**Customized Employment: Applying Practical Solutions for Employment
Success, Vol. 2**

**NCWD/A Partners**

Institute for Community Inclusion at UMass Boston

Center for the Study and Advancement of Disability Policy

Law Health Policy & Disability Center, University of Iowa College of Law

Marc Gold & Associates/Employment for All

National Association of Workforce Boards

National Conference of State Legislatures

TransCen, Inc

The Office of Disability Employment Policy (ODEP) within the U.S.
Department of Labor is committed to improving employment outcomes for
individuals with disabilities. To achieve this goal, ODEP established a
Customized Employment initiative to build the capacity of workforce
systems to serve all customers, including individuals with disabilities.
The strategies developed through this initiative can assist all
workforce customers who have complex needs and may require more
individual assistance to achieve their employment goals. The Customized
Employment initiative also focuses on using universal strategies that
can be used to serve any customers with barriers to employment, not just
individuals with disabilities.

Customized Employment: Applying Practical Solutions Resulting in
Employment Success is the second in a series of Customized Employment
portfolios. The first portfolio, *Customized Employment: Practical
Solutions for Employment Success*, provides a general overview of the
following topics:

-   Customized Employment: A New Competitive Edge

-   Principles and Indicators

-   Job Seeker Exploration

-   Creating a Blueprint for Job Development

-   Negotiating with Employers

This second piece expands on those topics and provides ideas on how to
use these strategies with job seekers for their own Customized
Employment success.

Copies of the Customized Employment portfolios can be ordered from the
Office of Disability Employment Policy at 866.633-7365 or read online at
www.onestops.info.

**Information for these portfolios came from:**

-   National Center on Workforce and Disability/Adult (NCWD/A)

-   Norciva Shumpert and Michael Callahan of Marc Gold &
    Associates/EfA---civa@aol.com, micallahan@aol.com

-   Richard Luecking and Sara Murphy of TransCen,
    Inc.---rluecking@transcen.org

-   Cary Griffin and Dave Hammis of Griffin-Hammis Associates,
    LLC---cgriffin@griffinhammis.com, <dhammis@griffinhammis.com>

-   Michael Morris of the Law, Health Policy & Disability Center,
    University of Iowa College of Law---mmorris@ncbdc.org

-   Office of Disability Employment Policy at the U.S. Department of
    Labor

**For additional information on Customized Employment, contact:**

**ODEP**

866.633-7365

877.889-5627 TTY

or

**NCWD/A**

617.287.4365 (voice)

617.287.4350 (TTY)

sheila.fesko@umb.edu

**Customized Employment: An Overview**

The Customized Employment process is a flexible blend of strategies,
services, and supports designed to increase employment options for job
seekers with complex needs through voluntary negotiation of the
employment relationship with an employer. The job seeker is the primary
source of information and drives the process. The Customized Employment
process begins with an exploration phase, which lays the foundation for
employment planning. Planning results in a blueprint for the job search
where an employment relationship is negotiated to meet the needs of both
the job seeker and the employer.

**Job Seeker Exploration**

Time spent engaging with the job seeker to explore their unique needs,
abilities, and interests, as well as their complexities, is essential to
establishing successful employment. Unlike traditional testing or
standardized assessment, Customized Employment engages the job seeker in
controlling the exploration process, and captures their preferences and
connections in the community. The job seeker selects friends, family,
and colleagues to participate in the exploration phase so that they can
share positive perspectives and potential connections to employment
opportunities. At the conclusion of the exploration phase, the job
seeker makes decisions about their employment goals and potential
employers to approach.

**Customized Planning**

Information gathered from the exploration process is the foundation for
Customized Employment planning. The Customized Employment planning
process should result in a blueprint for the job search. There are also
numerous tools---including profiles and portfolios---that can be used to
capture, organize, and represent the information that is collected
during exploration and planning.

**Employer Negotiations**

An essential element in Customized Employment is negotiating job duties
and employee expectations to align the skills and interests of a job
seeker to the needs of an employer. This negotiation results in a job
description that outlines a customized relationship between employer and
employee. Options for customizing a job description include job carving,
negotiating a new job description, job creation, and job sharing. Other
points of potential negotiation include job supports, the hours or
location of the job, or specifics of supervision.

