|
|
Australian
National University
Students
& Graduates with a Disability: The Transition to Employment
By
Emma
Fleetwood (B.Com Ed)
Disability
Advisor
Australian
National University
December
2006
Table of Contents
1.
The provision of careers information to Australian National University
students/graduates with a disability
1.1 Background to the project
The Australian National University (ANU) is situated in the Australian
Capital Territory (ACT). It has a population of 10,000 undergraduate
and post-graduate students. The ANU provides a range of student services,
which include the Disability Services Unit (DSU) and the Careers Centre.
The DSU provides services to support students, who have provided medical
documentation of a disability, in their studies while at the ANU.
The Careers Centre provides advice and resources to all students,
and to recent graduates.
During 2005, DSU staff noticed a sharp increase in the numbers of students
with a disability asking for advice on employment issues. Some of
these students identified that they felt more comfortable discussing
their disability and employment options with the DSU, because DSU
staff were already aware of their medical conditions. This presented
a problem for staff however, as providing career advice is not the
DSU’s role, and they do not have the training or resources to provide
these services.
When this issue was raised with the Careers Centre, they confirmed that
very few students were disclosing a disability to them when seeking
their services. The Careers Centre does not specifically promote their
services to students with a disability, despite many of their staff
having training and experience in addressing disability issues. The
Careers Service has a Graduate Coordinator who maintains relationships
with employers who recruit large numbers of graduates each year. DSU
has been approached separately by some of these large organisations
who are wishing to specifically attract applications from graduates
with a disability.
In the past, Careers Centre initiatives which were targeted at students
with a disability, such as group information sessions on disclosure
to employers, have not been well attended. This is of concern, as
research has shown that graduates with a disability are likely to
take significantly longer to find work after graduating, when compared
to graduates without disabilities (Johnson, 1999, cited in Boardman,
2003), and students with a disability could therefore benefit from
additional information and support in planning their careers.
Both the DSU and Careers Centre agreed that the issue of how to provide
careers services to students with a disability merited further research.
DSU staff therefore designed a project to gather information on the
current career and employment prospects of the ANU students registered
with the DSU.
The project’s objectives were:
-
To discover what students with a disability perceive their employment restrictions
to be, what career services they are aware of, their current employment
status, and their level of interest in new careers initiatives;
-
To gather together the specific resources that might be useful to students
with a disability looking for work;
-
To investigate how other universities both interstate and overseas address
this issue, and;
-
To provide ANU with recommendations for potential career development initiatives
which suit the ANU student community.
The research questions were:
-
What are the current employment and career prospects for ANU students with
a disability?
-
What services are available in the ACT to support students/graduates with
a disability looking for work?
-
How do other universities deliver careers services to this group?
-
What can ANU do to improve potential employment outcomes for students with
a disability?
Students with a disability face additional barriers to gaining and maintaining
employment, due to their health restrictions. The aim of this project
was to add to the resources and services that already exist for all
ANU students through the Careers Centre, not to set up an exclusive
alternative pathway for students with a disability. This project focused
on discovering the best way for ANU to further assist students with
a disability, given the resources and current positioning of student
services within the ANU.
2.
Observations of practice before the project
There has been little academic research conducted on the transition process
from tertiary study to employment for people with a disability,
making this an exciting and challenging field. The national figures
from the Department of Education, Science and Training (DEST) show
that the numbers of students with a disability, as a percentage
of the university student population, has doubled in the last ten
years, from 1.8% in 1996, to 3.7% in 2005 (Camela, 2006). The DEST
figures come from students identifying as disabled in their initial
applications to university. Therefore the actual numbers of students
with a disability on campus is likely to be higher, as some students
do not disclose their disability in the application process, and
some acquire a disability during their studies. At ANU an average
of 5% of the student population, over five hundred students, is
registered with the DSU every semester. Therefore the potential
client group of students who could benefit from specialised career
information is quite large. This is reflected in the importance
placed on this issue by Disability Advisors both within Australia
and internationally. At the 2006 Pathways Conference for Disability
Advisors in the tertiary sector, 25% of workshops and presentations
were on careers and employment issues.
2.1 Practices at ANU prior to the project
All ANU students and recent graduates can receive careers advice through
the ANU Careers Centre. The Careers Centre runs a number of activities
throughout the year for students to learn about potential employers,
internship programs, and other career development possibilities. They
also host a job-searching site called Career Hub where employers can
post job advertisements for students to access. The DSU has provided
the Careers Centre with some leaflets on disability issues in employment
for students, and some of the Careers Centre Staff have training on
disability issues. However, it has been identified that many students
are not comfortable disclosing their disability to Careers staff.
Because DSU staff are already aware of their conditions, students
stated they were more comfortable coming to DSU staff for career advice.
