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The Central Intelligence Agency (CIA) Neurodiverse Talent Recruitment

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The Central Intelligence Agency (CIA) Neurodiverse Talent Recruitment

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WORK TREND NO. 8: ALGORITHMIC BIAS CONCERNS THAT NEED TRANSPARENCY IN RECRUITING TECH; Most Organizations shall use technology like AI in their recruitment. These have salient ethical implications in terms of fairness, diversity, inclusion &data privacy. How will you as employee or employer fit into this new work trend?

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Racheal Pallares on LinkedIn: CIA Moving to Expand Workforce, Embrace Neurodiversity

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NEURODIVERSITY AT THE CIA!! In a groundbreaking move, the CIA is revolutionizing its recruitment approach to welcome neurodivergent talent, especially those...

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Introducing the Neurodiversity Federal Workforce Pilot Program

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In partnership with MITRE, Melwood is helping to launch a neurodiversity hiring program called the Neurodiversity Federal Workforce program. Melwood is leading the recruitment of neurodiverse talent for this program and recently designed and facilitated a one-week training and interview program for participants.

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Autistic adults hyperfocus to help analyze big data for a U.S. spy agency

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WIOA - Virginia Career Works Northern Region

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PROGRAM The Workforce Innovation and Opportunity Act (WIOA) offers an integrated and comprehensive range of services consisting of workforce development activities benefiting job seekers—adults, dislocated workers, youth, incumbent workers, new entrants to…

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Apprentice Success Stories

"I put my name on the list and was called within a month later..." - Antonio Ricardo Mines

"You won't have to get in debt to get an education and you have guaranteed employment..." - Dan Ordick

"This is paid training that will change my life..." - Robert Gurlick

Employer Success Stories

"It offers the opportunity for staff to come in and invest into our company as we are investing in them..." - Tim Bojanowski

"The employers are the ones that at the end of the day become very successful..." - Jason Roberts

"We've been involved with the [program] for 25 years..." - Eric Shatzer
Apprenticeship Navigators
For additional information, contact:
Division of Workforce Development and Adult Learning
Maryland Apprenticeship and Training Program
1100 N. Eutaw Street, Room 209
Baltimore, MD 21201
Phone: 410-767-2246
Fax: 410-333-5162
E-mail: info@mdapprenticeship.com

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Maryland Apprenticeship and Training Program (MATP) - Division of Workforce Development and Adult Learning

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"I put my name on the list and was called within a month later..." - Antonio Ricardo Mines "You won't have to get in debt to get an education and you have guaranteed employment..." - Dan Ordick "This is paid training that will change my life..."

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The Virginia Registered Apprenticeship program is an employment training model that produces highly skilled workers to meet the demands of employers competing in a global economy, through a combination of on-the-job training and related technical instruction. It is a "win-win" approach to workforce development for apprentices (employees) throughout the Commonwealth.

Registered Apprenticeship - On-the-Job Training - Is the Registered Apprenticeship model an option for you? Click here to see more.

The Virginia Registered Apprenticeship program currently meets the needs of approximately 2,000 Virginia sponsors (employers) who use custom-designed programs to train their workforce. Employers provide on-the-job training for their employees in a variety of occupations, ranging from high tech to highly skilled trades.

Registered Apprenticeship - See how your business can benefit from Registered Apprenticeship. Click here to see more.

The process of apprenticeship program registration with Federal and State government agencies is designed to ensure that working apprentices, program sponsors, and the general public can gain a clear understanding of the training content and the measures that are in place to ensure ongoing quality. To view a copy of the Virginia Registered Apprenticeship brochure Click here.
Employee Information Eligibility and Requirements

As a full-fledged employee of the sponsoring company, a Registered Apprentice completes a minimum of 2,000 hours of supervised on-the-job training and a minimum of 144 hours of related technical instruction for each year of apprenticeship.

Apprenticeship terms are occupation specific, but the average term is four years.

Successful completion of the Registered Apprenticeship Program earns the apprentice nationally recognized state certification as a journeyperson.

All apprentices are registered through a Department of Labor and Industry apprenticeship consultant.

Finding a Program

Speak with your employer to see if your place of employment is a registered apprenticeship sponsor or if there is interest in becoming a sponsor.

If you work for a Registered Apprenticeship sponsor, have your employer contact a local Virginia Department of Labor and Industry apprenticeship consultant to register you as an apprentice.

On-the-Job Training
The apprentice's sponsor provides on-the-job training through qualified journeypersons.
Related Instruction
Related instruction may be provided through your local community college, a vocational and technical center, electronically or, in some instances, at your place of employment.

