Modern Apprenticeships and People with Disabilities

Transcription

1 Modern Apprenticeships and Peope with Disabiities October 1999 Quaity and Performance Improvement Dissemination Quaity and Financia Assurance Division Leve 3 North Moorfoot Sheffied S1 4PQ Crown Copyright October 1999 QUALITY and PERFORMANCE IMPROVEMENT DISSEMINATION Department for Education and Empoyment

2 Contents About this resource pack Introduction - What is disabiity? Using the pack Preparation stage - Prior to apprentices starting Recruitment of apprentices Making adjustments for apprentices at work or in training Future career pans for apprentices Usefu contacts for further information Case studies QPID Pubications... 79

3 About this resource pack This pack has been produced for TECs/CCTEs, careers services and training providers so they can hep empoyers achieve best practice in the recruitment and training of Modern Apprentices with disabiities. It has been prepared for DfEE by SWA Consuting, in partnership with Minds at Work. The pack incudes not ony a summary of experiences, but 20 rea ife case studies featuring the experiences of apprentices with disabiities, their empoyers and their training providers. Commentary is provided on: how young peope opt for the Modern Apprenticeship (MA) route; how they are recruited; how to carry out their day to day duties and training despite the effects of their disabiity (if any); the effects of any adjustments introduced by empoyers and/or training providers; exampes of the types of careers pans which apprentices have for their next and future steps. This pack concentrates on the practica earning points to emerge from the study. A parae research report, Modern Apprenticeships and Peope with Disabiities wi be pubished as a QPID Study Report. 1

4 1 Introduction - What is disabiity? This pubication uses the word disabiity with great frequency. It is a term which is easiy misunderstood, however. The definition used in the Disabiity Discrimination Act (1995) is a physica or menta impairment which has a substantia and ong term effect on an individua s abiity to carry out norma day-to-day activities. The point to stress, is that this pubication is not meant to be atruistic. The apprentices featured in the case studies have been recruited to rea jobs by empoyers who can see cear business benefits from doing so. Simiary, the quaifications gained by the young peope are at precisey the same eves as their peers in each of the frameworks mentioned. There are no soft options. The disabiities featured are very wide ranging. They incude conditions which some readers might not readiy identify as a disabiity. Nevertheess, for each individua, they have represented a difficuty to be overcome, a chaenge to be addressed. The need to ca into question everyday stereotypes of disabiity is a major theme of this pubication. Simiar points appy to the adjustments which have been introduced to ensure that the apprentices with disabiities are abe to undertake their work and training effectivey. As the guide demonstrates, most adjustments have been simpy a matter of common sense and effective human resource management. Cases where expensive equipment has been required have been rare, and in neary every case, the empoyer has been abe to draw on externa financia assistance. It is neary aways the young person with the disabiity who is the expert when it comes to the identification of soutions to probems encountered in work and training. However, individuas may be reuctant to draw attention to their disabiity by highighting their difficuties. The notion of shared responsibiity is centra. It is important that empoyers and training providers create an environment in which the young person knows they can access support, if required, in the same way that every empoyee or trainee is entited to seek support for soutions that wi increase their efficiency and effectiveness. Under these conditions, young peope wi fee confident to seek soutions and request support as necessary. 3

5 2 Using the pack This pack has been designed to be used by peope who want succinct, practica advice. The main materia is presented in the individua case studies. These have aso been incuded separatey on the foppy disk attached to the inside back cover of this pack so that they can be used individuay or in sma sets, with or without the rest of the materias. Tabe 1 (page 5) provides a summary of the case studies as a whoe. This wi enabe readers to track down immediatey those case studies which are of the greatest interest to them individuay. For exampe: empoyers and training providers might want to ook up exampes from particuar occupationa sectors; careers advisers might want to ook up exampes of individuas with particuar types of disabiity. As we as the case studies themseves, the guide incudes summaries of case study experiences and tips emerging from those experiences. These sections can ony give a favour of the materia as a whoe, but may we be the best pace to start. Both the case studies and the points of interest sections use a simiar structure, foowing the process through in a chronoogica pattern from schoo, through transition to the MA, and finay ooking briefy to the future. Perhaps one of the most teing findings is that young peope with disabiities amost invariaby have not foowed predictabe pathways! The outine structure therefore needs to be used very fexiby. Inevitaby, much of the materia focuses on the experiences of individua young peope. This is ceary centra to understanding the rationae for the good practice presented. Nevertheess, the guide is intended to be usefu to TEC/CCTE contract managers, training providers, careers staff and others whose interest ies more in the panning and quaity assurance fieds. Indeed, one of the case studies has been drafted specificay to highight organisationa aspects (see Case Study 20). 4

