Strengthened
Pathways Planning
Preparing young people with
disabilities for a successful
future beyond school
Published by Student Inclusion and Engagement Division
Department of Education and Early Childhood
Development
Melbourne
May 2014
© State of Victoria (Department of Education and Early
Childhood Development) 2014
The copyright in this document is owned by the State of
Victoria (Department of Education and Early Childhood
Development), or in the case of some materials, by third
parties (third party materials). No part may be reproduced
by any process except in accordance with the provisions
of the Copyright Act 1968 the National Education Access
Licence for Schools (NEALS) (see below) or with
permission.
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Authorised by the Department of Education and Early
Childhood Development, 2 Treasury Place, East
Melbourne, Victoria, 3002
Also published on:
www.education.vic.gov.au/school/teachers/teachingresources/careers/Pages/disability
pathways.aspx
Acknowledgements
Strengthened Pathways Planning is a joint initiative of the Department of Education
and Early Childhood Development and Department of Human Services.
Thank you to the following Victorian government schools involved in the trial and
evaluation of Strengthened Pathways Planning:
Ashwood School, Barwon Valley School, Berendale School, Brauer College,
Cobden Technical School, Doncaster Secondary College, Glenallen School,
Heatherwood School, McClelland College, Naranga School, Newcomb Secondary
College, North Geelong Secondary College, Warrnambool College and
Warrnambool Special Developmental School.
Photos provided courtesy of Barwon Valley School, Berendale School and Montague
Continuing Education Centre.
Strengthened Pathways Planning
page 1
Contents
Section 1
Introduction
Transitions .......................................................................................................4
Career planning ...............................................................................................5
Young people who benefit from Strengthened Pathways Planning ..................6
Section 2
Career planning for young people with disabilities
Universal career development resources .........................................................7
Customised resources .....................................................................................8
Section 3
Components of Strengthened Pathways Planning
Engaging Parents in Career Conversations ................................................... 10
Career Action Plans ....................................................................................... 13
R U Ready Student Profile ............................................................................. 15
Workplace Learning Opportunities ................................................................. 16
Section 4
School Implementation
The teaching and learning cycle .................................................................... 19
Recommended timeline ................................................................................. 20
Roles and responsibilities .............................................................................. 20
Privacy and confidentiality ............................................................................. 23
Evaluation of post-school outcomes............................................................... 23
Section 5
Post-School Options
Employment................................................................................................... 24
Education and training ................................................................................... 26
Specialist Transition Supports........................................................................ 27
Specialist Community Based Supports .......................................................... 28
Strengthened Pathways Planning
page 2
Purpose
Strengthened Pathways Planning aims to foster independence and increase the
participation of young people with disabilities in further education, training and postschool employment, through strengthened careers and transition planning in schools.
This document provides guidance for school staff on careers and transition planning for
young people with disabilities, and brings together information on the broad range of
options available to them when they leave school. Links to relevant information,
resources and services are provided in each section.
Sections of this guide
Section 1—Introduction provides the rationale for strengthening career pathways
planning for young people with disabilities. It also outlines what terms such as
‘disability’, ‘career’ and ‘work’ mean for young people today.
Section 2—Career planning for young people with disabilities outlines universal
career resources as well as a customised approach to help young people with
disabilities and their families feel confident that they are well prepared and can make
informed decisions about future options.
Section 3—Components of Strengthened Pathways Planning includes Engaging
Parents in Career Conversations, Career Action Plans, R U Ready Student Profile, and
Workplace Learning Resources.
Section 4—School Implementation addresses issues for schools to consider in
positioning pathways planning within the teaching and learning cycle. This section
provides a suggested timeline for key planning activities, defines roles and
responsibilities, and recommends the On Track survey for ongoing evaluation of postschool outcomes.
Section 5—Post School Options outlines the range of post school pathways and
associated programs and services available to young people with disabilities when they
leave school. Knowing their options in advance can provide reassurance to young
people and their families that there are many options available to meet their individual
needs.
Strengthened Pathways Planning
page 3
Section 1
Introduction
Our department is dedicated to improving the opportunities for all learners, without
exception. We are committed to ensuring that school education is inclusive and
engaging so that young people are equipped to undertake further study or enter the
workforce.
Both parents and teachers share a significant role in helping young people identify their
future aspirations and build work-readiness skills.
For young Victorians with disabilities, participating in further education, training and
employment can lead to enhanced opportunities for greater economic and community
involvement. It can be a protective factor against social exclusion and associated
mental and physical health issues. Increased access to employment opportunities is
key to improving economic security and personal wellbeing.
In short, every young person with a disability who is able to work should have an
opportunity to participate in employment and be actively supported to do so.
For young people with high support needs, their post-school planning should include
options that foster independence that support ongoing life skills development, social
inclusion, and the pursuit of active and fulfilling experiences. The social participation of
young people with disabilities adds value to a rich and diverse community.
We recognise that people with a disability can face considerable barriers to
participation in employment and these are reflected in the following statistics from over
the past decade.

Australia ranks 21st out of 29 OECD countries in employment participation rates
for those with a disability.1

Around 45 per cent of those with a disability in Australia are living either near or
below the poverty line.2.

