20033
28-Jun-16
1 of 5
EMPLOYMENT SUPPORT
Explain supported employment as a
philosophy and method of employment
support
level:
6
credit:
6
planned review date:
June 2005
sub-field:
Social Services
purpose:
People credited with this unit standard are able to: explain
the historical development of supported employment; explain
current and possible future trends and issues in supported
employment in Aotearoa New Zealand; and analyse and
explain the foundation principles and philosophies that inform
supported employment.
entry information:
Open.
accreditation option:
Evaluation of documentation and visit by NZQA, industry and
teaching professional in the same field from another
provider.
moderation option:
A centrally established and directed national moderation
system has been set up by Community Support Services ITO
Limited (Careerforce).
special notes:
1
People awarded credit in this unit standard are able to
implement Te Tiriti o Waitangi in the social services
according to the authority and resources available to
them, and are able to demonstrate application of this
competence to the context of assessment for this unit
standard (for further clarification, please refer to
Unit 7928, Implement Te Tiriti o Waitangi in the social
services).
 New Zealand Qualifications Authority 2016
20033
28-Jun-16
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EMPLOYMENT SUPPORT
Explain supported employment as a
philosophy and method of employment
support
2
The critical/political model (sometimes referred to as
the social or social creation model) occurs in
institutionalised practices and the physical and social
environment designed for and by non-disabled people.
The liberal/consensual (or social construction) model
views disability as a problem located (or constructed) in
the minds of non-disabled people and manifest in
hostile social attitudes or ideological underpinnings of
discriminatory practices.
3
Resources related to supported employment may
include but are not limited to:
a
Bennie, G.
1996.
Supported employment:
Origins, development and current status in New
Zealand. Levin: Network Publications.
b
Bennie, G. ed. 1996. Supported employment in
New Zealand: Getting the job done.
Levin:
Network Publications.
c
Kendrick, M. 1999. "Some reflections on the
struggle to make a real and enduring difference".
In: Cross, A.; Sherwin, J.; Funnell, B.; Rodgers,
M., eds. Gathering the wisdom: Changing realities
in the lives of people with disabilities. Brisbane,
Australia: CRU Publications.
d
Munford, Robyn; Sullivan, Martin. eds. 1994.
Thinking critically about disability. Palmerston
North: Massey University.
e
Munford, Robyn; Sullivan, Martin. eds. 1998.
Thinking critically about disability Vol II.
Palmerston North: Massey University.
f
Wright, P.
1999.
Breaking the barriers:
Empowering people with disabilities. Auckland:
NZCCS National Conference, 1999.
 New Zealand Qualifications Authority 2016
20033
28-Jun-16
3 of 5
EMPLOYMENT SUPPORT
Explain supported employment as a
philosophy and method of employment
support
g
Wright, P. 1999. Human rights for people with
disabilities:
International
developments.
Auckland: NZCCS National Conference 1999.
Elements and Performance Criteria
element 1
Explain the historical development of supported employment.
Range:
evidence is required of developments in supported employment in relation to
theory, service provision, and practice from its inception to the present day.
performance criteria
1.1
Two international developments in supported employment are explained.
1.2
Three developments in a service provider’s supported employment service in
Aotearoa New Zealand are explained.
Range:
any three developments in one service provider affiliated to the
Association of Supported Employment New Zealand.
 New Zealand Qualifications Authority 2016
20033
28-Jun-16
4 of 5
EMPLOYMENT SUPPORT
Explain supported employment as a
philosophy and method of employment
support
element 2
Explain current and possible future trends and issues in supported employment in
Aotearoa New Zealand.
Range:
current trends may include but are not limited to - individualised service
provision, marketing, deinstitutionalisation, mainstreaming, inclusion;
possible future trends may include but are not limited to - consumer directed,
individualised funding, community development, demographics, disability
cultures.
performance criteria
2.1
Three current trends in supported employment are explained in relation to
theory, service provision, and practice.
2.2
Three possible future trends in supported employment are predicted and
explained in relation to theory, service provision, and practice.
element 3
Analyse and explain the foundation principles and philosophies that inform supported
employment.
performance criteria
3.1
The foundation principles of supported employment are explained.
Range:
foundation principles of supported employment include placement first; ongoing support; wages and associated
employment benefits; universal eligibility; real workplaces; career
development.
 New Zealand Qualifications Authority 2016
20033
28-Jun-16
5 of 5
EMPLOYMENT SUPPORT
Explain supported employment as a
philosophy and method of employment
support
3.2
The foundation principles of supported employment are explained in relation to
the models of disability.
Range:
models of disability include
liberal/consensual model.
-
critical/political
model,
3.3
The significant differences between supported employment and traditional
approaches to vocational services and job placement are explained.
3.4
The benefits or advantages of supported employment are explained.
Range:
evidence is required of three benefits or advantages.
Comments on this unit standard
Please contact the Community Support Services ITO Limited (Careerforce)
info@careerforce.org.nz if you wish to suggest changes to the content of this unit
standard.
Please Note
Providers must be accredited by the Qualifications Authority or a delegated interinstitutional body before they can register credits from assessment against unit standards
or deliver courses of study leading to that assessment.
Industry Training Organisations must be accredited by the Qualifications Authority before
they can register credits from assessment against unit standards.
Accredited providers and Industry Training Organisations assessing against unit standards
must engage with the moderation system that applies to those standards.
Accreditation requirements and an outline of the moderation system that applies to this
standard are outlined in the Accreditation and Moderation Action Plan (AMAP). The
AMAP also includes useful information about special requirements for providers wishing to
develop education and training programmes, such as minimum qualifications for tutors and
assessors, and special resource requirements.
This unit standard is covered by AMAP 0222
http://www.nzqa.govt.nz/framework/search/index.do.
which can
be
accessed at
 New Zealand Qualifications Authority 2016