6 Summary of Case Studies MA Framework Case Study Disabity Gender Age Report Heath and Socia Care 1 Long term heath probems (caused by Neurofibromatosis) F 18 West Midands 2 Behavioura probems/borderine dysexia F 25 North East 3 Hearing impairment M 20 North West IT 4 Hearing impairment F 20 North West 5 Visua Impairment M 24 West Midands 6 Spina bifida M 22 South East Engineering Manufacturing 7 8 Epiepsy Dysexia and partia hearing oss F M West Midands East Midands Business Administration 9 10 Partia paraysis and epiepsy Knee caps incorrecty aigned F F South East West Midands Printing and Graphic Design 11 Osteogenic sarcoma resuting in repacement of tibia bone and knee joint F 19 North West Accountancy 12 Hearing impairment F 25 North West Customer Services 13 Visua impairment F 19 South East 14 Juvenie Chronic Arthritis F 22 London Retai 15 Brain damage (caused by abscesses on the brain and resuting operations) M 22 South East Hairdressing 16 Reduced mobiity, constant pain and visuaimpairment (caused byroad traffic accident) M 23 East Midands Painting & Decorating 17 ME M 17 North West Motor Vehice Engineering 18 Dysexia M 18 West Midands Foristry 19 Ankyosing Spondodiitis M 21 Eastern Heath and Socia Care 20 N/A N/A N/A London Notes: 1 Case study No 20 is an organisationa study of training provider speciaising in work with young peope with disabities 2 The ages of individuas represent their age when interviewed; some may aready have competed their MA 5

7 3 Preparation stage - Prior to apprentices starting For some apprentices with disabiities, the route from compusory schooing into an MA has been compex, invoving periods in other jobs and/or other training programmes. Important essons can be earnt from their experiences. The period to recruitment has been important for empoyers and training providers, too. Work experience pacements have been one way in which empoyers have met young peope with disabiities in ow risk situations. EXPERIENCES FROM THE CASE STUDIES Experiences of education and training Case Studies 10,15 & 17 Case Study 11 Case Study 13 Case Studies 8 & 18 Case Study 16 Some young peope with disabiities experience disrupted schooing, but the reasons can differ greaty due to periods of hospitaisation or rehabiitation the side effects of medication, fatigue etc. As a resut of disruptions, some young peope with disabiities may compete their schoo career a itte ater than their peers, one individua was deferred for a year. Educationa professionas can unintentionay give young peope with disabiities the impression that expectations of their abiities are ow. Some apprentices consider this to have had an impact on their academic achievements by reducing the number of GCSEs for which they were entered. The eary identification of potentia probems can be centra to success within the schoo environment (eg. the provision of computer access and earning support at schoo for an individua with dysexia, support with examinations). Support for their emotiona and psychoogica needs during their education is as important for some young peope as more tangibe adjustments. Experiences of guidance Case Study 5 Case Studies 4 & 6 In cases where a young person is unabe to pursue their first choice of career specificay as a resut of their disabiity, there is an enhanced need for sensitive guidance eg. when an individua s visua impairment made it inappropriate to pursue a career in engineering. Awareness of the fu range of options is particuary important in such circumstances. Careers guidance is pivota in heping young peope identify appropriate career paths and in providing support and encouragement. 6

8 Case Study 3 Case Study 9 Case Study 6 Case Study 1 Young peope can sometimes fee that the guidance they receive (whist positivey intentioned) imits their career choices unfairy. The easier route may not aways be the most appropriate, and young peope with disabiities, just ike their peers, want and need to be abe to make their own choices and their own mistakes. The awareness of young peope about MAs differs greaty, and they may not have absorbed information provided at schoo (eg. one individua ony became aware of MAs through her training provider). The continued support of the careers adviser after eaving schoo can be infuentia in an individua s decision to enro for an MA. Training in interview techniques is regarded extremey positivey and is seen as beneficia in increasing confidence and performance when approaching interviews. Empoyer and training provider experiences Case Studies 2, 8, 17 & 18 Case Study 11 Empoyers knowedge about MAs varies consideraby. Whist some are reguar recruiters of apprentices, others have itte or no experience either of NVQs and Key Skis or of working with young peope. TECs/CCTEs, training providers and careers services, therefore, need to tak empoyers through the process, but in a fexibe way (as some may aready be experts). The bottom ine is that prior knowedge shoud not be assumed. Young peope may have mutipe difficuties, some of which may not be immediatey apparent to those working with them (eg. where an individua has an invisibe heath probem such as ME or dysexia). Empoyers and training providers were not aways aware of these difficuties from the outset. Work experience pacements are generay viewed positivey by empoyers and individuas aike. Pacements can aso ead directy to recruitment. TIPS FROM EXPERIENCE Education The identification of potentia difficuties eary on in the education of young peope is crucia for their success. Providing a range of support options, which can be adapted to suit the needs of the individua, was a feature of good practice. The need for emotiona support, for exampe, shoud be given as high a priority as, the need for wheechair access. Guidance Careers advisers need to estabish a high profie eary on in the career of the young person, and seen as an independent source of information; in short, someone who is reay on their side, from the young person s perspective. 7

9 It is important to aow young peope time and opportunities to prepare and pan their entry into work-based training. Information about a range of options is crucia. Frank discussions about the way in which an individua s disabiity may affect their career choices shoud be encouraged. However, it is essentia to do this in a positive and sensitive way. Performing a structured assessment of the abiities of candidates, whether for a job or training, can hep with the decisions about the most appropriate career route. Empoyers and training providers Every young person deas with their disabiity differenty; they may be happy to aert others to their disabiity in some cases, but not in others. Don t be afraid to ask the individua how they fee, or to discuss the impications with them. Where an individua may need assistance with ifting, for exampe, a discussion of why this is the case can hep to imit any feeings of resentment amongst other staff. Simiary, with epiepsy, discussions with coeagues/peers about what to do if an individua has a fit can hep everyone. Such information may aso be a usefu part of standard training for anyone who deas with the genera pubic. It is important to monitor the progress of individuas after they have eft schoo, particuary in terms of seeking and competing education, training and work. This aows on-going support needs to be identified. It is important for empoyers to be given information on a the options, aowing them to decide on the best training route for them and their empoyees. 8

