Transition to Work for Disabled Students: Careers Support in ......Transition to Work for Disabled...

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Transition to Work for Disabled Students: Careers Support in Higher Education Report 2008

© Equality Challenge Unit

May 2008

Contents

Executivesummary �

�. Introduction 3

2. Background 5

3. Equalityissuesfordisabledstudents 8

4. Issuesforcareersadvisers �3

5. Towardsamoreinclusivecareersservicefor disabledstudents 20

6. Bibliography 22

Equality Challenge UnitTransitiontoWorkforDisabledStudents:CareersSupportinHigherEducation Report2008

ClickingoneachsectionlistedintheContentswilltakeyoutotherelevantlocation.

Withinthedocument,allexternalweblinksareinorange text.

http://www.ecu.ac.uk/

Section header

2 Transitiontoworkfordisabledstudents

Contents

Forewordii

Executivesummary �

Introduction 3

Section A 4

�. Termsofreference 4

2. Language 8

3. Themedicalandtheoreticalexplanationoftranssexualism 8

4. Thelegalframework �0

Section B �6

5. Generalgoodpractice �6

6. Supportingamemberofstafforstudent 22

7. Discussingtransitionwithothers 25

8. Thedayoftransition 27

9. Post-socialtransitionsupport 27

�0. Bullying,harassmentanddiscrimination 28

��. Monitoring 29

Annexes 32

A Suggestedformatforpolicystatement 32

B Anexampleofthetransitionprocess 34

C Transrespect 35

D Checklisttoconsiderwhendiscussingtransition 36

E Indicatorsofsuccessfulpolicies 40

F Usefuladdresses,publicationsandwebsites 4�

WrittenandresearchedbyHoneyLucas

[email protected]

AcknowledgementsEqualityChallengeUnitwouldliketothankallthoseHigherEducationInstitutionsthathavecontributedtothisproject,andespeciallycolleaguesfromthefollowinginstitutions:

UniversityCollegefortheCreativeArtsatCanterbury,Epsom,Farnham,MaidstoneandRochester

TheUniversityofCork

UniversityofEastAnglia

UniversityofOxford

UniversityofPortsmouth

UniversityofReading

UniversityofWarwick

Particularthanksarealsodueto:

TheAssociationofGraduateCareersAdvisoryServices(AGCAS)DisabilityTaskGroup

RhiannonPughandMarinaMatosic,AGCAS

PaulBenson,Scope

ShaziaHussainandLauraWardle,EmploymentOpportunities

JenniDyer,Skill

ECUisalsogratefultothosecolleaguesattendingtheAGCASConferenceinSeptember2007forsharingtheirviews.

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Transitiontoworkfordisabledstudents �

Executive summaryThisisareportofanEqualityChallengeUnit(ECU)investigationintothesupportavailabletodisabledstudentswhoaremakingthetransitiontoworkviacareersservicesinhighereducationinstitutions(HEIs).Theequalityissuesraisedandthepracticaladviceofferedareintendedforcareersadvisersandotherstudentserviceproviderssupportingdisabledstudentsandrecentgraduatesmakingthetransitiontowork.Thefollowingpointssummarisethemainconclusionsthatemergedfromthisresearch.

Continuingprofessionaldevelopmentprogrammesrelatingtodisabilityawarenessandresourcesfordisabledstudentscanhelptocounteranylackofconfidenceandexpertiseinsupportingdisabledstudents,andneedtobemadeavailabletocareersprofessionals.

StaffdevelopmentprogrammescouldincludethetrainingeventsalreadyprovidedbytheAssociationofGraduateCareersAdvisoryServices(AGCAS)DisabilityTaskGroup,andcouldusefullydrawinsectororganisationssuchasScope,Employment Opportunities,andlocalandnationaldisabilityorganisations.

GreaterintegrationofcareersservicesintothewidersupportfordisabledstudentscouldbeprovidedinHEIs.

Linksbetweencareersservices,disabilityservicesandacademicdepartmentscouldbestrengthenedtocreateamoreseamlesspathwayfordisabledstudentsthroughhighereducationandintoemployment.

Developmentofexistinglinkswithlocalemployers,andwiththeprovidersofAccess to Work,willraiseawarenessofreasonableadjustmentsintheworkplaceandpromotetheavailabilityofreasonableadjustmentstostudentsandgraduates.

Continueduseofskillsactivities,andthepromotionofworkexperiencetodisabledstudents,couldhelpensurethatthisgrouphasparityofopportunityforself-developmentwithnon-disabledpeersduringhighereducation.

Aspublicsectoremployers,HEIsmaywanttoconsiderprovidingworkexperienceopportunitieswithintheirownorganisationsfordisabledstudentstoshowcasethesupportavailable.

Thedevelopmentofnationalresourcesforcareersadvisersandstudents,

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http://www.agcas.org.ukhttp://www.scope.org.ukhttp://www.opportunities.org.ukhttp://www.jobcentreplus.gov.uk/JCP/Customers/HelpForDisabledPeople/AccesstoWork/


Executive summary

highlightingresourcesavailableandsharingcasestudiesandpersonalexperiencesofdisabledpeopleatdifferentstagesoftheircareers,couldbebeneficial.Thisnationalresourcewouldcomplementtheprogrammesofinformation-sharingalreadyinplaceforthealumniofmanyHEIs.

ContinuedworkofAGCASandothersectororganisationswithemployers’forumsandfederationsofallsizescouldhelppromotetheinclusionofdisabledpeopleinemploymentinallsectors.

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Transitiontoworkfordisabledstudents 3

1. IntroductionThisreporthasbeenproducedtodisseminatethefindingsofresearchinvestigatingthesupportavailablethroughcareersservicesinhighereducationinstitutions(HEIs)todisabledstudentsmakingthetransitiontowork.Theequalityissuesraisedandthepracticaladviceofferedareintendedforcareersadvisersandotherstudentserviceproviderssupportingdisabledstudentsandrecentgraduatesinthetransitionfromhighereducationintowork.

