Post on 12-Feb-2016
description
transcript
M. Fagbemi
National Center on Deaf-Blindness
Helen Keller National Center
My Takeaway from Yesterday
Identifying challenges and their complexities are easy
Having multiple providers from different backgrounds listen , pair and share are good practices
Your presence here demonstrates your dedication
Lets continue to wear our many hats together
Our time together..
Overview of Discovery
Identify key components of Customized Employment
Lessons Learned
On my way here… Former student HKNC
Taught himself braille
Supercalifragilisticexpialidocious
Big Fan of Mary Poppins
No opportunities until the mid 1970’s ( Supported Employment)
Supercalifragilisticexpialidocious
• PERSONCENTEREDPLANNINGSUPPORTEMPLOYMENTJOBCARVINGINDEPENDENTLIVINGORDEROFSEL
ECTIONINDIVIDUALWITHDISABILITIESACTNOCHILDLEFTBEHINDRACETOTHETOPINTERDEPENDENCECA
PACITYASSESSMENTACCESSTESTINGLABORMARKETINTERESTSSTRENGTHSCONTRIBUTIONCONDITI
ONSALTERNATEASSESSMENTJOBSAMPLINGINTERVIEWSOFTSKILLSHARDSKILLSREPRESENTTIONALP
ORTFOLIODISABILITYAWARENESSINCIDENCERATEBEHAVIORSOCIALSKILLSSOCIALADJUSTMENTINCL
USIONEQUITYEXPECTATIONSFAMILYENGAGEMENTSELFDETERMINATIONLACKOFMEANINGFULEXPERI
ENCENOTWORKREADYCOMMUNITYINTEGRATIONPRODUCTIVITYSINGLESOURCENEGOTIATIONWORKS
TUDYVOLUNTEERISMRESUMEPORTFOLIOCAPACITYSKILLSSETPROMPTDEPENDENTSEGREGATEDWO
RKSETTINGPIECEMEALSUBMINIMUMWAGEVOCATIONALREHABACT1973EMPLOYMENTPLANNINGMEETI
NGPERSONSFUTURESPLANNINGPATHPROCESSECOLOGICALINVENTORYJOBEXPLORATIONINTELECT
UALDISABILITYMENTALLYRETARDEDCOGNITIVERATESOCIALADJUSTMENTRELATIONSHIPSIEPOPPORT
UNITYPOTENTIALDISCRIMINATIONMYTHSPECIALDIPLOMASUMMARYOFPROGRESSCOLLEGEANDCARE
ERREADINESSADAPTIVERELATIONSHIPTECHNOLOGYDISABILITYOFFICETRANSITIONCOORDINATEDAP
PROACHROTEEVIDENCEBASEDBOTTOMLINESOFTBIGOTRYELEVATORSPEECHDISCOVERYBLUEPRINT
NOVELACTIVITIESHABILITATIONREHABILITATIONPROMPTLEVELSMOCKINTERVIEWCIRCLEOFSUPPORT
SWRAPAROUNDSERVCESSYSTEMSERVICEDELIVERYOPPORTUNITY"something to say when you have
nothing to say".
• “I don’t know what it all means but it sounds like you don’t either”
National Transition Follow-up Study of Youth Identified as Deafblind “Parent Perspectives”
(Petroff, 1999)
The study revealed that upon leaving school, these youth may expect that:
● They will not go on to participate in post-secondary education;
● They will experience high rates of unemployment and underemployment;
● They will probably not live independently;
● Their repertoire of experiences in community life will be limited;
● They will create few close relationships (other than with family members)
WHAT THE STUDY REVEALED ABOUT PLANNING AND EDUCATIONAL PROGRAMS
The majority of students did not received adequate transition planning;
Only 40% of the students’ and/or parents’ interests and preferences were identified as a component of the transition planning process;
Only 12% of youth and their families were involved in person-centered planning;
Of those who engaged in transition planning, the majority didn’t begin until one year prior to school exit;
A very few number of students received community based experiences (vocational or otherwise)
customized employment initiative Participating states:
National Consortium on Deaf-Blindness initiative: Distance Technology – onsite strategic planning meetings
3 year commitment to build the capacity of 11 state deaf-blind projects to implement CE strategies & replicate
Build the capacity of service providers in schools systems to embed CE within the IEP
Build the capacity of adult service agencies to utilize CE as a strategy to develop and expand employment options
Customized Initiative Eleven deaf-blind projects committed fiscal resources
Awareness training with developers of the CE strategy
Conducted via teleconferencing
Individual consultations with DB project staff
Build the capacity of DB projects to provide technical assistance to school districts
College and career success
Develop a model for replication
Process Protocols • Discovery - To guide the process based on the job seeker
• Profile – To assure comprehensiveness and everyone on
the same page
• Plan – to direct the job development activities; tasks,
targeted employers
• Job portfolio – to introduce CE and the job seeker to the
employer
• Job Development – to create a job
• Job support – to facilitate the best outcome for the job
seeker
Customized team members
Teacher
Speech therapist
Administrator
Family
Young Adult
Deaf-Blind Project Staff
Vocational Rehabilitation
Adult services provider
What did we learn about the national initiative Year 1?
