1. Preparing for Adulthood : employment pathways for young people with special educational needs and disabilities
Carol Robinson
Nicola Gitsham, NDTi

2. Part 1: What I am going to cover
What we know about the benefits of employment and current outcomes
Myths about work for young people with SEND
The principles and practice of supported employment
research about what works in finding and keeping work
How employment links to the education, health and care plan- an example
Some of the options that should be available

3. The Language Used
Most of the research has been done with adults with learning disabilities /intellectual disabilities
You will also hear mental retardation and handicap on some films.

4. What we know..
Poor outcomes for young people, especially in relation to employment: less than 7% of adults with learning disabilities are in paid work
10% of recent NEETS said they had a learning difficulty (DBIS 2013)
Young people with special educational needs likely to enter the labour market much later than their peers.
CoP chapter 8 is called ‘Preparing for Adulthood from the earliest years’ 3

5. Pathways into employment - the myths
Someone with a learning disability;
can’t work
CoP chapter 8 is called ‘Preparing for Adulthood from the earliest years’ 6

6. More Myths about People with learning disabilities and work
They can only do certain jobs
They can only work 2 hours a week
They will not do a good job
They won’t be welcomed by an employer

7. Barriers to employment - real or perceived
Employers?
Individuals?
Parents/carers/advocates?
Support providers?
Us?
CoP chapter 8 is called ‘Preparing for Adulthood from the earliest years’ 7

8. Work - positive and possible
We know that young disabled peopled can do a good job that they enjoy and their employers value their contribution
Evidence suggests that getting more young disabled people into work would reduce welfare dependency and improve their health and happiness
To be financially better off, and to maximise savings to the taxpayer, people need to work 16+ hours per week. This is also important for inclusion.
Employers who recruit disabled people report: cost savings from workplace analysis and simplified processes; increased customer satisfaction; reduced staff turnover etc.
CoP chapter 8 is called ‘Preparing for Adulthood from the earliest years’ 4

9. Values of Supported Employment
Real Work
That would be done by others
Real work settings
Interaction with non disabled co-workers and supervisors
Real money
At going rates of pay for the job
Supported Employment has sometimes been called the "place, train and maintain" model of vocational rehabilitation. The same task can be done in many different ways across different workplaces. Workplaces differ in a myriad of small ways. The social demands of real workplaces can often be as important as the jobs themselves, they can differ between jobs, and are difficult to replicate in day or training centres. All these potential differences make the transition to open employment difficult for people with a learning disability. For this reason, placement in an ordinary job is seen not as an end-point but a necessary first step in successful training, the supported employee being taught a specific job, in a specific work place, usually by a skilled job trainer or job coach.

10. What does the research say?
Research evidence shows that there are number of approaches that work:
Raise employment aspirations and expectations of children and young people, families and everyone who supports them
Person-centred transition planning with a focus on employment
Welfare advice, advice and guidance and positive work experience, so that families see that work is positive and possible
A vocational curriculum that supports young people’s aspirations and meaningful work experience for young people in community-based settings
Supported employment agencies working with young people whilst they are at school, and good supported employment from 16+

11. What works for people with a intellectual disability learning jobs?
Severe
Moderate
Mild
Training on the job-
Systematic Instruction
Job coach support on-site
Breaking tasks into steps
“Chaining” tasks together
Hierarchy of cues
Physical guidance
Gestures
Verbal prompts
Job adaptation if needed
Managing praise and reinforcement more closely
Specific social training strategies
Work-based accreditation of skills demonstrated
Pre-employment training is possible
Verbal instruction & demonstration
Simple language
Greater time to learn
Use of naturally occurring praise and re-inforcement through:
Supervisors, work-mates
Ordinary pay incentives
Managing work pressure/ productivity demands
Shaping social contact through co- workers
Qualifications for job and career development

12. What works in finding jobs?
Severe
Moderate
Mild
Greater use of support to find & plan
Families
Job coaches
Extended Vocational Profiling/
Discovery
20+ hours in various environs?
Interests and what good at
Relevant experiences
Work types and environments
Days and schedules
Welfare benefit planning
Use of practical job tryouts to aid decision-making
Aided CV and support planning
Proactive and specific job finding and matching jobs to people
Employer presentation and negotiation
Adaptation of interview and induction
Greater independent action
More use of generic help to identifying strengths, interests and experience
Use of more generic sources for vacancies
Greater use of courses, “job clubs”
CV development
Job search
Writing applications
More use of mainstream job application & interviewing and induction processes

