Tertiary Initiatives for People with a Disability

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Graduates with disabilities in search of employment:
GCCA Careers Information


The following is the HTML version of the above 24 page document


Contents

INTRODUCTION

Experience in Australia has shown that people with disabilities are successfully working in a wide variety of occupations (DEET, 1993) and that employers are generally very satisfied with their work.

This leaflet provides information and strategies that will assist graduates with disabilities in seeking and applying for career positions. It discusses some concerns commonly held by employers and suggests ways in which the applicant can address these.

It is important that an employee's abilities are highlighted both at the time a job application is prepared and at interview. As more graduates with disabilities enter careers, employers have come to appreciate their positive contributions in the workplace.

Career Choice

At the end of a university course, most graduates with a disability desire full participation and equality in the workforce, an interesting job and self-sufficiency. Such graduates may be ahead of others in planning for work because, in choosing and planning a course, they have already undertaken an analysis of their own capabilities and preferences. This is an important first step in any job search. Before entering the course, they have had to assess their interests and capabilities, their strengths and limitations and the options in employment to which the course may lead.

As universities are now required to provide reasonable accommodation to students with a disability, the scope for career choice has increased. Students should be able to choose both a course and a university which closely matches their career goals rather than compromise their course selection by having first to choose a university that provides appropriate services and facilities.

Those contemplating study should be encouraged to follow their interests and choose an area of study that leads to an occupation in which they have a genuine interest. Consideration should be given to course options that are likely to be most useful. Graduates in generalist subjects may find it useful to undertake a postgraduate course in a vocational area to enhance their employment prospects. Careers services in universities can supply information on undergraduate and postgraduate courses and discuss career implications.

While people with disabilities have frequently been stereotyped in relation to employment options, many graduates with disabilities have successfully challenged these imposed limitations and succeeded in exciting new areas of employment. They have achieved their career goals through perseverance and appropriate accommodation in both study and employment. Awareness of Federal and state anti-discrimination legislation and equal employment opportunity policies may help to change stereotypical attitudes and responses to employment of people with a disability.

To find out about employment opportunities and potential problems, it may be useful to talk with others with a disability who have recently graduated and those who have been employed for some time. In addition, early discussion with the careers services in universities can provide information on vacation employment, general employment prospects and appropriate course options. Consideration needs to be given to the career implications of various types of employment.

Graduate Profile
Dr Rex Newsome - University Senior Lecturer and Researcher

"As a child growing up with cerebral palsy in 1930-40s provincial Australia, I was the obvious misfit, the town oddball. Local schools could not cope with me and correspondence lessons failed miserably, with my homework sheets returned consistently marked "0 out of 10" by teachers who could not comprehend my attempts at writing.

"Eventually, a friend who was a university tutor suggested that I should try tertiary study. I approached the local high school principal announcing that I wanted to matriculate, and succeeded within the year!

"There were many difficulties starting out at university but at the time most were overshadowed by the excitement of getting there. I had enrolled in Science, intending to major in physics and maths but the Dean's insistence that I was not to enter the chemistry lab because I was "too dangerous for it" left me with no chemistry so I opted for psychology instead.

"I graduated with a Bachelor of Science in 1963 and began specialising in the psychology of driving. I undertook my PhD in perception, worked as a scientist for the British Government and have been a university lecturer for almost 30 years.

"People with disabilities are used to being ignored and made to feel that the problem resides with themselves. For example, I felt I had to apologise if I spilt something; being clumsy was my fault. Thus, we may not recognise when we are unfairly treated.

"Tertiary institutions are not just training systems, but employers, not only of academics, but of general staff. But where are the people with disabilities in the university employment context? Yes, there are some of us, but not many. As the promoters of enlightenment and learning, tertiary institutions ought to be at the forefront of demonstrating to the community that people with disabilities are valued people."

Job Search

Some useful tips:

a. Register with the Disability Officer within your local Commonwealth Employment Service office.

b. Seek assistance as needed in accessing job advertisements in the daily press, professional journals and government gazettes.

c. Contact other people with disabilities who have recently graduated and those who have been employed for some time. Find out about employment opportunities and difficulties they experienced in the application process and adapt this information to your situation.

d. Send a copy of your curriculum vitae to potential employers. It is not necessary to wait for a job to be advertised. Many organisations recruit from unsolicited applications. Some organisations may view this initiative as a desirable quality in a prospective employee.

