SERIES 2 - A STUDY GUIDE BY FIONA VILLELLA - ABC
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SERIES 2
http://www.metromagazine.com.au
https://theeducationshop.com.au
A STUDY GUIDE BY
© ATOM 2019 ISBN: 978-1-76061-271-9 FIONA VILLELLA
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
Series Synopsis impressive initiative and organisation at a
job interview; Kiah’s deeply caring nature
when meeting his prospective clients;
Employable Me: Series 2 follows nine Sarah’s beaming energy and youthfulness;
participants with a wide range of Tiana’s intelligence and warmth; Paul’s
disabilities such as autism, cerebral palsy, incredible inventory of train vlogs that
dwarfism and epilepsy as they search for attract people in the hundreds. And so on.
meaningful, paid employment. The search
for employment is a nerve-wracking For each nine participants, employment
experience for anyone but for those with is critical. It is on the one hand a means
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.
CONTENT HYPERLINKS
3 CURRICULUM 5 EPISODE 1
LINKS
8 EPISODE 2
4 PRE-VIEWING
ACTIVITIES
© ATOM 2019
12 EPISODE 3
5 EPISODES 17 REFERENCES
2
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 Links
Employable Me: Series 2 can be linked to the following • Create imaginative, informative and persuasive texts
subject areas within the Australian National Curriculum: that present a point of view and advance or illustrate
arguments, including texts that integrate visual, print
• English and/or audio features (ACELY1746)
• Health and Physical Education
• The General Capabilities of ‘Ethical Understanding’ English curriculum content descriptions relevant to
and ‘Personal and Social Capability’ Employable Me: Series 2 (Year 10):
Employable Me: Series 2 is also recommended as a • Understand how language use can have inclusive
supplementary text for students studying the following and exclusive social effects, and can empower or
senior school subjects: disempower people (ACELA1564)
• Use organisation patterns, voice and language
• Health and Human Development conventions to present a point of view on a subject,
• Ethics speaking clearly, coherently and with effect, using
• Psychology logic, imagery and rhetorical devices to engage
• Legal Studies audiences (ACELY1813)
Please note: there is occasional coarse language in Health and Physical Education curriculum content
episode 2 only, with this episode of the documentary descriptions relevant to Employable Me: Series 2 (Years 9
series recommended for study in Years 9 and above. and 10):
English curriculum content descriptions relevant to • Evaluate factors that shape identities and critically
Employable Me: Series 2 (Year 9): analyse how individuals impact the identities of others
(ACPPS089)
• Understand that roles and relationships are developed • Investigate how empathy and ethical decision making
and challenged through language and interpersonal contribute to respectful relationships (ACPPS093)
skills (ACELA1551) • Plan, implement and critique strategies to enhance
• Use interaction skills to present and discuss an idea health, safety and wellbeing of their communities
and to influence and engage an audience by selecting (ACPPS096)
persuasive language, varying voice tone, pitch, and • Critique behaviours and contextual factors that
pace, and using elements such as music and sound influence health and wellbeing of diverse communities
© ATOM 2019
effects (ACELY1811) (ACPPS098)
3
Pre-Viewing Activities
Discuss the following as a class or in small groups:
• How would you define the term ‘disability’ in your benefits do you think employment provides?
own words? List all the disabilities you can think • Define key terms: stigma, discrimination, preju-
of. Sort them into categories (for example, physi- dice, misconception, stereotype.
cal, social, etc.). • What do you think are some negative attitudes
• Do you know anybody who has a disability? How towards people with disability that exist in our
does their disability impact their daily life? What society? What are some positive ones?
support do they receive? What are their interests • Do you think Australian society is doing much to
and hobbies? What is their employment status include people with disability? Could it be doing
and experience? more?
• What is your employment experience (both vol- • How important is it for employers to see people
unteer and paid)? What tangible and intangible 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? © ATOM 2019
4
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 ACTIVITY: CHARACTER PROFILES
where people with disabilities are
not judged or feared. Walking and ERIC
talking might require great effort for
One of twenty-year-old Eric’s life goals is to live in a society
Eric but cognition doesn’t. In this where people are not afraid to get to know someone
episode, he is determined to prove with a disability. Since birth, he has had cerebral palsy,
his employability and to build on his which affects his speech, movement and balance. While
work experience in the health sector walking and talking require lots of effort, Eric’s cognition
is unaffected. He is seeking paid employment in the health
by getting paid employment. He is sector, where he has done some work experience. Immensely
always encouraged and supported determined, positive and organised, Eric uses a computer
by his loving mum, to whom he is app to help him communicate and distributes extra copies
very close. 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.