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The Virginia Registered Apprenticeship program is an employment training model that produces highly skilled workers to meet the demands of employers competing in a global economy, through a combination of on-the-job training and related technical instruction. It is a "win-win" approach to workforce development for apprentices (employees) throughout the Commonwealth.

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Career Readiness - Montgomery County Public Schools, Rockville, MD

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A high school academy is a center within an existing high school that offers advanced technical and specialized courses that successfully integrate career and academic preparation.

Enrollments in the Academy elective course offerings will provide students with career and academic preparation for postsecondary education and/or career fields. Students enrolling in Academy elective courses will be provided with opportunities to participate in a variety of career experiences including shadowing, mentoring, and/or internships with local businesses.

Academy Locations:

Upcoming Open Houses

Services to the Community

Many Career and Technical Education courses offer curriculum-related services to the community. All services are performed by students in the pursuit of furthering their understanding and mastery of educational and industrial concepts. The chart below lists some typical services and their locations.

Please call the school to inquire about availability, fees and scheduling, as the offering and time to perform services directly correlates with instructional calendars.

Specialized Programs:

In addition to courses offered at the six Academies, specialized programs for students with particular interests are available at community-based locations and at single school sites as follows:Career Experience Programs

Classroom-on-the-Mall

The Classroom-on-the-Mall program is located at Fair Oaks Mall and provides instructional marketing and fashion marketing experiences.

Auto Dealership Program

The Auto Dealership Program, now available at 13 high schools, introduces students to operating a licensed auto dealership.

Practical Nursing

The Fairfax County School of Practical Nursing is located at Plum Center for Lifelong Learning and offers nursing classes to both secondary and postsecondary students.

Spring Village Residential Construction Site

Spring Village Residential Construction Site offers students an opportunity to construct single-family homes.

Firefighting

Firefighting I and Firefighting II are offered at the Fairfax County Fire and Rescue Training Academy through a partnership with the Fairfax County Fire and Rescue Department. This program is open to high school seniors.

Health Informatics

Sponsored by the Claude Moore Foundation, FCPS and INOVA have partnered to bring a Health Informatics course to our Health and Medical Sciences Program. The course will be taught at the Falls Church Academy. Health Informatics is an in-demand field with opportunities for students interested in working in a health care environment utilizing computer hardware and/or computer software skills.

Career Experience Programs:

Students have the opportunity to enhance their Career and Technical Education experiences through a variety of programs. Juniors and seniors enrolled in elective classes are eligible for these programs. Career experience programs include: Apprenticeship, Client-centered, School-based Courses, Community Service, Cooperative Education, Internship, Mentorship, Job Shadowing, and School-based Enterprise.

Client-centered School-based Courses

Sequenced high school courses set up as student-run businesses providing services within the lab at school. These courses are currently offered at numerous sites; some may require travel to another school or community site. (Offered through the Trade and Industrial program area.)

Community Service

Non paid career experience in a nonprofit organization that allows students to develop occupational skills. (May be offered to juniors and seniors in elective classes in any program area; refer to specific program area for further details.)

Cooperative Education

Planned and supervised on-the-job training with related classroom instruction in a Career and Technical Education program where the student receives both credit and wages and usually allows early release during the school day. (Offered through Business and Marketing classes.)

Internship

One-time, paid or non paid positions which last for a specific period of time in which students have an opportunity to work in a field which they think might be a career goal prior to leaving school. (May be offered to juniors and seniors in elective classes in any program area; refer to specific program area for further details.)

Mentorship

Informal, non paid, and short-term relationship between a student and person in business, government, or a profession that enhances a student's career experience/exploration. (May be offered to juniors and seniors in elective classes in any program area; refer to specific program area for further details.)

Job Shadowing

An academically motivating educational activity that gives students a first-hand look at the world of work where students shadow an employer at their place of employment to gain a better understanding of the skills, experience, and education needed to achieve their dreams. (May be offered to juniors and seniors in elective classes in any program area; refer to specific program area for further details.)

School-based Enterprise

Individual or sequenced high school courses set up as actual student-run businesses outside the school setting (e.g., automotive dealership, TV production, etc). These programs are currently offered through the Marketing and Trade and Industrial program areas.

Career Experience Specialists

Each of the FCPS Academies is staffed with a Career Experience Specialist whose primary role is to connect students and teachers to career experiences and resources in the community which will broaden the learning experience for the student in the academy course.

Academy Career Experience Specialists are responsible for the organization and coordination of career experience programs. In addition, the Career Experience Specialist serves as the Academy's business and community liaison.

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Academies and Specialized Programs - High School

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A high school academy is a center within an existing high school that offers advanced technical and specialized courses that successfully integrate career and academic preparation. Enrollments in the Academy elective course offerings will provide students with career and academic preparation for postsecondary education and/or career fields.

