1. Employment and Apprenticeships: Findings from the Longitudinal Study Graeme Douglas and Rachel Hewett VICTAR Department of Disability Inclusion and Special Needs, University of Birmingham Sue Keil RNIB

2. Overview  National picture  Brief overview of findings to date –Pathways –Preparation at school  Views of readiness for employment

3. National Picture  Labour Force Survey – analysis by Rachel Hewett. Aged 16 - 25 aggregated over 12 most recent quarters from October 2011 to September 2014: –Long term disabled with seeing difficulties 27.8% –Seeing difficulties 34.2% –Total 52.8%  Level of qualification is key predictor of employment success for this population

4. Participants in employment or apprenticeships  13 participants have been in employment/ apprenticeship –Generally less severe visual impairments have made this transition; none using Access to Work  Types of apprenticeships: Accountancy; Computing; Sales; Retail; Customer service  Types of employment: Retail; Administration; Catering; Accountancy; Customer service; Childcare; Computer programming; Horticulture

5. Apprenticeships  16 hoped to find an apprenticeship  5/16 secured apprenticeships (2 through speculative applications; 2 through support from Connexions; 1 following a course in employability skills)  Important transition planning remains flexible –4 participants could not find anything suitable to apply for; –5 made alternative plans (employment; college; university); 1 applied but very competitive and did not get a place; 1 missed the deadline for applications

6. Disclosure of Visual Impairment: Autumn 2013 interviews (N=10)  All participants had disclosed their visual impairment at various points of the application process  Six reported adjustments which were made by their employer, whilst four did not believe this necessary  Participants would make their own adjustments: –Magnifying images on the screen/changing text size –Using low vision aids –Making adjustments to the computer to make it easier to use (e.g. resolution)

7. Preparation (at school)  A quarter had received careers advice specifically in relation to visual impairment –Uncertainty of where to go to receive specialist careers advice  Mixed experiences: –‘Experts’ offering misguided advice – e.g. inappropriate jobs or a very narrow focus –Needed to be at the right time – i.e. when looking for employment

8. Preparation  Work experience placement at school – most received, and generally very positive  Experience of paid work – fewer have this (particularly cf. general population)  Access to work –Three in five had never heard of it –Gap in knowledge about available support and responsibility for providing it –“I don’t know, I have never thought of that one…I have heard of it [Access to Work], but I don’t know that it really is”

9. Views of independence and readiness for employment  Taken from Douglas and Hewett (2014)  Posed different scenarios to investigate attitudes towards independence in the workplace, e.g. –“[Having agreed adjustments]... If you went in the following day and they had forgotten about the modifications that you needed, could you tell me how you think you would deal with this”

10. Two important themes  How active/passive the young people felt they should be in solving the problem (active- passive dimension)  To whom (themselves or others) the young person attributed the responsibility for the problem and its solution (internalizer- externalizer dimension).

11. Interaction - extremes  Types / approaches: –Active- internalizer –Passive- internalizer –Active- externalizer –Passive- externalizer  Different approaches to solving employment- based problems…

12. Active – Internalizer Examples of potential strengthsExamples of potential weaknesses 1.Keen to embrace ECC 2.Can communicate needs clearly 3.Will be grateful for help if given 4.Self reliant 1.Slow to ask for accommodations 2.Reach crisis point before seeking help  Focused upon taking action  Responsibility for the problem / action lies with self

13. Passive – Internalizer Examples of potential strengthsExamples of potential weaknesses 1.Recognise importance of ECC 2.Will be grateful for help if given 3.Patient and easy going 1.Unlikely to ask for accommodations 2.Reaches crisis point 3.Can find communication of needs difficult 4.Learned helplessness, can give up, problems may be seen as impossible to solve 5.Lacks confidence and can self-blame Focused upon action by others Responsibility for the problem / action lies with self

14. Active – Externalizer Examples of potential strengthsExamples of potential weaknesses 1.Will communicate requirements / accommodations clearly 2.Will seek and expect help 3.Campaigners for change 1.Less willing to learn new skills in relation to ECC 2.May be perceived as challenging and demanding of help / accommodations 3.Expectations of others can be too high  Focused upon taking action  Responsibility for the problem / action lies with others

15. Passive – Externalizer Examples of potential strengthsExamples of potential weaknesses 1.When asked, will communicate requirements / accommodations 2.Will expect help 1.Less willing to learn new skills in relation to ECC 2.May be perceived as defensive (‘it’s not my fault’) 3.Wait for others to identify and solve problems; 4.Reaches crisis point 5.Lacks confidence and can blame others  Focused upon action by others  Responsibility for the problem / action lies with others

16. Finding the balance  Preparation: teaching to maximise young person’s independence by the time they reach transition.  Balanced with greater understanding of entitlements; how to discuss and negotiate this with the employer (and others).

17. Example case studies and resources  Future Insight (RNIB Cymru) –The development of an integrated service which seeks to develop individuals independence skills, provide work placements, and train employers  RNIB ENABLER resources –Employment assessment toolkit: Assessment tool with associated action plan

18. Reference:  Douglas, G., and Hewett, R. (2014) Views of independence and readiness for employment amongst young people with visual impairments in the UK. The Australian Journal of Rehabilitation Counselling. Vol. 20 (2). pp 81 - 99.  ENABLER project – search on web for “rnib enabler project”