Supported employment Workbook

Supported Employment

Module 7: Level 4 Employability Practitioner

Supported Employment

Supported Employment

The aim of this module is to provide guidance and advice in order to effectively support individuals with
additional needs in the workplace and in a work-based learning environment.

The range of additional needs that an individual may have can vary hugely from small, simple measures
through to more complex needs that may require reasonable workplace adjustments.

This workbook covers six main categories of additional needs and include:

• Autistic Spectrum Condition
• Physical Disability
• Learning Difficulty
• Mental Health
• Social Need
• Sensory Impairment

Every individual and their circumstances are unique and this document is not designed to be prescriptive,
but rather provide some useful hints, tips and background information which may be of benefit both
during and after your apprenticeship.

The Scale of the Problem

There are 1.5 million people with a learning disability in the UK. Of these, only around a fifth are currently
in employment.

What is a learning disability?

A learning disability is caused by the way the brain develops before, during or shortly after birth. It is
always lifelong and affects someone’s intellectual and social development. There are different types of
learning disability, which can be mild, moderate, severe or profound. It used to be called ‘mental handicap’
but this term is outdated and offensive.

Learning disability is NOT a mental illness nor a learning difficulty, with the latter including things like
dyslexia or dyspraxia.

What does this mean in the context of employment?

People with a learning disability can make great employees! Evidence has shown that they are dedicated
workers, having fewer sickness absences on average than other employees. In addition, people with a
learning disability generally stay in entry-level jobs longer, saving employers money on recruiting and
training new staff.

Many employers also report that their staff team morale increases as a result of working with their
colleagues with a learning disability.

However, people with a learning disability find it harder than others to learn, understand and 2
communicate. They may need some support with learning new tasks or with understanding new

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situations. They may lack confidence and need a little extra support at the start, particularly as many may
not have had any work experience before.
Some adjustments in the workplace may be necessary to help them to do their job, but this does not mean
that they are unable to work.

Types of roles people with a learning disability can typically do

People with a learning disability are all individuals with different skills so they will be able to do many
different kinds of jobs. A learning disability can be mild, moderate or severe, so some people with a
learning disability can do more complex tasks while others will need more basic responsibilities.

An open mind should be kept about what each individual can offer, there are some general guidelines
about the sort of jobs which might be appropriate for candidates with a learning disability.

The types of jobs that could most easily be made accessible to people with a learning disability include:

• jobs that require practical skills that can be learned through practice and repetition
• jobs that do not require high level qualifications
• jobs that do not require a driving licence
• jobs that have fixed elements and only require a little multitasking
• jobs within teams where tasks can be shared and support can be offered.

For instance, roles such as, but not limited to:

• warehouse operative
• administrator
• retail
• customer service
• cleaning
• catering

Many employers experience difficulty in recruiting to entry-level roles. Supported employment can open
them to finding a capable and reliable source of employees who are actively seeking the very same roles on
offer.

12 Core Values of Supported Employment

The concept of supported employment is underpinned by 12 core values which include:

• understand the positive contribution • employer as a customer
people can make • draws on social role valorisation (srv)
• draws on the social model of disability
• real jobs • career development
• zero rejection philosophy
• work readiness not a helpful concept 3
• job search at the earliest opportunity
• choice and control
• partnership
• full inclusion

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The Joseph Rowntree Foundation have been instrumental in developing the approaches towards supported
employment from recognising that it is not solely those with disabilities who benefit from supported
employment to revising the Supported Employment Model to better reflect the needs of society today.

What Is Supported Employment?

Supported Employment has been successfully used for decades as a personalised model for supporting
people with significant disabilities to secure and retain paid employment. The model uses a partnership
strategy to enable people with disabilities to achieve sustainable long-term employment and businesses to
employ valuable workers. Increasingly, supported employment techniques are being used to support other
disadvantaged groups such as young people leaving care, ex-offenders and people recovering from drug
and alcohol misuse.

