Autism Employment. Practical Pathways to Meaningful Work in Maryland, Virginia, and North Carolina

Employment can be a turning point for many autistic teens and adults, not just for income, but for confidence, independence, social connection, and a stronger sense of purpose. For families, educators, and ABA professionals, the goal often looks like this: help the person build real-life work skills, find the right-fit environment, and keep the job with support that actually matches their needs.

This guide breaks down what “autism employment” really means, why it can be challenging, and most importantly, what to do next if you’re in Maryland, Virginia, or North Carolina.

Why autism employment matters (and why “any job” isn’t the goal)

A good employment match is about fit, not forcing someone into a role that burns them out.

Many autistic individuals thrive when the job has:

• Clear expectations
  
  
• Predictable routines
  
  
• Direct communication
  
  
• Strength-based tasks (detail, accuracy, pattern recognition, deep focus, honesty)
  
  

When support is in place, employment can become a long-term, sustainable part of adult life not a short, stressful attempt.

Common barriers autistic job seekers face

Autistic people can be highly capable and still face barriers that have nothing to do with intelligence or motivation. Some common hurdles include:

Social “hidden rules” in hiring

Interviews often reward quick small talk, eye contact, and vague “tell me about yourself” answers, skills that don’t reflect job performance.

Sensory and environment challenges

Noise, lighting, crowds, and constant interruptions can make a workplace exhausting.

Executive functioning demands

Time management, switching tasks, prioritizing, and remembering multi-step directions can be hard especially without visual support.

Misunderstanding and stigma

Autistic traits may be misread as attitude, disinterest, or lack of teamwork, even when the person is trying their best.

What helps most: a “support stack” (skills + environment + coaching)

A helpful way to think about autism employment is a three-part stack:

1) Skills (can be taught)

• Job-related skills (task steps, quality checks)
  
  
• Soft skills (asking for help, self-advocacy, coping tools)
  
  
• Independent living skills that support work (sleep routines, transportation planning)
  
  

2) Environment (can be adjusted)

• Predictable schedule
  
  
• Quiet workspace or noise-reducing tools
  
  
• Written instructions and visual checklists
  
  
• Clear expectations with examples
  
  

3) Coaching/support (can fade over time)

• Job coaching
  
  
• Vocational rehab services
  
  
• ABA-informed strategies for skill-building
  
  
• Supportive supervisor communication
  
  

When those three line up, employment is much more likely to “stick.”

Starting early: employment planning for teens (transition-aged youth)

For many families, the biggest question is: “When should we start?”
Answer: as early as you can, especially in high school.

Transition planning through the IEP

If a student has an IEP, transition planning can include:

• Career interests and strengths
  
  
• Community-based instruction
  
  
• Work experiences or internships
  
  
• Goals for employment and independent living
  
  

Vocational Rehabilitation (VR) services

Each state has a Vocational Rehabilitation agency that helps people with disabilities prepare for, get, and keep employment.

In Maryland, the Division of Rehabilitation Services (DORS) offers autism-focused supports like APPS and Pre-ETS-related services.

In Virginia, DARS provides vocational rehabilitation services and employment support statewide.

In North Carolina, Employment and Independence for People with Disabilities (EIPD) provides VR services supporting competitive employment and independence.

Evidence-backed pathway: Project SEARCH (especially for young adults)

One of the most widely known transition-to-work models is Project SEARCH, a business-led program providing immersive workplace training for young adults with disabilities.

Maryland’s Department of Disabilities describes Project SEARCH as a model with skills training, job coaching, and employer collaboration.

North Carolina also has Project SEARCH programming through organizations and autism-focused partners (including TEACCH’s involvement in Project SEARCH ASD supports).

Why it matters: Project SEARCH is designed to reduce the gap between “school skills” and “workplace performance,” by training in a real workplace setting.

Workplace accommodations: what the ADA actually supports

If you’re wondering what employers can (and should) do legally and practically, the ADA is the foundation.

Reasonable accommodations (in plain language)

Under Title I of the ADA, qualified individuals with disabilities can request reasonable accommodations unless it causes undue hardship.

The EEOC provides extensive guidance on how accommodations work and what “undue hardship” means.

For practical, real-world accommodation ideas, the Job Accommodation Network (JAN) is one of the best resources used by both employers and families.

Examples of autism-friendly accommodations

• Written instructions + checklists instead of verbal-only directions
  
  
• Noise-canceling headphones or quieter workspace
  
  
• Predictable schedule (or advance notice of changes)
  
  
• Clear feedback with examples (“Here’s what ‘done’ looks like”)
  
  
• Structured breaks for regulation
  
  
• Alternative interview formats (skills-based trial, working interview, portfolio)
  
  

Benefits planning: working without losing everything

A major fear for families and autistic adults is: “If I work, will I lose SSI/SSDI or healthcare?”

This is where benefits counseling becomes critical.

Social Security’s Ticket to Work program supports career development for people receiving disability benefits.


Social Security also funds Work Incentives Planning and Assistance (WIPA) projects, which provide guidance on how work affects benefits.