Strengthened Pathways PlanningPreparing young people with disabilities for a successful future beyond school

Published by Student Inclusion and Engagement DivisionDepartment of Education and Early Childhood DevelopmentMelbourneMay 2014

© State of Victoria (Department of Education and Early Childhood Development) 2014

The copyright in this document is owned by the State of Victoria (Department of Education and Early Childhood Development), or in the case of some materials, by third parties (third party materials). No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968 the National Education Access Licence for Schools (NEALS) (see below) or with permission.

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materials, other than third party materials, for the educational purposes of the institution.

Authorised by the Department of Education and Early Childhood Development, 2 Treasury Place, East Melbourne, Victoria, 3002

Also published on: www.education.vic.gov.au/school/teachers/teachingresources/careers/Pages/disabilitypathways.aspx

AcknowledgementsStrengthened Pathways Planning is a joint initiative of the Department of Education and Early Childhood Development and Department of Human Services.

Thank you to the following Victorian government schools involved in the trial and evaluation of Strengthened Pathways Planning:

Ashwood School, Barwon Valley School, Berendale School, Brauer College, Cobden Technical School, Doncaster Secondary College, Glenallen School, Heatherwood School, McClelland College, Naranga School, Newcomb Secondary College, North Geelong Secondary College, Warrnambool College and Warrnambool Special Developmental School.

Photos provided courtesy of Barwon Valley School, Berendale School and Montague Continuing Education Centre.

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ContentsSection 1 Introduction

Transitions.........................................................................................................4

Career planning.................................................................................................5

Young people who benefit from Strengthened Pathways Planning...................6

Section 2 Career planning for young people with disabilities

Universal career development resources..........................................................7

Customised resources.......................................................................................8

Section 3 Components of Strengthened Pathways Planning

Engaging Parents in Career Conversations....................................................10

Career Action Plans.........................................................................................13

R U Ready Student Profile...............................................................................15

Workplace Learning Opportunities..................................................................16

Section 4 School Implementation

The teaching and learning cycle......................................................................19

Recommended timeline...................................................................................20

Roles and responsibilities................................................................................20

Privacy and confidentiality...............................................................................23

Evaluation of post-school outcomes................................................................23

Section 5 Post-School Options

Employment.....................................................................................................24

Education and training.....................................................................................26

Specialist Transition Supports.........................................................................27

Specialist Community Based Supports............................................................28

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PurposeStrengthened Pathways Planning aims to foster independence and increase the participation of young people with disabilities in further education, training and post-school employment, through strengthened careers and transition planning in schools.

This document provides guidance for school staff on careers and transition planning for young people with disabilities, and brings together information on the broad range of options available to them when they leave school. Links to relevant information, resources and services are provided in each section.

Sections of this guideSection 1—Introduction provides the rationale for strengthening career pathways planning for young people with disabilities. It also outlines what terms such as ‘disability’, ‘career’ and ‘work’ mean for young people today.

Section 2—Career planning for young people with disabilities outlines universal career resources as well as a customised approach to help young people with disabilities and their families feel confident that they are well prepared and can make informed decisions about future options.

Section 3—Components of Strengthened Pathways Planning includes Engaging Parents in Career Conversations, Career Action Plans, R U Ready Student Profile, and Workplace Learning Resources.

Section 4—School Implementation addresses issues for schools to consider in positioning pathways planning within the teaching and learning cycle. This section provides a suggested timeline for key planning activities, defines roles and responsibilities, and recommends the On Track survey for ongoing evaluation of post-school outcomes.

Section 5—Post School Options outlines the range of post school pathways and associated programs and services available to young people with disabilities when they leave school. Knowing their options in advance can provide reassurance to young people and their families that there are many options available to meet their individual needs.

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Section 1 Introduction

Our department is dedicated to improving the opportunities for all learners, without exception. We are committed to ensuring that school education is inclusive and engaging so that young people are equipped to undertake further study or enter the workforce.

Both parents and teachers share a significant role in helping young people identify their future aspirations and build work-readiness skills.

For young Victorians with disabilities, participating in further education, training and employment can lead to enhanced opportunities for greater economic and community involvement. It can be a protective factor against social exclusion and associated mental and physical health issues. Increased access to employment opportunities is key to improving economic security and personal wellbeing.

In short, every young person with a disability who is able to work should have an opportunity to participate in employment and be actively supported to do so.

For young people with high support needs, their post-school planning should include options that foster independence that support ongoing life skills development, social inclusion, and the pursuit of active and fulfilling experiences. The social participation of young people with disabilities adds value to a rich and diverse community.

We recognise that people with a disability can face considerable barriers to participation in employment and these are reflected in the following statistics from over the past decade.

Australia ranks 21st out of 29 OECD countries in employment participation rates for those with a disability.1

Around 45 per cent of those with a disability in Australia are living either near or below the poverty line.2.

The labour force participation rate of Victorians with a disability who were of working age was 54 per cent, compared to 83 per cent for Victorians without a disability.3

This document provides guidance for school staff on careers and transition planning for young people with disabilities, and brings together information on the broad range of options available to them when they leave school.

TransitionsChildren and young people undertake a number of important transitions at key points during their education; moving from kindergarten to school, primary school to secondary school, and finally leaving school to pursue post-school options.

The transition from the familiarity of the school environment to post-school is a significant milestone and can be an exciting time for young people. For some, making decisions about future options can be daunting. For young people with disabilities and their families, we recognise that there may be additional challenges and uncertainty. It is important to seek information, support and advice ahead of this transition. 1 OECD (2009). Sickness, disability and work: Keeping on track in the economic downturn –

Background paper.2 Ibid.3 Australian Bureau of Statistics (2011). 4446.0 Disability, Australia, 2009.

