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© ATOM 2019 ISBN: 978-1-76061-271-9

A STUDY GUIDE BY FIONA VILLELLA

SER IES 2

Series SynopsisEmployable Me: Series 2 follows nine participants with a wide range of disabilities such as autism, cerebral palsy, dwarfism and epilepsy as they search for meaningful, paid employment. The search for employment is a nerve-wracking experience for anyone but for those with disabilities, it can be even harder. They must hope for employers who are willing to give them an opportunity, employers who see the individual first and the disability second, and not the other way around.

This is an uplifting, engaging and insightful series that spans three episodes. In each episode we meet three different people and we become a part of their lives for an hour or so. We enter their home, meet their friends and families, hear their thoughts and feelings about employment and disability, and learn about their hopes and dreams. Employable Me: Series 2 is powerful viewing; we become emotionally invested in each individual’s journey, saddened at each rejection, joyful at each success.

Hitting home with the message that there is more than meets the eye, we discover each participants’ unique persona and winning strengths. We see Eric’s impressive initiative and organisation at a job interview; Kiah’s deeply caring nature when meeting his prospective clients; Sarah’s beaming energy and youthfulness; Tiana’s intelligence and warmth; Paul’s incredible inventory of train vlogs that attract people in the hundreds. And so on.

For each nine participants, employment is critical. It is on the one hand a means

CONTENT HYPERLINKS

3 CURRICULUM LINKS

4 PRE-VIEWING ACTIVITIES

5 EPISODES

5 EPISODE 1

8 EPISODE 2

12 EPISODE 3

17 REFERENCES

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to financial independence but on the other something far more intangible. It is about a sense of purpose, about being part of something bigger, about growing and evolving as a person and as a professional.

With the help of supportive family, friends and dedicated job coaches, some realise their dreams while others continue along the journey. In the end, as viewers, we believe their suitability for employment and we believe that the onus is on employers to make any reasonable adjustments necessary to include people with disabilities into their workplace.

Curriculum LinksEmployable Me: Series 2 can be linked to the following subject areas within the Australian National Curriculum:

• English• Health and Physical Education• The General Capabilities of ‘Ethical Understanding’

and ‘Personal and Social Capability’

Employable Me: Series 2 is also recommended as a supplementary text for students studying the following senior school subjects:

• Health and Human Development• Ethics• Psychology• Legal Studies

Please note: there is occasional coarse language in episode 2 only, with this episode of the documentary series recommended for study in Years 9 and above.

English curriculum content descriptions relevant to Employable Me: Series 2 (Year 9):

• Understand that roles and relationships are developed and challenged through language and interpersonal skills (ACELA1551)

• Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)

• Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)

English curriculum content descriptions relevant to Employable Me: Series 2 (Year 10):

• Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)

• Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813)

Health and Physical Education curriculum content descriptions relevant to Employable Me: Series 2 (Years 9 and 10):

• Evaluate factors that shape identities and critically analyse how individuals impact the identities of others (ACPPS089)

• Investigate how empathy and ethical decision making contribute to respectful relationships (ACPPS093)

• Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096)

• Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACPPS098)

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Pre-Viewing ActivitiesDiscuss the following as a class or in small groups:

• How would you define the term ‘disability’ in your own words? List all the disabilities you can think of. Sort them into categories (for example, physi-cal, social, etc.).

• Do you know anybody who has a disability? How does their disability impact their daily life? What support do they receive? What are their interests and hobbies? What is their employment status and experience?

• What is your employment experience (both vol-unteer and paid)? What tangible and intangible

benefits do you think employment provides?• Define key terms: stigma, discrimination, preju-

dice, misconception, stereotype.• What do you think are some negative attitudes

towards people with disability that exist in our society? What are some positive ones?

• Do you think Australian society is doing much to include people with disability? Could it be doing more?

• How important is it for employers to see people with disability as individuals first and foremost?

Individual reflection: If you were an employer of a small business, would you employ a person with a disability?

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ACTIVITY: CHARACTER PROFILES

ERIC

One of twenty-year-old Eric’s life goals is to live in a society where people are not afraid to get to know someone with a disability. Since birth, he has had cerebral palsy, which affects his speech, movement and balance. While walking and talking require lots of effort, Eric’s cognition is unaffected. He is seeking paid employment in the health sector, where he has done some work experience. Immensely determined, positive and organised, Eric uses a computer app to help him communicate and distributes extra copies of a meeting’s agenda for prospective employers. Paid employment means so much to Eric who wants to be viewed as the capable, skilled, and intelligent individual that he is. With the help of his mum and job coach, his dreams become a reality.

