Introduction

In the previous chapter, we discussed the operation of the Employment Service's Wage Subsidy Supported Employment programme that is underpinned by statute and is aimed at disabled people judged to be almost ‘work ready’. Whether ability is measured in terms of relative productivity or benefits status, participation in the Wage Subsidy Supported Employment programme is contingent on being able to survive in open employment with little ongoing support. This chapter explores the operation of a quite different form of supported employment that has developed from grassroots movements and lacks statutory or central government financial support. This version of supported employment, Job Coach Supported Employment, reflects the principle that all citizens have the right to work since this is the key aspect of social inclusion in Western societies. Every individual, it is argued, is capable of working if they wish to do so. However, particularly for individuals with more significant impairments, it is recognised that a considerable amount of support will be required, not just in the initial stages of mastering a job, but possibly on a long-term basis. It is acknowledged that supporting individuals with complex difficulties in a work placement will be expensive, but other forms of support, for example in day centres, are also expensive. In this chapter, we first outline some central principles of Job Coach Supported Employment and then discuss some recent findings on its position in the UK. Subsequently, we use case study material to explore experiences of Job Coach Supported Employment by people with learning difficulties.

Principles of Job Coach Supported Employment

In general, most Job Coach Supported Employment agencies adopt a ‘place, train and maintain’ model. A supported employment placement generally begins with a period of assessment or profiling, so that the keyworker understands the individuals within their social context. The work-related goals of individuals will be placed within their broader life aspirations and their strengths and weaknesses are identified. The person will then be ‘marketed’ to an employer, with whom the person's support needs will be discussed. A keyworker will conduct an analysis of the job to be undertaken and systematic instruction techniques may be used, breaking the task down into component parts and encouraging the person to practice each micro task until it is mastered.