The Scottish Government

« Previous | Contents | Next »

Listen

CHAPTER SIX: "TOTALLY GO FOR IT" - INDIVIDUALS', FAMILIES' & EMPLOYERS' PERSPECTIVES

INTRODUCTION

6.1 This chapter presents the findings from qualitative in-depth interviews with 15 individuals with learning disability and/or ASD who were in 'supported employment', their families and employers. The key aim of carrying out interviews with supported employees and families was to collect information that would inform, inspire, encourage and ultimately would lead to more and better 'supported employment'. This was a gift for the research team as opportunities to search out positive and inspiring information are rare.

PARTICIPATIVE RESEARCH APPROACH

6.2 The purpose of including interviews with supported employees in the study was primarily to bring out authoritative real life information about what life is like for people who are in 'supported employment'. Supported employees' accounts provide honest, straightforward and often very moving evidence about the quality and impact of services, both good and bad. Their information is powerful and instructive. It is also essential if we are to gain a full and true picture of the services being examined. Participative approaches help to ensure the people who know about services through their own personal experiences genuinely inform research.

6.3 As detailed in Chapter One, we recruited 3 people with learning disabilities as Research Associates who had experience of research and/or employment issues, and together with the Researchers, they carried out interviews with supported employees, families and employers. For interviewees, the experience of being interviewed by someone who has similar life experiences can be far less disempowering than being interviewed by other researchers, however good their practice. The most persuasive argument for us, though, is that a participative research approach is the right way to work. Research about people with specific life experiences should as far as possible be driven, carried out and even better owned by people who are also part of that community.

THE SAMPLE

6.4 The sample of 15 supported employees came from 5 different services. Four of these were selected from the 69 survey respondents as examples of best practice in 'supported employment'. Another was chosen because it currently supported people with autism in employment. The services supported individuals in urban and rural areas and demonstrated evidence of most of the following aspects of best practice: supporting jobs for more than 16 hours a week; finding jobs in integrated work settings; ensuring people were better off financially; adopting a person centred planning and consumer-driven approach; using 'natural supports' in the workplace; and adopting a career development approach. One of the services, Intowork, was working solely with people with ASD, while the other 3 were working with people with disabilities including learning disabilities. In the paragraphs below, we describe these services briefly and use information from the interviews to illustrate how they supported individuals in employment.

Open Project, Paisley

A voluntary sector project, which has existed for over 5 years, run by ENABLE Scotland. It offers support to around 30 people with learning disabilities to "access employment opportunities and sustain employment in an open environment". Six staff support people in paid jobs, work placements and jobs in social firms. Most jobs are 16 hours or more. The Open Project emphasises the importance of individual choice and spending time at the beginning of the process to discover individual preferences and offering choice as they feel this "leads to greater sustainability". They have also supported at least one person in self-employment.

Both employees and their family members commented on how helpful the job coach had been in helping to maximise their income through supporting claims for benefits and tax credits. One employee, who was about to be made redundant, was pleased at the continuing support he had received from the job coach and was confident that she would help him find another job.

North Lanarkshire Council Supported Employment Service

A dedicated 'supported employment' service run by the local authority that started in January 1999. It works to ensure adults with learning disabilities and mental health problems who want to work receive appropriate support and opportunities to "access real jobs for real wages". A large staff team of 29 supports around 70 individuals in paid jobs, most of whom are people with learning disabilities. The service has achieved an average paid working week of 25 hours for the vast majority and all those in 'supported employment' are financially better off.

North Lanarkshire's job coaches consistently supported the employees they worked with to develop their skills within the jobs they were doing: for example, one person was supported to learn a number of tasks at his workplace to be in a better position to apply for any jobs coming up in that workplace; another was supported to undertake SVQ training offered by the employer. One employee received significant additional support to enable him to stay in his job until he could find one more congenial to him. It was recognised that it would be harder for this man to find other work if he was no longer in employment. Support was also given to employees to extend their horizons: one person was being encouraged to obtain a passport and to take driving lessons.

Intowork, Edinburgh

A voluntary sector project that is over 3 years old is part of a broader service for people with disabilities, and works with people with ASD or Acquired Brain Injury. The service provides person centred, flexible support to enable individuals to achieve their employment potential. Their stated mission is "to create equality of opportunity to enhance the lives of our service users and support them to progress towards employment, social and economic inclusion." Eleven staff support a range of employment opportunities for about 80 people. The majority of people with ASD who are supported in work are in paid jobs, and most of these work more than 16 hours per week.

The job coach had helped one employee change jobs within the organisation he worked for after it was recognised that his unhappiness with his initial job was affecting both his performance and attendance at work.

One employee, as part of his apprenticeship, had to spend a few months in a number of different parts of his company. The job coach had been meticulous in finding out in detail about the work tasks and environment of each of these placements to make the employee's transition from one placement to the next as seamless as possible.

Family members talked about the job coach being sensitive to family issues and concerns, whilst maintaining a clear focus on the needs of the employee.

Shirlie Project, Inverness

A voluntary sector project providing one-to-one employment support to people with disabilities and looked after children for the past 7 years. The project aims to provide open paid employment at the going rate for those who need support in gaining or maintaining jobs; to enable individuals to achieve their potential; and to enable them to gain independence and respect. The project's 18 staff support nearly 200 individuals, 25% are people with learning disabilities and/or ASD. While not all of these individuals are being supported in full-time work, most are in jobs of 16 hours or more.

The project provided sustained support to one person who had a difficult relationship with some of his work colleagues to enable him to stay in his post. Employees were encouraged to think about their career development, whether that is about learning new skills in an existing job or looking for another job to meet their ambitions.

Job coaches also encouraged employees to develop other interests and used this as a natural way to keep in touch with people who needed less intensive workplace support: e.g. one employee was going to meet up with his job coach for a game of golf.

6.5 Among those interviewed were 11 men and 4 women. While this does reflect the predominance of men in paid employment found by the survey as reported in Chapter Five, this was a higher ratio of men than expected. The composition of the sample was purposive and as such, we worked closely with the selected agencies to achieve a mix of sample characteristics. Although we would have liked to include more women in the sample, this did not prove possible alongside meeting the requirement to include people with learning disabilities and/or ASD, people from urban and rural areas, those working 16 hours or more and so on.

6.6 Individuals aged 17 to 47 years were included in the sample. The following table summarises the age distribution of the supported employees interviewed and can be seen to reflect the survey finding that the majority of people with learning disabilities and/or ASD in paid jobs were between 25-49 years.