Aspartofthisresearch,discussionswereheldwithasmallnumberofprofessionalcareersadvisorystaff,whoworkwithstudents,inordertolearnfromtheirexperiencesandidentifyeffectivepractices.EqualityChallengeUnit(ECU)workedcloselywiththeAssociationofGraduateCareersAdvisoryServices(AGCAS)andotherprofessionalgroupstoproducethisreport.DatawerecollectedduringAugustandSeptember2007bytelephoneinterviewswithaself-selectedgroupofsixAGCASmembers.InterviewswerealsoconductedwithScope,SkillandEmployment Opportunities,andwithrepresentativesoftheAGCASDisabilityTaskGroup.EmaildatawerecollectedfromAGCASmembersaboutthesupportprovidedtodisabledstudentsattheirinstitutions,andfurtherviewswereobtainedattheAGCASBiennialConferenceinSeptember2007.Otherbackgroundinformationrelevanttotheprojectwascollectedthroughdesktopresearch.

Althoughtheinformationgatheredislimitedbythesmallscaleoftheinvestigationandisheavilyreliantonqualitativeinformationderivedfromafewindividuals’experiences,thisresearchidentifiessomekeyissuesandpracticalsolutionsthatmightusefullyformthebasisforfurtherexplorationofthissubject.Fromtheinformationcollectedforthisproject,itappearsthatthemajorityofHEIsrelyontheirprofessionalcareersadvisorystafftoprovidetargetedsupportfordisabledstudentsandgraduates.Theperceptionsoftheseprofessionalstaff,andtheirexperienceofsupportingdisabledstudentsthroughthetransitiontowork,arethereforeimportantinunderstandingtheissuesfacedandtheservicesavailable.

Inordertogainaninsightintostudents’perspectivesonsomeoftheissuesraisedinthisreport,ECUisintendingtoholddiscussionswithdisabledstudents(postgraduatestudentsandrecentgraduates)abouttheirexperiencesofuniversitycareersservices.Thisinformationwillbedisseminatedtocareersadvisersto

http://www.agcas.org.ukhttp://www.scope.org.ukhttp://www.skill.org.ukhttp://www.opportunities.org.uk


providethemwithadditionalinformationaboutstudents’experiencesofcareersservices,andofanychangesorimprovementsthattheywouldliketosee.

Asanoutcomeofthisresearch,ECUalsointendstoinvestigatefurther,withbothstudentsandcareersadvisers,equalityissuesthatcanariseinconnectionwithworkplacements.Workplacementshavebeenidentifiedasanimportantsupportivemechanisminthetransitiontoworkthatcancausebarriersforsomestudents.ECUwillalsodisseminatethefindingsfromthisresearchtoassistcareeradvisersinprovidingaservicethatpromotesinclusiveopportunitiestoallstudentsinfindingemployment.

Introduction


2. BackgroundFiguresfromAGCAS(2007)indicatethat�88,775first-degreegraduatesleftUKHEIsin2005(thelatestfiguresavailable).Ofthesestudents,�3,960(7%)identifiedthemselvesasdisabled.

TheAGCAS(2007)reportonthefirstdestinationsof2005first-degreegraduatesindicatesonlyaslightdisparitybetweendisabledandnon-disabledgraduates,with49.6%ofdisabledgraduatesreportedtobeinfull-timework,comparedwith54.6%oftheirnon-disabledpeers.Thisfigureindicatesanimprovementontherateoffull-timeemploymentofdisabledgraduatesfromboth2003(48.4%)and2004(48.9%).Thedatashowaslightlylowerproportionofemployeddisabledgraduatesandnon-disabledgraduatesenteringsomeprofessionaloccupations,suchasscience,informationandcommunicationtechnologies,teaching,law,businessandstatistics,butoverall22.7%ofdisabledgraduatescomparedwith25.7%ofnon-disabledgraduateswerereportedasworkinginprofessionaloccupationalareas.

TheAGCASreportalsofoundthatgraduateswithdifferentimpairmentshaddifferentialsuccessinenteringfull-timeemploymentcomparedwiththe54.6%rateachievedbynon-disabledgraduates.Studentswithvisualimpairmentsandthosewithmentalhealthdifficultiesshowedthegreatestdifferences,at39.2and36.7%,respectively(AGCAS,2007,pp.20,23).Alongitudinalstudyof�30,000entrantstohighereducationin2006,Futuretrack,commissionedbytheHigher Education Careers Services Unit,mayindicateotherdifferentialsbetweendisabledandnon-disabledstudentsastheyprogressthroughhighereducationandintoemployment.TheStage2Futuretrackreport,whichwillincludedataaboutdisabledstudents,isexpectedinearlysummer2008.

LookingatthebroadercontextoftheemploymentofdisabledpeopleintheUK,thefinalreportoftheEqualities Review,commissionedbytheGovernment,setouttoprovideanunderstandingofthelong-termandunderlyingcausesofdisadvantagethatneedtobeaddressedbypublicpolicy(CabinetOffice,2007,p.64).Thisreviewindicatesthat‘disabledpeopleasagrouphavesufferedfrompersistentemploymentdisadvantage’,andcitestheJosephRowntreeFoundationreportThe Education and Employment of Disabled Young People(Burchardt,2005),whichrevealedagreaterdisparitybetweentheaspirationsandoccupationalattainmentsofdisabledpeoplebetweentheagesof�6and26

http://www.hecsu.ac.uk/cms/ShowPage/Home_page/Futuretrack_landing_page/p!eXepbjFhttp://www.hecsu.ac.ukhttp://www.hecsu.ac.ukhttp://archive.cabinetoffice.gov.uk/equalitiesreview


thantheirnon-disabledpeers,regardlessoftheirqualifications(CabinetOffice,2007,p.65).Overall,thereviewfoundthatdisabledpeopleweremorelikelytobeunemployed,tomoveoutoffull-timeintopart-timework,andtobepaidlessthantheirnon-disabledpeers(CabinetOffice,2007,pp.65–66).

ADepartmentforWorkandPensionssurveyofover4500employers,undertakenin2006/07,revealedsometellingindicationsofknowledgeandattitudesrelatingtotheemploymentofdisabledpeople.Only37%ofemployersrecognisedAccess to Work,asaserviceofferedbyJobCentrePlus,althoughlargeremployers(64%)wereawareofthisservice.Sizeofemployerthereforeappearedtobeamajorinfluenceonawarenessofavailablegovernmentsupport.Also,while79%ofemployersquestionedstatedthatthey‘wouldconsiderinprinciple’employinganindividualwithadisabilityorhealthcondition,only22%reportedhavingactuallyrecruitedfromthisgroupwithinthepreceding�2months(Buntet al.,2007).Thenumberofapplicationsreceivedfromdisabledgraduatesbytheseemployersisunknown.