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CTE Industry Credentials - High School | Fairfax County Public Schools

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Many CTE courses prepare students for industry certification opportunities.

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TAWS- TranZed Academy for Working Students

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TAWS- TranZed Academy for Working Students

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FOR SENIORS IN MONTGOMERY COUNTY PUBLIC SCHOOLS

Student/Parent: "Is TAWS a school?" Currently, TAWS is a program available in Montgomery County Public Schools. It offers various completion options for students to include dual enrollment, online learning, and modified high school scheduling.

Student/Parent: "How do I apply?" Use this link: https://www.tranzedacademy.org/. Students and families are also encouraged to email info.tranzedacademy.org.

Student/Parent: "What are the requirements for admission?" Students must be a current senior and on-track to graduate. This means the student has earned at least 18 credits and has a minimum GPA of 2.50. All students must also be employed (part or full-time).

Student/Parent: "Do students receive grades?" Yes. Students are concurrently enrolled. Therefore, they receive grades provided by Pearson Connexus. At the end of each semester, grades will be provided from TAWS to the Career and Postsecondary Partnerships Office of Teaching, Learning, and Schools to be entered onto each student's transcript.

Student/Parent: "Do students have to have a job?" Yes. Current employment is a requirement for acceptance into the program.

Student/Parent: "What about college?" Students will have the opportunity to take college courses during the program while being dually enrolled. A career coach will work closely with students and families to process and plan for college and beyond. Each student will have an Individualized Career Plan, which will include post-secondary education planning steps and actions.

Student/Parent: "Who will get updates on my progress?" It is important that there is a free flow of communication. Counselors and parents/guardians (for those under 18) will receive frequent updates on progress in the program. This update will include a detailed printout of current assignments and grades. Reports are given every 2 nd and 4 th Friday of each month.

Student/Parent: "Can TAWS help students find a job?" Students must have jobs at the time of registration. However, TAWS is part of a network of employers and apprenticeships, increasing the opportunities to move into high paying careers. We will support students as they look to enhance their job skills.

Student/Parent: "Can students play sports or be in the band at school?" Yes, if the schedule allows it. In this program, the work schedule determines the academic schedule.

Student/Parent: "Are there apprenticeship opportunities available?" Yes. All students enrolled in the program can join the TranZed Apprenticeship Services Program. This program allows students to take advantage of training in Information Technology, Cyber Security, and Digital Media. In addition, as students complete their Individualized Career Plans, they will be introduced to various experiences that will enhance the opportunity for internship or apprenticeships possibilities.

Counselor: "If a student comes to me expressing interest in the program, what should I do?" When a student comes to you inquiring about the program, it is important that you explain the program in a way that they understand. There are many similar programs available so understanding the differences and requirements are important. More information about the program can be found at: https://www.montgomeryschoolsmd.org/career-readiness/taws/index.aspx .

Counselor: "Can I help with the application process?" Yes. Counselors are encouraged to support students while completing the online application. In fact, counselors can provide specific information during that time that students may not be aware of. Attaching an unofficial transcript helps to speed up the process as well so that we can begin programming.

Counselor: "If my student has an IEP or 504 Plan, are they eligible to join?" Yes. Having an IEP or 504 Plan does not disqualify students. Counselors should provide students with an updated copy so that it can be provided and reviewed during interview/enrollment process. The TAWS team will receive a copy so that all accommodations are received through Pearson Connexus.

Counselor: "What happens after my student has applied online?" After your student has applied, a TAWS representative will contact you and the student within four hours. The TAWS representative will ask detailed questions about the student to determine if they are a good fit. Thereafter, the student and parent/guardian will be contacted to further discuss the program before a registration packet for enrollment is sent to all parties. Meetings - either in person or virtually, as appropriate - are encouraged so that all parties understand collectively. This meeting generally will include student, counselor, parent/guardian, and a TAWS representative.

Counselor: "Will I receive updates on my student's progress?" Yes. Counselors will receive an update biweekly on their student's progress. The update will be in the form of an updated Pearson progress report directly from the instructor. The report will identify current grades and missing assignments. If a counselor would like to connect with an individual instructor, they are able to for immediate student feedback regarding performance. It is important that students are aware that counselors are still involved in their academic careers and will be with them every step of the way.

Counselor: "Can my student receive supports from school?" Absolutely! Students are concurrently enrolled. This means they can take advantage of all the same opportunities as their peers who remain in the high school. Being enrolled in TAWS does not mean they are no longer your student. The only difference is the instruction method.

Counselor: "Can my student enroll at any time during the year?" Enrollment into the program is rolling. However, counselors help to determine when their student should start the program in order to not interfere with any courses or programming students may be taking at that time.