Work plays a pivotal role in defining an individual's quality of life and must be an integral part of a person's
overall life experience. Supported employment offers an innovative process that enables employment as
an achievable goal for people with disabilities just as it is for non-disabled people in our society.
Real jobs means that the terms and conditions for people with disabilities should be the same as for
everyone else including pay at the contracted going rate, equal employee benefits, safe working conditions
and opportunities for career advancement.

The Supported Employment Model

This model has at its heart the notion that anyone can be employed if they want paid employment and
sufficient support is provided. The model is a flexible and continuous process, designed to meet all
anticipated needs.

The model is equally applicable to supporting job retention. The ethos of supported employment services is
the development and integration of adequate mechanisms to secure long term sustainable employment.

The 5 Stages of Supported Employment

Client Engagement – An opportunity for jobseekers to find out about the supported employment model
and make an informed choice on whether it is right for them.

Vocational Profiling – A detailed and unique discovery and planning process that enables people to
identify what they want to achieve and work out a plan for getting there.

Job Finding – The employment worker and client work together to find vacancies that meet the client’s
employment goals.

Employer Engagement – The employer worker learns about the job and works out a plan with the
employer on how they will support the client through the recruitment process and in the workplace.

On and Off the Job Support – The client is supported to learn the job and sustain employment, this could
include job coaching at work, training, support from a workplace mentor and regular workplace reviews.

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Customer/Customer engagement
Many potential jobseekers are using traditional day services or receiving support from health and social
care agencies. Others may be isolated at home or in danger of exploitation. People leave education every
year with the hope of finding employment. In the past, professionals and families have had low
expectations of people with disabilities finding sustainable work. It is important that expectations of
employment are raised across health and social care services. The co-location of staff is particularly useful
to achieve this.

Vocational Profiling
This is a "getting to know you" process where we identify the aspirations, learning needs, individual skills,
former experiences and job preferences of the participant. Carers and support workers should be involved
so that we get a holistic picture of the jobseeker. The profile informs the practical job finding and makes it
more likely that we find a high-quality job match. We look to identify the type of occupation that best suits
a person's skills and preferences. Many people have never worked or not worked for many years and will
need support to make informed choices about career opportunities.

Employer engagement
The third crucial element is the job marketing process. This close engagement with employers helps them
to overcome traditional recruitment and selection barriers. We know that traditional recruitment
techniques can be overly rigid and formal interviews seldom result in offers of employment. Employers are
increasingly recognising the value of "working interviews" which allow individuals to demonstrate their
skills in the workplace and allow the employer to gather the sort of evidence that a formal interview seeks
to capture.

Job Matching
Once employer commitment is secured, a job analysis is usually undertaken. This checks out any
assumptions made in the job description and thoroughly investigates the job on offer so that all aspects of
the role and those of the workplace, including health and safety are open for consideration. Although it is
common practice for employers to set out the basics of a job for new recruits, it is not common for a
detailed analysis of the job and environment to be available. The job analysis might point towards ways of
carving together parts of job descriptions that suit the workers' talents, or creating new job descriptions
that suit the worker and are cost effective for the employer.

In-work Support
The job analysis and profile ensure that support is properly considered and appropriate. Support can then
be individually tailored and targeted where it is needed most, ensuring a cost-effective use of resources. It
is important to offer appropriate levels of support and encourage the involvement of the employer and co-
workers.

Career development
Not many people stay in the same job for the whole of their working lives and people with disabilities are
no different in having to adapt to changing labour markets and wanting to improve their working lives.

Supported employment should encourage the career development of individuals by promoting training
opportunities and seeking options for increased responsibility.

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Social Model of Disability

The social model of disability is a way of viewing the world, developed by disabled people.

The model says that people are disabled by barriers in society, not by their impairment or difference.
Barriers can be physical, like buildings not having accessible toilets. Or they can be caused by people's
attitudes to difference, like assuming disabled people can't do certain things.

The social model helps us recognise barriers that make life harder for disabled people. Removing these
barriers creates equality and offers disabled people more independence, choice and control.

Not everyone uses the social model and that’s ok. How anyone chooses to talk about their impairment is
up to them.

Medical model of disability

The medical model of disability says people are disabled by their impairments or differences.