6.7 It is noteworthy that nearly all interviewees (11 out of 15 individuals) were living with parents or family, which could be perceived as the restrictive impact of welfare benefits on the employment of people with learning disabilities living in supported or residential accommodation. One person lived alone. Another was living in supported accommodation, another in a care home and another with her/his partner.

6.8 In terms of their employment history, the supported employees interviewed tended to be in their first 'supported employment' job (12 out of 15). Three were in their second 'supported employment' job; one with the same employer and 2 with different employers but supported by the same 'supported employment' provider. Eight out of the 15 were in their first paid job. Six had had previous jobs, which they had obtained without the help of 'supported employment' agencies, one of the 6 had obtained 3 different jobs previously.

6.9 Interviewees had been in their current 'supported employment' or self-employment for varying lengths of time. Table 6.2 below describes the length of time they had been in their current paid jobs and shows that those interviewed included a mix of people newly in jobs as well as those in well established posts.

INDIVIDUAL NARRATIVES

6.10 The stories all 15 people and their families told us were inspiring in many different ways, irrespective of whether they were totally 'good news'. Collectively, people told us about the many benefits from employment for them as individuals, their families and their communities. Some people told us about significant struggles along the way but all confirmed that employment was life enhancing for them and their families. In the stories told below we have not used people's real names to preserve their anonymity.

Edith

Edith works as an events organiser in a nursing home. She plays dominoes and bingo with the residents and makes them cups of tea. Sometimes she goes out with residents. She works 4 afternoons a week for a total of 16 hours per week. She's been in her job for 8 months. This is her first paid job. She is in her 40s and lives with some other people in accommodation with support. Edith really likes her job because she gets to meet new people and because she gets paid! If she didn't have her job, she would really miss meeting people: the residents, the staff and the visitors: "without this, I'd be left out - no family, no friends." Edith's pay helps her to manage her bills better ( e.g. her phone bill). She can also go on holiday, which she's never been able to do before: she's going to Spain. She's also doing more line dancing and buying more clothes. She said that the best thing about the job is "I'm happy. Happiness".

Robert

Robert is on his second job with the same employer. He didn't like his first job very much: "I did it for 2 years. It was a bit boring. I was on my own all the time - down on the ground floor. I wanted a new job." With his job coach's help, he negotiated a different job. His current job is as a member of the Finance Department. It's a small team of 4 people; they all have different jobs and they have their own office. Robert's key tasks are: typing invoices, photocopying, counting money, stamping invoices, Visa card transactions and sending out invoices. He works for 9 hours per week spread over 3 mornings. His benefits situation limits his working hours (he lives in a care home). Although he works for only 9 hours per week, Robert highly values the money he earns because it makes a big difference to his disposable income. He feels happier working. Robert, who is in his mid 30s, was clear about the advice he would give other people thinking about working: "Go for it"

Angela

Angela, who is in her 40s, has been working for 6 years as a clerical assistant in a Social Work Department. She answers the intercom and the telephones. She uses the computer a lot and does photocopying and the mail. She works from 10.00 to 3.00 five days a week. She likes to talk to everybody and work along with them. She gets on well with people. She likes to have a laugh and if she didn't have her job she would miss the people and the money. Angela said that the best thing about having a job has been " To help myself. To do things - doing my own things. I'm now doing the things that I can do myself. I can't go on the bus myself but I can do the taxi." She knows the job very well and is still learning new tasks. She feels more confident in herself. She has made friends and has a good social life. Her mum said, " Angela was needing work badly but no-one would give her a job. She went after job after job. She was getting very frustrated...It has made her a different person." Angela lives at home with her mum.

Debbie

Debbie has been working fulltime as a carer in a nursing home for 4 months. She really likes working with older people: she likes sitting down and talking with people, helping them to feel better. She helps residents with personal care tasks and with eating. She's had quite a lot of training for her job: for example, she's learnt to use a hoist so that she can help people have a bath. She's also going to be doing an SVQ. She's now a key worker for one person and she can work on her own. The main things Debbie's not too keen on are having to get up early and working weekends, both of which affect her social life. Debbie, who is 19 and lives at home with her parents, says that working has made her happier. She had got very depressed after leaving college 2 years earlier and her mum was worried about her. She's pleased she's got her own money and is planning a weekend away in York and a holiday. She's keen to help her mum get their house done up and for her mum to have a holiday too. Debbie's ideal job would be to work with special needs children. She thinks she'll stay in her current job for a couple of years and use her SVQ to open up new doors, maybe becoming a home help with the Council. She's planning to take driving lessons soon and then get a car; having a car will open up more options for her. Debbie thinks that a good employer would be like her boss, who's very approachable, good to talk to. She's provided really good training and offered Debbie the opportunity to do the SVQ. She always does what she says she will do. Other staff at the nursing home are good too. " They'll say, 'Don't stand by, come and ask'. When you tell them, they'll come straight away or send someone else if they're busy."

Steven

Steven has worked for almost 4 years as a Domestic Assistant in a nursing home. He works 4 days a week on a shift basis and gets about one weekend a month off. He had previously worked in the garage where his dad had worked: his dad had got him that job. He thinks it's a good job. His job involves hoovering, mopping and emptying the bins on a daily basis: he has to put the bins out twice a week and do a more extensive clean weekly. He likes working with people and working with older people like his granny. He's happy with the wages. The matron has said that he does his job very well. The only thing he's unhappy with is the bins, because they smell. He said that the best things about having a job are " It's just good. The residents are good. The staff are good. The boss is good." Steven, who is 27, is definitely more confident as a result of working. He's also better off financially: he contributes to the family's housekeeping costs and is able to afford to go on holiday (he's been to Sweden and Madeira with his parents this year). He's made new friends through work, although most people working at the home are older than him: he doesn't see them much socially, although there is a retirement party coming up. He's also learnt new skills, like hoovering! He wants to continue working in the nursing home - and has plans to get beds there for his parents so that they'll give him their house, although he'd have to buy out his sisters! His ideal job would be the boss at the nursing home.