Similarly, the effervescent Kathleen With the help of his mum and job coach, his dreams become
has an excellent relationship with a reality.
her father and brother who both
• Students are to research and produce a PowerPoint or poster
support her in her journey to on cerebral palsy. Research should include:
find a job that best matches her - Definition and characteristics of cerebral palsy
unique personality and strengths. - Types and severity
- Suspected/known causes
Her psychological testing blows
- Incidence in the population (Australia and worldwide)
stereotypes about autism out of the - Misconceptions surrounding cerebral palsy
water. - Support available for people living with cerebral palsy
While Paul might not have the Students are to take notes and complete the following questions on Eric as
they watch Episode 1:
same family network, he has built
a world centred on his single great • How does Eric’s cerebral palsy impact his daily life?
passion: trains. Out of work for • What qualifications does Eric have for an administrative role in
almost two years, he gets comfort the health sector?
• Describe his job-seeking efforts, and explain how Eric’s
from trainspotting and adding to cerebral palsy has been a barrier to employment.
his online inventory of train vlogs. • Who does Eric live with? Describe his relationship with his
The dedication, organisation and mother.
thorough knowledge he shows • What are Eric’s qualities that impress his prospective
© ATOM 2019
employers at the job interview?
about trains makes the viewer • What successes does Eric experience during this episode in
scratch their heads as to why he terms of finding work?
hasn’t yet been employed. 5
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:
KATHLEEN • How does Paul’s autism impact his daily
life?
Extroverted, performative and full of life, Kathleen is looking for • What is Paul’s employment history?
paid employment. She is passionate about music and popular • How long has Paul been seeking
culture especially music from the seventies and eighties and she employment and how would you describe
is articulate, comical and honest. Kathleen has autism and has his success thus far?
been looking for work for two years. She wants the opportunity • As he prepares for his assessment for
to prove herself in the workplace. With the help of a psychologist, the business traineeship, what is Paul’s
Kathleen better understands her strengths and abilities, which mindset?
in turn helps her get on the path to finding a job that best suits • Does Renee, his job coach, reveal Paul’s
her. Kathleen’s session with the psychologist proves how wrong autism at the outset to prospective
stereotypes about autism can be. employers? Why / why not?
• What success does Paul experience
• Students are to research and produce a PowerPoint or poster on during this episode in terms of finding
autism. Research should include: work?
- Definition and characteristics of autism • Despite his positive mind frame, how does
- Suspected/known causes Paul respond to the second knockback
- Incidence in the population (Australia and worldwide) he experienced in this episode? How
- Misconceptions surrounding autism important do you think his trainspotting is
- Support available for people living with autism in terms of dealing with knockbacks?
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?
• What are the challenges Kathleen has faced in finding employment?
• How does Kathleen respond to feedback during the work trial?
© ATOM 2019
What does this tell you about her promise as an employee?
• What successes does Kathleen experience during this episode in
terms of finding work?
6
ACTIVITY:
PERSUASIVE WRITING
‘What do you do?’ is usually one
of the first questions you’re asked
when you first meet someone.
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. A job can define your
identity, 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
provides financial independence,
a sense of contributing to
society, being part of something
bigger, belonging, purpose and
self-worth. There are so many
tangible and intangible benefits
to 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.
• Reflect on the stories told in
Episode 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.
Reflecting on their unique
strengths 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.
© ATOM 2019
7
*
*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 ACTIVITY: CHARACTER PROFILES
that he wouldn’t; it is a part of who
he is. Kiah’s psychology testing KIAH
places him off the charts in terms of Kiah, twenty-five, has experienced involuntary
cognitive ability. In the end, it’s his tics since he was a teenager. Then, one
advanced knowledge of AUSLAN morning five years ago, he woke up and began
and deep empathy that open up a swearing ‘at the top of his lungs’, causing
his family great confusion. Kiah has a rare
job pathway. condition known as coprolalia, or involuntary
swearing, which affects less than 5 per cent of
Though Jake has epileptic seizures adults with Tourette Syndrome. As is the case
at night, finding employment has with disabilities in general, the public sees the
disability before the individual but this barrier
been challenging. Employers tend is accentuated in Kiah’s case because of the
to close the door whenever epilepsy involuntary constant swearing. This makes his
is mentioned. However, Jake is ability to relate to the public extremely difficult
positive and determined. He works and his prospects of employment much harder.