The medical model looks at what is 'wrong' with the person, not what the person needs. It creates low
expectations and leads to people losing independence, choice and control in their lives.

Individual Placement and Support Model (IPS)

The IPS model is used to support those with severe mental health difficulties and as its name suggests,
provides intensive, individual, support.

The Principles
IPS has been shown to be more effective the more closely it follows these eight principles:

1. It aims to get people into competitive employment
2. It is open to all those who want to work
3. It tries to find jobs consistent with people's preferences
4. It works quickly
5. It brings employment specialists into clinical teams
6. Employment specialists develop relationships with employers based upon a person's work

preferences
7. It provides time unlimited, individualised support for the person and their employer
8. Benefits counselling is included

The IPS model uses the place then train philosophy whereby greater emphasis is placed on identifying an
appropriate role rather than focussing on personal and professional development before employment.

Clearly in a train then place strategy, a great deal of this development could be irrelevant depending on the
role secured.

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The following tables provide advice and guidelines for dealing with the most common difficulties which are
experienced. This is not a definitive list and the needs of every individual will be different, meaning the
support plan needed will be different for each individual, however, the guidance should be used as
appropriate.

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Autism

Autistic Spectrum conditions are much more common than people think. There are over half a million
people in the UK with an Autistic Spectrum Disorder (ASD) - that’s around 1 in 100

Definition

Autism is a life-long developmental disorder that prevents people from understanding what they see,
hear and otherwise sense. People with Autism experience three main areas of difficulty; social
interaction, social communication and social imagination. It is a spectrum condition, which means
that, while all people with Autism share certain difficulties, their condition will affect them in different
ways. Many people with Autism also have sensory difficulties which means that they can be over or
under sensitive to certain sights, sounds, smells, touch or tastes. Autism symptoms can be present in a
variety of combinations and may accompany other disabilities/difficulties.

Characteristics and learning implications

• Limited communicative functions
• Difficulty with social interaction
• Difficulty understanding other people’s feelings and actions
• Resistance to change/new situations
• Difficulty concentrating
• Repetitive use of language
• Lack of eye contact
• Difficulty organising thoughts/making decisions/formulating plans

Positive attributes

• Great attention to detail
• Good at following instructions
• Task focused
• Methodical
• Reliable
• Dedicated
• Truthful and honest
• Good memory skills
• High vocabulary

Possible workplace adjustments

• Arrange for help from an external support organisation that offers job mentoring, coaching and
general and specific job assistance to the individual with Autism

• Appoint a colleague to act as a mentor to the individual, helping them with any issues that may
arise

• Arrange Autism awareness training for staff who work with the individual with Autism
• Introduce and keep to precise start and finish times as well as breaks and lunchtimes
• Be mindful that change within the workplace can upset the individual, e.g. changing where

files are kept, changing where people sit or changing shift patterns at short notice

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Possible learning support ideas

• Re-word tasks to make them short and concise
• Extended time allocations with allowances for breaks
• Extended time on lengthy tasks
• Regular and brief one-to-one meetings for feedback and monitoring
• Arrange for one-to-one training in addition to group training
• Break tasks into smaller steps as needed
• Help to prioritise and organise tasks and activities into a timetable to introduce a structured

routine

Tips for communicating effectively

• Use direct and precise explanations
• Avoid using abstract language or idioms e.g. blow your own trumpet, individuals often

interpret language literally
• Avoid asking hypothetical or open-ended questions, conceptualising can be an issue
• People with Autism often have difficulty in comprehending and retaining verbal information,

avoid giving long verbal instructions
• Give specific and detailed instructions, these can be written to enable the individual to review

them
• Check that the individual understands your instructions, asking them to repeat instructions

back can sometimes be helpful
• Should the individual approach you with difficulties it is important to listen and allow them to

express themselves without interrupting them by offering an opinion
• Ensure all relevant colleagues understand the potential for misunderstandings (if the

individual’s permission is given to disclose their condition)