Interagency collaboration is hard work
It is a strategy adopted by individual choice
Labor intensive !
Relationships and rapports matter
Allow team to make mistakes
Shortcuts?? There will never be enough laws, policies, processes, documents etc. to force
change” Change is best realized through the relationships we build with those people and groups that have a common interest toward solving a persistent problem or seizing an opportunity” Bill East NASDE 2012
Challenges of DB Youth
Communication
Census
Access
Communication Vision Loss
Hearing loss
Communication systems
Sign language
Combined
Hearing & Vision loss
Census matters
Approximately 10,000 school age children birth to 22 years old
The nature of low incidence disabilities create challenges to instruction and supports
School systems and adult service delivery systems
Access
Deaf-Blindness is the disability of access:
People
Places
Information
Incidental learning
Incidental Occurs automatically without much effort
The way most information is
learned
Secondary Listening to a person
teach or present information
Direct Hands-on
experiences
Typical
Learning
Alsop, L., et. al. (2012) A Family’s Guide to Interveners for Children with Combined Vision and Hearing Loss. Logan, UT: SKI-HI Institute.
Deafblind
Learning
19
Incidental Incidental learning usually does not occur and is not effective
Secondary learning is difficult
Secondary
Direct learning and hands-on experiences are essential and the best way to learn
Direct
Alsop, L., et. al. (2012) A Family’s Guide to Interveners for Children with Combined Vision and Hearing Loss. Logan, UT: SKI-HI Institute.
What type of information is available to Winfield ?
He knows what outcome is expected
Jake who is standing five feet away from Winfield is learning the same thing
What type of information did Jake need to complete task?
Inclusion – Equity – Opportunity – Expectations – Concept Development
The unique learner challenged in the workplace
Concept Development
Learn best by doing
Skills Acquisition
Hard skills are important
• Impacts on ability to learn the work culture
• Isolation
• Soft skills are important
For a job seeker with a disability there are obstacles..
• Lack of opportunity
• Self determination
• The myths about hiring a person with a disability
• Lower expectations
Mismatched jobs Unemployment
Job retention Underemployment
NCDB INITIATIVE 2.0
• National Agenda
• Four DB projects
• Two young adults
• Local team
• Web based training
• Technical assistance
• Onsite training
Discovery
• Foundation of
Customized
Employment
• Exploration of a person’s
life
• Who is this person?
• A journey to discover
information about a
person that can be
translated to work tasks
• Discovery seeks to
identify already – existing
information rather than
developing information
solely for the purposes of
evaluation or diagnosis
• How & what you discover
starts with a plan……
Types of Discovery
• Self Discovery
• Facilitated Discovery
• Group Discovery
Facilitated Discovery
Authorized Biography
Interview & Observation
Copious Documentation
Family
Friends
Teachers
Paraeducators
Church congregation
The importance of Discovery
• Discovery is the foundation of
customization. The lessons learned in
discovery have a direct impact on the
negotiations with employers and should be
reflected in the customized job
descriptions for job seekers.
Focus areas of Discovery • Identifying Personal Information
• Residential/Domestic Information
• Educational Information
• Work Experience Information
• Summary of Present Level of Performance
• Preferences
• Connections
• Learning and Performance Characteristics
• Flexibility/Accommodations
• Future visions
• Other Important Information
When to do Discovery
• During Typical Activities of Life
This aspect comprises the majority of discovery interactions. Just be there.