Inresponsetosomeoftheissuesraisedabove,andinrecognitionoftheparticularchallengesexperiencedbydisabledpeopleandotherequalitygroupsenteringtheworkplace,someHEIsoperatespecificcareersprojectsthataimtoprovideadditionalsupport.Anumberoftheseprojectsarelistedbelow.

FuSION: Equality and DiversityattheUniversityofWestminster.Thiswebsitehasbeendesignedtoprovideconfidence-building,self-marketingandjob-seekingstrategies,aswellasinformationonothersourcesofsupport,tohelpdevelopcareersmoreeffectively.ThissiteaccompaniestheUniversity’sCareersandStudentEmployment(CaSE)websiteforgeneralinformationonjob-seeking,effectiveapplications,vacancysources,postgraduatestudyandotherareas.

Impact,operatedcollaborativelybytheuniversitiesinYorkshire.Thisisanenhancedprogrammedesignedtoboostemploymentskillsandincreaseemploymentopportunities.Participantscanchoosefrom,orareguidedtowards,thefollowingactivities,manyofwhichareemployer-led:

- specialistadviceandconfidentialone-to-onesupportonjob-searching strategies - workshopsonjob-huntingissues,suchasCV/letter-writing,competency- basedapplications,interviewtechniques,aptitudetestpractice,and preparationandassessmentcentres

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Background

http://www.jobcentreplus.gov.uk/JCP/Customers/HelpForDisabledPeople/AccesstoWork/http://www.jobcentreplus.gov.uk/JCP/Customers/HelpForDisabledPeople/AccesstoWork/http://www.wmin.ac.uk/page-886http://www.wmin.ac.uk/page-595http://www.careers.brad.ac.uk/impact/


- amentoringschemewherebystudentsarematchedtoanappropriate employer - accessto,andassistancewith,obtainingworkexperience,workshadowing andindustrial/summerworkplacements - competency-basedworkshopsonskillssuchasteam-building,networking, presentationsandnegotiating - studentsupportgroupsandpersonaldevelopmentactivities.

Equinex,offeredbytheUniversityofNewport.Thisprojecthasbeendevelopedtoaddressinnovativelysomeoftheinequalitiesfacedbydisadvantagedpeoplewhentheyaretryingtoaccessemployment,trainingandeducationalopportunities.Itattemptstoaddressdifficultiesinsustainingeducationalopportunities.Itfocusesparticularlyonpeoplewhohavebeenunemployedforaconsiderabletimeandpeoplewithdisabilities,includingthosewithautisticspectrumdisorders,sensorydisabilitiesandlearningdisabilities.Theprojectaimstoaddressthosedifficultiesbydevelopingandpilotingnewinitiatives.Theoutcomesareintendedtobeevaluatedandusedtoinfluencepolicyandtobemainstreamedbyserviceprovidersatlocal,nationalandEuropeanlevels.

DefinitionsThisreportusesthedefinitionofdisabilityprovidedwithintheDisability Discrimination Act:

‘A disabled person is someone who has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.’

Forthepurposesofthisreport,theterm‘disabledstudents’referstoindividualswhomeettheabovedefinitionofdisability,andwhomaybestudentsorgraduatesofanyUKHEI.

One-to-oneworkwithstudentsandgraduatescarriedoutbycareersadvisorystaffinHEIsiscommonlydescribedbycareersprofessionalsasan‘intervention’.Herethistermisusedsynonymouslywiththemorewidelyrecognisedterm‘interview’todescribethisface-to-faceworkwithstudentsorgraduatesinacareersadvisorysetting.

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http://www.equinex.newport.ac.uk/index.htmhttp://www.opsi.gov.uk/acts/acts1995/ukpga_19950050_en_1http://www.opsi.gov.uk/acts/acts1995/ukpga_19950050_en_1


3. Equality issues for disabled studentsTheprofessionalcareersadvisersandothersectorrepresentativesinterviewedidentifiedanumberofissuesthattheyfeltpresenteddisabledstudentswithparticularopportunitiesandchallenges.Thesemaybesimilarinmanyrespectstothoseexperiencedbyallstudentsandgraduates,butwerefeltbycontributorstothisprojecttohaveagreaterimpactonthejob-seekingofdisabledindividuals.

ConfidenceAdvisersnotedthatmanystudentsmayhavedifficultiesinmaintainingconfidenceintheirownabilitieswhenmakingthetransitionintowork.Theyidentifiedacoupleoffactorsthatsuggestedthatdisabledstudentsinparticularmaybemorechallengedbythistransition.

Severaladvisersmentionedthatsomedisabledstudentshadreportedanxietyaboutdisclosingtheirdisabilitytopotentialemployers.Concernaboutthepotentiallynegativeimpactofdisclosingadisabilitytoanemployercanaffectdisabledpeopleatvaryingcareerstages,butdisclosuremaybemoredifficultinafirstemploymentposition,beforegeneralconfidenceinbeingabletodoajobisbuiltup.Thissaid,therearealsomanyconfidentdisabledpeople,atallstagesintheircareers,whochoosenottodisclosetheirdisabilitystatus.Itneedstoberecognisedthatadisabledperson’sconfidenceintheirownabilitiesandtheirwillingnesstodiscloseanimpairment/conditiontoanemployerareseparateissues,whichshouldnotbeconfused.

Advisersalsofeltthatalackofawarenessonthepartofstudentsabouttherealitiesoftheworkplacemightincreasethelevelofanxietyexperienced.Forexample,theyfeltthatastudent’sownnegativeexperiencesofemployment,orthenegativeexperiencesorviewsoftheirfriendsandfamily,couldcontributetoapessimisticimpressionofworkthatcouldmagnifytheirconcernsaboutdisclosing.ThisreflectssimilarfindingsfromastudyreportedbyBlind in Business(2007)andotheradvisers’viewsthatdisabledstudentsmaybeexposedtoextremeover-cautionfrompeoplearoundthem.

