Exploraciones y desarrollo

Employment and disability are currently highly topical issues debated among policy makers and practitioners in Malaysia (Amar-Singh HSS, 2008). This is a result of a growing awareness of the issues faced by persons with

disabilities in entering the labour market. This awareness has arisen in a large part from the campaigns of the disability movement, which resulted in major policy developments in this area in recent years (Jayasooria et al., 1997).

33 The Malaysian economy reacted sharply to the global financial crisis with a fall of two per cent of GDP in 2009 but then recovered with a growth of seven per cent in 2010 before resuming its long-run annual rate of 5 per cent in 2011. Employment, was barely affected by the downturn and continued to rise, though the unemployment rate did turn up a little in 2009 before

dropping back to 3 per cent (Department of Statistics Malaysia, 2013). Thus the labour market background against which to carry out innovations in widening access to employment, such as the one studied in this thesis, has, therefore, been good; the unemployment rate has been historically low for Malaysia and half that of the current global average of 6 per cent

(International Labour Organization, 2012).

It is, nonetheless, unfortunate that there are no regular national statistics regarding employment and unemployment among persons with disabilities by which to monitor the situation. Even so, the issue of unemployment among them has been regarded as a ‘never ending’ dilemma in Malaysia (Norani Mohd Salleh et al., 2001). In a situation where there has not been a tradition of employment and where there have been few employment rights for persons with disabilities, there has been a heavy reliance on the good will of employers to open up job opportunities. The limitations of such an

approach need to be understood in a context where prejudices about the ability of this group are widespread and, consequently, opportunities to join the workforce limited (Siti Hasiah Mohd Husaini, 2006). The employment rate for persons with disabilities remains very low.

34 The crisis of joblessness among disabled people is particularly acute for persons with learning difficulties and most of them are either placed in sheltered employment or remain at home without paid work (Jayasooria et al., 1997). This is due to assumptions that are made about their intellectual limitations as well as their lack of suitable education and vocational training (Yeo, 2007).

The employment opportunities for persons with learning difficulties are mostly limited to unskilled or non-professional jobs such as production operators, handicraft, general workers, shop assistants, gardeners and sweepers or other work that does not require more than basic

communication or interpersonal skills (Norani Mohd Salleh et al., 2001). Moreover, they are often being paid on piece-rates as they are assumed to be less productive than other non-disabled workers. As a result, they are frequently on a low wage and in addition, may earn less than other people including other groups of disabled employees (Norani Mohd Salleh et al., 2001).

A range of reports have drawn attention to the poor employment

opportunities and high unemployment rates among persons with learning difficulties. The Human Rights Commission of Malaysia (2004) reported that persons with learning difficulties face considerable challenges as they

attempt to get a job after completing their secondary education. Reports from the self-advocacy groups of persons with learning difficulties in Malaysia stated that 29 to 55 per cent of their members are unemployed (Asia

35 Community Service, 2006; Dignity & Services, 2005). Chen also reported that persons with learning difficulties had the lowest rates of employment of any other group of persons with disabilities in Malaysia (Chen, 2007). In addition, a survey of 218 adults with learning difficulties in Penang reported that 55 per cent of those who participated had had no work experience at all. Of the rest, almost 25 per cent worked in the sheltered workshops, five per cent in family businesses and only nine per cent had worked in the wider community or open employment (Asia Community Service, 2006: 2). Responding to the situation, Jamali, the president of the first self-advocacy society for persons with learning difficulties in Malaysia was quoted as saying that “Employment is a big issue in our community. It is one of our primary concerns and through our society, we hope to push to changes that will create more jobs for us” (Pang, 2005:15).

Supported employment is seen as one means to enable people with learning difficulties to access mainstream employment but this approach has been introduced only recently and is not fully practised yet. There is still a lack of supported employment options with appropriate supports such as job coaches. However, since 2005 a series of training and workshops in the project of Social Participation Inclusion in the Community and Empowerment of Persons with Disabilities by the partnership of SWD and JICA have

increased the awareness among people with learning difficulties of independent living, disability equality and employment options including those with job coaching.

36 When their awareness was raised, some persons with learning difficulties tried to move forward to integrate in the community by participating in the mainstream workforce. A report of United Voice (UV) members reveals that 37 per cent of their members work in the open market, 33 per cent work in sheltered workshops and the rest are unemployed (Dignity & Sevices,

2005:2). This appears to support the views that given the appropriate support and a suitable job many persons with learning difficulties are able to enter mainstream employment. Their employability was further demonstrated when a hypermarket started to employ 13 employees with learning difficulties in 2007 and increased the number to 82 within two years. As there has been positive feedback on this first wave of recruitment, more retail employers have followed this company’s lead by opening more job opportunities for people with learning difficulties.