SOURCE
TEENS & YOUNG ADULTS
HELLO
Welcome to part two of our Transitions eMag series, dedicated to supporting older teens and young adults with disability—and their parents and carers— through some of life’s biggest transitions. As we focus on employment in this issue, our goal is to equip you with practical tips, inspiring stories, and the confidence to navigate this critical stage with purpose. Why the focus on employment? Because finding a job is about so much more than earning money. For young people with disability, stepping into the workforce can be transformative, offering independence, confidence, social connections, and the same opportunities available to others across Australia.
This issue is packed with insights to help families on this journey. We explore how parents can kickstart their young person’s career path and share inspiring stories like All Things Equal, a café in Bayside Melbourne where inclusion and opportunity thrive.
We’ve included practical articles such as:
• 7 tips to ace your next interview.
• Simple resume-building strategies for teens and young adults.
• Guidance on school leaver employment supports.
You’ll also find personal stories about finishing school with an intellectual disability and discovering career paths that align with individual strengths and passions. Plus, we cover strategies for supporting autistic young people in landing their first job.
We hope this issue empowers and inspires you and your loved one. Stay tuned for Issue #3 with more great info around transitions for teens and young adults.
Much love,
MAGAZINE
HEAD OF
Naomi Sirianni,
GRAPHIC DESIGN: Emma Henderson
PUBLISHER/CEO: Emma Price
BUDDY WATCH
We LOVE LOVE
The Buddy Watch is a purpose-built GPS tracking system designed to ensure safety and independence for individuals of all ages and abilities. Whether supporting someone with dementia, a neurodivergent child, teen or young adult, or anyone needing extra safety, the Buddy Watch combines user-friendly design with advanced safety features to provide peace of mind for families and caregivers alike. mybuddygard.com.au
UNISEX CATERPILLAR NECKLACE BY KAIKO
These neckaces are an awesome wearable sensory tool; they feel amazing to use & look good with anything. Roll the beads between fingers whilst wearing it. It is particularly great for those who stim with fabric, Blu-Tac rollers or those who love sensory input as it glides between the fingers & is very calming. It is small, discreet and quiet, making it ideal for the workplace, travel or the classroom. kaikofidgets.com
OBI DINING ROBOT
Eating should be joyful and the Obi makes it possible! Obi is a revolutionary adaptive eating device for individuals with upper extremity strength and mobility limitations. Through the use of customisable accessibility switches, Obi allows its users to be in control of what they eat and when. Obi increases independence, social interaction, meal enjoyment, and wellbeing. thetherapycollective.com.au
BROTHERS SUPPORT NETWORK
Mateship, stability, connection, belonging. The Brothers Support Network exists to meet the need for positive male role models for boys and men seeking disability support in the Brisbane, Gold Coast and Sunshine Coast areas. Person-centred and empathetic, they’re there to understand you and walk with you, changing your life, every day. brotherssupportnetwork.com @brotherssupportnetwork
To help people understand the changes and how they might impact them, we’ve added an NDIS Changes section on our website.
There you’ll find detail about what is and is not an NDIS support, along with a breakdown of the other significant changes to the scheme. We’ll keep this up-to-date as more information becomes available.
With us, it’s all about you.
We support you to navigate the NDIS with confidence, armed with the knowledge you need to get the most from your child’s plan. And, we take care of NDIS admin and paying invoices to give you more time to focus on the things that matter to you and your family.
If you need a plan manager to help you navigate the changes, we’d love to speak with you.
We’re proud to partner with Source Kids.
SANGUINE CREW HOODIE
This gender-neutral hoodie from Sanguine Crew is reversible and designed for all-year comfort. Its oversized hood is great for sensory-sensitive individuals, blocking light and distractions to promote a sense of calm and focus. The larger neckline ensures a comfortable fit and easy removal after a long day. This inclusive clothing is designed with the wearer in mind, providing a comfortable and versatile option for all individuals. sanguinecrew.com
BOWL ABILITIES
Bowl Abilities is Tenpin Bowling Australia’s inclusive program designed to teach the basic skills of tenpin bowling. The program is run at venues across Australia and is designed specifically for teens and adults with disability. Across six to eight sessions - using carpets on the lanes to get up to 9 metres closer to the pins - participants learn the fundamental skills of tenpin bowling, improving coordination and balance all while having fun in a safe environment. Learn more and find a program near you at bowlabilities.com.au
We LOVE LOVE
THE TEENS GUIDE TO PDA
Whether you’ve just been diagnosed with PDA -or are a seasoned PDAer keen to know a bit more - this warm and wittily illustrated guide will give you a better understanding of your amazing brain and why you are so good at some things, but find other things tricky. It will help you to advocate for yourself better, understand your anxieties, manage rejection sensitivity dysphoria, explain to your family and friends and others what you need (and what drives you up the wall) and more. amazon.com.au
INCLUSION TOO SNEAKERS
No matter how you get around, you will be moving with style in these Sport Inclusion Too Athletic Sneakers by Billy Footwear. These kicks have a padded collar, comfortable insole, and incorporate Billy’s innovative shortwrap zipper configuration that makes them easy to put on and wear all day. Orthotic friendly and stylish! everyhuman.com.au
TIPS FOR PARENTS:
Kick start your young person’s career journey
Young people with disability have the right to work in real jobs for real wages.
Getting a job is about more than earning money. Young people with disability often gain confidence and independence plus social connections and choices available to other people in Australia through a job placement.
Families have an important role to play in supporting your child to develop a clear and optimistic vision for their future. Research shows that family participation in career planning increases the likelihood of getting a good job. The key is to focus on your child’s strengths and aspirations, make a plan and work with your allies to make it happen.
START EARLY
What happens in school is key to the long-term work and social participation of people with disability.
Starting early gives you time to assist your child in discovering their interests, and developing the skills that can prepare them for work. Keep an open mind when exploring things they would like to try and discussing what they might want from their future, before working out how they might get there!
You can find this out by exploring questions like:
• What environment do they thrive in?
• What are they passionate about?
• What can they contribute?
• What are their talents?
• How are they supported to be their best?
EXPAND THEIR IMAGINATION WITH WORK TOURS AND PLACEMENTS
We all have blind spots in the world of work. Do you know what your friends actually do with their day when they go to the office or depot?
As early as primary school, you can point out what jobs you see people doing in your surroundings. Ask your child what they’d like or dislike about doing that job.
When they are in secondary school, having work experience and after school jobs are key to improving their expectation of themselves, and their ability to get work in the future.