In order to be registered with the DSU, students need to provide medical
documentation of a current disability. Students are divided into two
groups, those with permanent conditions, and those with temporary
conditions. Those with permanent conditions, such as learning disabilities,
only provide medical documentation once. Those with temporary or episodic
conditions, such as a broken leg, provide medical documentation each
semester to maintain registration. Student’s disabilities fall into
the following categories:
-
Mobility
(e.g. back injury, broken leg, Multiple Sclerosis).
-
Vision
(e.g. Scotopic Sensitivity, vision loss).
-
Mental
health (e.g. Depression, Schizophrenia).
-
Writing
(e.g. Occupational Overuse Injuries, broken arm)
-
Chronic
Illness (e.g. Cancers, Chronic Fatigue Syndrome)
-
Learning
(e.g. Brain injuries, Dyslexia, ADHD)
Services to students may include the provision of advice, equipment, academic
advocacy and special exam arrangements. Service is given using a
case management model, so students generally see the same Disability
Advisor for each appointment, and build a rapport with the staff
member. It is during these appointments that some students have
asked for advice on careers matters.
2.2 Current employment and career prospects for people
with a disability
In 1998 the labour force participation rate (people who are employed or
who are looking for work) for people with a disability was only 50%,
compared to 80% for people not identifying as having a disability.
Of the 19% of the population of New South Wales who identified as
having a disability in 1998, 69% stated that they had an employment
restriction of some kind (ABS, 2001). These restrictions included
the reduced number of hours which people could work, requiring adaptive
equipment to complete tasks, and being restricted in the kind of work
that they could do. Not only are people with a disability more likely
to be unemployed (Thornton & Lunt, 1995, cited in Boardman, 2003),
they are also more likely to work in poorly paid, low skilled, low
status jobs (Barnes, 1991, cited in Boardman, 2003). Schriner (2001,
in Szymanski, 2003, p.10) states:
“It does not seem to overstate the case
to say that people with a disability are almost universally at the
bottom rung of the socioeconomic ladder.”
Gaining employment after graduation can be difficult for any student,
but those with a disability have additional barriers to face. While
gaining a tertiary qualification has a positive impact on their employability,
university graduates with a disability are still more likely to be
unemployed, or underemployed, compared with their graduate peers (Symanski,
2003). The 1999 Graduate Destinations Survey found that while only
14% of graduates overall were unemployed six months after graduation,
of those identifying with a disability, the unemployment rate was
32% (Johnson, 2001, cited in Boardman, 2003).
While there are government specialist employment
services available to people with a disability, university graduates
are not always eligible. Centrelink uses a tool called the Job Seeker
Classification Instrument (JSCI) to measure a person’s level of relative
labour market disadvantage, to determine the level of employment assistance
they can receive. Points are awarded for factors which are statistically
shown to increase levels of disadvantage. Fifteen criteria are used,
which include disability and educational attainment. Level of disability
restriction experienced is assessed only by the number of hours a
person can work per week, and university graduates will not qualify
for any disadvantage points in the educational attainment section.
Therefore a university graduate who can work full time is unlikely
to be considered disadvantaged enough to receive intensive employment
assistance, unless they experience other factors which increase their
level of disadvantage (Job Seeker Classification Instrument Factors,
2006).
In many instances, graduates with a disability do not require intensive
assistance to find work. However basing access to employment services
on ability to work full time, disadvantages those who have the potential
to work full time, but who nonetheless require assistance to negotiate
appropriate employment adjustments in order to do so. Students and
graduates, regardless of whether they can work full time or not, may
need to negotiate disclosure and employment adjustments with a potential
employer. If they are not eligible to receive government assistance
with this, then the focus must be on preparing a student/graduate
to address these issues independently. All tertiary institutions offer
a level of careers services to their students, but whether these services
also include specific resources for students with a disability, depends
on the particular institution.
Hynes et al (1996, cited in Camela, 2006) found that while the graduates
with a disability they interviewed did not experience barriers once
they had secured employment, actually securing employment was difficult
for them. Graduates in this study cited negative employer attitudes
as the most common barrier, with those graduates with visible disabilities
experiencing more difficulty than those with invisible disabilities,
such as brain injuries, in securing employment. Disclosing their
disability was the single biggest concern of graduates with a disability
according to Camela (2006). Most of the questions directed to DSU
staff have been about disclosure, so Camela’s finding seems to be
held up at ANU. Making a good impression, handling disclosure with
confidence, and knowing how to negotiate employment adjustments
are all vital skills for graduates with a disability.
2.3 Recent research on international best practice
standards
In researching employment for graduates with a disability, it is helpful
to examine how universities overseas with comparable education and
social welfare systems, address this issue. Boardman (2003) identifies
several programs run by universities in the UK to assist students
and recent graduates with a disability to find work. The Universities
of Stoke-upon-Trent and Manchester both run mentoring, work placement
and networking programs for students with a disability. Local employers
are matched with students in order to provide students with networks
and insight into the workplace, and employers with experience working
with a person with a disability.