Jenny

Jenny has been a self-employed garden specialist/horticulturalist for just over 2 years. What is now her business began as an engrossing hobby. She works from a plot of land on her parents' farm. She grows plants for people to order and bedding plants, herbs and perennials for sale from home and at the outlet provided by a local shop. She's more recently started to do a weeding and planting service. She's learnt that she has to pace herself and to avoid burn out only does one weeding and planting session of 2 hours in any day. Jenny, who is 23, works seven days per week, totalling about 40 hours in the week. She has Direct Payments: her team of 3 personal assistants help her with her work, as does her mum. However, Jenny is clear that she has the knowledge and that she is the manager of the team, but they do all work as a team. There are many reasons why Jenny is happy in her job. She likes seeing the final results, everything flowering and looking good. She likes that people come to her for advice. She likes helping people (she has given a week's work experience to someone with special needs, when no one else would give her a chance). She likes doing the actual work, a lot of which she can do easily, with music playing in the background. She is proud that she can stick at a task sometimes better than other people as she gets obsessed with it. She also takes pride in improving what she does each year, by taking notes of what works and what doesn't. She's pleased with the money she's earning as the business is growing each year and her plan is to come off tax credits etc altogether. Jenny thinks that what makes a good job is "being happy with your work. It has to something you enjoy doing. It has to be something that challenges you and stretches you but not so challenging you give up." She gave the example of answering the phone, which she wouldn't do previously, but now she's beginning to. There have been 3 key aspects of support for Jenny: her family; her personal assistants funded by Direct Payments, who have been critical to what she has achieved; and the Princes Trust, who took her on "with all her baggage", helped her start up and have continued to follow up with her to see that she can keep going. The Princes Trust was so impressed by her achievements that she won their New Business of the Year award for 2003. The best thing about having a job for Jenny is the potential for being independent and not having to rely on her family all the time, especially financially. She also likes the fact that she has learnt new skills and her job keeps her occupied. She gets out more as a result of her job: for example going to nurseries or Flower Shows. Having her PA's to drive her places has helped a lot; a medical condition means she is not allowed to drive herself. She has got to know more people through her work. Earning money has enabled her to buy her own clothes and to make contributions to the household. Jenny's dream job would be the head of a big garden chain with lots of money and she'd be swimming in the Caribbean! She is planning to have a house of her own and she and her family have already identified the site on part of their land. In the shorter term, her plans include thinking about getting a van or hatchback. Jenny's path to her current position hasn't been easy. She has clear ideas about help that other people might need. She believes employers need to be aware of people's individual differences and to accommodate these. She sees it as an issue about attitude and awareness. Some employers would need a course in how to deal with employees with difficulties. As she said when talking about the woman she offered work experience to, "I know what it feels like. If no one will give people like me a chance, I will."

Craig

Craig is 21 years old and lives with his parents. Craig began an electronic engineering apprenticeship about 9 months ago after getting an HND at college: it will last 4 years. This is his dream job. He had previously had a job with Safeways. He had got this himself before he learnt that he had Aspergers. He moves round to different departments and goes to college for a month every 3 months for training. As an apprentice he also gets help from a more experienced colleague in each department he goes into. He likes having someone to talk to, to ask questions about the things he needs to find out. He likes the flexi-hours and the people he works with. The wages are quite good and will go up in stages through his apprenticeship so he'll be on full wages at the end of the 4 years. He also has been able to buy a car through the company scheme. For Craig, a good job is where he can see things through from beginning to end and to know he's done a good job. It's important that people are patient with him and show him as he's learning and not get annoyed with him. The job has made a big difference to his life. He's more confident. He goes out with the other apprentices. He's got more money and is able to give his mum some housekeeping money. He's also learnt more skills. Craig plans to stay in his dream job. He'd been interested in electronics since he was quite young. The training he's getting as an apprentice is so good and he understands that he's likely to get a job automatically at the end of the apprenticeship. He also finds it a nice environment to work in. His mum added that she thinks Craig is more able to mix with people and that he is learning that because his workplace is such a safe environment for him.

Andy

Andy is 25 years old and lives with his parents and brother. Andy is on his third job working in the retail sector. The first job he had he got himself. He works on the checkout at Sainsbury's. He sometimes works at the kiosk or the petrol station. He works 3 shifts a week. He thinks it's not a bad job and that he'll probably stay there for a while, although his ideal job would be working for Rangers FC. The people he works with are pretty good: they have some days out together to places like Blackpool, and nights out at a club occasionally and at Christmas. He thinks Sainsburys are a good company to work for because of the way they treat him: " Their attitude; the way they treat you. When I started I made a lot of mistakes; they weren't angry". The personnel manager got someone to go over things again with him. The longer he has been there the better he has got at the job. He has his 6 monthly discussion of how he's doing, like all the staff. The store trainer helps staff learn how to use things like new tills. Andy thinks he couldn't have any better help. Andy has developed his skills with customers, chatting to them and keeping eye contact. The company gave him a voucher after a customer wrote in saying what a good service they had had from him. He's had a lot of praise for his work. According to his mum, one of the places where Andy worked before "didn't care: he wasn't fast enough for them".

Jeff

Jeff lives with his family and works full time in the biggest garage in his area as their main tyre fitter. He works with 35-40 other people who are mainly qualified mechanics. The job is great for Jeff because he really likes cars and driving. His ideal job would be a rally driver. He's keen to learn to do other things at the garage: he's going to start doing some welding and would like to drive the recovery truck, but he'll have to wait till he's 21(he's 20 now) to do that as those are the rules. The best thing about working for Jeff is that he can keep his car on the road. He feels good that he's working. His younger brothers think it's wonderful he has a job and his sisters are proud of him. He can take his sisters where they want to go: he's important in the family. The worst thing about having a job for Jeff and a lot of other employees who were interviewed was "getting up in the morning particularly Mondays". Jeff feels more confident now he's working. He used to rely on his mum but now he knows what working is about. He's better at handling unhappy customers. He talks to people outside work and he goes out on a Friday night.

Derek

Derek is 17 years. He is in his first job and works for a firm that makes double glazed windows. He's only been working there for 7 weeks. He works fulltime. Derek wanted to be a joiner and went on a college course to learn manual trades. He came on work experience to the firm where he now works. He liked the work and the firm liked him. He's glad he got the job because he didn't want to sit about. Derek currently works on the first stage of making a window. He puts the steel in the plastic frame of the window, which involves choosing the right steel for the type of plastic being used and making judgements about the amount of space to be left between the plastic and the steel. He is part of a team, working with 3 other people. After they've completed their job the window is passed on to the next team. He will get the chance to learn other parts of the process. Then, if any better jobs come up at the firm, he'll be able to apply. The wages are OK and he's saving to go on holiday to Skegness. His mum said that she thought he was more confident now and that he has made some new friends through his work.