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Career planningOur department provides a range of resources and services to support career development and pathways planning for all young people, including those with disabilities.

What does ‘career’ mean?Career development is the lifelong process of managing life, learning and work. A career no longer refers to a specific job or occupation. A career includes a lifetime of experiences including life roles, education, training, paid work and unpaid work. Exploring the concept that a career includes participating in leisure activities, community groups, volunteering and sport can support a more holistic view of a young person’s future.

As young people embark on their post-school transitions, they are faced with a range of life, learning and work options.

What does ‘work’ mean?The term ‘work’ is used to describe a range of valued activities that bring personal satisfaction. ‘Work’ does not necessarily refer to paid work only, as other meaningful or satisfying activities are also forms of work, such as unpaid life roles (e.g. parenting) and volunteering. This shift from work being considered simply as a paid job or an occupation recognises that people engage in a number of work activities throughout their career and their life.

Young people with disabilities can participate in a variety of valued work activities regardless of the level of their ability.

Some young people with disabilities can undertake work activities independently, whereas others may require some additional support. Employers are required under the Commonwealth Disability Discrimination Act 1992 to make reasonable adjustments to the workplace to cater for specific support needs. A variety of work options are available for young people who cannot fully engage in open employment.

Features of successful career planningEffective career planning supports young people to identify what they can do, rather than what they cannot do, and considers individual interests, values and aspirations as a central component of career decision making.

Our department recommends a career planning approach that is customised for young people with disabilities and builds upon existing school processes. An integrated and collaborative approach to career planning should assist young people with a disability and their families to:

understand what further education, training and employment options are available when they leave school; and

plan ahead for a fulfilling and active future.

Our department has undertaken a review of local, national and international research, and worked closely with Victorian schools to identify the features of successful career planning for young people with disabilities.4

This review identified that for young people with disabilities, effective career planning is:

4 Asquith Group (2009). Pathway planning for young people with a disability

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proactive focused on the individual driven by young people and parents based on an objective student assessment related to life skills development inclusive of families and carers actively involving businesses, communities and government agencies.

These features informed the development of Strengthened Pathways Planning – an evidence based pathways planning approach which includes four key components:

Engaging Parents in Career Conversations Career Action Plans R U Ready Student Profile Workplace Learning Opportunities.

Young people who benefit from Strengthened Pathways PlanningThe definition of ‘disability’ under the Disability Discrimination Act 1992 is broad and can include a range of psychiatric, sensory, physical and intellectual difficulties. The Australian Bureau of Statistics figures indicate that up to 20 per cent of the Australian population have one or more disabilities.

This publication is intended to strengthen the pathways planning for young people supported under the Program for Students with Disabilities (PSD) in Victorian government schools.

In addition to those students supported under the PSD, the Strengthened Pathways Planning information and resources may be applicable to a wider cohort of young people with disabilities and additional needs in schools. The school’s careers practitioner and/or student welfare coordinator may choose to use this approach for any young person with disabilities and additional needs who is at risk of not making a successful transition from school.

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Section 2 Career planning for young people with disabilities

Our department provides a range of resources and services to support the career development of all young people, including those with disabilities. These include universal career development resources as well as those specifically customised for young people with disabilities.

Universal career development resources Victorian Careers Curriculum Framework

The Victorian Careers Curriculum Framework is an online resource aimed at assisting young people to acquire the skills, knowledge and behaviours to manage their careers. It provides a scaffold for a career education program for all young people from Years 7 to 12 and for young learners with VET providers and the Learn Local adult community education sector. It supports the work of education and training staff in the preparation of young people to make a successful transition into further education, training or employment.

See: Victorian Careers Curriculum Framework (www.education.vic.gov.au/school/teachers/teachingresources/careers/carframe/Pages/framework.aspx).

Managed Individual Pathways The Managed Individual Pathways initiative supports Victorian government schools’ career development programs and activities. This includes ensuring that all young people aged 15 years and over are provided with an individual, annual Career Action Plan and associated support as a means to making a successful transition through school to further education, training or employment. Schools are also funded to provide additional support to young people at risk of disengaging or not making a successful transition to further education, training or employment.

See: Managed Individual Pathways (MIPS) (www.education.vic.gov.au/school/teachers/support/Pages/mips.aspx).

Workplace Learning ResourcesWorkplace Learning Resources enable young people to trial different post-school options, including work experience. A range of online resources are available for all students, including students with a disability, to assist schools, students, parents and employers to plan and prepare for work experience or structured workplace learning placements.

See: Workplace Learning (www.education.vic.gov.au/school/teachers/teachingresources/careers/work/Pages/default.aspx).

These universal supports are applicable to all young people with disabilities, and in some cases, will fully meet their career development needs.

For young people with disabilities supported under the Program for Students with Disabilities, a strengthened approach is recommended.

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R U ReadyStudent Profile

Career ActionPlan

Engaging Parents in Career Conversations

Workplace Learning Opportunities

Individual LearningPlan

Customised resourcesStrengthened Pathways Planning offers an enhanced and integrated approach to career planning for young people with disabilities, including a suite of customised tools and materials that build upon universal career development resources in schools.

The planning is overseen by the young person’s Student Support Group in consultation with the school’s career practitioner, and the agreed activities are incorporated within the young person’s Individual Learning Plan.

An Individual Learning Plan is the core planning document developed for all students supported under the Program for Students with Disabilities, and is recommended for any student with additional needs. The Individual Learning Plan contains a set of individualised goals and strategies that build upon a young person’s current profile and future aspirations.

The Individual Learning Plan binds the components of Strengthened Pathways Planning into a unified approach.

The Engaging Parents in Career Conversations (EPiCC) Framework provides resources to help schools work together with parents to ensure that young people are empowered with positive career messages both at school and at home.

