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EMPLOYMENT SUPPORT
Support a disabled student through the
transition process from school to work
level:
6
credit:
12
planned review date:
June 2005
sub-field:
Social Services
purpose:
People credited with this unit standard are able to: explain
the process of transition from school to work for disabled
students; analyse barriers to successful transition from
school to work for disabled students; support a disabled
student through transition from school to work in employment
support; and evaluate the transition process from school to
work for the disabled student.
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).
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EMPLOYMENT SUPPORT
Support a disabled student through the
transition process from school to work
2
Disabled students may include but are not limited to
people with the following impairments - autistic
spectrum disorder; challenging behaviour; head injury;
intellectual disability; deafness and hearing impairment;
physical disability; psychiatric disability; vision
impairments.
3
Disabled students' characteristics and needs may be
physical, emotional, psychological, spiritual, social,
economic, or political. Characteristics and needs may
include but are not limited to: age and stage of
development, culture, disability, gender, health status,
language, sexual orientation, and needs for physical
comfort, safety, and privacy.
4
The following apply to the performance of all elements
of this unit standard:
a
All activities must comply with service provider
guidelines, protocols, staff manuals, strategic
plans, kawa, or tikanga.
b
All activities must comply with relevant cultural,
legislative, and regulatory requirements, which
include but are not limited to: Code of Health and
Disability Services Consumers’ Rights 1996; NZS
8134:2001, Health and Disability Sector
Standards; Health and Disability Services (Safety)
Act 2001; Health and Safety in Employment Act
1992; Human Rights Act 1993; Official Information
Act 1982; Privacy Act 1993.
5
Social policy and legislative and regulatory
requirements may include but are not limited to:
Minister for Disability Issues. April 2001. The New
Zealand disability strategy: Making a world of
difference: Whakanui oranga. Wellington: Ministry of
Health;
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EMPLOYMENT SUPPORT
Support a disabled student through the
transition process from school to work
Department of Labour. September 2001. Pathways to
inclusion: Ngā ara whakauru ki te iwi whānui: Improving
vocational services for people with disabilities.
Wellington: Department of Labour;
Department of Social Welfare. 1990. Vocational
Opportunities Support Programme: Issues, policy, plan.
Wellington: Department of Social Welfare;
accident compensation legislation, including the
Accident Compensation Act 1982 and the Injury
Prevention, Rehabilitation, and Compensation Act
2001;
Code of Health and Disability Services Consumers’
Rights 1996;
Disabled Persons Community Welfare Act 1975;
Disabled Persons Employment Promotion Act 1960;
Education Act 1989;
Employment Relations Act 2000;
Health and Disability Services Act 1993;
Health and Disability Services (Safety) Act 2001;
Health and Safety in Employment Act 1992;
Human Rights Act 1993, Industrial Relations Act 1973;
Minimum Wages Act 1983;
Privacy Act 1993;
Public Health and Disability Act 2000;
State Sector Act 1988 (and associated Equal
Employment Opportunity EEO strategies);
New Zealand Standard (NZS) 8134:2001 Health and
Disability Sector Standards: Te Awarua o te Hauora,
available from Standards NZ - Paerewa Aotearoa:
Wellington.
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EMPLOYMENT SUPPORT
Support a disabled student through the
transition process from school to work
6
People seeking award of credit for this unit standard
must show that their actions are guided and supported
by valid theory for practice in employment support.
Evidence is required of theory that is derived from
authoritative sources, which may include but are not
limited to: the body of knowledge related to employment
support work; social service work; cultural theory; or
practice research.
7
The candidate is required to take all necessary steps to
ensure the safety and self determination of the disabled
student to whom they are offering employment support.
These measures are in accordance with criteria
established by relevant cultural, legislative, and
regulatory requirements.
8
Resources related to the transition process from school
to work for employment support purposes may include
but is not limited to:
Wehman, Paul. 1996. Life beyond the classroom: A
comprehensive guide to transition from school to work
for students with disabilities. Baltimore, Md.: Paul H.