Scotland also has a program called the Scottish University’s Consortium
for Career Planning and Employment Experience for Disabled Students,
which organises work experiences for students during the summer break.
The program is designed to meet the needs of individual students,
and to improve disability awareness amongst potential employers. The
Disability Development Network (DDN) in England runs an email list
server and holds a regional meeting each year to enable career advisor
practitioners to network. They also provide resource packs, run a
telephone help line, and provide an audit checklist for careers services
to assess how well their service meets the needs of students with
a disability. Boardman reports that these strategies have all made
significant improvements to employment outcomes for graduates with
a disability, and promoted more employer awareness of disability issues.
Based on his research, Boardman proposed a best practice model for adoption
within Australian universities. His recommendations include:
-
At least one officer in each careers service that is responsible for providing
resources for students with a disability.
-
Professional development workshops for careers staff on workplace modifications,
anti-discrimination legislation.
-
Specific resources on workplace disability issues made available in careers
centres, and within all careers publications.
-
Disability disclosure workshops for students.
-
Annual visits to the university by agencies that assist people with a disability
to find work, such as the Commonwealth Rehabilitation Service.
Boardman’s model addresses employment outcomes for graduates with a disability
at several levels. The model recommends new programs for individuals,
improved education and training for careers staff on disability
issues, and better liaison between services. Access to career development
activities such as career counselling, and decision making workshops
have been found to be effective in assisting people with a disability
to take shape their careers (Conyers & Symanski, 1998, cited
in Symanski, 2003). Therefore adopting some of these recommendations
from Boardman’s model is likely to have benefits for students at
ANU.
3.
Description of project activities
In order to investigate students’ experiences of career development, a
survey was distributed to students currently registered with the DSU
(see Appendix 1). The survey was distributed electronically to 300
students currently subscribed to the DSU list server, and surveys
were also made available in the DSU office, with a drop box in reception
for submission. Students were given alternatives for survey submission
and return to provide a higher level of confidentiality. Students
were not asked to state their disability type as this information
was not necessary to the project and would have allowed identification
of some individuals. Thirty students returned the surveys during the
week they were collected, and the full results can be found in Appendix
2.
The most important and interesting findings were:
-
60% of respondents were currently employed.
-
Only 3% stated that their disability did not restrict their employment
options.
-
90% of respondents felt their disability restricted their employment options
in at least one of the areas identified.
-
Over 50% of respondents felt that their disability restricted their health
in more than one of the areas identified.
-
45% of respondents had not used, or were not aware of, any of the employment
services listed.
-
Of the employment services listed, the ANU Careers Centre was the most
well known.
-
85% of respondents thought that they would benefit from at least one of
the suggested new services.
-
60% of respondents indicated that they would benefit from both the DSU
Employment Web Site and a Mentoring Scheme.
It is probable that the students who opted to fill in the survey were
those who were particularly interested in the issue of careers services.
Therefore the survey is likely to be somewhat biased towards students
who have strong opinions or concerns about employment. The survey
was only available to students who were registered with the DSU,
which does not include all students with a disability at ANU. Only
those students who access their student email regularly or came
into the DSU office during the two weeks the survey was being collected
would have received the survey in time to submit it. This means
that the survey results are also likely to reflect the experiences
of students who are regular service users, who may require more
academic, and potentially employment, adjustments. This does not
diminish the validity of those student’s responses, but it is necessary
to view the survey results as not necessarily being representative
of the experiences of all students with a disability at ANU.
3. 2 Interviews with representatives from New Zealand
universities
In Boardman’s report An Investigation into International Best Practice
in 2003, he interviewed representatives from university disability
and careers services around Australia and in the United Kingdom. For
this project it was decided to complement Boardman’s work by looking
at how the same issues were addressed in New Zealand universities.
Representatives from the University of Auckland and Massey University
were interviewed in August of this year (see Appendix 3 for summaries
of each interview). Both universities were involved in a recent joint
initiative with the University of Waikato, Auckland University of
Technology, and ‘jobs4grads’ (a government program). Together they
created a booklet for students entitled Career and Job Information
for Students and Graduates with Disabilities, to assist with the
transition process from education to employment. The publication contains
general information on job searching, as well as specific sections
on disclosure and other matters effecting job seekers with a disability.
The booklet’s introduction states that it is intended to be used in
conjunction with the careers services offered by each of the universities
(Career and Job, 2006).
