regional sen transition to employment...
TRANSCRIPT
Regional SEN Transition to Employment Initiative
Sept. 2010- Sept. 2013
(Promoting Independence (2003 – Aug 2010))
Background:
Trinity Fields School, Caerphilly 2002
Research findings had identified:
• Number of young adults with learning disabilities progressing to
employment and independent life styles had not significantly improved.
• Whilst most young people, as they get older, take an increasing degree
of responsibility for the key decisions in their lives, in most cases young
people with learning disabilities had decisions made for them.
• For most young people, independence in adulthood represents moving
away from home; finding employment; developing a social life with
friends; finding a partner; leisure activities and continued education.
However, most young people with more significant levels of special
educational needs/disability were unlikely to achieve independence on
their own, even with family support.
Development of Trinity Fields Resource Centre
Community Services
Promoting Independence (ESF & Cymorth Funding)
Aim: To increase the work, leisure & social opportunities available to young
people with severe & complex needs, a learning disability, ASD aged
14-25 yrs
Peer Mentor Support (Leonardo Da Vinci & CCBC 14-19 Learning
Pathways)
Aim: To actively promote support by peers in educational, social, leisure &
work settings by training volunteers & setting up mentor support
programmes
Regional SEN Transition to Employment Initiative
• Priority 1: Supplying Young People with Skills for
Learning and Future Employment
• Theme 1: Tackling Underachievement
• Model: Promoting Independence 5 Pathways
Peer Mentor Support
Y.S.E.P.
• Cost: £15,431,057
Regional SEN Transition to Employment Initiative
providing
Real Opportunities for young people in the transition to adulthood
Menter Trosglwyddiad i Gyflogaeth Rhanbarthol AAA
Sy’n darparu Cyfleoedd Gwirioneddol i bobl ifanc sy’n
y newid i
Project Sponsors 9 Local Authorities
5 Contracted Service Providers
• Bridgend
• Caerphilly (Lead)
• Carmarthenshire
• Merthyr
• Neath Port Talbot
• Pembrokeshire
• Rhondda Cynon Taff
• Swansea
• Torfaen
• Elite Supported Employment
Agency
• Learning Disability Wales
• Mencap Cymru
• Remploy/N.A.S
• W.C.L.D. at Cardiff University
Participants
Primarily young people aged 14 – 19 years who have
severe and complex needs, a learning disability, those with
an autistic spectrum disorder, and their families/carers.
However, allowance will be made for around 15% of these beneficiaries
to continue after their 20th birthday but not after they reach 25 years
(the individual needs of these young people mean that the transition
period may often take longer than for other groups)
Eligibility
Participants must have
• a learning disability
• or diagnosed Autistic Spectrum Disorder
Participants may also have more complex
needs arising from additional problems,
including:
• Physical impairments
• Sensory impairments
• Mental health problems
• Behavioural difficulties
• Neurological conditions (e.g. epilepsy, cerebral
palsy)
Eligibility
A state of arrested or incomplete development of mind;
significant intellectual impairment deficits in social functioning
or adaptive behaviour (basic every day skills) which are
present from childhood
Requiring input from 2 or more non-universal agencies
The project adopts the definition of ‘learning disability’ as:
The project defines severe and complex needs as:
Project Aims
To deliver a comprehensive model of support, tailored to individual need, for young people and their family/carers, that will:
• Raise aspirations and motivation, increase participation in learning,
volunteering, employment and social opportunities
• Motivate young people and others in their life to prepare for the future by
working with them in a person centred way to plan, foster a greater degree of
independence and inclusion in the community
• Address key barriers to employment and increase employment prospects
• Work towards a change in practice of those working with the young people
and their family/carers through delivery of training and provision of support
• Develop a Framework and Toolkit of good practice and procedural guidance
that can be replicated elsewhere
Project Structure
Referrals • Referral only through submission of a completed project referral form
– Can be made by parents/carers, professionals from statutory agencies e.g. education, health, social services, voluntary organisations, other projects
• Following home visits and ‘getting to know you’ sessions:
– Individually tailored, person centred plans will be developed identifying areas of work, main aim of each piece of work with the young person, ‘steps to success’ (actions) by whom
– ‘Community maps’ may be developed for the young person identifying key places/activities within their community
– Individual psychological strategies may be developed to help with issues, anxieties, behaviours, social skills
– Group work activities/training courses will be set up according to need
• Regular review, ongoing monitoring and evaluation will develop the work and identify further needs
• Intra-team referrals can be made by members of the project team to enable the young person to access different areas of the service
• Signposting/referrals will be made to other agencies/projects in accordance with identified need
Person Centered
Planning
&
Peer Mentor
Support
Promoting Independence
Model
Five Pathways in the Transition to Adulthood
Independent Living
Leisure
Opportunities Life Long
Learning
Employment Relationships
Promoting Independence Model Young
Person
Develops
Plan with
PCP, Family
Liaison &
Transition
Key Worker
& will then
work with the
appropriate
staff
according to
needs
identified.
