In this section there are tips, tools and resources that be helpful for families who are wanting to start thinking about employment preparations during the school years. Below we offer a diverse range of media types including videos, websites referrals, articles, booklets and more exploring and unpacking the below topic areas.
STARTING AT SCHOOL
- The ‘Ordinary’ pathway
Sometimes, when thinking about options available to a person who has a disability, it can be easy to forget what is ordinary and typical. A useful reframe, rather than thinking about the range of things that are ordinary and typical for a 17-year-old person with disability, we can think of the range of things that are ordinary and typical for any 17-year-old. This may include attending high school, Tafe or an apprenticeship; having or looking for their first casual paid job; having (and sometimes doing) chores around the home; and spending a lot of time with friends. All of these can be important steps towards paid employment.
Worksheet
My Vision for Life After School
Community Resource Unit Ltd. (CRU)
This worksheet is from CRU’s Imagining, Discovering and Finding Work webinar.
For another useful workbook, see also: The School to Work Toolkit – by Empowered Connections (a branch of Valued Lives) in Western Australia.
Website
Senior Education and Training (Set) Planning
In Queensland, state school students will also create a Senior Education and Training (SET) plan, in partnership with the young person’s parents by the end of Year 10. This plan is designed to help students map out their steps for success in their final years of school, further education and work. Before going into SET planning, it’s a good idea to have done your own vision planning.
Start early with employment related goals. Include short term goals that are clear and easy to determine if reached.
View the website here Opens in new window
INITIAL WORK EXPERIENCE
What is a typical, ordinary job for a teenager? Working casual shifts for a large company, and maybe 1-2 short shifts per week. Small businesses in the community are another good option as often families are known to the business already.
Video
Dale Speed - My First Job
Community Resource Unit (CRU)
In this video, Dale and Brodie speak about Dale’s first job at KFC. This was an intentional decision to pursue finding employment as a teenager, as a typical experience of a high school age student. With a supervisor who saw Dale’s potential, and who was able to positively role model interactions, Dale’s formal support was able to quickly fade out, and he was able to continue learning new skills and thrive in his role.
Booklet
School is more than academics
Community Resource Unit Ltd. (CRU)
While at school, it is a great time to increase your young person’s confidence and skills through participating in extracurricular activities. By pursuing interests and broadening the scope, this can naturally lead to job ideas, connections and opportunities not previously considered. This CRU Resource, School Life is More than Academics, contains a collection of stories from families. It explains the barries to the young person being included, how these barriers were overcome, and the benefits that come from every student being involved and included in extracurricular activities.
Video
Josh's Story
Family Advocacy
In this video, notice the work Josh, his family, educators and community put into creating a vision and planning, and the positive outcomes they were able to achieve.
VOCATIONAL CERTIFICATES, TRAINING & WORK EXPERIENCE
Accredited vocational certificate courses generally combine hands-on skills and introductory theory, and can in some cases can fit in with the young person’s school commitments and replace a senior schooling subject. Undertaking work experience during middle-senior school years is another common first step in exploring employment options. School based apprenticeships and traineeships combine paid work, training and school, as well as an industry recognized national qualification.
Video
Bobby Pate
Community Resource Unit (CRU)
From when he started secondary school, Bobby and his family started thinking and talking about what kinds of work he’d like to do. While at school, he completed a Certificate in Hospitality, and then through a family contact, completed his first work experience at a café. Through intentional building of skills, contacts and pursuing interests, Bobby has been able to pursue a range of jobs that match his talents and interests.
Video
Rhiannon Work Experience
Family Advocacy
In Rhiannon’s story of work experience at her local bakery, listen out for the strategies that her mother, her employer and her Job Coach used to support Rhiannon in succeeding at work. What were Rhiannon’s conditions for success?