The Application Process

Some useful tips to consider when applying for employment:

a. Visit your university careers service before completing your course. Staff may be able to assist with preparation of your curriculum vitae, provide practice in interview techniques, offer employment information resources (request alternative formats if needed), and organise vacation employment and employer interviews. Voluntary work can provide useful experience and may lead to permanent employment. Even if a permanent position does not result, the work experience and references from an employer are valuable in applying for other positions.

b. Locate and read any information that deals with writing applications and job interviews.

c. Find as much information as possible about the prospective employer beforehand. This includes company profile, number of workers, workplace environment, accessibility and parking.

d. Make arrangements in advance if you require assistance before an interview takes place (e.g. taxi, mobility assistance, toileting). The purpose is to eliminate any unnecessary stresses or obstacles that may hinder your interview performance.

e. Consider if and when it is appropriate to disclose to the prospective employer the fact that you have a disability. Unless your disability impacts on your work performance, disclosure may not be necessary. If it does, one approach is to promote your abilities in the early part of the application and either imply the nature of your disability in relation to prior achievements or mention it towards the end of your application. If you have sufficiently substantiated your abilities, there may be little need to amplify the relevance of your disability. Some people choose not to disclose any information concerning their disability in the application but discuss it at the interview. Whether in the application or the interview, it is important to identify changes that may need to take place if you were successful in your job search.

f. Consider your application from the point of view of employers; anticipate their possible concerns and identify possible solutions. In cases where the employer has not had previous experience in employing people with a disability, the onus may fall on applicants to show that they can do the job. Be prepared to describe how you would undertake the required duties of the position and be able to identify any assistive devices that may be required and how these might be supplied.

Graduate Profile
Darren Hansen - Mechanical Engineer

"I am employed as a mechanical engineer at a sugar mill. In the past six years, my duties have included introduction of computer aided design, supervision of staff, customer liaison, cost estimation and engineering design. I am currently working on long term plans for the upgrading of the sugar mill.

"While in my second year of a Bachelor of Mechanical Engineering, I had one of those diving accidents that only ever happen to other people. Since that fateful day back in 1984, I have been in a wheelchair. Following rehabilitation I returned to my university studies, finally graduating in 1988.

"During my years at university I was lucky enough to find vacation employment with a number of different organisations, one of which was the sugar mill which eventually employed me after I graduated.

"I remember the latter half of my final year of studies where I could see the light and knew that I was actually going to finish all those long nights of study and pass that final exam. It was then that I realised that the fun would soon be over and I would have to face 'the real world'.

"I looked around and realised that there were 65 other people in my class all of whom were wondering the same thing. How am I going to sell myself to the employers so they employ me and not one of the other 65 or, for that matter, one of the countless others graduating around the country?

"After attending those first few interviews where the employer comes to the university, you start to wonder if the tasks of getting a job might be impossible. The biggest thing is not to be frightened by the prospects. You have achieved something only high achievers do, and most probably under more difficult circumstances. Confidence is the key. You should be confident in your own abilities. You have the same skills and knowledge as all the others. Don't sell yourself short. You can do the job and you have to tell the employers so and show them that any problems that may be encountered can be solved, usually with a little common sense and little expense.

"How do you break the ice and inform the prospective employer about your disability? This is something that will depend on the type of job you are applying for. Preparation will help. Find out about the position and working conditions. If you think your disability is likely to be a source of concern, then tell the employer about your disability up front. Along with this, demonstrate how the more obvious problems have been overcome in the past. Show them that your disability is not a drawback. Above all be positive about the situation. You want the job and there is no reason why you should not get it.

"When the letter comes welcoming you to the company and you start Monday, don't relax; there is another round to come. Those first few months in your employment are usually challenging. First you need to prove that you are capable of doing the job and, just as importantly, able to fit into the organisation. This is common for all new employees but if you have a disability, there seems to be a little more attention paid to you. This is not really a problem and in some cases can be helpful to your career, particularly if those watching are in high management positions. Basically, don't let it get to you, so long as you are doing the job.

"There will be other problems which will relate to your disability. In my case, access was a major problem. Sugar mills are not very wheelchair-friendly. The way around this is to communicate what your needs are to your workmates and those in higher positions. By doing this, not only can most problems be solved, but it also shows that you are capable, it builds respect and trust from those around you, and such outcomes can help your ambitions.

"Generally speaking, people will accept you and help you just as they would any able-bodied person. Probably the best piece of advice is that if you don't let your disability be a problem, most other people won't either."

Acceptance Within the Workplace

Try to anticipate and have informed responses to employer concerns about the likely effect of your disability in the work setting. Lack of clear information may adversely influence both the decision to hire you and your acceptance in the workplace. For example, you may need to address: feelings of pity, fear and discomfort; a lack of knowledge; a desire to overcompensate for the disability and unrealistic expectations from those in the workplace.