The labour force participation rate of Victorians with a disability who were of
working age was 54 per cent, compared to 83 per cent for Victorians without a
disability.3
This document provides guidance for school staff on careers and transition planning for
young people with disabilities, and brings together information on the broad range of
options available to them when they leave school.
Transitions
Children and young people undertake a number of important transitions at key points
during their education; moving from kindergarten to school, primary school to
secondary school, and finally leaving school to pursue post-school options.
The transition from the familiarity of the school environment to post-school is a
significant milestone and can be an exciting time for young people. For some, making
decisions about future options can be daunting. For young people with disabilities and
1
2
3
OECD (2009). Sickness, disability and work: Keeping on track in the economic downturn – Background
paper.
Ibid.
Australian Bureau of Statistics (2011). 4446.0 Disability, Australia, 2009.
Strengthened Pathways Planning
page 4
their families, we recognise that there may be additional challenges and uncertainty. It
is important to seek information, support and advice ahead of this transition.
Career planning
Our department provides a range of resources and services to support career
development and pathways planning for all young people, including those with
disabilities.
What does ‘career’ mean?
Career development is the lifelong process of managing life, learning and work. A
career no longer refers to a specific job or occupation. A career includes a lifetime of
experiences including life roles, education, training, paid work and unpaid work.
Exploring the concept that a career includes participating in leisure activities,
community groups, volunteering and sport can support a more holistic view of a young
person’s future.
As young people embark on their post-school transitions, they are faced with a range of
life, learning and work options.
What does ‘work’ mean?
The term ‘work’ is used to describe a range of valued activities that bring personal
satisfaction. ‘Work’ does not necessarily refer to paid work only, as other meaningful or
satisfying activities are also forms of work, such as unpaid life roles (e.g. parenting)
and volunteering. This shift from work being considered simply as a paid job or an
occupation recognises that people engage in a number of work activities throughout
their career and their life.
Young people with disabilities can participate in a variety of valued work activities
regardless of the level of their ability.
Some young people with disabilities can undertake work activities independently,
whereas others may require some additional support. Employers are required under
the Commonwealth Disability Discrimination Act 1992 to make reasonable adjustments
to the workplace to cater for specific support needs. A variety of work options are
available for young people who cannot fully engage in open employment.
Features of successful career planning
Effective career planning supports young people to identify what they can do, rather
than what they cannot do, and considers individual interests, values and aspirations as
a central component of career decision making.
Our department recommends a career planning approach that is customised for young
people with disabilities and builds upon existing school processes. An integrated and
collaborative approach to career planning should assist young people with a disability
and their families to:

understand what further education, training and employment options are
available when they leave school; and

plan ahead for a fulfilling and active future.
Strengthened Pathways Planning
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Our department has undertaken a review of local, national and international research,
and worked closely with Victorian schools to identify the features of successful career
planning for young people with disabilities.4
This review identified that for young people with disabilities, effective career planning
is:

proactive

focused on the individual

driven by young people and parents

based on an objective student assessment

related to life skills development

inclusive of families and carers

actively involving businesses, communities and government agencies.
These features informed the development of Strengthened Pathways Planning – an
evidence based pathways planning approach which includes four key components:

Engaging Parents in Career Conversations

Career Action Plans

R U Ready Student Profile

Workplace Learning Opportunities.
Young people who benefit from Strengthened Pathways
Planning
The definition of ‘disability’ under the Disability Discrimination Act 1992 is broad and
can include a range of psychiatric, sensory, physical and intellectual difficulties. The
Australian Bureau of Statistics figures indicate that up to 20 per cent of the Australian
population have one or more disabilities.
This publication is intended to strengthen the pathways planning for young people
supported under the Program for Students with Disabilities (PSD) in Victorian
government schools.
In addition to those students supported under the PSD, the Strengthened Pathways
Planning information and resources may be applicable to a wider cohort of young
people with disabilities and additional needs in schools. The school’s careers
practitioner and/or student welfare coordinator may choose to use this approach for
any young person with disabilities and additional needs who is at risk of not making a
successful transition from school.
4
Asquith Group (2009). Pathway planning for young people with a disability
Strengthened Pathways Planning
page 6
Section 2
Career planning for young people
with disabilities
Our department provides a range of resources and services to support the career
development of all young people, including those with disabilities. These include
universal career development resources as well as those specifically customised for
young people with disabilities.
Universal career development resources
 Victorian Careers Curriculum Framework
The Victorian Careers Curriculum Framework is an online resource aimed at
assisting young people to acquire the skills, knowledge and behaviours to manage
their careers. It provides a scaffold for a career education program for all young
people from Years 7 to 12 and for young learners with VET providers and the Learn
Local adult community education sector. It supports the work of education and
training staff in the preparation of young people to make a successful transition into
further education, training or employment.
See: Victorian Careers Curriculum Framework
(www.education.vic.gov.au/school/teachers/teachingresources/careers/carframe/Pa
ges/framework.aspx).
 Managed Individual Pathways
The Managed Individual Pathways initiative supports Victorian government schools’
career development programs and activities. This includes ensuring that all young
people aged 15 years and over are provided with an individual, annual Career
Action Plan and associated support as a means to making a successful transition
through school to further education, training or employment. Schools are also
funded to provide additional support to young people at risk of disengaging or not
making a successful transition to further education, training or employment.
See: Managed Individual Pathways (MIPS)
(www.education.vic.gov.au/school/teachers/support/Pages/mips.aspx).
 Workplace Learning Resources
Workplace Learning Resources enable young people to trial different post-school
options, including work experience. A range of online resources are available for all
students, including students with a disability, to assist schools, students, parents
and employers to plan and prepare for work experience or structured workplace
learning placements.
See: Workplace Learning
(www.education.vic.gov.au/school/teachers/teachingresources/careers/work/Pages/
default.aspx).
These universal supports are applicable to all young people with disabilities, and in
some cases, will fully meet their career development needs.
For young people with disabilities supported under the Program for Students with
Disabilities, a strengthened approach is recommended.
Strengthened Pathways Planning
page 7
Customised resources
Strengthened Pathways Planning offers an enhanced and integrated approach to
career planning for young people with disabilities, including a suite of customised tools
and materials that build upon universal career development resources in schools.
The planning is overseen by the young person’s Student Support Group in consultation
with the school’s career practitioner, and the agreed activities are incorporated within
the young person’s Individual Learning Plan.
Engaging Parents
in Career
Conversations
Career Action
Plan
Individual Learning
Plan
Workplace Learning
Opportunities
R U Ready
Student Profile
An Individual Learning Plan is the core planning document developed for all students
supported under the Program for Students with Disabilities, and is recommended for
any student with additional needs. The Individual Learning Plan contains a set of
individualised goals and strategies that build upon a young person’s current profile and
future aspirations.
The Individual Learning Plan binds the components of Strengthened Pathways
Planning into a unified approach.

The Engaging Parents in Career Conversations (EPiCC) Framework
provides resources to help schools work together with parents to ensure that
young people are empowered with positive career messages both at school and
at home.

