Job Development
Discovery
& Assessment
Career
Development
Placement &
Training
Follow
Along
Institutions
Sheltered
Workshops
Work Crews &
Enclaves
Supported
Employment
Supported
Employment
with Natural
Supports
Competitive
Employment
Supported
Empl oyee and
Co-Wor kers
Co-Wor kers


Supported
Empl oyee
People with
Disabilit ies
People with
Disabilit ies
People with
Disabilit ies
Job Coach
Wor k Crew
Supervisor
Wor kshop
Supervisors
• Separated and
isolated from
community.
• Segregated groups
based on disability
• Work is to maintain
institution.
• No individual
identity
• Workshops in
community but people
are not a part of the
community
• Segregated groups
based on disability
• Lit tle individual
identity
• Sub-minimum wage
Empl oyment
Consult ant
Co-Wor kers
• Working in the
community but not
part of the commu nity
• Segregated group
based on disability
• Lit tle individual
identity
• Sub-minimum or
competitive wage
• Working in the
community but may
not be part of the
community
• Individual identity
may be linked to job
coach or agency
• Comp etitive wage
• Working in the
community and
becomi ng part of the
community (with
assistance)
• Identity as an
emp loyee
• Comp etitive wage
• Working and
belonging in the
community
• Comp etitive wage
• Identity as an
emp loyee and
coworker
• Lit tle, if any, agency
support
What is Supported Employment?
• Paid employment, at minimum wage or better.
• Customers are people with severe disabilities.
• Support is provided (by community agency or
business) to obtain and maintain jobs.
• Promotes career development and workplace
diversity.
Peter:
Paul:
(In Institution)
•
“Because of (Peter’s) long psychiatric history,
his excessive water drinking, and overall poor
judgment and insight, prognosis for transition
into the community is poor. Therefore transfer
to a facility which specializes in long-term
psychiatric treatment is recommended.”
•
“Community placement is impossible due to his
need for monitoring of fluid technique.”
•
•
It was recommended that Peter stay in the
sheltered workshop to work on his attendance
and to “learn the skills and work behaviors
necessary to function in a work setting.”
Long-term vocational goals were to increase his
schedule and responsibilities in the sheltered
workshop.
(In Red Lobster)
•
“Paul’s doing really well. He moves right
along and is always in a good mood.”
•
“Paul’s good. Things run smoothly when
he is working. We could use more
workers like him.”
•
“He’s doing a really good job. Better than
a lot of other workers we’ve had, believe
me.”
Peter:
Paul:
(In Institution)
Lobster)
Evaluation at rehabilitation unit’s
food service unit:
•
•
•
•
•
•
Poor evaluation stating that he was:
A) Often Late or Absent,
B) Slow,
C) Needs Constant Supervision
D) Talked About Religion
Constantly.
Pay is $10.00/week
(In
Red
Evaluation at Red Lobster restaurant:
•
Overall rating of 3 on a scale of 1-4.
Received perfect scores for:
•
A) Takes Pride,
•
B) Accepts Responsibility,
•
C) Conscientious,
•
D) Attendance.
•
•
•
•
“Your people skills are good. Make sure
your cloth is wrung out and tables are
clean and dry when you leave them. You
work well with everyone.”
“Your work beliefs are good. Try to
quicken your pace which will give you
more time for hokeying and stocking.
Thanks for coming in when we call you.”
Paul received a .15/hour pay raise for his
good evaluation.
Pay is $100.00/week
Measures of Work:
Quantitative/Qualitative
Skills
Productivity
Hours Worked
Attendance
Punctuality
Speed
Quality
Feeling Valued
Socializing
Recognition
Friends
Community
Respect
Identity
APSE Supported Employment Values
• Individuality
– Unique individuals
– Varying interests & aptitudes
– Not grouped together on the basis of label,
functioning level or convenience of support.
