“The only person you are destined to become is the person you decide to be.”
Ralph Waldo Emerson


Mosaics© will foster an expansion of knowledge and understanding for adults who are diagnosed with Autism Spectrum Disorders (ASD). Participation in the Mosaics Learning System© will impart an expansion of knowledge and safety, new interpretations of socialization and communicative partners, and an alternate view of what each day can offer. Starting over, whatever the task, is far too commonplace for those with ASD. The majority of hours in each day can be comprised of challenge, anxiety, frustration, anger, and/or misgivings of failure. Goals of the Learning System are to mark their days with ease, determination, acceptance, confidence, and achievement. Given new experiences, advanced expectations, and repeated opportunities to learn through diversified involvement, participants are now ready to work it out in the workplace.

Employment provides much more than pay. Interests are the counterpart for motivation, participation, and eagerness to do outstanding work. Interests lead the road to success for people with ASD. Mosaics© Team Members will work 1:1 with participants who exhibit mastery of skill levels in the Mosaics Learning System©. This prerequisite enables one to be ready to further develop levels of independence by working. Areas of interest will be matched with possible areas of work to initially determine where a participant may utilize their skill levels in a manner that it concurrent with fulfilling/contributing to areas of interest.

The strategic avenue to employment success is preparation. Temple Grandin stresses the importance of preparation, noting a fundamental component to employment is social rules/manners. Mosaics© will incorporate these principles of social communication throughout the Learning System. People with disabilities, namely ASD, need social ties to further develop Social Communication skills. Routine and adherence to schedules are necessities, yet these become areas of strength if needed system(s) are in place and motivation is present. Responsibility and accountability measures that any position holds must be within the individual’s realm of abilities to accomplish.

Deviated strengths/weaknesses, a hallmark of ASD, will determine the likelihood of success in their chosen job area. Team members will work with participants to find appropriate matches of skill levels/talents with an area of employment. A Work/Study program will be utilized for participants who need extra levels of support to become prepared. This will be accomplished through establishment of positive relationships with small businesses or home-based businesses in the area to establish Supported Employment opportunities. Suitable alternatives for participants would include finding a job in a neighborhood to sell their work. Examples include: cleaning, walking dogs, mowing lawns, washing cars, fixing cars, etc. These informal job-types will provide the same preparatory measures that an actual commerce environment would for higher-functioning individuals. Additional preliminary measures will be provided for participants who need to develop extra qualifications.