**Job Seeker Exploration: Laying the Groundwork for Customized
Employment**

**Introduction**

Suitable employment for job seekers with complex lives rarely comes from
newspaper want ads, job postings, online career ads, or signs in shop
windows. Customizing the relationship between employers and job seekers
can offer an effective alternative. Employment professionals need to get
beyond comparative, competitive evaluation strategies and embrace a more
person-focused strategy---job seeker exploration using a discovery
approach.

**What Do We Mean By Exploration?**

Exploration is a strategy that asks employment professionals and job
seekers to discover all the facets of the individual\'s life that relate
to employment. It is only from this in-depth exploration that we can
truly customize an employment relationship.

Exploration can be accomplished in a number of ways, depending on the
needs and preferences of the job seeker. Many job seekers will wish to
engage in a process of **self-exploration**, often facilitated by
others. This involves answering questions, reflecting on ideas and past
experiences, and identifying personal issues and challenges. Other job
seekers may wish to participate in a peer group such as a job club in
which members assist each other in **shared exploration.** Still other
job seekers, especially those with significant complexities, will
benefit from **facilitated exploration**, a process in which an
employment professional, family member, or friend spends the time
necessary to understand the job seeker\'s strengths, needs, and
preferences.

This article will focus primarily on facilitated exploration. It is
written for the employment professional who may have the opportunity to
act as a facilitator in the exploration process.

**Why Is the Exploration Phase So Important?**

Exploration is a critical first step in the Customized Employment
process. Once the planning identifies the job seeker\'s strengths,
needs, and interests, a plan can be developed describing how those
skills can best be utilized. Unless we first discover information about
the job seeker\'s life, we often develop goals **for** the job seeker
rather than goals **by** the job seeker. Exploratory time is needed to
understand the job seeker\'s lifestyle, personal goals, preferences,
experiences, and needs. It is also critical to identify the complexities
that the job seeker brings to potential employment relationships. Formal
testing and vocational evaluation procedures may be used to supplement
this exploration when specific additional information is needed to
complete the picture.

**Facilitating Exploration: Ingredients for Success**

A positive attitude sets the pace for all exploration activities. It is
essential to maintain the focus on the job seeker\'s interests,
strengths, and needs to determine the conditions under which the job
seeker will \"shine\" as an employee. If you are the exploration
facilitator, you need to:

-   Believe that the job seeker can work

-   Model confidence in the job seeker for the group

-   Use an array of strategies to understand the job seeker\'s life
    story and the conditions for success

-   Emphasize the job seeker\'s contributions and interests

**Skills Necessary for Facilitated Exploration**

The facilitator must use the following skills in this exploration phase
in order to achieve success.

***Sharing***

There is a great deal to be learned about the job seeker if all parties
begin by sharing their picture of the job seeker from different---yet
optimistic---perspectives that relate to work.

***Listening***

Listening carefully to all parties in the exploration process creates a
clearer understanding for everyone. However, employment professionals
must also be observant and pay attention beyond the original answers and
surface meaning. Go beyond simple questions and answers as your primary
strategy for gaining insight.

***Reflecting***

All parties involved in the exploration process must reflect on their
thoughts, memories, and aspirations for the job seeker. The time spent
in reflection with the job seeker, family, and others allows everyone to
see personal information from an employment perspective while sorting
out the complexities in the job seeker\'s life.

***Describing***

Describing the job seeker should be done in a positive, comprehensive,
robust, and non-evaluative manner, whether verbally or in written form.
This is important because it:

-   Redirects others from jumping to conclusions before all the
    information has been gathered about the job seeker

-   Enables others to clearly visualize the job seeker in a work
    environment

-   Stimulates further conversation that leads to additional questions
    and information to help complete the picture of the job seeker

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**SIDEBAR (to be placed next to text on \"describing\" above: Describing
Sue\'s Activity**

> Sue creates needlepoint items to be framed for her family. Most of the
> items are family names that she puts together by counting the number
> of holes for each letter to create a template. She takes care to use
> the colors in the recipient\'s home, and makes one item a week. While
> she usually uses material that has ten stitches to an inch, she
> prefers 22 holes to an inch, which is very small and detailed work.
> Her work is precise, with each stitch being even and going in the same
> direction. She has been offered money for these creations from others
> outside the family. She typically works alone and late at night. Her
> mother purchases the materials to reduce Sue\'s frustration when
> making choices.

This description is useful in exploration because:

-   It creates a positive picture of the job seeker.

-   It provides details. Instead of saying \"Sue loves to work with her
    hands,\" it gives a description of how she uses her hands, including
    the activity itself, the pace, supports offered, performance, and
    her interest in the activity.

