Contents
1.1 Introduction - Objectives
After completing Module 1: Introduction, you will be able to:
1.2 Introduction to Supported Employment
Supported employment is a simple concept. It refers to a process whereby people traditionally denied career opportunities due to the perceived severity of their disability, now obtain jobs and are provided long-term, ongoing support for as long as needed.
Despite its simplicity in concept, providing effective supported employment can be challenging.
Supported employment has expanded the scope of traditional human services to include the business community, families, local communities, and, most importantly, the job seeker as the forces that drive the service. Within this expanded scope of supported employment the job seeker (along with his/her circle of support) determines the types of services needed to assist him/her to be successful in a career of his/her choosing.
1.3 Definition of Supported Employment
There are many definitions associated with supported employment. This orientation module is based on the federal definition. What do you think? Choose the option below that best completes the federal definition:
Supported employment is defined as competitive work in an integrated work setting for individuals with the most severe disabilities -
A. for whom competitive employment has not traditionally occurred
B. for whom competitive employment has been interrupted or intermittent as a result of severe disability
C. who, because of the nature and severity of their disability, need intensive supported employment services and extended service after transition in order to perform such work
D. all of the above
The correct answer is D.
The Rehabilitation Act Amendments of 1986 and 1992 (with revisions in 1998) defined supported employment using, all of the key aspects listed on the previous screen. The definition of supported employment also includes "transitional employment for persons with severe disabilities due to mental illness." While this may be a restrictive definition, there are many ways of providing supported employment for all job seekers.
1.4 Does Supported Employment Work?
Yes.
Supported employment has allowed nearly 150,000 individuals with multiple and profound disabilities in the United States to work successfully in the community. The American Association for Mental Retardation (AAMR) writes, "Real employment provides an opportunity for long-term dignity, a chance at upward mobility, and an opportunity to break out of the perpetual problem of unemployment and underemployment."
AAMR, "Fact Sheet: Supported Employment," http://www.aamr.org/Policies/faq_supported_employ.shtml, March 5, 2004.
1.5 Values of Supported Employment
Developing shared values related to employing people with disabilities is the basis for successful supported employment. Why are values so important? Because values and attitudes largely influence directions of everyone working together to achieve successful employment.
Traditional facility-based programs value focus on readiness training ("train and place").
Supported employment values focus on immediate employment and long-term support ("place and train").
Train and Place: |
Segregation | Workshop | Enclave | Mobile Work Crew |
| Place and Train: | Circle of Support | Community Based Assessment | Individualized Job Placement | Job Placement with Individualized Job Site Training and Supports |
The value base for supported employment began to be developed in the 1970s through the work of visionaries and leaders in the field. It has been expanded by advocates, self advocates and organizations such as the Association for Persons in Supported Employment (APSE). This support has helped supported employment to avoid becoming "just another job program" and blossom into a successful service used throughout the world.
Core Values of Supported Employment
1.6 Normalization
The concept of normalization recognizes that people who have disabilities should have access to the supports needed to pursue lifestyles of their choosing that enhance their community status and quality of life.
Recently, services and attitudes are improving. Part of the reason is a greater awareness of the principles of normalization. We are also learning how to better communicate with and educate the public about the rights of citizens with disabilities. And one of the most powerful ways to change attitudes is for persons to participate successfully in their communities - as good neighbors, good workers, and good friends to those around them.
A big part of our job, then, is to understand how perceptions of persons with disabilities are influenced, and then to support more valued social roles for people.
Normalization:
1.7 Social Perceptions of Disability
With the introduction of normalization, schools and service providers began to examine not only the attitudes of people in the community towards people with disabilities, but also how their services contributed to those attitudes. What many agencies discovered was that people with disabilities were viewed not as true members of their community, but rather as objects of charity or pity, or sometimes even as people to be feared. These perceptions were based on an individual having a difference that was seen as negative, or a stigma. Many of these attitudes could be traced to services that seem to make people stand out as "different" and add to stigma: programs and educational services that segregated people; grouping people of like disability together; and job supports, social services terms, and other trappings of disability.