The Career Action Plan is a student-owned career planning document
designed to translate a young person’s dreams and aspirations into specific
learning goals and identify relevant work experience opportunities.

The R U Ready Student Profile provides a snapshot of a young person’s workrelated skills and employability at a point in time. This helps young people, their
parents and teachers engage in career conversations about what the young
person can do, their strengths, and readiness for work.
Strengthened Pathways Planning
page 8

Workplace Learning Opportunities enable young people to trial post-school
options and gain direct ‘hands on’ experience in a workplace.
Detailed information about these components can be found in Section 3Components
of Strengthened Pathways Planning.
An example
Joshua attends a mainstream school and has an intellectual disability.
Career Action Plan
From Year 7 Joshua updates his Career Action Plan in class as part of the Victorian
Careers Curriculum Framework. He identifies cooking and working with people as
areas that interest him, and he aspires to be a contestant on a television cooking show.
The learning goals identified by Joshua in his Career Action Plan are incorporated into
his Individual Learning Plan.
R U Ready Student Profile
In Year 10 Joshua’s parents attend a Student Support Group meeting and complete
the R U Ready Student Profile with his teachers. They identify Joshua’s strengths with
interpersonal skills and following written instructions, but also a need for him to further
develop his confidence with managing money. The school then prioritises the
development of money management skills in Joshua’s Individual Learning Plan. In
Year 11 and Year 12 they review and update his R U Ready Student Profile.
Workplace learning opportunities
In Year 10 the school liaises with a local Workplace Learning Coordinator to identify
and negotiate work experience for Joshua at a local bakery. The experience motivates
Joshua to strengthen his maths skills, which is prioritised in his Individual Learning
Plan.
Engaging Parents in Career Conversations (EPiCC) Framework
From Year 7 the school discusses career options with Joshua’s parents in Student
Support Group meetings. In Years 10 and 11 his parents attend careers workshops at
school and learn about pathways to VET programs in hospitality and School Based
Apprenticeship and Traineeship programs. In Year 12 Joshua’s parents attend open
days at the TAFE with Joshua and he enrols in a hospitality course for the following
year.
Strengthened Pathways Planning
page 9
Section 3
Components of Strengthened
Pathways Planning
Strengthened Pathways Planning resources have been customised to the needs of
young people with disabilities. They build upon the universal career planning resources
in schools, and should be integrated into the young person’s Individual Learning Plan.
Engaging Parents in Career Conversations
Involve the young person’s parents in transition planning and
decision making.
Our department acknowledges that
parents are the most significant
influence in the career development of
their children. Parents are generally
the young person’s primary source of
career development information,
advice and guidance.
To help parents provide the best
possible information, advice and
guidance to their children, schools are
encouraged to promote a
contemporary understanding of what
‘career’ means today. This broader
definition of ‘career’ includes periods
of education, training, paid
employment, unpaid employment,
unemployment, volunteer work and life roles. Young people need the skills and
knowledge to navigate through these various experiences, and use resilience to move
forward when their preferred option does not follow a direct pathway.
In 1995, Canadian career development leaders5 created the High Five Principles of
career development. These five key principles reflect the contemporary understanding
of a career. Parents and teachers can begin a careers conversation by drawing on
these High Five Principles:
5

Know yourself, believe in yourself and follow your heart.

Change is constant.

Learning is ongoing.

Focus on the journey.

Access your allies.
Pat Butter, Donna Davidson, Barrie Day, Aryeh Gitterman, Helen Hackett, Tracy Lamb, John McCormick, Dave
Redekopp and Michele Tocher.
Strengthened Pathways Planning
page 10
The most important thing for parents is to be positive about the ideas and choices
made by a young person and their chances of finding a satisfying career path. This
needs to include a consideration of their aptitudes (what they are good at), interests
(what they like or enjoy doing), values (what is important to them), aspirations (what
they want to achieve) and skills (what they can do).
Schools can engage parents in the career development of young people with
disabilities through a range of formal and informal activities.
Our department has developed the Engaging Parents in Career Conversations
(EPiCC) Framework to support schools to engage parents in the career development of
young people. The EPiCC Framework has been customised for parents of students
with a disability. Opportunities for more structured information sharing and discussion
can occur in Parent Workshops and Student Support Group meetings.
For more information, see:
http://www.education.vic.gov.au/school/teachers/teachingresources/careers/parentsfra
me/Pages/resources.aspx
Parent Workshops
Parent workshops organised by the school provide an important opportunity to:

share information on the concept of a career, and pathways to particular
careers

assist parents to help their child to acquire the skills, knowledge, attitudes and
behaviours to manage their learning and work, and make informed decisions
throughout a productive and engaging life

assist parents to become career development allies, by helping their child to
develop and build their preferred career future, feel less worried about the
future and build a network of trusted people as partners to assist them on their
journey.
The workshops can provide parents with skills and knowledge to:

engage their child in career conversations

help their child identify their interests, values, beliefs, skills, strengths and
aspirations

support their child to identify and develop ‘meta skills’ (e.g. skills for learning
how to learn) such as resilience, persistence, adaptability, flexibility, drive,
efficacy, creativity, innovation

identify opportunities and access relevant information on learning and career
options and the labour market