• During Planned Familiar Activities
This aspect is done once or twice during discovery in places where the individual is at his or her best.
• During Planned Novel Activities
This activity is done once during discovery. Make sure the novel activity makes sense.(Marc Gold & Associates)
Implementing the Discovery
process
• Prior to high school years, students have opportunity to explore life after high school before entering transition years
• Eight weeks of uncovering the best of the student, gathering information, and describing the student
• One week of creating a vision of the student’s future regarding life upon leaving school
Documenting discovered information
Narrative: Written narrative of the information in the focus areas and any additional categories
Visual: PowerPoint presentation or picture book of the information in the narrative presented in pictures and words (available for group viewing prior to the IEP and Transition Plan)
Life Book: Pictures of the student with family and friends engaged in activities using captions, mementos, and written pages of the information in the focus areas
Activities to gather information
• Teachers, parents, student and others take pictures at events.
• Teachers observe students to provide insight on “the best of who they are” and write it in the Life Book or Personal Profile.
• Teachers and families work together to gather information both in school and out of school.
• Teachers may identify a peer to partner with a student to gather additional information.
Scenario # 1
• A census taker makes an appointment to come to your
house for purposes of gathering on family members,
income, housing values. The meeting is held in your
living room. The census taker asks very discrete
questions from a pre – set and writes information while
you respond. The offer of a beverage is declined and as
soon as the interview is complete, the census taker
thanks you and leaves for another appointment down the
street ( Marc Gold & Associates)
Scenario # 2
• Your new next door neighbor drops by to borrow the traditional cup of sugar. You welcome the neighbor in with an offer of a cup of coffee, which is accepted. You both take a seat in your living room and & a conversation begins that touches on topics as far – ranging as weather, sports, the local school system, directions to the shopping mall & your mother –in law’s visit next week. After about an hour, the neighbor says its time to get back home and the conversation continues out the front walk & re –establishes itself when your spouse comes with new topics & sharing. Finally after about an hour & a half your neighbor leaves to go home with promises of getting together sometime next week. (Marc Gold & Associates)
Questions to consider :
• Which scenario was
most successful in
determining who we are
and how we feel?
• Which scenario
resulted in more
discrete information
that could be used for
social / planning?
It is the same setting and same
homeowner but there is a
distinction…
Can we have the best of both…
• Effective Discovery asks us to develop an interview style that feels more like a conversation.
• Effective Discovery asks that you let the person know the general direction of the conversation/ interview.
• Decide quickly on how this information will be captured
The iceberg Analogy of Discovery
We need to know who the job seeker is and than who the job seeker isn’t
Discovery & Customization are compatible concepts
Sequential and important to facilitate employment for job seekers who might not otherwise achieve employment.
We need to know much
more ( Excerpts from Partners
in Transition ppt. presentation
8/12/08)
What we usually know
Strategies to consider.. 1) Census taker:
Formal
Factual
More discrete information
2) Neighbor:
Informal
About feelings
More conversational
Discovery
• The tools of Discovery are comprised of
interview and conversation, observation
and time together, review of info and
organization of info. (Bodgan & Bilkin
1998; Taylor & Bodgan, 1998)
Discovery can lead to no where..
• Discovery can be
viewed as simplistic
• The process is often
accelerated and
details about a
person’s life is
forgotten.
• We think we know the
person so therefore
there is nothing else
to know.
Discovery in the educational
setting • Gather information to
plan specific interventions for accessing the curriculum and planning transition.
• Conduct functional authentic assessment that is independent of perceived complexities in ones life.
• Document information in a manner that creates a capacity picture of the student.
Peer to peer group discovery
Using time in Discovery… How :
Observation
Interview
Digital Pictures
Video
For what:
Interests
Contributions
Performance of job tasks
Conditions
Steps of Discovery Tour the neighborhood, observe surroundings, make a list of
businesses, transportation, near the individual’s home.
Interview the job seeker and family about their routines
Provide Social Security benefits information and explain a benefits analysis
Ask for names of individuals, both personal and professionals who the individual/family feels know the person the best. With the job seeker’s permission and following the visit to the home, meet with and interview with these people.
Observe the job seeker as they engage in typical life activities to determine their performance, interests, connections and other important perspectives
More steps of Discovery Observe an unfamiliar activity that they haven’t tried
before or a place they haven’t gone before to obtain more information about support needs, reactions, attention to natural cues, etc.