13. What factors contribute to successful employment of people with disabilities?
Fabian, Lueckin & Tilson (1995)- comparison of views of disabled people, job coaches and employers
People with disabilities and job coaches:
“employers’ understanding attitudes and flexibility to make accommodations”
Employers:
“quality service from employment specialists
and competence in particular workers ”

14. Benefits to employers

15. What does good employment support look like?
Overarching guiding principle
Fundamental to supported employment is that everyone can work with the right job and the right support. Work readiness is not a helpful concept!!!!

16. What does good employment support look like?
Guiding principles:
Choice and control
Partnership
Full inclusion
Rapid job search
Careers
Natural supports
Long-term support
Assistive technology
Continuous quality improvement
Right to work in a safe workplace
Protection of human rights and freedom from abuse

17. What does good employment support look like?
Work with the job seeker
Engagement
Getting to know you/vocational profile
Agreeing a plan together
Work with the employer
Understanding needs and identifying vacancies
Getting to know the job
Job match
Employers get the right worker and jobseekers get the right job
Arranging the right support
DEVELOP A CAREER

18. The Employment Pathway
What needs to be put in place for young people with special educational needs?

19. Key Elements to put in place
We need a good person centred Preparing for Adulthood review in year 9.
We need a clear plan with a sense of direction towards life outcomes.
If there is an education, health and care plan
We need: aspirations (Section A)
We need outcomes (Section E)
We need to know what support will be provided across education, health and social care (F, G H1 and H2)
We need partnership working- Employment is Everyone’s Business !

20. What the Preparing for Adulthood review should cover
Code of Practice says: LA should be ambitious for children and young people with SEN, raising their aspirations and promoting high expectations about what they can achieve in school, college and beyond. They should ensure children and young people have access to the right support and opportunities that will prepare them successfully for adulthood by helping them achieve the agreed outcomes in their EHC plan. This will enable many more young people with SEN to complete their formal education
Support to prepare for higher education and/or employment: Should include identifying appropriate post-16 pathways including training options such as supported internships, apprenticeships and traineeships or support for setting up own business. Review should also cover support in finding a job, work experience opportunities or the use of job coach and help in understanding welfare benefits available in work. Independent Living: should encompass decision making, where want to live, with whom and support needed. Review should cover housing options, benefits and social care support.
Community participation: should cover- mobility and transport support, social activities, opps for local decision making and support to develop and keep friends/relationships. Health: effective planning with health services needed to help understand who will work with person as an adult and ensuring health profs understand learning disabilities /difficulties of individual. There should be a transition plan drawn up with yp.

21. Support to prepare for higher education and/or employment:
Code says: reviews from year 9 should include identifying appropriate post-16 pathways including training options such as supported internships, apprenticeships and traineeships or support for setting up own business.
The review should also cover:
support in finding a job,
work experience opportunities
the use of a job coach and
help in understanding welfare benefits available in work.

22. Outcome example – employment
Aspiration
To get a paid job when I leave education
Outcome(s)
By September 2017 I will have had 4 meaningful work experiences in a range of community based settings so that I have an understanding of different type of job roles
By Sept 2016 I will have a vocational profile that clearly sets out what I’m good at, what type of employers need my abilities and what support I need to get a paid job when I leave education
In 12 months time I will be able to travel independently around my local community by either walking using the bus or the tube.
By Sept 2017 I will be able to make my self understood in the workplace by work colleagues (by whatever means)
NB EHC plan brings all outcomes together in integrated plan i.e. housing and employment needs looking at together

23. Outcome example – employment
Steps towards the outcome
To be aware of different types of paid work environment and roles
To know what I am good at, interested in and who needs my skills
To travel independently to college and around my local area
To develop work skills such as telling the time, punctuality, make simple decisions, using the phone
To act appropriately when I am angry or frustrated
To develop an awareness of appropriate social behaviour
To have experience of working in real work environments
For my mum and dad to think work is possible and positive
To develop a CV/vocational profile
Develop expressive and receptive communication skills

24. Examples of provision and support
for employment
Health
Weekly anger management sessions from a psychologist to help find appropriate ways of managing frustration
Psychologist spends 30 mins a month teaching their family and teacher how to help the young person manage their behaviour appropriately
Social Care
Assessment to identify whether young person eligible for Adult social care
Short breaks taken as a direct payment to employ a job coach to support paid or voluntary job in the local community.