help their child make appropriate and effective learning and career decisions.
Workshops can provide parents with accurate, relevant, high quality information about
the opportunities that are available to their children. For example, senior secondary
programs and subjects, tertiary courses, apprenticeships and traineeships; and labour
market information including new workplace trends, emerging occupations, and
industries with skill needs.
Engaging a respected community representative with some career expertise to help
deliver these parent workshops is recommended. This allows your workshop to deliver
content that is relevant to your community’s particular circumstances as well as
Strengthened Pathways Planning
page 11
ensuring that it delivers ‘real life’ examples and opportunities in your community. This
may require the use of interpreters.
It can be powerful and reassuring to invite graduate students with disabilities and their
parents to attend workshops and share their stories of successful post-school
transition.
If workshops are scheduled outside of class time, respite care may be required.
Staff members without formal career development qualifications can undertake Module
1 of the Australian Career Development Studies suite before delivering parent
workshops.
For more information, see: Australian Career Development Studies
(www.career.edu.au).
A Parent Workshop presentation customised for parents of young people with
disabilities is available for schools. See:
http://www.education.vic.gov.au/school/teachers/teachingresources/careers/parentsfra
me/Pages/resources.aspx
Student Support Groups
Student Support Group (SSG) meetings provide an ideal opportunity for engaging
parents in career conversations.
The SSG provides a regular forum for parents and school staff to discuss the long term
goals and aspirations of young people with disabilities, and ensure that the young
person’s Individual Learning Plan aligns with these goals. The young person’s Career
Action Plan and R U Ready Student Profile can provide valuable information to further
contribute to the planning and discussion.
The SSG can invite a staff member with careers expertise or representatives from
external agencies to provide advice regarding workplace learning opportunities or postschool options.
For more information, see: Student Support Group
(www.education.vic.gov.au/school/principals/health/Pages/studentsupportgroup.aspx).
Parent Websites
There are a range of websites that can provide further information to parents on career
development and career pathways, including:

The myfuture: Career Development for People with Special Needs website
provides a wide range of useful information on career development for parents
of students with special needs. See: myfuture’s Career Development for People
with Special Needs
(http://www.myfuture.edu.au/tools%20and%20resources/assistance%20for%20
people%20with%20specific%20needs.aspx).

The Career and Pathway Planning website provides information on possible
pathways and support available specifically for students with a disability. See:
Career and Pathway Planning
(www.education.vic.gov.au/school/parents/needs/Pages/careersupport.aspx).

The Victorian Skills Gateway is a one-stop shop for vocational training in
Victoria. This site allows users to search occupations, courses,
training providers, video and written case studies. This website is also viewable
via a purpose built smartphone interface. The courses on the Victorian Skills
Strengthened Pathways Planning
page 12
Gateway website are either regulated qualifications under the Australian
Qualifications Framework (AQF), or short training programs comprising units of
competency from regulated qualifications. See: Victorian Skills Gateway
(www.education.vic.gov.au/victorianskillsgateway/Pages/home.aspx).

For specific help regarding support available to students with a disability and
what to consider in choosing a training provider, see Victorian Skills Gateway’s
Choosing a training provider
(www.education.vic.gov.au/victorianskillsgateway/adult%20learners/pages/choo
sing-a-training-provider.aspx).
Further Information
Parents can seek information about career options from school staff, including:

Careers practitioner

Year level coordinator

Year 11 or 12 coordinator

VCE, VCAL or VET coordinator
Support is also available from Careers Centres at VET and University providers. Most
institutions have dedicated staff to provide support for students with disabilities.
Career Action Plans
Assist the young person to plan early and explore their dreams,
aspirations and practical life requirements.
We recommend that young people and their families
begin to think about future possibilities as early as
possible. Not only does this avoid leaving important
decision making until the ‘last minute’, but it means that
there is time to trial different options, and start working
towards building the skills that might be needed for the
future.
The Career Action Plan is a dynamic planning document
owned and managed by young people and is intended to
capture their increased self-awareness and selfmanagement through career development. The Career
Action Plan helps young people to develop their
awareness and understanding of education, training and
employment options required for their preferred postschool destination, and to develop the skills, knowledge,
attitudes and behaviours to effectively manage their
careers and transitions throughout their lives.
Young people with disabilities may complete a standard Career Action Plan template or
a template that has been customised for young people with disabilities. In addition,
schools may further customise the template to meet the unique needs of their teaching
and learning context and learners. For example, the list of ‘positive words’, ’interests’,
’values’ and ’skills’ can be revised, or more visual images could be added throughout
Strengthened Pathways Planning
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the template. Additionally, activities and examples within the Career Action Plan can be
swapped and changed across year levels.
Career Action Plans are most effective when completed over time and in conjunction
with a career education program, for example through the Victorian Careers Curriculum
Framework. This program could include classroom activities embedded across the
curriculum, specific ‘careers’ classes, mentoring or pastoral care programs addressing
goal-setting, subject selection information sessions, attending a careers expo,
participating in try-a-trade, work experience and other similar activities.
The Career Action Plans are divided into interrelated sections that should be completed
progressively throughout the year. For example:

My Profile: completed at the beginning of the year as a “getting to know you”
activity;

My Progress: completed early in Term 1 to reflect on achievements over the
past year;

My Goals and Plans: completed towards the end of Term 1 once young people
have an idea about the year ahead; and

My Review: Completed towards the end of the year to benefit from its reflective
purpose.
Completing Career Action Plans through group-based activities may be preferred for
some young people with disabilities. However, others may prefer an individual
approach. The Career Action Plan can be completed electronically, or it can be printed
and completed in hard copy.
It is recommended that the learning goals identified in the Career Action Plan be
incorporated into each young person’s Individual Learning Plan. This ensures that the
Individual Learning Plan captures the long term aspirations of the young person, and
that opportunities to further reinforce or enhance identified skills can be integrated
throughout the young person’s overall educational program.
Strengthened Pathways Planning
page 14
Further Information
For Career Action Plan templates, including customised templates for young people
with a disability, see: Career Action Plans
(www.education.vic.gov.au/school/teachers/teachingresources/careers/carframe/Pages
/cap.aspx).
R U Ready Student Profile
Identify the young person’s strengths and work on developing
useful skills for the future.
The R U Ready Student Profile (the Profile) is a tool for engaging young people, their
parents and teachers in career conversations. The Profile provides a snapshot of a
young person’s work-related skills and employability at a point in time, and seeks to
identify what the young person can do, rather than what they can’t do.
Completing the Profile while the young person is still at school can:

prompt conversations between young people, their parents and teachers about
the young person’s post school options. Completing the Work Skills profile
pages can highlight the range of skills a young person already possesses and
open up discussions about realistic career options

contribute to educational planning processes. Completing the Profile can help
identify specific work skills which the young person may need to further
develop. The Individual Learning Plan should target the development of these
specific skills which align with the young person’s long term goals or career
aspirations