Areductioninconfidencewasalsofeltbyadviserstobecausedbyunsuccessfuljobapplications,alongsidetheperceptionbysomestudentsthattheirimpairmenthadbeenadecidingfactorinnotbeingmadeajoboffer.Itwasclaimedthatthis

http://www.blindinbusiness.org.uk/


viewwashelddespitethefactthattheDisabilityDiscriminationActprovidesalegalrequirementonemployersnottodiscriminate.Lackofconfidenceandincreasedfrustrationwereconsideredtobeexacerbatedifthedisabledgraduate’speershadbeensuccessfulinobtaininghigh-statusjobs.

Itwasproposedthathelpingdisabledstudentstomanagepositiveandnegativeexpectationsofemployment,andsupportingthememotionallythroughthisdifficulttransition,mighthelpthemtorecognisetheresourcesandsupportavailabletothemintheworkplace,andthatdisclosurecanbeapositiveexperience.Apositivenotewassoundedbyoneadviser,whofeltthattheDisabilityDiscriminationActprovidedawelcomereassurancetostudentsthattheirneedswouldbemetintheworkplace,helpingtobolsterconfidence.ThiswouldbesubstantiatedonlyiftheinstitutionwasthoroughinimplementingtheDisabilityDiscriminationAct.

Maintainingmotivationandoptimisminmakingthetransitiontoworkwasalsofeltbyadviserstobevital.Thiswasregardedasparticularlyrelevanttostudentswhoseimpairmentmaynecessitateamoregradualtransitiontowork,forexamplegraduateswhoneedtoworkpart-time,ortotakebreaksbetweenhighereducationandemployment.

Skills and self-marketingSeveraladvisersnotedthatitwascrucialfordisabledstudentstobeabletoreflectpositivelyabouttheirownexperiences,andtousetheseexperiencesandachievementstodemonstratetopotentialemployersqualitiesthatwouldberegardedasdesirableanddistinctive.

Iftimespentawayfromstudiesfordisability-relatedreasonsneededtobeexplained,and/orreasonableadjustmentsintheworkplacewererequired,thenadvisersrecommendedthatthiswasanticipatedbythestudent,thoughtthroughcarefully,andarticulatedclearlytotheemployerinpositivetermsatintervieworatthestartoftheiremployment.Itwasrecognisedbyadvisersthatthisprocessmayrequireahighlevelofmaturityandself-confidenceonthepartofthestudenttoexecutesuccessfully.

Thisbeliefamongadvisersthatdisabledstudents,inparticular,couldbenefitfromanaccurateandconfidentassessmentoftheirownskillsandattributes

Equality issues for disabled students

�0 Transitiontoworkfordisabledstudents

issupportedbythefindingsofresearchundertakenbyTaniaBurchardtfortheJosephRowntreeFoundation.Burchardtfoundthat‘havingastrongerbeliefinyourabilitytodetermineyourownfate...isevenmoreimportantfordisabledyoungpeoplethanitisfornon-disabledyoungstersinforminghighoccupationalaspirations’(Burchardt,2005,p.27).Recognitionoftheimportanceofself-awarenessandskillsisalsoseenintheoperationofprogrammessuchasthegraduateLeadership RecruitmentschemeoperatedbyScope.Advisersreportedavarietyofwaysinwhichcareersservicescouldworktodeveloptheself-awarenessandself-presentationofdisabledandotherstudentsandgraduates.

TheCareersServiceattheUniversityofPortsmouthusesthedecisionlearning,opportunityawareness,transitionlearningandself-awareness(DOTS)model(LawandWatts,�977)withallstudentstoboostskillsofself-awareness.Thismodel,andmorerecentlythenewDOTSmodel(Law,200�),issupportedinthecurriculumbymodulesonself-awareness.TheCareersServicealsomakesuseofestablishedtoolssuchasMyers Briggs personality types theorytohelpstudentsdeveloptheirself-knowledge.

TheUniversity College for the Creative ArtsatCanterbury,Epsom,Farnham,MaidstoneandRochester,fivecollegesbasedinKentandSurrey,offersaCareersCoachingapproachfordisabledstudents.Insteadofthelimitednumberofcareersguidanceinterventionsofferedtomanyundergraduates,CareersCoachingoffersbite-sizedguidanceoveranextendedperiod,withdisabledstudentsattendingtheserviceperhapsonceaweektofocusonsettasksthatcontributetotheiroverallself-development.

Type of employmentTheAGCASFirstDestinationsdatarelatingtothelevelofemploymenttakenbydisabledandnon-disabledgraduatesindicatesnearparityinthetake-upofbothfull-andpart-timegraduate-levelemployment,withfiguresof62.2%ofdisabledgraduatescomparedwith62.9%ofnon-disabledgraduates(AGCAS,2007,p.�0).Despitethesefigures,adviserswhospoketoECUforthisprojectindicatedsomeconcernaboutthelevel,locationandtypeofemploymentavailabletodisabledgraduates.

InformationfromScopeandEmploymentOpportunitiesdescribestheirworkonmatchingdisabledgraduateswithpositionsinhigh-profilecompanies,manyofwhomareactivelyrecruitingdisabledpeopleaspartofadrivetoimprovethe

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http://www.scope.org.uk/graduates/http://www.businessballs.com/personalitystylesmodels.htm#myers%20briggs%20types%20indicator%20MBTIhttp://www.ucreative.ac.uk/careers

Transitiontoworkfordisabledstudents ��

diversityoftheirworkforce.Howeverwelcomesuchopportunitiesmaybe,itwasalsoreportedbyadvisersthattheremaybeageographicalbiastothistypeofopportunity.DisabledstudentsandgraduateswhoarereluctanttorelocatetoLondonorthesouth-eastofEnglandmayfinditmoredifficulttofindapositionatthesamelevelasthoseofferedthroughtheseschemes.

Oneadviserspokeofthedifficultiesexperiencedbydisabledgraduateswhodidnotachieveahighacademicprofile.Forthesestudents,itissuggested,alocallybased,non-graduate-leveljobmaybethefirstemploymentobtained,andcompetitionforsuchjobscanbehigh.Otheradvisersagreedthatdisabledstudentsmaybetakingjobsthatarenotatgraduatelevel.Itwasalsorecognisedthatagraduate’sfirstjobmaybethemostsignificanthurdleforthatindividual.