10 4 Recruitment of apprentices Empoyers, training providers and young peope can often be known to approach the recruitment process with some misgivings. For young peope with disabiities, fear of discrimination can reduce confidence particuary if they have had previous bad experiences of the workpace. For empoyers, investing time and money in the provision of training is a serious business, and finding the right person first time is extremey important. EXPERIENCES FROM THE CASE STUDIES Advertising and referra Case Studies 9 & 11 Case Studies 2 & 17 Case Study 6 Case Studies 6 & 8 Training providers, careers services and the Empoyment Service are common sources of information about vacancies or ways to secure interviews, athough famiy members can aso be usefu. Apprentices have often had prior contact with their empoyer (eg. through work experience, part-time or Saturday work) before being taken on permanenty. Severa individuas are not initiay recruited as apprentices, but start with a more informa training structure, which is then converted to an MA. A range of agencies can be invoved in the recruitment process, in addition to the empoyer and training provider (eg. in one case the careers service was contracted to provide psychometric testing ; in another, consutants performed the initia sift of appications). Appication procedures Case Studies 5 & 18 Case Study 4 Case Study 13 Young peope are often unwiing to decare their disabiity, even when asked specificay on an appication form. Further, a number of young peope do not perceive themseves as having a disabiity. The use of positive discrimination does not appear to be common (in ony one out of the twenty cases). This confirms that young peope with disabiities are being recruited ony if they are the best person for the job. It is not surprising, therefore, that the case studies iustrate the range of skis and abiities that individuas have brought with them to the advantage of their empoyers. For individuas with visua impairments, appication forms with arge print are particuary important. Interview procedures Case Study 4 Empoyers often perceive young peope with disabiities as more mature, determined or committed - quaities which are highy desirabe. Some disabiities may impact on the way in which the individua appears at interview, (eg. deaf candidates may appear to give abrupt answers). 9

11 Case Study 16 Case Study 6 Most appicants wi not object to a brief discussion of any impications of their disabiity for the job at interview. However, most peope woud find detaied discussions about their ives unacceptabe and when that detai concerns the effect of their disabiity, it may be particuary intrusive. Focussing on the specific requirements of the job is particuary important in order to ensure that taented young peope are not overooked as a resut of imitations that are irreevant to their roe in the work pace. Medica procedures Case Studies 8, 13 & 18 Case Studies 8,13 & 18 Induction Case Study 10 Case Studies 5, 8 & 11 Heath questionnaires appear to be common in the recruitment process than a medica. The atter tend to be used ony when the information discosed in the questionnaire needs some carification or further assessment. Generay, a medica is the ast stage of the recruitment process, and is carried out ony after the decision to appoint has been taken. The main purpose of a medica, therefore, shoud be to ensure that no heath and safety probems exist. The use of basic skis tests or other quantitative assessment toos often aerts empoyers/training providers to support needs that may otherwise have taken some time to emerge (eg. dysexia). Care must be taken, however, that any tests are abe to be adapted (eg. for the visuay impaired). It is common for the induction process to vary according to the needs of the individua. Young peope with disabiities are at a particuar disadvantage if they have to join a study or work group sighty ate, for whatever reason, since informa socia contacts within the group wi have aready been estabished. Sometimes the young peope themseves are instrumenta in suggesting the MA as a possibe or appropriate opportunity. Training providers often suppy information on MAs for individuas/empoyers, athough in some cases it is the empoyers themseves who are the experts. TIPS Advertisement and referra Pubicise the vacancy widey, across the whoe range of the reevant community, to achieve the biggest poo from which to choose. State that you are an equa opportunities empoyer to encourage appications from peope with disabiities. This wi hep to reassure candidates that their appication wi be treated fairy. Working cosey with the careers service and schoos is a good way to attract recruits. This may ony be reaistic on a arge scae basis (eg. hoding open days for young peope and their parents) for arger empoyers with more reguar patterns of recruitment. 10

12 It is essentia that you have a detaied job description to assist you on your seection criteria. The job description must be specific about the duties of the job, working conditions and what is required of the candidate. Prepare yourseves to be as objective as possibe, before seection, about the characteristics you require for the job. Appication procedures Do respond eary in the process to the particuar needs of individuas (eg. the use of arge font type in correspondence with a visuay impaired appicant), incuding the adaptation of appication forms to faciitate competion. It is important that appicants are given the reasons for decisions made during recruitment. Receiving constructive feedback is particuary important for young peope with disabiities, as it wi hep to reassure them that their disabiity did not infuence (either negativey or positivey) the decisions taken. The use of testing is strongy recommended for certain sectors. For exampe, in the engineering sector, the abiity to distinguish between an individua s mathematica and practica abiities, on the one hand, and their performance in arts GCSEs, on the other, woud be essentia in providing a fair assessment of their capabiities. Interview procedures Ensure that a interviewers are propery trained in interviewing and equa opportunities issues. Make sure your appicants know how they wi be seected and aow them the opportunity to practice tests or interviews. Look for evidence about each appicants suitabiity from as many sources as possibe. Avoid assumptions about what the individua can do. Don t be afraid to discuss the effects of an individua s disabiity in reation to the job/training. However, speak to the individua before teing others in your organisation. The individua wi have views about how much information about themseves shoud be discosed to others. From an empoyer s perspective, medica screening can provide important reassurance but shoud be imited to aspects directy reevant to the post. Be prepared to make adjustments at the interview stage (eg. the provision of an interpreter or the use of a buiding that is accessibe to wheechair users). Medica procedures Aways consut an expert if in doubt about the way in which an individua s disabiity may be a safety risk (eg. epiepsy in an environment with moving machinery), for either themseves or the empoyer/training provider. It is essentia that the apprentice is invoved at a stages of the process. 11