Counselor: "Are all MCPS high school courses available online?" No. Pearson Connexus does not offer all courses. However, the courses that most seniors need are available! A course catalogue will be provided to each counselor before a meeting is scheduled. The purpose of the initial call from a TAWS representative is to ask questions while identifying courses needed so that we ensure they are available.

Counselor: "How do I code a TAWS student in Synergy?" Counselors of TAWS students will receive the appropriate codes to enter into the student's schedule. These codes are aligned to the appropriate TAWS course. The student should have ONLY TAWS course codes in their schedules as they will not be taking any courses through their regular high school.
TAWS Application

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FOR SENIORS IN MONTGOMERY COUNTY PUBLIC SCHOOLS Student/Parent: " Is TAWS a school?" Currently, TAWS is a program available in Montgomery County Public Schools. It offers various completion options for students to include dual enrollment, online learning, and modified high school scheduling. Student/Parent: " How do I apply?"

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MITRE EVENT - IT PROGRAMS & NOVA WORKFORCE

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Video Interview with WorkSource Montgomery

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Home | Worksource Montgomery

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TLC - The Treatment and Learning Centers

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A Family Of Services Where Caring Comes First TLC - The Treatment and Learning Centers (TLC) is a private, non-profit organization founded in 1950 and located in Rockville, MD. Each year, TLC's programs serve more than 2,000 individuals with a wide range of

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Interview- Treatment and Learning Center (TLC)

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Interview- Treatment and Learning Center (TLC)

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Interview- College Living Experience (CLE)

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Interview- College Living Experience (CLE)

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Transition to college. Pursue a career. Build a life away from home.
College Living Experience delivers wrap-around transition supports for young, post-secondary adults with disabilities.

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Please check your class schedule for location information. Classes are held online via Zoom, in-person, or in a hybrid format. Please follow COVID-related health and safety guidelines while on NOVA premises. Please review NOVA's Return to Campus Plan for more details.

Click on the topics below to browse current class offerings. You can also for a specific class by its title, instructor, or date. Don't forget to check out our andFeatured Classes.

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Please check your class schedule for location information. Classes are held online via Zoom, in-person, or in a hybrid format. Please follow COVID-related health and safety guidelines while on NOVA premises. Please review NOVA's Return to Campus Plan for more details. Click on the topics below to browse current class offerings.

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Unlocking New Talent through MITRE’s Autism at Work Initiative

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Keeping the nation’s information and critical systems secure requires diverse perspectives and deep skills. It requires concentration and analytical thinking to see patterns and understand adversary behaviors. Individuals on the autism spectrum often have these skills naturally but are underrepresen…

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Looking for a stealthy way to penetrate a system. Lurking behind an innocent function waiting for an opportunity. Using a decoy to distract defenders while teammates snag a flag.

Those sound like moves in a hot new video game. But they're actually educational-part of MITRE's embedded security Capture the Flag (eCTF) competitions that took place this past spring and summer.

"It's a great way for students to improve their skills in this field," says Drew Monroe, the lead organizer of the spring competition. "Not many colleges offer courses in embedded security. " Embedded security is a field of cybersecurity that protects embedded systems-the special-purpose electronic devices that are embedded in almost everything around us today.

He adds, "We run competitions to expose more students to, and excite students about, embedded security, but also to encourage schools to develop embedded security curriculum."

Keeping Your Tunes Safe

Now in its fifth year with a record high of 20 colleges and over 200 students participating, MITRE and Riverside Research designed the spring eCTF to give students hands-on experience in designing and penetrating embedded security systems in everyday devices.

The event-which took place entirely online with teams and individuals working remotely-lasted 14 weeks. This year's contest: design a music player that could play, pause, and stop audio output, with an option to add rewind and fast forward.

Besides the required functionality, teams had to develop security mechanisms to protect five "flags":

Region Lock: Prevent a song from playing on a player from a different region.

Custom Music: Prevent "illegally" acquired music from being played on the player.

Music Tamper: Prevent playing of tampered audio files.

Unauthorized Play: Prevent users who do not own songs from playing them.

Pin Extraction: Prevent the theft of user credentials.

During the design phase, teams could also capture "design flags" by meeting certain deadlines, including getting the reference design working, submitting design documents, and providing proof-of-concept support tools.

Ten teams submitted designs by the end of the competition including the Delaware Area Career Center, the first high school team to ever participate in a MITRE eCTF event.

The returning champions, Northeastern University, successfully defended its title, but there was a hotly contested battle for second and third. Cornell University, University of Cincinnati (UC), and University of Florida (UF), traded places several times during the attack phase. Cornell and UC ultimately edged out UF for second and third place.