John

John is in his 40's and has had his own flat for many years now. He worked for 10 years at a wood factory, then for 2 years as a kitchen porter. He left that job because of ill health and his GP advised him to work only part time. He now works as a storeman at a factory that makes computers. He's going to be made redundant as the factory is closing in August. He's been talking to his job coach who is hoping to line something else up for him. He's confident that his job coach will find something for him. When he started, John's job was to make up batteries for computers. Now when he's not very busy, he wraps up orders so he's not sitting around and it takes the pressure off the lads he works with. He gets on well with most people he works with: it's nice to be told he's doing OK. "The other boys and Tina (the staff trainer) help me out if there's a rushed job or if I have a problem, but mostly I'm left to get on with it, which helps I think. One of the boys helps sort out things like if the numbers in the order are wrong". The only thing he's not happy about is the wages, but he's now applied for tax credits. For John, the best thing about having a job is that you get to meet people, learn how to interact and work as a team. You get job satisfaction and it's something else you've learnt to do. John thought that a good employer was someone who's helpful, will hear what you have to say and will act on it - "Folks shouldn't judge you. I've been to interviews and felt uneasy with the attitudes of people. You have to get the tag off us. Employers should have extra help or training about how to deal with people with disabilities. They should have organisations to contact if things go wrong. AND equal pay, regardless of whether you're disabled."

Patrick

Patrick, a young man in his early 20s lives with his parents and works at a garage as a tyre fitter. The other people who work in the garage also fit tyres, but do brakes, batteries and exhausts as well, because they have more qualifications than Patrick. Patrick finishes earlier than the other people at his work: this suits him. He gets on particularly well with one other colleague who helps him out and explains things. The wages he gets are the best bit of the job for Patrick, but he does think it's important to have a laugh at work. The money has meant that Patrick can afford to buy CDs, go on holiday and he's bought a scooter to get to work. Patrick said it was a good feeling going out to work doing something, "not lying in bed wishing I had a job. I can tell my mates that I work at the garage. I've learnt a lot but I'd like to learn a lot more. It's a good feeling going out to work, not lying in bed." He's also proud that he's taught other people to fit tyres. He likes talking to customers and appreciates it when he gets thanked for what he does for them. Patrick's ideal job would be a pilot or maybe a Tae Kwondo instructor. He feels he can do better than his current job. Patrick would like to learn to drive a car but thinks he'd need some help with the theory bit. He values the support he gets from Bill, his job coach. He has a lot of respect for Bill and trusts him. Bill has helped him deal with some difficult times at work. This is the second job Bill has supported him with.

Gary

Gary is in his 40s and works as a cleaner at a further education college a few miles from his home. This is his first job. He works each weekday afternoon, adding up to a total of 16 hours per week. Gary has had some difficulties with some of his work colleagues and some students, so he now gets support for all his hours of work from Annie (who works for the Supported Employment Service). He explained, "I don't need help with the job - but with the other people at work." The job is better for Gary now with Annie's support but he's hoping to get a job in a bakery in his hometown. Gary likes having a job, but doesn't want to keep working in the college. Since he got his job, Gary is more independent. He travels to places on his own. He talks to his mum about what he does at work now that he has a job. He helps out more at home too. Gary has more money, which has enabled him to save for a holiday.

Richard

Richard who is in his early 20s lives at home with his family. He works at a call centre for a national utilities company. He types misdirected payment forms into the computer. He is good at this and the job suits him. He's the only person doing this job; the work was previously divided between all his colleagues. Everyone is pleased that Richard is now doing this job. He works 3 days a week from 2pm to 8pm; this is fine for him. Richard had had some difficulties in the past but had sorted them out and didn't want to talk about them. He tells people if there are any problems. Richard said that a good job means "having something real to do and having people to work with who you get on with". Richard sometimes goes to the pub with people from work after a shift to watch football. Richard thought that being a good employer means "being aware as they can be about me and the way I am and being trained properly in supporting me in my job and they should try to help him sort out any issues". Richard was pleased that his job coach spent time getting to know him and helped him work out what work he would be able to do.

MAIN THEMES FROM INTERVIEWS WITH SUPPORTED EMPLOYEES

Jobs and workplaces

6.11 Employees were working in a wide variety of jobs and workplaces. For example, 4 people worked for large companies: one was a national utility company; another was a major electronics/engineering company. Another 3 people worked for public sector organisations: a local authority, a further education college and a prestigious national public body. Three worked in large nursing homes. Two ran their own small businesses as community gardener and a horticulturalist/specialist gardener. The 13 people who were in employed jobs were working as care assistant, apprentice electronic engineer, supermarket checkout operator, a factory operative, as a storeman, call centre operator, clerical assistant, finance assistant, events organiser, tyre fitter (2 people), domestic assistant and as a cleaner.

6.12 It was notable that the range of jobs undertaken by the 15 interviewees was more variable than the traditional manual jobs available to people with learning disabilities in the past. For instance one person was employed as an events organiser in a nursing home, 2 were tyre fitters and some jobs required significant levels of technical skills ( e.g. the apprentice electronic engineer). Some employees had achieved academic qualifications, which had assisted them when applying for jobs ( e.g. National Diploma in retailing).

6.13 While the above list typifies entry level jobs, most employees in these jobs had only recently left school/college or, although in their 40s, had not previously been in paid jobs. Some employees were also clear about their plans to progress into more skilled work and some were about to or had already embarked on the necessary training. For others, it was evident that their jobs brought self-esteem and many other valued benefits, which we explore further, later on.

6.14 The majority of interviewees were employed full-time. All but 2 were employed for 16 hours or more each week. Six people were employed for 35 plus hours per week. The jobs people had were all typical of jobs in these industries and only one person worked on his own. Nine supported employees did the same job as other people at their workplace. Three had specific jobs as members of teams where there were a number of different jobs. Three people had a specific role which other colleagues undertook part of the time in addition to their other responsibilities. Everyone doing the same job as other people was being paid at the same rate as their colleagues, except for one person who was uncertain what the situation was. The majority (9 employees) worked the same hours as at least some of their colleagues, 4 did not. The 2 who were self employed are not counted in these figures.

Employment support

Natural supports

6.15 Eleven people said they were happy with the support they received from people at work to do their job. For example one person said, "When you ask them, they'll come straight away or send someone else if they are busy ". Another said, "I couldn't have any better help. My colleagues or the supervisor will help." A third said "There's always someone about that I can get help from if I need it." One further person was happy with the support they received from one colleague, but not from the others they worked with. Another said they were happy with the support they got from their work supervisor, but not from other colleagues. The 2 self employed people were not asked this question.

Help from Supported Employment Agencies

6.16 All employees, with the exception of one person who was self employed and had not received support for this from a Supported Employment agency, were asked broad questions about their satisfaction with the help they had received from the employment support agency. Questions focused on help they had had to decide on the right kind of job, to find the job and about on the job support. The questions were open and interviewees varied in the kind and amount of detail they gave in their responses.