Graduate Profile
Karen Knight - Psychologist

"As the end of my course approached, I was confident that I would find employment. I could see no reason why my vision impairment would affect my job-seeking prospects. I was to learn differently. Talking with other people with a disability about finding employment would have been helpful to me. If I was confident about the job, why were interview panels so skeptical? Surely I could realistically appraise my abilities and difficulties.

"I think it is always advisable to disclose your disability particularly if it is obvious. You do not want to appear dishonest from the start. I have never explicitly disclosed my vision impairment, but always implied it in my application.

"There are many challenges that have to be faced when beginning employment. Many of these challenges, however, are ongoing. Colleagues often do not understand what you can and cannot do and although they are usually willing to help, they are unsure how to provide that assistance. To meet these challenges, I find it is important that I am patient and willing to talk about my disability and how people can assist me. It is also necessary to dispel some of the myths surrounding disability, e.g. all blind people have guide dogs. Learning to be assertive and a good self-advocate is important. The problem can sometimes be knowing how to strike the balance between giving too little because it is more difficult for me or taking on the same workload while knowing that it will take me longer in terms of accessing material."

Concerns about Alterations, Adjustments and Expenses

Two typical concerns expressed are:

In many cases, changes to equipment or the workplace will not be needed, but in others, modifications may be necessary. Some agencies such as the Commonwealth Rehabilitation Service (CRS) may provide assistive devices to facilitate employment, or offer financial assistance to employers during early stages of the placement. The Department of Employment, Education and Training (DEET) provides a Workplace Modification Allowance to employers who hire people with a disability under certain DEET programs.

A survey conducted in the USA found that 50% of necessary workplace modifications cost less than $50; 20% cost between $51-$500; 17% cost between $501-$1000; and only 13% cost in excess of $1000 (Jones, 1993).

The Disability Discrimination Act (1992) makes it illegal to discriminate against people because they have a disability or impairment. It defines an employer's response in terms of making a reasonable adjustment to the needs of a person with disabilities.

This involves employers examining the physical and organisational barriers which may prevent the employment, limit the performance or curtail the advancement of people with disabilities. Wherever it is possible, necessary and reasonable to do so, employers are required to make modifications or adjustments to the workplace to meet the particular needs of the person with a disability.

These adjustments may include:

Reasonable adjustment is effective because, if properly applied, it serves to:

a. reduce or eliminate the effects of a person's disability;

b. enable people with a disability to compete on their merits for recruitment and career development opportunities; and

c. enable people with a disability to perform efficiently and effectively in the workplace.

Given your intimate understanding of your personal requirements, you should be very clear on the adjustments you need in order to undertake the job. Make them known to employers. You also need to be aware of the range of financial and service supports available within the community (eg from government and other agencies) to assist employers in hiring people with disabilities.

Concerns About Job Performance and Safety

Confronting the myths:

Surveys have shown that people with a disability:

a. on average, have a better attendance record (Lester & Caudill, 1987; Noel, 1990)

b. have an average or better productivity rate than other workers (Lester and Caudill, 1987; Noel, 1990)

c. have an average or better job retention rate (Lester & Caudill, 1987)

d. are less likely to be injured at work than other employees without a disability (Lester and Caudill, 1987)

e. have no measurable effect on workers compensation insurance premiums (Noel, 1990).

Concerns about Career Structure and Promotion

Confronting the myth:

Because of this mistaken belief, many people with a disability often remain in dead-end jobs because they are passed over for promotion. Employees who have disabilities should have the same opportunity for performance appraisals and reviews as any other employee.

Having completed your degree, you are as well prepared as your peers to meet the challenges of your chosen career. However, you may need to respond assertively to any signals which indicate that employers devalue your qualifications or abilities. Employees who have disabilities should have the same opportunity for performance appraisals and reviews as any other employee, with a view to advancing within their organisation.

You need to be proactive in exploring with prospective employers those policies and practices concerning equal opportunity in promotion.

Graduate Profile
Kylie Buchanan - Primary School Teacher
(Reproduced by permission of the North Queensland Newspaper Co Ltd)

"As I approached the end of my course I was concerned because employment opportunities were not good for any graduate teachers, and I felt they would be worse for me because the Education Department did not have a history of employing hearing impaired teachers. I was concerned that all the hard work involved in my degree would result in nothing.

"With the support of Equal Employment Opportunity legislation, there is no need for graduates to hide their disability. It is important, however, to ensure that potential employers fully understand the disability as well as realise the employment advantages for that particular organisation. I think we should educate employers about 'the able disabled'.

"It is also important that good role models show people with disabilities that they are only handicapped by their lack of confidence reach for what they want.