In the last ten years agencies have begun changing where and how they deliver services. The movement from segregated locations to inclusive, natural environments is fast becoming a desired practice. As teachers and professionals used less jargon, labels, and unusual treatment programs, people with disabilities had more success "fitting in." And when programs began to try to use a more natural way of teaching in community settings, people with disabilities made further progress in realizing a quality life.
Module 1 Summary
The value base of supported employment is "place and train."
[ True | False ]
Core values
of supported employment include choice and social inclusion.
[ True | False ]
The
core values of supported employment allow the support provider to pick
a job for the job seeker.
[ True | False ]
Normalization
refers to focusing on the capabilities of persons with disabilities.
[ True | False ]
In
your job you should never provide education to the general community.
[ True | False ]
You
can help minimize stigma around disability by understanding how perceptions
of persons with disabilities are influenced and then support more valued
social roles for people.
[ True | False ]
Module 2: Strategies and Process
Contents
2.1 Objectives
After completing Module 2: Strategies and Process, you will be able to:
2.2 What Does Support Mean?
Support is the act of assisting another person. Job seekers may have a wide variety of areas where they may need support (also called support needs). Support needs may include:
Reference: Murphy, S. & Rogan, P. (1996). Developing Natural Supports in the Workplace: A practitioner's guide. Training Resource Network, Inc. , St. Augustine , FL.
As an employment consultant you will first want to connect the new employee with supports available within the workplace. For example, if the individual requires assistance with signing in and out at work you might assist the individual to ask coworkers to provide support in that area. This is called Natural Supports because the support exists within the workplace. The employment consultant assists the job seeker to identify his/her support needs, connect to natural supports, and evaluate if the support system is effective.
Support may be provided to the employer (or manager). For instance, the supported employee may need for the employer to demonstrate a task rather than hear or read about it. The employment consultant can advise the employer of the best way to meet the learning needs of the new employee. The employment consultant may also provide supports directly to the employee. Methods for providing supports to individuals are discussed below.
Choosing Support Strategies
Supports should be designed based on the following principles:
The supports chosen will greatly influence the success of the supported employment placement.
The appropriate and correct choice of supports directly influences the effectiveness and quality of the worker's job performance. Job failure typically results from ineffective supports or lack of supports in place for the individual. One responsibility of the employment consultant is to evaluate the effectiveness of the supports and support strategies.2.3 Models of Supported Employment
In this section we will discuss three models of Supported Employment: individual, enclave and work crews. Advantages and disadvantages will also be presented.
Individual Employment Model
In the last few years, employees with all kinds of disabilities have proven to be valuable workers in individualized jobs. By focusing on developing jobs based on individual preferences, the individual employment model ensures that:
Group Employment Models
Individual Employment versus Group Employment
Advantages of Individual Employment and Group Employment
Disadvantages of Group Employment
Three models of supported employment have been introduced:
The authors of this orientation have selected to focus on individual employment - finding the best job that fits the interests and skills of the job seeker and the needs of an employer, with whatever support is necessary for the worker.
2.4 The Process of Supported Employment
Supported Employment is a 7 step process that depends on the support and involvement of many people, including Vocational Rehabilitation Counselors, Community Rehabilitation Provider staff, job seeker, and family members.
The following screens will provide an outline of the Supported Employment process along with a brief discussion of key areas associated with each step.
Self-Determination
Self-Determination training helps individuals to develop skills needed to become self-advocates. The goal is to assist the job seeker in developing an individualized plan that will aid him or her finding a job or career of interest. This strategy focuses on abilities rather than deficits.
>> The advantages of focusing on desires and interests for Career Planning are:
Self-determination training engages individuals in learning more about themselves, problem solving, and taking responsibility. These skills help them realize the following principles of self-determination:
Self-Determination gives the job seekers opportunity to choose:
The outcomes of the Self-Determination training should provide enough information to move to the next area of the SE process: Career Planning.
Note: Further training is available for implementing self-determination curriculum. View and print the self-determination training and technical assistance description to learn how to further your skills in this area. Self-Determination Training
Career Planning
The Career Plan is a tool that is used for Career Planning. It contains information about the job seeker's dream job and a plan for achieving that job. Once the dream job has been identified the job seeker should participate in career exploration. During the career exploration phase, the job seeker researches the job to find out where the job is performed and what job requirements and qualifications are involved. Also, the job seeker may wish to observe someone doing the job and ask the worker questions about the job. If the job is still of interest, the job seeker may decide to actually try out the job. While the job seeker is trying out the job his/her employment consultant has the opportunity to observe his/her work skills and social skills in the actual work environment. Also, the employment consultant has the opportunity to assess the individual's need for additional supports to be successful on this job or similar jobs. This observation is also called a situational assessment.