25. So what’s the school’s role here?
SEN Provision
Work awareness curriculum that covers different types of job roles and careers
School invite a job coach to attend annual review and help to plan work experience in local community, including holiday/Saturday jobs.
School captures experience and feedback in a digital CV
School invites job coach to work with Mark to develop vocational profile
School hosts workshops for families where local supported employment service invited to talk about what is possible and what good employment support looks like
Independent travel training made available

26. Develop post 16 options that lead to paid employment
Other agencies working closely with schools to support transition (paras )
All activities and outcomes in line with young people’s career aspirations (para 8.9)
Start early (Para 8.8)
Create flexible packages
Linked to all aspects of life and five day packages
Study Programmes (Paras )
Supported Internships we-do/supported-internships
Embed meaningful work experience
Working closer with schools can help colleges to ensure their curriculum offers progression beyond school and not repeat learning
Test out options of joint curriculum, young people can make a better transition by having a mixed package of learning that is school and college based initially.
MUST start early to talk to young people to understand demand and plan and commission the local offer based on demand
Work experience is crucial for young people to learn about work, both in school and college. 17

27. Part 2
A focus on supported internships

28. What I will cover
supported internships – what they are and what they are not
Factors that contribute to success
The role of the job coach
What Ofsted are looking for in relation to supported internships
Funding from Access to Work
A bit about traineeships and apprenticeships
Resources

29. Supported Internships - what it’s not
It’s not just another college course
It’s not a work experience programme
It’s not for learners who have not thought about getting a paid job before
It’s not for learners who are unsure whether they want a paid job
It’s not for learners who could progress onto either a Traineeship or Apprenticeship

30. Supported Internships - what it is
Study programme listed in a prospectus
For those with a Learning Difficulty Assessment, Statement of SEN or EHCP
Based on the ‘place and train’ approach to learning
Based primarily at an employer’s premises- most of the week there
Meets the career goals of young people
Meets the business needs of an employer
On-the-job training
Qualifications linked to work

31. Supported Internships - key principles
The majority of the young person’s time is spent at the employer’s premises
Young people are expected to comply with real job conditions, such as timekeeping and dress code
Systematic instruction, a method specifically designed to help people with complex learning difficulties learn new tasks, is used where appropriate
Stretching learning goals are set, including English and Maths
Both the young person and employer have support from a Job Coach and Tutor
Young people continue to be supported after the course of study
Of 190 students on this scheme during pilot phase, 36% got paid work. Project SEARCH rate is 51.5%

32. Critical success factors
Partnership approach
Effective communication
Personalised and flexible
Skilled job coaches
Job matching
Instilling the work ethic

33. The core role of the job coach
To support young people to enable them to gain, learn from, develop in and maintain their internship and to make a positive progression on to paid sustainable employment;
and to support employers to enable them to offer a meaningful internship and recruit interns where possible
The best outcomes are likely to be achieved if job coaches adhere to the principles of supported employment

34. Job coaching is significantly different from providing learning support
They need :
a diverse skill set, including the confidence to work effectively with young people, employers and parents/carers
to be flexible and creative
willing to work outside term time, sometimes including anti- social hours
to be willing to undertake specific training
job coaches need to be able to recognise when and how to provide support, and when to increase, decrease or remove support;
high levels of energy and enthusiasm
a belief in the young person’s right and ability to achieve paid employment.
contract that acknowledges that there will be a need for flexible working hours outside of term times

35. Ofsted
Inspectors will make a judgement on outcomes for learners by evaluating the extent to which:
Learners develop personal, social and employability skill
Learners progress to courses leading to higher-level qualifications and into jobs that meet local and national needs

