Our work placement programme gives undergraduate students the chance to experience a range of frontline support roles – and take the first steps into a life-changing career.
The programme is particularly geared towards recruiting students seeking frontline work placements for between 3-12 months in support roles as part of their university degree in subjects relating to social care, psychology, education, health & social care and sociology. You’ll learn more about autism and providing support, gain access to a range of training and development opportunities, and earn a salary while you’re at it.
We also offer the following opportunities for college students, graduates and postgraduates in a variety of roles which may last up to 12 weeks:
Our work experience opportunities, normally lasting up to two weeks, are ideal for secondary school and college students. This is unpaid but travel costs may be covered dependent on the local area.
We offer internships of up to three months, aimed at graduates and postgraduates. These are unpaid positions but travel costs can be covered depending on the area.
We also offer bank worker roles to individuals seeking frontline experience in support roles. This paid role offers flexibility as you would work as and when required. You’ll have the opportunity to learn more about autism, provide support to autistic adults or children, and access a range of training and development opportunities.
If you’re interested in flexible work as a bank worker, you can browse our current jobs below.
If you are interested in any work experience and internship opportunities, please read our FAQs before emailing firstname.lastname@example.org.
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Harry Ayeni, manager, North London services
Previously I worked on psych wards where there were autistic people. They’re such fantastic characters that it makes for a really lively job. There’s just never a dull moment!
I love being part of the lives of the people I support; seeing them develop and grow and make the breakthroughs that help them lead the lives they want. Knowing I’ve been part of that is fantastic.
Melanie is an example of some of those breakthroughs we see on a daily, weekly, monthly basis. She’s in her 20s and non-verbal. She’s incredibly strong-willed, but finds change hard and upsetting.
She loves swimming and we’d go on regular trips to the local pool. But when it would get to shower time, she would grab her shampoo bottle and empty the whole thing, before doing it to everyone else’s that she could get her hands on. Because she doesn’t like changes to her routine, it was so difficult to get her to stop.
It meant that she went through shampoo, which was expensive for her parents. And other people would get upset when she emptied their bottles.
We came up with a system. We decanted the main bottle into smaller sample bottles to allow her to empty them ¬– but only giving her a small amount to empty. From there, we built up trust with her. Eventually she stopped emptying the bottles all together.
It sounds like a small thing, but it’s really important for Melanie. It means that her time at the pool is more enjoyable, because people don’t get frustrated with her. And it opens up the possibility for her to engage in more activities and have better relationships with people around her.
Danielle Bello, university student and relief support worker
"I’m studying creative and therapeutic arts. I’ve always been interested in working with autistic adults, so I was thrilled when my uni told me my placement was here.
"I’m passionate about how art can help channel people’s emotions, and when I joined I was encouraged to use my creative skills to host art workshops for the adults in the service.
I've fallen in love with this job and the people I support
"I created an art and sensory room. The focus was increasing social interaction skills through art using things like collage, painting, puppet and mask making.
"I absolutely loved watching how people responded to the workshops. There were some amazing breakthrough moments, but the best by far was John’s.
"He has a very limited spoken vocabulary, so when he started the art sessions with me he barely engaged. He’d just sit on his own.
"But he really liked painting, so I started to work with him to paint different things. As he got more comfortable, he opened up. He started progressing his verbal techniques through painting – he learned to say words he’d never said before. It was amazing.
"We’re hoping John’s vocab will get even better, and that opens up a whole world of communication for him.
"It’s inspiring and rewarding to know your work can make a difference and make them happy. Now that I've graduated, I want a full-time job here!"
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