assist the Student Support Group to identify what specific supports may be
required to facilitate the young person’s access to a workplace

provide helpful information for employers and external agencies offering
workplace learning opportunities to young people with disabilities.
We recommend that the Student Support Group completes the Profile in Year 9 (or
equivalent), to establish a baseline. Recognising strengths and opportunities for
targeted skill development at this time can assist in developing an Individual Learning
Strengthened Pathways Planning
page 15
Plan, which prepares the young person for workplace learning opportunities in the
senior secondary years.
The Profile can be readministered annually to monitor progress and refine the learning
goals in the young person’s Individual Learning Plan. In the senior secondary years the
Profile can assist in preparing for workplace learning opportunities, and identifying
realistic post school pathways.
To download the R U Ready Student Profile template and user guide, see: R U Ready
Student Profile
(www.education.vic.gov.au/school/teachers/teachingresources/careers/Pages/disability
pathways.aspx)
Workplace Learning Opportunities
Provide the young person with opportunities to trial post-school
activities while at school.
Whether or not young people with disabilities have decided on their preferred postschool pathway, we recommend that they be given the opportunity to trial different
options before leaving school. Workplace learning activities can help students to:

explore or expand their possible career options

develop employability skills

understand employer expectations
Strengthened Pathways Planning
page 16

increase their self-understanding, maturity, independence and self-confidence.
When planning workplace learning opportunities for a young person with a disability, it
is important that the employer knows what the student can and cannot do, and that
activities and supervision are arranged accordingly. The R U Ready Student Profile is
recommended to assist the Student Support Group in identifying any necessary work
adjustments. Arrangements made in advance of the placement will enhance the
likelihood of a valuable experience for the student.
Following a work placement, employers can provide valuable feedback to the young
person and Student Support Group to help identify areas for further skill development.
Students can undertake workplace learning through:
 Work experience
Work Experience is the short term
placement of secondary school students
with employers to provide insights into
the industry and the work place in which
they are located. Students are placed
with employers primarily to observe and
learn – not to undertake activities which
require extensive training or experience.
The provision of between one or two
weeks ‘out’ at work has become part of
many school programs over the last 40
years, and is generally undertaken in
Years 9 or 10. Work experience involves
secondary school students who are over
14 years of age and up to and including
21 years of age undertaking short-term
industry placements, which broadens
their experience and understanding of the
world of work and career opportunities.
For more information, see: Work Experience
(www.education.vic.gov.au/school/teachers/teachingresources/careers/work/Pages/
workexperience.aspx).
 Structured workplace learning
Structured workplace learning involves students undertaking structured on-the-job
training during which they are expected to master a designated set of skills and
competencies related to a course accredited by the Victorian Registration and
Qualifications Authority (e.g. VET in Schools programs, VCAL). For more
information, see: Structured Workplace Learning
(www.education.vic.gov.au/school/teachers/teachingresources/careers/work/Pages/
structuredlearning.aspx).
 School Based Apprenticeships and Traineeships
School Based Apprenticeships and Traineeships (SBAT) are available to secondary
school students from 15 years of age who are permanent residents of Australia. A
SBAT offers students enrolled in the Victorian Certificate of Education (VCE) or the
Victorian Certificate of Applied Learning (VCAL) the option of combining part-time
employment, school and training.
Strengthened Pathways Planning
page 17
A SBAT program is undertaken under a training contract with an employer, has a
training plan signed by the school and formally registered with the Victorian
Registration and Qualifications Authority and leads to a nationally recognised
qualification at Certificate II, III or IV level. A SBAT also includes paid work under
some form of industrial agreement that endorses part-time apprenticeships, such as
a Federal Industrial Award, Australian Workplace Agreement or Collective
Agreement. The vocational training components of SBATs also contribute credit
towards a senior secondary certificate.
Many school based apprentices and trainees move on to a full-time contract with
their employer after leaving school, while others choose to continue their education
and training at a Registered Training Organisation or university. For more
information, see: School Based Apprenticeships and Traineeships
(www.education.vic.gov.au/school/principals/curriculum/pages/apprentice.aspx).
Further Information
 Workplace Learning Toolbox
The Workplace Learning Toolbox provides teaching resources for young people and
teachers that have vital information about the work environment, with a strong focus
on the importance of good Occupational Health and Safety practice. The teaching
resources highlight the key messages contained in the video clips and supply
schools with appropriate tools to ensure that their workplace learning program
provides young people with the skills and understanding required in the work
environment. For more information, see: Workplace Learning Toolbox
(www.education.vic.gov.au/school/teachers/teachingresources/careers/work/pages/t
eachers.aspx).
 A Job Well Done
Schools are required to adequately prepare students for the risks and hazards they
may face in the workplace. The Occupational Health and Safety section of the
department’s website provides teachers with resources to help prepare students for
their work experience placement. These resources will prepare students for work
experience by exposing them to activities and issues relating to the ‘world of work’.