APSE Supported Employment Values
• Choice
– Sufficient options related to interests & desires
– Control and autonomy over the direction of their lives
• Respect
– Dignified services
– Age appropriate
– Enhancing
• Participation
– People have the opportunity to actively participate in all
pursuits of life
CHOICE WHEN YOU WIN!
Vocational Preference Test:
which one of these four jobs appeals to you most?
1) Digging 2) Digging 3) Digging 4) Digging
a hole
a grave
a garden
a ditch
APSE Supported Employment Values
• Competence
– Opportunities to develop skills
– Opportunities to use and share gifts & capacities
• Social Connectedness
– Access to diverse social contexts
– Opportunity to build relationships
– Network of shared interests
• Community Settings with Minimal Intrusion
– Quality of life
– Natural settings
– Minimize artificiality or restrictiveness
Steps to Community Inclusion
Actively ParticipatingA person is a contributing
member of their community
Having PresenceA person is recognized within their community
Being PresentA person is physically in the community
Pancsofar, E. (1993).
Community Connections Resource Guide,
Communitas, Inc., Manchester, CT
Americans with
Disabilities Act (ADA)
• TITLE I
Employment
Provisions
• TITLE II Public
Service Provisions
• TITLE III Public
Accommodations
• TITLE IV
Telecommunications
Provisions
• TITLE V
Miscellaneous
Provisions
•
Employers cannot discriminate
against qualified individuals
with disabilities because of the
disability with regard to job
application procedures, hiring,
advancement, discharge of
employees, employee
compensation, job training, and
other terms, conditions and
privileges of employment. An
employer is required to provide
a reasonable accommodation
to a qualified applicant or
employee unless the employer
can show undue hardship.
HIPAA & Supported Employment
(Health Insurance Portability and
Accountability Act)
• This policy contains
provisions to protect the
confidentiality and security of
personally identifiable
information that arises in the
course of providing
healthcare. If conducted in
health-care settings, or if
using information generated
in the course of providing
healthcare services,
research is also affected by
this policy.
WORK OPPORTUNITY
TAX CREDIT
• The Work Opportunity Tax Credit (WOTC),
authorized by the Small Business Job
Protection Act of 1996 (P. L. 104-188), is a
federal tax credit that encourages employers
to hire eight targeted groups of job seekers by
reducing employers’ federal income tax
liability by as much as $2,400 per qualified
new worker; $750, if working 120 hours or
$1,200, if working 400 hours or more, per
qualified summer youth.
Fair Labor Standards Act Guidelines
Where ALL of the following criteria are met, the US Department of
Labor will NOT assert an employment relationship for purposes
of the Fair Labor Standards Act.
 Participants must have a severe disability which makes it difficult to
obtain employment and who will need intensive ongoing support.
 Participation is for vocational exploration, assessment or training in a job
under the general supervision of supported employment staff.
 Job placements must be defined in the individuals rehab plan and
IWRP.
 Documentation of the placement will be made available to the
Department of Labor. The individual and, when appropriate, parent or
guardian must be fully informed and have indicated voluntary
participation with the understanding that participation does not entitle
the participant to wages.
Fair Labor Standards Act Guidelines
 The activities on the job do not result in immediate advantage to business:
1) No displacement of employees, vacant positions have not been filled, not
performing services that clearly benefit the business.
2) Continued and direct supervision of the rehab facility or employees of the
business.
3) Placements are made according to the IWRP, not to meet the needs of the
business.
4) Time periods are established in the IWRP.
 Time periods, as a general rule, are as follows:
Vocational explorations
5 hours per job experienced
Vocational assessment
90 hours per job experienced
Vocational training 120 hours per job experienced.
 At the end of the IWRP, the business does not have to hire the person. But, if the
person is employed it has to be in a clearly distinguishable occupation.
An employment relationship will exist unless ALL OF THE CRITERIA described in
the policy is met. If an employment relationship is found to exist, the business
will be held responsible for full compliance with the applicable sections of the
Fair Labor Standards Act, including those related to child labor.