Research has shown that young people who have meaningful work experiences in line with their aspirations, talents and abilities can dramatically increase their chances of employment after school.
Use your informal networks, whether it’s close friends and family, or acquaintances like local shops or community organisations to find supporters and opportunities for work experience and after school jobs.
LET THEM – AND YOURSELF – SIT IN THE ‘LEARNING ZONE’
It’s normal to want to protect your child.
Don’t let that make you say no to every idea or possibility. There is dignity in taking a risk. What if it does work out?
There’s a happy medium between your ‘comfort zone’ and your ‘danger zone’. It’s the learning zone, and it’s where change happens.
DEVELOP SKILLS AT HOME
Giving your child responsibilities that teach and build skills can also translate into workplace skills in the future. Chores around the home and extracurricular activities give them responsibilities and allows them to practice work skills.
This will also give your child a better understanding of their disability and help them describe what adaptations they might need in future.
THE ‘WORK READINESS’ TRAP
Make sure your support network understands your child’s aspirations and strengths and shares your expectations of their employability.
Often young people with disability fall into the ‘Work Readiness Trap’ where they get stuck ‘preparing’ for an opportunity or building employment readiness skills in a market that disadvantages them.
In this situation, there’s a heightened focus on a young person’s barriers, often accompanied by a belief that they are not truly capable of working because of their disability.
Rather than getting them ready for work, this can result in pushing the young person into non-mainstream activities, placeholder qualifications, volunteer work unrelated to their goals, or stuck preparing for the traditional labour market where they’re expected to appear non-disabled. We don’t need to fix our children, we need to fix the workplace.
EVERY JOB DESCRIPTION WAS DESIGNED AT SOME POINT – SO WHY NOT CREATE A JOB THAT YOUR CHILD CAN DO?
Role customisation is a person-centred approach to employment, where a job is tailored to the strengths of a person with disability, while still meeting the needs of the business.
Instead of focusing on minimising a young person’s disability in the traditional labour market, we can focus on creating customised opportunities, related to their capabilities and interests.
Ask Sarah, for example. After she completed work experience placements in retail and social services, Sarah realised that she wanted a job where she could help people. Now Sarah works four days a week at her local hospital in a role that was specifically designed to maximise her skills and abilities. Her job involves a range of tasks including assembling induction packages and greeting new staff. In doing so, Sarah has helped reduce the workload of the entire HR department and her colleagues are able to focus their attention on their areas of specialisation. “I love my job, I love that I can help everyone and that I am part of the team” said Sarah.
IT TAKES A VILLAGE TO RAISE A CHILD – AND TO KEEP THE ECONOMY RUNNING
We get the best results when we work together. Schools, employers, employment service providers, supportive families, and your local community.
We are working to create lasting, systemic change so young people with disability can successfully transition from education into secure, meaningful employment.
To do this, the culture of low expectations must be addressed, evidencebased practices must be implemented and system-level issues that result in young people with disability falling through the cracks must be fixed.
WHO WE ARE
WHAT CAN SCHOOLS DO?
Schools can implement evidence-based practices that improve the chances of young people with disability. Our Inclusive Career Development benchmarking tool is informed by research and designed to support mainstream and specialist schools to enhance their career development practices for young people with disabilities. You can find the tool and other resources for schools on our website nced.org.au/resources/schools/
The National Collaboration on Employment and Disability (NCED) is evolving the work of ‘Ticket to Work’ to play a national leadership role that supports collaboration and capability building across disability and mainstream education, training, and employment services so that young people with disability can successfully transition from education into decent, secure, and meaningful work.
Our pilot project, Inclusive Pathways to Employment, is finding ways to do this in mainstream employment services at four locations across metro and regional Australia.
The NCED is enabled by social justice organisation The Brotherhood of St. Laurence, and funded by The Paul Ramsey Foundation and The Ian Potter Foundation.
Find interactive resources at nced.org.au
An extra
SERVING OF HEART
Nestled in Bayside Melbourne, All Things Equal is a café where hope, respect and opportunity are always on the menu. General manager, Bianca Stern, explains how this lifechanging enterprise has become a firm favourite among coffee lovers.
What was the inspiration behind All Things Equal (ATE)?
The chair of our board was concerned about his daughter’s employment options when finishing school in 2020. His daughter, who is autistic, loved to bake and being in a kitchen environment, but didn’t have a workplace that could support her to thrive in employment.
United by a vision to see more young people with disability in paid employment opportunities, the board came together and raised some funds, and All Things Equal was established in January, 2021.
How has it grown?
When we opened our doors, we had five people with disability employed with ATE. Today, we have 25 young adults with disability in award-wage employment with us. We run two cafes, a footy club canteen,
a cooking school, and an ice cream cart! It’s safe to say we have grown very quickly due to the huge demand for what we’re doing in the inclusive employment space.
Tell us about your employees
Our staff are the heart of our organisation. They are hard workers, smart, capable and are thriving in what they do.
We have 50 employees – 25 are neurodiverse. We employ a large range of people with differing abilities, including intellectual disability, downs syndrome, cerebral palsy, autism and ADHD.
Is previous experience necessary?
Most of our staff have never been in paid employment before, so this is often their first real-world opportunity to learn absolutely everything.
ATE sets expectations necessary for anyone to thrive in a real-world environment. We act as a stepping stone towards more mainstream employment which means our staff (my colleagues) have the opportunity to learn, make mistakes, challenge themselves and ultimately, flourish in our environment.
The world of hospitality can be quite tricky. You never know what mood a customer may be in when they walk through our door or how busy it may get. We feel people learn best through doing, so we provide on-the-job training that can be reflected and acted upon as they’re working. ATE also has a variety of workplace accommodations in place to meet the needs of individualised staff. This ranges from the implementation of visual resources, adapting shift and break times, uniform accessibility and more.
How do you assess what roles will suit people best?
When we first meet with a potential employee, the recipe to employment is in their hands. We ask them what roles they’d be interested in, and what support they
may require from ATE to thrive. The successful applicant will take part in onthe-job training in either front-of-house or back-of-house roles. Through a co-design approach, the employee and ATE work together to determine what roles will be most suitable for the employee.
What do your employees get out of being employed, other than the obvious… a wage!
Our employees are provided with a purposeful opportunity to contribute to society in a meaningful way. To us, this is the most important benefit to providing anyone with employment. Of course, our staff also learn new skills each day, learn to work in a team, meet new people, the
importance of showing up to work on time and understanding overall workplace expectations too.
You pay your staff award rates, why was it important to do that?