Return to job seeker’s home for additional information, unstructured conversation, observation, and further interviews. 1 – 3 additional visits are recommended.
Review files, memorabilia and records of past and current activities services. Focus on files that reflect an optimistic, success-based perspective
Develop a written, visual or alternative format profile of the job seeker
After Discovery
Hold a Customized Planning Meeting to develop a plan for job development.
Develop a representational portfolio for the job seeker using visual and narrative information developed during discovery and the Customized Planning Meeting.
Using list of possible employers and contacts developed at the Planning Meeting, begin contacting employers to look for a good fit.
Negotiate employment.
Begin work
Discovery leads to Customizing
A job is developed in the area of the job seeker’s interests. This provides the motivation &desire for the job seeker to be their best
The ideal conditions are matched to the environment of the work site & to the job tasks
The job seeker’s contributions lead towards the tasks a job seeker can offer an employer thus a customized job description
Meet Ramon…
A snapshot of Ramon’s complex life
Lack of formal education
Hearing loss
Health
Behavior challenges
Maturity / Youth
Mismatched job placements
Job retention
Soft skills
Environment
Hygiene issues
Typical Labor market approach
Self directed search
Differential Aptitude test
Situational Assessments
Vocational Assessments tools
Those with more skills and less complexities are valued more
Customized Process: Discovery of the job seeker – Who is Ramon?
Capturing discovery through profiles – What did we learn about Ramon’s abilities, interests that will help us find the right job?
Portfolio/visual resume development – How can we best present Ramon’s abilities to an employer?
Job development and negotiation – What does an employer need that Ramon’s can provide that is good for them both?
Job site analysis, accommodations, support- What will Ramon need to make the job successful
Ramon needs a job
What did we know before?
Likes physical activities
Fixes electronics
Social butterfly
Loves video games
Jobs in stock room
Cafeteria
Ramon needs a job he can keep Video games were his
passion
How much did he play
What type of skills were needed
Written vocational profile
The video game was not the main attraction
Headphones..
Online community
Now that we knew who Ramon is what will he do for work?
Employment planning meeting
Ramon needed someone to help represent the best of him
Ramon needed someone to help facilitate this information on his behalf
Ramon needed someone to document it
Ramon needed someone to develop the job(s)
Ramon’s job search using Customized Employment Discovery of the job seeker – Who is Ramon?
Capturing discovery through profiles – What did we learn about Ramon’s abilities, interests that will help us find the right job?
Portfolio/visual resume development – How can we best present Ramon’s abilities to an employer?
Job development and negotiation – What does an employer need that Ramon can provide that is good for them both?
Job site analysis, accommodations, support- What will Ramon need to make the job successful
BEST BUYELECTRONICS
• Best Buy launched video games initiative
• Purchased used games & electronics
• Online community inquiring about buy
back program , exchanges
• Ramon attained a position in their
customer support department
Ramon’s negotiated job What we discovered Employer need
Part of a gaming community
People person
Spanish speaking
Likes to problem solve
Works better in the afternoon
Needed a service center
Demo games and make recommendations for similar types
Coordinate and catalog Facebook and email addresses for future promotions
Customized Employment
• A blend of services that combines good
employment practices to assist in
developing a negotiated job which is
based upon the discrete needs of the
employer and the interests and strengths
of the job seeker (Dept. of Labor)
Customized employment An individualized approach to providing access to
employment for all students and adults with complex lives
Customized employment means individualizing the employment relationship between employees and employers in ways that meet the needs of both.
It is based on an individualized determination of the strengths, needs, and interests of the person with a disability, and is also designed to meet the specific needs of the employer ( Office of Disability Employment Policy 2001)
Under the Umbrella of Customized
Employment
• Discovery of the job seeker
• Capturing discovery through profiles
• Customized, person-centered planning
• Portfolio/visual resume development
• Job development and negotiation
• Job site analysis, accommodations, support
Features of Customized
Employment
• Employees earn at least minimum wage
up to the prevailing wage
• Job seeker is represented by person who
can knows and can represent them best.
