Agenda item

The Committee will receive a presentation on employment opportunities for people with Learning Disabilities.

The Committee received an interesting presentation on Learning Disability Employment from the Community Learning Disability Team Manager.  The national and local factors about disabled people in employment were explained.  In England only 6.4% of people with moderate to severe learning disabilities know to adult social services are in paid employment, this is far lower than the employment rate for all working age disabled people (46.3%) and the working age population in England (76.4%).

Officers informed the Committee that the term “Learning Disability” can vary in meaning, depending on the source.

A Community Care Magazine “A life like any other” campaign in May 2007 showed that of those people with a learning disability 22% had a paid job and 66% would like a paid job.  The Committee were informed that the position had not changed significantly in the last 6 years.

The reasons for engaging people with learning disabilities in employment were explained, they included:

·         Social inclusion

·         Improved financial situations

·         Opening up another source of friends and social contacts

·         Increase in self-esteem

·         Integration

·         It is want people with learning disabilities want.

The Committee was informed that there were a number of barriers and challenges in getting people with learning difficulties into employment, the largest being parental attitude and the education of employers.  However there was a good business case for employing people with learning disabilities since they were a valuable resource, reliable, committed and highly motivated to get a job done.

Nationally, the Office for Disability Issues was working with various government departments on a number of projects which attempted to address getting people with learning disabilities into employment.  These included:

·         Project Search, which helped people with learning disabilities secure and keep permanent jobs through a series of work rotations with a host employer

·         “Getting a Life”, which aimed to identify and tackle the issues young people with learning disabilities face when they left education so they could get a job and enjoy a full life.

·         Jobs First, a one year project with six demonstration sites in England (this was still in the development stages).

Locally, the Council had recruited 29 people with learning disabilities into paid positions in various departments across the council.  An employment champion was identified in Human Resources so that activity could be coordinated.  The Council also worked closely with the local Supported Employment services i.e. ROSE Programme.  Often “job-carving” was needed, so that specific tasks of jobs could be set out specifically for the employee. This included re-writing some of the job descriptions as well as ensuring that they were accessible and easy to apply for.

Officers shared successful case studies of people whom, through various support and organisations that the Council work with, have moved into paid employment.

A member asked if there was sufficient preparation in education establishments for young people with learning disabilities about entering employment.  Officers explained that generally all pupils were treated the same in mainstream education.  Offers of alternative avenues included the continuation of education or a day provision. It was found that the mainstream curriculum did not always fit with the needs of those with learning difficulties, and that Education 4 Employment was a project which assisted people with learning difficulties to make the transition.

Officers explained that voluntary work has a role to play on the pathway to employment, as it was often a good place to start.  This built on the self-esteem and confidence of the individual before they start in paid employment.

A member mentioned “The Depot” at Dycorts School.  This centre assisted in the building of skills needed for work for students with learning disabilities.  These included hairdressing, bicycle repairs and beauty.  The staff at the centre were very committed to getting successful outcomes for the students, however this was a very low funded project, but one which could possible help others.

A member asked if the larger supermarket chains provided employment for people with learning disabilities.  Officers stated that they do, however they often register with a certain agency i.e. Shaw Trust, who then provide the employee.  This means that people on the ROSE programme for example could not access the vacancies.

Officers stated that they were trying to broaden the jobs available to people with learning disabilities and not just gardening, cleaning, catering etc.  The Committee also noted that feedback from the ROSE project stated that employees were more in favour of part time position, due to tolerance, concentration and the welfare system.  If they worked more than 16 hours, this would affect their benefits, which often assisted them to live independently.

The Committee raised concerns about how parental attitude could be tackled.  Officers stated that they were visiting some of the special schools about the flexibility and choice available upon leaving education, and ensuring that there is a support system in place.  Within the education establishments, expectations were not built in early enough, and therefore the transition was not as easy.  Officers felt that intervention and preparation needed to start at around 10 years old so that the transition can be smoother, however there was still some children with a very high level of need, who may not be able to enter paid employment.