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Physical Disabilities

Only 17% of disabled people were born with their disability. The majority of disabled people acquire
their disability later in life 80% of those who become disabled are in employment at the time they
acquired a disability

Definition

Physical disabilities involve the partial or total loss of function of one or more parts of the body.
Physical disabilities which affect mobility are generally either orthopaedic or neurological in nature.
Orthopaedic disabilities include, but are not limited to, Arthritis, Muscular Dystrophy, Spina Bifida and
amputation. Neurological disabilities impacting the ability to move entail the nervous system and
include, but are not limited to, Cerebral Palsy, Multiple Sclerosis, head trauma and spinal cord injury.
Students with mobility impairments may utilise assistive devices such as wheelchairs, scooters,
walkers, crutches, canes or artificial limbs.

Characteristics and learning implications

• Fatigue
• Pain
• Limited physical exertion and stamina
• Limited range of motion
• Poor co-ordination
• Limited muscle strength
• Limited fine motor dexterity
• Limited gross movement
• Muscle tremors
• Paralysis
• Inability to sit in one position for a sustained length of time
• Negative side effects of medication

Positive attributes

• Good coping strategies
• Adaptable
• Desire to exceed expectation
• Less time off sick
• Determination
• Tenacity
• Ability to set and strive for long term goals

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Possible workplace adjustments

• Workstation redesign, provision of appropriate seating, height adjustable workstations etc.
• More frequent and flexible breaks
• Keeping corridors and walkways clear of obstacles
• Providing access to accessible lifts, bathrooms, kitchens, meeting rooms etc.
• Providing a reserved parking space close to the person’s workplace, so that they can rely on

using their own private transport
• Providing assistive technology to help with computer-based work, such as speech recognition

software and/or modified IT equipment such as mouse or keyboard
• Consider becoming an approved ‘two ticks’ employer which is awarded by Jobcentre Plus to

employers who have made commitments to employ, keep and develop the abilities of disabled
staff

Possible learning support ideas

• Priority seating
• Extended exam time with allowances for breaks
• Extended time on lengthy assignments
• Access to a learning support assistant
• Adjustable tables/adapted seating
• Consideration for absences when disability is exacerbated
• Allow for a longer programme
• Adjust assessment methods according to the individual’s needs

Tips for communicating effectively

• Let the individual know that you are keen to work together to find practical strategies that will
allow them to perform their work duties and be a part of the workplace

• Keep questions about the individual’s disabilities to the affects at work and what supports can
be put in place to accommodate the affects, rather than questions about prognosis, how the
individual got the disability and/or any other irrelevant personal details

• Remember that there may be aspects of the individual’s physical disability that affect them at
work that are not ‘visible’ or apparent to others

• Should the individual approach you with difficulties it is important to listen and allow them to
express themselves without interrupting them by offering an opinion

• When meeting together with an individual using a wheelchair, make sure you leave a space
free for them to sit at the meeting table

• Offer discretion and protect the individual’s privacy
• Make eye contact and speak directly to the individual with a disability
• Where possible, sit down to speak with an individual using a wheelchair so that you are at the

same eye level

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Learning Difficulties

1 in 10 individuals in the UK are thought to have dyslexia

Definition
A learning difficulty is a permanent condition and typically one that is either present from birth or
becomes apparent during childhood development. People with learning difficulties may also have
physical disabilities or other medical conditions, but many do not. It is not always easy to know
whether a person has a learning difficulty or not. Learning difficulty often refers to individuals who
have a specific problem with learning as a result of either medical, emotional or language problems.
Learning difficulties are varied and depend on the individual, they could include for example dyslexia,
dyspraxia and dyscalculia.