• Students are to research and produce a PowerPoint or poster on cerebral palsy. Research should include:- Definitionandcharacteristicsofcerebralpalsy- Types and severity- Suspected/known causes- Incidence in the population (Australia and worldwide)- Misconceptions surrounding cerebral palsy- Support available for people living with cerebral palsy

Students are to take notes and complete the following questions on Eric as they watch Episode 1:

• How does Eric’s cerebral palsy impact his daily life?• WhatqualificationsdoesErichaveforanadministrativerolein

the health sector?• Describe his job-seeking efforts, and explain how Eric’s

cerebral palsy has been a barrier to employment.• Who does Eric live with? Describe his relationship with his

mother.• What are Eric’s qualities that impress his prospective

employers at the job interview?• What successes does Eric experience during this episode in

termsoffindingwork?

Episodes *EPISODE 1

In the first episode of Employable Me: Series 2, cameras follow three young people who aim to prove that having a disability doesn’t make them unemployable. Eric has had cerebral palsy all his life (cerebral palsy mostly occurs just before or during birth, and only develops in infants, as well as the fact that it doesn’t have a ‘cure’ – so this sounds weird), and, more than anything, wants to live in a world where people with disabilities are not judged or feared. Walking and talking might require great effort for Eric but cognition doesn’t. In this episode, he is determined to prove his employability and to build on his work experience in the health sector by getting paid employment. He is always encouraged and supported by his loving mum, to whom he is very close.

Similarly, the effervescent Kathleen has an excellent relationship with her father and brother who both support her in her journey to find a job that best matches her unique personality and strengths. Her psychological testing blows stereotypes about autism out of the water.

While Paul might not have the same family network, he has built a world centred on his single great passion: trains. Out of work for almost two years, he gets comfort from trainspotting and adding to his online inventory of train vlogs. The dedication, organisation and thorough knowledge he shows about trains makes the viewer scratch their heads as to why he hasn’t yet been employed.

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KATHLEEN

Extroverted, performative and full of life, Kathleen is looking for paid employment. She is passionate about music and popular culture especially music from the seventies and eighties and she is articulate, comical and honest. Kathleen has autism and has been looking for work for two years. She wants the opportunity to prove herself in the workplace. With the help of a psychologist, Kathleen better understands her strengths and abilities, which in turn helps her get on the path to finding a job that best suits her. Kathleen’s session with the psychologist proves how wrong stereotypes about autism can be.

• Students are to research and produce a PowerPoint or poster on autism. Research should include:- Definitionandcharacteristicsofautism- Suspected/known causes- Incidence in the population (Australia and worldwide)- Misconceptions surrounding autism- Support available for people living with autism

Students are to take notes and complete the following questions on Kathleen as they watch Episode 1:

• How does Kathleen’s autism impact her daily life?• Who does Kathleen live with? Describe her relationship with her

father and her brother.• What stereotype about autism does Kathleen’s test with the

psychologist discredit?• How does this session help Kathleen?• WhatarethechallengesKathleenhasfacedinfindingemployment?• How does Kathleen respond to feedback during the work trial?

What does this tell you about her promise as an employee?• What successes does Kathleen experience during this episode in

termsoffindingwork?

PAUL

Paul, thirty-five, lost his job as a kitchen hand in 2017. Since then he has been looking for employment but his endless job applications have been unsuccessful. His experience confirms that having autism is a barrier to gaining employment. A ward of the state at thirteen, Paul’s one great solace in life is trains. He has built a world around this passion, including a highly impressive YouTube channel, ‘Paul’s Train Vlogs’, which contains over 500 videos and has 900 subscribers. Paul also enjoys passing time with a bit of trainspotting. Though he is ably supported by his enthusiastic and encouraging job coach, Paul experiences little success. Clearly savvy with large amounts of information, proactive, and IT-literate, all Paul needs is an employer who is willing to give him a chance.

Students are to take notes and complete the following questions on Paul as they watch Episode 1:

• How does Paul’s autism impact his daily life?

• What is Paul’s employment history?• How long has Paul been seeking

employment and how would you describe his success thus far?

• As he prepares for his assessment for the business traineeship, what is Paul’s mindset?