6.17 The majority stated that they were now able to do the job itself without support. There were examples of people getting assistance from colleagues, for instance if they were falling behind or the task required 2 people ( e.g. using a hoist at the nursing home). An employee working on the checkout said that staff would help with packing trolleys if there was a large load. These were examples of customer service or of colleagues working together in ordinary ways. One employee has a team of people to help her; they help her with the workload and provide the support she requires to enable her to do the work with her disabilities.

6.18 For many people, contact with job coaches or other 'supported employment' staff was now infrequent, taking place at long intervals and mainly for 'check up/ review'. Contact was sometimes social. It was clear though that the continued back up of the 'supported employment' agency was regarded as an essential part of the 'package' even for people who had been in their jobs for 4 years or more. It was evident that employees knew they could contact the agency and/or individual job coach if something was going wrong or, for example, if they wanted to change jobs.

6.19 With the one exception, job coaches had helped people work out what kind of job they wanted and had helped most people to find and apply for their jobs. They had helped with learning the job and in some cases helping to learn new tasks later in the employee's career: for example, the job coach of the apprentice electronic engineer learns each new set of tasks as he moves to a new department. A number of job coaches had also been very helpful to employees in maximising their income by supporting them to apply for the full range of benefits they were entitled to and for working tax credits. The role of job coaches in helping employees plan for the future is also referred to later on.

6.20 Employees and families spoke warmly of the help and support that employment agencies and individual job coaches had provided. There were many illustrations of very positive relationships, good and dependable communication routes, valued resourcefulness and also that "nothing was too much trouble". Even when contact was less frequent agencies provided a reliable and accessible backup bringing the reassurance that there was always "someone on your side".

Changes in current jobs

6.21 Ten employees identified changes in their current jobs. Some changes did not apparently impact on people's experience of the job in any significant way such as a change in manager. However for one employee, a new company manager had recently been appointed and had introduced a number of changes that had had a negative impact on his job and work conditions. He found this unsatisfactory; however his job coach was supporting him to address some of the difficulties with the new manager and some colleagues provided natural supports.

6.22 Eight people described the following beneficial changes in their current job:

• Introduction of constant on the job support while a new a job was being found - as conditions were unsatisfactory in the current job
• Training leading to skills development, new tasks and responsibilities (2 people)
• Introduction of improved systems or equipment
• Move to new and better premises plus change of hours to incorporate a break to bring conditions in line with those of other colleagues
• Business growth and development - for the 2 people who were self employed
• Addition of new responsibility/tasks

6.23 Another employee was working fewer hours, although this was still over 16 hours, and seemed happy with this though she hadn't initiated the change. Four employees had however experienced significant difficulties at work. One felt that his/her difficulties had been resolved and that it had increased his/her confidence that this had been the case. Another had been unhappy with elements of his/her job and had negotiated, in conjunction with his/her job coach, a different job with characteristics more suited to him/her with the same employer. For the other 2 people, both of whom had significant issues with people they worked with, the difficulties had not been resolved, but they were determined to stick with the job until they could secure a better job. It was striking that all still had positive things to say about being in work, despite the difficulties.

Impact/outcomes of paid employment

6.24 All of the people in 'supported employment' we spoke to (and all of their families) told us about how their lives had been changed by getting a job. Everyone talked about how their confidence had increased and how this had a knock on effects in other areas of their lives. People were very happy to have a job, but were clear that this had had an impact on their whole life. For example, one young man was more dissatisfied with living in a care home as a result of being a valued and respected employee and was thinking through with his parents where he might live in future. Some family members specifically commented on how having a job had a profound impact on their son/daughter's health and well-being.

6.25 Interviewees often mentioned how having a job had enhanced employees' independence. A variety of examples were given: travelling alone, going out more socially, going on holiday, and taking responsibility for finances.

6.26 All supported employees were in paid jobs and were better off financially to varying degrees and this enabled them to enjoy a better and more varied lifestyle. People used their additional income to go on holiday, to pay for driving lessons, to buy a car or a scooter, to contribute to their families' household costs or to buy more things, like CDs or clothes. Several spoke about the support they had had from their job coaches to maximise their income by applying for specific benefits and/or tax credits. One person who lived in a care home was circumscribed in the hours he could work because of his benefit situation

6.27 Another aspect of having a job that both employees and their family members mentioned was that it enhanced their self worth and how they were perceived by others. Employees felt proud that they could say they had a job, which their friends and acquaintances would recognise as a valued role within their community. One young man told us that it felt good that he could say where he worked, rather than to have to say he was unemployed or attended a day centre for disabled people.

6.28 Many of the employees we interviewed were very happy with most aspects of their current job. One common factor in this happiness appeared to be that they felt confident in their ability to do their jobs. Many employees stated that they needed little or no help to do their job now. This confidence seemed to stem in part from careful collaboration between them, their families, their job coach and their employer to ensure that the jobs, the conditions of work and the support from job coaches and/or fellow employees were tailored to their interests, skills and needs.

6.29 Thirteen of the 15 people interviewed talked about positive relationships with their work colleagues: indeed for some people this was a key positive aspect of being at work ( e.g. "having a laugh"). Several talked about how their work colleagues would help them out if they were busy. The 2 other people talked about less than helpful working relationships, which seemed to reflect an unhealthy workplace rather than simple discrimination against a disabled colleague. When employees talked about their workplace, we gained the impression that employers who fostered positive working relations between all their staff and provided good working conditions for all staff were good employers of disabled people.

6.30 It was noticeable that whilst many employees talked about their positive relationships with work colleagues, very few had developed into significant friendships outside work. One person talked about going out socially on a regular basis with someone they used to work with and going to a nightclub occasionally with current colleagues. Another talked about watching football with his work mates at the end of a shift. Several more talked about going out with work colleagues at Christmas or on leaving nights out. Three people noted that they would like to do more things socially with their colleagues.

Jobs or careers?

6.31 Most people said that their job coaches had discussed future options with them. It should be noted that 2 people were in their first few months of employment and that three other people were coming late into their first job. Many of the employees envisaged staying in their current job for some time. For a couple of people this may have reflected the fact that they had only been in their jobs for a few weeks/months. Two people who had been in their jobs for 3 years were keen to do tasks that others in their workplace undertook to develop their skills.

6.32 Some said that they thought they were in their ideal job. Others mentioned their ideal job with relish: the 2 tyre fitters had dreams of being a rally driver or a pilot. Many of the employees found it difficult to envisage their 'ideal' or 'dream' job that was different to the one they were doing, some because they explicitly said their current job was their dream job. Four people identified their ideal job as, variously, a rally driver, a pilot or a Tae Kwon-do instructor, working for Rangers FC and heading up a big Garden Centre chain.

