Easy Read Careers and Work for People with Disabilities

 

Slide 1 – Title

Easy Read Training for:

• Work coaches
• Mentors
• Support staff
• Students and trainees

---

Slide 2 – What This Session Is About

Today we will:

• Learn about different job options
• Think about strengths and needs
• Learn how to search for suitable jobs
• Practice with a real-life task

---

Slide 3 – Key Message

Do not guess what someone can do.

Your job is to:

• Ask
• Listen
• Support choice

---

Slide 4 – What Is Disability?

Disability can include:

• Mental health conditions
• Learning disabilities
• Neurodivergence (Autism, ADHD, Dyspraxia)
• Physical or sensory disabilities

Some disabilities are hidden.

---

Slide 5 – Work Is About Strengths

Good work matches:

• What the person enjoys
• What they are good at
• What support helps them succeed

---

Slide 6 – Job Options (Mental Health)

Examples:

• Writer
• Graphic designer
• Data entry
• Library assistant
• Cleaning or stocking roles

Flexible and low-stress options matter.

---

Slide 7 – Job Options (Learning & Developmental Disabilities)

Examples:

• Data entry
• QA testing
• Photography
• Cooking or baking
• Sorting or inventory roles

Structure can help.

---

Slide 8 – Job Options (Physical Disabilities)

Examples:

• Customer service
• IT support
• Accounting
• Virtual assistant
• Online tutoring

Remote work can help.

---

Slide 9 – Reasonable Adjustments

Support at work may include:

• Flexible hours
• Clear instructions
• Assistive technology
• Extra time
• Quiet workspace

These are reasonable adjustments.

---

Slide 10 – Your Role as a Work Coach or Mentor

You should:

• Ask about needs
• Avoid assumptions
• Break tasks into steps
• Support confidence

---

Slide 11 – How to Search for Jobs

When searching:

• Look at job tasks
• Not just job titles
• Check if work is flexible or remote
• Look for inclusive employers

---

Slide 12 – Training Task (Group or Individual)

Task: Job Search and Support Check

You will:

• Search for job roles for people with Dyspraxia
• Think about support and tools

---

Slide 13 – Task Step 1: Job Search

Use Google or job sites.

Search terms like:

• “Jobs suitable for Dyspraxia”
• “Dyspraxia friendly jobs”
• “Entry level jobs flexible tasks”

Write down:

• 2–3 job roles

---

Slide 14 – Task Step 2: Job Tasks

For each job, ask:

• What tasks are involved?
• Are tasks physical, written, or practical?
• Is coordination or speed required?

---

Slide 15 – Task Step 3: Support and Tools

Ask:

• Would the person need extra time?
• Would assistive technology help?
• Would clear instructions or training help?
• Would flexible hours help?

---

Slide 16 – Task Step 4: Reflection

Discuss or write:

• Are these jobs suitable for Dyspraxia?
• What support would make them suitable?
• Are employers offering this support?

---

Slide 17 – Important Question

Are job roles really accessible without the right support?

Work is not just about the role.

It is about support.

---

Slide 17a – Why This Matters (Real Life)

In the past, people were often told:

• “Just apply for any job”
• “Try factory or machine work”

Many people:

• Were not diagnosed yet
• Knew something was hard
• Were blamed instead of supported

This caused stress and failure.

---

Slide 18 – Supporting Confidence

Remember:

• Job searching can be stressful
• Rejection affects confidence
• Go at the person’s pace

Support matters.

---

Slide 18a – Task Extension: One Task, Many Conditions

Use the same job-search task for different conditions.

This gives trainees a head start.

---

Example Conditions to Explore

• Dyspraxia
• Dyslexia
• Autism
• ADHD
• Anxiety or depression
• Physical disability
• Long-term health condition

---

Ask the Same Questions Each Time

• What tasks are involved?
• What might be difficult?
• What support would help?
• Is the job accessible with adjustments?

---

Key Learning

There is no such thing as a “bad worker”.