• Does Renee, his job coach, reveal Paul’s autism at the outset to prospective employers? Why / why not?

• What success does Paul experience during this episode in terms of finding work?

• Despite his positive mind frame, how does Paul respond to the second knockback he experienced in this episode? How important do you think his trainspotting is in terms of dealing with knockbacks?

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ACTIVITY: PERSUASIVE WRITING

‘What do you do?’ is usually one ofthefirstquestionsyou’reaskedwhenyoufirstmeetsomeone.Having a job is immensely empowering on many levels. If you have a job that clinches with your passions and strengths then the experience can be enormously satisfying.Ajobcandefineyouridentity, who you are, what you know, what you can do. It can provide a sense of routine and structure to your life, overcome isolation, connect you with others, build your skills and develop you as a professional. Employment providesfinancialindependence,a sense of contributing to society, being part of something bigger, belonging, purpose and self-worth. There are so many tangibleandintangiblebenefitsto employment. It is life-changing and transformative. For the cast of Employable Me: Series 2 the desire for employment is entwined with social inclusion and acceptance as well as the chance to apply skills and knowledge.

• ReflectonthestoriestoldinEpisode 1. To what extent is paid employment a life goal for Eric, Kathleen and Paul? What individual strengths and unique qualities does each offer prospective employers?

• Select one cast member. Reflectingontheiruniquestrengths and qualities, as well employment history and personal projects, write a short bio aimed at a prospective employer. Your purpose is to persuade the employer they are the best person for the job.

• Take a stance on the statement ‘Employment is empowering’, and write a persuasive essay arguing your point of view. Include three reasons and in each reason, draw on real-life examples and experiences of Eric, Kathleen and Paul.

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ACTIVITY: CHARACTER PROFILES

KIAH

Kiah, twenty-five, has experienced involuntary tics since he was a teenager. Then, one morning five years ago, he woke up and began swearing ‘at the top of his lungs’, causing his family great confusion. Kiah has a rare condition known as coprolalia, or involuntary swearing, which affects less than 5 per cent of adults with Tourette Syndrome. As is the case with disabilities in general, the public sees the disability before the individual but this barrier is accentuated in Kiah’s case because of the involuntary constant swearing. This makes his ability to relate to the public extremely difficult and his prospects of employment much harder.

When we first meet Kiah, we discover he has applied for hundreds of jobs and has stopped looking the last couple of years after a job agency manager suggested he go on the pension after a series of unsuccessful applications. We see how disruptive his involuntary tics are and their impact on daily activities like cooking as well as general organisation and focus.

Over the course of the episode, we come to understand Kiah’s challenges, his rare talents and abilities, and his sensitivity, tenderness and empathy as a person. We learn that his saving grace was learning AUSLAN, which he gained a diploma in, and helped him bond with the hearing-impaired community. His knowledge of AUSLAN and his empathetic personality are the strengths he draws on to forge a pathway to future employment, and to give back to the community and those in need.

*EPISODE 2

In the second episode of Employable Me: Series 2 we meet three young people who continue to prove just how misplaced prejudiced attitudes are.

Kiah has coprolalia, which affects a tiny number of adults with Tourette Syndrome, and causes him to swear profanities involuntarily. While Kiah acknowledges that his swearing makes employment difficult, when asked if he would eliminate his disability if he could, he replies that he wouldn’t; it is a part of who he is. Kiah’s psychology testing places him off the charts in terms of cognitive ability. In the end, it’s his advanced knowledge of AUSLAN and deep empathy that open up a job pathway.

Though Jake has epileptic seizures at night, finding employment has been challenging. Employers tend to close the door whenever epilepsy is mentioned. However, Jake is positive and determined. He works a couple of days a week at his dad’s mechanic shop where he builds up his skills in motor repair and maintenance. After persistent job hunting, his prospects look much brighter.

Eighteen-year-old Sarah has achondroplasia dwarfism and is enthusiastic about the next stage of her life – employment and financial independence. She is nurtured by her mother, Deborah, who also has achondroplasia dwarfism. While Deborah acknowledges the barriers Sarah will face, she encourages her daughter to find her passion and go for it.

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• Students are to research and produce a PowerPoint or poster on Tourette Syndrome. Research should include:- Definitionandcharacteristicsofthesyndrome- Suspected/known causes- Incidence in the population (Australia and

worldwide)- Misconceptions surrounding Tourette Syndrome- Support available for people living with Tourette

Syndrome

Students are to take notes and complete the following questions on Kiah as they watch Episode 2:

• Describe how Tourette syndrome affects Kiah’s daily life.