-   It makes it easier to envision the characteristics of a working
    environment in which Sue can perform successfully (i.e., sitting for
    long periods, working alone, and performing detailed tasks that
    might involve counting). END SIDEBAR

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

***Give and take***

Discussion and compromise are necessary in the exploration process to
ensure that everyone achieves a win/win outcome. The facilitator will
need to negotiate with the job seeker and other participants on an array
of topics, from setting times to meet to seeking clarity on the details
of the desired type of employment.

**Techniques for Discovering Information**

There are several ways that facilitators can explore the job seeker\'s
employment-related goals and interests to uncover pertinent knowledge.

***Observation***

Good observation skills are vital to effective exploration. A skilled
observer will note the time the job seeker takes to move from one area
to another and their interactions with both familiar people and
strangers. The facilitator will also find the chance to observe the job
seeker as he or she makes decisions to respond to different cues. The
employment professional should observe the job seeker in different
situations and a range of environments. It is also to observe routines
that can give a picture of how full or empty the job seeker\'s day is,
and whether or not accommodations are needed.

***Conversation***

Another exploration tool is conversations with the job seeker, family
and friends, teachers, and support people. Conversations should be
free-flowing but use a subtle structure to keep the process on track. It
is important to consider words chosen, body language, and tone.

***Interviewing***

While job seekers, family, and friends are likely to be comfortable with
a conversational style, more structured conversations with service
providers, counselors, and other professionals may help to provide
information in a manner more consistent with their experience.
Interviewing may also be effective with job seekers and
non-professionals when seeking perspective on more routine parts of a
person's day that may lend themselves to shorter responses.

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

**A note of caution:** Not spending enough time on these activities
could result in a less comprehensive picture of the job seeker and
potentially create the danger of overlooking some complexities that may
impact employment. Also, remember that the exploration process is meant
to uncover information, not test or assess the job seeker.

**\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--**

**The \"Where\" of Exploration: Consider a Range of Places**

***Home***

Home is where most job seekers are most \"who they are.\" Going to a job
seeker\'s home establishes trust that the process is primarily about
them---not the agency, the system, or the labor market. The job
seeker\'s home is a place to understand the complexity of their life.
Home is also where, for most people, life intricacies are worked out,
such as preparing meals, enjoying hobbies, sharing rides, and the basic
organization of day-to-day activities. Such visits help the employment
professional understand the number of people living there, their
intensity in the job seeker\'s life, and possible contributions they may
offer the job seeker when developing employment options.

***Familiar community places***

Since most jobs are performed in the community, it is necessary to go
into the community with the job seeker. Visiting a place that is part of
the job seeker\'s daily routine can give information on responses to
that setting, such as the job seeker\'s skills, pace, dress,
acquaintances, and social interactions. Job seekers can help identify
these places when sharing their daily routines with the facilitator.

***New places in the community***

When the employment professional observes the job seeker engaging in
novel activities, it is important to learn how the job seeker identifies
where to go, responds to the natural cues in a new environment, and
meets strangers. This information will be critical as you recognize
strengths or needs for the work environment, and consider strategies to
support the job seeker in the new job.

**The \"Who\" of Exploration: Identifying a Range of People**

***Job seeker and immediate family***

Information should be gathered initially from the job seeker and then
from trusted family and friends, as appropriate, who are willing to
participate in developing employment for the job seeker. They can
provide insight about the job seeker's distinct characteristics.

***Community connections***

This group may consist of extended family, neighbors, church members, or
other connections in the community. These individuals can have insight
into the job seeker\'s unique abilities and interests. They may also be
resources to \"open doors\" when contacting targeted employers.

***Personal representatives***

Job seekers often use a personal representative to assist and
potentially represent them to an employer. This can be a counselor, job
developer, advocate, employment professional, or other qualified person.
The personal representative may or may not be the facilitator of the
exploration phase of the Customized Employment process. If they are not
the facilitator, they should be involved in exploration so that they can
understand the job seeker\'s background and negotiate effectively with
employers.

***Service providers, counselors, teachers, and other professionals***

Professionals who care about the job seeker can offer an important
perspective. Try to ensure that the professional either has or had
direct contact with the job seeker. In addition to those professionals
who have regular, direct contact with the job seeker, there is often an
array of people in other staff and service roles who might be able to
offer insight and information. Doctors, dentists, bus drivers,
therapists, administrators, food service personnel, and others who know
the job seeker can be contacted for their input.