The Career Action Plan is a student-owned career planning document designed to translate a young person’s dreams and aspirations into specific learning goals and identify relevant work experience opportunities.

The R U Ready Student Profile provides a snapshot of a young person’s work-related skills and employability at a point in time. This helps young people, their parents and teachers engage in career conversations about what the young person can do, their strengths, and readiness for work.

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Workplace Learning Opportunities enable young people to trial post-school options and gain direct ‘hands on’ experience in a workplace.

Detailed information about these components can be found in Section 3Components of Strengthened Pathways Planning.

An exampleJoshua attends a mainstream school and has an intellectual disability.

Career Action PlanFrom Year 7 Joshua updates his Career Action Plan in class as part of the Victorian Careers Curriculum Framework. He identifies cooking and working with people as areas that interest him, and he aspires to be a contestant on a television cooking show. The learning goals identified by Joshua in his Career Action Plan are incorporated into his Individual Learning Plan.

R U Ready Student ProfileIn Year 10 Joshua’s parents attend a Student Support Group meeting and complete the R U Ready Student Profile with his teachers. They identify Joshua’s strengths with interpersonal skills and following written instructions, but also a need for him to further develop his confidence with managing money. The school then prioritises the development of money management skills in Joshua’s Individual Learning Plan. In Year 11 and Year 12 they review and update his R U Ready Student Profile.

Workplace learning opportunitiesIn Year 10 the school liaises with a local Workplace Learning Coordinator to identify and negotiate work experience for Joshua at a local bakery. The experience motivates Joshua to strengthen his maths skills, which is prioritised in his Individual Learning Plan.

Engaging Parents in Career Conversations (EPiCC) FrameworkFrom Year 7 the school discusses career options with Joshua’s parents in Student Support Group meetings. In Years 10 and 11 his parents attend careers workshops at school and learn about pathways to VET programs in hospitality and School Based Apprenticeship and Traineeship programs. In Year 12 Joshua’s parents attend open days at the TAFE with Joshua and he enrols in a hospitality course for the following year.

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Section 3 Components of Strengthened Pathways Planning

Strengthened Pathways Planning resources have been customised to the needs of young people with disabilities. They build upon the universal career planning resources in schools, and should be integrated into the young person’s Individual Learning Plan.

Engaging Parents in Career Conversations

Involve the young person’s parents in transition planning and decision making.

Our department acknowledges that parents are the most significant influence in the career development of their children. Parents are generally the young person’s primary source of career development information, advice and guidance.

To help parents provide the best possible information, advice and guidance to their children, schools are encouraged to promote a contemporary understanding of what ‘career’ means today. This broader definition of ‘career’ includes periods of education, training, paid employment, unpaid employment, unemployment, volunteer work and life roles. Young people need the skills and knowledge to navigate through these various experiences, and use resilience to move forward when their preferred option does not follow a direct pathway.

In 1995, Canadian career development leaders5 created the High Five Principles of career development. These five key principles reflect the contemporary understanding of a career. Parents and teachers can begin a careers conversation by drawing on these High Five Principles:

Know yourself, believe in yourself and follow your heart. Change is constant. Learning is ongoing. Focus on the journey. Access your allies.

5 Pat Butter, Donna Davidson, Barrie Day, Aryeh Gitterman, Helen Hackett, Tracy Lamb, John McCormick, Dave Redekopp and Michele Tocher.

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The most important thing for parents is to be positive about the ideas and choices made by a young person and their chances of finding a satisfying career path. This needs to include a consideration of their aptitudes (what they are good at), interests (what they like or enjoy doing), values (what is important to them), aspirations (what they want to achieve) and skills (what they can do).

Schools can engage parents in the career development of young people with disabilities through a range of formal and informal activities.

Our department has developed the Engaging Parents in Career Conversations (EPiCC) Framework to support schools to engage parents in the career development of young people. The EPiCC Framework has been customised for parents of students with a disability. Opportunities for more structured information sharing and discussion can occur in Parent Workshops and Student Support Group meetings.

For more information, see: http://www.education.vic.gov.au/school/teachers/teachingresources/careers/parentsframe/Pages/resources.aspx

Parent WorkshopsParent workshops organised by the school provide an important opportunity to:

share information on the concept of a career, and pathways to particular careers

assist parents to help their child to acquire the skills, knowledge, attitudes and behaviours to manage their learning and work, and make informed decisions throughout a productive and engaging life

assist parents to become career development allies, by helping their child to develop and build their preferred career future, feel less worried about the future and build a network of trusted people as partners to assist them on their journey.

The workshops can provide parents with skills and knowledge to: engage their child in career conversations help their child identify their interests, values, beliefs, skills, strengths and

aspirations support their child to identify and develop ‘meta skills’ (e.g. skills for learning

how to learn) such as resilience, persistence, adaptability, flexibility, drive, efficacy, creativity, innovation

identify opportunities and access relevant information on learning and career options and the labour market

help their child make appropriate and effective learning and career decisions.

Workshops can provide parents with accurate, relevant, high quality information about the opportunities that are available to their children. For example, senior secondary programs and subjects, tertiary courses, apprenticeships and traineeships; and labour market information including new workplace trends, emerging occupations, and industries with skill needs.

Engaging a respected community representative with some career expertise to help deliver these parent workshops is recommended. This allows your workshop to deliver content that is relevant to your community’s particular circumstances as well as

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ensuring that it delivers ‘real life’ examples and opportunities in your community. This may require the use of interpreters.

It can be powerful and reassuring to invite graduate students with disabilities and their parents to attend workshops and share their stories of successful post-school transition.

If workshops are scheduled outside of class time, respite care may be required.

Staff members without formal career development qualifications can undertake Module 1 of the Australian Career Development Studies suite before delivering parent workshops.

