Bella, a determined and creative young person, completed Year 12 with a clear goal in mind: to become a pastry chef, specialising in cakes and pastries.
Bella, a determined and creative young person, completed Year 12 with a clear goal in mind: to become a pastry chef, specialising in cakes and pastries. Her passion for baking began early, inspired by her mum’s cake decorating skills. Bella vividly remembers drawing a castle cake, and how seeing her mum bring it to life filled her with joy. This early exposure sparked her interest in the culinary arts, and during careers discussions at school was excited to learn that cake and pastry baking could become a career.
Throughout high school, Bella pursued her interest by studying baking at TAFE. She enjoyed the hands-on experience, frequently photographing her creations and taking pride in her work. While still attending school, she gained valuable work experience in a part time role at a local supermarket.
Bella’s NDIS funding allowed her to work with an Occupational Therapist, who identified that Bella learns best when a trainer demonstrates and explains a work task one step at a time, before giving her the opportunity to practice a new skill. Bella agrees saying: “you give me so many different options and it gets confusing”
Once school had finished, Bella, with her mum’s help, looked for support to plan the next steps in her career journey. Bella encountered challenges with Centrelink where she had difficulty navigating their system to find the information she needed to support her journey. After a frustrating experience with a disability specific employment service who failed to connect her with opportunities that matched her aspiration to become a pastry chef, she continued looking for a service that would believe in her and connect her with opportunities that would allow her to thrive.
Bella took the initiative to apply for jobs at local bakeries, demonstrating her commitment to her dream. Bella’s mum helped her create a portfolio-style resume, which included photos of the pastries and cakes Bella had made at TAFE. After hearing about IPE (Inclusive Pathways to Employment) from another service, and with her mum’s encouragement, Bella contacted yourtown to learn more.
When Bella met her IPE Coach, Candy, she already had a few interviews lined up. Bella appreciated the support Candy gave her to prepare:
“Candy helps me understand things, how to find a job, what I need to wear, planning and steps to achieve that”
Through IPE, Bella successfully interviewed for and trialled several roles in the baking sector. With Candy’s guidance, Bella reflected on the conditions for success in each role and identified the type of baking environment that would best suit her passion. She learned that she preferred working in a specialist bakery rather than a wholesale kitchen that required heavy lifting, or bakeries that focussed on products other than pastries and cakes. She also discovered that she thrives in an environment where her trainer listens to her learning preferences, demonstrating and explaining tasks consistently.
Throughout these experiences, Bella and Candy never gave up. They continued to search for a role that matched her passion and offered the conditions she needed to succeed. Bella has recently started a new role as a bakery assistant where her new employer is excited to provide a supportive learning environment, allowing Bella to put her skills and passion to good use. Bella is enjoying working part time as this is allowing her to adjust to her new role and is excited for the possibility to explore an apprenticeship opportunity with this employer once she has settled into her role.
Through her journey, Bella has demonstrated immense resilience and self-advocacy; both in finding the right work environment and staying committed to her love of baking. With Candy’s, and her mum’s unwavering support and high aspirations for her future, Bella is on track to build a fulfilling career in pastry. Bella’s story highlights the importance of persistence, knowing your strengths, and advocating for the conditions that foster your success.
A US study found that students with intellectual disabilities whose parents expected them to be employed after high school were 58 times more likely to be employed within two years of graduation.[i]
Having a paid job while still in high school is strongly correlated with employment success after school for young people with disability (Carter et. Al, 2012).[i]
[i] Carter, E.W., Austin, D. and Trainor, A.A. (2011). Predictors of Postschool Employment Outcomes for Young Adults with Severe Disabilities. Journal of Disability Policy Studies, 23(1), pp.50–63. doi:https://doi.org/10.1177/1044207311414680.
[i] Papay, C.K. and Bambara, L.M. (2011). Postsecondary Education for TransitionAge Students with Intellectual and Other Developmental Disabilities: A National Survey. Education and Training in Autism and Developmental Disabilities, [online] 46(1), pp.78–93. doi:https://doi.org/10.2307/23880032.