• How does Kiah feel about his condition and people’s prejudice and misconceptions?

• Why did Kiah choose shared accommodation with the hearing-impaired?

• Swearing fuels Kiah’s social alienation because people view him negatively. A consequence is that ‘people don’t smile at me anymore’. For Kiah, this becomes ‘tiresome’.TakeamomenttoreflectonKiah’ssocialisolation. How important do you think it is to exchange pleasantries with the public? How important is it to feel accepted and included?

• Describe Kiah’s demeanour when out with his hearing-impaired friends and AUSLAN users at their weekly social dinner. What do you notice about his disability? What happens as soon as thefilmmakerbringsitup?

• WhatsignificantdiscoveriesaboutKiah’scognitive ability are made during the session with the psychologist? According to the psychologist, what type of job is Kiah best suited to?

• AthisapplicationtobecomeaqualifiedAUSLAN interpreter, what topic does Kiah choose to do his presentation on? Why do you think he chooses this topic?

• Describe Kiah’s demeanour when meeting Claire and Jordan. How is his empathy and willingness to help others evident?

• What successes does Kiah experience during thisepisodeintermsoffindingwork?

JAKE

Jake, twenty-one, is keen to find paid employment and put his expert knowledge of engines and mechanics to good use. In the meantime, he is helping his dad at his mechanic shop where Jake works two days a week. One reason Jake wants work is to be able to repay his parents financially for all the help and support they have provided over the years. Jake has had epilepsy since he was four months old and he also has a learning difficulty. Both factors have made paid employment difficult to obtain. Despite his love of cars and motors, Jake’s epilepsy means he is unable to get a driver’s license – another barrier to employment.

Despite these obstacles, Jake and his proactive job case manager persevere, meeting with prospective employers and discussing his skills, knowledge and willingness to work. Eventually, Jake’s dream comes true, and as far as all is concerned, it couldn’t have happened to a nicer person.

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• Students are to research and produce a PowerPoint or poster on epilepsy. Research should include:- Definition and characteristics of

epilepsy- Suspected/known causes- The number of people in

Australia and worldwide who are diagnosed with epilepsy

- Treatment- Main types of seizures- Support for those living with

epilepsy

Students are to take notes and answer the following questions on Jake as they watch Episode 2:

• How does Jake’s epilepsy impact his daily life?

• Has Jake ever had paid employment?

• Jake’s main support are his parents. How does his dad support him both financially and emotionally?

• What do you think are some of Jake’s winning attributes for prospective employers?

• How does Jake respond to setbacks?

• In Nick’s opinion, why is Jake a valuable employee?

• What successes does Jake experience during this episode in terms of finding work?

SARAH

Eighteen-year-old Sarah has completed high school and is full of enthusiasm and energy to start the next stage of her life – employment and independence. She is passionate about animals – dogs in particular – and trains guide dog puppies at home where she lives with her mum Deborah and stepdad Robert. Sarah has achondroplasia dwarfism and is realistic that her short stature may put off employers. However, she is equally determined to sell herself and all of her strengths and energy to prospective employers. Sarah’s mum, Deborah, is also realistic about the barriers that Sarah faces but supports Sarah in finding her passion and fulfilling her dreams. Her mum, who also has achondroplasia dwarfism, is hopeful for the time when ‘this condition is completely acceptable’.

Sarah is ecstatic when she’s offered a work experience placement at a veterinary clinic but fears the prospect of seeing a C-section firsthand. When her worst fears come true, it’s far from the terrifying experience she had in mind. Instead, it is a wonderful learning opportunity and a deeply moving experience. Inspired, Sarah embarks on a new path of study.

• Students are to research and produce a PowerPoint or poster on achondroplasiadwarfism.Researchshouldinclude:- Adefinitionand

characteristics of achondroplasiadwarfism

- Suspected/known causes- Frequency/how common

(Australia and worldwide)- Diagnosis

- Treatment- Related health conditions

and challenges- Support/advocacy groups

such as SSPA (Short Statured People of Australia)

Students are to take notes and complete the following questions on Sarah as they watch Episode 2:

• Think of 3 adjectives to describe Sarah’s personality.• According to Sarah’s mum, Deborah, what are the main attitudinal

barriers or stigma that short-statured people encounter when looking for work?