Characteristics and learning implications

• Limited communication functions
• Difficulty with social interaction
• Difficulty in understanding extensive and complex instructions
• Over-familiarity if boundaries aren’t set or made clear
• Misunderstanding social situations

Positive attributes

• Dedicated
• Enthusiastic
• Eager to please/impress
• Pride in their role
• Positive attitude to work
• Keenness to partake in overtime
• Less time taken off sick

Possible workplace adjustments

• Use of pictorial aids e.g. flash/prompt cards, to assist clearer understanding
• Flexibility with time constraints
• Adapted user-friendly versions of mandatory training documents to enable clearer

understanding e.g. setting a more suitable pace for the individual
• Appoint a colleague to act as a mentor to the individual to help them with any issues that arise
• Introduce and keep clear boundaries with regards to interaction, times of work, contact,

clothing/uniform etc

Possible learning support ideas

• Break tasks into smaller steps as needed
• Regular and brief one-to-one meetings for feedback and monitoring
• Extended exam time with allowances for breaks
• Extended time on lengthy assignments
• Allow for a longer programme
• Adjust assessment methods according to the individual’s needs

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Tips for communicating effectively

• Give specific and detailed instructions, written or pictorial aids may be useful
• Give plenty of time and be prepared to repeat information more than once
• Use positive instructions e.g. ‘use the pink file’ rather than ‘don’t use the blue file’
• Check that the individual understands your instructions, asking them to repeat instructions back

can sometimes be helpful
• Be prepared to demonstrate activities or tasks
• Introduce and keep clear boundaries with regards to interaction, times of work, contact,

clothing/uniform etc.
• Face to face communication
• Involve the individual’s mentor to give support when providing a substantial level of feedback or

sharing information

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Supported Employment

Mental Health

Around 10 million people in the UK (1 in 6) are affected by a mental health condition at any one time

Definition

Mental health problems affect the way people think, feel and behave, some of the most commonly
diagnosed forms are depression, anxiety, Obsessive-Compulsive Disorder, phobia, Bipolar Disorder,
Schizophrenia, Personality disorders, Attention Deficit Hyperactivity Disorder (ADHD) and eating
disorders. There are also commonly recognised behaviours that are strongly associated with mental
health problems such as self-harm, suicidal thoughts and panic attacks. Although certain symptoms are
common in specific mental health problems, no two people behave in exactly the same way when they
are unwell.

Characteristics and learning implications

• Mood swings
• Absence/non-participation
• Difficulty handling stressful situations/time demands
• Poor self-esteem/lack of confidence
• Panic attacks/feelings of dread
• Difficulty in managing behaviour
• Difficulty with social interaction
• Difficulty in accepting constructive criticism/praise
• Difficulty organising thoughts/making decisions/formulating plans
• Difficulty concentrating/retaining information

Positive attributes

• Perfectionist
• Inner strength
• Resilience
• Insight
• Focused
• Empathy towards others
• Reflective
• Creative/artistic
• Like to feel needed and part of a team

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Possible workplace adjustments

• Flexible approach to start/finish times and or shift patterns/possibility to work from home at
times

• Use of paid or unpaid leave for medical appointments
• Temporary reallocation of some tasks
• Provide a quiet space for breaks away from the main workspace
• Allow the individual to focus on a specific piece of work
• Provide a buddy or mentor to support the individual
• Provide mediation if there are difficulties between colleagues
• Allow for increased personal space
• Move workstation e.g. so that the individual does not have their back to the door

Possible learning support ideas

• Provide individual guidance and support through induction process
• Access to a personal counsellor/learning support assistant/external impartial agency
• Consider breaking tasks down into manageable chunks
• Extended exam time with allowances for breaks
• Extended time on lengthy assignments
• Allowance for frequent breaks/time out from periods of concentration
• Regular meetings with mentor to discuss progress and any issues

Tips for communicating effectively

• Should the individual approach you with difficulties it is important to listen and allow them to
express themselves without interrupting them by offering an opinion

• If there are constraints on your time whilst speaking with the individual, inform them from the
start

• Do not give advice outside the boundary of your role, listen to the individual and encourage
them to seek more appropriate help

• Agree how and when you will review the performance of the individual and the process this will
follow

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Supported Employment

Social Need

Around 300 people are declared insolvent or bankrupt every day. That is equivalent to around 1 person
every 5 minutes.