We believe all people should be able to find a self-sustaining purpose in life and maintain a sustainable income, regardless of having a disability or not. All people deserve to be compensated fairly for their work, especially when they add so much value to our workplace!
What would you say to other parents who are lying awake at night, wondering what their
MEET ATE EMPLOYEE
kids are going to do when they finish school, or who may have already finished?
We feel you and we understand it’s not easy. Your child is deserving of every opportunity they wish for in life. You are their greatest advocate!
How can parents assist their children and find employers who are inclusive and supportive?
Don’t take no for an answer. Keep knocking on doors, educating local business owners and advocating. Everything is possible, if we get the right people on board.
Would you encourage other parents to open a business in partnership with their child?
I’d be dishonest if I said it was easy and seamless all the time. It can be complex, but it is absolutely worth it. You never know, the risk may be worth the reward!
What do members of the public say when they first come to the café?
We like to say, we hope they enter with a smile and leave with an even bigger one. We love that people visit our café because we make good food and coffee. We don’t want to be tokenistic. However, if customers leave being a little more educated on inclusive employment, or consider being a bit kinder to people of all abilities, we love that too.
By Rebekah Devlin
AGE: 36 | LENGTH OF SERVICE: SINCE FEBRUARY 2021
ROLE: Back-of-house – helping to cook with the chef, food preparation, coming up with menu items.
WHAT DO YOU LOVE ABOUT YOUR JOB: It’s my first paid job and it makes me feel important. I enjoy working in the kitchen, I like working in a team and love the staff. It’s helped me to be more independent and to cook food I hadn’t tried before. It gives me confidence in the kitchen.
PLANS FOR THE FUTURE: I want to be a full-time artist with my own shop.
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Your very first job interview is a pretty big deal! It’s totally normal to feel excited one minute and nervous the next. But with a little preparation, you can head in feeling more confident and ready to show everyone what you’ve got. To help you out, the Crew at Leap in! have pulled together some handy tips so you can make a great impression from the start.
1DO YOUR HOMEWORK
Before you meet with a potential employer, try to learn as much as you can about them. If they have a website or social media, check those out. If not, don’t worry, there are other ways! For example, if it’s a local bakery or supermarket, you might chat to someone who already works there, or pop in and observe what it’s like on a busy day. Getting a feel for how they run things and what kind of experience customers have can give you a sense of what matters most to them.
It also helps to reread the job description so you know what skills they’re looking for, things like teamwork, communication or problem-solving, and think about times you’ve shown those strengths.
PRACTICE MAKES PERFECT
Just like you’d practise before a big exam, it’s worth rehearsing your answers to common interview questions. For example, think about how you’d answer, “Tell me
about yourself” or “Why do you want to work here?” Consider using the STAR method to answer any questions about handling challenges:
Situation: Give a quick snapshot of where you were and what was happening Task: Describe what needed to be done Action: Talk about the steps you took to solve the problem
Result: Share how it turned out and what you learned from the experience.
Try talking it through with a friend, family member or support worker. Ask for feedback so you can fine-tune your responses and feel more at ease on the day.
Top tips for researching a workplace
• Check their socials or website
• Talk to someone who works there or ask around in your community
• Drop in as a customer and see how they serve people
• Depending on the type of employer, you can check out their values to make sure they align with you. For example, do they support a charity, or are they LGBTQI+ friendly?
Ask about an internship Internships are a great way to learn on the job, show off your skills, and can sometimes lead to a paid role. It could be your perfect first step in the working world!
3
ACCESSIBILITY AND SUPPORT
There are supports available to help you participate fully in interviews. If you need an Auslan interpreter, a quiet space, or an accessible building with ramps or lifts, don’t hesitate to ask the employer beforehand. Making these adjustments is part of creating a fair environment where there are no barriers to you doing your best work. Here are some examples of reasonable adjustments you can ask for:
• Accessible rooms
• Extra time to complete interview tasks
• Communication supports
• A support person to accompany you
• Assistive technology.
4
USING YOUR NDIS SUPPORTS
On an NDIS Plan, there are plenty of ways to help you get ready for work. School Leaver Employment Supports (SLES) can help you build confidence, practise interview skills, and even try out workplace scenarios.
If you have a Finding and Keeping a Job budget, you could work with someone like an occupational therapist or psychologist to get advice and assessments. This can help identify barriers, set work goals, and figure out what adjustments are required for you to do your job.
Even if you don’t have that budget, there are still options! There are plenty of free resources and government services that can help you. Check them out below:
• Australian Government’s Job Access
• Disability Employment Services
• IncludeAbility
5
HIGHLIGHT YOUR STRENGTHS
You might be great at problem-solving, super creative, or really patient – all of these qualities matter to employers. If you’ve learned life skills like managing group projects at school, helping with chores at home, or babysitting your siblings, share how these experiences have made you resourceful, adaptable, and ready to take on new challenges.
6
TALKING ABOUT YOUR DISABILITY
You don’t have to talk about your disability if you’re not comfortable, but being open can sometimes help the employer understand what adjustments will be required for you to do the job. If you choose to talk about your disability, you could explain what tools or changes can help you do your best.
Interview day tips
• Arrive a bit early (or log in just before if it’s online)
• Wear something that makes you feel confident and comfortable
• Keep your phone on silent
• If a question feels tricky, pause and take a breath
• It’s okay to ask them to repeat or reword a question.
7
AFTER THE INTERVIEW
When it’s all done, consider sending a brief thank-you email or message. Show that you appreciate their time and that you’re genuinely interested in working with them. Then, take a moment to reflect on what went well and what you might do differently next time. Interviewing is a skill you build, and every experience helps you grow.
Follow us on socials to stay informed about the latest NDIS changes, new programs and helpful tips. With the right knowledge and preparation, you’ll be ready to step confidently into your next interview and beyond!
SLES & DES explained!SLES & DES GETTING READY FOR WORK:
There are milestone moments in the lives of all our children – and leaving school to transition into the workplace ranks up there with one of biggest and scariest – for all involved! For most families, despite the magnitude of the transition, things generally have a way of working out and children fly the nest, going off to make their way in the big wide world (some a little later than others it has to be said).