• How realistic is Sarah about the obstacles she faces when looking for work?

• What impact do you think short-statured people working as entertainersandderivingincomefromtheirdwarfismhasonthepublic’sperceptionofdwarfism?HowdoesSarahviewthisactivity?

• In what ways is Sarah’s mum, Deborah, a positive role model for Sarah?• What key positive attributes does Sarah display in the workplace?• Although Sarah was dreading any C-sections, she felt positive after it

occurred. What do you think the experience taught her?• What are Sarah’s hopes and dreams?

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ACTIVITY: EXPOSITORY WRITING – GUIDED VISUALISATION SCRIPT

One of the most powerful tools against discrimination is empathy. Employable Me: Series 2 is a powerful documentary because it tells the stories of people with disability in a way that enables viewers to get to know each of them as an individual and to share their dreams and hopes.

The documentary does not encourage us to view each cast member with sympathy or to make any other kind of concession. Instead, we’re positioned to view each cast memberastrulyuniqueindividualswiththeirownspecificstrengths and talents, just like anyone else. Finally, we certainlydonotseethemasastereotypeorasdeficientoras lacking in anything. Students can take this empathetic storytelling a step further.

• Choose one of the cast members from Episode 2: Kiah, Jake or Sarah. You are to write a script for a guided visualisation experience. This script should include the cast member’s internal thoughts and feelings about living with their disability, public misconceptions about their disability, the importance of paid employment for them, the things that bring them joy and the things that make them upset, the main relationships in their life. The script shouldbewrittenasthoughitisoccurringataspecifictime and place.

• Students should read their script out loud as though it were a guided visualisation, beginning with instructions such as ‘Close your eyes and take a slow, deep breath … slowly breathe in, breathe out, continue to take slow, deep breaths … You are standing in your kitchen and …’

• AfterthegVuidedvisualisation,studentsshouldreflecton how effective it was in terms of understanding and empathy.

ACTIVITY: FOCUS ON LANGUAGE AND INCLUSIVITY

Without a doubt, language is critical in terms of shaping ideas, attitudes and beliefs. Language has the power to reinforce and perpetuate negative stereotypes or, alternatively, to foster inclusivity, non-discriminatory and non-prejudicial views. For example,saying‘disabledperson’putsthedisabilityfirstbeforethepersonasthoughthepersonweresolelydefinedby their disability. On the other hand, ‘person with a disability’ putsthepersonfirstandthedisabilitysecond.Therearemanyother examples where the chosen language positions people with disabilities as ‘poor’, ‘victims’, ‘inspirational’.

• Consider the statement by Sarah’s mum, Deborah: ‘I would like to see the time when this condition is completely acceptable’. To what extent are our attitudes to people with disabilities shaped by society? What does mainstream society value and prioritise? What examples are there in contemporary Australian society that show these values are shifting?

• In groups, put together a brochure for employers outlining inclusive language for people who have a disability. Use the following websites for research: <https://pwd.org.au/resources/language-guide/> and <https://www.and.org.au/pages/inclusive-language.html>.

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ACTIVITY: CHARACTER PROFILES

SINEAD

Having almost completed a Certificate in Aged Care, 21-year-old Sinead is looking for a job in the sector. She has never had paid employment and we see her frustration at the beginning of the episode. Sinead craves the independence and freedom that employment provides and struggles to understand why she is continually treated differently, as though she were a child. Sinead has Down syndrome, which has created barriers to employment.

Even at school, Sinead endured isolation and bullying but as we get to know her, we see a deeply creative, empathic and carefree individual who lives with her loving and supportive mother and keeps active with a range of stimulating activities. The one thing missing in Sinead’s life is the opportunity to participate in the work force and take on the responsibilities and independence of an adult. In the end, her winning attributes help her dreams come true.

*EPISODE 3

In the final episode of Employable Me: Series 2 we meet Sinead, Ryan and Tiana, each looking for paid employment and an opportunity to gain financial independence and find their role in society.

Sinead has Down syndrome and is incredibly creative – she dances, plays music and is a gymnast. She also has a certificate in aged care and is keen to begin a career in this field. With the support of her mum and her own persistence, she finds success.

