ABSTRACT
In this chapter, we make the case for early career exploration and development programmes that can benefit children with additional needs such as those who have learning difficulties and disabilities or who come from socio-economically deprived backgrounds. We discuss the reasons for the disappointingly piecemeal nature of many initiatives that make examples of good practice activities and programmes hard to come by. From recent projects and research, we distil the key features of effective practice in meeting the specific needs of disadvantaged children up to the age of 14. Finally, we reflect on what more could be done to provide sustained and consistent support for children with additional needs to promote their well-being and enable them to participate fully in society and economic life.
The career development profession has a long-standing commitment to fairness and social justice (Arthur & Collins, 2014; Irving & Malik, 2005). This goes some way towards explaining the field’s commitment to raising aspirations, strengthening aspirational capability, boosting self-esteem, improving social mobility, strengthening engagement in learning, and closing the attainment gap for disadvantaged children. Current practice in school-based career exploration and development activities is still focused mainly on the latter stages of compulsory schooling. What is becoming increasingly apparent from recent research is that career interventions can have a greater impact and make more of a difference to children’s education and employment prospects if they are started earlier (Barnes, 2015).