**Making Time for Exploration**

Many people say they don\'t have time for such an in-depth exploration.
However, without adequate time for exploration a job seeker is likely to
either remain chronically unemployed or chronically changing jobs.
Different methods and services are required to reach a different
outcome. More time spent on exploration will pay off in less time spent
on the job search, successful outcomes, and longer retention.

**Self-Representation and Customized Employment**

Customized Employment entails the voluntary negotiation of an
individually tailored relationship between a job seeker and an employer.
Job seekers with more complex life situations have typically had
assistance in customizing relationships with employers. Using an
intermediary to negotiate the deal with employers can be helpful. This
person is often referred to as a **personal representative**. However,
many job seekers wish to represent themselves. This brief addresses
issues and provides suggestions for anyone who is working with a job
seeker who wants to self-represent when negotiating a customized
relationship with an employer.

**To Self-Represent or Not**

When customizing an employment relationship, all parties should
carefully consider whether a job seeker should self-represent or have a
personal representative negotiate on their behalf. Employers are used to
having job seekers go through the typical procedures of application,
resume submission, and interviewing. If job seekers approach an employer
in an attempt to customize, they are likely to be caught up in those
traditional procedures. Employment professionals can consider the
following when helping job seekers make the decision whether or not to
self-represent.

***Advantages of self-representation:***

-   Job seekers \"own\" the process. They make decisions about ways to
    focus on competencies, minimize weaknesses, and disclose
    information.

-   Job seekers control the degree of effort to expend in making
    employer contacts.

-   Job seekers have firsthand knowledge of their fit with a potential
    workplace.

***Advantages of using a personal representative:***

-   Personal representatives are often more experienced and skilled in
    making presentations to employers.

-   Job seekers can share the responsibility and have the expectation
    that someone else will make contact with employers.

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-   Some individuals may feel more comfortable if disclosure of a
    disability is addressed by someone who is not personally involved.

**Those Who Self-Represent Should Follow the Same Customized Employment
process**

If the job seeker plans to self-represent, he or she should follow the
same customized planning process recommended for those choosing a
personal representative. Employment professionals can still have a
supporting role. Employment professionals can:

-   Explain the importance of the exploration phase

-   Support the job seeker to create a customized plan

-   Help develop representational materials

-   Prepare the job seeker for presentations

-   Offer partnering or backup support

-   Encourage the use of personal connections to find employers

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-   Guide the job seeker through the actual negotiation process from
    behind the scenes

Each of these areas is discussed further below.

***1. Conduct Exploration***

The process starts with an in-depth self-exploration by the job seeker.
Although the job seeker is self-representing, they still need to
personally identify their hobbies, passions, and interests. Employment
professionals can help the job seeker consider potential business
locations, personal connections, and educational and work experiences.
The professional can support the job seeker to involve family, friends,
and other trusted professionals when identifying connections that may
lead to employment. See \"Job Seeker Exploration: Laying the Groundwork
for Customized Employment\" for additional information on the
exploration phase.

***2. Create a Customized Employment Plan***

The exploration phase provides a foundation for the Customized
Employment plan. Even if the job seeker is self-representing, an
employment professional can facilitate plan development. The job seeker
directs the plan, decides whom to involve, and maintains the focus on
their vision and career goals. Just as if the job seeker chose a
personal representative, the customized planning process should
culminate in a document that serves as a blueprint for the job search.

***3. Develop Representational Materials***

Representational materials are important, as they can provide structure
in the negotiation process. These materials can take the form of a
resume, brochure, or pictorial portfolio. Whatever form is chosen, these
materials should provide information about the job seeker, highlight
their job attributes, and support the need to customize an employment
relationship. The portfolio can guide the job seeker through the
presentation to prospective employers; it can also offer a personal
touch necessary to establish a connection. Employment professionals can
support the job seeker to collect and organize their representative
materials as they prepare for presentations.

***4. Prepare for Presentations***

Unlike personal representatives, job seekers will likely be making a
customized presentation for the first time, creating the need to
practice. Employment professionals can consider the following steps to
help job seekers prepare:

-   Encourage job seekers to become informed about the concept of
    Customized Employment by reviewing brochures, websites, and
    documents such as this portfolio.

-   Assist job seekers to develop an outline or script for the
    presentation.

-   Practice, practice, practice. Encourage job seekers to roleplay
    their presentation with trusted people in a comfortable location.