6.33 Some were taking the lead in enhancing their jobs: for example, one of the tyre fitters had secured his boss' agreement that some of his colleagues show him how to weld. Others were using opportunities offered by their employers to open up future work avenues: for example the carer in the nursing home was pleased to be offered the opportunity to do an SVQ. Some people also talked about developing skills that would give them greater future work opportunities: learning to drive was mentioned in this context. For at least one person, it seemed that the boost to self-confidence as a result of being in a job had made them reassess what jobs they might be able to do in the future.

How to make it happen for other people with learning disabilities and/or ASD

6.34 Supported employees' ideas about how more people with learning disabilities and/or ASD could work included having more agencies like the ones that had supported them into employment. Some suggested that employers needed to be more understanding of people with disabilities. To help this process, it was suggested that employers might need training or other forms of extra help.

FAMILIES' PERSPECTIVES

Independence

6.35 All family members talked about their relative having become more confident and independent as a result of having a job. This confidence/independence was expressed in various ways and impacted on several aspects of their lives. One mother had had concerns about her son's ability to travel independently to his work and was very pleased that her concerns had not been justified. Another mother talked about her son not being so anxious when his dad went away to work. Several talked about their family member being more confident in talking to people away from their workplace. A couple of mothers noted that their sons had become more willing to undertake household tasks.

Changes in the family

6.36 A number of family members indicated that their relative's role in the family had been strengthened since they began work. One mother talked about her son's younger brothers thinking it was wonderful their brother had a job and that his sisters were quite proud of him. Her son had an enhanced role in the family since he got a car: he could take his sisters where they wanted to go. Another employee's mother spoke about how her son could now express himself better, which had contributed to a better relationship with his sisters. There is a sense from some interviews that having a job meant that the employee's life felt more like their siblings, which was pleasing for both the employee and their siblings.

Worries and concerns lessened

6.37 Almost every family member talked about their relative getting a job easing their worries about them. Four people said they had had periods of depression and talked about feeling significantly better as a result of their relative being employed. A number of family members noted that they had had concerns about how having a job would work out for their relative. All of them were relieved that their concerns had now receded.

Advice to other families - "Go for it!"

6.38 When asked what they would say to another family whose relative might be taking up a job, family members' responses were universally positive. "Go for it" was a phrase uttered many times in answer to the question. A number of parents emphasised how important it was that parents should support their sons and daughters to try employment and to maintain that support through inevitable delays and setbacks. People were encouraged to think positively.

How to make it happen for other people with learning disabilities and/or ASD

6.39 Family members were asked about how more people could be in 'supported employment'. Like their relatives, many said that there needed to be more 'supported employment' agencies and often coupled this with fulsome praise for their relative's job coach and/or 'supported employment' agency. There was some suggestion that the existing schemes needed to be better advertised. It was also suggested that the government needed to advertise both what help is available to get jobs but also to make employers aware of the skills and talents of people with disabilities. One person suggested that the advertising could be as powerful as the drink/driving and smoking advertising campaigns. Another person suggested that it was important to raise awareness of 'supported employment' services during school years. A number of relatives also stressed the need for education for and understanding from employers.

KEY MESSAGES FROM SUPPORTED EMPLOYEES AND FAMILIES

6.40 The key messages noted below are drawn from 2 sources: respondents' answers to specific questions about advice to people in similar position, what more needed to be done to enable more people with disabilities to work and what makes a good employer; and analysis by the interview teams to identify themes from individual respondents' strongly held views and assertions.

KEY MESSAGES

For people with disabilities

• You can get your dream job
• Just ask - you can get difficulties at work sorted out
• You can run your own business: there are people and organisations who will help
• Jobs need to be stretching but not so challenging you give up
• Having a job is an awful lot better than sitting around all day
• Keep trying for the right job
• Don't think if you'll get a job, think when you'll get a job
• You get to meet and be with people
• You gain confidence, more independence, more skills, more money and self esteem
• If things are going wrong in a job, hang on in there and get support to find a better job
• Positive relationships with colleagues really help; you can have a laugh too
• Job coaches and some jobs open up new opportunities- things you might never have thought of before
• Having a job can allow you to contribute to your household's income - and in other ways to your family's life

For families

• Family support, encouragement and backing really helps
• Supported employment can benefit the whole family - financially, worry/anxiety levels, relationships, individuality and independence
• Good job coaches will take you and your needs into account as well
• Your hopes could be surpassed, your concerns might not materialise

For employers

• If you run a good business - good pay and conditions, a good atmosphere in the workplace and good working relationships - it will be a good place for 'supported employment'
• You need to be aware of people's individual differences and requirements
• People with learning disabilities and/or ASD can do a wide range of jobs and contribute to your workplace if the support is right
• Your other staff can help
• You've got to watch out that other staff treat the person in 'supported employment' reasonably
• Supported employment can be good for your business -customers will tell you so
• Advertise that you provide 'supported employment'
• Make sure you and your staff have the training you need to get the support right
• Difficulties can be sorted out - work it out together, the answer can come from a wide range of sources

For government and other agencies

• Promote equality - by promoting the value of 'supported employment'
• Ensure that 'supported employment' agencies can work with people with high support needs
• Good 'supported employment' agencies have an impact not just on people's employment but on their whole lives
• Government should look into the situation of people trapped by the benefits system, e.g. those in supported accommodation/care homes
• Promote direct payments as one of the supports for employment
• Education, awareness raising and training are all vital - in schools, colleges, for employers and for the public
• Ensure that gateways to employment, like college courses are better tailored to individuals and that support is not only available in segregated courses and facilities
• Ensure 'supported employment' is the norm

EMPLOYERS' PERSPECTIVES

6.41 Interviews were conducted with 10 employers with the permission of the people with learning disability and/or ASD. Two people were self-employed, 2 did not give permission to speak to their employer and it was not possible to arrange an interview with the other employer in the timescale for the research. The intention was not primarily to discuss individual performance but to use the experience of employing the individual to reflect on issues that arise for employers when considering such an employee. Their comments are not meant to be representative in any way of all employers' views but exploratory and offer a snapshot in given circumstances.

6.42 Despite the small size of the sample, the places of employment were fairly wide-ranging. They covered factory work, an engineering production line, caring, data inputting and administration, property maintenance and garage work. All posts but 3 were in the private sector and of the 3 in the public sector, one was with a private company subcontracted to do the work. Half of the companies had had previous experience of employing someone with a learning disability and/or ASD.

6.43 In the interviews we attempted to explore how employers came to employ the particular individual and whether any related concerns or expectations were realised; whether there has been any impact on the company of employing this person; and some general points about lessons to be learned by both employers and government from the experience.