Ryan, twenty-two, is passionate about travel and is seeking a job in the tourism industry. He manages his anxiety with meditation and hypnotherapy. Ryan is autistic and believes that a job will provide him with the feeling of belonging. He is endearing and it is uplifting when Ryan’s story ends with success.

The theme of success continues with Tiana who finds an employer who sees her willingness and ability to learn quickly, her go-getter attitude and her confidence. He is willing to making the necessary adjustments to accommodate Tiana, who has spondyloepiphyseal dysplasia. His positive attitude is refreshing and the perfect note on which to end a memorable series.

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• Students are to research and produce a PowerPoint or poster on Down syndrome. Research should include:- DefinitionandcharacteristicsofDown

syndrome- Suspected/known causes- Frequency/how common (Australia and

worldwide)- Diagnosis- Misconceptions surrounding Down

syndrome- Related health conditions and challenges- Support/advocacy groups for those who

have Down syndrome

Students are to take notes and complete the following questions on Sinead as they watch Episode 3:

• How does Sinead’s Down syndrome impact her daily life?

• What are some of the challenges that Sinead faces when looking for employment?

• How did Sinead’s mum support her when she was growing up?

• Describe Sinead’s talents and abilities and the main relationships in her life.

• What are her hopes and dreams for the future?• What are Sinead’s winning attributes that

guarantee her the job at Anglicare?• Describe the outlook and attitude of Sinead’s

new employer.

RYAN

Tall, neatly dressed and composed, 22-year-old Ryan is on the autism spectrum and is searching for a job. He has travelled widely, speaks several languages and uses meditation and hypnotherapy to deal with his anxiety and autism.

Ryan’s strained expression and rigid physical stance are at odds with his emotional intelligence and his search for deep fulfilment – in this case, to have a job and experience a sense of belonging. Passionate about travel and tourism, he is seeking employment in this area. With tender amusement, we watch him at work placements and job interviews where he wins over aged cruise ship travellers or makes hilarious blunders. In the end, we share Ryan’s joy as his life sets sail in the direction of his dreams.

Students are to take notes and complete the following questions on Ryan as they watch Episode 3:

• How does his autism impact his daily life?• What are Ryan’s personal goals?• Who does Ryan live with? Describe their

relationship.• What intangible asset does Ryan believe

employment will give him?• Describe Ryan’s work experience placement

in this episode. What do you think are his strengths and what are the things he can work on?

• In what areas does Ryan excel in his job interview?

• What are Ryan’s successes in securing employment in this episode?

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TIANA

Tiana has faced continuous setbacks in her search for employment. Her very small stature, just under a metre, is the result of spondyloepiphyseal dysplasia, a genetically inherited rare disorder of bone growth and skeletal abnormalities. Tiana was also born with club feet, cleft palate and hearing impairment.

A year of job searching has proved unsuccessful with most employers not giving her a chance, prejudging her abilities or placing her in the ‘too-hard-basket’. But as Tiana plainly states, she wouldn’t apply for a role that she wasn’t qualified for. Tiana, along with her family and friends, are frustrated by the prejudice that continuously blocks her chances of gaining employment, which seems so unjust given her qualifications, intelligence and warm nature.

In her quest for employment, Tiana comes across an employer who does not discriminate or judge her on the basis of her disability, and is willing to give her a go. This refreshing change of attitude is just what Tiana needs. She is on the road to living life on her terms.

• Students are to research and produce a PowerPoint or poster on spondyloepiphyseal dysplasia. Research should include:- Characteristics of spondyloepiphyseal

dysplasia- Suspected/known causes

- Frequency/how common (Australia and worldwide)

- Related health conditions and challenges- Misconceptions surrounding

spondyloepiphyseal dysplasia- Support available for people living with

spondyloepiphyseal dysplasia

Students are to take notes and complete the following questions on Tiana as they watch Episode 3:

• HowdoesTiana’sextremedwarfismandhearing loss impact her daily life? How does she manage daily tasks?

• How long has she been looking for employment?

• What have been the main challenges for Tiana in obtaining employment? How is she feeling as a result?

• Who does Tiana live with? Describe the nature of their relationships.

• Is Tiana bothered by the ‘triple stares’ she gets in public?

• What are Tiana’s successes in securing employment in this episode?