• Focus on tasks not job titles
Features of Customized
Employment
• Starts with the individual as the source of
information and direction to labor force
• Applicable to all users of workforce system
• Includes on-going supports and
reasonable accommodations, as
appropriate
Features of Customized Employment
The focus is on the job seeker’s preferences, talents , life experiences and dreams rather than challenges or limitations
Concerns & complexities are considered solvable thru negotiation and support, and must not become reasons to rule out career options
Job seeker is always the primary source of information
Planning process focuses on community based integrated employment that pays a competitive wage ( Marc Gold & Associates)
Customization must include..
• Role of developer
• Research the company!
• Request for informational
interview & tour
• Questions to consider:
• What is the work culture?
• Shared responsibilities ?
• Tasks that occur
episodically?
Strategies for implementation Tour the neighborhood, observe surroundings, make a list
of businesses, transportation, near the individual’s home. Interview the job seeker and family about their routines Ask for names of individuals, both personal and
professionals who the individual/family feels know the person the best. With the job seeker’s permission and following the visit to the home, meet with and interview with these people.
Observe the job seeker as they engage in typical life activities to determine their performance, interests, connections and other important perspectives. (Marc Gold & Associates)
Categories of Customized Employment Single source job descriptions based on tasks derived from a
single traditional job Multiple source job descriptions based on tasks derived
from a variety of jobs Created job descriptions based on heretofore unmet needs
of a work setting Contract jobs based on single or multiple source or created
job descriptions performed under a contract Micro-enterprises based on the unmet needs of a local
market
The perspective of the employer
• Hiring Challenges – Nature of the work
– Not knowing accommodation costs
– Cannot find qualified candidates
– Reduction of company bottom line
• Hiring Concerns – Costs
– Lack of skills and experience
– Less safe and productive
Negotiating talking points
• Essential responsibilities of a job as detailed in job descriptions; and/or
• Non-essential responsibilities or expectations that might include:
– Time, hours, location, etc for work to be performed
– Support and supervision strategies
– Productivity and outcome expectations
Food for thought…
• The concept of customization is not a
foreign one to most employers….
• Everyone does something well.
Customized Employment Initiative Ramon’s team learned College and career readiness require action
Never to early to think about the future
Every individualized education plan should have some clear student directed goals with opportunities to engage in routines & new activities
Early and frequent exposure to various experiences work and non work related are great stepping stones for a young person maturing into adulthood
Lessons learned : what do you want to do?
Avoid asking the job seeker this question
Why ?
Limits the job seeker’s employment options
Start to identify job titles / back to a large pool of applicants
Who knows what they want to do anyway
Strategies to support employment in postsecondary programs
Go to college
Get a Job
Or BOTH
Know your students
Know your campus connections
Know the businesses
Negotiate to win
To get a BETTER JOB!!!
The Vision
Social Connections
Increased independence & responsibility
Paid employment in an integrated community setting with appropriate supports
Connected to adult support systems
Access to postsecondary education or adult learning
Challenges that cause impediments to employment
Vision loss
Hearing loss
Communication
Cognitive disabilities
Physical Disabilities
Mobility
Liability concerns
Myths related to disabilities
Independent living
Self-care
Self-direction
Structure Paid employment is a PROGRAM GOAL
Student self determination
Family engagement
Dedicated Job Development Staff
Flex time
Trained
College Coursework tied into CAREER PLAN
Classes based on job interests
Scheduling and Transportation
Job supports & getting to and from work
The importance of Employment For youth with disabilities , one of the most important research findings
shows that work experience during high school helps them get jobs at higher wages after they graduate. NCWD/Youth ,hot topic work learning2003 volume 2
Secondary school students with disabilities who worked for pay outside the home in the preceding year before exit and / or have participated in a work study program at school, have an increased chance for employment in their post school years. Changes over times in the Early post school outcomes with disabilities
Data from the national vocational rehabilitation database show that youth with ID who participated in
postsecondary education were 26% more likely to leave voc rehab services with a paid job and earn a 73%
higher weekly income
Why post secondary programs are ideal for employment A college campus is its own world of work
Every student’s focus is CAREER
Career resources all over campus
Training opportunities
Students can take coursework in their fields of interest
Career exploration
Skills development that opens doors
Perceived Barriers to Employment
No skills –most jobs are too difficult for people with sensory disabilities
The economy – no opportunities
Fear – Employers don’t want to / won’t hire people who have sensory disabilities
Actual Barriers To Employment Lower expectations by key stakeholders
Lack of trained job development professionals
Limited knowledge of the market
Uneducated employers
Some logistics ( transportation, child care etc.)
