Work placements for disabled young people

This initiative was part of a wider strategic programme called Bridging the Gap that set out to provide strategic leadership for learning and engagement across Wessex Museums. Our work placements for disabled young people were designed to provide an effective way to bring disabled young people into our museums.

To prepare our museums to welcome disabled young people, we commissioned an Access and Inclusion Audit. This work helped us better understand the challenges disabled people faced in coming into our museum spaces and how we could change our culture and spaces to become more inclusive.

We recruited participants from the local community via educational establishments and organisations supporting disabled people. We worked collaboratively with disabled young people and their supporters so we could meet their needs and motivations for working in the museum environment.

• To ensure that underserved audiences are working in and contributing to museums.  
• Provide training and support so that staff and volunteers are confident, knowledgeable, and inclusive in their approach.  
• Work collaboratively with our underserved audiences, especially young people, so they know they are welcomed and valued in our museum spaces. 
  
  

Before: 

• We commissioned Chloe Hixson, an Access and Inclusion Consultant, to conduct an audit of our partner museums related to access for disabled people. 
• In consultation with all our partner museums, we set out six role profiles that allowed placement participants to gain a range of experiences in the workplace. 
• We supported museums in their recruitment processes through a recruitment guide and disability awareness training. 
• We agreed on budgets that would support the expenses of placement volunteers. 

During:

• Chloe Hixson kept in touch with museum staff and placement volunteers to ensure that everyone was happy in the process. 
• Placement volunteers were supported by a member of staff and/or volunteers in the museum to deliver the work they had decided to do during the placement.  
• Regular conversations were had between the museums, the young person and their supporters to ensure the placement progressed well. 
  
  

• The importance of partnerships and networks (such as families and colleges) that support the young person are critical for their success in the role.
• Some young people had transformational experiences through learning new skills that contributed to the work of the museum and made them feel “work ready”. 
• Some young people felt valued and welcomed into the museum space, and this reflects on how the lived experiences of participants have created change to procedure and practice.
  
    

• Ensure that all staff managing and supporting disabled young people are fully trained and aware of ableist approaches, language, and behaviour.

• Schedule regular check-ins and support sessions for the young person throughout the placement to assess any needs or concerns that might arise. 

• Recognise the importance of establishing what is working well and what isn’t working from everyone’s perspective. If there are concerns to address, ensure there is clarity about where accountability lies for ensuring this happens and that this is communicated clearly to everyone involved. 

• Conduct or refer to the museum Access and Inclusion Audit to ensure that any needs are recognised (such as wheelchair access, lighting, noise), and reasonable adjustments are made where necessary. 

• Ensure that the recruitment and selection processes for placements are focused on what is the right fit and match for the disabled young person, not for the ease or benefit of the museum.

The placements have brought about transformational change in not only enhancing the confidence and skills of disabled young people but also in guiding more inclusive procedures and practices for disabled people across the museum partnership.

Kristina Broughton

CEO, Wessex Museums

kristina.broughton@wessexmuseums.org.uk