"I felt that my appointment as a teacher placed a lot of pressure on me because I personally felt the challenge of paving the way for other deaf people to have the same opportunities. I had marvellous support from my colleagues and my employers but there were quite a number of issues which arose and needed to be addressed (e.g. interpreter support for inservice activities).

"I also felt a great deal of pressure within the deaf community because I was a role model and thus had to prove myself and establish the reputation, through my actions, that deaf people are able to achieve and contribute positively to society.

"My work with both the deaf and hearing communities has helped to break down the barriers and I feel that, by becoming a teacher, I am in an ideal position to develop better understanding about the possible potential of people with disabilities."

Your Rights Under Legislation

Federal and state legislation makes it illegal to discriminate against people because they have a disability or impairment.

The Federal Disability Discrimination Act (1992) (DDA) is designed to ensure that people with a disability experience the same treatment as others in the community, in all aspects of their lives, including employment.

There are specialist Legal Advocacy Services in each state to provide advice about the DDA and to assist people with disabilities, their families, their carers and their associates, to bring complaints to the Commission. Contact these services if you are unsure about how to use the DDA.

DDA Legal Advocacy Services

Queensland

Welfare Rights Legal Centre
99 Gregory Terrace
Spring Hill
Brisbane Q 4000
Ph (07) 3864 8511
Fax (07) 3864 8522

Cairns Community Legal Centre
128 Martyn Street
Parramatta Park
Cairns Q 4870
Ph (070) 317 688
Fax (070) 412 134
TTY (070) 317 179

Australian Capital Territory (ACT)

Welfare Rights Legal Service
PO Box 337
Civic Square
ACT 2608
Ph (06) 247 2177
Fax (06) 257 4801

South Australia

Norwood Community Legal Centre
110 The Parade
Norwood
Adelaide SA 5067
Ph (08) 362 1199
Fax (08) 362 0410

Western Australia

Sussex Street Community Law Service Inc
Locked Bag 2
East Victoria Park
Perth WA 6101
Ph (09) 470 4809
Fax (09) 470 1805
TTY (09) 470 2831

Northern Territory

Darwin Community Legal Centre
17 Peel Street
Darwin NT 0801
Ph (089) 413 394
Fax (089) 413 773

Tasmania

Launceston Community Legal Centre
4A George Street
Launceston
Tas 7250
Ph (003) 341 577
Fax (003) 315 237
TTY (003) 341 949
Freecall 1800 066 019

New South Wales

NSW Disability Discrimination Legal Centre
Shop 99
1-5 Meeks Street
Kingsford NSW 2032
Ph (02) 9313 6000
Fax (02) 9662 1364
TTY (02) 9313 7190
Freecall 1800 800 708
FreeTTY 1800 644 419

Victoria

Victorian Disability Discrimination Law Advocacy Service
11th Floor
343 Little Collins
Melbourne Vic 3000
Ph (03) 9602 4877
Fax (03) 9602 4948

Where You Can Find Assistance and Information

To clarify your work preferences:

To develop work skills/gain employment:

To gain funding for assistive equipment and workplace modification:

To gain information about benefits available to employers:

Further Reading

Department of Employment, Education and Training. (1993). The working lives of people with disabilities. Canberra: Author.

Human Rights and Equal Opportunity Commission. (1994). Good business practice: A guide to assist employers. Sydney: Author.

Where to find information about careers

References

1. Jones, T.L. (1993). The Americans with Disabilities Act: A review of best practices. New York: AMA Membership Publications Division.

2. Lester, R.A., and Caudill, D.W. (1987). The handicapped worker: Seven myths. Training and Development Journal, 41(8), 50-51.

3. Noel, R.T. (1990). Employing the disabled: A how and why approach. Training and Development Journal, 44(8), 26-32.

This leaflet has been produced for GCCA by the Tertiary Initiatives for People with Disabilities [TIPD] Project, a DEET funded cooperative project of Queensland universities. We gratefully acknowledge their generous assistance.

A series of leaflets intended for use by careers services in higher education in Australia; the leaflets will also be of interest to secondary students and others considering further study. A full list of titles in this series is available on request.

This leaflet may be supplied in large print, braille, audio and computer disk formats on request.

© 1995 Graduate Careers Council of Australia,
PO Box 28, Parkville, Victoria 3052, Australia.
Telephone: (03) 9344 4666
Facsimile: (03) 9347 7298

Series Editor: Karen Sims
All rights reserved by the publisher.

Layout, typesetting and printing by QUT Publications and Printing (120186)

ISBN: 0909592578

 

  This page last updated: 1 September, 1999