-   Decide the extent and means of disclosure. Disclosing one\'s
    disability or life complexities is voluntary; however, it can be
    helpful in customizing an employment relationship. The employment
    professional can act as a sounding board when deciding how and
    whether disclosure should be handled during negotiations.

-   Prepare for the unexpected. Discuss the range of potential questions
    that the job seeker might face during employer presentations.

***5. Offer Partnering and Backup Support***

When a job seeker decides to self-represent, customized negotiations
should still be a shared effort. Having an employment professional offer
partnering support can diminish the stress of shouldering the entire
responsibility. Job seekers should be encouraged to take the lead and
direct the process, but have access to professional backup as necessary.

***6. Use Connections***

Personal connections should be the primary resource for identifying
potential employers. Employment professionals can highlight the
importance of asking the job seeker\'s friends, family, and other
personal connections for ideas, contacts, and referrals to potential
employers.

***7. Negotiate with Employers***

The final aspect of the customized process involves negotiating with
employers. It is best to approach an employer with the intent to offer a
business proposal. The proposal highlights the job seeker\'s customized
contributions, based on their plan, in exchange for the employer\'s
willingness to negotiate a tailored job description. The following
guidelines can be offered to enhance the presentation by the job seeker:

-   Start with a presentation of the concept of Customized Employment.
    Don\'t wait for the employer to ask about it. The job seeker should
    be prepared to take the lead.

-   Explain the intent to customize, and why customization is needed.
    This may potentially involve voluntary disclosure of personal
    disability and other relevant, sensitive information to the
    employer.

-   Be as brief as possible in the initial meeting (no more than about
    thirty minutes).

-   Allow time for a few meetings with the employer, and perhaps arrange
    for a tour of the business. Do not rush the employer for an answer
    during the initial presentation.

-   Focus on identifying discrete, unmet needs of the workplace rather
    than filling a particular job slot. Match those discrete employer
    needs with the qualifications and interests of the job seeker.

-   Emphasize the benefit to the employer. If the employer can clearly
    see how hiring the job seeker in question will alleviate challenges,
    increase productivity, or generate revenues, they will be more
    likely to engage in a negotiation for Customized Employment.

**Text box: Making Sure the Job Seeker Is Ready**

When a job seeker is considering self-representation, the following
questions should be explored to ensure that the job seeker is prepared.
If the job seeker feels uncomfortable with their capacity in any of
these areas, even with partnering and support, a personal representative
may be the best route to ensure success.

-   Is the job seeker confident in their ability to communicate verbally
    with an employer?

-   Does the job seeker have a plan to avoid the typical application
    procedures of the business?

-   Has the job seeker considered how they will explain the concept of
    Customized Employment and the need for customization?

-   Has the job seeker targeted a potential set of tasks to be performed
    for the employer and a specific set of conditions that must be
    negotiated?

-   If the job seeker has had experiences that might be considered
    negatively by the employer (spotty work history, firings, legal
    entanglements, etc.), have they considered how to explain these in
    the best possible light?

-   Has the job seeker developed materials, with support as necessary,
    which can be used to help explain Customized Employment and
    highlight contributions to the business?

-   Has the job seeker practiced making a presentation with someone who
    can give constructive feedback?

**Negotiating with Employers for Customized Employment Opportunities**

The aim of Customized Employment is to align the job seeker\'s profile
to a collection of job tasks that help an employer meet a specific need.
Therefore, successful Customized Employment opportunities are developed
by appealing directly to the employers\' circumstances and needs, rather
than trying to sell employers on the general notion of hiring people
with barriers to employment. In fact, negotiations with employers can
only begin, and will only be successful, when everyone involved in the
negotiation sees the **benefit to the employer**.

Typically, an employer will be willing to consider customizing job tasks
for a prospective employee if this act:

-   Saves money

-   Helps make money

-   Helps the operation run more efficiently

-   Improves customer relations

-   Increases safety

Thus, effective negotiation with employers rests on having an
understanding of an employer\'s workplace. This requires examining
necessary tasks of the business and developing a plan that proposes
increased efficiency and other benefits to the business via customizing
job assignments to match the job seeker\'s skills, interests, and need
for accommodation and support.

***A quick reminder before we start...***

There are two necessary initial steps in the customized job search
process:

-   Complete an exploration process that outlines the job seeker\'s
    interests, skills, preferences, preferred working environments,
    needed supports, and accommodations. (See \"Job Seeker Exploration:
    Laying the Groundwork for Customized Employment\" for more detail.)