The Drone Has My Package

An eight-week, smaller-scale summer eCTF began on June 17 and ended August 13. Four teams competed, which included 20 MITRE interns-ranging from high schoolers to graduate students-and another six Riverside Research interns.

The summer contest centered on designing and implementing a secure communications protocol for a fleet of delivery drones. The interns were tasked with adding security to a dynamic system, with drones entering and exiting the network and sending secure messages to one another in real time.

Like the spring competition, the designs also had to include several security mechanisms to protect the "flags":

Prevent attackers from recovering the content of the messages

Prevent manipulation of the content of messages

Prevent registering attackers' fake devices to the network

Prevent gaining code execution that could take over control of a drone

To pass into the attack phase, the teams had to meet all functionality requirements. Once in the attack

phase, teams could win attack points for compromising the security requirements of other teams' designs and earn defensive points for having their own design's secure requirements uncompromised.

Ben Janis, the lead organizer of the summer eCTF, noted that the pandemic forced MITRE to innovate in order to run the competition with interns working remotely. The competition framework was redesigned to enable "the use of hardware emulators for the first time-software that mimics hardware-on MITRE servers that teams could remotely access." This allowed the full participation of interns across the country to collaborate and compete.

Half the teams submitted designs and proceeded to the attack phase. "It was an impressive feat given the much shorter timeframe in the summer," he says. "It was great to see that both teams were able to pull off several successful attacks."
-by Kay M. Upham
Giving Students Exposure to a New Side of Cybersecurity

Feedback in the anonymous post-event surveys was overwhelmingly positive.

"This eCTF, although really hard, was extremely fun. The whole competition felt as if I was way in over my head, but it's motivated me to dive in deeper and work that much harder to get better as an engineer. The MITRE staff was AMAZING! Thank you for this opportunity."

"This competition exposed an entirely new side of cybersecurity to me as a computer science major. Before this competition, I had absolutely no experience with programmable logic. The design phase of this competition was a great learning experience and got me interested in lower-level security, especially since I had never considered hardware attacks in our design."

"This eCTF was my first experience with embedded security-I'm really glad I got to participate! It definitely made me interested in pursuing embedded security as a career path."

Want to solve problems for a safer world? Learn about our student programs.

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embedded security capture the flag competitions

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federally funded research and development center

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Hundreds of Students Dig into Embedded Security Competition

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Looking for a stealthy way to penetrate a system. Lurking behind an innocent function waiting for an opportunity. Using a decoy to distract defenders while teammates snag a flag. Those sound like moves in a hot new video game. But they're actually educational-part of MITRE's embedded security Capture the Flag (eCTF) competitions that took place this past spring and summer.

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"Neurodiversity may be every bit as crucial for the human race as biodiversity is for life in general. Who can say what form of wiring will prove best at any given moment?"

- Harvey Blume, The Atlantic, 1998

Although there is broad diversity across the population, some individuals have neurological variations that make it particularly challenging for their communication, self-expression and interactions with others. Neurodivergence is a broad umbrella and is not just autism. Neurological variations can include autism, ADHD, dyslexia, dyspraxia, dyscalculia, dysgraphia and tics. (However, Judy Singer, who coined the term, proposes that we are ALL neurodiverse because no two humans on the planet are exactly the same.)

The environments within which individuals with these neurovariations learn, work and live can either facilitate or inhibit their growth and development.

The purpose of this initiative is to create environments that will maximally facilitate these individuals to grow and achieve their full potential. It is about facilitating a community of practice for universities, colleges, employers and service providers to work together to create these environments and opportunities for neurodivergent young adults.

The Resources section includes a vast array of resources that have been created or curated for use by neurodivergent students, their parents and carers, employers and universities.

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Neurodiversity Hub - Resources for Students, Employers & More

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Neurodiversity Hub promotes a community of practice for universities, colleges and employers to support neurodivergent students become work-ready and build connections with organisations that value their talents. It also promotes a community of practice for architects and building designers to prom

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College Autism Network - College Autism Network (CAN)

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College Autism Network links varied stakeholders engaged in evidence-guided efforts to improve access, experiences, & outcomes for autistic college students.

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Tapping into the neuro-exceptional potential
of 1 billion humans worldwide.

Mentra

A data-driven tool that maximizes career successfor neurodivergents.

Tell us who you are so we can transport you to the right portal!

JOB SEEKERS

EMPLOYERS

SERVICE PROVIDERS

Services providers (e.g. voc rehab, job coaches) can use Mentra to track and match their clients with jobs.

Universities and educators use Mentra to match their students with opportunities and track their career journeys.

What is neurodiversity?