When your child has a disability, however, things are not quite so simple. The structures that are in place to support our children as they make their way through childhood all shift and there are a whole new set of acronyms, support services, processes and procedures to get to know. Before you dissolve into complete panic at the thought of it all, it’s important to know however that there ARE supports out there – you, and your young adult child, will not have to ‘go it alone’ – the NDIS for example is a lifelong support system and there are other initiatives in place specifically to aid young people with a disability as they strike out to join the workforce, including School Leaver Employment Supports (SLES) and Disability Employment Services. Here are some things to know about these and things to consider:
SCHOOL LEAVER EMPLOYMENT SUPPORTS (SLES)
This is the specific part of the NDIS set up to support young adults as they transition from school into the workplace. According to the NDIA – “the NDIS is responsible for funding supports to assist people with
disability to prepare for, and take part in work, where the person has work capacity but needs some more support before receiving ongoing employment support through existing systems.”
The supports help participants move from school to work and are available in the final years of school and directly after leaving school (usually up to the age of 22).
Funding is made available through the capacity building category in a NDIS plan – it can be used with providers who deliver school leaver employment supports that help young people prepare, look for and gain employment focusing on capacity building, developing skills, independence and confidence to work.
While each person’s program will be different, skills targeted can include:
• Money handling skills
• Time management skills
• Communication skills
• Discovery activities
• Work experience
• Job ready skills
• Travel skills
• Personal development skills
These supports typically include:
• Work experience in an inclusive employment environment
DES
profit organisations that are experienced in supporting people with disability as well as providing assistance to employers to put in place practices that support the employee in the workplace.
There are an increasing number of service providers to choose from. The NDIA has some useful suggestions for questions to ask when you’re making your choice of who to work with in its Looking for Work booklet: ndis.gov.au/ participants/finding-keeping-andchanging-jobs/lets-talk-about-work
• What supports would you recommend based on the employment skills I need to develop?
• Do you provide one-on-one or group support?
• What qualifications do your staff have?
• What types of businesses or companies have you placed people in and what type of jobs are they doing?
providers undertake a tailored discovery process to understand each participant’s unique strengths,
interests, and goals.
• Employability and/or vocational specific skills
• Other foundation skills that enable engagement in work (for example travel training or money handling).
DISABILITY EMPLOYMENT SERVICES (DES)
A School Leaver Employment Service (SLES) provider will work with a participant to help them meet the access criteria for Disability Employment Services (DES) and will work with them to transition into using the service of a DES provider. The role of a DES provider is to support a person with disability who is job ready to find and keep a job.
DES providers are a mix of large, medium and small, for-profit and not-for-
• What range of jobs do you offer, and would I have the opportunity to learn new skills while I work for you?
• How many of your participants have gone on to get a job?
• How long do most of your participants stay in a job for?
DES providers undertake a tailored discovery process to understand each participant’s unique strengths, interests, and goals. This process often includes one-on-one discussions, skills assessments, and exploring career preferences. The aim is to match the participant’s abilities with suitable roles and workplaces that align with their aspirations.
The discovery phase also helps DES providers identify any potential challenges the participant might face and create a plan to address them. For example, they might offer pre-employment training to build confidence and skills, or work with employers to ensure necessary workplace accommodations are in place.
Turn to page 22 for more on the discovery and learning about interests process.
USEFUL RESOURCE Job Access
Created by the government, this is a national hub for information on employment and workplace questions for people with a disability and employers. The website has a range of information such as:
• Financial support for workplace modifications and wage subsidies
• Links to education and training programmes
• Recruitment tips for applying for a job
• Info on rights and responsibilities of both employees and employers
• The Job Access website is jobaccess.gov.au or call 1800 464 800
It’s important to note that a new specialist disability employment program will replace the current DES program from 1 July 2025.
According to the Australian Department of Social Services, the new program will support more people with disability into employment and improve user experiences. Eligibility will be expanded to include people who have an assessed work capacity of less than 8 hours per week and those who do not receive an income support payment. Further information will be provided in the coming months before the new program starts.
To find a list of current Disability Employment Service providers in your area (as of February 2025), visit the jobactive website at jobsearch.gov.au
WHAT FINISHING SCHOOL IS LIKE for youth with intellectual disability
Leaving school and figuring out what’s next is challenging for young people. For those with disability, it is even harder. It is often a time when supports are withdrawn as they leave the heavily structured school environment.
We asked young people with intellectual disability about their experiences of transitioning from school and starting adult life. Our research published last year suggests pre-transition planning for school leavers with disability is inconsistent or lacking. Most participants felt excluded from making decisions for life after school and needed support to access and navigate the National Disability Insurance Scheme (NDIS).
After school, most participants longed to find a paid job, friends, and a life partner but felt they were missing out on these typical adult milestones. They told us it was difficult to find service providers to help them reach their goals. Many felt isolated and in a perpetual state of transition.
THE PROMISE OF ‘CHOICE AND CONTROL’
Transition-from-school policies and guidelines exist in all states of Australia. Shared characteristics between these guidelines include early planning, being person-centred, and ensuring collaboration between the family, school and services.
A decade ago, Australia changed from a social welfare model of disability support to a consumer-focused, market-based system. The NDIS promised to be the cornerstone of this, offering participants increased “choice and control” over new skills, jobs, greater independence, quality of life and improved social participation.
We wanted to understand the lived experiences of today’s young Australians with intellectual disability in planning to leave school and transition into adult life.
Through individual and group interviews, 27 young people with intellectual disability (15 female and 12 male participants, aged 19 to 33) told us their views and experiences of leaving school in New South Wales, Queensland and Victoria.
Their stories highlight how much more work should be done to empower young people with intellectual disability.
WHAT THEY TOLD US
Firstly, many young people told us they felt left out of transition planning at school, with most decisions being made for them. There were limited, if any, opportunities for them to explore post-school options. As one participant said,
I don’t want people that are, like, like, you know, just making choices for me.
Secondly, all participants found accessing NDIS funding complicated. They relied on parents or other advocates to navigate the process, to ask the right
questions, and help with difficult jargon –or, as stated by one young person, knowing how to “bark the right way”.
After leaving school, many felt lonely, lost and uncertain about their adult role and identity. Some felt “left behind” by friends and siblings without disability who had jobs and life partners, intimate relationships and were raising families of their own.
It’s hard to find a partner […] or to know someone and be with someone.
There was a shared sense among participants that most disability services did not prioritise activities to support reaching their goals. A young woman explained how finding a service with a good fit had been very difficult. She talked about how her first service provider had “tried to like take us for money” without providing a service.
Other participants felt “stuck” with a life in disability services locked into the role of “disability person”, while wanting to do and be more.
You know […] I want to do some more in life and […] I want to be out there. Know what I mean?
Participants felt they needed better support with finding and keeping employment, even from agencies that had been contracted to do so. Getting help with finding a paid job seemed especially frustrating and out of reach. One young man called it a “total nightmare” explaining,
So they’re basically, you know, not very well, um, structured […] you’re just waiting here for that lottery ticket to draw your name out.
