Tutorial support through DAAWS

From Technical Ability to Workplace Success: How a traineeship partnership between TasTAFE, a small employer and MEGT helped one person with disability thrive in IT

This case study follows a traineeship delivered through TasTAFE, in partnership with a small employer, and Melbourne Eastern Group Training (MEGT} as the Apprenticeship Network Provider (ANP). It documents how a student with disability completed a Certificate IV in Information Technology and moved into permanent employment, supported by reasonable adjustments and a collaborative approach across everyone involved in their training. It offers practical insight for registered training organisations (RTOs), employers and ANPs on what inclusive traineeship delivery can look like in a small business setting. 

The trainee was already working in an IT support role when they commenced ICT40120 Certificate IV in Information Technology through TasTAFE in around 2020. They completed the qualification in 1.5 years, a timeline shaped by the adjustments and flexibility that made successful completion possible. 

They chose IT because it was a long-standing area of interest and strength. They had already spent years self-teaching technology, programming, systems administration and problem-solving, mastered multiple programming languages and continually developed practical programs outside of work. 

At the start of the traineeship, they possessed strong technical skills but faced significant barriers due to diagnosed level 1 autism spectrum condition (ASC), including challenges with communication, workplace interaction, confidence, independence and formal study. The training pathway, supported by reasonable adjustments under the Disability Standards for Education 2005, helped them transform existing technical ability into comprehensive workplace capability through a combination of structured training, workplace integration and targeted supports aligned with social model of disability principles and Universal Design for Learning approaches. 

They are now permanently employed as an IT consultant and special projects officer. In this role, they provide escalation support, lead complex technical projects, deliver customer support, train colleagues and drive practical systems improvements. 

Challenges and barriers to accessing and participating in vocational education and training 

At the beginning of the traineeship, the trainee had strong technical ability, curiosity and problem-solving skills but faced substantial barriers to participating fully in training and employment due to level 1 ASC. These barriers particularly affected communication, confidence, social interaction and independence. These challenges impacted assessment completion, workplace integration and retention in the traineeship. 

Entering the workplace involved far more than technical learning. The trainee had to develop skills in interacting with co-workers, communicating with customers, asking questions, managing unfamiliar situations, understanding workplace norms and contributing effectively as part of a professional team. 

Prior to the traineeship, trainee social interactions focused on immediate family and scheduled support services. During the traineeship, they also made a major life transition by moving out of the family home to live independently. This transition was directly supported by the employer, which relocated the trainee’s workspace into a house where the upstairs served as the office and the downstairs provided a stand-alone living area. This arrangement enabled the trainee to live alone, away from immediate family support, while remaining connected to the structured work environment. 

The formal training component was particularly challenging. Although the trainee was allocated weekly time for certificate IV studies and initially appeared to be progressing, it later emerged that they struggled to maintain focus and interpret assessment requirements. They frequently provided overly detailed technical responses when tasks required concise, direct answers. 

The trainee required multiple extensions throughout the qualification due to curriculum changes that necessitated reworking previously completed tasks. They completed the qualification late in the process, just before the final extension expired. Without additional intervention and support, there was a significant risk that the trainee would not complete the qualification. 

What, or who, helped them overcome these barriers 

The trainee was supported by TasTAFE, an outsourced sales and customer interaction specialist, their employer/workplace team, the Disability Liaison Officer (DLO) and MEGT. 

When the trainee struggled with the formal training structure, they agreed (after significant encouragement from their TasTAFE teachers) to disclose their condition and be referred to Student Support Services. The DLO, James Newton, following consultation with the trainee, liaised with his ANP – MEGT – to apply for Disability Australian Apprentice Wage Support (DAAWS) tutorial assistance. Upon approval, this enabled weekly one-on-one tutorial assistance (approximately 2–3 hours per week over 24 months). This assistance helped the trainee to stay focused, clearly understand assessment requirements and respond in the required format – bridging the gap between their deep technical knowledge and the need for concise, assessment-appropriate answers. The trainee reported that this support was pivotal in building their confidence with formal assessments and preventing withdrawal from the qualification. 

The outsourced sales and customer interaction specialist collaborated with them over multiple sessions on customer communication. This began with a thorough exploration of the company’s guiding principles and their practical application in customer interactions. 

A pivotal breakthrough occurred during a mock phone call. Despite thorough preparation, the trainee experienced a genuine physical and psychological block when it came time to pick up the receiver. Once they pushed through and completed the call, the interaction was natural, confident and professional. This success rapidly translated into real customer support, with the trainee confidently managing incoming calls from unfamiliar customers, often with no prior briefing on the issue. 