Discovery & Assessment
Oreo Personality Test
1. The whole thing at once
2. One bite at a time
3. Slow and methodical nibbles examining the
results of each bite afterwards
4. In little feverous nibbles
5. Dunked in some liquid (milk, coffee…)
6. Twisted apart, then inside, then the cookie
7. Twisted apart, the inside, toss the cookie
8. Just the cookie, not the inside
9. I just like to lick them, not eat them
10. I don’t have a favorite way because I don’t like
Oreo
1. The act of uncovering, or fact
of becoming uncovered.
2. The finding out or bringing to
light of that which was previously unknown.
1. To settle, or determine the
amount of taxation to be paid.
2. To estimate or assign a value
to property.
• Process
• Focus on preferences, talents, dreams, etc.
• Don’t focus on limitations
• Unrestricted vision
• ID supports/resources needed
• Formal & Informal supports
Listen up!
• Actions individual & others can take
This is Who I am, my
• Community steps
History, my Hopes & Dreams,
• Agency steps
my Fears, and my Needs…..
• Follow-up
This is MY meeting.
Maps: McGill Action Planning System
(or Making Action Plans)
History
Who Is?
Dreams
Fears
Needs
…and Action Plan!
Job vs. Career
JOB: a regular activity perf ormed in exchange for
payment, especially as one's trade, occupati on, or
profession.
(A Step)
CAREER: a chosen pursuit of consecuti ve
progressive achievement esp ecially in public,
professional, or business life.
(A Journey)
First Job
Great Job!
Even Better Job
Better Job
A journey of a thousand miles begins with a sin gle step.
~ Chinese Proverb
Observing Workplace Culture
What is Workplace Culture?
• “Commonly held characteristics such as attitudes,
beliefs, values, customs and patterns of behavior
possessed by a group of people, which have been
learned and reinforced through a socialization
process.”
W. Bryan, 1999
Workplace Culture?
Workplace Culture
Surface
Culture
Deep
Culture
Be a “Culture Vulture”
•
•
•
•
Observations
Take a tour
“Gut” reaction
Ask informal
questions of coworkers
• Tenure of
coworkers
What is “Job Development?”
(not like this…)
More like this…
• No one wants to be sold, only helped to solve
problems.
Denise Bissonnette, Beyond Traditional Job Development
• Through strong business partnerships, service
providers can open new doors for individuals with
significant disabilities. Partnership development
requires new perspectives and a commitment to
helping employers find ways to meet their
business needs.
Project EMPLOY
• We provide labor solutions for business, and
employment opportunities for people with
disabilities.
Cammie Cloman
Who should do job development?
Job Developer
Use Entire Organization
Management
Office &
Support Staff
Board of
Directors
Employment
Specialists
Use Career Planning Process
Job seeker
Family
Friends
Associates
Building Effective Partnerships:
The LEAST We Can Do…
Specialized Training Program
University of Oregon, Summer 1993
• Listen-to the ideas and concerns of company managers, supervisors, co-workers,
human resources personnel and training personnel. Stop anticipating their questions and
issues and let them surprise us with their expertise and ideas.
• Expect-the best from the employee with disabilities and the company.
Believe in their
skills, knowledge, resourcefulness, eagerness.
• Ask-questions of ourselves and employers: Are the actions we take really necessary?
Could it be handled by the employer? Is there a company procedure that can be adapted
to accommodate a specific disability?
• Support-the employer directly, relinquishing our control over people with disabilities.
The nature of support must be determined by the company.
• Trust-develop relationships with companies that are built on trust.
Successful Partnerships between
Business & Supported Employment Providers
by Richard Lueking
SE Professional’s Point of View
•
•
•
•
•
•
•
Honest
Flexible
Open or Receptive
Creative & willing to take risks
More job openings
More time & more staff
More educated & enlightened
employers
• Looking for understanding &
awareness
Employer’s Point of View
• Professionals who get to know
the company
• Who understand job
requirements
• Know the applicant’s ability
• Knowledgeable about business
needs
• Make frequent contact & follow
up
• Respond quickly
• Educate the employer
• Looking for competence and
quality
Hidden Job Market
(jobstar.org)
• There are two ways to look for a job
– The employer looks for you.