THE SAME GOALS AS YOUNG PEOPLE WITHOUT DISABILITY
This study shows transition planning processes remain inconsistent and there is insufficient collaboration between school systems, adult disability services and the workforce.
Participants in our study had the same goals as young people without disability for meaningful work, independence and social connection – but need better support to contributing meaningfully to their communities.
The sense of “feeling stuck” with life in disability services or in “perpetual transition” may be caused by conflicting beliefs and values between service providers and consumers.
Young people expect to take on adult roles after leaving school. But disability service providers often see these young people merely as service receivers. Standardised processes and procedures may create “institutionalised identities”.
The highly standardised nature of the NDIS leaves it inaccessible for people with intellectual disability, so the promise of choice and control in adult life is far from reality.
HOW IT SHOULD BE
Australia needs nationally consistent policies backed by systematic actions and oversight that truly supports the transition from school into meaningful adult lives for young people with intellectual disability.
People with disability must be actively involved in developing transition and service plans, with goals for growth and for moving between or beyond disability services once milestones are met.
Strategies must include steps for fostering social identities through friendships, casual to ongoing employment, intimate relationships, parenting or caring for others.
Further shifts in the NDIS model are also needed to foster individualised and supported planning for people with intellectual disability.
By Lise Ludwig Mogensen. Associate professor, Medical Education, Research and Evaluation,
School of Medicine, Western Sydney University.
Plan for a bright future.
Uniting’s School Leaver Employment Supports helps Victorian school leavers on a pathway to employment.
We provide individualised support for young people, including creating action plans for training, work and life skills focused on getting work experience and reaching their employment goals. Young people who are ready to move into ongoing employment can access support through our Disability Employment Service.
Continence Management
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DISCOVERING Interests & Crafting Opportunities
The following information is provided by Everyone Can Work – a website for people with intellectual disability, their families and supporters that brings together information about Australian Government employment supports, the lived experience of families and people with intellectual disability, and current research about employment for people with intellectual disability in Australia. Everyonecanwork.org.au
Customised employment helps people with intellectual disability to get a job. It works with both job seekers and employers to design and create job opportunities.
Instead of trying to get an existing job, customised employment focuses on the skills that each person has to offer. It customises a job or self-employment opportunity to fit your skills, interests, strengths, and
support needs. It also meets the needs of businesses and the community.
Evidence from the US suggests that customised employment can be a very successful approach for people with high support needs. This includes people who have experienced low expectations because of their disability. It has helped many people find and keep a job, as well as increase their income and quality of life.
What are the steps of customised employment?
The customised employment process has been carefully designed and tested. You will need someone who understands customised employment to guide you through two main stages are 1. Discovery and 2. Job creation.
1. Discovery
This stage focusses on getting to know you and working out the kinds of supports that work best for you, as well as your:
• strengths
• qualities
• skills
• interests
• preferences.
This information is used to find a work pathway that best suits you. The process can take time (e.g. up to 50 hours) and involve different ways of getting this information.
These include:
• Meeting with you and your family, where appropriate.
• Observing you at home and in your community to learn about your capacity and the resources around you.
• Talking with your friends and acquaintances, such as school staff, people who supported your work experience and others you may have volunteered with.
2. Job Creation
This stage uses information from the Discovery stage to create a job that suits you. This could be a job created with an employer, or it could be self-employment in a microenterprise.
Job creation also includes reaching out to potential employers identified during the Discovery stage. Finding the right employer can take a lot of time and effort. It’s one of the things a good DES provider should do for you. Another option is to get help with this using your NDIS plan. Once you’ve found a willing employer, you will work with the employer and your support person to create the job. One way to do this is called job carving. This is when a job is created that suits your skills, strengths and interests by taking tasks from one or more existing job descriptions.
You don’t have to stick with the same provider you have done the Discovery and job creation process with. Once the person has a job opportunity, it’s important that they start planning for ongoing support that meets their needs. They will need to think about any support they need to learn how to do the job and keep doing their work. This is about really understanding what things they need to learn so that the training and support are exactly what they need to do the job well.
The best way for people with intellectual disability to develop the skills they need is
by on-the-job training. This is different from classroom-based learning about work and is a critical part of how customised employment works.
USING THE NDIS TO ACCESS CUSTOMISED EMPLOYMENT
You can get support for customised employment using your NDIS funding or through some DES providers.
NDIS participants of working age can access support for employment, including customised employment. You will need to have a long-term employment goal in your NDIS plan about having a job. You’ll also need short-term goals if you’re just starting out. A short-term goal for customised employment could be getting support to work out what kind of job you want and what you need to do to get that job.
There are lots of service providers offering customised employment, but remember that you are in charge of making decisions about your supports. Also, NDIS funding is designed around you, so that you can get support to suit what you want and need.
You don’t have to fit into a program offered by a provider. You can choose a
• Observing you doing activities you’re interested and may have skills in, such as a hobby club, sport or dance class. Photos and videos taken in these settings can also help create a visual resume or portfolio.
• Working with you to highlight any work-related themes that are coming out of the process so far.
• Supporting you to find and meet with employers to learn about different kinds of jobs and do work experience or volunteer work.
• Working with you to put together a work profile based on what they have discovered.
• Supporting you to make a plan to explore jobs and workplaces that match your work profile.
• Creating a career portfolio that includes a resume and cover letters.
• Supporting you to get ready for and take part in interviews with employers whose workplaces could match your interests. These interviews help you get information and advice about different jobs and careers. They also give the employer an opportunity to learn about you, and your potential for future employment in that kind of workplace. These interviews aren’t about trying to get a job, but are a good way for job seekers and employers to learn about each other.
support person that has the right skills to help you. Some support people may have had training in customised employment. There is also information available to explain customised employment and the supports you may need to take part. You can find out more about getting ready for work in the ‘Let’s talk about work’ booklet: ndis.gov.au/participants/ finding-keeping-and-changing-jobs/ lets-talk-about-work
This work is based on resources provided by Inclusion Australia under a Creative Commons Attribution-Non Commercial 4.0 International licence.
Grace’s first steps
IN THE WORLD OF WORK
IN THE WORLD OF WORK
Thanks to Grace who answered our questions about her career journey so far with the assistance of Tash, her support worker.
Where do you work and what is your role there?
I work at Zarraffa’s Coffee and Sunny Skye’s Aquatic centre.
My role is different at both places but have some things in common.
