2. Careers & Employment Workshop
Friday 1st December 2006
Careers & Employment Workshop
Group B: Policy

3. POLICY
“Employment rates for people with a disability must be improved.”
There is a range of policy issues which are relevant to career development and employment for people with disability. 
These include the impact of “Welfare Reform”, industrial relations legislation and institution policies relating to the provision of careers and employment.
This Workshop will consider these and other issues including:
accommodations in real world employment 
Registration Board and workplace requirements
transition from study/training to work – whose responsibility?

4. OBJECTIVE: “Identify what we can do now to improve policies and transition processes”
POLICY
“Employment rates for people with a disability must be improved.”
There is a range of policy issues which are relevant to career development and employment for people with disability.  These include the impact of “Welfare Reform”, industrial relations legislation and institution policies relating to the provision of careers and employment.
This Workshop will consider these and other issues including:
accommodations in real world employment 
Registration Board and workplace requirements
transition from study/training to work – whose responsibility?

5. Debi Dingwell & Ann Michael
“Reaffirming practice: creating a ring of confidence in developing inclusive practices in a VET context”
Debi Dingwell & Ann Michael

6. Reaffirming practice: Creating a ring of confidence to address learning needs of all students in a VET context Ann Michael and Debi Dingwall

7. 2004 - Making Reasonable Adjustments in Children’s Services project:
develop capacities, policy/processes and tools to support reasonable adjustments in the delivery and assessment of Certificate 111 in Children’s Services
analyse the relationship between Training Package competencies, the special learning needs of trainees and the demands of the working environment in which the trainees are located to better understand the reasonable adjustment process
monitor the attrition rate of trainees with special learning needs where reasonable adjustment processes and tools are implemented

8. This project confirmed, clarified, legitimised and extended shared understandings of MRA and ways of working in VET for KDIECS staff:
MRA is primarily attitudinal - our attitudes about learners and learning shape our practices and our considerations about when, and what reasonable adjustments are made and how work is done
MRA is about commonsense understandings about how learners learn, undertake tasks in the workplace and demonstrate competence
MRA is about confidence and accountability for all partners in the training contract
MRA is collaborative – RTO staff, employers and workplace supervisors and trainees all have an interest and responsibility in making training successful…leading to work/career outcomes

9. Practices – what do we need to do to create a ring of confidence?
Develop tools and strategies for quality teaching, learning and assessment
Access support services for learners
Inclusive design of training programs
Develop inclusive policy and language across the training organisation
Understand One size does not fit all is now applicable in our varied and ever changing life and work
Advocate for work/learning opportunities for all learners

10. Intimacy with competencies and workplace tasks
Understanding how work is performed in the workplace and the many ways in which competence can be demonstrated
Working with employers/supervisors to assist in understanding diversity at work – ways in which work can be carried out

11. Debi Dingwall – practitioner delivering outcomes for students with disabilities undertaking Children’s Services training with KDIECS
Aims of program:
to aid students and employers in seeing that with the right attitudes and support there is a place in the childcare industry for workers/learners with disabilities as qualified Childcare Assistants
to ensure that this happens without the validity and integrity of the qualification being compromised

12. Who?
Learners from a Special Education Unit at a Secondary School in Toowoomba
Current model is with fee-for-service students but format equally adaptable for trainees

13. How?
through ‘making reasonable adjustments’ to both the training and assessment processes so that the focus is on the students abilities not their disabilities
through providing education and on going support for host centres/potential employers

14. Strategies: Identifying the issue Creating a climate of support
Ensuring access
Structuring assessment process to suit needs
Using other expertise
‘Providing a ‘good fit’ with student and their on-floor supervisor is critical to success.’

15. Strengths of the program
Attitudes of the organisation
Strengths of the network relationship between the school and KDIECS (RTO)
Teaching format – ‘user friendly’ training schedule that is not only tailored for these students but for young students in general
Designed to build on skills and create CONFIDENCE for these learners

16. Yes there is a downside…
Yes there is a downside….. The biggest stumbling block remains the attitudes of the employers. There is still a huge amount of work to be done in educating workplaces of the benefits in employing trainees with disabilities. But for every down there is…
A Glimmer of Hope….
The successes of the individual girls in this program in their host centres is in a small way paving the way for other learners in the future.
HOPEFULLY these employers are opening up to the possibility of looking to this whole new segment of the work force to fill their future needs.

17. Creating a ring of confidence in the Children’s Services Sector!