For more information, see: Australian Career Development Studies (www.career.edu.au).

A Parent Workshop presentation customised for parents of young people with disabilities is available for schools. See: http://www.education.vic.gov.au/school/teachers/teachingresources/careers/parentsframe/Pages/resources.aspx

Student Support GroupsStudent Support Group (SSG) meetings provide an ideal opportunity for engaging parents in career conversations.

The SSG provides a regular forum for parents and school staff to discuss the long term goals and aspirations of young people with disabilities, and ensure that the young person’s Individual Learning Plan aligns with these goals. The young person’s Career Action Plan and R U Ready Student Profile can provide valuable information to further contribute to the planning and discussion.

The SSG can invite a staff member with careers expertise or representatives from external agencies to provide advice regarding workplace learning opportunities or post-school options.

For more information, see: Student Support Group (www.education.vic.gov.au/school/principals/health/Pages/studentsupportgroup.aspx).

Parent WebsitesThere are a range of websites that can provide further information to parents on career development and career pathways, including:

The myfuture: Career Development for People with Special Needs website provides a wide range of useful information on career development for parents of students with special needs. See: myfuture’s Career Development for People with Special Needs (http://www.myfuture.edu.au/tools%20and%20resources/assistance%20for%20people%20with%20specific%20needs.aspx).

The Career and Pathway Planning website provides information on possible pathways and support available specifically for students with a disability. See: Career and Pathway Planning (www.education.vic.gov.au/school/parents/needs/Pages/careersupport.aspx).

The Victorian Skills Gateway is a one-stop shop for vocational training in Victoria. This site allows users to search occupations, courses, training providers, video and written case studies. This website is also viewable via a purpose built smartphone interface. The courses on the Victorian Skills

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Gateway website are either regulated qualifications under the Australian Qualifications Framework (AQF), or short training programs comprising units of competency from regulated qualifications. See: Victorian Skills Gateway (www.education.vic.gov.au/victorianskillsgateway/Pages/home.aspx).

For specific help regarding support available to students with a disability and what to consider in choosing a training provider, see Victorian Skills Gateway’s Choosing a training provider (www.education.vic.gov.au/victorianskillsgateway/adult%20learners/pages/choosing-a-training-provider.aspx).

Further InformationParents can seek information about career options from school staff, including:

Careers practitioner

Year level coordinator

Year 11 or 12 coordinator

VCE, VCAL or VET coordinator

Support is also available from Careers Centres at VET and University providers. Most institutions have dedicated staff to provide support for students with disabilities.

Career Action Plans

Assist the young person to plan early and explore their dreams, aspirations and practical life requirements.

We recommend that young people and their families begin to think about future possibilities as early as possible. Not only does this avoid leaving important decision making until the ‘last minute’, but it means that there is time to trial different options, and start working towards building the skills that might be needed for the future.

The Career Action Plan is a dynamic planning document owned and managed by young people and is intended to capture their increased self-awareness and self-management through career development. The Career Action Plan helps young people to develop their awareness and understanding of education, training and employment options required for their preferred post-school destination, and to develop the skills, knowledge, attitudes and behaviours to effectively manage their careers and transitions throughout their lives.

Young people with disabilities may complete a standard Career Action Plan template or a template that has been customised for young people with disabilities. In addition, schools may further customise the template to meet the unique needs of their teaching and learning context and learners. For example, the list of ‘positive words’, ’interests’, ’values’ and ’skills’ can be revised, or more visual images could be added throughout the template. Additionally, activities and examples within the Career Action Plan can be swapped and changed across year levels.

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Career Action Plans are most effective when completed over time and in conjunction with a career education program, for example through the Victorian Careers Curriculum Framework. This program could include classroom activities embedded across the curriculum, specific ‘careers’ classes, mentoring or pastoral care programs addressing goal-setting, subject selection information sessions, attending a careers expo, participating in try-a-trade, work experience and other similar activities.

The Career Action Plans are divided into interrelated sections that should be completed progressively throughout the year. For example:

My Profile: completed at the beginning of the year as a “getting to know you” activity;

My Progress: completed early in Term 1 to reflect on achievements over the past year;

My Goals and Plans: completed towards the end of Term 1 once young people have an idea about the year ahead; and

My Review: Completed towards the end of the year to benefit from its reflective purpose.

Completing Career Action Plans through group-based activities may be preferred for some young people with disabilities. However, others may prefer an individual approach. The Career Action Plan can be completed electronically, or it can be printed and completed in hard copy.

It is recommended that the learning goals identified in the Career Action Plan be incorporated into each young person’s Individual Learning Plan. This ensures that the Individual Learning Plan captures the long term aspirations of the young person, and that opportunities to further reinforce or enhance identified skills can be integrated throughout the young person’s overall educational program.

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Further InformationFor Career Action Plan templates, including customised templates for young people with a disability, see: Career Action Plans (www.education.vic.gov.au/school/teachers/teachingresources/careers/carframe/Pages/cap.aspx).

R U Ready Student Profile

Identify the young person’s strengths and work on developing useful skills for the future.

The R U Ready Student Profile (the Profile) is a tool for engaging young people, their parents and teachers in career conversations. The Profile provides a snapshot of a young person’s work-related skills and employability at a point in time, and seeks to identify what the young person can do, rather than what they can’t do.

Completing the Profile while the young person is still at school can: prompt conversations between young people, their parents and teachers about

the young person’s post school options. Completing the Work Skills profile pages can highlight the range of skills a young person already possesses and open up discussions about realistic career options

contribute to educational planning processes. Completing the Profile can help identify specific work skills which the young person may need to further develop. The Individual Learning Plan should target the development of these specific skills which align with the young person’s long term goals or career aspirations

assist the Student Support Group to identify what specific supports may be required to facilitate the young person’s access to a workplace

provide helpful information for employers and external agencies offering workplace learning opportunities to young people with disabilities.