At Zarraffa’s I work 11.00 am-3.00pm. I have a list that I go through every shift. I make cold drinks like smoothies and fusions, iced teas and give it to customers; clean the benches; stacking the cups for hot drinks; make food and do the bin run.
My job at Sunny Skye’s I work 9.0011.30. I swim in the pool with the kids as an assistant instructor, sit at reception giving stamps to kids that have finished, clean the centre including bathrooms and pool areas and the kid’s play section.
Two jobs is awesome! What was involved in applying for, and getting a job?
I got my jobs through the Specialcise SLES program. I started by making food at Zarraffas and then as I got more comfortable and confident, they taught me how to be on the floor.
Were there any specific things at school that helped you to prepare for work?
School helped me for learning Maths and English.
Did you do any training or programs after school that have helped you?
After I left school, the Specialcise SLES program taught me a lot that helped with me getting a job. It taught me about things like job interviews, workplace rules, and positions in a workplace. I also did the Latch on Down Syndrome QLD program which was helpful too.
Do you have any extra support or help at work?
I started off with having a support worker with me at every Zarraffa’s shift. Now I go by myself. At Sunny Skye’s I still have a support worker that’s there, but I work independently. They let me complete tasks by myself and are there to help if I need anything or have questions.
Do you have any advice for other young people with disability at work?
Work hard, stay focused on your work, be willing to learn and try new things, talk to your bosses if you have questions or if you’re not sure about something. Have fun!
We are a team of experienced occupational therapists, speech pathologists, psychologists, positive behaviour support practitioners, social workers and physiotherapists.
For an appointment, to learn more about our services, or to see what services are available immediately, visit us at livebig.com.au or call us on 1300 390 222.
Supporting an autistic person to GET THEIR FIRST JOB
A first job is a huge milestone and an enormous learning curve. As well as being a big step forward in achieving independence, a supportive and engaging job allows an individual to develop their resilience, social skills and overall confidence, while hopefully doing something they love!
Autistic employees bring endless benefits to a wide range of jobs and will thrive in the right role alongside the right support.
Here’s how you can empower your child or young adult to prepare for work and find a first job that is both meaningful and enjoyable.
STRENGTHS AND SKILLS
Everyone has strengths they can bring to a job, even their first one! This includes the skills that might not initially seem relevant
to building a career – in fact, these are often the skills that help us stand out. For example, a young person who excels at video games might be an excellent problem solver, while someone who can draw for hours might have incredible focus and attention to detail.
Encouraging your child to make a list of their strengths and skills can help them identify the kinds of jobs they are capable of and interested in. This could be anything from strong computer skills to an excellent long-term memory. It’s also a
great reminder of the many assets they can bring to the workplace throughout the jobhunting process.
On the flip side, it can also be helpful for your child to consider what doesn’t align with their needs and interests. For example, a job that involves lots of small talk and in-person interaction might be incredibly draining and overwhelming.
TYPES OF JOBS
There are a range of employment pathways available to people with autism,
• Having a designated quiet space and sensory/fidget items for emotional regulation.
• Receiving more frequent feedback or support from a buddy or manager.
• Working flexible hours.
catering to a variety of interests and support needs. Many autistic people will want to transition to the workforce straight after high school or pick up a part-time job while they’re studying. Some autistic people might want to complete further education at university or TAFE before finding a job. And others might find that Supported Employment is the best fit, as they can participate in a structured employment program designed to support individuals with moderate to high support needs.
Many autistic people are able to work in mainstream settings and can benefit immensely from some simple and inexpensive adjustments to their schedule, environment and/or responsibilities. Reasonable adjustments are defined as accommodations that aren’t unreasonably difficult or incredibly expensive to implement, and employers are legally obliged to consider if reasonable adjustments would help an employee perform their job or perform it better. These accommodations will look different for every autistic individual and may only be required on some days and in some circumstances.
Here are some examples of reasonable workplace adjustments:
• Wearing sunglasses, noise-cancelling headphones or a different uniform to prevent sensory overload or discomfort.
• Having daily tasks and instructions written down or broken into smaller tasks.
Aside from the kind of job your child wants, there are also some logistical things that are helpful to consider. Would working early mornings or late nights be challenging? Is there a safe and reliable way for your child to travel to and from work, perhaps with a support worker? Would they be better in a full-time, parttime or casual role? Asking these questions early will help narrow down their search.
EXTERNAL SUPPORT OPTIONS
There are a range of organisations and funding schemes designed to support people with disability to look for and maintain work. If your child is a NDIS participant, they may be eligible for the School Leavers Employment Scheme (SLES), which supports young people with the capacity to work in mainstream settings to find and transition to work in their final year of school. The NDIS can also support participants with accessing Supported Employment, or you can search the ‘BuyAbility’ website to find social enterprises in your area.
should continue to liaise between an individual and their employer in the weeks and months after they find a job to ensure it is the right fit. Examples of assistance a DES provider will offer during this process include resume writing, job interview practice, securing work experience and helping individuals communicate with prospective employers.
RIGHTS AND PROTECTIONS
Many autistic people are able to work in mainstream settings and can benefit immensely from some simple and inexpensive adjustments to their schedule, environment and/or responsibilities.
Engaging with a Disability Employment Service (DES) might also be beneficial. These services are designed for people with disabilities who are not currently employed to find and keep work, whether that’s a part-time job while they’re at school or a permanent role. These services are also available both inside and outside of the NDIS.
A DES provider will support people with disability as they look for work and
The Disability Discrimination Act 1992 states that people with disability have the right to the same employment opportunities as non-disabled people. If an individual can meet the ‘inherent requirements’ of a job (i.e., complete its main roles and responsibilities), then they must be given an equal opportunity to apply for or do that role. The Act also encourages employers to have their own policies and programs to address and prevent disability discrimination and harassment. If you or your child believes they are experiencing discrimination at work or when applying for a job, the best first step is to try and raise the issue directly with those involved. This could be a manager, supervisor or someone from human resources (HR). Your child might benefit from the support of a family member, friend, disability advocate or colleague during this time. If this doesn’t resolve the situation, your child can make a complaint to the Australian Human Rights Commission, which is free and can be done by a solicitor, disability advocate or trade union on an individual’s behalf.
For further information and support for autistic people entering the workplace, visit autismawareness.com.au and autismwhatnext.com.au.
MICROENTERPRISES MICROENTERPRISES
One of the ways you can be employed is to have your own microenterprise. A microenterprise, also called a microbusiness, is a small business that is simple and low-cost to start up. They can also be owned and operated by one person. Microenterprises can be built around your interests, hobbies and strengths.