Independent Living
Skills Worker
Youth Inclusion
Worker
Psychology Support
Worker
Employment Training
Co-ordinators &
Advisors
Peer Mentor Support
Worker
Duke of Edinburgh
Development Officer
Accredited Training
WP1 Employment (Elite, Mencap, Remploy/NAS)
• Identification of employers in local areas
• Development of an ‘Employers Forum’ in local areas
• Developing a ‘bank’ of employers who will offer work experience/employment
• Support for employers to widen their recruitment pool (to include more people with severe & complex needs/learning disability/ASD) and offer work placements/employment to disadvantaged groups
• Support for employers to develop and monitor equal opportunities policies and practices
• Support for employers to be aware of and meet legislation requirements and access financial and other incentives
• Awareness raising and general support for employers to encourage vulnerable groups (YP with severe & complex needs/learning disability/ASD) to (gain and) remain in employment
• Support to raise the awareness of employers, employees and training providers of the need to challenge traditional employment roles and to support a more diverse workforce.
• Delivery of equality awareness raising and training among employers and employees.
• Development of workplace mentor schemes and the delivery of mentor training
WP2 Client & Family Support (Local authority Hub team (& SEAs))
• Based on the Promoting Independence, Peer Mentor Support, Y.S.E.P. models
• A multi-disciplinary team based at each local authority hub will provide a person centred package of transition planning and support according to individual need
• Facilitation of a range of relevant accredited courses (Agored Cymru, AQA, Asdan) related to independent living, social skills, behaviour &
relationships, person centred planning, peer mentor support, disability & ASD awareness, (work preparation).
• Through a referral process young people may access one or several parts of the service as appropriate
– Social/leisure Activities
– Independence & Inclusion
– (Work Preparation& Employment)
Youth Inclusion
The role of the Youth Inclusion Worker includes:
• Use of appropriate tools to produce a ‘Map’ of the social/leisure activities available within the local community of the young person
• Work with the young person in a person centred way to identify activities they wish to participate in
• Support of the young person in attending a chosen activity for a negotiated period of time (according to need)
• Work towards the full inclusion of that young person at the chosen activity
• Identification of measures that will need to be taken to enable the young person to attend independently
• Assistance to the young person and their family/carers to put measures into place
• Gradual withdrawal of support so that the young person is able to attend without the support
• Work with youth/leisure service providers to raise awareness/promote the inclusion of the beneficiary group
• Work with the young person, their family/carers and others in a way that will better prepare the young person for an independent adult life
Duke of Edinburgh Award
The role of the Duke of Edinburgh Worker includes:
• Work with the young person and their family/carers to identify existing skills and abilities of the young person
• Work with the young person, their family/carers and others to raise the expectations, skills and abilities of that young person to better prepare them for adult life
• Use of a person centred approach to work with the young person to identify activities suitable for achieving sections of the Award
• Wherever possible organising for the young person to participate in the activities in their local community within integrated settings
• Ensuring that appropriate support is put into place based on individual need to promote success in achieving the Award
• Facilitating activities such as Expeditions and providing support as appropriate
• Work with other service providers to raise awareness/promote the inclusion of young people with severe and complex needs group
Transition Key Worker
The role of the Transition Key Worker includes:
• Establishing good, supportive, open relationships with young people, their
families and professionals from other agencies
• Pro-active regular contact with the young person, their family, other
agencies involved with the family to prepare for transition
• Work across agencies, including agencies such as housing, leisure,
benefits
• Facilitating yearly transition and review meetings
• Developing person centred transition plans/updating them as necessary
• Acting as an advocate or enabling the young person, family to access
advocacy support as required
• Working together with professionals from other agencies and other team
members to ensure individual tailoring of services based on assessment of
the needs of the young person and their family
• Providing information, guidance and sign posting to other services
• Supporting families to visit other services that they may wish to access in
the future
• May also include Welfare Benefits Advice
Psychology Support
The Psychology Support Worker role includes:
• Work with individual young people and family members to address identified barriers to inclusion, such as developing and facilitating appropriate psychology based intervention strategies
• Planning and facilitation of group work sessions with groups of young people and groups of parents/carers
• Working together with professionals from other agencies and other team members to ensure that individual and group needs are best met as appropriate
• Preparation of exit strategies and making referrals to specialist agencies where necessary
• Work with other agencies to deliver training, raise awareness of issues and overcome barriers facing young people with severe and complex needs
Areas of work include:
behaviour management; social skills; relationships; communication skills; sexual health; keeping safe; addressing specific issues e.g. confidence, anger, bullying, bereavement, anxiety.