​

"Neurodiversity" is the product of natural variations in human neurology that lead to differences in cognition, sensitivities, and perception. This includes ADHD, Autism, Dyslexia, Epilepsy, OCD, Parkinson's, TBI, Dyscalculia, Dysgraphia, Dyspraxia, Tourette's, learning differences, and more.

WHAT WE DO

Reinventing hiring for neurodivergents

Mentra is a hiring platform that intelligently matches neurodivergents (this includes autism, ADHD, dyslexia, and other forms of neurological diversity) with fulfilling careers.

FOR CANDIDATES

With one application

Access hundreds of jobs

​

Mentra takes the stress out of the job search, by matching neurodivergents with jobs that most align with those neuro-exceptional strengths.

FOR EMPLOYERS

We're using AI to make the workforce accessible.

Mentra's software analyzes 76+ data points to match neurodivergents with jobs that optimize for career success without relying on traditional measures of job fit.

Neurodivergents are talking about Mentra

To play, press and hold the enter key. To stop, release the enter key.

INDUSTRIES WE SERVE

​

A centralized ecosystem of diverse opportunities.

​

Mentra encourages businesses across all sizes and industries to take part in a neurodivergent-friendly model that is data-backed, research-driven, and actionable by focusing on the advantages of neurodiversity at work.

Innovators that are changing conversations

To play, press and hold the enter key. To stop, release the enter key.

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Mentra's mission is to employ 100,000 talented neurodiverse individuals by 2025. Join today to close the autism employment gap as a candidate, recruiter, or vocational rehabilitation center. Founded at Georgia Tech by disability advocates, Mentra's aim is to create an accessible future for those on the autism spectrum, including Asperger's syndrome, ADHD, OCD, Dyslexia, and other learning disabilities.

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Need to Post a Job? Post Job

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Looking for a Job?

Hire Autism wants to help candidates like you find the right job.
By registering with us, you'll not only have access to all the open jobs in your area, but you can make a unique profile to make sure you get noticed. Once you've signed up, you can search for jobs using different criteria, create a profile, and contact employers in your area.

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Resources
How can I prepare for my interview? What should I wear to work? How do I talk to my employer about autism? Get answers to these questions and more in our Resource Center.
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FAQs
Have questions about using Hire Autism? Read through our Frequently Asked Questions to find answers to common inquiries, or submit your very own.
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Our Blog
Catch up on the latest employment related information from autism professionals, researchers, job coaches, parents, and self-advocates right here on the Hire Autism blog.
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Enter your email address to get the latest job alerts right to your inbox. If you see a job that you are interested in, sign up to apply!

Business Partners

Hire Autism's immediate purpose and long-term objective are the same-help adults with autism find meaningful employment. Hire Autism business partners help us reach this goal by posting their open positions on our jobs portal. To become a Hire Autism business partner, please contact us.

Hire Autism is pleased to recognize the following business partners! Click here for a complete listing.

For a list of additional autism-friendly employers, Click Here

Special Thanks

The Organization for Autism Research would like thank the Lankler Family Foundation for their generous gift in support of Hire Autism. OAR is honored to have Sandy Lankler and the Lankler family name associated with this project.

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Need to Post a Job? Post Job Powered By Hire Autism wants to help candidates like you find the right job. By registering with us, you'll not only have access to all the open jobs in your area, but you can make a unique profile to make sure you get noticed.

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Success looks different to each postsecondary student. At CLE, we take the time to learn about their needs, interests, and goals. This approach allows our team to provide support that aligns with their personal transition to adulthood.

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We are a student organization dedicated to fostering the professional and personal growth of LGBT students in STEM fields. Our dynamic network helps build connections between students and professionals in industry and academia. We promote the participation and development of LGBT communities in STEM disciplines and address the needs of these diverse communities within our University.

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About

In partnership with Cybrary, this 14-week training program consists of both technical training and professional and personal development.

This wrap-around training is the cornerstone of Melwood's 55-year long success. The program's design ensures that participants are equipped with both the technical know-how and soft skills necessary to join and succeed on any project team.

For Employers

What if your organization could finally fill its entry-level cybersecurity positions while also positively impacting society?

For Participants

Our new abilIT program consists of soft skills training and technical instruction, followed by job search assistance, placement, and on-the-job coaching.

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abillT Training Program | Melwood | Your Path Awaits

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About This wrap-around training is the cornerstone of Melwood's 55-year long success. The program's design ensures that participants are equipped with both the technical know-how and soft skills necessary to join and succeed on any project team.

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Disability Services - An Office of University Life

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Mason Autism Support Initiative (MASI) MASI is a comprehensive, fee-based program that provides additional intensive support services to students on the Autism Spectrum beyond typical higher education accommodations. MASI uses a team-based approach to assist students in achieving their goals in college.