13 The incusion of a heath questionnaire can hep the recruitment process, and the assessment of company practices. Be prepared to update medica records throughout the individua s empoyment, but discuss any changes with them first. Induction Induction is particuary important for a young peope. Be prepared to depart from norma poicy (eg. aowing more time, or taking a different emphasis) for young peope with a disabiity, but ensure they are not singed out or made to fee different from other recruits. In some instances you may wish to consider an enhanced induction process, at which an individua can express any concerns or ask questions in a private setting. Don t assume, for exampe, that a wheechair user wi not be abe to attend a standard tour of the buiding at busy times: they may want to and the ony way to find out is to ask them! 12

14 5 Making adjustments for apprentices at work or in training When apprentices with disabiities start their job/training, there is sometimes a need for adjustments to be made in order to ensure that they can perform and deveop with maximum effectiveness. The precise nature of these adjustments varies, of course, since they reate to individuas and their specific circumstances. Most are simpy a matter of common sense and fow from good human resource management and informed consideration of heath and safety issues. EXPERIENCES FROM THE CASE STUDIES Physica adjustments Case Study 1 & 6 Case Study 6 Case Study 9 Individuas may require assistance with some of the physica aspects of their job (eg. ifting of heavy items or of peope). The adjustments required, therefore, invove the need for other empoyees to be wiing to hep out. The provision of wheechair access to buidings can be a costy adjustment. However, there are often benefits to a broad range of peope in addition to the apprentice eg. peope with pushchairs, the edery, customers/users with disabiities. When purchasing equipment, empoyers and/or training providers often find it usefu to consut with experts, particuary in reation to IT equipment It is aso important that the apprentice is consuted and invoved, as for adjustments to work they must meet the specific needs of the individua concerned, and not be based on generaisations made at any eve. The need for fexibiity Case Study 1, 10 & 17 Case Study 8 Case Study 9 Case Study 6 Fexibiity is often needed over time off (eg. for heath checks, medica treatment or simpy fatigue). Individua s attendance records were in most cases exceent, however. The Key Skis eement of the MA can cause particuar difficuties. Additiona support, or extra time, may be required for this component. The need to adapt the particuar training programme to the needs of the individua is common, athough training providers point out that this is a matter of good practice for a individuas, not just those with disabiities. The potentia for fexibiity is a particuar strength of the NVQ system. Adjustments may be required on an ongoing basis, particuary if the individua has a progressive condition. This appies equay to empoyment and training. 13

15 Other adjustments Case Study 15 Case Study 9 Case Study 5 & 14 Not a adjustments require a financia investment. The abiity to communicate and respond with fexibiity to any needs, as and when they arise, is often more important. Integration is as important as adjustments. Very sma changes such as moving the desk of someone with communication difficuties more centray, can hep immensey with the socia eements of the job. Making adjustments to the job roe may invove additions to the range of duties or a change in emphasis. It is far from accurate to assume that individuas with disabiities wi be abe to achieve ess than other empoyees. TIPS FROM EXPERIENCE Physica adjustments Working with the Empoyment Service (particuary Disabiity Service Teams) can be usefu when equipment needs to be purchased or premises atered. They wi be abe to hep in appying for funding such as that offered through the Access to Work initiative. It is best to consut an expert, in conjunction with the individua, before investing in equipment. What seems ike an obvious choice may turn out to be inappropriate for the specific individua. It may be possibe to have any assessments performed without charge by the equipment suppier, but ensure the advice you receive is at east partiay independent. The need for fexibiity Aways ensure that an individua is aware that support is avaiabe, but don t make assumptions about the eve of actua support they wi require. As with anyone ese, peope with disabiities need to be managed as individuas. Using training providers with a speciaism in a particuar disabiity can be particuary effective, whether as a reguar arrangement or for a specific instance (eg. reducing interpreter costs by bringing deaf trainees together at one site). Other adjustments Buiding the confidence of empoyees, both in their abiities and in the commitment of their empoyer, can be a critica success factor. Whist this is a genera point, it aso appies to apprentices with disabiities. Encouragement and persona support can be as significant a contribution as training and assessment. Cose iaison between empoyers and training providers is vita if the right support is to be offered; otherwise opportunities to share soutions may be wasted. One may remain unaware of deveopments the other has identified. However, the third (and most important) contributor to the process is the apprentice him/hersef. A communication shoud invove them and be done openy - or it coud be counterproductive. 14

