I have learned so much when working and interacting with people who have autism and neurodivergence. They offer such a unique perspective and taking the time to better understand the world through their lens, is an opportunity to better ourselves. A truly inclusive environment, in my opinion, is one where “norms” don’t even exist. It is a world where everyone shows up as their genuine selves and feels confident, supported, equal, and accepted (Pellicano and den Houting, 2022).
Carter DeToro, Janitor for the City of Beacon Recreation Department
In 2025, the City of Beacon made the decision to partner with Anderson School for Autism,3 Anderson Center Consulting and Training, to bring their mission to life, by optimizing the quality of life for people with autism, through their successful training programs.
We initially trained our After School Program Employees, who work with children ages Kindergarten through 5th grade. This training was so well received by our office staff and our After School Program Employees that I wanted to expand this to all city employees. Following the initial training, one of our Site Supervisors approached the instructor with tears in her eyes, thanking her for helping her better understand some of the children that she observed to be struggling in one way or another during After School Program. She felt that she could better understand where their difficulties many be stemming from and felt a new confidence in strategies that she could employ, to greatly improve their inclusion and children’s experiences in our program (Gillespie-Lynch et al., 2015).
I then moved forward with coordinating the full city employee training which took place in December 2025. This training was set up through the city as a mandatory training, because we felt that as a whole, we want everyone who works for us, to have a better understanding of how they can support autistic and neurodivergent individuals in the community while at work and on their own personal time (Kinnaird et al., 2019).
At the conclusion of our trainings, we received sensory kits to have on hand at our sites.2 They include several different items that may help an individual living with autism, in situations where they need sensory input (Ashburner et al., 2008). It also included a communication card, with words and phrases to create a very clear way to facilitate communication to be possible in situations when one party or the other may have a difficult time either expressing themselves or understanding one another.
With a fully trained staff the City of Beacon can develop practical strategies on strong communication skills, become sensory sensitive, make informed decisions during interactions, and learn how to be an ally to a community that is often misunderstood.
My department, the Recreation Department, employs a young man with autism as the building janitor. It is so important that we, as his coworkers, learn how to meet him where he is by embracing his communication style, accommodating any sensory needs he may have, adapting the manner in which we offer directions and assignments to suit his preferences, and honor the requests that he makes, as an advocate for his own success. These practices are all simple and positive ways we can actively increase his personal gains and chances of longevity in his position, as opposed to attempting to force him into neurotypical norms, which do not serve anyone’s best interest. (Austin and Pisano, 2017).
I coordinated for a coach to work alongside him to provide even greater success in his workplace. He will receive on-site job coaching through OPWDD1 for six months starting in the very near future (Wehman et al., 2016). Once this coaching is completed, he will be taking a permanent union position as a city employee, and he is very excited about his career path.
Support from agencies such as OPWDD is so critically necessary in reducing job insecurity for individuals with autism in the workplace (Wehman et al., 2016). I truly believe that with enough outreach and education to organizations, municipalities, and businesses, we can embrace a new standard by giving the employers the tools and skills to feel confident to support an employee with autism. And in turn, this will allow the employees to achieve a higher level of success and accomplishment in their roles at work. People who live with autism make accommodations every single day, in so many situations that they encounter, to adapt to what many people in the public consider to be “normal” everyday living (Milton, 2012). I would love to see a shift in thinking, where our communities are shaped in a way that does not consider one group “the norm,” but allows more fluid, flexible settings, so that every member of society feels seen and heard.
Anderson Center Consulting and Training offer several different courses, specializing to the type of business or organization being trained. Police and Fire Departments are separate from general city employees. Our Police Chief Thomas Figlia told me that our Police Department does yearly internal training, with specific blocks on Responding to People with Disabilities, which includes people with autism, (Gardner et al., 2019) but they will be receiving a specialized training from Anderson in 2026. I also spoke with our Fire Chief Thomas Lucchesi, who let me know that a specific program is being developed by Anderson Center, that will be geared towards First Responders, and they will also be implementing this in the year 2026. I am thrilled with the enthusiasm that I have received from my coworkers, and I look forward to all of us sharing the information that we learn with others, in the hope that more cities, towns, organizations and businesses decide to do the same.
I am grateful for the support of the city administration in this endeavor. If not for their openness in adding this to our current employee training courses, it would not have been possible. In addition to adding the Police and Fire Departments First Responder Training in 2026, it is my hope to add an additional course, Autism Supportive Community, where our Recreation Department would host a community session with Anderson School, to train individuals in the community, expanding the mission to an even larger population. Inviting neighbors, business owners, and local organizations is my goal.
I am so excited to continue to build upon this foundation, be a part of changing standards, and bring awareness to others in positions like my own. I hope that if they have not had the amazing opportunity yet, that someday, they too have a coworker with autism.
Heidi Harrison is Assistant Recreation Director for the City of Beacon, NY. To contact the author, email hharrison@beaconny.gov or call (845) 765-8440 x.123.
References
Ashburner, J., Ziviani, J., and Rodger, S. (2008). Sensory processing outcomes in children with autism spectrum disorder. American Journal of Occupational Therapy.
Austin, R. D., and Pisano, G. P. (2017). Neurodiversity as a competitive advantage. Harvard Business Review.
Gardner, J., Campbell, J. M., and Westdal, J. (2019). Increasing law enforcement awareness of autism spectrum disorder. Journal of Autism and Developmental Disorders.
Gillespie-Lynch, K., Brooks, P. J., Someki, F., et al. (2015). Changing college students’ conceptions of autism. Journal of Autism and Developmental Disorders.
Kinnaird, E., Norton, C., Stewart, C., and Tchanturia, K. (2019). Same behaviors, different reasons. International Review of Psychiatry.
Milton, D. (2012). The ‘double empathy problem’. Disability and Society.
Pellicano, E., and den Houting, J. (2022). Shifting from “normal science” to neurodiversity in autism science. Journal of Child Psychology and Psychiatry.
Wehman, P., Schall, C., McDonough, J., et al. (2016). Competitive employment for youth with autism spectrum disorders. Journal of Autism and Developmental Disorders.
Footnotes
1. OPWDD refers to the New York State Office for People With Developmental Disabilities, which provides employment and support services for individuals with developmental disabilities.
2. Sensory supports are tools designed to assist with sensory regulation and may include tactile, visual, or auditory accommodations.
3. Anderson Center Consulting and Training provides professional education programs focused on autism support and inclusion practices.