Adviserssuggestedthatsomeacademicdisciplines,suchasthearts,mayhaveagreaterproportionofgraduatesenteringsmallandmedium-sizedenterprises(SMEs).Itwasconsideredthatthesesmallerorganisationsmightpresentdifferentchallengesfromthoseaffectinggraduatesenteringwellresourced,largerorhigher-profileorganisationsthatmayhavegreaterknowledgeaboutequalityanddiversity.OneadviserthoughtthatSMEslackedexperienceinemployingdisabledpeople,andcouldbeanxiousabouttheapplicationoftheDisabilityDiscriminationAct.Inthesecircumstances,theSMEmaytrytomanageitsanxietybysimplynotemployingadisabledgraduate.ThisviewmaybesubstantiatedbythefindingthatalthoughtherewasnodifferencebetweenSMEsandlargeremployersintheirstatedwillingnesstoemployhard-to-placegroups,therewasadifferenceinwhetherornottheyhaddonethis(Buntet al.,2007,pp.76–79).ItisalsosupportedbyotherviewsexpressedtoECUduringthisproject,whichsuggestedthatsomeemployersmaybeactivelyseekingwaystonotemployadisabledgraduate,nomatterhowqualified.Whileitisimpossibletoexaminetheseclaimsobjectively,theirreportingindicatesthatthereisananxietyonthepartofprofessionalsandstudentsabouttheopportunitiesandlevelofchallengesfacingthisgroupofgraduates.

Impairment-related issuesAlladviserscontactedforthisprojectfeltthatstudentsneededtobegintoprepareforthetransitiontoworkasearlyastheyfeelreadytodoso.Fordisabledstudents,theimportanceofmaximisingskillsandexperiencealsosuggeststhatanearlystartwouldbevaluable.However,advisersnotedthatsomedisabledstudentstended



toapproachthecareersservicelateintheirstudies,orevenoncetheircoursehadbeencompleted.Oneadviserwasconcernedthatthismightindicatethatdisabledstudentsmayhavelesstimethantheirnon-disabledpeerstoconsidertheircareer,becauseofadditionaltimeneededtokeepupwiththeircoursecommitmentsduetotheirimpairment,butthisviewwasunsubstantiated.

Advisersreflectedondifficultiesthatstudentswithcertainimpairmentsmayexperiencewithdifferentaspectsofthejob-seekingprocess.Forexample,oneadvisersuggestedthatsomestudentswithdyslexia/semanticpragmaticlanguagedisordermighthavegreaterdifficultiesincommunication,writingCVsandcoveringletters.ButtheseviewsarenotsubstantiatedbytheAGCASresearch,whichfoundthat52.�%ofgraduateswithdyslexiaenteredfull-timepaidwork,comparedwiththeoverallfigureof49.6%ofdisabledgraduates(AGCAS,2007,p.�8).

OrganisersoftheScopegraduateLeadershipRecruitmentschemesuggestedthatgraduateswithnon-visibleimpairmentsorhealthconditionsmaybehardertoplaceduetonegativeassociations–forexample,thosewithmentalhealthissues,HIVstatusorepilepsy.Oneadviserwasconcernedthatsomestudentswithimpairmentsthatmaybeadverselyaffectedbystress(suchasCrohn’sdiseaseormyalgicencephalopathy/chronicfatiguesyndrome)couldexperiencegreaterdifficultiesinenteringsomehighlystressfuloccupations–and,byextension,inmanagingthetransitiontoemployment.ButagaintheseviewsareunsubstantiatedbytheAGCASreport,whichfoundthat50.8%ofgraduateswithanunseenimpairmentwereinfull-timepaidwork,comparedwith49.6%ofdisabledgraduatesoverall(AGCAS,2007,p.�9).


Transitiontoworkfordisabledstudents �3

4. Issues for careers advisersTheinformationreceiveddescribedanumberofissuesthatappearedtoberelevanttocareersprofessionalsworkingwithdisabledstudentsandgraduates.

Targeted or mainstream supportTheadviserscontactedforthisprojectreportedthattheircareersserviceroutinelyprovidesadditionalorenhancedsupportfordisabledstudents.Extendedoradditionalinterviewsandone-to-onetrainingweregivenasexamplesofservicesprovidedinrecognitionoftheadditionalneedsofsomedisabledstudentsandgraduates.

However,adviserswereuncertainabouttheappropriatenessofeithertargetingormainstreamingsupportfordisabledstudents.Ontheonehand,itwasrecognisedthatcertaingroupsofstudentsmightbenefitfromtailoredactivities–forexample,workshopsonjob-huntingforvisuallyimpairedstudents,whomayshareexperiencesofparticulardifficulties.Ontheotherhand,areluctancetopigeonholestudentsbyimpairmentgroupwasalsoreported,andthismaydiscourageadvisersfromtargetingactivities.

Advisersreportedagreatdealofproactiveworkdesignedtobringthenecessityofconsideringlong-termcareerplanstotheattentionofallstudents.Theseactivitiesincludedcareersadvisorystaff,andthesubjectofcareersplanningitself,beingincorporatedintotheteachingandcurriculumoftheHEI.Thisvariedbothwithininstitutions,andfromoneinstitutiontoanother.

AttheUniversityofEastAnglia,inputtothecurriculumisatthebehestoftheacademicdepartment,butrangesfromaquick‘pop-up’atthestartofalecturetoanewprojectdesignedtomainstreamcareersplanningintoteachingprogrammes.Onlinetrainingmodulesandsupportforacademicstaffdeliveringcareerstrainingwerealsonotedbyadvisersaspartoftherangeofactivitiesundertaken.Interestingly,someofthesemainstreamactivitiesdonotmentionanyadditionalneedsoradditionalsupportfordisabledstudents,asitisassumedthatthiswouldbeprovidedviaseparateone-to-oneinterventions.

Effortswerealsounderwayinsomeinstitutionstomainstreamtheprovisionofinformationfordisabledstudents,forexampletheUniversityofOxfordduplicates


informationondifferentareasofitswebsitetomaximiseitsavailabilitytodisabledstudents.Careersfairshavealsobeentargetedatdisabledstudentsinsomeinstitutions,withparticipatingemployerspromptedtoprovideinformationinadvanceabouthowdisabledstaffaresupportedintheirorganisations.

Someadviserssuggestedthattheunderdisclosureofdisabilityamongstudentsreducedtheargumentformainstreamingadditionalfacilitiesavailabletodisabledstudents.Forexample,itwasfoundthatsomeuniversitiesofferinterviewsofdoublethestandardlengthforstudentswithsomeimpairments,butthesehavetobebookedinadvanceandadisclosureofdisabilitymade.Amoreinclusiveapproachwouldbetoofferdouble-lengthinterviewstoanyonewhothoughttheymightrequirethis.