16 The provision of a mentor can hep the transition into work/training and is most effective when introduced eary in the MA. This is particuary effective where the mentor is abe to offer independent advice, whist being perceived as being firmy on the side of the young person. If apprentices expectations of either training or work are unreaistic, mentors are abe to discuss this franky with them, and assess the situation from both sides in a fair manner. QPID Good Practice Guide: Workforce Deveopment - Mentoring for Workbased training (Apri 1999) For empoyers and training providers, accepting a person s disabiity is the most important eement in working with them; this aows the individua to work to their strengths. Exaggerated attempts to empathise can be counterproductive. 15

17 6 Future career pans for apprentices The case studies can ony provide a snapshot of where apprentices were at a particuar moment in their MAs. Some were nearing competion or had just competed; others had ony just started. But for neary a the apprentices and their empoyers/training providers the experience was positive and pans were being expored confidenty for the future. EXPERIENCES FROM THE CASE STUDIES Case Study 2, 3,5 & 15 Case Study 12 Case Study 5 Case Study 14 Many trainees pan to go on to further study (eg. degree by correspondence, HNC, NVQs at eve IV or nursing quaifications). A empoyers saw a future for their apprentice within the firm after competion. Not a individuas pan to stay with their current empoyer; one or two fee they have outgrown either the roe or the company. Some apprentices have become the company experts in their chosen area (eg. from data inputter to IT system controer). Severa apprentices are now invoved in the training of other staff. The MA appears to offer enough scope for individuas to have a wide variety of career choices on competion. TIPS FROM EXPERIENCE It is difficut to draw out good practice in reation to the career deveopment of apprentices as this is very much dependent on the circumstances of the individua. However, the foowing genera comments are added. Be fexibe about the way in which an apprentice progresses. Apprentices may deveop in a direction you had not originay imagined. Take steps to identify potentia sources of future funding for those who wish to continue their training. Funding from more than one source may be possibe here. Guidance is usefu at a stages of the MA, not just in making the initia decision to enro. Achieving quaifications can raise as many questions as it answers by broadening the career choices of the young person. 16

18 7 Usefu contacts for further information This section provides a ist of usefu contacts for readers who require more information about MAs and peope with disabiities. The contacts incuded here are by no means comprehensive, but shoud provide a usefu starting point. LOCAL CONTACTS Young peope seeking advice on MA vacancies are advised to go first to their oca Careers Centre or Jobcentre. For empoyers and training providers, key points of contact are: Training and Enterprise Councis (TECs) or Chambers of Commerce, Training and Enterprise (CCTEs) for detais of funding avaiabe to offset some of the costs of training; oca careers services; the appropriate Nationa Training Organisation (NTO) for detais of the MA framework designed for your sector; the oca Careers Centre or Jobcentre to advertise vacancies for MAs; the Jobcentre for detais of funding avaiabe to hep with the costs of buying speciaist equipment for disabed empoyees. Ask for the Disabiity Service Team. NATIONAL CONTACTS If any difficuties are experienced in finding the reevant oca contact, the foowing nationa bodies wi be abe to put you in touch with the right oca office: for careers services, either Roger Litte, Careers Service Nationa Association, Te: , or the Government Office for your region; for TECs and CCTEs, either the TEC Nationa Counci, Westminster Tower, 3 Abert Embankment, London SE1 7SX. Te: , or the Government Office for your region; for NTOs, Adrian Anderson, NTO Nationa Counci, 10 Meadowcourt, Amos Road, Sheffeid S9 1BX. Te: ; 17

19 for Jobcentres, the Empoyment Service Head Office, Rockingham House, West Street, Sheffied. Te: ; Disabiity Service Team at your oca Jobcentre, or Ms Scott-Parker, Nutmeg House, 60 Gainsford Street, London SE1 2NY; speciaist advice on heath and safety matters can be obtained from the Heath and Safety Executive, HSE Infoine, Te:

20 8 Case studies Case studies MA Framework Disabiity 1. Amy Heath and Socia Care Neurofibromatosis 2. Sarah Heath and Socia Care Behavioura probems/borderine dysexia 3. Brian Heath and Socia Care Hearing impairment 4. Karen Information Technoogy Hearing impairment 5. Jake Information Technoogy Visua impairment 6. Jason Information Technoogy Spina bifida 7. Caroine Engineering Manufacturing Epiepsy 8. Peter Engineering Manufacturing Dysexia and partia hearing oss 9. Anna Business Administration Partia paraysis and epiepsy 10. Ea Business Administration Knee caps incorrecty aigned 11. Kathryn Printing and Graphic Design Osteogenic sarcoma 12. Rosie Accountancy Hearing impairment 13. Trudy Customer Services Visua impairment 14. Becky Customer Services Juvenie chronic arthritis 15. Martin Retai Brain damage 16. Christopher Hairdressing Reduced mobiity, constant painand visua impairment 17. John Painting and Decorating ME 18. Marcus Motor Vehice Engineering Dysexia 19. James Foristry Ankyosing Spondodiitis 20. Training Suppier Heath and Socia Care (Smart s) 19