The resources are for use with the video “A Job Well Done” which has been
prepared for students with a disability. For more information, see: A Job Well Done –
Teacher Resources
(www.education.vic.gov.au/school/teachers/teachingresources/careers/work/Pages/
welldone.aspx).
 Workplace Learning Coordinators
Workplace Learning Coordinators are available in each Local Learning and
Employment Network area to facilitate workplace-based learning experiences for
students, including students with a disability. For more information, see: Workplace
Learning Coordinators
(www.education.vic.gov.au/about/programs/pathways/Pages/coordinators.aspx).
 Australian Network on Disability – ‘Stepping into’ program
‘Stepping into’ is a paid internship program specifically for university students with
disability, who want to gain some paid hands-on work in their chosen field of study.
For more information, see: Australian Network on Disability’s Information for
Students (www.and.org.au/pages/information-for-students.html).
Strengthened Pathways Planning
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Section 4
School Implementation
It is acknowledged that secondary schools and specialist schools already provide
career planning and development opportunities for all students within the whole school
curriculum. For young people supported under the Program for Students with
Disabilities it is recommended that a strengthened pathways planning approach is
embedded within existing school practices; overseen by the Student Support Group
and incorporated into the young person’s Individual Learning Plan.
The teaching and learning cycle
Successful pathways planning is best embedded within the four stages of the teaching
and learning cycle which emphasises the ongoing and integrated nature of teaching
and learning:
DATA – understand the individual needs and strengths of the young person
PLAN – identify meaningful and relevant learning goals which align with the future
aspirations of the young person
TEACH – facilitate the development of specific skills which are targeted to the young
person’s future aspirations
ASSESS – review the young person’s progress and adapt future goals and
strategies according to the young person’s learning outcomes
Strengthened Pathways Planning
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Recommended timeline
The following diagram provides a suggested timeline for implementing the components
of Strengthened Pathways Planning throughout the secondary school years.
Roles and responsibilities
The Student Support Group
The Student Support Group (SSG) oversees the pathways planning for young people
with disabilities supported under the Program for Students with Disabilities.
The SSG provides educational planning for young people with disabilities that is
ongoing throughout the young person’s school life. The SSG develops an Individual
Learning Plan that sets out the young person’s short-term and long-term learning goals
based on the Australian Curriculum in Victoria, Abilities Based Learning and Education
Support and other relevant information.
As young people with disabilities explore and refine their future options through the
senior secondary years, the SSG should increasingly focus on setting learning goals
within the Individual Learning Plan that prepare the young person for their long term
aspirations. These learning goals should aim to foster independence, develop work
related skills, and increase the young person’s confidence in their capacity to work.
We recommend that the school’s career practitioner be invited to SSG meetings to
provide advice or assist in liaising with the young person, parents, and external
agencies at relevant times.
For further information about Student Support Groups and writing Individual Learning
Plans, see: Student Support Group
(www.education.vic.gov.au/school/principals/health/Pages/studentsupportgroup.aspx).
Strengthened Pathways Planning
page 20
Role descriptions for school staff, young people, and parents engaged in Strengthened
Pathways Planning are provided below:
School Staff
•
•
•
•
•
delivering the Victorian Careers Curriculum Framework, and
assisting the young person to develop their Career Action Plan
engaging parents in their child’s career development; through
Student Support Group meetings and Parent Workshops
annual administration of the R U Ready Student Profile in
collaboration with the young person and parents
coordinating enhanced access to workplace learning opportunities
liaising with external agencies and employers to arrange
workplace learning opportunities and access information about
post-school options
Young people
•
•
•
•
•
•
identifying areas of interest and aspiration
talking with parents, teachers and friends about career options
completing a Career Action Plan
contributing to the R U Ready Student Profile in collaboration with
their parents and teachers
participating in workplace learning opportunities
attending open days, information sessions and Career Expos
Parents
•
•
•
•
•
•
•
•
initiating career conversations with their child
practicing work skills at home
participating in Student Support Group meetings
contributing to the development of Individual Learning Plans
which target skills linked to their child’s career aspirations
collaborating with school staff in completing the R U Ready
Student Profile
attending career workshops for parents
attending open days, information sessions and Career Expos to
fully explore the range of post-school options available to their
child
sharing relevant information with external departments, agencies
and employers as required
Strengthened Pathways Planning
page 21
Community partnerships
There are a range of external organisations and agencies that provide valuable
information and assistance to young people with disabilities who are transitioning from
school to post-school options.
These organisations such as Local Learning and Employment Networks can facilitate
partnerships with local employers and external agencies, share information about
possible pathways beyond school, and provide assistance to schools in sourcing work
placements for young people with disabilities.
Schools should work closely with these organisations to maximise the opportunities
available to young people with disabilities in their local community.
Community organisations and external agencies include:

