1. An SBAT pilot program for young people with a disability Ticket to Work

2. Introduction What we are covering today: The idea behind the project What we are trying to achieve What is an SBAT? The research The partnership approach Case study Next steps

3. The idea behind the project - Significantly less students with a disability take-up an SBAT - However, evidence shows young people with a disability who have had early exposure to the workplace are more likely to succeed in making the transition to ongoing employment What we want to demonstrate:  Improve post-school transitions  Increase training/employment  Reduce barriers to training/employment  Challenge current culture than can be exclusive not inclusive  Challenge current community perceptions  Develop a transitions program

4. “The greatest barrier facing people with a disability is not their disability but confronting negative attitudes, overcoming outdated stereotypes and challenging the limitations placed on them by others. What they lack is not ability but opportunity.” Adapted from submission to ‘Shut Out: The Experience of People with Disabilities and their Families in Australia’

5. The aims of the project  Conduct scoping research to identify best practice  Build a partnership network of stakeholders  Develop an SBAT model  Promote the program  Phase 1: 5 young people in two special schools take up SBATs  Phase 2: Consider SBAT take-up by young people with disabilities in mainstream schools; develop network further

6. What is an SBAT?  Minimum 13 hours work & training per week  Students & employers are matched - industry interest & skill levels.  Vocational training linked to their employment.  SBAT contributes to a student’s senior school qualification  Rights & responsibilities of students/employers are the same as for any other employment arrangement  Students receive a training wage for time spent in the workplace  DAAWS funding or government financial incentives available

7. SBAT Benefits  Students / parents build relationships with support agencies (eg DES, AAC) they can access during, & after their SBAT  Potential future employment destinations:  Apprenticeships & traineeships  Open employment  Further training  SBATs can play an important role in contributing to successful transitions from school

8. Scoping Research – SBAT Success Indicators of success in an SBAT:  Positive student traits - a strong sense of personal agency & self efficacy, persistence, resilience & self-determination  Support from school, family or friends  Supportive workplace supervisors, work & learning cultures  A high value placed on work  Genuine & ongoing commitment to the industry  A good match between employer and employee  Clear understanding of expectations between all stakeholders

9. Scoping Research – Disability Employment / Training Figures  20% of Australians of working age have a disability.  Around 5% of VET participants are identified as having a disability.  Around 3% of Higher Education participants identify as having a disability.  People with disabilities are the least represented of all the equity groups in the Australian VET system.  Around 2% of apprentices/trainees identify as having a disability.

10. Scoping Research – Disability Employment / Training Figures #2  Individuals with a disability are 24% more likely to be in employment upon completion of a VET course.  Students with a disability enrolled in an apprenticeship or traineeship have better employment outcomes.  Completing a VET qualification not only helps people with a disability find work, it also increases their chances of maintaining employment.  Individuals with a disability are only 4% less likely to complete an apprenticeship than someone without a disability.

11. Scoping Research – Youth Aspirations  Young people with, or without, a disability share the same aspirations  Top 4 long-term aspirations of young people with disabilities (at 35 years of age) are:  Saving & investing  Having a successful career  Keeping fit  In a long-term relationship Emerson, E., Honey, A., & Llewellyn, G. (2008). The well-being & aspirations of Australian adolescents & young adults with a long-term health condition, disability or impairment, Australian Research Alliance for Children & Youth (ARACY).

12. Scoping Research – Positive Employment Trends  Statistics show that young people with a disability often have a very positive impact upon the workplace:  86% of employees with a disability have average or superior attendance records  90% of employees with a disability have productivity rates equal to, or greater, than other workers  98% of employees with a disability have average or superior safety records. Graffam, Shinkfield, Smith & Polzin (2002). Employer Benefits & Costs of Employing a Person with a Disability, Journal of Vocational Rehabilitation 17 (2002): 251-63.

13. Scoping Research – Successful Transition Program Practice Themes 1. Participation in meaningful work experience, well before a student exits school, is viewed as an essential ingredient within a successful transition program. 2. Partnerships between schools & local agencies (that provide post- school employment & other services) were highly predictive of successful transition outcomes. 3. The existence of, & student participation in, preparation of the transition plan is essential. 4. Family involvement in the transition process.

14. Scoping Research – Kohler’s Transition Taxonomy

15. Scoping Research – Employment Preparation “People with disabilities have the right to choose a path toward education & employment” “However, while freedom of choice is given, the right to work is earned” “Earning the right to work is dependent upon the student's preparation” Simon, Stephen, ADA Quarterly, Fall 1998.

16. Scoping Research – Best Practice SBAT Transition Partnership  Many SBAT stakeholders for students with disabilities – far more than for those without a disability.  Establish a strategic Partnership Network to design the SBAT model & strategy.  Provide time to develop the Partnership with clear partner understanding.  Establish a Partnership Agreement (and Project Plan) indicating roles & responsibilities.  Ensure all partners have complementary skills & can support an SBAT model.  Provide training to partner staff (eg. disability awareness training).  Develop a program marketing strategy with partners.  Establish a system of regular communication between partners (eg. regular meetings).  Establish issue-specific Working Groups as required.  Partners agree to a common set of principles / processes for how to work with SBAT stakeholders (eg. career planning, case management, work experience).

17. Scoping Research – Partnership Stakeholders  To ensure a successful SBAT outcome, a number of stakeholders should be involved, including:  State training service/s  Australian Apprenticeship Centre  Education department regions  Parents & carers  School staff  Employers & their staff  TAFE Institutes /Registered Training Organisations (RTO)  Disability Employment Services (DES)  Workplace Learning Coordinators  Friends & other supports  LLENs (Victoria) or Partnership Brokers (Australia-wide).

18. Building the Partnership Network  Research identified the key stakeholders / core competence needed in our Partnership Network.  DHS & two LLENs contacted stakeholders to join Partnership & endorse Ticket to Work.  15 organisations & schools in the Partnership Network.  Full Partnership Network meetings held.  Working Groups established – ‘model development’, ‘marketing’ (now moving into ‘operational’ & ‘evaluation’ Working Groups).  Network Forum held – a chance for all members to learn about each other, share knowledge.  Network governance – MoU, tools, secretariat.  Focus on sustainability – not funding reliant, allows for stakeholder movement, replication feasible.

19. Partnership Diagram Strategic Partnership Network SBAT Project Working Group - Marketing Working Group - Model Development Working Group – Local Operational groups Working Group - Research & Evaluation

20. Ticket to Work Goals  Marketing development – branding, collateral, Business Case.  Promotion to students, parents & employers.  10 students engaged in an SBAT during 2012.  Program research & evaluation – the ‘program’, the ‘participants’, the ‘partnership’.  Develop Case Studies.  Opportunities for celebration.  Partnership Network to identify further strategies.

21. Service Delivery – Case Study

22. Next Steps  Ongoing project promotion.  Evaluation with Partnership Network.  Evaluation with participating schools, students, parents & employers.  Case Studies to be developed.  Opportunities for students (across schools) to meet one another.  Celebration.  Commence work on Strategy #2 (& others).

23. More Information  Information Packs available today  Download the research report: www.bgkllen.org.au/research/bgk-llen-research  Contacts:  Kate Fennessy (IE LLEN): kfennessy@iellen.org.au / 03 9510 5444kfennessy@iellen.org.au  Sam Pine (Marriott Support Services): samantha.pine@marriott.org.au / 03 9947 1103samantha.pine@marriott.org.au  Fiona Waugh (BGK LLEN): fiona.waugh@bgkllen.org.au / 03 9584 8845fiona.waugh@bgkllen.org.au