21 CASE STUDY NO. 1 Amy KEY FACTS Sector: Gender: BACKGROUND Education prior to MA Amy enjoyed her schoo career. She had to be carefu about taking part in strenuous activities because of a tumour on her ower body, but was abe to participate in most things. She stayed on into the sixth form in order to improve her genera education quaifications. Empoyer context The Trust has around 1,600 empoyees, spit roughy 50:50 between fu and part-time staff. They started taking on Modern Apprentices in 1997 with an initia intake of seven. The foowing year (1998), they decided to take on ten MAs, spit between caring, catering, physiotherapy and business administration. Detais were circuated through the oca careers service. RECRUITMENT Appication Care Age: 18 Region: Empoyer: Disabiity: Adjustment: Femae West Midands Heath Service Trust Neurofibromatosis (tumour affecting the nervous system) Hep with heavy ifting, occasiona periods of rest at work,support during extended period of sickness It was a teacher at her schoo who gave Amy an appication form for the MA. Amy had been intending to go to a oca training provider to do a fu-time course, most probaby in catering; her rea ambition, however, was to work with chidren. Amy thought the MA sounded ike a good idea, because it offered both training and a job (with money!) Interview Amy was peased to be offered an interview. In fact, the Trust had received 65 enquiries and 40 competed appications. The Trust took the decision to interview everyone, party because this seemed the fair thing to do. Another reason was that severa of the appicants did not have their examination resuts and the pane fet they did not have sufficient information on which to shortist some and reject others. Amy fet very nervous during the interview athough she had had some interviewing practice at schoo which stood her in good stead. The pane adopted a structured approach, asking each candidate the same questions and scoring the answers given. Her chronic iness was mentioned but the impications were not teased out. Four of the ten opportunities were in Amy s seected framework of caring. The pane rated her the fifth best appicant and so she was unsuccessfu. The Operationa Manager for Education and Deveopment teephoned her to give her the news and provide some feedback, as indeed she did with the other unsuccessfu appicants. Amy was disappointed but phiosophica. Medica screening Just as the induction for the successfu appicants was starting, the Trust earned that one of the four seected candidates for the MA in caring woud not be taking up the offer. They immediatey teephoned Amy to see if she was sti interested. The point to stress here is that they neither favoured her disproportionatey in the origina assessments nor penaised her unfairy when a new opportunity arose: in short, they appied their criteria with consistency and fairness. Amy was deighted. The offer was for a two-year fixed term appointment, subject to a medica assessment. Exacty the same conditions appied 20 Modern Apprenticeships and Peope with Disabiities Resource Pack - Case Studies

22 to the others. She competed a questionnaire and was seen by the occupationa heath cinic. They taked through with Amy the impications of her heath condition and agreed that she woud be abe to undertake the duties specified, subject to her not being required to do heavy ifting and being abe to take periodic rests. THE MA AND ADJUSTMENTS The MA Amy joined the group of MAs immediatey, as induction had aready begun. She was a itte nervous about joining a group which had aready been working together for a few days, but she was made to fee wecome: I arrived home exhausted but happy. Foowing the induction, MAs in caring do a series of ten-week pacements in different departments in order to pick up a variety of experiences and insights. Amy s first pacement was in Out Patients where her duties incuded coecting patients notes, weighing patients and heping any who were distressed. Her biggest chaenge, she says, was not the patients, but the doctors! According to Amy, it s not ony reading their notes which is difficut; even understanding their verba instructions can sometimes border on the impossibe! Amy s second pacement was in a unit for patients whose specific medica or surgica condition has been addressed but who need time for rehabiitation before they can go home; most are edery. Amy enjoyed this since there was more time to get to know the patients. The ony drawback for Amy was that they needed hep with ifting: Amy needed to seek hep from coeagues quite reguary. In addition to her medica condition, Amy has a sma buid and acks the strength to do heavy work. Her third and current pacement is in the coronary unit. She is enjoying this too. There are tweve patients in the unit at any one time and Amy is abe to get to know them. She heps with teas, washing patients, taking chairs and commodes to them but, as before, seeks hep with any ifting or pushing of patients. Training Amy is currenty working towards an NVQ2 in Care. She needs nine units for this and currenty has three. She is aso doing Key Skis at Leve 2. She was enroed as a Modern Apprentice from the outset and is committed to move straight on to Leve 3, for which she wi need tweve units. The MA in Care requires that Key Skis certification is competed up to Leve 2. However, as there are MAs in the group who are on the Business Administration framework which requires Leve 3, the Trust has decided to put a MAs in for the higher eve. There is a mandatory haf-day s off the job training in the Trust s training unit for a MAs, but they negotiate individua study time with their supervisors at each pacement. Adjustments No adjustments have been required for the training aspect of the MA. Turning to her day-to-day duties, mention has aready been made of the fact that Amy is unabe to do heavy ifting; hep is readiy avaiabe. She aso gets tired quicky and sometimes has to take a short rest. This is ceared with her immediate supervisor as needed. Amy s genera attendance record is very good. However, she did have six weeks off work over Christmas 1998 and into the New Year when, foowing a routine scan, she was tod she needed urgent surgery on her stomach. The operation turned out to be compex resuting in Amy having to carry a urinary bag around with her. This is simpy an inconvenience; it is not obvious to others, nor does it ater the type of duties she is abe to undertake. Amy is popuar; when she was in hospita, severa of her coeagues came to visit. Amy is happy with the way things are going. She says she does not ike to be wrapped up in a banket. If I fee I can do something, I wi; if I can t I wi say so. She wecomes the friendy atmosphere. However, athough she appreciates being asked if she s OK once or twice, she gets a itte fed-up if it s repeated too often! Modern Apprenticeships and Peope with Disabiities Resource Pack - Case Studies 21