Local Learning and Employment Networks
(www.education.vic.gov.au/about/programs/pathways/Pages/llens.aspx).

Workplace Learning Coordinators
(www.education.vic.gov.au/about/programs/pathways/Pages/coordinators.aspx)

Disability Employment Services
(http://www.humanservices.gov.au/customer/services/centrelink/disabilityemployment-services)

Registered Training Providers, including TAFEs – see: Beyond School
(www.education.vic.gov.au/school/students/beyond/Pages/default.aspx).

Centrelink – see: Department of Human Services’ People with disability
(http://www.humanservices.gov.au/customer/themes/people-with-a-disability).

Volunteering information, see: Victoria’s Volunteer portal
(www.volunteer.vic.gov.au/).

Department of Human Services, see: Disability (www.dhs.vic.gov.au/forindividuals/disability).
Community partnership example – Ticket to Work
Ticket to Work enables students with disability to participate in School-Based
Apprenticeship and Traineeship employment while simultaneously completing their
senior schooling. This program is designed to increase employability options for young
people with a disability, and in doing so increase their opportunity to meaningfully
participate in the economy and community post-school.
A Ticket to Work Partnership Group oversees the program in their local region, with this
Partnership Group comprised of a variety of organisations and agencies keen to
support Ticket to Work students, parents and employers. In many cases the
Partnership Group includes: schools, Disability Employment Services, Group Training
Organisations, Registered Training Organisations, Local Learning and Employment
Networks or Partnership Brokers, National Disability Coordination Officers and other
youth / disability organisations.
Since Ticket to Work was piloted in 2012, 25 students with mild to moderate disability
have taken part in the program. A mix of small to medium enterprises and well as
multinational organisations have employed a Ticket to Work SBAT student across a
variety of industry areas including business administration, hospitality, horticulture,
retail, and automotive. Further information, see: bgkllen’s National Ticket to Work
Network (http://www.bgkllen.org.au/partnerships/national-ticket-to-work-network).
Strengthened Pathways Planning
page 22
Privacy and confidentiality
Young people and their families often provide schools with personal and health
information to maximise engagement with teaching and learning. Schools must
maintain confidentiality of this private information in line with privacy legislation, and
clearly document how this information is collected, used, disclosed and stored.
To assist decision making about a young person’s needs, schools may inform
parents/guardians of their child’s academic progress, behaviour, educational options or
special educational requirements. For young people with disabilities, this is often
completed collaboratively with parents/guardians as part of Student Support Group
meetings and recorded in an Individual Learning Plan.
Where schools partner with external agencies to support workplace learning
opportunities and transition processes, student information can only be provided to
third parties with prior consent from parents/guardians or the student (if over 18 years
of age). This information includes results from educational assessment, profiling tools
and transition planning documentation.
Students and parents are encouraged to consider the benefits associated with sharing
selected information with third parties.
For more information, see: Information Privacy
(www.education.vic.gov.au/school/principals/spag/governance/Pages/privacy.aspx).
Evaluation of post-school outcomes
On Track is a Victorian government initiative designed to monitor the destination
outcomes of school leavers in Victoria and highlight the diversity of pathways young
people pursue after leaving secondary school. On Track will ensure that Year 10-12
students, from government and non-government schools, including students from
Specialist Schools, are contacted within six months of leaving school to see if they are
on a path to further education, training or employment. It also helps to develop the
support available to young people by offering a referral service to those who may be
experiencing difficulty in achieving their education and employment goals.
Data obtained through the On Track survey is used to publish post school education,
training and employment destinations celebrating the broad range of outcomes schools
create for young people. The results are provided back to schools, tertiary providers,
departmental regional offices and local learning and employment networks to assist
with program development. For more information, see: On Track
(www.education.vic.gov.au/about/research/Pages/ontrack.aspx).
Consent to participate is required by all participants. This is obtained as part of the
VCAA enrolment process to enrol in a VCE or equivalent unit. Those that consented to
participate are then contacted six months after leaving school to obtain their post
school destination.
Our department is working to ensure all students with disabilities who exit specialist
schools are engaged in the On Track surveys.
For general queries about the On Track survey, email:
ontrack.survey@edumail.vic.gov.au.
Strengthened Pathways Planning
page 23
Section 5
Post-School Options
When young people leave school it is important to maintain social contact with peers,
and undertake fulfilling activities that promote lifelong learning and development. Some
young people with a disability aspire to pursue employment and financial
independence. Other young people pursue further education or training which can
provide social connections with peers, and opportunities for future employment. For
young people with very high support needs, their post-school planning should include
options that support ongoing life skills development, social inclusion, and the pursuit of
active and fulfilling experiences.
This section provides an overview of options for young people with disabilities in the
areas of:

employment

education and training

specialist transition options

specialist community based supports.
Additional information can be found in the Exploring the Possibilities resource guide,
which aims to provide a starting point to explore the range of options that are available
to young people with disabilities once they leave school.
See: Department of Human Services’ Exploring the possibilities: post-school options for
young people with a disability (www.dhs.vic.gov.au/about-the-department/documentsand-resources/reports-publications/exploring-the-possibilities-post-school-for-disabledyoung-people).
Employment
A range of employment services are available to help people find work. Most of these
also offer specific help to young people with a disability.
 Centrelink
Young people looking for work should contact Centrelink Employment Services on
13 28 50 or visit a Centrelink Customer Service Centre.
Centrelink can determine the level of help a young person is eligible to receive and
refer them to the employment service that best meets their needs.
Young people may also contact a local Job Services Australia provider or Disability
Employment Network member directly for assistance.
For further help, contact a Job Access Adviser on 1800 464 800.
 Job Services Australia
Job Services Australia offers personalised help and services that are better targeted
to the needs of a job seeker with more access to training opportunities and work
experience to help people find and keep a job. Job Services Australia is a new
approach to employment services, which gives a single entry point to a range of
user friendly employment services for job seekers and employers. See: Job
Services Australia (http://employment.gov.au/job-services-australia-jsa)
Strengthened Pathways Planning
page 24
 Disability Employment Services
Disability Employment Services (DES) offer specialist assistance to job seekers with
a disability, who require ongoing support to find and maintain employment.
DES members provide a range of specialist services individually tailored to meet a
person’s employment needs. See: Disability Employment Services
(http://www.humanservices.gov.au/customer/services/centrelink/disabilityemployment-services)
 JobAccess
JobAccess is a free information and advice service about the employment of people
with disability. JobAccess helps people with disability, employers, service providers
and the community to access information about services, financial assistance and
workplace solutions. See: Australian Government’s JobAccess
(www.jobaccess.gov.au/).
 Community and volunteer work
Volunteer work is an excellent way of experiencing new challenges and learning
about the world of work.
Volunteers provide an unpaid but valuable service to the community.
There are a variety of organisations that rely on volunteers and it can be a great way
to gain new skills and build on your work experience.
Young people with a disability may enjoy rewarding careers where volunteer
activities are included. Volunteer programs are supported by Centrelink, local
governments and numerous community organisations.
Being a volunteer frequently introduces people to networks that can lead to other
career opportunities. See: Victoria’s Volunteering portal
(http://www.volunteer.vic.gov.au/).
 CRS Australia
CRS Australia assists people who have an injury, disability or health condition to
work independently in the open labour market. See: CRS Australia
(http://www.crsaustralia.gov.au/).
More information

Disability Employment Australia – represents the disability employment services
sector and aims to help jobseekers and employees with a disability.
(http://disabilityemployment.org.au/)

Australian Apprenticeships Access Program – gives job seekers who
experience difficulty entering skilled employment training, support and
assistance.
(http://www.humanservices.gov.au/customer/services/centrelink/australianapprenticeships-access-program)

Australian Disability Enterprises – are commercial businesses that provide
employment for people with a disability, operating across a wide range of
industries - from design, printing and packaging, to manufacturing, laundry and
landscaping. Employees of Australian Disability Enterprises enjoy the same
working conditions as those in the general workforce. There are over 350
Strengthened Pathways Planning
page 25
Australian Disability Enterprise outlets across Australia so there is likely to be a
provider in your region. (www.australiandisabilityenterprises.com.au/)
For information on different occupations, click on the links below:

Youth Central’s Jobs and Careers – gives planning and career advice
(www.youthcentral.vic.gov.au/Jobs+&+Careers).

Myfuture’s Occupation Search
(http://www.myfuture.edu.au/explore%20careers/browse%20occupations.aspx).

