52 Nov 09 Xxxx How well do we provide jobs for students with disabilities?
Australia’s employment rate for people with disabilities recently ranked 13 out <strong>of</strong> 19 OECD member countries surveyed (OECD 2007). It was also the lowest <strong>of</strong> 16 countries for employment <strong>of</strong> people on a disability-related benefit, and the highest <strong>of</strong> the 16 countries for failing to engage people on a disability-related benefit in paid work. The Disability Discrimination Act 1992 requires that students with a disability are treated ‘on the same basis’ as other students and that ‘reasonable adjustments’ be made to provide these students with the opportunities and choices comparable to those available to students without disabilities. However, a national inquiry into employment and disability found that in 2003 only 53 per cent <strong>of</strong> people with a disability participated in the workforce (Human Rights and Equal Opportunity Commission 2005). Of particular concern are the findings that people with a disability were under represented in vocational training and training systems, and that there were poor links between school and post-school programs. The Australian Association <strong>of</strong> Special Education (AASE) and the Principals’ Association <strong>of</strong> Specialist Schools Victoria (PASS) addressed these issues at the nation’s major special education conference, Transitions: Facilitating Change for Students with Special Needs, held in Melbourne earlier this year. The conference provided educators and policy makers with high quality research to drive best practice in student transitions from early childhood to adult and post-school options, not only in Victoria but across Australia. Dr Denis Meadows examined the Australian transitions in the Des English Memorial Lecture entitled Where did all our students go? Postschool outcomes for students with a disability (Meadows <strong>2009</strong>). He discussed his report to the Queensland Government looking at outcomes for students who had left Queensland schools from 2000–05. He found a gap in the research literature on this subject for Australia, and while there were some project reports, they were mostly descriptive with little outcome data. Making your way in a cold world – promoting the school-to-community transition success <strong>of</strong> adolescents with emotional or behavioural disabilities was the keynote presentation by Pr<strong>of</strong>essor Michael Bullis, Dean <strong>of</strong> the College <strong>of</strong> Education and Sommerville-Knight Pr<strong>of</strong>essor <strong>of</strong> Education, Secondary Special Education and Transitions Research at the University <strong>of</strong> Oregon in the United States. Pr<strong>of</strong>. Bullis highlighted the current research relating to vocational transitions and employment for adolescents with disabilities and emotional and behavioural disorders. He advocated a developmental approach for schoolto-community transition with five vocational phases: learning, responsibility, transition, independence and employability. The key components in the final school year, for a successful transition to post school options, are: year-round services; consistent routines; high expectations; academic learning; competitive work; a realistic focus; and real-life decision making. Pr<strong>of</strong>. Bullis argued for a wellplanned approach, wide ranging educational strategies that encompass key program structures and components, educators who specialise in transition, community partnerships, administrative challenges, multi-agency collaboration and staff training (Bullis <strong>2009</strong>). The workshop, Should you always agree with the boss? Job-related social skills training for adolescents, addressed the essential elements <strong>of</strong> work: social skills, communication, body language, interaction with supervisors and co-workers, and problem solving, within a framework <strong>of</strong> Working at Gaining Employment Skills (WAGES). Pr<strong>of</strong>. Bullis maintains the importance <strong>of</strong> foundation skills and attitudes: locus <strong>of</strong> control, teamwork, communication, problem solving, enthusiasm, dependability and honesty as the essentials in building social skills and resilience for the workplace. This, coupled with instruction and on-the-job training, is the hallmark <strong>of</strong> a successful transition to work. The 1960 initiative <strong>of</strong> Montague Special School in South Melbourne to create the first work experience program in a Victorian school established a model and process for all schools. Heatherwood School in Donvale is just one <strong>of</strong> many schools now using this model. The school has 250 school-age students with a mild