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Introduction to career development for those with additional support needs Presented by – Date –
Aim and objectives Aim: To develop an understanding of the role of tutors and support workers in providing career development for people with additional support needs Objectives By the end of the session learners will be able to: • Define effective career development and its implications for learners with additional support needs • Describe strategies for investigating and meeting learners’ needs • Discuss availability of internal and external support networks for tutors.
Introductions Find a partner that you do not know well • Introduce yourself: name and job role • Agree what you both think career development involves and your role in delivering it • You have five minutes for this exercise and will be asked to feedback your main points.
Effective practice in career development … helps learners to reach their potential by ensuring placement on correct programmes, addressing barriers, supporting them on programmes to reach their learning goals and increase their employability, and facilitating next steps and progression. Career Learning for the 21 st Century, LSIS 2010
Career development Principles – Relevance to Learners with Additional Needs • • • Diversity Impartial Responsive Friendly and Welcoming Enabling. The Principles for Coherent Information Advice and Guidance Delivery – National Information, Advice and Guidance Board 2001
Why cover career development for learners with additional support needs? • Same rights as any other learners • Often offer a unique contribution to the workplace/learning provider • May require more specific guidance to explore what is right for their next step.
Unpacking the labels – where to start • • Learners themselves Learner’s support workers Learner’s family, friends and carers Specialists within your organisation Career professionals Referral Agencies – e. g. Disability Employment Adviser Specialist groups and support agencies - websites, information sheets, discussion boards, etc.
The deficit model
The social model
Implications for career development Work in groups of 4 -5, preferably with someone you have not worked with before. Discuss: • • Which model predominates within your organisation, how does that impact career development teaching and support provided How does that impact the learner with additional support needs Write up your findings on a flipchart and be prepared to present them to the whole group You have five minutes for the discussion.
Reasonable adjustments Work in pairs: • List as many reasonable adjustments that can be provided for people with additional support needs within learning and work situations • Discuss: • How many of these have been provided for your students • The process required to provide the adjustments • The impact on the learners. You have five minutes for each task.
Accessibility examples Some organisations may signal a positive attitude to disability: • • • Ask for those with disabilities to apply Prominently communicate a commitment to diversity and equal opportunities Adverts may carry the ‘two ticks’ symbol Application forms may be offered in alternative formats. Applicants are encouraged to disclose a disability Some government funding is available to employers to pay for alterations to the workplace.
Your experiences Work in groups of four: • • Discuss your experiences with learners with additional support needs Consider the importance of the initial interview and how you can prepare for it Compile a list of dos and don’ts Read the first interview handout to inform your thinking.
Thinking about what’s important to me in the future around work Diagram drafted by Charlotte Sweeney, Helen Sanderson Associates and Yola Jacobsen, NIACE
Summary What have we learnt about: • Career development for learners with additional support needs? • • Models of attitudes to disability? Labelling Learners? Reasonable adjustments? Planning and initial interviews? Thank you for attending; please complete an evaluation form
References Jacobsen, Y. , 2010. Making it Work. [online] Leicester: NIACE. Available at: http: //shop. niace. org. uk/makingitwork. html [Accessed 8 March 2011] Watts, A. G. (1999) The Economic and Social Benefits of Guidance, Educational and Vocational Guidance: Bulletin, 63/1999. International Association for Educational and Vocational Guidance