Australian Government’s Job Guide (http://www.jobguide.education.gov.au/).
Education and training
Higher education
Higher education courses offered in Victoria, range from undergraduate and
postgraduate degrees, to diplomas. Courses are available to students at universities,
some TAFE institutes or at a private higher education provider.
Vocational Education and Training
Within the Vocational Education and Training (VET) sector, there is an extensive range
of courses to choose from at TAFE institutes, Adult Community Education
organisations, TAFE Divisions of some universities, or private training providers.
Training opportunities range from short courses to vocational graduate diplomas. Many
courses offer on-the-job training, and apprentices and trainees have the opportunity to
learn while being employed.
Training is delivered through a range of options. The time it takes a young person to
complete their qualification will depend on their prior level of skills and knowledge,
whether the student is studying full-time, part-time or externally as well as what
qualification they are studying. See: Victorian Skills Gateway
(www.education.vic.gov.au/victorianskillsgateway/pages/home.aspx).
Short courses
If a student is unsure whether University or TAFE is right for them, they may do some
short courses. Short courses are a valuable way of looking into career pathways and
are often used as a stepping stone to further education.
Learn Local Courses
Learn Local – Adult Community Education (ACE) provides early, less formal learning
opportunities in a friendly local environment. See: Learn Local Courses
(www.education.vic.gov.au/training/learners/learnlocal/Pages/default.aspx).
Supports available
The National Disability Coordination Officer (NDCO) program targets the barriers
that people with a disability face in successfully accessing and completing post-school
education and training and subsequent employment. NDCOs perform a range of
functions to help people with disability gain access to and successfully complete postschool education and training, and employment. NDCOs can provide practical
assistance and advice to individuals with a disability and their families, education and
training providers, as well as employment and community support agencies.
Strengthened Pathways Planning
page 26
Most universities and TAFEs have links to NDCOs and some employ their own
disability liaison officer, while others are employed regionally and are shared across
campuses, particularly within the TAFE sector.
NDCOs can assist with:

making the introduction to further study easier by talking to students and finding
out about their needs

putting students in touch with others who have similar support requirements

information about scholarships and grants and how to apply for them

pre-enrolment advice

advice about special entry schemes available

application and enrolment advice.
For more information, see: NDCO (http://www.ndcovictoria.net.au/).
The Victorian Training Guarantee makes vocational education and training more
accessible to people who do not hold a post-school qualification, or who want to gain a
higher level qualification than they already hold. For more information, see: The
Victorian Training Guarantee
(www.education.vic.gov.au/training/learners/vet/pages/funding.aspx).
Specialist Transition Supports
A range of specialist transition services are offered to support young people in their
transition to further education, training or employment.
For more information, see: Department of Human Services’ Disability
(www.dhs.vic.gov.au/for-individuals/disability).
Futures for Young Adults
Futures for Young Adults (FFYA) is a Victorian program offered by the Department of
Human Services, that provides information, advice and support for up to three years to
young people with a disability who have disability-related transition support needs that
cannot be met through other available services and supports. FFYA focuses on helping
these young people make a successful transition from school to further education and
employment.
FFYA transition planners are available to assist young people with a disability, families
and school personnel to explore a range of post school options. They can provide
specialist information and advice regarding services available in the community for
young people with a disability to support them to meet their post school goals.
Young people with a disability who meet the eligibility criteria for FFYA may be
provided with:

information about generic, community and specialist supports

information and support to access disability supports, if required

assistance to explore a range of post-school options
Strengthened Pathways Planning
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FFYA can provide funded support for young people with a disability to access disabilityrelated supports where it is identified that generic community services are not able to
meet their needs.
Transition to Employment
Part of the FFYA program, the Transition to Employment (TTE) initiative provides
assistance to young people interested in pursuing employment, but who are not yet
ready to move into employment or receive assistance through a Commonwealth
employment program. TTE is focused on supporting this group to build the skills,
capacity and work experience to facilitate entry into the paid workforce.
Transition to Employment aims to help young people with a disability by:

supporting them to develop work and industry related skills and qualifications

improving access to employment opportunities

increasing participation rates in the workforce

building their capacity to independently participate in the community.
Specialist Community Based Supports
Individual Support Packages
Individual Support Packages are funds that the Department of Human Services
allocates to a person to meet their disability-related support needs. The funds may be
used to buy a range of disability-related supports chosen by the person to assist them
to achieve their goals. The funding may complement existing informal support
arrangements from family and friends and/or generally available community services.
Individual Support Packages may assist people with a disability to continue living in the
community by providing a range of supports to:

maintain independence

keep living in their own home

move to more independent living arrangements

learn new skills

participate in the local community.
For more information, see: Department of Human Services’ Individual Support
Packages (www.dhs.vic.gov.au/for-individuals/disability/individual-support-packages).
Community Based Day Services
Day services, provided by specialist disability service providers, provide group or
individual activities across a range of lifestyle areas, including daily living, community
participation and recreation. Day services are suited to people who have high physical
or social support needs, require significant assistance with activities of daily living, or
who have significant behaviour and safety issues.
For more information, see: Department of Human Services’ Day Services Handbook
(www.dhs.vic.gov.au/about-the-department/documents-and-resources/policies,guidelines-and-legislation/day-services-handbook).
Strengthened Pathways Planning
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National Disability Insurance Scheme
On 1 July 2013, the National Disability Insurance Scheme (NDIS) launched in Victoria’s
Barwon Area encompassing the City of Greater Geelong, the Surf Coast Shire, the
Borough of Queenscliff and the Colac-Otway Shire. The NDIS will gradually roll out
across the rest of Victoria from July 2016.
The NDIS will consider a person’s care and support needs over their lifetime and is
underpinned by principles of choice, control, inclusion and flexibility. Eligible people
with a disability will receive individualised care and support that is flexible and
adaptable as their needs change.
For more information, see: National disability insurance scheme
(http://www.ndis.gov.au/).
Neighbourhood Houses
Neighbourhood houses are local organisations that provide social, educational and
recreational activities for their communities in a welcoming supportive environment.
There are approximately 360 Neighbourhood Houses across Victoria with at least one
Neighbourhood House in just about every town and suburb in Victoria.
Strengthened Pathways Planning
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