Othertargetedactivitiesreportedbyadvisersincluded:

presentationsfromorganisationssuchasBlindinBusinessorEmploymentOpportunities

CVworkshops

workshopsonconfidence

groupworkshopsforstudentswith,forexample,dyslexiaorvisualimpairments.

However,inmanycasesadvisersreportedthatthetake-upoftargetedactivitieswaslow,suggestingthatstudentsdislikebeinggroupedbyimpairmenttype.AdvisersalsonotedthatdifficultiesinsharinginformationwithinanHEIaboutdisabledstudentscouldreducetheeffectivenessoftargetingactivities.Forexample,adearthofmechanismstocontactdisabledstudentswillmakeithardertoadvertiseservicestothesestudents.

Notknowingaboutastudent’simpairmentatthetimeofaninterventioncanalsoreducetheeffectivenessofthemeeting,asadvisersmaynotrealisethattargetedinformationaboutdisabilityisuseful.However,itwasrecognisedbyadvisersthatdisclosureofdisabilitycouldcomeafteraseriesofinterventionswithastudentonceabondoftrusthadbeenestablished.

SomemainstreamactivitiesofthecareersservicesdescribedtoECUwerenotedasbeingpotentiallyadvantageoustodisabledstudents,andeffortswerebeingmadetoadvertisetheseactivitiestothisgroupinparticular.Forexample,

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Issues for careers advisers


mentoringschemesornetworksofalumniinplaceforallstudents,orforstudentsfromspecificgroups,werenowbeingextendedtoprovideadditionalsupportfordisabledstudents.

Workplacementswereanothermethodofsupport:itwasfeltthatexperienceofworkcanprovideimportantskillsforallstudents,andthatthismightbeparticularlybeneficialfordisabledstudents.Skillsuggeststhatitmaybeharderfordisabledstudentstofindworkexperiencethanfortheirnon-disabledpeers,withthevoluntaryandcharitiessectorsparticularlydifficulttoaccessduetofundingconstraints.

Advisersnotedthatworkexperiencealsoassistedstudentstomakeaninformedchoiceabouttheircareer.NotallcareersservicesdescribedtoECUappearedtobeinvolvedinthearrangementofworkexperience;insomeHEIstheseopportunitieswerearrangedpredominantlybystudentsthemselves,orbyastudent’sacademicdepartment,schoolorfaculty.

Bycontrast,somecareersservicesdoprovidesupportforstudentsseekingworkexperience.

TheUniversityofPortsmouthCareersServicerunsanin-houserecruitmentagencycalledPurple Door,whichisavailableforallstudents,bothdisabledandnon-disabled.

TheUniversityofOxfordworkswithEmploymentOpportunities,EmployAbility,ProspectsrecruitmentserviceforgraduateswithAsperger’ssyndrome,andScopetoprovidework-experienceplacementsandshadowingopportunitiesspecificallyfordisabledstudents.Someofthesedisability-relatedorganisationsrunsessionsatthecareersserviceforstudentsandtakepartinCVdrop-insessionsatevents,suchastheSummerRecruitmentFair.

Concern over supporting disabled studentsAnumberofadvisersreportedgeneralconcernsaboutsupportingdisabledstudents.Insomecasesthisappearedtoreflectadvisers’lackofconfidenceintheirownexpertiseandknowledge.Advisersrepeatedlystatedthatthenumbersofdisabledstudentsintheirinstitutionsweresmall,andthatconsequentlythecontacttheyhadwithdisabledstudentswasinfrequent.Theybelievedthatthislowlevelofcontactresultedinalossofknowledgeandexpertiseovertime,reducingtheeffectivenessoftheirwork.

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http://www.port.ac.uk/business/purpledoor/studentandgraduateemployment/purpledoorrecruitment/http://www.employ-ability.org.uk/http://www.prospects.ac.uk


However,someadvisersreportedavarietyofwaysinwhichtheystrovetomaintainresourcesandlinksthatcouldsupportthemintheirworkwithdisabledstudents.AlltheadvisersinterviewedconfirmedthattheircareersservicemaintainedcloselinkswiththeirHEI’sdisabilityservice.Referralsbetweenthetwoserviceswerecommon,withthecareersadvisersaskingadvicefromthedisabilityserviceasappropriate,forexampleaboutreasonableadjustments.Wherethecareersservicehadadedicatedadviserfordisabledstudents(althoughthispersonmaynotbetheonlyadviserseenbydisabledstudents),advisersnotedthattheywerealsolikelytobetheliaisonpersonforthedisabilityservice.Otherlinksreportedbetweenthetwoservicesincludedtheinvitationofastudentsupportpersontotheinterviewwiththestudent,wherethatwaslikelytoboostthestudent’sconfidence.

Advisersreportedtheestablishmentofarangeoflinkswithexternalorganisationsandservices.Theseincludednationalorganisationsthatworkwithdisabledpeople,suchasSkill,EmploymentOpportunities,Shaw TrustandBlindinBusiness.BlindinBusinessandEmploymentOpportunitieswerementionedashavingbeeninvitedtospeaktodisabledstudentsatHEIs.Scope’sgraduateLeadershipRecruitmentschemewasalsomentionedasasourceofsupportthatcouldberecommendedtostudents,althoughitwasrecognisedthatthismightbelessappropriatetostudentshopingtojointhecreativeindustriesortoremainintheregions.

Adviserswerealsoawareofpubliclyfundedsupportservicesfordisabledpeople,includingthesupportforAccesstoWorkprovidedbyJobCentrePlus.Wheretheseandotherserviceswereusedtosupportdisabledstudentsintoworkaftergraduation,itwasreportedthatdifficultiescouldbeexperiencedwhereprovisionwaspatchyorrestrictedtocertaingeographicalorlocalauthorityareas.Moresignificantly,anadvisernotedthatsomeofthedisability-specificorganisationsintheirlocalitydidnothaveasufficientknowledgeofemploymenttobeofassistancetograduates.Knowledgeoflocalgroupswasapointonwhichseveralintervieweeslackedconfidence;theywouldhavewelcomedfurther,centralisedinformationtowhichtheycouldrefer.

