a lot of electronics in them, and more recently I have become interested in the software side.” When asked about the program, Mina said she enjoyed being able to talk to like-minded people and that the accreditation will be helpful for her future. “I would like to work in a computer related industry, but I’m not sure what the best path will be for me,” she said. “I think it will be something to do with setting up and troubleshooting computer systems.” Mina’s parents were thrilled with their daughter’s achievement and praised the AASQA program for offering neurodivergent children alternative pathways to tertiary education. “Mina struggled with certain subjects in school, particularly English, which could have prevented her from taking all the subjects needed for university entrance. Her ISTQB certification and skills learned through AASQA are helping her build a graduation portfolio for alternate University entry if needed.” Mrs Bateman said.
Autism Academy for Software Quality Assurance (AASQA) Mentors
AASQA has transformed individual lives and workplace cultures through a mix of formal training courses, hackathons, boot camps and paid internships. By the end of 2022, AASQA had trained 581 young people, all of whom have moved into high-value jobs. In addition, 45 autistic individuals have transitioned into tertiary education and another 75 have participated in high-value internships. The Accreditation Council for Entrepreneurial and Engaged Universities (2016) standard (4.3 and 5.3) proposes that universities undertake a wide range of external commercial activities generating benefits through entrepreneurship that work towards greater economic impact. Universities play a key role in driving collaboration in the local ecosystem for increasing social impact. Since 2016, AASQA has been working in partnership with community organisations to create accessible and free specialist training at six sites in regional Western Australia. So far, these sites have supported 400 or more high school students, training over 200 volunteers including tertiary students studying computing, engineering, health sciences and education. AASQA has also developed a series of internships, which offer outstanding opportunities for workplace experience and interaction. Placements are available at WA’s four public universities. These placements allow participants to develop important job-related skills, providing paid internship opportunities with companies. AASQA is committed to empowering neurodivergent individuals by providing them with the necessary education and support to develop their unique strengths and abilities. Our collaborative approach, coupled with strong partnerships, enables us to create a more inclusive society that embraces neurodiversity at a national level. Through its efforts, AASQA aims to redefine awareness of neurodiversity as a condition of strengths and unique skills rather than differences and maximizes the employment potential of these individuals.
Link to our team
Accreditation Council for Entrepreneurial and Engaged Universities. (2016). Standards and Guidelines: Entrepreneurial and Engaged Universities Acceditation. https://www.aceeu.org/docs/ACEEU_Standards_and_Guidelines_Entrepreneurial_University_v1.0.pdf
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (5th ed.). American Psychiatric Publishing.
Autism Collaborative Research Centre.(2013). Language choices around autism and individuals on the autism spectrum. https://www.autismcrc.com.au/language-choice
Australian Bureau of Statistics (ABS). 2018. Disability, ageing and carers, Australia: Summary of findings. https://www.abs.gov.au/statistics/health/disability/disability-ageing-and-carers-australia-summary-findings/2018#autism-in-australia
Bury, S., Hedley, D., Uljarević M., Gal, E. (2020). The autism advantage at work: A critical and systematic review of current evidence. Research in Developmental Disabilities. 105:103750. doi: 10.1016/j.ridd.2020.103750
Hayward, S., McVilly, K., Stokes, M. (2019). Autism and employment: What works. Research in Autism Spectrum Disorders, 60, 48–58. https://doi.org/10.1016/j.rasd.2019.01.006
Howlin P. (2021). Adults with Autism: Changes in Understanding Since DSM-111. Journal of Autism Developmental Disorders, 51(12), 4291-4308
Jones, M., Falkmer, M., Milbourn, B., Tan, T. , Bölte, S., Girdler, S. (2021) Identifying the Essential Components of Strength-based Technology Clubs for Adolescents with Autism Spectrum Disorder. Developmental Neurorehabilitation, 24(5), 323-336. doi: 10.1080/17518423.2021.1886192
Jones, M., Falkmer, M., Milbourn, B. et al. (2022). The Core Elements of Strength-Based Technology Programs for Youth on the Autism Spectrum: A Systematic Review of Qualitative Evidence. Review Journal of Autism and Developmental Disorders 10, 441–457. https://doi.org/10.1007/s40489-022-00302-0
Jones, M., Milbourn, B., Falkmer, M., Tan T, Bölte, S., Girdler, S. (2023a) Strength-based technology clubs for autistic adolescents: A feasibility study. PLoS ONE 18,(2) e0278104. https://doi.org/10.1371/journal.pone.02781
Jones, M., Milbourn, B., Falkmer, M., Vinci, B., Tan, T., Bölte, S., Girdler, S. (2023b). A Practical Framework for Delivering Strength-Based Technology Clubs for Autistic Adolescents. Autism in Adulthood. E-online ahead of print. http://doi.org/10.1089/aut.2022.0038
Lee, E., Black, M., Falkmer M., Tan, T., Sheehy, L., Bölte, S., Girdler, S. (2020). "We Can See a Bright Future": Parents' Perceptions of the Outcomes of Participating in a Strengths-Based Program for Adolescents with Autism Spectrum Disorder. Journal of Autism Developmental Disorders, (9)3, 179-3194. doi: 10.1007/s10803-020-04411-9
Lee, E., Scott, M., Black, M. et al. (2023). “He Sees his Autism as a Strength, Not a Deficit Now”: A Repeated Cross-Sectional Study Investigating the Impact of Strengths-Based Programs on Autistic Adolescents. Journal of Autism Developmental Disorders (2023). E-online ahead of print https://doi.org/10.1007/s10803-022-05881-9
Nielsen, T.C., Nassar, N., Boulton, K.A. et al. (2023). Estimating the Prevalence of Autism Spectrum Disorder in New South Wales, Australia: A Data Linkage Study of Three Routinely Collected Datasets. Journal of Autism Dev Disorders. Early online. https://doi.org/10.1007/s10803-022-05887-3
Zeidan, J., Fombonne, E., Scorah, J., et al. (2023). Global prevalence of autism: a systematic review update. Autism Research, 15, 778-790.
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Autism Academy for Software Quality Assurance (AASQA)
Cover Photo - Canva