23 FUTURE PLANS Amy shoud compete her MA in summer Both she and the Trust are confident she wi get her NVQ3 and Key Skis Leve 3. As MAs are on a fixed term contract, she wi need to appy for a permanent post when one becomes avaiabe. Her next pacement is ikey to be in the Paediatric Unit. She is ooking forward to this; indeed, becoming a support worker with chidren is her current preferred career. The Trust have no doubts as to her abiity to get and hod down a permanent job and think she has promotion potentia. POINTS OF INTEREST The key points to emerge from this case study are: From an empoyer perspective: treat appicants with heath conditions and/or disabiities with transparent fairness. Let them know the reasons for the decisions you take be sensitive as to when empoyees with disabiities need support and when they are perfecty capabe of managing themseves. Treating individuas with kid goves can be irritating when it s not needed medica screening can provide important reassurance, but be carefu to imit the examination to aspects directy reevant to the post 22 Modern Apprenticeships and Peope with Disabiities Resource Pack - Case Studies

24 CASE STUDY NO. 2 KEY FACTS Sarah Transition to the MA Sector: Gender: Age: 23 Region: Empoyer: Disabiity: Adjustment: BACKGROUND Education prior to MA Heath and Socia Care Femae North East Nursing Home Behavioura probems at schoo (and borderine dysexia) Fexibiity and encouragement shown to powerfu effect by empoyer and training provider Sarah had a chequered schoo career! In her fina years she was constanty in troube with staff at her oca comprehensive schoo. Her attendance record was 40% in Year 11 and she eft with ony 4 GCSEs at Grades E to G in Science (2), Mathematics and Engish. She puts this down to a ack of respect in both directions, but bouts of poor behaviour are not in dispute. About the ony positive episode in her fina year at schoo was two separate weeks on pacement at a oca nursing home. This had been arranged in part because her mother, to whom she was (and is) cose, was empoyed there as a care assistant and in part because Sarah aready worked there as a domestic at weekends. The work experience was a great success: staff at the home noticed that, whatever other probems Sarah may have had, she struck an immediate rapport with the edery residents. Sarah was interviewed by a careers adviser at schoo. She was informed that in order to foow her chosen career of nursing, she woud need to get good examination resuts. Sarah accepted this but fet that the careers advisor was not competey independent of the schoos infuence. Sarah resented being tod she woud have to improve her attendance record and generay make more of an effort to fit in. She decided to make her own arrangements in terms of her future career. Sarah did seriousy consider the option of staying on at schoo to do a GNVQ course in Heath and Socia Care but the schoo refused to take her back. She aso considered appying to do the same course at the oca FE coege but concuded she woud prefer to get a job and earn some money. She appied to join the nursing home as a care assistant and was taken on for a threemonth tria period. RECRUITMENT Sarah was recruited initiay for a job, not as an MA. She was wiing to earn practica skis which had an immediate reevance to her duties, but was reuctant to undergo any off the job education and training, especiay any earning in a cassroom environment. She did a Heath and Safety course on day reease and was subsequenty encouraged, both by her mother and managers at the home, to opt into an NVQ 2 programme being run by a oca training provider. This went OK but was not the big breakthrough. Sarah was enjoying her job more and getting on we with the residents but sti found it difficut both to take instructions from managers and to be dipomatic with her peers. Her iteracy skis were aso in need of improvement. The training provider went bankrupt soon after Sarah obtained her NVQ 2 in Direct Care and so there was no externa pressure for her to progress. She did, however, continue to participate in jobreated training (eg. kinetic system of moving and handing patients). Modern Apprenticeships and Peope with Disabiities Resource Pack - Case Studies 23

25 THE MA AND ADJUSTMENTS The MA Some two and a haf years after Sarah had competed her NVQ 2, a new training provider contacted the home and offered its services. Sarah was sufficienty interested to go aong to an initia day at which her portfoio was assessed and future options discussed. The outcome was that she was registered as an MA and enroed onto an NVQ 3 programme. Her new training provider assessed and accredited her prior earning, which incuded her on the job experiences as we as forma earning since the NVQ 2. Criticay, she was encouraged to earn at her own pace and given customised support when needed. She attended sessions at the provider s premises on a fortnighty basis and undertook other course reated work at the home. The main probems to overcome were in reation to Key Skis, particuary iteracy. Whether this weakness arose from her reguar absences from schoo or whether she has mid dysexia was not entirey cear. Her speing in particuar was very weak. Sarah made swift progress however with job reated project work. One assignment required her to expore stock contro techniques. With encouragement from the home s matron, she not ony studied this function but aso took over responsibiity for it, achieving a 40% saving in expenditure on incontinence aids. Sarah achieved her NVQ 3 in Continuing Care in 1997 and, with the active support of the TEC, her empoyer and training provider, moved on to NVQ 4. She is currenty pursuing this and has aready achieved her vocationa assessor award D32/D33. Adjustments Sarah s empoyers do not fee they have needed to make any adjustments as such. They did, however, make the critica intervention when Sarah was 16: they gave her a chance. It woud be difficut to imagine a much ess impressive schoo record, yet they were wiing to trust their judgement based simpy on Sarah s enthusiasm during her casua empoyment and work experience, and on her empathy with the edery residents. Since then they have done three key things: they have encouraged her to continue training but without putting on any pressure they have given her opportunities to deveop her skis on the job. She now has the status of senior carer and is activey invoved in the support and assessment of junior care assistants they have heped Sarah to deveop her persona skis. Her first appraisa noted that she had no respect for her peers. Her most recent appraisa commented that she has become a smashing supervisor The training provider has aso payed a key roe. Sarah s tutor for the first period commented that Sarah s body anguage was often distant, if not activey hostie. This refected unease in the earning environment but aso, perhaps, nervousness about Key Skis: for exampe, Sarah woud never take up the pen when vounteers were required for fip chart work. The training provider s key contributions have been in aowing Sarah space to deveop at her own pace and providing constant encouragement. This was demonstrated recenty when they entered Sarah for the regiona MA of the Year Award. Having won the regiona award for the Care and Pubic Services sector she went forward to the nationa award, not ony winning in her sector but aso being chosen as Nationa MA of the Year. As a resut of Sarah s success in the competition, she was invited to speak at a number of high profie conferences, and has met a wide range of interesting peope and ceebrities. Current deveopment work is focused on management skis, particuary those requiring written work. Now that Sarah is hersef assessing younger trainees work and writing action pans, it is essentia that she has confidence in her speing and grammar. This iustrates a recurring point in 24 Modern Apprenticeships and Peope with Disabiities Resource Pack - Case Studies