Someadviserswereconcernedabouttheprocessofsupportingstudentswithcertainimpairments.MentalhealthissuesandAsperger’ssyndromewereparticularlyassociatedwithpotentiallychallengingbehaviour.Bycontrast,otheradvisersspokewithcommitmentoftheworktheyandcolleaguesweredoingtoincreasedisabilityawarenessintheirHEI,andmentionedkeyactivities(such


http://www.shaw-trust.org.uk/


astargetedworkshops)thatweredirectedatstudentswhocouldbenefitfromtailoredsupport.

Limits of supportIndiscussingtheirlackofconfidenceinsupportingdisabledstudents,andtheirkeennesstoforgelinkswithexternalagencies,adviserswereconcernedthatthesupportfordisabledstudentsandgraduatescurrentlyprovidedbytheircareersserviceswastoolimited.

Allthecareersservicesdescribedmadethemselvesavailabletostudentsaftergraduation.Thiswassometimesafreeservice,oronethatattractedasmallfee,orwaslimitedtoacertainnumberofyearsafterthestudenthadlefttheHEI.Oneintervieweefeltthatdisabledstudentsweremorelikelytoremainintouchwiththecareersserviceforalongerperiodaftergraduating,insomecasesuptofiveyears.Thiswasthoughttobeareflectionofcontinuingdifficultiesexperiencedbythisgroupofgraduatesintheirearlycareers,orarecognitionofcloserlinkswithcareersadvisersafterworktodevelopthegraduate’sskillsandself-awareness.Ariskofgreaterdependencyonthecareersservice,especiallywhenacareerwasnotgoingwell,wasnotedbysomeadvisersasbeingmorelikelyfromadisabledstudent,althoughthiswasnotauniversalperspectiveamongtheadviserscontacted.

Wherestudentsthoughttheyhadnotbeengivenjobsforwhichtheywereotherwisewellqualified,theysometimessuspectedthattheirdisabilitystatushadplayedapartinthedecisionmade.However,advisersstatedthatitwaspartoftheirprofessionalroletoremainpositiveaboutthecontinuedchancesofthegraduatefindingappropriatework,whileatthesametimeallowingstudentstodeveloptheirownstrategiesformanagingtheirhopesanddisappointments.

Thetransitiontoworkcanprovokeanxietyforallstudents,andalackofnationalandtargetedinformationfordisabledgraduateswasreportedbyadvisers.Itwassuggestedthatamorecentralisedsourceofinformation,suchasthatprovidedthroughtheProspectsservice,orbymagazinessuchasArberry Profile,couldimproveconfidenceandsupportindependentjob-seekingamonggraduates.

Work with employersManyadvisersreportedthattheydidagreatdealofworkwithlocalandnationalemployers,bothinbuildinglinksforallstudentsandinencouragingspecific


http://www.arberryprofile.co.uk


opportunitiesfordisabledstudentsandgraduates.Althoughsomepsychometrictestingandrecruitmentactivitiesforhigh-profileorganisations(the‘milkround’)werestilltakingplaceatcareersservicesaroundthecountry,advisersreportedarangeofmoreindividualisedactivitiesthataimtomaximisethebenefitsoflinkswithemployersfortheirstudentsandgraduates.

TheUniversityofWarwickispartofaWestMidlandsconsortium,Graduate Advantage,whichlinksgraduatesfromthatregion’sHEIswithlocalSMEs.TheUniversityalsohasaforumforlocalemployers.

Inrecognitionofthehighnumbersofitsgraduateswhostartuptheirownbusiness,The University College for the Creative Artsrunsworkshopsonissuestoconsiderwhenbecomingself-employed.

TheUniversityofEastAngliaistryingtoengagewithSMEsandchangetheirperceptionsofemployingdisabledpeople.

Advisersreportedthattheythoughtemployersneededguidanceaboutemployingdisabledpeople,andstatedthattheyroutinelyadvisedemployersinageneralwayaboutdisabilitylegislation,reasonableadjustments,disclosureanditsimpact,andthePositive About Disabled People(‘TwoTicks’)scheme.Wheremorespecialistadvicewasneeded,theuniversities’disabilityadvisersmightbeaskedtospeaktoemployers.TheEmployers’ Forum on Disabilityprovidesarangeofresources,includingpublications,eventsandinformationabouttheDisabilityDiscriminationActthatcouldbeusefulforemployersseekingtorecruitandretaindisabledemployeesandservedisabledcustomers.

Oneadviserexpressedscepticismaboutdisability-relatedinitiativesundertakenbyemployers(suchasthedrivetorecruitdisabledstaff),andwonderedhowembeddeddisabilityequalitywasinthoseorganisations.Thisadviserthoughtthiswasaparticularlylimitingfactorinthelegalprofession,wherethereappearedtobeconcernabouthowclientsmightviewdisabledprofessionals.Alackofknowledgeaboutdisabilityonthepartofemployerswasalsoreported–forexampleabouthowtheimpactofdyslexiacanvarybetweenindividuals.Anothercareersprofessionalspeculatedabout‘triggers’foracceptanceorrejectionofadisabledapplicant,suggestingthatthismightbedifferentforadisabledasopposedtoanon-disabledperson.

Amorepositiveviewofemployerswasgivenbyanotheradviser,whospokeabout

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http://www.careers.ox.ac.uk/homepage/whatson/milkroundhttp://www.graduateadvantage.co.uk/http://www.graduateadvantage.co.uk/http://www.ucreative.ac.uk/careershttp://www.jobcentreplus.gov.uk/JCP/Customers/HelpForDisabledPeople/DisabilitySymbol/index.htmlhttp://www.employers-forum.co.uk/www/index.htm


improvementsinrelationswithemployers,citinggreaterdisabilityawareness,increasingwillingnesstomakereasonableadjustments,andagrowingnumberofprofessionalbodiesandorganisationsprovidingwellinformedadvocacyforstudents.ThePositiveAboutDisabledPeople(‘TwoTicks’)schemewasalsocitedasbeingbeneficialtodisabledgraduatesmakingthetransitiontowork.