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ACTIVITY: FOCUS ON DISABILITY DISCRIMINATION AND THE LAW

Disability discrimination refers to a situation when a person with a disability has been treated unfairly due to their disability. In the case of employment, if a person with a disability is denied a job opportunity, somehow disadvantaged in the recruitment process or has had their employment terminated due to employers’ prejudicial attitudes then they are fully protected under the law. In Australia, discrimination against people with a disability is illegal according to the Disability Discrimination Act 1992 (DDA).

• Working in groups, research the DDA. Include in your research: the objectives of the Act; the difference between direct and indirect discrimination; reasonable adjustments in the workplace that employers are required to make; different ways employees with a disability could be discriminated; and disability harassment.

• In groups, research three real-life examples where a person with a disability experienced discrimination. What was the disability? What were the circumstances of the discrimination? What was the outcome?

• In groups, discuss when discrimination is not unlawful according to the Act.

• In groups, consider the statement: ‘The law exists toensurealevelplayingfield’.Whataresomeexamples from the three episodes that demonstrate discrimination-free processes, attitudes and workplaces?

• Suggested site to begin research: <https://www.humanrights.gov.au/employers/good-practice-good-business-factsheets/disability-discrimination/>.

ACTIVITY: FOCUS ON THE POWER OF SUPPORT AND POSITIVE RELATIONSHIPS

In each episode of Employable Me: Series 2, we see clear examples of positive relationships and the power of support and encouragement. In all these examples, the people with disabilities are loved and cherished for who they are and for their uniqueness, whether it be by their job coaches or family members. We see parents who are incredibly positive role models as well bulwarks of emotional support.

• ReflectonthestoriesofRyan,Sinead,SarahandTiana.How have their parents been positive role models in their lives? What emotional support have they provided?

• ReflectonKiah’sstory.Hisrelationshipwithpeoplewho are hearing-impaired has been crucial in fostering a sense of community and belonging in his life. How important is acceptance and belonging in our lives? How important is it for Kiah?

• Consider the following statement by Robert Moran: ‘I have autism. It is not a disorder or a disease. Ignorance is a disorder AND a disease. IT needs to be eradicated’. To what extent does this quote make society accountable for its prejudicial views?

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ACTIVITY: DIRECTOR’S STATEMENT

Consider the following statement from Employable Me director Cian O’Clery, and answer the questions that follow:

Answer the following questions in small groups then discuss you answers with the whole class:

• To what extent is Employable Me: Series 2 ‘engaging and thought-provoking’?

• Which participant did you feel the strongest connection with?Whodidyoufindthemostendearing?

• Did your attitude towards people with disabilities change at

all as a result of watching this documentary? How?• What message do you have for employers and for the public

in general in terms of how they view people with disabilities?

As a storyteller, the most interesting projects offer the opportunity to make meaningful, engaging, thought provoking television. Character based observational documentary can be hard to make, but in an ideal world it can bring real insight, pathos, humour, and ultimately a connection between the audience and the people on screen. I believe it’s important that we continue to tell real human stories that are engaging enough for an audience to stick with and enjoy, without the need for competitions and eliminations.

I hope we have achieved at least some of the above in this second series of Employable Me. Series one focused mainly on neurodiversity. For series two we follow people with a wider range of disabilities and conditions, but ultimately the issue remains the same. People who are different to the norm are too often discounted by employers and not given the chance to prove their worth, or to show what unique skills and abilities they have.

We filmed the stories of nine participants, all of them very different people with their own unique challenges and struggles trying to gain employment. Employable Me gives our participants a voice and allows the audience to get to know them as people, not as labels.

As a result of the series, I hope it isn’t only employers who will think more about the value of diversity. From people’s differences arise great talents and valuable perspectives that have the potential to make our society richer.

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This study guide was produced by ATOM. (© ATOM 2019) ISBN: 978-1-76061-279-1 editor@atom.org.au

To download other study guides, plus thousands of articles on Film as Text,

Screen Literacy, Multiliteracy and Media Studies, visit <https://theeducationshop.com.au>.

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Sign up now at <http://www.metromagazine.com.au/email_list/>.

ReferencesAustralian Curriculum

https://www.australiancurriculum.edu.au

Australian Human Rights Commissionhttps://www.humanrights.gov.au/employers/good-practice-good-business-factsheets/disability-discrimination/

Australian Network on Disabilityhttps://www.and.org.auHow Job Insecurity Impacts Personal Identity https://www.psychologicalscience.org/news/minds-business/how-job-insecurity-impacts-personal-identity.html

People with Disability Australiahttps://pwd.org.aus

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