26 this case study: Sarah is happy to work on weaknesses but ony when she can see reevance and an end product. Sarah has recenty given birth to a son, but has sti been abe to continue with working towards her NVQ eve 4. Speaking about the MA, Sarah said apart from having my son, the MA is one of the best things that has ever happened to me. Another of Sarah s achievements was receiving a etter from the schoo she had attended congratuating her on her success. This was something that gave Sarah great satisfaction. FUTURE PLANS Sarah is now a vaued member of the home s midde management. She is taking on increasing responsibiities and hopes to combine this with achieving her NVQ 4 ater this year. In the onger term, she hopes to manage a residentia home (as opposed to a nursing home for which she woud need nursing quaifications). Co-incidentay the home has been taken over by a company with more than 30 residentia estabishments of various types, so there shoud be further scope for career deveopment. POINTS OF INTEREST The key points to emerge from this case study are: from an empoyer perspective: be wiing to give a young person with a poor schoo record a second chance from a careers adviser s perspective: take care to be seen as genuiney independent even if this requires a certain distancing from the schoo s stance from a training suppier perspective: aow trainees space to deveop at their own pace and in ways which engage the individua from the perspective of a the key payers never underestimate the impactof encouragement and support Modern Apprenticeships and Peope with Disabiities Resource Pack - Case Studies 25

27 CASE STUDY NO. 3 KEY FACTS Sector: Gender: BACKGROUND Direct care Mae Age: 20 Region: Empoyer: Disabiity: Adjustment: North West Education prior to MA Private Residentia and Nursing Home for the Edery Profoundy deaf in both ears Ensuring cose and face to face communications at a times; the use of a specia pager which is inked to aarm/resident caing systems; wiingness of staff to respond and adjust working practices. Brian attended a mainstream schoo where he successfuy competed nine GCSEs, two of which were at grade C (Engish Literature and German). He first deveoped hearing probems at the age of 11 which progressed throughout his teenage years. Brian s father and sister aso both have hearing impairments. Brian was initiay shocked and embarrassed at having to wear his first hearing aid - especiay when he needed to use a biatera aid. Brian can hear quite effectivey with his hearing aids but he sometimes mis-hears words (particuary on the teephone) and can sometimes get the wrong gist of a conversation (a fact that he admits can be quite amusing). He has deveoped exceent ip reading skis, but at schoo he needed the support of a note taker. Fexibiity was aso shown in his aura German exam which he successfuy competed by ip reading. Brian Careers advice Brian received a careers interview in his fina year at schoo and discussed his interests, primariy in care work, but aso in catering. He was given hepfu advice about training and empoyment in catering but was tod it was unikey he woud succeed in the care sector because his hearing impairment woud present probems in the work pace e.g. hearing and responding to patient cas. Brian was very disappointed but accepted the advice. Experiences of empoyment Brian started working as a YT trainee in a restaurant but found his duties as a kitchen porter tedious, and the conditions poor. He eft after three months. Brian s next job was in a factory, manufacturing optica enses. He panned to eave when he found a better opportunity in catering. Brian had expected the work (poishing gass) to be monotonous, but found the attitude of other workers difficut to cope with as they continuay teased him about his hearing aids, treating him as if he were stupid. Brian eft after ony one month. RECRUITMENT Brian was peased when he saw a vacancy in the newspaper for a kitchen assistant at an od peopes nursing home. He teephoned the home for further information but was tod the position had been fied. Brian decided to enquire about a care assistant vacancy which the home had aso advertised. The matron (and owner of the home) saw no reason why Brian shoud not be considered for the vacancy and so invited him to attend an interview for the job. The senior matron (and other care/nursing staff) was immediatey taken by Brian s personaity and enthusiasm. The decision was taken to appoint him on an initia six months tria. The senior matron disagreed with, and was somewhat angered by, the careers advice Brian had received at schoo. Based on his aura and communication abiities in the interview, she did not fee his hearing impairment woud affect his abiity to carry out the duties of a care assistant. 26 Modern Apprenticeships and Peope with Disabiities Resource Pack - Case Studies