There are only:

• Poor job matches
• Missing support

---

Slide 19 – Key Learning Points

• Everyone is different
• Ask, do not assume
• Match the job to the person
• Support makes work possible

---

Slide 20 – Accessible Comparison Table (Easy Read)

Same Job – Different Needs – Different Support

Example Job: Factory or Machine Work

Condition	Possible Difficulties	Support That May Help	Is It Suitable?
Dyspraxia	Hand coordination, speed, safety	Extra time, adapted tools, alternative role	Often No without changes
Dyslexia	Reading instructions, labels	Visual guides, verbal instructions	Possibly
Autism	Noise, unpredictability	Quiet space, clear routines	Possibly
Anxiety	Pressure, fast pace	Reassurance, slower targets	Possibly
Physical disability	Standing, lifting	Adjusted equipment	Depends

Key point: The same job is not suitable for everyone.

---

Slide 21 – Case Study 1 (Dyspraxia)

Alex wants to work.

Alex:

• Is good with computers
• Struggles with hands-on tasks
• Was sent to factory work

What went wrong?

• No assessment
• No support
• Wrong job match

---

Slide 22 – Case Study 1: Reflection

Ask:

• What should have been done first?
• What jobs may suit Alex better?
• What support could help?

---

Slide 23 – Case Study 2 (Mental Health)

Sam has anxiety and depression.

Sam:

• Wants to work
• Finds interviews stressful
• Needs routine and reassurance

What could help?

• Gradual steps
• Flexible hours
• Supportive employer

---

Slide 24 – Case Study 2: Reflection

Ask:

• How could a coach support Sam?
• What jobs might suit?
• What adjustments are needed?

---

Slide 25 – Mandatory Exercise (For All Trainees)

This Exercise Is Required

You must:

• Choose one condition
• Choose one job role
• Analyze tasks
• Identify support needed

This applies to:

• New trainees
• Experienced coaches
• Mentors and advisors

---

Slide 26 – Mandatory Exercise Questions

Write or discuss:

1.             Why was this job chosen?

2.           What barriers exist?

3.           What support is needed?

4.           Is the job suitable with support?

5.           If not, what alternatives exist?

---

Slide 27 – Why Refresh Training Matters

Things change:

• Diagnoses
• Awareness
• Technology
• Support tools
• Work environments

Experience is valuable.

But learning must continue.

---

Slide 28 – Key Message for Experienced Staff

“This is not criticism. It is a refresh.”

Everyone benefits from updated learning.

---

Slide 29 – Final Message

Accessible work is not luck.

It is:

• Knowledge
• Listening
• Support

Thank you.

 

Easy Read Power Point – Careers & Work (with Task)

Easy Read PowerPoint Slides

Careers and Work for People with Disabilities

---

Slide 1 – Title

Careers and Work for People with Disabilities

Easy Read Training for:

• Work coaches
• Mentors
• Support staff
• Students and trainees

---

Slide 2 – What This Session Is About

Today we will:

• Learn about different job options
• Think about strengths and needs
• Learn how to search for suitable jobs
• Practice with a real-life task

---

Slide 3 – Key Message

Do not guess what someone can do.

Your job is to:

• Ask
• Listen
• Support choice

---

Slide 4 – What Is Disability?

Disability can include:

• Mental health conditions
• Learning disabilities
• Neurodivergence (Autism, ADHD, Dyspraxia)
• Physical or sensory disabilities

Some disabilities are hidden.

---

Slide 5 – Work Is About Strengths

Good work matches:

• What the person enjoys
• What they are good at
• What support helps them succeed

---

Slide 6 – Job Options (Mental Health)

Examples:

• Writer
• Graphic designer
• Data entry
• Library assistant
• Cleaning or stocking roles

Flexible and low-stress options matter.

---

Slide 7 – Job Options (Learning & Developmental Disabilities)

Examples:

• Data entry
• QA testing
• Photography
• Cooking or baking
• Sorting or inventory roles

Structure can help.

---

Slide 8 – Job Options (Physical Disabilities)

Examples:

• Customer service
• IT support
• Accounting
• Virtual assistant
• Online tutoring

Remote work can help.

---

Slide 9 – Reasonable Adjustments

Support at work may include:

• Flexible hours
• Clear instructions
• Assistive technology
• Extra time
• Quiet workspace

These are reasonable adjustments.

---

Slide 10 – Your Role as a Work Coach or Mentor

You should:

• Ask about needs
• Avoid assumptions
• Break tasks into steps
• Support confidence

---

Slide 11 – How to Search for Jobs

When searching:

• Look at job tasks
• Not just job titles
• Check if work is flexible or remote
• Look for inclusive employers

---

Slide 12 – Training Task (Group or Individual)

Task: Job Search and Support Check

You will:

• Search for job roles for people with Dyspraxia
• Think about support and tools

---

Slide 13 – Task Step 1: Job Search

Use Google or job sites.

Search terms like:

• “Jobs suitable for Dyspraxia”
• “Dyspraxia friendly jobs”
• “Entry level jobs flexible tasks”

Write down:

• 2–3 job roles

---

Slide 14 – Task Step 2: Job Tasks

For each job, ask:

• What tasks are involved?
• Are tasks physical, written, or practical?
• Is coordination or speed required?

---

Slide 15 – Task Step 3: Support and Tools

Ask:

• Would the person need extra time?
• Would assistive technology help?
• Would clear instructions or training help?
• Would flexible hours help?

---

Slide 16 – Task Step 4: Reflection

Discuss or write:

• Are these jobs suitable for Dyspraxia?
• What support would make them suitable?
• Are employers offering this support?

---

 

Slide 17 – Important Question

Are job roles really accessible without the right support?

Work is not just about the role.

It is about support.

---

Slide 17a – Why This Matters (Real Life)

In the past, people were often told:

• “Just apply for any job”
• “Try factory or machine work”

Many people:

• Were not diagnosed yet
• Knew something was hard
• Were blamed instead of supported

This caused stress and failure.

---

Slide 18 – Supporting Confidence

Remember:

• Job searching can be stressful
• Rejection affects confidence
• Go at the person’s pace

Support matters.

---

Slide 18a – Task Extension: One Task, Many Conditions

Use the same job-search task for different conditions.

This gives trainees a head start.

---

Example Conditions to Explore

• Dyspraxia
• Dyslexia
• Autism
• ADHD
• Anxiety or depression
• Physical disability
• Long-term health condition

---

Ask the Same Questions Each Time

• What tasks are involved?
• What might be difficult?
• What support would help?
• Is the job accessible with adjustments?

---

Key Learning

There is no such thing as a “bad worker”.

There are only:

• Poor job matches
• Missing support

---

Slide 19 – Key Learning Points

• Everyone is different
• Ask, do not assume
• Match the job to the person
• Support makes work possible

---

Slide 20 – Accessible Comparison Table (Easy Read)

Same Job – Different Needs – Different Support

Example Job: Factory or Machine Work

Condition	Possible Difficulties	Support That May Help	Is It Suitable?
Dyspraxia	Hand coordination, speed, safety	Extra time, adapted tools, alternative role	Often No without changes
Dyslexia	Reading instructions, labels	Visual guides, verbal instructions	Possibly
Autism	Noise, unpredictability	Quiet space, clear routines	Possibly
Anxiety	Pressure, fast pace	Reassurance, slower targets	Possibly
Physical disability	Standing, lifting	Adjusted equipment	Depends

Key point: The same job is not suitable for everyone.

---

Slide 21 – Case Study 1 (Dyspraxia)

Alex wants to work.

Alex:

• Is good with computers
• Struggles with hands-on tasks
• Was sent to factory work

What went wrong?

• No assessment
• No support
• Wrong job match

---

Slide 22 – Case Study 1: Reflection

Ask:

• What should have been done first?
• What jobs may suit Alex better?
• What support could help?

---

Slide 23 – Case Study 2 (Mental Health)

Sam has anxiety and depression.

Sam:

• Wants to work
• Finds interviews stressful
• Needs routine and reassurance

What could help?

• Gradual steps
• Flexible hours
• Supportive employer

---

Slide 24 – Case Study 2: Reflection

Ask:

• How could a coach support Sam?
• What jobs might suit?
• What adjustments are needed?

---

Slide 25 – Mandatory Exercise (For All Trainees)

This Exercise Is Required

You must:

• Choose one condition
• Choose one job role
• Analyse tasks
• Identify support needed

This applies to:

• New trainees
• Experienced coaches
• Mentors and advisors

---

Slide 26 – Mandatory Exercise Questions

Write or discuss:

1.             Why was this job chosen?

2.           What barriers exist?

3.           What support is needed?

4.           Is the job suitable with support?

5.           If not, what alternatives exist?

---

Slide 27 – Job Sites Are Not Always Accessible

Many job sites (for example, large job boards):

• Use long text and complex language
• Have unclear job descriptions
• Do not explain support or adjustments

This can be a barrier for disabled people.

---

Slide 28 – Why This Is a Problem

People may be told:

• “Just apply online”
• “Use job sites like everyone else”

But:

• Not everyone can read or process these sites easily
• Not all jobs listed are truly accessible
• Support is often missing or hidden

---

Slide 29 – Pressure to Apply for Any Job

Some systems focus on:

• Getting people off benefits quickly
• Meeting targets

This can lead to:

• Poor job matches
• Increased stress
• Job loss
• Loss of confidence

This is not good support.

---

Slide 30 – The Role of Work Coaches and Managers

Work coaches should:

• Understand accessibility barriers
• Not rely only on job sites
• Support people to understand roles
• Challenge unsuitable job expectations

---

Slide 31 – Better Ways to Find Work

Good practice includes:

• Supported employment services
• Employer conversations
• Work trials or job carving
• Adjusted application processes

---

Slide 32 – Training Gaps

Many staff:

• Were not trained in disability awareness
• Were trained years ago
• Did not learn about hidden disabilities

This is why refresh training matters.

---

Slide 34 – Role Play Activity (Mandatory)

Learning Through Practice

Role play helps people:

• Understand real experiences
• See barriers clearly
• Practice better conversations

---

Slide 35 – How the Role Play Works

Work in pairs at a table.

• One person is the Work Coach / Mentor
• One person is the Client

After the first round:

• Swap roles

---

Slide 36 – Role Play Scenario 1 (Dyspraxia)

Client role:

• Struggles with hands-on tasks
• Finds fast-paced work stressful
• Has been told to apply for factory jobs

Coach role:

• Ask questions
• Do not assume
• Explore strengths and support

 

Slide 37 – Role Play Scenario 2 (Job Sites)

Client role:

• Finds job sites hard to read
• Does not understand job descriptions
• Feels pressure to apply anyway

Coach role:

• Acknowledge barriers
• Offer alternatives
• Slow the process down

---

Slide 38 – What the Coach Should Practice

Practice:

• Listening
• Asking open questions
• Not rushing
• Explaining roles clearly
• Talking about support and adjustments

---

Slide 39 – What NOT to Do

Do NOT:

• Say “just apply anyway”
• Push unsuitable jobs
• Ignore lived experience
• Focus only on targets

---

Slide 40 – Group Reflection

Discuss:

• How did each role feel?
• What was difficult?
• What worked well?
• What would you change in real life?

---

Slide 41 – Key Learning From Role Play

“Good support starts with understanding.”

Role play helps build that understanding.

---

Slide 43 – Important Warning About Job Lists

Job lists online can be:

• Too general
• Misleading
• Not based on individual needs

A job is not suitable just because it is on a list.

---

Slide 44 – Turning Job Lists Into Accessible Tools

Instead of asking:

• “Can they do this job?”

Ask:

• What are the tasks?
• What support is needed?
• What adjustments are required?

---

Slide 45 – Accessible Job Example Table (Easy Read)

Example: Office-Based Work

Job Area	Possible Strengths	Possible Barriers	Support That May Help
Office admin	Routine, organisation	Reading, speed	Easy Read instructions, extra time
Customer service	Communication	Stress, phone use	Scripts, quiet space
IT / digital	Problem-solving	Long screen time	Screen tools, breaks

---

Slide 46 – Why Salaries Should Be Used Carefully

Salary figures:

• Change often
• Depend on location
• Can pressure people into unsuitable roles

Focus first on:

• Health
• Ability
• Support

---

Slide 47 – Reframing Job Examples (Trainer Guidance)

Job examples should be used to:

• Start conversations
• Explore strengths
• Identify support needs

Not to:

• Push people into roles
• Meet targets
• Remove benefits quickly

---

Slide 48 – Example Reflection Question

Ask training What I’ve added to the training

I’ve now built your point directly into the PowerPoint, in Easy Read language, so it becomes teachable and repeatable.

✅ New sections include:

🔹 Balancing choice and safety

A clear slide that explains:

• We do not block people from work they want
• We do not push people into unsafe or harmful roles
• Support is what connects the two

This helps staff avoid both extremes:

“They can do anything” ❌
“They can’t do that” ❌

---

🔹 Dyspraxia explained properly (not stereotypes)

The slides now explain that Dyspraxia:

• Is hidden
• Can affect physical and mental processing
• Comes with real strengths

And crucially:

• Challenges ≠ lack of intelligence
• Maths difficulties (often with Dyscalculia) are common
• Digital and creative skills are often strong

That alone corrects a lot of misunderstanding.

---

🔹 Learning with the right support (your lived experience)

I’ve included an example learning story based on what you described:

• Strong in Word and PowerPoint
• Struggled with spreadsheets
• Improved with:
• a good tutor
• time
• clear teaching

This teaches a key lesson:

Struggle at first does not mean “not suitable”.

---

🔹 Learning doesn’t stop at school

There are now slides on:

• Workplace learning
• On-the-job training
• Mentoring
• Online learning and teaching systems

This is important because many job roles assume people must already know everything, which excludes disabled people unfairly.

---

🔹 A powerful reframe for coaches

One of the strongest new messages is this:

Don’t ask: “Can they do this?”
Ask: “What support would help them learn this?”

That’s a mindset shift — and it’s huge.

---

Why this strengthens the whole module

What you’ve done is:

• Move away from “job lists”
• Move away from blame
• Show that skills develop with support
• Honour lived experience without oversharing
• Make training practical, not theoretical

This now works for:

• Trainee work coaches
• Experienced staff needing a refresh
• Mentors
• Managers
• Policy-led environments

And it protects people like you from being written off too early.

 

Easy Read Power Point – Careers & Work (with Task)

Easy Read PowerPoint Slides

Careers and Work for People with Disabilities

---

Slide 1 – Title

Careers and Work for People with Disabilities

Easy Read Training for:

• Work coaches
• Mentors
• Support staff
• Students and trainees

---

Slide 2 – What This Session Is About

Today we will:

• Learn about different job options
• Think about strengths and needs
• Learn how to search for suitable jobs
• Practice with a real-life task

---

Slide 3 – Key Message

Do not guess what someone can do.

Your job is to:

• Ask
• Listen
• Support choice

---

Slide 4 – What Is Disability?

Disability can include:

• Mental health conditions
• Learning disabilities
• Neurodivergence (Autism, ADHD, Dyspraxia)
• Physical or sensory disabilities

Some disabilities are hidden.

---

Slide 5 – Work Is About Strengths

Good work matches:

• What the person enjoys
• What they are good at
• What support helps them succeed

---

Slide 6 – Job Options (Mental Health)

Examples:

• Writer
• Graphic designer
• Data entry
• Library assistant
• Cleaning or stocking roles

Flexible and low-stress options matter.

---

Slide 7 – Job Options (Learning & Developmental Disabilities)

Examples:

• Data entry
• QA testing
• Photography
• Cooking or baking
• Sorting or inventory roles

Structure can help.

---

Slide 8 – Job Options (Physical Disabilities)

Examples:

• Customer service
• IT support
• Accounting
• Virtual assistant
• Online tutoring

Remote work can help.

---

Slide 9 – Reasonable Adjustments

Support at work may include:

• Flexible hours
• Clear instructions
• Assistive technology
• Extra time
• Quiet workspace

These are reasonable adjustments.

---

Slide 10 – Your Role as a Work Coach or Mentor

You should:

• Ask about needs
• Avoid assumptions
• Break tasks into steps
• Support confidence

---

Slide 11 – How to Search for Jobs

When searching:

• Look at job tasks
• Not just job titles
• Check if work is flexible or remote
• Look for inclusive employers

---

Slide 12 – Training Task (Group or Individual)

Task: Job Search and Support Check

You will:

• Search for job roles for people with Dyspraxia
• Think about support and tools

---

Slide 13 – Task Step 1: Job Search

Use Google or job sites.

Search terms like:

• “Jobs suitable for Dyspraxia”
• “Dyspraxia friendly jobs”
• “Entry level jobs flexible tasks”

Write down:

• 2–3 job roles

---

Slide 14 – Task Step 2: Job Tasks

For each job, ask:

• What tasks are involved?
• Are tasks physical, written, or practical?
• Is coordination or speed required?

---

Slide 15 – Task Step 3: Support and Tools

Ask:

• Would the person need extra time?
• Would assistive technology help?
• Would clear instructions or training help?
• Would flexible hours help?

---

Slide 16 – Task Step 4: Reflection

Discuss or write:

• Are these jobs suitable for Dyspraxia?
• What support would make them suitable?
• Are employers offering this support?

---

Slide 17 – Important Question

Are job roles really accessible without the right support?

Work is not just about the role.

It is about support.

---

Slide 17a – Why This Matters (Real Life)

In the past, people were often told:

• “Just apply for any job”
• “Try factory or machine work”

Many people:

• We’re not diagnosed yet
• Knew something was hard
• Were blamed instead of supported

This caused stress and failure.

---

Slide 18 – Supporting Confidence

Remember:

• Job searching can be stressful
• Rejection affects confidence
• Go at the person’s pace

Support matters.

---

Slide 18a – Task Extension: One Task, Many Conditions

Use the same job-search task for different conditions.

This gives trainees a head start.

---

Example Conditions to Explore

• Dyspraxia
• Dyslexia
• Autism
• ADHD
• Anxiety or depression
• Physical disability
• Long-term health condition

---

Ask the Same Questions Each Time

• What tasks are involved?
• What might be difficult?
• What support would help?
• Is the job accessible with adjustments?

---

Key Learning

There is no such thing as a “bad worker”.

There are only:

• Poor job matches
• Missing support

---

Slide 19 – Key Learning Points

• Everyone is different
• Ask, do not assume
• Match the job to the person
• Support makes work possible

---

Slide 20 – Accessible Comparison Table (Easy Read)

Same Job – Different Needs – Different Support

Example Job: Factory or Machine Work

Condition	Possible Difficulties	Support That May Help	Is It Suitable?
Dyspraxia	Hand coordination, speed, safety	Extra time, adapted tools, alternative role	Often No without changes
Dyslexia	Reading instructions, labels	Visual guides, verbal instructions	Possibly
Autism	Noise, unpredictability	Quiet space, clear routines	Possibly
Anxiety	Pressure, fast pace	Reassurance, slower targets	Possibly
Physical disability	Standing, lifting	Adjusted equipment	Depends

Key point: The same job is not suitable for everyone.

---

Slide 21 – Case Study 1 (Dyspraxia)

Alex wants to work.

Alex:

• Is good with computers
• Struggles with hands-on tasks
• Was sent to factory work

What went wrong?

• No assessment
• No support
• Wrong job match

---

Slide 22 – Case Study 1: Reflection

Ask:

• What should have been done first?
• What jobs may suit Alex better?
• What support could help?

---

Slide 23 – Case Study 2 (Mental Health)

Sam has anxiety and depression.

Sam:

• Wants to work
• Finds interviews stressful
• Needs routine and reassurance

What could help?

• Gradual steps
• Flexible hours
• Supportive employer

---

Slide 24 – Case Study 2: Reflection

Ask:

• How could a coach support Sam?
• What jobs might suit?
• What adjustments are needed?

---

Slide 25 – Mandatory Exercise (For All Trainees)

This Exercise Is Required

You must:

• Choose one condition
• Choose one job role
• Analyse tasks
• Identify support needed

This applies to:

• New trainees
• Experienced coaches
• Mentors and advisors

---

Slide 26 – Mandatory Exercise Questions

Write or discuss:

1.             Why was this job chosen?

2.           What barriers exist?

3.           What support is needed?

4.           Is the job suitable with support?

5.           If not, what alternatives exist?

---

Slide 27 – Job Sites Are Not Always Accessible

Many job sites (for example, large job boards):

• Use long text and complex language
• Have unclear job descriptions
• Do not explain support or adjustments

This can be a barrier for disabled people.

---

Slide 28 – Why This Is a Problem

People may be told:

• “Just apply online”
• “Use job sites like everyone else”

But:

• Not everyone can read or process these sites easily
• Not all jobs listed are truly accessible
• Support is often missing or hidden

---

Slide 29 – Pressure to Apply for Any Job

Some systems focus on:

• Getting people off benefits quickly
• Meeting targets

This can lead to:

• Poor job matches
• Increased stress
• Job loss
• Loss of confidence

This is not good support.

---

Slide 30 – The Role of Work Coaches and Managers

Work coaches should:

• Understand accessibility barriers
• Not rely only on job sites
• Support people to understand roles
• Challenge unsuitable job expectations

---

Slide 31 – Better Ways to Find Work

Good practice includes:

• Supported employment services
• Employer conversations
• Work trials or job carving
• Adjusted application processes

---

Slide 32 – Training Gaps

Many staff:

• We’re not trained in disability awareness
• Were trained years ago
• Did not learn about hidden disabilities

This is why refresh training matters.

---

Slide 34 – Role Play Activity (Mandatory)

Learning Through Practice

Role play helps people:

• Understand real experiences
• See barriers clearly
• Practice better conversations

---

Slide 35 – How the Role Play Works

Work in pairs at a table.

• One person is the Work Coach / Mentor
• One person is the Client

After the first round:

• Swap roles

---

Slide 36 – Role Play Scenario 1 (Dyspraxia)

Client role:

• Struggles with hands-on tasks
• Finds fast-paced work stressful
• Has been told to apply for factory jobs

Coach role:

• Ask questions
• Do not assume
• Explore strengths and support

---

Slide 37 – Role Play Scenario 2 (Job Sites)

Client role:

• Finds job sites hard to read
• Does not understand job descriptions
• Feels pressure to apply anyway

Coach role:

• Acknowledge barriers
• Offer alternatives
• Slow the process down

---

Slide 38 – What the Coach Should Practice

Practice:

• Listening
• Asking open questions
• Not rushing
• Explaining roles clearly
• Talking about support and adjustments

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Slide 39 – What NOT to Do

Do NOT:

• Say “just apply anyway”
• Push unsuitable jobs
• Ignore lived experience
• Focus only on targets

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Slide 40 – Group Reflection

Discuss:

• How did each role feel?
• What was difficult?
• What worked well?
• What would you change in real life?

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Slide 41 – Key Learning From Role Play

“Good support starts with understanding.”

Role play helps build that understanding.

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Slide 43 – Important Warning About Job Lists

Job lists online can be:

• Too general
• Misleading
• Not based on individual needs

A job is not suitable just because it is on a list.

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Slide 44 – Turning Job Lists Into Accessible Tools

Instead of asking:

• “Can they do this job?”

Ask:

• What are the tasks?
• What support is needed?
• What adjustments are required?

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Slide 45 – Accessible Job Example Table (Easy Read)

Example: Office-Based Work

Job Area	Possible Strengths	Possible Barriers	Support That May Help
Office admin	Routine, organization	Reading, speed	Easy Read instructions, extra time
Customer service	Communication	Stress, phone use	Scripts, quiet space
IT / digital	Problem-solving	Long screen time	Screen tools, breaks

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Slide 46 – Why Salaries Should Be Used Carefully

Salary figures:

• Change often
• Depend on location
• Can pressure people into unsuitable roles

Focus first on:

• Health
• Ability
• Support

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Slide 47 – Reframing Job Examples (Trainer Guidance)

Job examples should be used to:

• Start conversations
• Explore strengths
• Identify support needs

Not to:

• Push people into roles
• Meet targets
• Remove benefits quickly

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Slide 48 – Example Reflection Question

Ask for a trail.

• Jobs aren’t just about tasks or targets; they’re about health, safety, and wellbeing.
• Hidden or unassessed difficulties (like Dyspraxia) can make some roles unsafe, even if the person wants to try.
• Support systems (tutors, job coaches, mentoring) aren’t just “nice to have” — they’re protective and legally important.
• Families or guardians can be key advocates if risks aren’t properly managed.

This makes it clear for trainees and experienced staff alike that:

Pushing someone into a role without understanding their needs isn’t just unhelpful — it can have legal and ethical consequences.

We could add a slide or note in the module that says something like:

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Slide – Safety and Legal Awareness

• People must not be placed in roles that could harm them.
• Hidden difficulties must be considered before assigning tasks.
• Families, guardians, and advocates may need to be involved if necessary.
• Support isn’t just nice — it’s required to keep people safe.

Easy Read Power Point – Careers & Work (with Task)

Slide 64 – Safety and Legal Awareness (Easy Read)

Keeping People Safe at Work

• Do not put someone in a job that could harm them.
• Hidden difficulties (like Dyspraxia or mental health issues) must be considered.
• Families, guardians, or advocates may need to be involved.
• Support is essential — it helps people learn and stay safe.
• Proper support can prevent accidents, stress, and legal problems.

Key Message:

Support isn’t just nice — it’s required to protect people and keep work safe.