Solutions To Actual Barriers Raise expectations of student outcomes
Spend more time educating employers about the benefits of hiring these young college students
Customize the job search , acquisition and maintenance to each student
Planning with all stakeholders
Strategies to assist students in getting jobs Discovery and assessment
Job Search Plan
Research and marketing to employers
Customize and negotiate
Problem solve with stakeholders
Customer Service and Follow-Along
Critical Elements Connecting college experience with employment
Providing access to college coursework
Connecting the experience to real outcomes
Employment Success Paid work is the goal from day one
Hire dedicated trained staff person for job development
Practice customized employment strategies where appropriate
Include in job description specific duties and flex time
Ensure that students understand and can communicate their support needs
Positive outcomes for students Ability to gain access to adult learning opportunities
Expanded social networks
Opportunity to connect learning to personal desired outcome
Individualized and enhanced employment outcomes
Socially valued roles and experience
Strategies to assist students in getting jobs Discovery and assessment
Job Search Plan
Research and marketing to employers
Customize and Negotiate
Problem-solve with stakeholders
Customer service and follow along
Discovery and assessment
Non traditional
Observe in multiple settings
Get feedback from stakeholders
CONFIRM SKILLS!!!
POSITIVE PERSONAL PROFILE
-likes , dislikes , personality traits, values, strengths, support
needs,skills,interests,talents,dreams and goals,learning styles,experiences,temperament,environmental preferences
Build a “Positive Personal Profile
Believe in your job seeker
Focus on skills – not deficits
No prerequisites
Everyone is “job ready”
Look for “rays of light”
What will employer value about the job seeker
Get to know students Students groups
Campus activities
Extracurriculars
Peer mentors
Coursework
Approaching Employers : Where do you start looking? Career Center
Colleges or departments
Work study
Campus internships
Student groups
Neighborhood
Places where you are a customer
Industrial parks
Your own personal network
Mom & Pop shops
What do Employers want to hear from us? Old Marketing
Hire the Handicapped
Charity orientation
Selling disability
New Marketing
We represent...
Motivated employees who are excited about working
Candidates with skills sets that add value to their workforce
Business solutions that improve the company’s productivity and/or workflow
Research & Marketing to Employers Explore the local market & match to job search plan
Network
Get your foot in the door – elevator speech
Sell yourself and services
Develop a rapport – often takes time
Talk business to business
Disability disclosure options
Informational Interviews
Foot in the door
Low pressure
Chance to make a great first impression
Start of working relationship
Uncover possible opportunities
Informational Interviews
Foot in the door
Low pressure
Chance to make a great first impression
Start of working relationship
Uncover possible opportunities
Make the request easy to say “ Yes” TO! “ I work with job seekers interested in your industry.
Would it be possible for me to come see what you do and talk to you about the skill sets needed to work in this field so I can better counsel the job seekers I serve
During your visit, find out these things about the employer
Known for ; proud of
Array of skills sets required
Production / operation challenges
Work culture
Spot ways to help the employer Serve more customers or improve services
Increase efficient use of…
Resources
Time
Staff
Save money
Earn more money
Be on the lookout
Possible ways to improve work flow
Employees bogged down with important yet non essential tasks
Core staff who struggle to manage their work loads
Customers unhappy
Duties that might be performed in a different way- but will yield excellent outcomes
Reciprocation with college entities (teaching , research, internships)
Spot ways to help the employer
Serve more customers or improve services
Increase efficient use of ....