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Intellectual Point provides training and certification testing in Reston, Virginia.

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Hands-On IT Training and Courses | IT Certification

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Provide You With IT training in Cyber Security, Cloud Computing, Big Data Analytics, Artificial Intelligence Courses. Focus on Full Career Development in IT

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Division of Rehabilitative Services (DORS- Maryland)

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Division of Rehabilitative Services (DORS- Maryland)

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https://dors.maryland.gov/Pages/default.aspx

Live in Maryland and need help securing and maintaining employment.  You may be eligible for support services.

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TranZed Apprenticeship Services - TranZed Apprenticeships

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Prepare for an exciting career in the fast-growing field of cybersecurity. At Montgomery College, you'll gain hands-on, practical skills in cybersecurity from seasoned industry professionals.

The program emphasizes computer security and information assurance concepts augmented with current industry standard techniques. Topics cover threats and vulnerabilities, prevention at the technical (hardware and software) and human levels, detection, response, and management aspects of security.

Our Cybersecurity Lab provides significant virtual computing and networking capabilities on the Germantown Campus. The Cyber Lab is used for academic competitions and research activities and can host 100-plus virtual servers, 250-plus virtual desktops, isolated networks, and wireless and forensic technologies.

Montgomery College is a designated National Center of Academic Excellence in Cyber Defense (CAE-CD) by the National Security Agency (NSA) and the U.S. Department of Homeland Security. See full designation statement.

As a member of CyberWatch, the Montgomery College curriculum follows National Security Telecommunications and Systems Security Instruction (NSTISSI) 4011 and 4013 standards. Also, the courseware is certified as mapping 100% to the Committee on National Security Systems (CNSS) National Standard 4011.

Cybersecurity Degree and Certificates

Learn more about program outcomes, required courses, transfer opportunities, and career information.

Associate of Applied Science

Related Programs and Courses

MC: A Center of Academic Excellence in Computer Defense (CAE-CD)

On January 31, 2022 the National Security Agency (NSA) and the Department of Homeland Security (DHS) designated Montgomery College a "Center of Academic Excellence in Computer Defense (CAE-CD)". The award recognizes Montgomery College as superior in the creation of highly skilled cybersecurity professionals who can help strengthen the vulnerabilities in our national infrastructure. As cyberattacks increase in both quantity and lethality, and target individuals as well as entire organizations, the demand for well prepared cybersecurity professionals has never been so great.

The Montgomery College Cybersecurity Program went through an intensive assessment and it was determined that students receive high quality technical training that will help them become leaders in a variety of cybersecurity disciplines. It was acknowledged that program graduates obtain extensive knowledge on how to address the varied cybersecurity threats that our nation currently faces.

The CAE-CD designation is an important achievement for Montgomery College. It recognizes that students are being educated in a manner that is endorsed by two of the most prominent cybersecurity employers in the nation: NSA and DHS.

As a result of this designation, students will be able to enrich their cybersecurity degree program by participating in studies and academic collaborations with government entities as part of their school's CAE-CD designation.

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At Montgomery College, you'll gain hands-on, practical skills in cybersecurity from seasoned industry professionals. We offer quality training and courses at affordable tuition rates. Join us in our state-of-the-art Cyber Lab and set your sights on a successful career in cybersecurity or networking.

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Northern Virginia Community College (NVCC)

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Northern Virginia Community College (NVCC)

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NVCC has degree and certification programs that can kick start your career. Find out more here.

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NOVA SySTEMic is Northern Virginia Community College's STEM (Science, Technology, Engineering, and Math) program with a mission to equip students for in-demand technology careers and expand regional capacity for producing STEM talent.
We do STEM through a combination of programs that promote STEM engagement through K12 outreach, prepare college students with wraparound and support services for STEM programs, and propose grants to further develop programs to research and expand our STEM talent in Northern Virginia.

Annual Report 2020-2021

Apply Now

Register Now

Latest Newsletter

Information and Engineering Technology Programs at NOVA

News & Information

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NOVA SySTEMic is Northern Virginia Community College's STEM (Science, Technology, Engineering, and Math) program with a mission to equip students for in-demand technology careers and expand regional capacity for producing STEM talent.

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George Mason University- College of Science (Fairfax, Virginia)

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George Mason University- College of Science (Fairfax, Virginia)

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GMU has a fantastic STEM program. Check out their degree programs here.

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Just outside the nation's capital, we've built connections with government agencies and industry partners working at the forefront of scientific research. Combine those with our advanced facilities for getting real-world work experience and options for tailoring your degree, and our students have more opportunity to land jobs, internships, and research collaborations that really help them stand out.