Employers' experiences

6.44 A number of factors and often in combinations influenced making the decision to employ someone with a learning disability and/or ASD. A vacancy had arisen and the company had been "keen to set a good example". Taken separately more than half employers referred to the company being predisposed in some way, for example:

"As a company we've got a disability friendly attitude to disability. We've always done this. It helps us achieve a diverse workforce."

6.45 Just under half said they were having difficulty filling a particular post. This seemed to be both a matter of good timing on the part of the 'supported employment' service and of particular skills shortages in the labour market. There was a vacancy and the 'supported employment' service had made contact with the employer either in relation to an advert or as a cold call. Also there was a skill shortage mentioned by more than one person from the West of the country.

6.46 Related to the above point was what is referred to at various times as the 'business case' for employing someone with disabilities. In other words, employers had realised that people with disabilities made reliable, motivated and consistent workers:

"The problem we have is plenty of vacancies…The Job Centre doesn't send us 'good workers'- they send us criminals, drug addicts and folk who don't want to work…The people we get from the Supported Employment Scheme are very different - they work hard, they turn up and they're never off sick. Their folks have lots of talents."

6.47 About a third of the interviewees referred to the professional approach of the 'supported employment' project both in discussing what their employees might have to offer as employees and in convincing them as employers about the support available on a regular and trouble-shooting basis. A third of employers also referred to a personal contact or sympathy that predisposed them to listen to the project's 'pitch' and proceed:

"Well, the job coach is a personal friend. We were chatting one day about someone she couldn't get placed. She explained- it was just casual, off the cuff, about Aspergers and his need for structure. Well that suits the work l do…I thought maybe we could give this chap some work experience so that he could get the feel. I'd no intention whatsoever of giving him employment…."

6.48 Looking at the group of employers who had no previous experience of 'supported employment', the pre-eminent factors were an existing vacancy, which had been difficult to fill; personal sympathy and company aspirations; and the professional approach of the project. The 3 people with Aspergers Syndrome were employed in 2 situations where there was a clear personal contact factor and one where there was previous experience of employing someone from the project.

Employers' expectations

6.49 When asked what expectations they'd had before employing someone with disabilities, the employers for whom it was a first experience, all said they had no idea what to expect but were anxious about staff reactions and whether the individual would cope. However, in retrospect, they suggested this was "fear of the unknown" and that it had not been borne out in practice. A third of the employers, both new and old hand, had rather low expectations or thought wrongly that "I would only get 30% of the job from him" or that the individual "would only last a couple of weeks", or the balance between charity and business return would be more in favour of charity.

6.50 Two employers mentioned that previous experience helped because they knew that although adjustments would need to be made and caution exercised, it was possible for it to work well. As for any worries in taking people on, half the respondents were concerned unnecessarily about how the other employees would cope:

"I did worry whether the other staff and clients would take to her. There are no visible signs of X's disability and you know how vocal old people can be. If they don't like you, you know about it. Also she was an outsider, she wasn't even from Wtown, quite apart from her disability. What has made it work? - well it's been down to her personality and the support she has had and we have had."

6.51 About a third of employers wondered whether the individual would cope and whether what was being asked was reasonable. One employer had worries about health and safety, which involved detailed risk assessments. Half commented on the importance of the job coach and confidence in the 'supported employment' scheme in dealing with such anxieties:

"(Worries)… absolutely not, due to our relationship with the Supported Employment Scheme, they profile people very well and l know that the folk they send us will have a chance of doing the job available".

Reality of 'supported employment'

6.52 In reality, the anxieties of the employers were not realised. Indeed employers talked about "surprising us and himself" and of one individual it was said that he/she was "charismatic" and "took to the job very easily". A third of the employers talked about the will and wish to work as carrying people through:

"Well people with disabilities generally speaking have a better attitude, excellent attendance, want to work and will work. They have what we old fashionedly call a work ethic".

6.53 Half the employers interviewed referred to tailoring the job as the individual began to settle in. This involved adjusting hours for reasons of physical capacity and health, providing some extra support through a carer rather than the job coach, adjusting an administrative job to the components requiring less initiative or in one case, identifying an entirely new job. These comments suggest that flexibility and willingness to review posts and/or their component parts are vital ingredients of success. Other comments included a little extra effort at the outset, good relationship between the job coach and the employer and good information from the job coach.

6.54 Words such as "amazing" and "fantastic" were used to describe how well more than half the employees were doing in their jobs and a much smaller additional number were said to be "doing fine". About a third were said to be managing well subsequent to some adjustments, minor setbacks and in one instance a complete job change. In this latter instance what had seemed positive features to do with limited social interaction, proved too unsupportive. Employers seemed to tackle these by discussion and using the job coach:

" She's 90% of the way there. We've had a bit of stumbling; a few setbacks- mostly informal guidance has worked. On one occasion we did bring back the job coach because she was upset and brought it into work- and it was interfering…We spoke to them (accommodation providers) and it's now resolved…"

Impact on supported employees

6.55 "Amazing" changes in supported employees were described as the outcome of managing the job well. Improved confidence, greater social interaction, communication and 'joining in' were the types of gain observed by employers, together with better organisation skills and being better off from being in a job. One person had rarely volunteered before but now asked questions, "initiates conversations" and was generally "more self assured". For another individual there had been a "big difference" for instance:

"Greater self-esteem, won't take his work jacket off - he's so proud to be a worker. The jacket, the job, the pay mean a lot to X and he's better organised and more systematic in what he does".

6.56 Of particular interest were the comments from a third of the employers in respect of vocational inclusion. Individuals had now blended into the workforce and were "almost invisible". People had become "part of the gang" and in one workplace other employees had stopped swearing only to start again when the supported employee started swearing and cursing. The employer commented - "that's what I call inclusion."

Impact on the company

6.57 Without exception employers said the impact on the company had been one of raising their profile as being "more forward thinking" and "more caring". Additionally half referred to the "added value" aspect, improved efficiency and a real asset - someone whom staff and clients liked. The following remark contains the ingredients typical of the comments made:

"In the last five years we've become more aware of putting something back into the community and supporting people, more aware, more forward thinking. Also we have been able to capitalise on his skills, rather than passing him by. Maybe smaller companies might struggle to provide mentors (on site employee, not the job coach) It reflects well on us but we're certainly not a charity and we couldn't have kept him on if he hadn't been a valuable employee"

6.58 One manager commented that the supportive and generous reaction of some of his "tough" employees had " reinvented our faith in humanity!" Most employers said their companies had learned a "huge amount" both in relation to people with disabilities and/or ASD and as good employees; and in relation to their ability to support people successfully in the job even though it had been "a steep learning curve". The presence of employees with disabilities had in some cases enabled workplaces to "become a nicer place to be".

