Just like before the engagement, resolving any uncertainty and expectations after engagement is an important aspect of developing a clear direction and establishing a path for success.  There are two quick tips and an example at the end of this section in ‘After The Engagement: A Template’.

1. Detail the next steps via phone, e-mail or preferred contact method

Providing specific information on the next steps allows an autistic volunteer to clearly understand the expectations and requirements of the role.

• This may include start date, start time, further instruction (with visuals) on how to get to the volunteering location.
• You can take this opportunity to break a volunteering role down into tasks (if you haven’t already) and ensure the expectations of a role are clear. This allows for further discussions regarding any potential adjustments or supports.

2. Proactively offer additional support

An autistic volunteer may require adjustments and additional support in a role to suit their strengths and skills. This may be in addition to a support worker that accompanies them to the role. Being forthcoming in opening the dialogue for adjustments allows for better strength-based role matching and a more collaborative relationship. This works to break down barriers and makes autistic applicants feel more comfortable about openly discussing their needs.

• Link autistic volunteers in with a mentor, buddy or peer to support them navigate a new role (discussed further in Step 3).
• Encourage ongoing feedback on how you can better support an autistic volunteer within their role

After the Engagement: A Template

The example below provides an illustration of what information can be provided to a potential volunteer after an initial engagement.

This template was developed for explanatory purposes, and we encourage you to adopt your own personal flavour and existing processes. You may also have different ways of communicating with your volunteers.

The most important aspects are highlighted in yellow, relating to an example of making a sensory adjustment, responsibilities broken down into tasks, alternative formats of information and a link in with a mentor or supportive figure.