Brookes Pub.
Elements and Performance Criteria
element 1
Explain the process of transition from school to work for disabled students.
performance criteria
1.1
The rationale for transition from school to work for disabled students is analysed
and explained.
1.2
The explanation includes a justification for the importance of aligning school and
employment support service provider visions for employment opportunities for
disabled students.
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EMPLOYMENT SUPPORT
Support a disabled student through the
transition process from school to work
1.3
Key factors of a successful programme for transition from school to work for
disabled students are explained and justified.
Range:
key factors may include but are not limited to - inclusive
educational experiences for disabled students; functional and age
appropriate school curriculum; employment support beginning at
school; protocols between schools and employment support
service providers; converting Individual Education Plans into
Individual Career Plans in at least the last two years of school;
proactive approaches by employment support providers;
commitment to collaborative evaluation of transition activities;
presence of supports and services for individuals in part time
employment or where employment opportunities are not currently
available.
Evidence is required of five key factors.
1.4
The process of transition from school to work is explained in relation to one set
of protocols between a school and an employment support service provider.
1.5
The explanation includes an evaluation of the protocols between a school and
an employment support service provider against the foundation principles of
supported employment.
Range:
foundation principles of supported employment include placement first, ongoing support, wages, employment benefits,
universal eligibility, real workplaces, career development.
element 2
Analyse barriers to successful transition from school to work for disabled students.
performance criteria
2.1
The main barriers to successful transition from school to work for disabled
students are analysed and explained.
Range:
2.2
main barriers to successful transition - organisational;
philosophical; curriculum; funding; perceptions or stereotypes of
disabled students.
Creative solutions are proposed for barriers to successful transition from school
to work for disabled students.
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EMPLOYMENT SUPPORT
Support a disabled student through the
transition process from school to work
Range:
evidence is required of one solution for each of the range to
performance criterion 2.1.
element 3
Support a disabled student through transition from school to work in employment support.
performance criteria
3.1
Information gathering covers all elements of the transition from school to work
situation.
Range:
elements - the student's characteristics and needs; the student's
goals and aspirations; the student's skills; resource issues related
to the student's goals and aspirations; the student's family or
whānau and wider social system; safety of the student; issues of
change; school protocols.
3.2
Employment support for the student is negotiated and promoted with the school
as part of the transition process from school to work.
3.3
Information gathered is in accordance with the student's perspectives, goals,
and aspirations.
3.4
The plan for transition from school to work establishes the student's
employment options in terms of their identified strengths, goals, and aspirations,
and supports the student's self-determination.
3.5
The plan for transition from school to work addresses identified resource issues
and identifies essential aspects for implementation of the plan.
Range:
3.6
essential aspects include but are not limited to - goals,
timeframes, aspirations, networks, contingencies, support,
evaluation.
Evidence is required of four essential aspects.
The methods used to support the student through the planning and
implementation phases of the transition process match the student's
characteristics and needs.
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EMPLOYMENT SUPPORT
Support a disabled student through the
transition process from school to work
3.7
Implementation of the transition process is in accordance with the plan, and any
protocols established with the school and employer for transition.
element 4
Evaluate the transition process from school to work for the disabled student.
performance criteria
4.1
The evaluation of the transition process is carried out by agreement with the
student, and incorporates feedback from the student and other participants in
the process.
Range:
4.2
The transition process is evaluated against the foundation principles of
supported employment.
Range:
4.3
other participants in the process may include but are not limited to
- the student's family or whānau; school; employer.
foundation principles of supported employment include placement first, ongoing support, wages, employment benefits,
universal eligibility, real workplaces, career development.
The transition process is evaluated against the student's aspirations and needs,
and the requirements for safe practice in employment support.
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.
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EMPLOYMENT SUPPORT
Support a disabled student through the
transition process from school to work
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