Kiren
THE job hunt can be daunting for fresh graduates. But for autistic individuals, the challenge is even greater – not due to a lack of capability, but because the system has yet to adapt to the needs of neurodivergent talents.
Kiren Kaur, an educator with 28 years of experience, including 12 in special education, highlighted a common fear among autistic jobseekers.
“Many of our students, despite being ready, have a phobia of applying for jobs,” she said.
These individuals’ experiences, said National Autism Society of Malaysia (Nasom) chairman Julian Wong, reflect the absence of clear employment pathways for autistic fresh graduates, as data on their workforce participation remains scarce.
“Some general data exists for persons with disabilities (PWDs), but we do not have specific statistics on autistic youth or graduates.
“Despite the government’s 2008 goal to allocate 1% of public sector jobs to PWDs, progress has been slow.
“As of December 2019, only 4,002 PWDs were employed in the public sector – representing just 0.4% of over one million civil servants.
“In the private sector, 15,326 PWDs were employed, according to the Human Resources Ministry in June 2020,” he shared.
As Malaysia observes World Autism Awareness Day 2025 on April 2, a crucial question remains: Why are autistic fresh graduates still struggling to enter the workforce, and how can we create meaningful change?
Hiring gap
Syed Hussain
Standard hiring practices, such as traditional interviews, tend to favour social skills, eye contact and quick verbal responses, which will be challenging for autistic candidates, said Malaysian Employers Federation (MEF) president Datuk Dr Syed Hussain Syed Husman.
A key issue is the hiring process itself, which often values social skills over technical abilities, he noted, adding that many autistic candidates excel in logic-based tasks, attention to detail and creative problem-solving, but struggle with traditional interviews.
This hiring gap often results in missed opportunities, highlighting the need for more inclusive hiring practices. Employers who prioritise skills over social performance can make a significant difference.
The MEF, said Syed Hussain, stresses the importance of structured interviews and skills-based assessments.
“Structured interview questions, skills-based hiring assessments and probation periods allow companies to evaluate talents based on performance rather than social impressions,” he said.
By shifting to skills-based hiring, employers can unlock a largely untapped talent pool while fostering a more inclusive workplace culture.
The ‘services cliff’
Wo
Another major challenge is the abrupt loss of support services after graduation, a phenomenon known as the “services cliff”. Universities may provide academic accommodations, but these do not extend into the workplace, leaving many graduates to navigate the professional world without the guidance they once relied on.
Moreover, autism-related research and initiatives in Malaysia primarily focus on children and teenagers, leaving autistic fresh graduates with limited support as they transition into the workforce.
One possible reason for the services cliff, explained Sunway University’s Dr Wo Su Woan, is the lack of learning centres and opportunities for autistic children over the age of 12.
A decade ago, there were very few such centres, the varsity’s senior lecturer at the School of Psychology said, adding that many autistic children stayed home with little access to structured learning, which meant they did not get the support needed for a smooth transition into adulthood.
“Low awareness and understanding of autism also meant many cases went undiagnosed.
“Without early intervention, many autistic individuals missed out on crucial developmental support, making it harder to track their progress into adulthood,” she said.
This historical gap in support has long-term consequences, affecting today’s autistic graduates as they find themselves unprepared for workplace expectations, interviews and professional communication.
Stressing the importance of structured transition training for independence, Wo said the education system focuses a lot on academic transitions, like adapting to new school environments, but it lacks structured programmes that teach independence, workplace skills and life management.
Without structured transition programmes, many autistic individuals are left to navigate employment challenges on their own. For those with higher support needs, the barriers are even greater, she said.
Strengthening policies
Wong
In Malaysia, the PWD Act 2008 outlines general protections for autistic individuals, including registration, rehabilitation, development and well-being. However, it lacks legal enforcement. Similarly, the Employment Act 1955 does not address autism-specific workplace adjustments, limiting job opportunities.
Consequently, many autistic individuals struggle with high unemployment rates and financial insecurity, with little government support for specialised services or employer incentives.
Revising the PWD Act 2008, said Wo, should be a priority.
One of the major barriers autistic fresh graduates face in Malaysia is the lack of strong legal protections and anti-discrimination enforcement, she asserted.