Family Liaison
The Family Liaison Worker role includes:
• Identification of and addressing barriers to the inclusion/independence of the young person
• Working closely with parents/carers and the wider family to address concerns and provide support as required
• Liaising with other agencies/professionals on behalf of the family
• Planning and delivery of parenting skills programmes to individual families and/or groups of families/carers
• Identification of existing appropriate parent/family support groups and supporting families to access them
• Setting up and facilitation of new support groups as necessary
• Providing families with information and guidance, signposting to other services
• Support with Welfare Benefits
This Worker may also be responsible for PCP and may be the hub Team Leader
Independent Living Skills
The role of the worker includes:
• Taking a person centred approach, working with the young person and their family/carers to identify existing skills and areas that need further development
• Developing strategies to address the further development of identified skills and address gaps in existing skills
• Supporting the young person in working towards achieving the identified goal(s) while working towards a gradual withdrawal of support
• Working with the young person and family/carers to address any concerns/barriers to independent living
• Facilitation of accredited courses to groups of young people
• Liaising with other agencies/professionals and other team members as appropriate in working towards the independence and inclusion of the young person
Areas of work includes:
personal care such as hygiene and dressing; domestic skills such as housework and cookery; shopping and use of money; travel training, support to access driving lessons
Person Centred Planning
• Work with the young person, family/carers, professionals involved to identify:
– the individual’s communication needs, appropriate methods/tools for communication, what they wish to convey through the chosen tools
• Development of a communication dictionary, personal portfolio, personal passport as appropriate to enable the young person to give chosen information about themselves to others
• Provision of methods/tools to promote and enable the independence and inclusion of the young person
• Facilitation of awareness raising and training to other professionals, families/carers as appropriate to develop and use identified methods/tools
• Support of the young person, and work with the family/carers and other professionals involved to prepare in planning for the transition process of the young person
• Use of a wide range of person centred planning tools to assist in the development of a transition plan
• Development of appropriate methods and resources to assist in the transition process
• Attendance at transition meetings to support the young person
• Continued involvement throughout the transition period as appropriate
Peer Mentor Support
The role includes:
• Recruitment and selection of volunteer mentors
• Facilitation of accredited training to the volunteers
• Development/delivery of additional training as required
• Matching mentors to mentees
• Supervision and support of the volunteer mentors
• Development of support/networking groups
• Work with others: schools, colleges, training providers, employers, youth
provision, community groups; to set up peer mentor support for individuals
and to set up peer mentor support programmes in that setting
• Joint work with colleagues to provide peer mentor support for the Duke of
Edinburgh Award, Youth Inclusion, Independent Living Skills, Work
Preparation activities
• Work with parents/carers to develop a parent mentoring scheme
Some Hubs combine this role with that of Youth Inclusion Worker.