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The Virginia Department of Aging and Rehabilitative Services (DARS)

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The Virginia Department of Aging and Rehabilitative Services (DARS)

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Are you an individual with a disability who can work independently but may need some support finding and maintaining the perfect career? You may find DARS services helpful in your endeavor.

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Department for Aging and Rehabilitative Services

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The Virginia Department for Aging and Rehabilitative Services, in collaboration with community partners, provides and advocates for resources and services to improve the employment, quality of life, security, and independence of older Virginians, Virginians with disabilities, and their families.

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MITRE Corporation is an inclusive workplace that invest in young people with neurodiversity backgrounds. Check out there success in mentoring new employees.

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(dramatic instrumental music)

Natasha Koermer: I think it's so challenging to read the news and just think about all of the injustices in the world.

Bobby Blount: You hear some of the stories and you really learn what people are up against. It just gets to you and you say, I gotta do more. You know, I got to do that 24/7 to try to help out as much as possible.

Ibrahim Majeed: We don't exist alone. We're not on an island. We're all in it together. I think it's working together as a collective that we're able to have the greatest impact.

Blount: I'm chair of an organization called the San Antonio Area African-American Community Fund. And the purpose of it was really to help out with the livelihood of African Americans, not only in San Antonio, but across the rest of the nation. And other major initiative is our Social Justice Fund. We're focused on how to provide bail relief, we're focusing on how to support voting rights type things, as well as civil and criminal and housing discrimination and and also excessive force type issues.

(dramatic music continues)

Koermer: I've been volunteering with Engineers Without Borders USA for over eight years now. I'm currently working on a project in Panama where we're trying to build a library and technology center in this indigenous community. A lot of folks, you know, get so excited when they hear about it. They've never heard of Engineers Without Borders before. And a lot of times you see that translate directly into MITRE folks getting involved.

Majeed: A team of MITRE staff and I volunteer with the Boris Lawrence Henson Foundation. The foundation works to break down the stigma around mental illness and emotional distress, specifically within the African-American community, but also in the general society. This work is important to me because I've have and had mental and emotional illness within my own family. I want to make sure that this stigma is erased and that people get help.

Meghan Miller (sitting with Scott Miller): We live in a community where there was looting following some protests against police brutality. And our main street was destroyed. We could actually see fires from our house. We just felt, we got to go out there, broom in hand, figure something out. We got to help contribute. I just feel fortunate that MITRE kind of helps encourage that. I can't think of an organization that cares more about its people and giving back.

(hopeful music)

Matt Fronzak: My wife and I purchased 500 face shields made by a young man in New Orleans so that he in turn would donate 500 more face shields to the New Orleans healthcare givers. In our case, we gave them to the Cobb/Douglas Department of Health here in Northwest Metro Atlanta, who immediately put them to good use at local hospitals and healthcare facilities. I had viewed an article on the MII [MITRE Intranet] about three individuals who had done special things during the pandemic. One was a fellow who had flown, in his personal airplane, supplies across country. Another contracted COVID, had beaten it, and now was donating blood plasma. And so I read that article and that was part of what motivated me to do what I did.

(hopeful music continues)

Richard Preston: MITRE's vision is pioneering for a better future. And I think part of that is what we're doing with STEM outreach, which is inspiring the next generation of scientists and engineers. I'm working with Bedford STEM Outreach. We're partnering with Kids in Tech to offer STEM workshops to underprivileged kids.

Ryan Jobson: There are definitely students who've never really had access to a STEM education or have been exposed to different topics in STEM. And so, you know, that's really empowering to see these kids connect with with those different topics. Without Kids in Tech, I think a lot of these students would not be able to find a passion like I did.

Rob Irvine: The organization that I support is MITRE Feeds. They provide food to food-insecure children. This food drive I think is successful because MITRE people are MITRE people. We don't just look at problems and say, 'Okay, we can solve it by doing X.' We want to understand why it is. How do we solve food insecurity? I don't know how to answer that one, but what I do know how to do is put some food on some people's tables. When I finally met two or three students from the school that were getting the meals...Yeah, that was rough.

Majeed: If I had to provide a word for my support, my effort, I think it's very easy to say that I am grateful to have this opportunity.

Fronzak: Gratifying would be the word. It was just extremely gratifying.

Blount: Hopeful. I am hopeful.

Irvine: There's something bigger than you out there. And there's always somebody you could help. And if you can help, help them. Just help them.

(hopeful music continues)

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MITRE | Solving Problems for Safer World

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(dramatic instrumental music) Natasha Koermer: I think it's so challenging to read the news and just think about all of the injustices in the world. Bobby Blount: You hear some of the stories and you really learn what people are up against. It just gets to you and you say, I gotta do more.