6.59 Those who were first time employers of people with disabilities commented on the learning about 'supported employment' and on how having access to "a system that works" had made a difference:

"Well I've learned l don't have to use the jobcentre anymore…I've got the confidence to take on people with disabilities or disadvantage. I recently took on a young person from X. I don't think l would have done that before. I'm now prepared to look at different options"

6.60 Interestingly 2 people commented that thinking how to meet the needs of the person with disabilities had helped them think about everyone else's needs more clearly. Just like the companies, it was said that the employees themselves had learned from their workmates with disabilities. The learning was mostly around tolerance, putting something back, being generous, more accepting, "getting a buzz out of making it work", and in specific instances, learning about Aspergers Syndrome. One manager said he was "proud of my guys, especially the younger ones" in the way they had supported the individual, and another commented that the individual with disabilities had "brought out a dormant caring attitude" which had resulted in "more camaraderie".

6.61 There were only 2 responses that while basically positive, were more muted in tone. These employers indicated that some employees had been responsive and others less so, but "most are used to X as part of the team". One manager went on to comment that if the situation were the same after a month or so, he would intervene.

6.62 Most of the employers we spoke to were operating in the context of an equal opportunities policy, which had varying degrees of prominence. Alongside this some mentioned employee representative committees, training, unions, flexible working and staff development programmes and whistle blowing policies. There was one exception where there was no stated policy. Here the owner viewed "my own personality" as the safeguard, adding that he didn't tolerate anyone being treated badly whoever they were.

6.63 The question of flexible working arrangements was notable because a third of the respondents commented on changes made in people's working conditions to accommodate health issues or physical capacity. In only one instance had the solution to this been less than straightforward. The company in question had introduced new productivity and efficiency targets some time after the individual had been employed most successfully. This impinged on his ability to work the full day. So the company sought additional funding from the local authority to buy in additional hours. The employment service saw this as retrograde. The employer saw it as a way of keeping the individual in post. A more light-hearted story involved company dress code (wearing a tie), which the individual with Aspergers Syndrome found irksome. He was given dispensation- and eventually so was everyone else!

Lessons learned by employers

6.64 When asked what lessons were to be learned from the experience, more than two thirds referred to the efficacy of support provided by the 'supported employment' scheme in terms of matching/profiling people to the vacancies available, the on-going support of the job coach if necessary and support/information provided by the scheme to the other employees where needed. One employer commented:

"Supported employment schemes are great, very positive, you get great support from their system. They (the person with disabilities) take someone with them on the journey. You can help people tackle the hurdles rather than just leaving the job".

6.65 The above point was closely followed by the importance of not making assumptions about what people can or can't do, and not to fear disability. A number of people made the point that people with learning disabilities and/ or ASD should be supported, not treated differently. In conclusion, it was clear that the experience of these employers had been that the barriers could and did come down; not only that but, in the words of one employer, "everyone wins".

KEY MESSAGES FROM EMPLOYERS

6.66 The following key messages were identified from the employers' responses to specific questions about advice to other employers and what more needs to be done to enable more people with learning disabilities and/or ASD to work.

Advice to other employers

• Experience has shown that people with learning disabilities are reliable and hard working employees
• Employers need to hear more about success stories from other employers
• People with learning disabilities have a lot to offer businesses and need to be given a chance
• Good 'supported employment' has a lot to offer employers - job profiling, job coaching and on-going support for the disabled employee are also of benefit to employers
• Flexibility of working arrangements is helpful not only with employees with disabilities but other employees too

Advice to government and other agencies

• Government could do more to change attitudes and to sell 'supported employment' to businesses as many employers are unaware of the benefits
• Those promoting 'supported employment' need to adopt a business-like approach, and put the business case for employing disabled people
• In promoting employment, government and other agencies should recognise that employers don't respond to charity but need to see the benefits to their company
• Government should provide more information about different disabilities to raise awareness, for example, about Aspergers Syndrome
• Government should set targets about the numbers of disabled people that should be employed within companies
• Develop more 'supported employment' schemes and make sure 'supported employment' becomes more widely available
• Government should make more use of senior managers in business who can act as 'champions' to speak out at conferences and to professional bodies

CHAPTER SIX: SUMMARY OF KEY FINDINGS

• The 15 individuals with learning disabilities and/or ASD interviewed and their families expressed a high level of satisfaction with 'supported employment'
• Some individuals had clear career ambitions while others were newly in work, or were developing in their jobs, or were happy and in their 'ideal job'
• Outcomes of 'supported employment' included increased self-esteem and confidence, social inclusion, greater disposable income and better lives
• All were in paid jobs and were better off financially, some considerably so, and this had enabled them to enjoy a better and more varied lifestyle
• One person who lived in a care home was circumscribed in the hours he could work because of his benefit situation
• Whilst most employees felt that they got on well with work colleagues, very few spent significant amounts of time with them outside of work.
• Benefits for families included reduction of stress and worry, improved family relationships and relief that "desperate situations" had been turned around
• There was widespread praise from employees and their families for the support they received from their job coach and/or the 'supported employment' agency
• Several spoke about the support they had had from their job coaches to maximise their income by applying for specific benefits and/or tax credits
• Support to stay in jobs where there were difficulties was critical, at least until such time as a change of job could be arranged
• From employers' perspectives, deciding to employ someone with a learning disability and/or ASD was influenced by the predisposition of the company; difficulties filling posts; labour shortages; the 'business case'; and importantly, the professionalism of the 'supported employment' service
• Employers' anxieties about staff reaction and individual's ability to cope were largely unfounded, as was an expectation that the 'charity return' would outweigh the 'business return'. Other employees were more tolerant, accepting and supportive than expected
• The impact of 'supported employment' on the company had been to raise its 'forward thinking' profile and increase confidence to make further appointments
• Employers identified flexibility and willingness to review posts as the main ingredients of success
• Employers stated the impact on supported employees was "amazing" - increased self confidence, communication, as well as "blending in" with the workforce
• The experience had taught employers about the efficacy of 'supported employment'; to not make assumptions about what people with disabilities can or can't do; and about the need for flexible working practices
• Individuals and families agreed that 'good' employers provided support for their employees with disabilities, using the same careful individualised approach they took with other staff
• Employers felt government should be more proactive in selling 'supported employment' to companies; identify champions: and exploit success stories
• The key message from employers was encapsulated by the following comment: "We've learned that people with learning disabilities can work, want to work, they're good and cheerful colleagues".

« Previous | Contents | Next »