We recommend that the Student Support Group completes the Profile in Year 9 (or equivalent), to establish a baseline. Recognising strengths and opportunities for targeted skill development at this time can assist in developing an Individual Learning Plan, which prepares the young person for workplace learning opportunities in the senior secondary years.

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The Profile can be readministered annually to monitor progress and refine the learning goals in the young person’s Individual Learning Plan. In the senior secondary years the Profile can assist in preparing for workplace learning opportunities, and identifying realistic post school pathways.

To download the R U Ready Student Profile template and user guide, see: R U Ready Student Profile (www.education.vic.gov.au/school/teachers/teachingresources/careers/Pages/disabilitypathways.aspx)

Workplace Learning Opportunities

Provide the young person with opportunities to trial post-school activities while at school.

Whether or not young people with disabilities have decided on their preferred post-school pathway, we recommend that they be given the opportunity to trial different options before leaving school. Workplace learning activities can help students to:

explore or expand their possible career options develop employability skills understand employer expectations increase their self-understanding, maturity, independence and self-confidence.

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When planning workplace learning opportunities for a young person with a disability, it is important that the employer knows what the student can and cannot do, and that activities and supervision are arranged accordingly. The R U Ready Student Profile is recommended to assist the Student Support Group in identifying any necessary work adjustments. Arrangements made in advance of the placement will enhance the likelihood of a valuable experience for the student.

Following a work placement, employers can provide valuable feedback to the young person and Student Support Group to help identify areas for further skill development.

Students can undertake workplace learning through: Work experience

Work Experience is the short term placement of secondary school students with employers to provide insights into the industry and the work place in which they are located. Students are placed with employers primarily to observe and learn – not to undertake activities which require extensive training or experience. The provision of between one or two weeks ‘out’ at work has become part of many school programs over the last 40 years, and is generally undertaken in Years 9 or 10. Work experience involves secondary school students who are over 14 years of age and up to and including 21 years of age undertaking short-term industry placements, which broadens their experience and understanding of the world of work and career opportunities.

For more information, see: Work Experience (www.education.vic.gov.au/school/teachers/teachingresources/careers/work/Pages/workexperience.aspx).

Structured workplace learning Structured workplace learning involves students undertaking structured on-the-job training during which they are expected to master a designated set of skills and competencies related to a course accredited by the Victorian Registration and Qualifications Authority (e.g. VET in Schools programs, VCAL). For more information, see: Structured Workplace Learning (www.education.vic.gov.au/school/teachers/teachingresources/careers/work/Pages/structuredlearning.aspx).

School Based Apprenticeships and Traineeships School Based Apprenticeships and Traineeships (SBAT) are available to secondary school students from 15 years of age who are permanent residents of Australia. A SBAT offers students enrolled in the Victorian Certificate of Education (VCE) or the Victorian Certificate of Applied Learning (VCAL) the option of combining part-time employment, school and training.

A SBAT program is undertaken under a training contract with an employer, has a training plan signed by the school and formally registered with the Victorian

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Registration and Qualifications Authority and leads to a nationally recognised qualification at Certificate II, III or IV level. A SBAT also includes paid work under some form of industrial agreement that endorses part-time apprenticeships, such as a Federal Industrial Award, Australian Workplace Agreement or Collective Agreement. The vocational training components of SBATs also contribute credit towards a senior secondary certificate.

Many school based apprentices and trainees move on to a full-time contract with their employer after leaving school, while others choose to continue their education and training at a Registered Training Organisation or university. For more information, see: School Based Apprenticeships and Traineeships (www.education.vic.gov.au/school/principals/curriculum/pages/apprentice.aspx).

Further Information Workplace Learning Toolbox

The Workplace Learning Toolbox provides teaching resources for young people and teachers that have vital information about the work environment, with a strong focus on the importance of good Occupational Health and Safety practice. The teaching resources highlight the key messages contained in the video clips and supply schools with appropriate tools to ensure that their workplace learning program provides young people with the skills and understanding required in the work environment. For more information, see: Workplace Learning Toolbox (www.education.vic.gov.au/school/teachers/teachingresources/careers/work/pages/teachers.aspx).

A Job Well Done Schools are required to adequately prepare students for the risks and hazards they may face in the workplace. The Occupational Health and Safety section of the department’s website provides teachers with resources to help prepare students for their work experience placement. These resources will prepare students for work experience by exposing them to activities and issues relating to the ‘world of work’. The resources are for use with the video “A Job Well Done” which has been prepared for students with a disability. For more information, see: A Job Well Done – Teacher Resources (www.education.vic.gov.au/school/teachers/teachingresources/careers/work/Pages/welldone.aspx).

Workplace Learning Coordinators Workplace Learning Coordinators are available in each Local Learning and Employment Network area to facilitate workplace-based learning experiences for students, including students with a disability. For more information, see: Workplace Learning Coordinators (www.education.vic.gov.au/about/programs/pathways/Pages/coordinators.aspx).

Australian Network on Disability – ‘Stepping into’ program‘Stepping into’ is a paid internship program specifically for university students with disability, who want to gain some paid hands-on work in their chosen field of study. For more information, see: Australian Network on Disability’s Information for Students (www.and.org.au/pages/information-for-students.html).

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Section 4 School Implementation

It is acknowledged that secondary schools and specialist schools already provide career planning and development opportunities for all students within the whole school curriculum. For young people supported under the Program for Students with Disabilities it is recommended that a strengthened pathways planning approach is embedded within existing school practices; overseen by the Student Support Group and incorporated into the young person’s Individual Learning Plan.