a couple of days a week at his When we first meet Kiah, we discover he
dad’s mechanic shop where he has applied for hundreds of jobs and has
builds up his skills in motor repair stopped looking the last couple of years after
and maintenance. After persistent a job agency manager suggested he go on
the pension after a series of unsuccessful
job hunting, his prospects look applications. We see how disruptive his
much brighter. involuntary tics are and their impact on daily
activities like cooking as well as general
Eighteen-year-old Sarah has organisation and focus.
achondroplasia dwarfism and is Over the course of the episode, we come to
enthusiastic about the next stage of understand Kiah’s challenges, his rare talents
her life – employment and financial and abilities, and his sensitivity, tenderness and
independence. She is nurtured by empathy as a person. We learn that his saving
grace was learning AUSLAN, which he gained
her mother, Deborah, who also has a diploma in, and helped him bond with the
achondroplasia dwarfism. While hearing-impaired community. His knowledge
Deborah acknowledges the barriers of AUSLAN and his empathetic personality are
Sarah will face, she encourages her the strengths he draws on to forge a pathway
© ATOM 2019
to future employment, and to give back to the
daughter to find her passion and go community and those in need.
for it.
8
• Students are to research and produce a PowerPoint
or poster on Tourette Syndrome. Research should JAKE
include:
- Definition and characteristics of the syndrome Jake, twenty-one, is keen to find paid employment and
- Suspected/known causes put his expert knowledge of engines and mechanics to
- Incidence in the population (Australia and good use. In the meantime, he is helping his dad at his
worldwide) mechanic shop where Jake works two days a week.
- Misconceptions surrounding Tourette Syndrome One reason Jake wants work is to be able to repay
- Support available for people living with Tourette his parents financially for all the help and support
Syndrome they have provided over the years. Jake has had
epilepsy since he was four months old and he also
Students are to take notes and complete the following questions has a learning difficulty. Both factors have made paid
on Kiah as they watch Episode 2: employment difficult to obtain. Despite his love of cars
and motors, Jake’s epilepsy means he is unable to get
• Describe how Tourette syndrome affects Kiah’s daily a driver’s license – another barrier to employment.
life.
• How does Kiah feel about his condition and people’s Despite these obstacles, Jake and his proactive job
prejudice and misconceptions? case manager persevere, meeting with prospective
• Why did Kiah choose shared accommodation with the employers and discussing his skills, knowledge and
hearing-impaired? willingness to work. Eventually, Jake’s dream comes
• Swearing fuels Kiah’s social alienation because people true, and as far as all is concerned, it couldn’t have
view him negatively. A consequence is that ‘people happened to a nicer person.
don’t smile at me anymore’. For Kiah, this becomes
‘tiresome’. Take a moment to reflect on Kiah’s social
isolation. 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
the filmmaker brings it up?
• What significant discoveries about Kiah’s
cognitive ability are made during the session
with the psychologist? According to the
psychologist, what type of job is Kiah best
suited to?
• At his application to become a qualified
AUSLAN 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?
© ATOM 2019
• What successes does Kiah experience during
this episode in terms of finding work?
9
• 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
SARAH
Students are to take notes and answer the Eighteen-year-old Sarah has completed high school and is full
following questions on Jake as they watch of enthusiasm and energy to start the next stage of her life –
Episode 2: employment and independence. She is passionate about animals
– dogs in particular – and trains guide dog puppies at home where
• How does Jake’s epilepsy impact his she lives with her mum Deborah and stepdad Robert. Sarah has
daily life? achondroplasia dwarfism and is realistic that her short stature
• Has Jake ever had paid may put off employers. However, she is equally determined to sell
employment? herself and all of her strengths and energy to prospective employers.
• Jake’s main support are his parents. Sarah’s mum, Deborah, is also realistic about the barriers that Sarah
How does his dad support him both faces but supports Sarah in finding her passion and fulfilling her
financially and emotionally? dreams. Her mum, who also has achondroplasia dwarfism, is hopeful
• What do you think are some of Jake’s for the time when ‘this condition is completely acceptable’.
winning attributes for prospective
employers? Sarah is ecstatic when she’s offered a work experience placement
• How does Jake respond to at a veterinary clinic but fears the prospect of seeing a C-section
setbacks? firsthand. When her worst fears come true, it’s far from the terrifying
• In Nick’s opinion, why is Jake a experience she had in mind. Instead, it is a wonderful learning
valuable employee? opportunity and a deeply moving experience. Inspired, Sarah
• What successes does Jake embarks on a new path of study.
experience during this episode in
terms of finding work? • Students are to research and produce a PowerPoint or poster on
achondroplasia dwarfism. Research should include:
- A definition and - Treatment
characteristics of - Related health conditions
achondroplasia dwarfism and challenges
- Suspected/known causes - Support/advocacy groups
- Frequency/how common such as SSPA (Short
(Australia and worldwide) Statured People of Australia)
- Diagnosis
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
entertainers and deriving income from their dwarfism has on the
public’s perception of dwarfism? How does Sarah view this activity?
