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!