Module 5 - Supported employment basics - the five steps process

Module 5

Supported employment basics - the five steps process

 

Responsible partner

 

Jugend am Werk Steiermark GmbH

Aims and overarching objectives of the module

SE Coachers can/ knows how to:

 

·         Define values, standards and principles of SE

·         Discuss (dis-)advantages of paid and unpaid work and working experience placements

·         Define and apply SE methodology

·         Implement the five stage process:

-  Client engagement: creation of an action plan, working together with PwD

-  Vocational profiling: working on realistic and practical working places

-  Job finding: get to know possible ways of job finding

-  Employer engagement: importance of contact with employment, good job matching, etc.

-  On and Off Job support: supporting people with disabilities on their working places (training on the job) and support off their job.

·         Discuss the European dimension of the SE approach: EUSE – European Union for Supported Employment

 

Summary of the module content and table of content items

The module is presenting the core concept of the Supported employment as a contemporary method for labour market inclusion of people with disabilities. Supported Employment has been successfully used in different European countries since the late 1980’s. This approach for people with disabilities involves the concepts of empowerment, social inclusion, dignity and rights of individuals. The module presents the main fundamentals which are: uniqueness of each person with disability, respect, self- determination, possibility of informed choices, empowerment, confidentiality, flexibility of SE providers and access to SE services.

The module contains of the five stage concept/ process of supporting people with disabilities on their way to find a paid employment and to sustain it. These five steps are: client (PwD) engagement, vocational profiling, job finding, and employers’ engagement and on and off job support. The SE services are characterized through the usage of person-centred methodology. This approach is the key to successful inclusion on the open labour market.

There is a specific chapter which presents the access to work as a basic human right for all people. It follows the UN convention on the rights for people with disabilities which  states and assure “the right of persons with disabilities to work, on an equal basis with others; this includes the right to the opportunity to gain a living by work freely chosen or accepted in a labour market and work environment that is open, inclusive and accessible to persons with disabilities”

Furthermore the module describes the payment at a contracted going rate, equal benefits, safe working conditions and opportunities for career development. The achievement of paid work for people with disabilities is one of the most important principles of the SE approach. Equal payment and equal possibilities is presented as an achievable goal for people with disabilities in the same way as it is for non-disabled people in our society.

 

Table of contents:

 

5.1 Fundamentals and elements of SE

5.2 Beneficiaries of SE

5.3. Job profile of SE worker

5.4. Process and Methodology of Supported Employment

5.4.1 Stage 1: Client engagement

5.4.2 Stage 2: Vocational Profiling

5.4.3 Stage 3 + 4: Job Finding and Employer Engagement.

5.4.4 Stage 5: On and Off the Job Support/ Career
development

5.5 Implementation and Service Providers

5.6 EUSE: SE toolkit and further development

5.6.1 Results of T-EST project

5.6.2 Results of EUSET project

5.6.3 Results of ESES project

5.6.4 Prospects of European next steps – Project “Improving SE – Next steps”

5.6.5 Best practice example from Austria describing a SE consultancy process

 

Training workload

1.    Theoretical part (hours): 10 hours

2.    Practical part (hours): 20 hours

3.    Assessment (hours): 2 hours

Educational resources required

1.   PC, laptop or tablet.

2.   Internet access.

3.   E-mail account

Learning pathways

1.    Face to face: 8 hours

2.    E-learning: 17 hours

3.    Practice: 10 hours

4.    Internship: can be decided to fulfil the 10 hours practice through an internship

Previous knowledge

1. To be literate, have basic knowledge on disability and social  
http://www.youvet-project.eu/affairs.

2. Good communication skills.

3. Basic ICT skills.

4. Ability to cooperate with others.

5. Positive attitudes and ability to express empathy towards people with disabilities.

6. Basic knowledge in the field of working with clients with special
 needs.

 

Compulsory completion of other modules before starting:

No module is compulsory before.

 

Learning outcomes

Knowledge:

 

  • Knowledge about the fundamentals and key elements of SE;
  • Knowledge concerning the development of SE methods;
  • Knowledge about five stage process of SE support and what peculiarities/challenges can appear;
  • Know-how about basic conditions for providing SE services
  • Knowledge about the job profile of the future SE worker;
  • Knowledge about current status on national and EU level of  placing of SE services.

 

Skills:

  • Ability to plan and structure the SE consultancy process;
  • Ability to distinguish employers and employees as beneficiaries of the SE process and to be able to communicate with both parties in an appropriate way;
  • Ability to express empathy while  working together with beneficiaries ;
  • ;Ability to act innovative and creative way to achieve the goals ;
  • Ability to explain the SE process to other parties (employers, governmental parties and other stakeholders);
  • Ability to implement a person-centred approach towards people with disabilities.

 

Attitudes:

  • Implementation of a person-centred approach towards each client with disability taking into consideration his/her constraints, strengths and desires for career development
  • Increased awareness to match clients and employers needs and expectations
  • Flexibility in changing between stages and methods of the SE process
  • Support the process of increased paid workers with disabilities on EU level in line with the goals and indicators of Europe 2020.

References

EUSE (2010): European Union of Supported Employment Position Papers. Irland.

Romanach, Lobato (2005): Functional diversity, a new term in the struggle for dignity in the diversity of the human being. Spain.

Rappaport (1985): The power of empowerment language, Social Policy, p. 15 -21.

http://www.agef-saar.de/AHOI/Lima/Base/Chapter4.htm

http://www.helensandersonassociates.co.uk

 

 

ECVET/ECTS points

ECTS = 1,5 credits

ECVET = 15% weight

Assessment (type)

  1. Online questionnaire/test
  2. Description of a case where all stages/strategies are shown – presentation on online platform