The teaching and learning cycleSuccessful pathways planning is best embedded within the four stages of the teaching and learning cycle which emphasises the ongoing and integrated nature of teaching and learning:

DATA – understand the individual needs and strengths of the young person

PLAN – identify meaningful and relevant learning goals which align with the future aspirations of the young person

TEACH – facilitate the development of specific skills which are targeted to the young person’s future aspirations

ASSESS – review the young person’s progress and adapt future goals and strategies according to the young person’s learning outcomes

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Recommended timelineThe following diagram provides a suggested timeline for implementing the components of Strengthened Pathways Planning throughout the secondary school years.

Roles and responsibilitiesThe Student Support GroupThe Student Support Group (SSG) oversees the pathways planning for young people with disabilities supported under the Program for Students with Disabilities.

The SSG provides educational planning for young people with disabilities that is ongoing throughout the young person’s school life. The SSG develops an Individual Learning Plan that sets out the young person’s short-term and long-term learning goals based on the Australian Curriculum in Victoria, Abilities Based Learning and Education Support and other relevant information.

As young people with disabilities explore and refine their future options through the senior secondary years, the SSG should increasingly focus on setting learning goals within the Individual Learning Plan that prepare the young person for their long term aspirations. These learning goals should aim to foster independence, develop work related skills, and increase the young person’s confidence in their capacity to work.

We recommend that the school’s career practitioner be invited to SSG meetings to provide advice or assist in liaising with the young person, parents, and external agencies at relevant times.

For further information about Student Support Groups and writing Individual Learning Plans, see: Student Support Group (www.education.vic.gov.au/school/principals/health/Pages/studentsupportgroup.aspx).

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delivering the Victorian Careers Curriculum Framework, and assisting the young person to develop their Career Action Planengaging parents in their child’s career development; through Student Support Group meetings and Parent Workshopsannual administration of the R U Ready Student Profile in collaboration with the young person and parentscoordinating enhanced access to workplace learning opportunities liaising with external agencies and employers to arrange workplace learning opportunities and access information about post-school options

School Staff

identifying areas of interest and aspirationtalking with parents, teachers and friends about career optionscompleting a Career Action Plan contributing to the R U Ready Student Profile in collaboration with their parents and teachersparticipating in workplace learning opportunitiesattending open days, information sessions and Career Expos

Young people

initiating career conversations with their childpracticing work skills at homeparticipating in Student Support Group meetings contributing to the development of Individual Learning Plans which target skills linked to their child’s career aspirationscollaborating with school staff in completing the R U Ready Student Profile attending career workshops for parentsattending open days, information sessions and Career Expos to fully explore the range of post-school options available to their childsharing relevant information with external departments, agencies and employers as required

Parents

Role descriptions for school staff, young people, and parents engaged in Strengthened Pathways Planning are provided below:

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Community partnershipsThere are a range of external organisations and agencies that provide valuable information and assistance to young people with disabilities who are transitioning from school to post-school options.

These organisations such as Local Learning and Employment Networks can facilitate partnerships with local employers and external agencies, share information about possible pathways beyond school, and provide assistance to schools in sourcing work placements for young people with disabilities.

Schools should work closely with these organisations to maximise the opportunities available to young people with disabilities in their local community.

Community organisations and external agencies include: Local Learning and Employment Networks

(www.education.vic.gov.au/about/programs/pathways/Pages/llens.aspx). Workplace Learning Coordinators

(www.education.vic.gov.au/about/programs/pathways/Pages/coordinators.aspx) Disability Employment Services

(http://www.humanservices.gov.au/customer/services/centrelink/disability-employment-services)

Registered Training Providers, including TAFEs – see: Beyond School (www.education.vic.gov.au/school/students/beyond/Pages/default.aspx).

Centrelink – see: Department of Human Services’ People with disability (http://www.humanservices.gov.au/customer/themes/people-with-a-disability).

Volunteering information, see: Victoria’s Volunteer portal (www.volunteer.vic.gov.au/).

Department of Human Services, see: Disability (www.dhs.vic.gov.au/for-individuals/disability).

Community partnership example – Ticket to WorkTicket to Work enables students with disability to participate in School-Based Apprenticeship and Traineeship employment while simultaneously completing their senior schooling. This program is designed to increase employability options for young people with a disability, and in doing so increase their opportunity to meaningfully participate in the economy and community post-school.

A Ticket to Work Partnership Group oversees the program in their local region, with this Partnership Group comprised of a variety of organisations and agencies keen to support Ticket to Work students, parents and employers. In many cases the Partnership Group includes: schools, Disability Employment Services, Group Training Organisations, Registered Training Organisations, Local Learning and Employment Networks or Partnership Brokers, National Disability Coordination Officers and other youth / disability organisations.

Since Ticket to Work was piloted in 2012, 25 students with mild to moderate disability have taken part in the program. A mix of small to medium enterprises and well as multinational organisations have employed a Ticket to Work SBAT student across a variety of industry areas including business administration, hospitality, horticulture, retail, and automotive. Further information, see: bgkllen’s National Ticket to Work Network (http://www.bgkllen.org.au/partnerships/national-ticket-to-work-network).

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Privacy and confidentialityYoung people and their families often provide schools with personal and health information to maximise engagement with teaching and learning. Schools must maintain confidentiality of this private information in line with privacy legislation, and clearly document how this information is collected, used, disclosed and stored.

To assist decision making about a young person’s needs, schools may inform parents/guardians of their child’s academic progress, behaviour, educational options or special educational requirements. For young people with disabilities, this is often completed collaboratively with parents/guardians as part of Student Support Group meetings and recorded in an Individual Learning Plan.

