The transition from education to employment can be particularly challenging for young adults with learning disabilities and autistic people, and they remain one of the most underrepresented groups in the UK workforce.
Research from Mencap shows that 86% of people with a learning disability want to work, yet systemic barriers continue to exclude them from employment. In addition, autistic people also have particularly low employment rates, with fewer than three in 10 in work.
This is why disability charities expressed concern when the Government recently announced that it was consulting on whether the health element of Universal Credit should be delayed for young people (to age 22) so that savings can be reinvested into work support and training opportunities.
The suggestion was part of the Pathways to Work: Reforming Benefits and Support to Get Britain Working Green Paper, which includes plans to create employment opportunities for future generations by providing £1 billion worth of employment support measures to help disabled and long-term sick people return to work.
Yet while campaigners welcome the investment in employment support, they fear the reforms will only widen existing inequalities for people with learning disabilities and autistic people. They also feel that for this to be successful, the government needs to outline clear plans for supported apprenticeships, pathways into work, and investment in improved autism and disability understanding for job coaches and employers.
To discuss the ongoing employment challenges for disabled people and the Government’s ‘Get Britain Working’ agenda, more than 60 young people with a learning disability and autistic people from across the UK gathered in Westminster recently.
The event was part of a wider series marking National Supported Internship Day and was the first SEND Youth Parliament of its kind, bringing together politicians, policymakers, and young people.
Lucy Powell MP, Leader of the House of Commons; Sir Stephen Timms MP, Minister of Department Work and Pension; Helen Hayes MP, Chair of the Education Committee; Jodie Gosling MP, and Lord Shinkwin attended the meeting.
Harry Georgiou, Youth Advisory and Co-Production Assistant at DFN Project SEARCH, said the day aimed to bring young adults with learning disabilities and autism in front of MPs so that young people’s voices could be heard.
He said: “We wanted to ensure that not only were they listened to but that the things they said were acted upon. We have a motto in our youth group, and that is: Nothing about us without us.
“The session lasted for two hours, and during this time, we explored the positive and negative experiences we’ve had of either being in employment or not being in employment. According to feedback, the session needed longer as there was so much to discuss. However, everyone who attended was very engaged and got a lot out of it.
“Among the issues discussed were barriers to employment for young autistic people and people with learning disabilities. This included questions on travel restrictions. For example, in some parts of the country, bus passes cannot be used until after 9.30 a.m., whereas in other areas, they can be used at any time. It is just a simple thing to make this a standard.”
The Youth Parliament also discussed the role of supported internships in future welfare and work reforms for disabled people. These are work-based programmes that help young autistic people and those with a learning disability transition from education into paid work.
“Supported internships not only give you a window into the world of work, but they also give you confidence and show you that you can work,” Harry adds.
“The host employer can also see all the employment barrier myths that surround people with a learning disability and autistic people being busted in front of their eyes.
“It also tells parents, carers, and education providers that young adults can work and achieve what they want to achieve. But you must put in the time and support surrounding that person. Depending on the individual, that support can be reduced, and the person becomes more independent.
“For example, since doing my supported internship and now having my job, I travel to work independently, which I never thought would be possible. I sit in important meetings. I contribute towards society. I pay tax. I live the most independent life I can. But I do all that with support.
“We don’t know the long-term effects of government changes, but I want to see more supported internships, as we know that they are a proven pathway into work for young people with learning disabilities and autism.”
This year alone, 4,635 young people are in supported internships, and this number is set to rise to almost 6,000 during the next academic year.
