Chapter 4: Supporting Roles

Learning Objectives:

• Understand the role of supervisors and Direct Support Professionals in facilitating effective conversations about employment.
• Learn about the discovery process for incorporating employment goals into individualized support plans.
• Differentiate between active and passive support.
• Identify staff responsibilities in creating employment opportunities.

Supporting people with intellectual disabilities in their employment journey requires a collaborative effort. This module explores the roles of Direct Support Professionals and natural support networks in facilitating employment success. By leveraging the strengths and contributions of these key players, we can create a supportive environment that promotes meaningful employment opportunities and enhances the overall quality of life for people with intellectual disabilities.

People rise to the expectations that are set for them. When a student is graduating high school, people often ask about their future plans, such as whether they plan to go to university, work, or take a gap year and travel. Unfortunately, for people with disabilities, discussions often focus on which day program they will attend after staying in school until 21. We need to shift our conversation to a growth mindset and assume that people can learn and gain competitive employment. With the right support, everyone can work.

Supervisors and Direct Support Professionals (DSPs) play a crucial role in initiating and maintaining conversations about employment with people with intellectual disabilities. These conversations are essential for understanding the person’s interests, strengths, and aspirations. Effective communication involves active listening, empathy, and a person-centred approach. Supervisors and DSPs need to create a safe and supportive environment where people feel comfortable expressing their employment goals and concerns.

This involves observing the person in various settings, conducting interviews with the person and their support network, and identifying potential job matches based on their strengths and interests. It is important to take an active approach to this method; otherwise, there may be a risk of complacency. At times, service providers make assumptions that supporting people with their employment goals is out of their scope of service or claim it’s the responsibility of the day service. It’s important that all support people and agencies work in tandem to best support people with their desired employment outcomes.

Active support involves taking proactive steps to help people achieve their employment goals, such as providing job coaching, facilitating skill development, and advocating for workplace accommodations. Passive support, on the other hand, involves a more hands-off approach, where support is provided only when requested or necessary. Understanding the difference between these two types of support is crucial for DSPs and supervisors to ensure they are effectively assisting people in their employment journey.

Staff members have a responsibility to create and promote opportunities for employment for people with intellectual disabilities. This includes networking with potential employers, advocating for inclusive hiring practices, and providing ongoing support and encouragement. Staff should also stay informed about best practices and resources available to support people in their employment pursuits. By taking an active role in creating employment opportunities, staff can help people with intellectual disabilities achieve their career goals and lead more independent and fulfilling lives.