TheparticularissuesrelatingtodisabledgraduatesenteringSMEswerealsoacknowledgedbyadvisers.Forexample,itwasnotedthatemployers’organisationssuchastheAssociation of Graduate RecruitersmaynothavelargenumbersofSMEsasmembers,andthismayreducethecapacityofprofessionalcareersadviserstoinfluencethisgroup.Again,SMEswereseenbyadvisersasbeingpotentiallymorehostiletoemployingdisabledgraduates,especiallywheretheremightbeacostimplicationforreasonableadjustments.


http://www.agr.org.uk/


5. Towards a more inclusive careers service for disabled studentsInconclusion,fromtheinformationcollectedfromcareersprofessionalsandothersectoragencies,somekeyrecommendationstomanagersofcareersadvisoryservicescanbeidentifiedtoassistcolleaguesinimprovingcareerssupporttodisabledstudentsandgraduates.

Continuingprofessionaldevelopmentprogrammesrelatingtodisabilityawarenessandresourcesfordisabledstudentscanhelptocounterlackofconfidenceandexpertiseinsupportingdisabledstudents,andneedtobemadeavailabletocareersprofessionals.

StaffdevelopmentprogrammescouldincludethetrainingeventsalreadyprovidedbytheAGCASDisabilityTaskGroup,andcouldusefullydrawinsectororganisationssuchasScope,EmploymentOpportunities,andbothlocalandnationaldisabilityorganisations.

GreaterintegrationofcareersservicesintothewidersupportfordisabledstudentscouldbeprovidedinHEIs.

Linksbetweencareersservices,disabilityservicesandacademicdepartmentscouldbestrengthenedtocreateamoreseamlesspathwayfordisabledstudentsthroughhighereducationandintoemployment.

Developmentofexistinglinkswithlocalemployers,andwiththeprovidersofAccesstoWork,couldbemadetoraiseawarenessofreasonableadjustmentsintheworkplace,andtopromotetheavailabilityofreasonableadjustmentstostudentsandgraduates.

Continueduseofskillsactivities,andthepromotionofworkexperiencetodisabledstudents,couldhelpensurethatthisgrouphasparityofopportunityforself-developmentwithnon-disabledpeersduringhighereducation.

Aspublicsectoremployers,HEIsmaywanttoconsiderprovidingworkexperienceopportunitiesfordisabledstudentswithintheirownorganisation,toshowcasethesupportavailable.

Thedevelopmentofnationalresourcesforcareersadvisersandstudents,whichhighlightresourcesavailableandsharecasestudiesandpersonalexperiencesofdisabledpeopleatdifferentstagesoftheircareers,couldbebeneficial.Thisnationalresourcewouldcomplementtheprogrammesofinformation-sharing

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Transitiontoworkfordisabledstudents 2�

alreadyinplaceforthealumniofmanyHEIs.

ContinuedworkofAGCASorothersectororganisationswithemployers’forumsandfederationsofallsizescouldhelppromotetheinclusionofdisabledpeopleinemploymentinallsectors.

InformationaboutfurtherECUworktosupportcareersprofessionalswillbepostedontheECUwebsite.

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Towards a more inclusive careers service


6. BibliographyAGCAS(2007)What Happens Next? A report on the First Destinations of graduates with disabilities.Sheffield:AssociationofGraduateCareersAdvisoryServices.

BlindinBusiness(2007)University Newsletter,Summer.London:BlindinBusiness.

Bunt,K.,McAndrew,F.andKuechel,A.(2007)Jobcentre Plus Annual Employer (Market View) Survey 2006–07.DWPResearchReport437.London:DepartmentforWorkandPensions.

Burchardt,T.(2005)The Education and Employment of Disabled Young People.York:JosephRowntreeFoundation,p.27.

CabinetOffice(2007)Fairness and Freedom: The Final Report of the Equalities Review.London:CabinetOffice,p.64.

DRC(2007)Understanding the Disability Discrimination Act. A guide for colleges, universities and adult community learning providers in Great Britain.London:DisabilityRightsCommission(nowEqualityandHumanRightsCommission).

FSB(2006)Health Matters: the small business perspective.FSBSurveyReport2006.Blackpool:FederationofSmallBusinesses.

HECSU/AGCAS(2007)What Do Graduates Do? 2007.Manchester/Sheffield:HigherEducationCareersServicesUnit/AssociationofGraduateCareersAdvisoryServices.

Law,B.(200�)New DOTS: career learning for the contemporary world.Cambridge:NationalInstituteforCareersEducationandCounselling,CareersResearchandAdvisoryCentre.

Law,B.andWatts,A.G.(�977)Schools, Careers and Community. A study of some approaches to careers education in schools.London:ChurchInformationOffice,pp.8–�0.

Skill(2005)Disclosing your Disability.SkillInformationBooklet.London:Skill.

http://www.agcas.org.uk/agcas_resources/17-What-Happens-Next-A-Report-on-the-First-Destinations-of-Graduates-with-Disabilitieshttp://www.agcas.org.uk/agcas_resources/17-What-Happens-Next-A-Report-on-the-First-Destinations-of-Graduates-with-Disabilitieshttp://www.blindinbusiness.org.ukhttp://www.dwp.gov.uk/asd/asd5/report_abstracts/rr_abstracts/rra_437.asphttp://www.dwp.gov.uk/asd/asd5/report_abstracts/rr_abstracts/rra_437.asphttp://www.jrf.org.uk/knowledge/findings/socialpolicy/0565.asphttp://archive.cabinetoffice.gov.uk/equalitiesreview/publications.htmlhttp://archive.cabinetoffice.gov.uk/equalitiesreview/publications.htmlhttp://www.equalityhumanrights.com/en/publicationsandresources/Disability/Pages/Education.aspxhttp://www.equalityhumanrights.com/en/publicationsandresources/Disability/Pages/Education.aspxhttp://www.fsb.org.uk/documentstore/filedetails.asp?ID=367http://www.hecsu.ac.uk/cms/ShowPage/Home_page/Research_reports/What_Do_Graduates_Do__2007/p!eeXpdkmhttp://www.crac.org.uk/crac_new/pdfs/new_dots.pdfhttp://www.skill.org.uk/uploads/disclosure.doc

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Theinformationisnotasubstituteforlegaladvice;shouldyourequiremorespecificadviceyoushouldconsultanappropriatelyqualifiedprofessionaladviser.

7thfloor,QueensHouse55/56Lincoln’sInnFieldsLondonWC2A3LJT+44(0)207438�0�0F+44(0)207438�0��[email protected]

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