>> The following tips should be kept in mind during Career Planning Steps:
Job Development
During the job development phase, potential jobs and employers are identified based on the job seeker's career plan. Relationships with employers are often established at this time. There are various ways to perform the job development phase including cold calls, referrals, job bank, and networking. The skills needed to perform job development tasks are beyond the scope of this orientation module, but will need to be acquired to be successful in Supported Employment outcomes.
>> Some important points about job development include:
Job Acquisition
Job Acquisition occurs when the job seeker decides to accept a job offer.
>> Some things to consider when a job offer is made include:
Work Support Strategies
Since supports can be intrusive or add to stigma, one needs to be sensitive when choosing how to support an individual.
>> When designing a support plan, employment consultants need to consider such things as:
>> Remember:
Holistic Life Support
Holistic Life Support is needed to ensure that individuals have consistent service and opportunities for community activities that connect to work, home, social, and recreational needs.
>> Important points to remember about Holistic Life Support:
Career Advancement
Once the individual has accepted the job, he/she may want to continue to develop skills and knowledge that supports their career plan.
Keep in mind that supported employment is not about getting jobs just for the sake of getting jobs. Supported employment is about putting in place necessary supports to assist individuals in establishing a responsible position of self-sufficiency. The individual's career advancement should be considered during the job development phase, if not sooner in the process.
>> Important points to remember about Career Advancement:
Module 2 Summary
Module 3: Supported Employment Language
3.1 Objectives
After completing Module 3: Supported Employment Language, you will have an understanding of:
Terms Used in Supported Employment
The module will introduce you to some language that is commonly used by employment consultants. Brief definitions and explanations will assist you in becoming more familiar with common terms. In an effort to further clarify what is meant by some of the terms used in Supported Employment, the Rehabilitation Services Administration (RSA), from the Office of Special Education, developed regulations concerning supported employment. Key definitions are provided on the following screens. There continues to be discussion around many of these definitions and policies, and it is anticipated that they will continue to change over time to reflect new thinking and learning.
>> It is important to note, employers do not know the terms discussed in this module. The employment consultant should become familiar with business terms to use while job developing and building relationships with employers.
3.2 People First Language
Terminology like "handicapped" and "disabled" is no longer appropriate because it focuses attention on the disability, not the person. Negative terminology can encourage ideas of pity and helplessness and suggest that the person has limited value or dignity as a whole human being. If you hear anyone voicing this language, ask them to rephrase using people first language.
People first language comes from people with disabilities who ask to be recognized as people first instead of named by their disabilities. A reference to the person's disability categorizes him/her into groups of sameness such as skills and interests. This reference has a negative connotation and points out what the person cannot do. Language used in current legislative documents reflects people first language; therefore, your language should follow this model.
Snow, K., 1998. Sikeston Regional Center, "People First Language," http://www.state.sd.us/dhs/ddc/kathysnow.htm , March 15, 2004.
What do you say? Use the following guidelines for interacting with and advocating for people with disabilities:
Summary
The most significant rule is to interact with the person - be open and honest.
Don't assume that they can't do certain things or focus your conversations with them on their disability instead of on what they can do.
What you say has an effect on people around you. Incorporate people first language. Be a role model for your coworkers and people in the community.
View a list of Internet resources on people first language . These and other resources are also available in Bonus Module 5.
3.3 Terms Used in Supported Employment
Competitive Work Involves....
....paid work consistent with the abilities, capabilities, and interests of the individual and is at least minimum wage and consistent with wages paid to the workers without disabilities who have similar job functions.
....full or part-time schedules determined on an individual basis.
Integrated Work Setting...
....a setting typically found in the community in which persons with disabilities interact with persons without disabilities, to the same extent that persons without disabilities working in comparable positions interact with other persons.
Workers with Severe Disabilities are...