• In what ways is Sarah’s mum, Deborah, a positive role model for Sarah?
• What key positive attributes does Sarah display in the workplace?
© ATOM 2019
• 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?
10ACTIVITY: 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
member as truly unique individuals with their own specific
strengths and talents, just like anyone else. Finally, we
certainly do not see them as a stereotype or as deficient or
as 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
should be written as though it is occurring at a specific
time 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 …’
• After the gVuided visualisation, students should reflect
on 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 ‘disabled person’ puts the disability first
before the person as though the person were solely defined
by their disability. On the other hand, ‘person with a disability’
puts the person first and the disability second. There are many
other 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
© ATOM 2019
the following websites for research: and .
11*
*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 ACTIVITY: CHARACTER PROFILES
dances, plays music and is
a gymnast. She also has a SINEAD
certificate in aged care and is Having almost completed a Certificate in Aged
keen to begin a career in this Care, 21-year-old Sinead is looking for a job in
field. With the support of her the sector. She has never had paid employment
mum and her own persistence, and we see her frustration at the beginning of
the episode. Sinead craves the independence
she finds success. and freedom that employment provides and
struggles to understand why she is continually
Ryan, twenty-two, is passionate treated differently, as though she were a child.
about travel and is seeking Sinead has Down syndrome, which has created
barriers to employment.
a job in the tourism industry.
He manages his anxiety with Even at school, Sinead endured isolation and
meditation and hypnotherapy. bullying but as we get to know her, we see
Ryan is autistic and believes a deeply creative, empathic and carefree
individual who lives with her loving and
that a job will provide him with supportive mother and keeps active with a
the feeling of belonging. He is range of stimulating activities. The one thing
endearing and it is uplifting when missing in Sinead’s life is the opportunity to
Ryan’s story ends with success. participate in the work force and take on the
responsibilities and independence of an adult.
In the end, her winning attributes help her
The theme of success dreams come true.
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
© ATOM 2019
end a memorable series.
12RYAN
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?
• Students are to research and produce a • Describe Ryan’s work experience placement
PowerPoint or poster on Down syndrome. in this episode. What do you think are his
Research should include: strengths and what are the things he can work
- Definition and characteristics of Down on?
syndrome • In what areas does Ryan excel in his job
- Suspected/known causes interview?
- Frequency/how common (Australia and • What are Ryan’s successes in securing
worldwide) employment in this episode?
- 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
© ATOM 2019
guarantee her the job at Anglicare?
• Describe the outlook and attitude of Sinead’s
new employer.
13- 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:
• How does Tiana’s extreme dwarfism and
hearing 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
TIANA in public?
• What are Tiana’s successes in securing
Tiana has faced continuous setbacks in employment in this episode?
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:
© ATOM 2019
- Characteristics of spondyloepiphyseal
dysplasia
- Suspected/known causes
14ACTIVITY: 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
to ensure a level playing field’. What are some
examples from the three episodes that demonstrate
discrimination-free processes, attitudes and
workplaces?
• Suggested site to begin research: .
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.
• Reflect on the stories of Ryan, Sinead, Sarah and Tiana.
How have their parents been positive role models in
their lives? What emotional support have they provided?
• Reflect on Kiah’s story. His relationship with people
who 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
© ATOM 2019
is a disorder AND a disease. IT needs to be eradicated’.
To what extent does this quote make society
accountable for its prejudicial views?
15ACTIVITY: DIRECTOR’S STATEMENT
Consider the following statement from Employable Me director
Cian O’Clery, and answer the questions that follow:
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.
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 all as a result of watching this documentary? How?
thought-provoking’? • What message do you have for employers and for the public
© ATOM 2019
• Which participant did you feel the strongest connection in general in terms of how they view people with disabilities?
with? Who did you find the most endearing?
• Did your attitude towards people with disabilities change at
16References
Australian Curriculum
https://www.
australiancurriculum.edu.au
Australian Human Rights
Commission
https://www.humanrights.gov.
au/employers/good-practice-
good-business-factsheets/
disability-discrimination/
Australian Network on Disability
https://www.and.org.au
How Job Insecurity Impacts
Personal Identity https://www.
psychologicalscience.org/
news/minds-business/how-job-
insecurity-impacts-personal-
identity.html
People with Disability Australia
https://pwd.org.aus
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,
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