The Central Team Peer Mentor Development Co-ordinator will support all
9 hubs to implement peer support programmes
Work Preparation (Elite, Mencap, Remploy/NAS)
• Work in a person centred way with the young person and their family/carers to: identify skills, aptitudes and aspirations regarding future vocational training and employment
• Work with others involved with the young person in planning for their future to ensure a ‘joined up’ approach: Careers Wales; Learning Coach; staff at local schools, colleges, training providers; employment agencies; employers; other members of the Transition to Employment team
• Work in a person centred way with the young person, their family/carers and others (as mentioned) to formulate a ‘pathway(s)’ for the transition from education to employment
• Planning and facilitation of job clubs, work preparation, work tasters
• Organising and offering support for: vocational training; multiple work experience placements; voluntary work; paid part-time employment (e.g. Saturday jobs)
• Work towards: a gradual withdrawal of job coach support; full integration into the training/workplace; natural mentor support at the training/workplace
• Work with the young person, their family/carers and others to: raise awareness, expectations; identify and overcome barriers
• Provide information on welfare benefits and/or signpost and support families to access the appropriate agencies who will provide that information
Results to date (August 2012)
• Transition Key Workers 535
• Independent Living Skills 351
• Psychology Support 310
• Youth Inclusion 314
• Family Liaison 256
• D. of E. Award (3 Hubs) 92
• Work placements completed 511
• Paid employment 20
• Voluntary work 35
• Employers engaged 339
• Peer mentors trained (mainstream schools, colleges, youth groups) 586
• Peer mentors supporting work placements with Elite 10
• Participants trained as peer mentors 9
Participants enrolled 1077
Results to date (August 2012)
Person Centred examples:
• 1604 ‘getting to know you’ questionnaires
• 391 One Page Profiles
• 153 Portfolios
• 385 Transition Plans
• 1412 units delivered to participants &
• 17 parents completed PCP unit
Wide range of accredited courses related to independent living, social skills,
behaviour & relationships, work preparation
A 2 day residential attended by 80 participants & staff from across all 9 authorities
WP3 Sustainability (Learning Disability Wales & W.C.L.D.)
• Proactive external evaluation throughout the life of the project to monitor and evaluate the effectiveness of the model/methods and project outcomes as they develop
• Dissemination of information, knowledge and skills gained within the project to other agencies, organisations and stakeholders across Wales so that best practise exemplified by the project can be transferred through:
– Project web-site, Twitter, Facebook
– Monthly Newsletter
– Publications in journals
– Presentations at conferences
– Facilitation of conferences
– Building and transferring knowledge, skills and expertise within the work packages and across the project ‘hubs’ through delivery of training, and facilitating networking events on a common theme e.g. youth inclusion, employment
– Development of a ‘Tool Kit’ of good practice
• Seek further funding opportunities
Training Aim
To widely disseminate the aims, objectives and ambitions of the project to
participants, their families and carers, project staff and all other relevant
staff from the participating organisations. This also includes professionals
working outside of the project, with project participants.
This is to promote and ensure:
• Continuity of work
• A more comprehensive model of support
• Partnership working
• Networking, problem solving and idea sharing
• Continuity of PCP between school, home, work and leisure.
• Arising issues are dealt with through appropriate and timely training.
Person Centred Planning
Training
Introduction to Person-Centred Planning
History of support service, benefits of PCP, learning styles,
communication, support young people through transition, tools and
techniques for PCP.
In-Depth Person-Centred Planning
Introduction to PCP and facilitator training
Project Training Training is delivered across the geographical area within
which the project operates to disseminate project aims and
encourage collaboration.
Project Briefing
Introduction, aims, research, need, structure, processes, project stories.
Project Induction
Vision of the project, values, operations, PCP, how to work
collaboratively.
Specific Training Needs
Master Classes
Master classes are arranged according to arising issues within the
hub teams. Master classes are delivered to project staff. Training
delivered to date includes:
• Agored Cymru (Accreditation)
• Making Information Easy to Read
• Sex and Relationships
• Digital Inclusion
Networking
Networking seminars are arranged on a regular basis
to allow project staff members from all local authority
hubs to get together and discuss issues and matters
arising to overcome barriers according to three
themes:
• Employment
• Planning for the Future
• Inclusion
Attendance to date (August 2012)
•Project briefing 410
•Project Induction 120
•I Day PCP 71
•5 Day PCP 34
•Masterclasses 63
Networks
•Employment 41
•Planning for the Future 63
•Inclusion 44
•Staff Conference attended by 75 from across all 9 authorities
•Dissemination Conference attended by 81 professional + participants
+ staff
Information & Toolkit A central aim of the project is to disseminate and share
best practice as widely as possible so that the Real
Opportunities Model can be successfully replicated
elsewhere.
To meet this aim:
•Monthly Project Newsletters
•Project Website
•Social Networking (@Real_Opps Real Opportunities)
•Articles, Flyers, Leaflets
•Toolkit
Toolkit
• The project is developing a Toolkit of good
practice and procedural guidance in the design
and operation of the elements (English & Welsh)
• Linked to evaluation outcomes that can be
replicated elsewhere.
• Available as downloadable resource from project
website. Hardcopy to include Audio and Video
Contact Details
Angela Kenvyn
Project Manager
Trinity Fields School & Resource
Centre
Caerphilly Road
Ystrad Mynach
Hengoed
CF82 7XW
Tel: 01443 814447
E-mail: