Managing Diversity - SpecialNeeds and Career Choice

What is special needs education?

Special needs education refers to education tailored to learners with disabilities or additional support needs. More specifically, special needs are the educational requirements of those with learning difficulties or emotional, physical or behavioural challenges.

Special needs education focuses on the following areas:

1. Social, behavioural and emotional difficulties

2. Multiple learning difficulties

3. Moderate learning difficulties

4. Speech, communication and language needs

5. Autism spectrum disorders

6. ADHD (Attention Deficit Hyperactivity Disorder) and specific learning disabilities

7. Multi-sensory impairment

The CDP's role

The role of the career development practitioner is to guide and advise clients or learners with disabilities on how to plan and manage their career choices and their transition into the world of work. There may be instances where a practitioner does not have the necessary skills to support a client further; in such cases, referral is advised.

There is a general perception in society that people with disabilities are incapable of working and supporting themselves. CDPs who are committed to developing learners will not feed into these limiting beliefs, as they understand that lifelong learning is everyone's right.

Suggestions for practitioners working with clients who have disabilities

1. Establish what type of disability the learner has. The type of information given to the learner will depend on this, and it will help in refining their options.

2. Avoid underestimating learners — offering only easy options is not a decision practitioners should make on their behalf.

3. Provide realistic information about the job market and current and future employment trends, and discuss high-demand jobs with learners.

4. Provide accurate information about entrance requirements for tertiary studies.

5. Use examples of learners who have succeeded in a profession, and where possible, reference well-known people who have overcome disability-related barriers.

6. Be guided by the learner's interests, aptitude and ability, rather than other factors relating to the disability.

7. Bear in mind that certain jobs carry physical restrictions — for example, becoming a telecommunications technician typically requires climbing heights and poles, which might not suit someone with a physical restriction. This should be discussed openly with the learner, and the final choice must always remain the learner's.

CDPs aim to support and develop learners within their real-world context. The client's needs are the most important part of the relationship, and the practitioner supports the learner by providing accurate, relevant information based on those needs. Helping a learner gain clarity on their own needs is essential if the practitioner is to provide the right information.

Facilitating introspection

CDPs can encourage learners to gain precise self-knowledge about their skills, interests, abilities and goals. Practitioners can also guide learners toward a deeper understanding of their own disability. This can be achieved in the following ways:

Help learners identify their emotions. Learners need to identify the emotions that might affect them, since recognising these emotions gives them ownership and control over them.

Develop an accurate self-perception. How learners view themselves is closely linked to how they view their reality. Encouraging conversation and facilitating reflection helps learners build an accurate self-image, so they can understand and manage themselves more realistically.

Recognise strengths. Encourage learners to recognise their own strengths so that they can build on them. Practitioners should draw attention to positive attributes rather than limiting beliefs.

Increase self-confidence. Learners who recognise their strengths gain confidence in other areas, as they feel more in control of their lives. Practitioners should make every effort to help learners recognise their strengths and abilities.

Improve self-efficacy. Learners who believe in themselves are more likely to succeed. Self-efficacy refers to believing in oneself and one's abilities. Practitioners can draw a learner's attention to stories where they faced a challenge and overcame it.

Facilitating career exploration

Career exploration involves learning about yourself, researching viable options, creating a plan to reach your professional goals, and trying new things. CDPs can guide a learner's career exploration by asking questions such as:

- What are your career interests?

- What do you enjoy learning about?

- What would you like to do, and what skills would you like to develop?

- What are your talents and strengths?

- What are your values?

Researching career options

- Help the learner gather information about jobs, industries and employers so they can assess their options.

- Encourage learners to join organisations that support their field of interest.

- Encourage learners to volunteer, where possible, to expand their knowledge.

- Encourage learners to find out about part-time work, internships or apprenticeships.

- Encourage learners to take part in career-related events to network with companies.

Facilitating knowledge of civil rights and self-advocacy

CDPs assist learners in developing self-advocacy skills and knowledge of their rights. They help learners become aware of their strengths and needs as part of the learning process, and help them recognise the strategies that support their success.

Practising communication

Learners can practise communicating their self-knowledge to others. CDPs can help learners prepare presentations to motivate others in similar situations, and can introduce role play into practice sessions to help build the learner's confidence.

Helping learners identify their supporters

Assist the learner in identifying who they can turn to when a problem arises — this could mean family members, teachers, friends or anyone the learner trusts. Remind learners that they are supported and that there are people who care about them.

Ensuring learners know their rights

Learners need to know and understand that governmental protections exist to support their growth, and that they must not be discriminated against in any way. In workplaces, they also have a right to fair treatment and suitable income. Practitioners can educate learners about their rights, helping to empower them.

Helping learners improve their job-search skills

- Help learners create CVs and cover letters that highlight their skills.

- Help with interview preparation and information on psychometric test questions.

- Assist learners with personal branding and making the most of their online presence.

- Offer learners practice sessions to rehearse for interviews.

- Provide information on how learners can improve their networking skills.