Where schools partner with external agencies to support workplace learning opportunities and transition processes, student information can only be provided to third parties with prior consent from parents/guardians or the student (if over 18 years of age). This information includes results from educational assessment, profiling tools and transition planning documentation.

Students and parents are encouraged to consider the benefits associated with sharing selected information with third parties.

For more information, see: Information Privacy (www.education.vic.gov.au/school/principals/spag/governance/Pages/privacy.aspx).

Evaluation of post-school outcomesOn Track is a Victorian government initiative designed to monitor the destination outcomes of school leavers in Victoria and highlight the diversity of pathways young people pursue after leaving secondary school. On Track will ensure that Year 10-12 students, from government and non-government schools, including students from Specialist Schools, are contacted within six months of leaving school to see if they are on a path to further education, training or employment. It also helps to develop the support available to young people by offering a referral service to those who may be experiencing difficulty in achieving their education and employment goals.

Data obtained through the On Track survey is used to publish post school education, training and employment destinations celebrating the broad range of outcomes schools create for young people. The results are provided back to schools, tertiary providers, departmental regional offices and local learning and employment networks to assist with program development. For more information, see: On Track (www.education.vic.gov.au/about/research/Pages/ontrack.aspx).

Consent to participate is required by all participants. This is obtained as part of the VCAA enrolment process to enrol in a VCE or equivalent unit. Those that consented to participate are then contacted six months after leaving school to obtain their post school destination.

Our department is working to ensure all students with disabilities who exit specialist schools are engaged in the On Track surveys.

For general queries about the On Track survey, email: ontrack.survey@edumail.vic.gov.au .

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Section 5 Post-School Options

When young people leave school it is important to maintain social contact with peers, and undertake fulfilling activities that promote lifelong learning and development. Some young people with a disability aspire to pursue employment and financial independence. Other young people pursue further education or training which can provide social connections with peers, and opportunities for future employment. For young people with very high support needs, their post-school planning should include options that support ongoing life skills development, social inclusion, and the pursuit of active and fulfilling experiences.

This section provides an overview of options for young people with disabilities in the areas of:

employment education and training specialist transition options specialist community based supports.

Additional information can be found in the Exploring the Possibilities resource guide, which aims to provide a starting point to explore the range of options that are available to young people with disabilities once they leave school.

See: Department of Human Services’ Exploring the possibilities: post-school options for young people with a disability (www.dhs.vic.gov.au/about-the-department/documents-and-resources/reports-publications/exploring-the-possibilities-post-school-for-disabled-young-people).

Employment A range of employment services are available to help people find work. Most of these also offer specific help to young people with a disability. Centrelink

Young people looking for work should contact Centrelink Employment Services on 13 28 50 or visit a Centrelink Customer Service Centre.

Centrelink can determine the level of help a young person is eligible to receive and refer them to the employment service that best meets their needs.

Young people may also contact a local Job Services Australia provider or Disability Employment Network member directly for assistance.

For further help, contact a Job Access Adviser on 1800 464 800. Job Services Australia

Job Services Australia offers personalised help and services that are better targeted to the needs of a job seeker with more access to training opportunities and work experience to help people find and keep a job. Job Services Australia is a new approach to employment services, which gives a single entry point to a range of user friendly employment services for job seekers and employers. See: Job Services Australia (http://employment.gov.au/job-services-australia-jsa)

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Disability Employment ServicesDisability Employment Services (DES) offer specialist assistance to job seekers with a disability, who require ongoing support to find and maintain employment.

DES members provide a range of specialist services individually tailored to meet a person’s employment needs. See: Disability Employment Services (http://www.humanservices.gov.au/customer/services/centrelink/disability-employment-services)

JobAccess JobAccess is a free information and advice service about the employment of people with disability. JobAccess helps people with disability, employers, service providers and the community to access information about services, financial assistance and workplace solutions. See: Australian Government’s JobAccess (www.jobaccess.gov.au/).

Community and volunteer work Volunteer work is an excellent way of experiencing new challenges and learning about the world of work.

Volunteers provide an unpaid but valuable service to the community.

There are a variety of organisations that rely on volunteers and it can be a great way to gain new skills and build on your work experience.

Young people with a disability may enjoy rewarding careers where volunteer activities are included. Volunteer programs are supported by Centrelink, local governments and numerous community organisations.

Being a volunteer frequently introduces people to networks that can lead to other career opportunities. See: Victoria’s Volunteering portal (http://www.volunteer.vic.gov.au/).

CRS AustraliaCRS Australia assists people who have an injury, disability or health condition to work independently in the open labour market. See: CRS Australia (http://www.crsaustralia.gov.au/).

More information Disability Employment Australia – represents the disability employment services

sector and aims to help jobseekers and employees with a disability. (http://disabilityemployment.org.au/)

Australian Apprenticeships Access Program – gives job seekers who experience difficulty entering skilled employment training, support and assistance. (http://www.humanservices.gov.au/customer/services/centrelink/australian-apprenticeships-access-program)

Australian Disability Enterprises – are commercial businesses that provide employment for people with a disability, operating across a wide range of industries - from design, printing and packaging, to manufacturing, laundry and landscaping. Employees of Australian Disability Enterprises enjoy the same working conditions as those in the general workforce. There are over 350

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Australian Disability Enterprise outlets across Australia so there is likely to be a provider in your region. (www.australiandisabilityenterprises.com.au/)

For information on different occupations, click on the links below: Youth Central’s Jobs and Careers – gives planning and career advice

(www.youthcentral.vic.gov.au/Jobs+&+Careers). Myfuture’s Occupation Search (http://www.myfuture.edu.au/explore

%20careers/browse%20occupations.aspx). Australian Government’s Job Guide (http://www.jobguide.education.gov.au/).

Education and trainingHigher educationHigher education courses offered in Victoria, range from undergraduate and postgraduate degrees, to diplomas. Courses are available to students at universities, some TAFE institutes or at a private higher education provider.