MICROENTERPRISES AND THE SELF-EMPLOYMENT THEY OFFER CAN GIVE YOU MORE CONTROL AND FLEXIBILITY ABOUT:
• the kind of work you do how much money you make – meaning you may not have to rely as much on government support.
• when, how much and where you work.
A recent Australian study also showed that microbusiness owners with disability had very positive outcomes. They included:
• a sense of purpose
• looking forward to the future
• contributing to the community
• increased self-esteem
• better quality of life
• larger social network
• a job with a secure income
• creating employment for others.
MICROENTERPRISES MICROENTERPRISES
There are many examples of different kinds of microenterprises, some ideas include:
• art and craft: handmade jewellery, custom art commissions, greeting cards
• gardening
• personalised gifts: customised clothing or mugs, name plates or labels, engraving items
• virtual assistant services: social media management, data entry, online research
• home-based retail: reselling vintage or thrifted items, curated gift-boxes, homemade soaps or candles
• food-based businesses: baked goods or snacks, meal prep services, grazing boxes.
There are a number of resources online to help you learn more about microenterprises - for example, take a look at Good Company Disability Supports who have a useful free handbook to download at - goodcompanyds.com.au/ what-we-do/micro-enterprise
Note that, while a microenterprise can be a great idea, there are extra responsibilities if you run your own business that don’t exist for an employee. People often have help from family, friends and the community to run their business. The NDIS can also support you to set up and run your microenterprise using funding in your plan.
This could include support for you to:
• think about your interests, skills and qualities
• explore business ideas
• develop business skills
• set up and run your business.
Skills could be about creating a product or service, or running the microenterprise. For example, marketing, social media, customer relations and other business skills. NDIS support can also cover ongoing help that you might need with your business.
explained!
Why makemicroenterprises sense
Harnessing strengths: Traditional employment often focuses on what a person cannot do. Microenterprises flip this perspective, focusing on what a person can do—and excel at. Flexible structures: A young adult with chronic fatigue might struggle to maintain a rigid 9-to-5 schedule. But in their own business, they can work during peak energy times. Inclusive success: Microenterprises don’t just benefit the individual— they can also promote community inclusion. Selling handmade jewellery or running a local service often brings people together, fostering understanding and acceptance.
For NDIS participants, getting support to set up a microenterprise works the same way as for support for other kinds of NDIS employment supports. To get NDIS support for a microenterprise, you need to have both long-term and short-term employment goals in your NDIS plan that relate to having a job, having your own business or being self-employed.
You can find out more about getting ready for work and the supports available within the NDIS in the ‘Let’s talk about work’ booklet: ndis.gov.au/participants/ finding-keeping-and-changing-jobs/letstalk-about-work.
Steps to starting a microenterprise
Identify interests and strengths: Is your child a budding artist? Do they have a knack for organising? Brainstorm their passions and talents.
Conduct market research: Explore the demand for their chosen product or service. This might involve visiting local markets, connecting with online communities, or simply asking friends and family for feedback.
Build a support team: A successful microenterprise often relies on a circle of supporters—family, friends, mentors, or support workers. Develop a business plan: This doesn’t need to be overly complex but should outline goals, target customers, pricing, and logistics. Start small: Begin on a manageable scale. For example, if selling baked goods, start with a stall at a school event before expanding to local markets.
Utilise technology: Online platforms like Etsy, social media, or local community groups are powerful tools for reaching wider audiences and building networks.
A microenterprise is not just a way to earn money; it’s an opportunity to grow skills, express individuality, and engage meaningfully with the world. For a young person with a disability, it offers the freedom to work on their own terms while building a fulfilling career. With the right support and resources, it can be an empowering and life-changing venture.
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SET , READY , WORK!
SET , READY , WORK!
Simple resumé tips for teens and young adults.
If your teen or young adult has just turned 18, finished school, or begun thinking about work, now’s a great time to discover where their interests lie. By focusing on their interests and strengths, you can help them feel more confident and ready to step into their first job.
At Leap in!, we know that taking your first steps into the working world is a big deal. We’ve been there ourselves with over 60% of our team having lived experience with disability, so we get it. That’s why we’ve pulled together some tips and tricks to help your young person to create a stand-out resumé. Share this article with them to help boost their confidence and get their resumé work-ready!
KNOW YOUR GOALS
It’s easier to write a great resumé when you know where you’re heading. Are you keen on landing a part-time job at a local café, starting an apprenticeship, or working in a community program you love? If you’re not sure what your next step is, take some time to figure out your goals first. Setting goals can give you direction and help you decide what to highlight in your resumé. If
you need help, check out our handy Goals ebook for practical tips on setting goals.
RESUMÉ BASICS
A resumé is like a 1-2 page story that shows off your skills, experience and strengths. Think of it as your opportunity to impress employers at a glance. Here’s what you’ll need to include:
Contact details: Your full name, phone number and a professional email address. Short summary or profile: A brief intro about who you are and what you’re aiming for, like “A school leaver excited to
QUICK TIPS
Stick to 1-2 pages so employers can scan it quickly
start a career in hospitality” or “A team player looking for a role in retail.”
Work experience: List any paid or unpaid work, volunteering, internships, or even household responsibilities that show your skills. Start with your most recent experience first, and use bullet points to show what you achieved
Education and training: Include school, TAFE, uni or any courses you’ve taken. If you’ve just finished school, put that at the top. If you’ve done workshops or online courses, mention them too.
Skills: Think both ‘hard’ skills (like using certain software or tools) and ‘soft’ skills (like teamwork, communication, and problem-solving).
Referees: Include people who can talk about your work ethic and reliability. Always ask their permission first.
Use a simple, easy-to-read font
Bullet points make your achievements easier to spot
Get someone to proofread for spelling or grammar mistakes
Your everyday life is packed with experiences that highlight your strengths. Don’t sell yourself short!
NO WORK EXPERIENCE? NO PROBLEM!
If you don’t have formal work experience yet, don’t stress. Think about the other ways you’ve gained skills. Maybe you helped organise a school event, managed your family’s money at the shops, or you’re a great organiser and love to keep things neat and tidy. These all show you can work in a team, handle money, communicate well, or be well organised.
SHOULD I MENTION MY DISABILITY?
This is totally your call. You’re not required to disclose your disability in your resumé unless it affects how you’ll do the job. If you’d rather talk about it later, that’s fine too. Focus on your strengths and what you can bring to the role.