Resources
Time
Staff
Save money
Earn more money
Person Centered Planning Student – driven goals
Careers based on students interests , strengths and support needs
Students monitor own progress
Eliminate barriers to desired experiences
Help students connect achievement in college with adult outcomes
Plans change ! Allow room for that change and adjust future plans
Customized Employment in Action: Processes
A) Career Assessment
1. Person Centered Planning
2. Community –based
b) Matching Coursework / extracurricular
1. Connect classes to career
2. Explore interests through clubs
c) Soft skills
d) Career exploration search and acquisition
Internships , job try –outs , on campus experiences
e) Support and follow along
Post hire consulting
Staff Roles Teaching
Skills
Self –determination / independence
Marketing
Community / campus liaison
Supporting
Guidance
On the job / classroom
Coordinating
Schedules / activities
Program management
Consulting
Customer support ( students , employers ,professors , families )
DEFICITS VS. ASSETS
Noah’s Journey
Customized Employment
Strategies for Addressing
Complexities & Contributions
FL D-B Project:
Technical Assistance (TA),
Discovery, & Linkages
Community
college
HCBS
Waiver Support
Coordinator:
Support Plan
Agency for
Persons with
(Developmental)
Disabilities:
waiver-funded
ongoing
supports
VR + Contractor:
Benefits &
Business
Planning
Vocational Rehab:
self-employment
goal
Client (Noah) &
Facilitator (Mom)
NCDB:
Technical
Assistance
The client-centered, TEAM foundation:
DVR &
VR
Contractor
Agency for
Persons with
Disabilities
NCDB,
HKNC,
FL D-B Project
Waiver
Support
Coordinator
Client
Driven;
Family
facilitated
“Wrap Around Services” approach
Traditional Vocational Assessment
would show many deficits:
• Noah is unable to speak
or use sign language.
• Noah does not read or write text.
• Noah is unable to stand independently.
• Noah does not walk.
• Noah cannot use tools.
• Noah attends for only limited periods.
DISCOVERY = Who is Noah? COMPLEXITIES AND CONTRIBUTIONS
Complexities &
Challenges:
Cortical Vision
Impairment / Legal
Blindness,
Severe Hearing
Loss in Left Ear,
Profound Deafness
in Right Ear,
Nonverbal,
Nonambulatory
Cerebral Palsy
Skills: Chooses colors,
Paints with adapted tools,
Modifies images with
computer & switches,
Interacts using
voice-output devices
Interest Areas:
music, painting,
computer art,
adapted sports
Education:
Finished
school,
no diploma
NOAH
Supported Employment:
Traditional Job Match
Customized Employment
Options:
carved, negotiated, created job,
or
*micro-enterprise (maximum
customization)
Ongoing Supports
“DISCOVERY” as the foundation
NOAH
What was Discovered about Noah’s Skills and Contributions ? Noah signals that he wants to paint by picking up a paint brush. Noah chooses bold
colors, sparkly, and metallic paints. He paints on paper or canvas with long, round-
handled brushes held in his right hand. Sometimes, he will choose stencils to add
shapes to his paintings. Noah signals that he wants to use the computer by picking up
a mouse. He will look at magnified images of his painting, select portions to modify
with a switch, select effects to apply with a switch, and use a switch to print the
resulting image for his portfolio. Noah has sold paintings to raise funds for his Boys
& Girls Club. He has also helped create notecards from his paintings for friends and
family. He displayed his portfolio and notecards at the Family Café conference.
With a partner (Mom) helping to hold,
Noah guides a small paint brush.
With a partner (Dad) helping to locate the boundary, Noah starts a new painting.
With the paper closer to him,
Noah fills a painting with color.
A canvas can be turned several
times, so that Noah is always
painting at eye level.
Service team develops the best approach to
self-employment using discovery information
(“personal profile”) to help develop a
customized microenterprise.
*Noah paints as often and
as much as he chooses.
*Noah can modify each painting with the
computer to produce multiple images.
*Each of Noah’s images can be added to his
portfolio and made into various products.
picasaweb.google.com/noahv89
*Customers will select their chosen images and
products from Noah’s Café Press store. www.cafepress.com/cp/info/sell/
*Noah can also
travel with his
family and friends to
sell his art at craft
fairs and flea
markets.
Voc rehab shares their
perspective
• VR agencies should consider exploratory
approaches instead / addition to assessment
Job development strategies must follow the
customized plan
“Find a job you love and you will never have to
work a day in your life” Confucius
Work helps to organize various aspects of your life and makes it more meaningful
Everyone should be given an opportunity to contribute and participate in the daily fabric of their communities
If you find something that you like to do you will probably be very good at it
Everyone customizes..
Thank you!!!
Contact Info mike.fagbemi@hknc.org
www.nationaldb.org
Resources
• ODEP –Office of Disability Employment Policy, Customized Employment fact sheets www.dol.gov/odep/more.htm#fact
• Marc Gold & Associates
www.MarcGold.com
Samples of Customized Employment with students
www.myti.org
NCWD- National Center on Workforce & Disability
www.onestops.info
Thank you !!!
I hope this presentation was helpful!