36. Ofsted Ofsted inspectors will be looking for:
Progress-how well interns develop their employability and vocational skills and personal effectiveness
Support- how well interns are supported, and the extent to which they are set challenging tasks at work and receive good feedback on progress
Leadership and management – purposeful and appropriate for interns, and how well work activity fits with other aspects of their study programme

37. Access to Work An Access to Work grant can help pay for:
Travel (when young people are unable to use public transport)
Support workers
Job coaches
Young people will not have to pay any money back and it won’t affect their benefits

38. Access to Work Eligibility:
Your disability or health condition must affect your ability to do a job or mean you have to pay work-related costs
Might not qualify if person gets Incapacity Benefit, Employment and Support Allowance, Severe Disablement Allowance, Income Support, National Insurance Credits

39. Access to Work (Aug 2015) To apply:
Application must come from either education provider from supported employment provider
a move from one form per month, to one per placement for each student; and the ability to make applications up to three months in advance.
Must use the stencil on the Preparing for Adulthood or BASE website
to and put supported internships in the subject box
do/supported-internships/access-to-work-fund

40. Some films about supported internships
Bicton college
Trafford

41. Traineeships
A traineeship is a course with work experience that gets young people ready for work or an apprenticeship. It can last up to 6 months.
It is open to those who are:
eligible to work in England
unemployed and have little or no work experience
aged 16 to 24 and qualified below Level 3
What is offered:
help with English and maths (if needed)
a work experience placement
It is not a paid position (usually), but employers sometimes give expenses for things like travel and meals.
There is a new find a traineeship service online:

42. Apprenticeships https://www.gov.uk/apply-apprenticeship
Apprenticeships combine practical training in a job with study.
Apprentices:
work alongside experienced staff
gain job-specific skills
earn a wage and get holiday pay (min of £2.73 per hour for year olds)
study towards a related qualification (usually one day a week)
Apprenticeships take 1 to 4 years to complete depending on their level.
Levels of apprenticeship
An apprenticeship has an equivalent education level and can be:
Intermediate - equivalent to 5 GCSE passes
Advanced - equivalent to 2 A level passes
Higher - can lead to NVQ Level 4 and above, or a foundation degree

43. Part 3 - Funding

44. Sources of Funding Public Health and Council funding * Education *
European Social Fund (ESF)
Social Care and Health *
Department for Work and Pensions *
Business Sponsorship
Charitable Sources

45. Education funding for learners with SEND
Element 1
Funding that all students at the college attract for their study programmes. 
Most institutions with post-16 provision are funded on a lagged student basis, using the national post-16 funding formula. 
Total allocation for 2016/17 based on number of students recruited in 2015/6. 
Colleges should not seek funds from LAs for any shortfall in element 1 in 2016/7 – this will be rectified in the lagged allocation for 2017/8.
Lower-level SEN
Funding for students with support costs lower than £6,000 is provided within the institution’s disadvantage funding, calculated within the institution’s mainstream funding allocation 

46. Element 2
£6,000 towards the additional support costs for high needs students (i.e. those students also receiving element 3). Element 2 is additional to, and not separate from, Element 1.  
Element 3
Top-up funding - the funding required over and above the place funding (Elements 1 and 2) to enable a student with high needs to participate in education and learning. 
Paid by the LA in which the pupil or student is resident or belongs (in the case of LAC), from the high needs budget.
This must reflect a pupil’s needs and the cost of the provision they receive in a particular setting
Note: Although most high needs students will have EHC plans, not all students with plans will be high needs for funding purposes. 

47. Working Example
A high needs student on a full time college course generates funding for the College of £5,200 per year (Element 1). The young person’s support package costs £18,000 and the College additionally receives £6,000 for additional learning support (Element 2). This means that the college will require ‘top-up’ funding of £6,800k which they should receive from the home LA of the student (Element 3 or top-up funding).
Supported internships can normally be funded in part or fully through the funding arrangements outlined above (subject to a LDA/EHCP).

