Dr Val Chapman [NTF] Director Centre for Inclusive Learning Support

1. Dr Val Chapman [NTF] Director Centre for Inclusive Learning Support 25/05/13

2. As a result of this session you should… • Be able to determine the aims of the National Teaching Fellowship Scheme project, ‘Employability and Disability’; • Be aware of the research which underpinned the development of the new online resource, ‘UseMyAbility’ (www.usemyability.org.) • Understand the conceptual framework that underpins the ‘UseMyAbility’ resource; • Know how to engage with ‘UseMyAbility’ and use the resource effectively to support your own work; • Be aware of the ongoing developments relating to the web resource

3. Challenges faced by disabled graduates regarding employment (2008) • Anxiety about disclosing disability to potential employers; • Lack of awareness about the work place due to a lack of work experience – increases levels of anxiety; • Negative views about employment - that it will be ‘too tough’; • Lowered self confidence due to unsuccessful job applications, coupled with concern that disability was a deciding factor in their not receiving a job offer; • Poor self marketing.

4. ‘Employability and Disability’ A National Teaching Fellowship Scheme project Aspirational aims: • enhanced employability of disabled students • disabled graduates getting more/better jobs • enhanced confidence of university staff in their inclusive practice (academic and careers service) • employers drawing on a wider pool of graduate talent

5. Main beneficiaries of project: • All students, including disabled students • Academic staff • Work-based mentors/link tutors • Careers staff • Employers • Allgraduates

6. What does the website do? The web resource offers practical advice about the development of employability skills and guidance on how to make teaching practice more inclusive in order to enhance/maximise student participation and success.

7. Research : review of literature • There is no agreed definition of employability. • Employers want graduates with ‘oomph’ and ‘nous’. They value personal attributes and general employability skills as much as the specific skills needed to fulfil their particular roles. • Employers expect Higher Education establishments to teach employability skills. • Disabled students are reported as having less work experience. • Employers are more likely to employ disabled people once they have gained experience of working with them.

8. Research: review of literature • Some disabilities are viewed as more problematic by employers than others (a hierarchy of impairments). • Disabled students find it harder to get informal work experience. • Volunteering rates were higher among some minority groups (2007), including most ethnic minority students, students with a disability and those with caring responsibilities – mostly to enhance own employability. 

9. Research – disabled students • Disabled students think universities are good at increasing their awareness of the skills/attributes needed for the ‘real’ world of work and at helping them to develop such skills, in particular, oral and written communication and time management skills. • … BUT they think courses should be revised to relate more explicitly to the world of work and include more work experience and more links with employers

10. Research: employers’ perceptions • Most organisations have systematic procedures for implementing reasonable adjustments for disabled employees BUT • Small /Medium Enterprises (SMEs) are concerned about their capacity to make adjustments for disabled employees. • SMEs often don’t have policies or procedures but respond to disabled applicants/employees ‘on the hoof’ which means it’s harder for them to be proactive.

11. Web resource – conceptual framework • Each employability skill has been deconstructed into the relevant abilities that one would ordinarily expect to underpin successful achievement of the skill. • For example: teamwork is underpinned by the following abilities: • Empathy • Flexibility • Hearing • Sight • Speech

12. Abilities • Empathy • Flexibility • Hearing • Information processing • Managing stress • Mobility • Motor/ Manual Dexterity • Self Motivation • Self Organisation • Sight • Speech • Stamina

13. Disability/Ability – a continuum Adaptability Empathy Sight Individual profiles

14. Browse function of ‘usemyability’ web resource: • Is based on premise that all skills are executed through the application of certain ‘abilities’ • Is underpinned by an inclusive model of thinking • Focuses on ability rather than impairment • Recognises the continuum of ability • Recognises the dynamic of ability within the individual • Recognises the individual experience of impairment and disability

17. Employability skills: • Observation • Interpersonal Skills • Literacy - Reading • Listening (communication) • Work Under Pressure • Written Communication • Time Management • Information Literacy • Commercial/ Sector Awareness • Adaptability • Use of ICT • Self-management • Numeracy • Oral Communication • Problem Solving • Teamwork • Practicals

20. Impairments • Attention Deficit Hyperactivity Disorder (ADHD) • Autistic Spectrum Disorder (ASD) • Dyslexia • Dyspraxia • Hearing Impairment (HI) • Mental Health Difficulties (MHDs) • Physical Impairments • Speech Impairments • Visual Impairments (VI) • Medical/ Unseen Conditions

22. Attention Deficit Hyperactivity Disorder (ADHD) • What is ADHD? • Associated strengths • General information • Impact on Employability Skills and Attributes • Areas where ‘reasonable adjustments’ may be required • General advice • Resources/references

23. Subject employability profiles: • Hospitality Leisure Sport Tourism • Mathematics, Stats & Op Research • Music • Nursing • Physiotherapy • Psychology • Sociology • Veterinary Science • Law • Economics • Engineering • Art & Design • Building & Surveying • Biosciences • Computing • Dance, Drama and Performance • Education Studies • English • Business and Management • Geography • History

28. Feedback • ‘An extremely useful resource. The fact that it has been designed for a variety of stakeholders is particularly useful and very refreshing. A very polished and professional looking website... I shall be forwarding details of this website to various groups within my own institution and shall do what I can to advertise it more widely. Well done!’ (Researcher in T&L in HE)

30. Feedback • ‘I thought the case studies were very powerful and made the disability information feel like it linked to real people. The employer information that talked about interviewing will be very helpful indeed’ (Disability Professional in HE) • ‘Loved the whole site and I will refer callers, both employers and employees to the site…I am very impressed with the site and found it very informative. I cannot think of any way it can be improved. It has been very well thought out and presented.’ (Dyslexia charity)

31. Feedback • I just wanted to say I have just gone through the website and wanted to offer many congratulations. I found what I was looking for easily, and I value the links and information. I work as a tutor in HE but work more and more with employers and employees in the workplace, so I sought Access to Work details. All there, and a great resource for employers who call our Association and need a clearer picture about what they can do to recruit and support employees. (Hampshire Dyslexia Association)

32. Feedback • ‘Liked advice surrounding legal issues/things to take account of when interviewing. I haven't yet had to interview a disabled applicant however, so some information is difficult to relate to.’ (Employer) • ‘I've had a quick look and the website looks very useful and impressive - I'll certainly forward it to our students, if that's OK.’ (Director, MSc International Rural Development, Chair, Research Committee Principal Lecturer : Soil & Earth Science)

33. Lee Greatbatch Paralympic footballer, Lee coached some of Ghana’s young up-and-coming blind footballers Xcel Sports Student of the Year 2008