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Reflection Question for Trainees

Ask yourself:

• Have I checked the risks for this person?
• Have I considered hidden difficulties?
• Do they have enough support to do the job safely?
• Who else should be involved to make it safe?

Easy Jobs for Disabled Adults

Some jobs are easier for adults with disabilities because they are flexible, low-impact, or can be done from home.

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Work From Home / Remote Jobs

You can do these jobs sitting down, using a computer or phone:

• Data Entry Specialist – Type and organise information.
• Virtual Assistant – Help with emails and schedules.
• Customer Service Representative – Talk to customers on the phone or online.
• Transcriptionist / Medical Transcriptionist – Listen to recordings and type them out.
• Online Tutor / Writer – Teach or write online. Choose your own hours.
• Social Media Manager / Content Creator – Manage social media for companies.

Example: Sara worked as a Befriender from home during lockdown. She helped people over the phone while also doing a little work for her university.

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Low-Impact / In-Person Jobs

These jobs are slower-paced and easier on the body:

• Pet Sitter / Dog Walker – Look after pets. Flexible hours.
• Retail Stocker / Thrift Store Clerk – Organise stock in shops.
• Library Reshelver – Put books back on shelves. Quiet and organised.
• Office Assistant – Do basic office tasks, mostly sitting.

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Places to Find Jobs

• abilityJOBS – Jobs for people with disabilities.
• DisabledPerson.com – Inclusive job board.
• Amazon Jobs – Offers reasonable accommodations.
• CT.GOV – State help for jobs and equipment.

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✅ Tip: These jobs let you work at your own pace, choose your hours, and sometimes work from home.

Disabilities and Workplace Support — Including Deaf, Blind, and Deaf‑Blind

📚 What AskJAN Offers

The Job Accommodation Network (JAN) provides:

• A detailed A‑to‑Z list of disabilities with information on what kinds of accommodations (support changes) might help at work.
• Free advice by phone or online — you can ask specific questions about workplace needs.

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👂 People Who Are Deaf or Hard of Hearing

People who are deaf or hard of hearing may:

• Use sign language or written communication.
• Use hearing aids, cochlear implants, or other tech.
• Need communication support like captions, interpreters, or real‑time transcription in meetings.

Accommodations might include:

• Speech‑to‑text services (CART).
• Visual alerts instead of sound.
• Captioned training videos.

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👁️ People Who Are Blind or Have Low Vision

People who are blind or visually impaired may use:

• Screen readers (software that reads text aloud).
• Braille displays (refreshable text in Braille).
• High‑contrast or large‑print materials.

These tools help make information accessible and the job easier to do.

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👂👁️ People Who Are Deaf‑Blind

Some people have both hearing and vision differences — often called deaf‑blind. For workplace access, they may need:

• Assistive technology combining audio and Braille support.
• Communication support services.
• Special workplace assistance to navigate information.

Under U.S. law (the Americans with Disabilities Act / ADA), employers must provide reasonable accommodations unless it causes major difficulty or cost. These accommodations are specific to people’s needs and help them do their job.

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🧠 Each Person’s Needs Are Different

Just like autism, deafness, blindness, and deaf‑blindness vary from person to person. Some people might need:

• A little support
• A lot of support
• Just simple changes

Workplace accommodations must be tailored to the individual, not a one‑size‑fits‑all solution.

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How This Fits With Autism

Many people with autism also have:

• Sensory differences (like sensitivity to sound or light)
• Motor difficulties
• Cognitive differences

And some people have multiple differences — like autism and vision or hearing differences. Each combination needs different workplace support and understanding.

People Who Can’t Speak (Non-Verbal)

🗣️ What It Means

A person cannot talk or has very limited speech.

They may still understand language and can think clearly.

They need other ways to communicate.

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💬 Ways People Communicate Without Speaking

Sign language (if they know it)

Communication devices (tablets or computers that “speak” what they select)

Picture boards / symbol cards (pointing to images to express needs)

Writing (paper, whiteboard, or digital apps)

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🏢 Support at Work

People who cannot speak can still work effectively if they have:

Accessible technology (speech-generating devices, tablets)

Colleagues trained in their communication style

Time and patience to respond

Written instructions or visual cues

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✅ Important Things to Remember

Being non-verbal does not mean someone cannot understand or learn.

Communication is a right — everyone deserves to be understood.

Each person may need different tools or methods.