The workplace also collaborated with them on holistic goal setting and planning. This covered work-related objectives as well as independent living, social interaction, exercise, hobbies and daily routines. The combined office/living arrangement provided a structured pathway to independence while maintaining close workplace connection. This employer-led creative adjustment demonstrated proactive, student-centred problem-solving that addressed both vocational and personal barriers. 

How did their training benefit them? 

The traineeship delivered transformative outcomes for them across employment, communication, independence and workplace participation. They successfully completed ICT40120 Certificate IV in Information Technology and secured permanent employment. Retention in the traineeship improved significantly once DAAWS support and reasonable adjustments were implemented, with the trainee progressing from risk of non-completion to full qualification and ongoing employment. 

They progressed from limited social interaction and family dependence to living independently and thriving in a customer-facing IT role – representing major growth in both professional and personal domains. The trainee provided feedback that the combination of tutorial assistance, workplace mentoring and structured independence support “transformed my ability to turn technical knowledge into real workplace success and personal confidence”. 

Following the breakthrough in customer interaction, they quickly became the primary frontline helpdesk technician, confidently managing incoming calls from unfamiliar customers and resolving issues with minimal briefing. They consistently excelled by not only addressing the technical problem but also managing the human element: listening empathetically, asking clarifying questions, avoiding unnecessary jargon and delivering practical solutions. 

While the trainee’s technical capability was already advanced, the traineeship’s greatest impact was in the areas of communication, confidence, workplace integration, independence and the real-time application of technical knowledge in customer situations. 

They are now permanently employed as an IT consultant and special projects officer. They serve as an escalation point for colleagues, lead deeper technical projects, train other staff and contribute proactively to team and systems improvement. They are recognised as friendly, methodical, proactive and generous in supporting others’ learning. This sustained employment (over 12 months post-qualification) demonstrates long-term impact. 

What are their goals for the future?

The overarching goal is sustained, long-term employment in meaningful IT work. Future goals centre on continued growth, including escalation support, complex special projects, programming, internal systems optimisation, and mentoring of colleagues. 

They already perform much of this work and are focused on further deepening technical expertise, expanding responsibility and building even greater confidence. They maintain strong, self-directed learning habits and continue their professional development outside work hours. 

They are also committed to ongoing personal development in non-technical areas, regularly embracing tasks and situations that once felt unreachable, including customer interaction, broader workplace communication, independent living and social participation. 

Their achievement extends well beyond completing the qualification. Through the traineeship pathway, they successfully converted strong technical ability into permanent employment. This case illustrates effective use of DAAWS as a reasonable adjustment, integrated with employer innovation and student-centred supports, which can be adapted in other VET and traineeship contexts. 

Key lessons learned: 

• Early disclosure and access to tutorial assistance (DAAWS) can prevent extended timeframes or non-completion for neurodivergent trainees.  
• Combining formal supports with creative workplace adjustments (e.g. integrated living/office space) addresses holistic barriers.  
• Mock scenarios and gradual exposure, paired with specialist coaching, build transferable communication skills effectively.  
• Resources required were low cost: weekly tutorial sessions via DAAWS, internal staff time for mentoring, and one-off workplace relocation adjustments.

Practical steps for adaptation and implementation 

Build disclosure pathways that feel safe. The trainee in this case needed significant encouragement before disclosing. Consider how your pre-enrolment conversations, enrolment forms and early check-ins create opportunities for people with disability to share what they need, without making it feel like a hurdle.

Know what external funding is available and how to access it quickly. DAAWS was central to this outcome but required timely referral and application. DLOs and trainers know how to initiate this process and roughly how long approval takes. 

Connect the Disability Liaison Officer to the Apprenticeship Network Provider early. In this case, the DLO and MEGT working together unlocked DAAWS support. That three-way relationship between the RTO, ANP and student is worth mapping clearly in your processes rather than leaving it to chance.

Bring in specialist expertise for communication and workplace skills, not just technical training. The communication coaching in this case was a separate engagement, not something the trainer attempted to cover. Knowing when to refer out, and having a contact to refer to, is a practical skill for trainers and support staff. 

Talk to employers about what creative adjustments look like. The employer provided an integrated and low-cost living and work arrangement. Employers often have more flexibility than they realise, and the role of the RTO can be to open that conversation rather than prescribe solutions. 

Plan for extended timelines from the start where needed. This trainee required multiple extensions and navigated curriculum transitions. Having a clear internal process for managing extensions, including who approves them and how the student is supported during that period, reduces the risk of students quietly disengaging.

Mapping: National Vocational Education and Training Regulator (Outcome Standards for Registered Training Organisations) Instrument 2025 standards

June 2026