NDIS SUPPORTS School Leaver
Employment Supports (SLES) can help you build the skills and confidence to write a great resumé, prep for interviews and
even gain work experience. If you have a Finding and Keeping a Job budget, you may be able to get one-on-one assistance with managing the job-seeking process, moving into further study or training, or developing a career plan.
Speak with your NDIS Planner or Local Area Coordinator so that they can connect you to programs that help you develop real-world skills and prepare you for job hunting. And if you don’t have a dedicated employment budget, don’t worry! There are many helpful resources and services you can use:
• Australian Government’s Job Access
• Disability Employment Services
• IncludeAbility
RESUMÉ TEMPLATES
A professional, easy-to-read template can help your resumé stand out from the crowd. Canva offers heaps of free templates that are easy to use (even your mum or dad can give it a go!) Remember to:
• Pick a layout with lots of white space
• Use a font that’s easy to read
• Keep graphics to a minimum
• Update it anytime you gain new skills or experience.
THE FINAL STEP
Once you’ve got a draft resumé, show it to someone you trust, such as a friend, family member or support worker. Ask for feedback: Is it clear what kind of job you want? Can they see your strengths right away? From there, you’re ready to start applying!
With clear goals, a polished resumé and the right NDIS supports, you’re well on your way to finding a job that fits you. Keep reaching out, exploring options and believing in your potential. You’ve got this!
If you’d like some more handy tips, updates from the NDIS, and inspiring stories, follow us on socials.
TIPS
JOBSEEKING TIPS FOR PEOPLE WITH DISABILITY
Looking to take the first step towards an exciting career? Get started with these handy job-seeking tips.
Beginning your job search brings out all the emotions.
It is nerve-wracking but also exhilarating.
The possibilities for your career are endless.
Yet statistics show that only 22% of NDIS participants aged 15 to 24 are employed.
So, we are sharing a bunch of jobseeking tips to help you land the job of your dreams.
Let’s put you in the spotlight – not your disability.
HIGHLIGHT YOUR STRENGTHS
Start by focussing on your abilities and the skill set you could bring to a role. Ask yourself the following questions:
• What am I good at?
• What skills and experience do I have?
• What jobs would best suit me?
• Can I get any support or training through a disability service provider?
• What voluntary work or work experience can I do to prepare for employment?
Being successful in a new job begins
with finding a position that suits your interests and knowledge, so you can start your role with confidence.
Your skills and strengths are what make you unique, just like your personality, hobbies or work ethic.
If you see your disability as a barrier to employment, try reframing your mindset.
‘I may have a disability, but I also have many abilities that employers will value.’
Think of it another way…
Having a disability has already developed many employable skills in you, like creative problem solving, flexibility, adaptability and resilience.
So, where do you start?
A Disability Employment Services provider can assist you with identifying your skills and abilities as well as provide additional support.
Or find a rewarding job with Endeavour Foundation. They employ people with disability right across the east coast. In fact, they are one of the largest employers of people with disability in Australia.
In fact, we are one of the largest employers of people with disability in Australia.
PREPARE YOUR RESUMÉ AND COVER LETTER
When you have decided what type of job or jobs you would like, you can start applying for them.
To get started, you will need to prepare two things: a resumé – also known as a curriculum vitae or CV – and a cover letter.
Your resumé outlines your experiences, skills and work history or education. Your cover letter is designed to demonstrate to an employer who you are and why you are the right person for the role.
If you have never written a resumé or cover letter before, there are plenty of templates available online.
STAY POSITIVE DURING YOUR JOB SEARCH
Landing a job right away is uncommon, so be prepared that your job-seeking journey may take time.
Job rejections can be a hit to your confidence, but staying positive is crucial. Believe in yourself and your skills and abilities.
Do not give up, and make sure you are surrounded by people who cheer you on. Here are some ways to stay positive during this time:
• Find ways to maintain motivation. Remember why you began searching for a job and create a vision board or a list of reasons.
• Allocate time each day to search and apply for jobs. It will keep you motivated and help you develop time-management
skills for when you find work.
• Make a gratitude jar. Every day, write something, big or small, that you are grateful for and put it in an empty jar. On a day that you do not have the motivation, just go to your jar and read one of your messages.
LEARN FROM YOUR EXPERIENCES
Each interview you attend creates a chance to practice your skills and build your confidence. It brings you one step closer to finding the right job.
You have likely heard the saying, ‘practice makes perfect’. Well, it is true. The more you practise answering interview questions, the more confident you will be.
Also, if you have been rejected for a role, ask the employer for feedback. This will help you to improve during your next interview.
PLAN FOR YOUR LONG-TERM EMPLOYMENT GOAL
Just as your NDIS goals change, so may your employment goals.
Many people choose to volunteer or participate in work experience to get a taste of what a job is like.
While you are not committed to set hours, volunteering might help you get into the routine of working.
If volunteering is not for you, enrol in online courses or training.
Or upskill at one of our popular Learning and Lifestyle Hubs. These lively meeting places feature all sorts of engaging learning programs and activities tailored to your interests and needs.
KNOW WHERE TO LOOK FOR WORK
Job hunting can be difficult, but there are various resources available that will help make it easier.
Job Search Websites
If you know the type of job you are looking for, you can begin by searching opportunities in your area by using online platforms like SEEK , Indeed and Jora
Disability Service Providers
There are various disability services that support people with disability to find the right job for them.
These services can help you navigate the entire employment process, or just the parts you choose, such as preparing for an interview, job training opportunities or further study. They include:
Australian Disability Enterprises (ADEs): These allow you to gain employment skills that align with your NDIS goals. You will also have access to ongoing coaching and daily support.
Disability Employment Services (DES): DES provides support to job seekers with disability, injury or a health condition to get ready to work, train in specific job skills, write resumés, prepare for interviews and to look for suitable jobs.
JobAccess: This government-funded tool supports people with disability to find and keep a job.
RecruitAbility: The government scheme is designed to encourage the employment of people with disability in the Australian Public Service (APS).
Endeavour Foundation: We have various dedicated employment pathways designed to help people with disability to find a job they love.
OUTLINE YOUR UNIQUE REQUIREMENTS
Be transparent with your potential employer about workplace modifications you may require to work at your best. These modifications might be access to a standing desk or screen-reading software or the opportunity to work remotely or flexibly.
With these tips, you can feel empowered in your job-seeking journey and take a positive first step to a rewarding career.
Forge the career you want. Endeavour is there to support you all of the way. Their defined job pathways will help you to confidently find your ideal job –and even the one after that!
Keen to find out more?
Visit endeavour.com.au or call 1800 112 112.
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