The University of Auckland have pioneered a specific program for students
with a disability looking for work, and have employed a part-time
Careers & Employment Advisor within their Disability Services
Unit, Susanna van der Meer. There was some debate when the position
was created as to where it would be situated within the university’s
structure. The Careers Office had initially identified the need for
specialised knowledge to assist students with a disability; however
it was decided for confidentiality reasons to locate the position
within the Disability Services Unit. The program provides careers
counselling, assistance writing job applications and resumes, access
to resources about careers, and case management. Twenty percent of
students registered with the Disability Services Unit are also using
this program to search for employment. In 2007 the program will be
expanded to include a mentoring program, and there will be more of
a focus on building employer relationships for the purposes of sourcing
work experience and internships (S. van der Meer, personal communication,
August 8th 2006).
The interview at Massey University was conducted with Trish Fleetwood,
Careers Advisor, and Rachel Vance, Disability Advisor. Massey University
do not have a specific careers program for students with a disability;
however the Careers and Disability Advisors cooperate closely to
ensure these students receive the necessary services Massey University
also maintains a close relationship with Workbridge, an open employment
service operating across New Zealand. Students are often referred
to the careers service by the Disability Advisor, but it is rare
for a student to disclose a disability if they had not been referred
through the Disability Services Unit. The Careers Advisor provides
assistance with writing resumes, skill identification and interview
practice. If she assesses that a client requires more support than
this she refers them to Workbridge (personal communication, 7th
August, 2006). Workbridge staff present a student information session
once a year at Massey University, which includes a morning tea so
that students can mingle with Workbridge staff and raise questions
one-on-one as well as in the group setting. Fifty percent of students
registered with Disability Services attended these functions in
2005. (R. Vance, personal communication, 7th August,
2006).
A resource list was created consisting of information and contact details
for community and government employment services and programs. This
information was collected through Internet searches, meetings with
ANU Careers staff and other relevant stakeholders. The aim of compiling
this information was firstly for it to be collected for distribution
to students. The way in which the information would be distributed
to students depended on the feedback from the Student Survey. The
second purpose of investigating available services was to see if there
were any gaps in service provision in the ACT.
A number of programs and services were identified during this process
which could potentially be accessed by ANU students and graduates
with a disability. This information has been tabulated into a Resource
List, see Appendix 4. This Resource List could become part of an information
booklet for students, similar to that developed in Auckland, or as
part of a website. The suggestion of a DSU website on employment received
a high level of support in the Student Survey. These possibilities
are discussed further in section six of this paper, which looks at
the project’s recommendations.
While there are many services available in the ACT for people with a disability,
eligibility to access government services continues to be an issue
for graduates, as discussed in section two of this paper. Some private
mentoring and work experience programs exist, but are based in Sydney
or Melbourne and take limited numbers of students. The RDLO/DCO
position, which is funded by DEST, and acts as a community education
and development resource for people with a disability looking at
employment and education, is there to assist in transitions. However
student awareness of this position and what they can provide is
limited, which is one of the issues that this project aims to address,
by providing more information to students about these services.
4. Evaluation of the research
By using several different, but interrelated, strategies of investigation
during the project, it has been possible to not only establish what
the current issues are with service provision, but discover new
ways of delivering services, and get student feedback on potential
new initiatives. The research into the current employment situation
for people with a disability in Australia, discussed in Section
Two of this paper, has highlighted the need for universities in
general to prioritise the provision of additional careers services
to students and graduates with a disability.
While it is likely that those students who chose to respond to the DSU
student survey on employment were those who had strong opinions on
the subject, the findings still confirm much of the research that
has been conducted into employment and career prospects for people
with a disability. The survey concentrated on four areas, current
employment, employment restrictions, knowledge of services, and support
for new initiatives. Students identified that they experienced high
levels of potential employment restrictions, and demonstrated strong
interest in new initiatives being set up to provide them with more
information on how to prepare themselves for employment.
Interestingly, the survey showed that more than half of the respondents
were already employed. This finding calls into question Boardman’s
suggestion that graduates with a disability are less likely to have
engaged in part-time work during their studies, and therefore may
not have acquired many of the transferable work skills which working
part time can provide (Boardman, 2003). All students who cannot work
part-time or study full-time, for what ever reason, may find the current
costs of university and accommodation prohibitive and be underrepresented.
However as the rates of employment for the general ANU student population
are not known, it is not possible to make direct comparisons between
student groups.
The high levels of current employment, coupled with the common experience
of employment restrictions, does suggest that many students must be
successfully negotiating the employment market, at least in terms
of gaining casual work. But given that the research shows that many
people with a disability experience underemployment (Symanski, 2003),
and the survey showed a strong demand for more information on careers
issues, there is definitely still scope for ANU to implement some
of the strategies that other universities are using successfully.
Based on the findings from the survey on the levels of employment restriction
experienced by students, a high proportion of the respondents may
need to disclose their disability to their employer, in order to
negotiate adjustments in their workplace. Research has shown that
negotiating more accommodations leads to better job retention rates
(Fabian et al, 1993, cited in Shaddock et al, 2001), but also that
employers believe myths about difficulties employing people with
a disability, for example that these staff are more likely to injure
themselves at work (Zwerling et al, 1997, cited in Shaddock et al,
2001). Therefore, the way that a disability is disclosed and discussed
is very important, and educating the employer on disability issues
is often necessary. Preparing students for these particular challenges
may be one of the key ways in which the DSU can help students to
advocate for themselves in the workplace, and thereby improve employment
outcomes. While it is not the university’s responsibility to act
as an employment agency, the fact that most universities provide
careers services to students demonstrates that preparing all students
for employment is part of the university’s role. Disclosure to university
staff and negotiating academic adjustments, are skills which students
must use within the university, and which can be easily adapted
for the employment market.
4.2 Practices from other universities
Boardman’s research into the strategies used in the UK to improve employment
outcomes for graduates with a disability demonstrates that there are
many different ways of addressing the issue. Some universities in
the UK have opted for developing mentoring and work experience programs,
which build employer awareness as well as providing opportunities
for students (Boardman, 2003). Involving employers in programs which
demystify disability may be one of the most powerful ways to improve
employment for graduates, as it is often not the disability itself,
but overcoming the perception of the disability, that is the biggest
barrier to employment (Camela, 2006).
The interviews with the practitioners from New Zealand demonstrated how
careers issues for students with a disability can be addressed in
two completely different ways. The University of Auckland has developed
a specific Disability Careers Advisor position. On the other hand,
Massey University delivers many of the same services, but through
a strong relationship developed between the Careers and Disability
Advisors, and with outside agencies such as Workbridge, This three
way relationship allows the Careers and Disability services to meet
the specific demands of particular client groups, such as students
with a disability. While there are many advantages to having a position
dedicated to disability careers issues in terms of maintaining focus,
it is unlikely that ANU has the demand (10,000 students versus 45,000
at the University of Auckland) to warrant the creation of a specific
Disability Careers Advisor position at this time. The Massey University
model is therefore more applicable to ANU’s situation. While Australia
does not have a centralised disability employment service comparable
to Workbridge in New Zealand, there are several small employment organisations
in the ACT, so the Massey University model is still achievable. By
building up the relationship between the DSU and the Careers Centre,
and with employers and community services in the ACT, it is to be
hoped that ANU could achieve improved outcomes for students.
4.3 Services and resources in the
ACT
By gathering information on services and resources currently available
to job seekers with a disability in the ACT, two important findings
were made. Firstly, that many graduates with a disability are not
going to be eligible for some forms of government assistance in
job seeking, such as registration with specialist employment agencies.
Secondly, that there are many excellent informative web sites where
students can get practical advice on issues such as disclosure and
requesting employment adjustments. However, the Student Survey showed
that the service that students were most familiar with was the ANU
Careers Centre (20%), while 45% had not heard of any of the services
listed. This, coupled with student support for a DSU Employment
website and information sessions, suggests that there is certainly
more the ANU could do to improve awareness current sources of information,
and given that many students will not receive government support
it is something that ANU should be doing. It was students’ requests
for specific careers information which initiated this project, and
the project has confirmed this need, and provided information on
what to provide and how.
The most important outcome of this project was that it has provided a
path forward for improving employment outcomes for ANU students and
graduates with a disability. The recommendations from the project
for service changes fall under three categories; relationship building,
information dissemination, and networking and career development.
The project emphasised the importance of the DSU building on its relationship
with the Careers Centre to facilitate improved information sharing,
and to network together with potential employers to maximise opportunities
for students with a disability. Having gathered the information on
services and resources available in the ACT, the groundwork has been
done for the DSU Employment Website, which received strong student
endorsement in the Student Survey. Once this is established DSU staff
will be able to refer students to this site for specific information
on disability employment issues, and then on to the Careers Centre
for more general information. The project also recommends that a Liaison
Officer be identified at the Careers Centre whom DSU staff can directly
refer students to when required.
The project demonstrated that there are
potential benefits to the creation of a mentoring program for students
with disabilities at ANU. A mentoring program might focus on building
skills for employment, support and networking opportunities. There
are a number of ways that such a program could be set up at ANU which
will require further research. Options could include sourcing mentors
through the ANU first year mentoring program, SIGN, or the Golden
Key Association, whose members are both current students and graduates
who have achieved outstanding academic results, and already provides
free tutoring to students with a disability. It will be necessary
to conduct further research into the level of student demand for mentors,
the kind of mentoring desired, availability of potential mentors and
funding required to run such a program.
As with every project there are the intended outcomes, the answering of
the research questions, and then there are also unintended outcomes.
During this project the DSU was approached by a Commonwealth government
department who were looking to increase their recruitment of staff
with a disability. They expressed an interest in the project and after
some discussion expressed a willingness to investigate providing work
experience and mentoring opportunities to students with a disability
from ANU. While the initial contact did not arise directly from the
project, the outcome reinforced the project’s findings on the potential
for implementing strategies which include employers, such as are currently
used in the UK.
Another unintended outcome was the creation of a relationship with Disability
Works Australia (DWA). DWA liaises with employers to gain advance
knowledge of vacant positions, and then provides this information
to the open employment agencies, which then source applicants from
their clients. In the ACT DWA’s main contacts come through the public
service, and often the positions that they advertise require more
skills than the majority of open employment agency clients possess.
DWA and DSU have recently set up a system whereby the DSU advertises
DWA positions through the DSU List Server to all registered students
with a disability. As the DSU is not an employment agency, a new referral
system has needed to be developed to enable this process to be carried
out in such a way as to meet both DWA and DSU’s needs. This relationship
will be monitored over the next year and students on the DSU List
Server will be asked to provide feedback on their experiences with
DWA.
6.
Recommendations and suggestions for further study
6.1 Relationship building
Building relationships between services that assist the same client groups
is vital to providing a higher quality of service by increasing referral
knowledge and opportunities for students with a disability. In order
to build the relationship between DSU and the Careers Centre it is
recommended that each identify one officer to act as liaison between
the two services. This would ensure more effective resource and information
sharing, and be beneficial for employers contacting the university
wanting to employ people with a disability, as has recently occurred.
It would also provide the DSU with a Careers officer to directly refer
students to when required.
It is also recommended that the DSU create and maintain relationships
with external services, such as the RDLO/DCO Office, Disability Works
Australia, CRS Australia, EMAD and WAM to ensure appropriate and effective
referrals for students, and maximise their opportunities for employment
and career development.
6.2 Information dissemination
The project has gathered a range of information about the services and
resources available for students/graduates with a disability looking
for employment. It is recommended that this information be provided
to students via an employment information website, to be designed
and maintained by DSU, but accessed through both the Careers Centre
website and the DSU website. In order to reach the maximum audience,
and provide for particular access needs, it is recommended that a
hard copy version of this information is also made available in the
DSU office and Careers Centre.
6.3 Networking and career development
It is recommended that ANU undertake further research into the potential
for a mentoring program for students with a disability. Similar programs
exist through the Golden Key association for tutoring for students
with a disability, and there may also be potential to source mentors
from the current Student Information Guidance Network (SIGN). The
aim of a mentoring program would be to provide students with a disability
the opportunity to gain an insight into their chosen profession through
discussions with ANU graduates working in the same field. This would
have networking and career planning and development benefits for students.
Appendix
1: DSU Student Survey
This
survey is part of a DSU project on employment outcomes for students
with a disability. The goal of the survey is to gain some general
information about student experiences, so you name and disability
information is not required. If you require assistance completing
the survey, or would like it in an alternative format, please ask
DSU staff.
1. Do
you currently have regular paid employment? Yes No
2. In
your opinion does your disability effect your employment in any of
the following ways? Please place a tick next to any categories
which apply to you.
Restricted in type of job (ie. Can’t stand for a long period of time).
Difficulty changing jobs, or getting a better job.
Restricted in number of hours you can work.
Need other special arrangements (ie. Ergonomic equipment or software).
Need time off work because of disability (ie. Specialist appointments).
Need other special employer arrangements. Please provide example.
______________________________________________________
3. When
you were looking for work did you use any of the following services?
Please place a tick next to any you have used. If you have
never looked for work, please place a cross next to any of
the services you have heard of.
Job Network Providers, eg Caloola
Specialist Disability Employment Services, eg Advance Personnel
Mainstream recruitment services, eg Effective People
Disability Works Australia
4. Do
you think you would benefit from any of the following services if
they were available at ANU? Please place a tick next to services you
would consider using.
A. Seminars about employment issues, such as disclosures.
B. Mentoring program for students with a disability,
linking them to professionals in their chosen fields.
C. A DSU website on employment issues with links to
other relevant sites.
Thank
you for your time. If you would like more information about the project,
or on the services mentioned here, please contact Emma by email. Emma.Fleetwood@anu.edu.au
Appendix 2: Results from Student
Survey
Appendix 3: New Zealand Interview Summaries
Careers
& Employment Advisor
22 Princes
St, Auckland, NZ
University
of Auckland Student population – 45,000
Disability
Services registration – 300+
No of
students who have used careers service since its creation – 135
No of
students currently receiving a service – 50
Staff
hours for service – 15 hours per week
Clients
– Both current students and recent graduates
Referrals
– Via case managers from the Disability, and Careers Services.
Funding
– Government/university. The University receives a payment per
enrolled
student to provide disability services. The University has discretion
over how this is spent.
Susanna’s
position was created four years ago as a result of the Careers Service
identifying that they needed more expertise to meet the needs of student
jobseekers with a disability. Initially Susanna’s position would have
been located within Careers, but it was felt that due to student concerns
about disclosure and the need for Susanna to have peer support from
colleagues also working with students with a disability, that it was
better to locate the position within the Disability services.
Case
management and advisory services, assistance with CVs and application
writing, some job searching/cold calling. Access to resource such
as videos, books etc. Monthly newsletter which includes information
on jobs, workshops, graduate programs and other relevant information.
Susanna
is in the process of setting up a mentoring program. This will provide
first and second year students with a third or fourth year mentor
with a disability to help them to prepare for employment. Susanna
is hoping to start running workshops for small groups of students
on job searching, and maintains a strong relationship with external
employment agencies to provide referrals where appropriate.
Trish Fleetwood, Careers Advisor
Rachel Vance, Disability Advisor
Massey
University do not have a specific careers service for students with
a disability, however the university recognises the additional employment
barriers which graduates with a disability can face. Consequently
the Careers and Disability Advisors work closely together to provide
careers services to students with a disability.
University
of Massey Student population (Albany campus) – 6,000
Disability
Services registration – 100
Clients
– Both current students and recent graduates
Referrals
– Via case managers from the Disability, and Careers Services.
Funding
– Government/university. The University receives a payment per
enrolled
student to provide disability services. The University has discretion
over how this is spent.
Students
receive assistance with writing resumes, skill identification and
interview practice. If it becomes apparent that a client requires
more support than the university can provide, they are referred to
Workbridge. Massey University maintains a close relationship with
Workbridge, a open employment service operating across New Zealand.
Workbridge comes to Massey University once a year to give a student
information session which includes a morning tea so students can mingle
with Workbridge staff and raise questions one-on-one as well as in
the group setting. Trish and Rachel stated that the 50% of students
registered with Disability Services attended these functions.
Massey
University was part of a recent partnership with the University of
Auckland, other North Island universities and ‘Jobs4grads’, to put
together a publication specifically dealing with careers information
for students and graduates with a disability. It is hoped that the
booklet and website, which advertises vacancies and provides information
will be available for use in the South island too next year.
Appendix 4: Resource List
The
following information has been taken from the various organisations’
official websites and information brochures. ANU takes no responsibility
for the accuracy of any of the claims made by the organisations, and
does not endorse any of the following services. This information is
provided only as a starting point for students, to investigate resources
and services.
GENERAL
INFORMATION ON DISCLOSURE AND CAREER OPTIONS
The Disability
Coordination Officer (RDLO/DCO)
The RDLO/DCO is
a "one stop shop", providing information about services
to assist transition for people with a disability from secondary education
and training to employment in the ACT. The position is funded by the
Commonwealth Government, and there are RDLO/DCO Officers in every
state and territory. The current ACT RDLO/DCO is Liz Kinloch (Ryan, n.d.).
-
Contact with appropriate staff from education and employment services.
-
Information and assistance on making a successful transition into
tertiary education and training.
-
Information about supports available in post-secondary education,
training and employment.
-
Information on disability services and networks in the region.
-
Facilitation of staff development in the areas of disability and post-school
training and education.
How do you access
their service?
You can make an appointment to see the RDLO/DCO, or
call/email her.
Address: CIT, Reid
Campus
Postal Address:
GPO Box 826, Canberra ACT 2601
‘Choosing
Your Path. Disclosure: It's A Personal Decision’ Website
What is the website about?
The Website
was created by two RDLO/DCO’s from Sydney. It provides information
about disclosing a disability in an employment or education situation.
The website has
been written for students and employees with a disability as well
as employers, educators and support services. It provides information
about the options and pathways a person with a disability has when
deciding to disclose their disability, the benefits and disadvantages
of disclosing as well as providing some key considerations to achieving
effective disclosure, and the
rights, roles and responsibilities of all parties when deciding about
disclosing a disability in post secondary education and employment.
(Mungovan, & Quigly, n.d.).
What is the website about?
The website
has been designed as a one-stop shop for all matters relating to employment
for people with a disability, and employers.
The site provides
information and resources for both job seekers and employers. The
site includes ‘how to’ guides (such as ‘how to provide a flexible
work place’, case studies and frequently asked questions by job seekers
and employers. The site also includes information on workplace
modifications schemes, employer incentives, and supported wage systems
(News, 2006).
Disability Works Australia
There
are many open employment agencies for people with a disability across
Australia. DWA provides one contact point for employers who want to
hire someone with a disability. DWA build relationships with employers
and the open employment agencies and pass on information about jobs
to employment agencies, and applications from staff to the employers.
They also provide information about disability to employers (What does DWA do? n.d.).
DWA
provide information about vacant positions, usually before the positions
are officially advertised. They will meet with employers and job seekers
to discus applications. They do not provide ongoing support to people
in the workplace, and they do not job search for people. They are
there to provide a liaison between employment services and employers.
DWA
Officer: Cameron Bracken
Formally
known as the Commonwelath Rehabilitation Service, CRS Australia assist
people with a disability or injury to get into the workforce. They
also develop initiatives to prevent work palce injuries.
CRS Australia helps people with an injury, disability or health condition to build on their abilities and manage the effects
of their disability. CRS Australia helps clients to find a suitable
job, and then provides support when they first start their job (How we can help you, n.d.).
Disability Employment
Network (DEN)
The Disability Employment Network
(DEN) provide specialist assistance to job seekers with disability,
who require ongoing support to find and maintain employment. DEN is
delivered by a network of organisations all around Australia, there
are several DEN agencies in the ACT. A job seeker can be referred
to DEN by Centrelink if they have a permanent disability and are likely
to require support for more than six months after placement in employment
(Search for Disability Employment Network,
n.d.).
The DEN agencies are all slightly different in their
services, but all will provide a level of employment preparation,
job seeking assistance, and ongoing workplace support once a job has
been found. The assistance that they provide is more intensive than
the support provided by Job Network providers. Some agencies specialise
in assisting people with mental illnesses.
Job Network services
are provided by Job Network members, a network of private and community
organizations, which assist people to find work. They do not only
assist people with a disability, and do not provide intensive support
unless a person qualifies for a Personal Support Program (PSP). To
qualify for a PSP a person needs to be assessed as experiencing a
level of disadvantage when searching for work, some people with a
disability qualify for PSPs.
Job Network providers
concentrate on helping people to find work. They do not usually provide
employment preparation programs, although some do. They can assist
in negotiating with an employer at the commencement of a new job,
but do not usually provide ongoing support (Job Network, n.d.).
The following site
explains who is eligible for services and how to contact your nearest
provider
Employers Making a Difference (EMAD)
Employers Making a Difference is a not for profit organisation funded
by member businesses. They promote and support businesses that encourage
people with a disability as employees, customers and suppliers (The Australian Employers’ Network on Disability, n.d.).
They
provide information and advice on all areas of business relating to
people with a disability as employees, customers and suppliers. They
offer training to employers on the Disability Discrimination Act,
and develop strategies to promote opportunities for people with a
disability.
“Stepping into…”
Work Experience Series
The "Stepping
into..." work experience series has been developed by The Australian
Employers' Network on Disability and its member organizations. It
provides students with a disability the opportunity to try out the
professions they are studying to enter through work experience (Butler,
n.d.).
The Australian Employers'
Network on Disability has expanded the program for 2006 to include
"Stepping
into Employment Advisor"
for Psychology, Rehabilitation and Social Science students,
in Sydney and Brisbane and
"Stepping into Law"
in Sydney and launching in Brisbane.
Willing
and Able Mentoring (WAM)
The Willing and
Able Mentoring (WAM) Program matches job seekers or tertiary students
who have a disability with Mentors in leading organisations in the
job seekers/students' field of interest. The WAM Program was established
through collaboration between Deakin University and the University
of Melbourne in 2000. WAM is now available to people across Australia.
The
mentoring takes the form of a
series of eight discussion meetings, during Semester two of the
given year. These meetings include assisting people to gather information
on the career environment they are heading towards, refining their
interview skills, and developing better skills in presenting a professional
profile. Issues such as disclosure and workplace modifications are
also discussed if relevant (Murfitt, n.d).
Australian Bureau of Statistics (2001).Employment
and income. In Disability, New South Wales, (pp.79-91). Canberra:
Author.
Boardman, E. (2003). An investigation
into international best practice: In facilitating the transition of
tertiary education students with disabilities into their post-graduate
careers. Canberra: Commonwealth Department of Education, Science
and Training.
Career and Job Information for Students and Graduates
with Disabilities. (2006). Auckland: jobs4grads.
How we can help you. (n.d.). Retrieved October 26, 2006, from
Australian Government Rehabilitation Service Australia Web Site: www.crsaustralia.gov.au
Mungovan, A. & Quigly, F. (n.d.). Disclosure:
It’s a personal decision. Retrieved October 26, 2006, from University
of Western Sydney Web site: www.uws.edu.au/rdlo/disclosure
Samanski, E.M. (2003). Career development
of people with disabilities: Some new and not-so-new challenges. Australian
Journal of Career Development.12(1), 9-16.
Shaddock, A.J., Kilham, C., Spinks, A.T.,
& Williams, M. (2001). Getting and keeping a job when you have
a disability. Retrieved August 15, 2006, from University of Canberra,
Educational Support and Inclusion Web site: www.canberra.edu.au/schools/ecs/education/inclusion/papers/shaddock2001c?S
The Australian employers’ network on disability. (n.d.). Retrieved October 26, 2006,
Employers Making a Difference Web site: www.emad.asn.au/default.asp
What does DWA do? (n.d.). Retrieved October 26, 2006, from Disability
Works Australia
Ltd Web site: www.dwa.org.au/
|
SAS Home
DSU Home