Paid work is not a guaranteed route out of poverty for single parents, the poverty rate for single parents
where the parents works part time is 31% and 17% where the parent works full time

Definition

Any person whose situation is classed as one or more of the following is considered as having a social
need; those living in hostels and residential centres, those with mental health problems, travellers, those
whose statutory education has been interrupted, substance misuse, homelessness, significant changes in
personal circumstances e.g. relationship breakdowns, physical, emotional and sexual abuse.

Characteristics and learning implications

• Poor/erratic attendance
• Fatigue/lethargy
• Poor self-esteem/lack of confidence
• Personal hygiene issues
• Lacking pride in appearance
• Lack of concentration
• Anxiety/panic attacks
• Mood swings
• Absence/non-participation
• Difficulty in managing behaviour

Positive attributes

• Resilience
• Empathy towards others
• Determination
• Eagerness to succeed
• Creative problem-solving skills
• Good practical skills
• Goal focused

Possible workplace adjustments

• Provide a buddy or mentor to support the individual
• Use of paid or unpaid leave for medical appointments
• Links to external services such as the Money Advisory Service
• Contribution towards travel costs
• Precise start and finish times
• Flexible approach to shift patterns/possibility to work from home at times

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Possible learning support ideas

• Provide individual guidance and support through induction process
• Access to a personal counsellor/learning support assistant/external impartial agency
• Break tasks into smaller steps as needed
• Extended exam time with allowances for breaks
• Extended time on lengthy assignments
• Allowance for frequent breaks/time out from periods of concentration
• Regular meetings with mentor to discuss progress and any issues

Tips for communicating effectively

• Regular 1:1 contact
• Give precise constructive feedback
• Write down and record agreed actions
• Consider introducing a daily planner of set tasks
• Set weekly time to meet with mentor
• If possible, introduce incentives, bonus scheme, opportunities for overtime

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Supported Employment

Sensory Impairment

There are approximately 356,000 people with combined visual and hearing impairment in the UK

Definition

Sensory impairment is when one of the senses; sight, hearing, smell, touch, taste and spatial awareness,
becomes less accurate. The sensory impairments which have most impact in the workplace are sight and
hearing loss. People can experience different levels of impairment, many of which may not be obvious in
the first instance. There are various conditions which can cause sight and/or hearing loss.
Blindness/partial sight can be affected by the ageing process, disease (such as diabetes), infection (such
as meningitis), genetics (such as retinitis pigmentosa), injury/ physical trauma, cataract or glaucoma.
Deafness/hard of hearing can be affected by the ageing process, disease (such as Ménière’s disease),
physical trauma, exposure to loud noise or genetics.

Characteristics and learning implications

• If sight or hearing loss is undisclosed it may appear that a person is uninterested, not paying
attention or lacking in understanding

• It is important to find out what aids, if any, the person already uses e.g. magnifier or a hearing aid
• Even with appropriate adaptions, a person with sight or hearing problems may take longer to

learn and may tire easily
• Possible difficulties in understanding extensive and complex instructions which would not

necessarily be related to cognitive ability
• Possible difficulties in social interaction and misunderstanding social situations

Positive attributes

• Good coping strategies
• Other senses are often more acute

Possible workplace adjustments

• Initial orientation of working environment
• Clear, uncluttered floor space
• Clear/enlarged signage
• Enlarged text
• Specialist software – enlarged font, voice activated
• Mentor
• Communicator
• Note taker
• Loop system
• Quiet environment – hearing aids amplify all sound including background noise
• Mentor

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Supported Employment

Possible learning support ideas

• Assistive technology
• Access to Learning Support Assistant
• Communicator
• Use of Braille
• Printed material on coloured paper
• Priority seating
• Longer programme
• Extra time for assignments and assessments
• Adjustment of assessment methods

Tips for communicating effectively

• Always identify yourself and others, even in known surroundings
• Describe what you are doing
• Don’t be concerned about using phrases such as “did you see Tom yesterday?”
• Do not use non-verbal communication e.g. pointing in the direction of something
• Establish preferred communication method e.g. communicator, lip reading, note taker
• Face person when speaking
• Use clear speech with normal lip pattern – don’t over enunciate
• Don’t shout
• Write things down
• Ensure no echo

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