– You look for the employer.
• 80% of all positions are filled without employer
advertising
• Successful Hidden Job Market candidates are able
to connect with the employer's network:
Hidden Job Market
(jobstar.org)
• Calling employers without a referral, or a connection, no
matter how slight, is known as a "cold" call. Cold calls
may result in an interview--but you will have to be
prepared for lots of rejections along the way. Networking,
using referrals as an introduction, is less stressful and more
productive.
• Networking is simply "talking to people." When people
say you should network, they mean you should talk to
people. People are happy to help others if they can. You
need to be clear about HOW you'd like their help and clear
about what you're looking for.
Making the call…
What would you say?
People with significant barriers to
employment can’t take a job
“off the rack”.
We must tailor the process
Rule 3
No “Job Stuffing”
Job Carving/Creating
"a lack of learning in any particular situation should first be interpreted
as a result of inappropriate or insufficient use of teaching strategy
[support], rather than an inability on the part of the learner."
Marc Gold
What are the possible training options?
•
•
•
•
•
•
Natural Cues
Coworker supports
Naturally occurring reinforcements or prompts
Added reinforcement, cues, and prompts
Self-management, self-instruction
Compensatory strategies
Learning Styles
Circle of Courage
Creating A Task Analysis
•
•
•
•
Do the task
Write down steps
Have someone else perform it
Watch others & do research
• Watch student perform task
• Adjust task analysis to include missing steps
Task Analysis of Making a
Peanut Butter & Jelly Sandwich
Challenging Behaviors:
Which would you choose?
• Love Me
• Hate Me
Challenging Behaviors?
Functional Behavior Analysis
A-B-C
• Antecedent-what specific activity or event
happened before the behavior?
• Behavior-what specifically did the person
do or say?
• Consequence-what happened after or as a
result of the behavior?
Challenging Behaviors
• Behavior is the highest quality information
available
• Behavior is communication
• There is no such thing as failure, only
feedback
Questions?
• Thanks for coming.
• Drive safely.
Conflict & Communication
• Between Rocks and Hard
Places
• Behavior Is
Communication
• Teachers and Learners
1. Assess Danger
• Immediate
or
• Non-threatening
1.Calm and Move
2.Space and Time
3.Explore Self-management
4.Future Options
5.Evaluate and Observe
Listen and
Observe
Assess
Danger
1.Observe Physical and
Emotional
2.Acknowledge
3.Discuss Options
4.Choose and Act
5.Evaluate and Observe
Deadly Words in the Workplace
“Attitude
•
“Hi there! Good to see you!
Ready to have a good day,
today?”
•
“She had a rough morning
before work. Just thought you
should know…”
•
“He just doesn’t want to work.”
•
“You came in with a bad attitude
today…”
Shades”
Deadly Words in the Workplace…
•
“Why are you doing this to me?”
•
“Just do this for me, and we can
go…”
•
“Here, let me do that. You go do
the rest of your work.”
“Whose job IS this???”
Deadly Words in the Workplace…
• “If you keep acting out, we’ll
need to go home, and you
won’t get paid.”
• “You’ve done this right a
thousand times. Get with it
and just get it done!”
• “Now, don’t get upset. You
know you’ll get fired!”
• “If you don’t do your work, I’ll
have to tell your DH!”
“the THREAT!”
Deadly Words in the Workplace…
• “If you do this right,
when we get done, we
can get a soda…”
• “If you hurry up, we’ll
have time to go to the
store and get…”
“bribery WORKS”
Paradigm Shift:
From: Service To: Support
Coach
Consultant
Trainer
Facilitator
Helper
Resource
Expert
Coordinator
Problem Solver
Role Model
Buffer
BridgeBuilder
Tourist or native?
Student or teacher?
Invisible or obvious?