48. Routes into employment using Education funding
Supported internships
Traineeships - EFA funding for up to 6 months.
through a provider’s existing funding allocation
Apprenticeships funded by SFA .Provider must be on the UK register of learning providers and have a contract with SFA. Funding is dependent on the apprenticeship and sector as laid out in the apprenticeship framework. If needed, LA pays for additional support. In addition, providers have a budget of up to £19,000 per year for additional learning support to cover any exceptional payments.
The EFA provides Traineeships for young people that last for up to 6 months.
They are funded through a provider’s existing funding allocation
Apprenticeships
All apprenticeships are funded through the Skills Funding Agency (SFA) even though funding for olds originates in the EFA. To receive SFA funding, a provider would need to be on the UK register of learning providers and have a direct contract with SFA. If the young person has an education, health and care plan, the provider could then be named in the plan. Funding is dependent on the apprenticeship and sector as laid out in the apprenticeship framework.
A young person aged requiring significant levels of support would normally be expected to have an Education, Health and Care Plan (EHCP) provided by their local authority and therefore would access funding from their local authority to cover the additional learning support required. In addition, providers have a budget of up to £19,000 per year for additional learning support to cover any exceptional payments. Apprenticeships are always paid positions.

49. Follow on funding post supported internships or study programmes
Education funding to secure positive destination
other sources of funding which may provide longer-term support include:
Personal Budgets
Department for Work and Pensions programmes.

50. Public Health and Council
In 2015/16 the Better Care Fund will be created from £1.9bn of NHS funding and £1.9bn based on existing Health and care funding in 2014/15
Strategic Economic Regeneration money for deprived groups
Funding available through Young Peoples Voice
Discretionary money spent by a local authority on supporting people into work.

51. Social Care and Health- Personal budgets
For young people with education, health and care plan- education personal budget is possible
For those with continuing health needs- personal health budgets (CC G can also use discretion to fund if not eligible)
Social care - resource allocation system usually indicates value of payment to be made up front.
Can fund:
Job coaches and enabling teams
Assistive technology
Commissioning employment support for a person

52. Other social care funding to consider
Short breaks monies
Fund for care leavers
Carer’s grant
Care Act funding/Better Care Fund.
"Even if councils stopped filling in potholes, maintaining parks, closed all children's centres, libraries, museums, leisure centres and turned off every street light they will not have saved enough money to plug the financial black hole they face by 2020.

53. Department for Work and Pensions
Access to Work (AtW) limited to £40,800 per person can be used for supported internships and traineeships
Sector-based work academies Pre employment training in growth areas
Self-Made Work Trials

54. http://base-uk. org/sites/base- uk
uk.org/files/knowledge/Supported%20Interns hips%20and%20benefit%20entitlement/suppo rted_internships_and_benefits.pdf

55. Department for Work and Pensions programmes
Work Choice provides disabled people who have more intensive support needs – modular programme
Work Trial - a chance to ‘try before you buy’ to both the customer and the employer.
Youth Contract- 2-8 week work experience placements for young people aged 18 to 24
Work Programme - for those people who are at risk of long-term unemployment.

56. Support for Self employment
New Enterprise Allowance (NEA) provides For Jobcentre Plus customers :
A mentor who will offer expert guidance and support
Workshops offering practical advice on topics such as marketing and book-keeping.
Practical help tailored to individual needs in the early months of trading, including a business mentor and support for writing a business plan.
Financial support – a total package worth up to £2,274.

57. Resources DfE Advice on Supported Internships
internships-for-young-people-with-learning-difficulties
Evaluations
delivery/supported-internships
report.pdf
difficultiesdisabilities-supported-internship-evaluation

58. Resources Factsheets Information for learners
a-resources/factsheet-supported-internships
mmes
Information for learners
62/supported_interships_guidance_for_learners_8th_a pril_2014.pdf

59. Resources
Funding
do/supported-internships/access-to-work-fund
access-work
Training
events/events/conferences-seminars-training-courses
For South West Employment Institute courses
Helen Maunder

60. Resources Further reading, information and videos
_3_43.pdf
do/supported-internships

61. Preparing for Adulthood Programme
Public Health and Council funding
Preparing for Adulthood Programme
Commissioned by DfE to support the testing and implementation of SEND reforms
Delivered by the NDTi and CDC
Free training, support and resources
Contact Information:
Dr Carol Robinson:
Mobile:
Twitter