intellectual disability, many <strong>of</strong> them having another underlying disability such as emotional or behavioural disorders. Heatherwood <strong>of</strong>fers in situ training models in the community (for example, at Waverley Industries and Boronia Gym) covering work experience, work placement, traineeships, and apprenticeships. Mark Walker, the transition work placement coordinator and author <strong>of</strong> the Learn to Work program, has developed a range <strong>of</strong> employment opportunities for more than 40 senior students in Years 11 and 12. The strength <strong>of</strong> the program is its emphasis on individual students’ aspirations, the strong collaborations with students, families, employers and agencies, the intensive training and negotiations with all stakeholders, as well as targeted skills instruction in the classroom. The program produces successful outcomes and there are similarities with the research that both Bullis and Meadows have presented. Heatherwood collaborates with a broad range <strong>of</strong> employers, providers and agencies so that all students experience a range <strong>of</strong> work experience as they progress through the school. In preparing all adolescents for a future life, it is important to provide the vital pathways and transitions that young people need in order to grow into well-rounded adults. Work provides opportunities for practising friendship skills, community and lifelong learning. Both the research and experience show that by improving Xxxx Shine 53 Research preparation and planning, the outcomes are improved. The emphasis on emotional and social learning and interpersonal development, not only in the latter years, but from an early age, is central to positive student outcomes in all areas <strong>of</strong> learning. A systematic approach in training for work and life, where practice is research based, where standards and opportunities formulated under the Disability Discrimination Act 1992 are embedded, allows young people with a disability to live ‘an ordinary life’. Prepared by Lesley Foster, president <strong>of</strong> the Australian Association <strong>of</strong> Special Education Victorian Chapter and assistant principal <strong>of</strong> Heatherwood School, Donvale; Tony Thomas, executive <strong>of</strong>ficer, Principals’ Association <strong>of</strong> Specialist Schools; and Wendy Castles, special education consultant, DEECD Latrobe Valley Network Student Support Services team. References Commonwealth <strong>of</strong> Australia 2006, Disability Standards for Education 2005, Attorney-General’s <strong>Department</strong> & <strong>Department</strong> <strong>of</strong> Education, Science and Training, Canberra. Available at www.dest.gov.au/sectors/school_ education/programmes_funding/forms_guidelines/ disability_standards_for_education.htm Bullis, M. <strong>2009</strong>, Making your way in a cold world: promoting the school to community transition. Proceedings <strong>of</strong> the <strong>2009</strong> AASE/PASS National Conference, Melbourne. Bullis, M. & Fredricks, H.D. (eds) 2002, Vocational and transition services for adolescents with emotional and behavioural disorders: strategies and best practices, Research Press, Champaign IL. Johnson, M. D., Bullis, M., Benz, M. R. & Hollenbeck, K. 2004, W.A.G.E.S. Working at Gaining Employment Skills, A Job-Related Social Skills Curriculum for Adolescents, Sopris West, Educational Services, Longmont, Colorado. Human Rights and Equal Opportunity Commission 2005, WORKability II: Solutions - People with disability in the open workplace. Final Report <strong>of</strong> the National Inquiry into Disability and Employment, HREOC, Sydney. Available at www.humanrights.gov.au/ disability_rights/employment_inquiry/index.htm Meadows, D. et al. 2006, Quality outcomes for students with a disability. Research project – Executive Summary, Queensland Government <strong>Department</strong> for Education, Training and the Arts, Brisbane. Available at http://education.qld.gov.au/studentservices/learning/ disability/qualityoutcomes.html Meadows, D. <strong>2009</strong>, Where have all our students gone? School to post-school transition in Australia. Proceedings <strong>of</strong> the <strong>2009</strong> AASE/PASS National Conference, Melbourne. Organisation for Economic Co-Operation and Development 2007, Sickness, disability and work: breaking the barriers – Australia, Luxembourg, Spain and the United Kingdom, vol 2, OECD, Paris. Roberts, E. & Griffin, P. <strong>2009</strong>, Pr<strong>of</strong>iling transitions in emotional development for students with additional learning needs. Proceedings <strong>of</strong> the <strong>2009</strong> AASE/PASS National Conference, Melbourne.
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