Workshop title: CLIAG for those with additional support needs Presented by – Date –

Workshop title: CLIAG for those with additional support needsPresented by –Date –

Aim and objectives

Aim: To develop an understanding of the role of tutors and support workers in providing CLIAG to people with additional needs.

Objectives:

By the end of the session learners will be able to:• Define effective CLIAG and its implications for learners with

additional support needs• Describe strategies for investigating and meeting learners’

needs• Discuss availability of internal and external support networks

for tutors.

Introductions

• Find a partner that you do not know well

• Introduce yourself: name and job role

• Agree what you both think CLIAG involves and your role in delivering it

• You have five minutes for this exercise and will be asked to feed back your main points.

Effective practice in CLIAG

… helps learners to reach their potential by ensuring placement on correct programmes, addressing barriers, supporting them on programmes to reach their learning goals and increase their employability, and facilitating next steps and progression.

Career Learning for the 21st Century, LSIS 2010

CLIAG principles – relevance to learners with additional needs

•Diversity•Impartial•Responsive•Friendly and welcoming•Enabling

The Principles for Coherent Information Advice and Guidance Delivery – National Information, Advice and Guidance Board 2001

Why cover CLIAG for learners with additional support needs?

• Same rights as any other learners

• Often offer a unique contribution to the workplace

• May require more specific guidance to explore what is right for their next step

Labels

Unpacking the labels – where to start

• Learners themselves• A learner’s support workers• A learner’s family, friends and carers • Specialists within your organisation• Career professionals• Referral agencies – e.g. Disability Employment Adviser• Specialist groups and support agencies – websites,

information sheets, discussion boards, etc.

The deficit model

The social model

Implications for CLIAG

Work in groups of four or five, preferably with someone you have not worked with before. Discuss:

•Which model predominates within your organisation and how that impacts CLIAG teaching and support provided•How that impacts the learner with additional support needs•Write up your findings on a flip chart and be prepared to present them to the whole group.

You have five minutes for the discussion.

Reasonable adjustments

Work in pairs:

•List as many reasonable adjustments that can be provided for people with additional support needs within learning and work situations

•Discuss:• How many of these have been provided for your students • The process required to provide the adjustments• The impact on the learners.

You have five minutes for each task.

Accessibility examples

Some organisations may signal a positive attitude to disability:

•Ask for those with disabilities to apply•Prominently communicate a commitment to diversity and equal opportunities•Adverts may carry the ‘two ticks’ symbol•Application forms may be offered in alternative formats. •Applicants are encouraged to disclose a disability •Some government funding is available to employers to pay for alterations to the workplace.

Your experiences

Work in groups of four:

•Discuss your experiences with learners with additional support needs•Consider the importance of the initial interview and how you can prepare for it•Compile a list of dos and don’ts •Read handout 4 – Preparing for the initial discussion, to inform your thinking.

Thinking about what’s important to me in the future around work

Diagram drafted by Charlotte Sweeney, Helen Sanderson Associates and Yola Jacobsen, NIACE

Wor

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Satur

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job?

Volunt

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Res

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hom

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Thin

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do

in m

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Wor

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Satur

day

job?

Volunt

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Res

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hom

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Thin

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in m

y spa

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e?Noisy /quiet? What time of

day?Inside or

out?Sitting or active?

Working with others?

How many days?

How many hours?

Noisy /quiet? What time of

day?Inside or

out?Sitting or active?

Working with others?

How many days?

How many hours?

What I would like to avoid?

What do I really not like?

Jobs I think I would like

least Tasks I think would

like least

What I would like to avoid?

What do I really not like?

Jobs I think I would like

least Tasks I think would

like least

What do I like about myself?

What others like about me?

Qualities?

What do I like about myself?

What others like about me?

Qualities?

Wha

t diff

eren

ce I

would

want

job

to m

ake

to m

y

life. N

ext S

umm

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5yea

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Wha

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would

want

job

to m

ake

to m

y

life. N

ext S

umm

er

5yea

rs ti

me?

Getting ready in the

morning? For work?

Lunch/breaks? Getting to

work? What training might I

need?

Getting ready in the

morning? For work?

Lunch/breaks? Getting to

work? What training might I

need?

What sort of people I like around

me?

Qualities/ attributes of a job coach?

Colleagues?

What sort of people I like around

me?

Qualities/ attributes of a job coach?

Colleagues?

Gifts? Talents?

Skills?

Gifts? Talents?

Skills?

What’s important to

me in the future around

work

What’s important to

me in the future around

work

Summary

What have we learnt about:

•CLIAG for learners with additional support needs?

•Models of attitudes to disability?

•Labelling learners?

•Reasonable adjustments?

•Planning and initial interviews?

References

Jacobsen, Y, 2010. Making it Work. [online] Leicester: NIACE. Available at: http://shop.niace.org.uk/makingitwork.html [Accessed 8 March 2011]

Watts, AG, 1999. The Economic and Social Benefits of Guidance in Educational and Vocational Guidance: Bulletin, 63/1999. International Association for Educational and Vocational Guidance