...workers with a history of intermittent employment.
...workers who are unable to gain and maintain employment without support.
...workers who, because of their disability, need ongoing support.
3.3 Services
Ongoing Support Services Include...
...individualized supports such as transportation, job site training, family support, or any services necessary to maintain job stability.
...a minimum of two monthly contacts, preferably at the worksite or a place that is comfortable to the employee and the employer.
...services throughout the term of employment.
...consultation with supervisors or coworkers to aid them in supporting the employee.
...career advancement support.
Transition School-to-Work Services Means...
...a coordinated set of activities for a student designed through an outcome-oriented process that promotes movement from school to post-school activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.
The coordinated set of activities must be based upon the individual student's needs, taking into account the student's preferences and interests. It must include activities in the areas of instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.
Transition services must promote or facilitate the achievement of the post-school outcome identified in the student's Transitional Individual Education Plan (IEP) - developed by education personnel - and his or her Individual Plan for Employment (IPE) - required by Vocational Rehabilitation.
Transitional Employment Means...
...a series of temporary job placements in competitive work in integrated settings with ongoing support services for individual with the most significant disabilities due to mental illness.
...the provisions of ongoing support services must include continuing sequential job placements until a permanent job is achieved.
Module 3 Summary
Module 4: Skill Building for Employment Consultants
4.1 Objectives
After you complete Module 4: Skill Building for Employment Consultants, you will:
How to use this Module
Print a checklist of training areas that will enhance your knowledge and skills.
4.2 Employment Consultant/Job Coach Skills
4.3 Business Environment and Employer Expectations
4.4 Natural and Workplace Supports
4.5 Funding Procedures
4.6 The Evolving Role of the Employment Consultant
4.7 Work Incentives for Individuals
4.8 Final Quiz
Congratulations!
You have completed Modules 1-4: Orientation to Supported Employment.
Take a moment to print and complete the Final Quiz for the Orientation to Supported Employment Modules 1-4.
Turn in the completed quiz to your supervisor in order to gain credit for this Supported Employment Orientation.
Module 5: Additional Resources
5.1 Module 5 Purpose
This Bonus Module 5 provides further resources to enhance your understanding of supported employment. Use this module to:
Once you have completed this module, you may click the Exit button [x] at the upper right to end this orientation.
5.2 Job Performance Aids
Supported Employment Process Model
The process of supported employment includes 7 steps: Self-Determination, Career Planning, Job Development, Job Acquisition, Work Support, Holistic Life Support, and Career Advancement. [Review the process of supported employment in detail in Module 2.]
Print a job performance aid on the supported employment process model to keep as a handy reference. If the link to the PDF file will not open, you may need to install the free Adobe Reader.
Self-Determination
Self-determination is the first step in the supported employment process. Further training is available for implementing self-determination curriculum. View and print the self-determination training and technical assistance description to learn how to further your skills in this area.
Career Planning
Career Planning is the second step in the supported employment process. A career planning worksheet is used to identify the job seeker's aspirations, support circle, interests, skills, accomplishments, and plan of action. View and print the career planning worksheet as a job performance aid.
5.3 Case Studies
5.4 Video Demonstrations
View video demonstrations of interactions between supported employment consultants and employers.
Be prepared to answer any questions that the employer may ask. Even if you prefer not to do so on the telephone, you may have to answer in-depth questions. Follow positive calls with a letter confirming the appointment.
5.5 Internet Resources
The Internet offers a wealth of information to further your understanding of supported employment and related topics. A list of recommended web sites has been compiled for you as a starting place.
Contact Information
Visit the CRP-RCEP IV website at www.myceon.com
Click on “Training” to locate additional training in your area or on-line.
Center on Disability and Employment
The University of Tennessee
College of Education, Health & Human Sciences
1914 Andy Holt Avenue , BO25 HPER
Knoxville , TN 37996-2750
Phone: 865-974-9400, Voice/TDD
Fax: 865-974-9180
Email: cde@tennessee.edu
Technical Assistance for this CD-ROM or the website: webmaster@myceon.com
© 2004 Center on Disability and Employment, the University of Tennessee. All Rights Reserved. Consent to use this material must be granted by the Center on Disability and Employment.