1. Introduction to career development for those with additional support needs Presented by – Date –

2. 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.

3. 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.

4. 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 21st Century, LSIS 2010

5. Friendly and Welcoming Enabling.
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

6. Same rights as any other learners
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.

7. Labels Look at the labels shown on this slide.
Do you recognise any of them?
What is your reaction?
Do you have a different response to the any of the words?
If so ask your self why?

8. 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.

9. The deficit model

10. The social model

11. 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.

12. 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.

13. 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.

14. Discuss your experiences with learners with additional support needs
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.

15. Thinking about what’s important to me in the future around work
Diagram drafted by Charlotte Sweeney, Helen Sanderson Associates and Yola Jacobsen, NIACE

16. What have we learnt about:
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

17. References
Jacobsen, Y., Making it Work. [online] Leicester: NIACE. Available at: [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