Vocational Education and TrainingWithin the Vocational Education and Training (VET) sector, there is an extensive range of courses to choose from at TAFE institutes, Adult Community Education organisations, TAFE Divisions of some universities, or private training providers. Training opportunities range from short courses to vocational graduate diplomas. Many courses offer on-the-job training, and apprentices and trainees have the opportunity to learn while being employed.

Training is delivered through a range of options. The time it takes a young person to complete their qualification will depend on their prior level of skills and knowledge, whether the student is studying full-time, part-time or externally as well as what qualification they are studying. See: Victorian Skills Gateway (www.education.vic.gov.au/victorianskillsgateway/pages/home.aspx).

Short coursesIf a student is unsure whether University or TAFE is right for them, they may do some short courses. Short courses are a valuable way of looking into career pathways and are often used as a stepping stone to further education.

Learn Local CoursesLearn Local – Adult Community Education (ACE) provides early, less formal learning opportunities in a friendly local environment. See: Learn Local Courses (www.education.vic.gov.au/training/learners/learnlocal/Pages/default.aspx).

Supports availableThe National Disability Coordination Officer (NDCO) program targets the barriers that people with a disability face in successfully accessing and completing post-school education and training and subsequent employment. NDCOs perform a range of functions to help people with disability gain access to and successfully complete post-school education and training, and employment. NDCOs can provide practical assistance and advice to individuals with a disability and their families, education and training providers, as well as employment and community support agencies.

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Most universities and TAFEs have links to NDCOs and some employ their own disability liaison officer, while others are employed regionally and are shared across campuses, particularly within the TAFE sector.

NDCOs can assist with: making the introduction to further study easier by talking to students and finding

out about their needs putting students in touch with others who have similar support requirements information about scholarships and grants and how to apply for them pre-enrolment advice advice about special entry schemes available application and enrolment advice.

For more information, see: NDCO (http://www.ndcovictoria.net.au/).

The Victorian Training Guarantee makes vocational education and training more accessible to people who do not hold a post-school qualification, or who want to gain a higher level qualification than they already hold. For more information, see: The Victorian Training Guarantee (www.education.vic.gov.au/training/learners/vet/pages/funding.aspx).

Specialist Transition SupportsA range of specialist transition services are offered to support young people in their transition to further education, training or employment.

For more information, see: Department of Human Services’ Disability (www.dhs.vic.gov.au/for-individuals/disability).

Futures for Young AdultsFutures for Young Adults (FFYA) is a Victorian program offered by the Department of Human Services, that provides information, advice and support for up to three years to young people with a disability who have disability-related transition support needs that cannot be met through other available services and supports. FFYA focuses on helping these young people make a successful transition from school to further education and employment.

FFYA transition planners are available to assist young people with a disability, families and school personnel to explore a range of post school options. They can provide specialist information and advice regarding services available in the community for young people with a disability to support them to meet their post school goals.

Young people with a disability who meet the eligibility criteria for FFYA may be provided with:

information about generic, community and specialist supports information and support to access disability supports, if required assistance to explore a range of post-school options

FFYA can provide funded support for young people with a disability to access disability-related supports where it is identified that generic community services are not able to meet their needs.

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Transition to EmploymentPart of the FFYA program, the Transition to Employment (TTE) initiative provides assistance to young people interested in pursuing employment, but who are not yet ready to move into employment or receive assistance through a Commonwealth employment program. TTE is focused on supporting this group to build the skills, capacity and work experience to facilitate entry into the paid workforce.

Transition to Employment aims to help young people with a disability by: supporting them to develop work and industry related skills and qualifications improving access to employment opportunities increasing participation rates in the workforce building their capacity to independently participate in the community.

Specialist Community Based SupportsIndividual Support PackagesIndividual Support Packages are funds that the Department of Human Services allocates to a person to meet their disability-related support needs. The funds may be used to buy a range of disability-related supports chosen by the person to assist them to achieve their goals. The funding may complement existing informal support arrangements from family and friends and/or generally available community services.

Individual Support Packages may assist people with a disability to continue living in the community by providing a range of supports to:

maintain independence keep living in their own home move to more independent living arrangements learn new skills participate in the local community.

For more information, see: Department of Human Services’ Individual Support Packages (www.dhs.vic.gov.au/for-individuals/disability/individual-support-packages).

Community Based Day ServicesDay services, provided by specialist disability service providers, provide group or individual activities across a range of lifestyle areas, including daily living, community participation and recreation. Day services are suited to people who have high physical or social support needs, require significant assistance with activities of daily living, or who have significant behaviour and safety issues.

For more information, see: Department of Human Services’ Day Services Handbook (www.dhs.vic.gov.au/about-the-department/documents-and-resources/policies,-guidelines-and-legislation/day-services-handbook).

National Disability Insurance SchemeOn 1 July 2013, the National Disability Insurance Scheme (NDIS) launched in Victoria’s Barwon Area encompassing the City of Greater Geelong, the Surf Coast Shire, the

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Borough of Queenscliff and the Colac-Otway Shire. The NDIS will gradually roll out across the rest of Victoria from July 2016.

The NDIS will consider a person’s care and support needs over their lifetime and is underpinned by principles of choice, control, inclusion and flexibility. Eligible people with a disability will receive individualised care and support that is flexible and adaptable as their needs change.

For more information, see: National disability insurance scheme (http://www.ndis.gov.au/).

Neighbourhood Houses Neighbourhood houses are local organisations that provide social, educational and recreational activities for their communities in a welcoming supportive environment.

There are approximately 360 Neighbourhood Houses across Victoria with at least one Neighbourhood House in just about every town and suburb in Victoria.

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