Agreeing, Wong said the limited implementation of inclusive employment policies and the lack of targeted programmes for autistic individuals suggest that more comprehensive support is necessary.
He suggested several measures to encourage inclusive hiring, including introducing tax incentives for companies that hire autistic individuals.
“Additionally, funding can be allocated to mentorship programmes that bridge the gap between education and employment. Collaborations with non-governmental organisations can also offer practical job coaching, while nationwide autism awareness campaigns can help break down stereotypes.
“Without legal enforcement and initiatives to promote inclusive hiring, autistic graduates will continue to face systemic barriers to employment, limiting their career prospects and financial independence,” he said.
It takes a village
Creating an inclusive job market for autistic individuals requires effort from both employers and society. One of the most critical steps is increasing workplace awareness.
“Many employers are unaware of the unique strengths and needs of autistic individuals, leading to a lack of necessary accommodations,” Kiren said.
This lack of understanding, she pointed out, often results in missed opportunities.
Citing a former student who excelled in 2D animation but had a habit of clapping his hands after completing tasks, Kiren said some of his colleagues laughed at him, which damaged his confidence and performance.
“Despite his talent, he was let go. A more supportive work environment would have helped him thrive,” Kiren said.
These challenges go beyond hiring – they reflect workplace culture. A more inclusive and understanding environment could have prevented such setbacks.
To address these challenges, Wo advocated for mandatory training programmes for employers and employees to raise awareness about autism and neurodiversity.
If companies take proactive steps to implement these programmes, they can move beyond awareness and towards meaningful inclusion – ensuring that autistic individuals are not left behind in the workforce.
Universities and employers also play a crucial role in bridging the gap. By developing transition-to-employment training programmes, they can better prepare autistic individuals for the workforce.
“This can be achieved by providing job coaching and career transition programmes, and offering industry-specific training on workplace adaptation.
“Tailored initiatives, such as extended internships, job-shadowing opportunities and structured mentoring, help neurodivergent students gradually adapt to professional environments,” Wo said.
Highlighting the importance of job coaches, Wong said they are critical in assisting autistic individuals transition into the workforce by offering tailored guidance and support throughout the employment process.
He noted that 1,397 PWDs gained employment through the Job Coach Service offered by the Department of Social Welfare Malaysia from 2012 to 2020.
“We hope more companies will be inspired to adopt such practices for autistic individuals to reach their full potential,” he said.
Global inclusivity
Several countries have implemented policies and initiatives to support neurodivergent individuals, including those with autism, in securing and maintaining employment. Here are some notable examples:
United States
The US has a robust legal framework for disability rights, including the Americans with Disabilities Act (ADA), which prohibits discrimination in employment, transportation, and public services.
Source: https://www.ada.gov/resources/disability-rights-guide/#:~:text=about%20this%20topic.-,Americans%20with%20Disabilities%20Act%20(ADA),the%20impairments%20that%20are%20covered.
United Kingdom
The UK’s Access to Work programme offers grants for job coaching and workplace adjustments, helping disabled employees succeed in their roles.
Source: https://www.gov.uk/government/publications/access-to-work-factsheet/access-to-work-factsheet-for-customers#:~:text=Access%20to%20Work%20is%20a,start%20working
Brazil
Brazil enforces hiring quotas for persons with disabilities, ranging from 2% to 5% depending on company size:
Source: https://iuslaboris.com/insights/quotas-for-employing-people-with-disabilities-in-thirteen-countries/
Germany
German law mandates that companies with over 20 employees ensure 5% of their workforce comprises individuals with disabilities.
Source: https://disabilityin.org/country/germany/#:~:text=Employer%20Legal%20Requirements,pay%20a%20scaled%20compensatory%20levy.
Source: https://jobs.sap.com/content/Autism-at-Work/
Autism spectrum disorder (ASD) is a developmental condition that affects communication, information processing, and interaction with the world.
However, every autistic person has a unique mix of strengths and challenges.
Some individuals may have strong verbal and cognitive skills, often referred to as “high-functioning” while others may require more extensive support in daily tasks, labelled as “low-functioning.”
However, these labels can be misleading, as every autistic person has a unique combination of strengths and challenges.