-   Create a job search plan that is based on the results of the
    exploration process and driven by the kinds of tasks the job seeker
    might perform in a customized job.

**Practical Steps for Employer Negotiation**

Once potential employers have been identified through exploration, there
are four practical steps for negotiating with employers for Customized
Employment:

1.  Become acquainted with work site needs

2.  Identify tasks that can be customized for the job seeker

3.  Negotiate an employment proposal

4.  Ensure post-hire success for the job seeker and employer

**1. Become Acquainted with Work Site Needs**

The employment professional can become acquainted with work site needs
by conducting informational interviews, asking for a tour of the
business, and showing an interest in meeting the employer\'s needs.

***Conduct an informational interview***

One of the best ways to begin to understand the employer\'s needs is to
conduct an informational interview---that is, to ask the employer key
questions that will lead to more knowledge of the business and its
operations. Employers are generally quite willing to meet when there is
a sincere desire to learn about the business. The purpose of the
informational interview is not selling the employer on Customized
Employment; it is simply a prelude to potential negotiations that may
occur after more is learned about the business. The employment
specialist should come to the meeting armed with a few straightforward
questions.

**Text box: Questions to Consider Asking on an Informational Interview**

-   What is your business most proud of? (It never hurts to give the
    employer a chance to brag about what they do.)

-   How are you different from \[name of competitor\]?

-   Are there specific hiring procedures?

-   How does work get done?

-   Are there challenges to getting work done?

-   Is there a particular area where you need more help?

-   Can you show me how to do \[task\]?

***Ask for a tour***

Another method for understanding workplace needs is to tour the work
site. A tour is a good way to clarify operational procedures, identify
specific tasks, and pinpoint opportunities where customizing a position
would benefit that employer. It is often necessary to visit the business
more than once to learn about operations and identify potential tasks
that could be customized.

During the tour, identify possible challenges or areas of operation that
are particularly troublesome for the work site. Things to consider:

-   Rush times

-   Tasks performed on a sporadic basis

-   Bottlenecks/logjams/overflowing inboxes

-   Inefficient use of key staff

-   Activities that pull staff away from critical (e.g., moneymaking)
    responsibilities

Through these observations and discussions during the informational
interview and tour, the employment professional can begin to think about
**specific tasks** that match a job seeker\'s interests or capabilities.

***Show an interest***

As you are becoming acquainted with work site needs, one of the most
important things to convey to an employer is your interest in helping
the operation run more efficiently. The primary objective of these
initial meetings is to find out how an employer operates. Illustrating
how Customized Employment could benefit an employer through creating
task lists and negotiating the employment proposal are the next steps.

**2. Create a Task List**

Once the workplace is understood, a task list can be an effective tool
to present the idea of Customized Employment and begin the negotiation
process with an employer for a particular job seeker. Task lists present
potential tasks that might be reassigned, established, or restructured
for the job seeker. The task list leads to a customized job description
that will be part of a negotiation.

**Text box: Characteristics of an Effective Task List**

A good task list:

-   Is based on employer\'s needs and job seeker\'s skills

-   Should be specific, avoiding general and vague terms like
    \"filing,\" \"photocopying,\" and \"cleaning\"

-   Presents the tasks in the order of their importance to the employer

-   May include tasks across a number of different jobs and departments
    to demonstrate the flexibility of customizing a position

-   Highlights benefits to the employer

Tasks lists may be extensive or brief, depending on the business and job
seeker. There may be different tasks from different departments. These
task lists become a \"menu\" from which responsibilities for customized
jobs might be chosen during the negotiation. Sample task lists created
from visits to three companies who later hired job seekers for
customized assignments are given below.

Table 1 here

Table 2 here

Dentist Office

+-----------------------------------------------------------------------+
| **Potential Tasks**                                                   |
+-----------------------------------------------------------------------+
| -   File patient charts using color-coded and numerical systems       |
|                                                                       |
| -   Run routing slips and pulling patient charts                      |
|                                                                       |
| -   Take deposits to the bank                                         |
|                                                                       |
| -   Stamp envelopes and patient reminder postcards                    |
|                                                                       |
| -   Take mail to the post office                                      |
|                                                                       |
| -   Escort patients to treatment areas                                |
|                                                                       |
| -   Distribute mail to office staff                                   |
|                                                                       |
| -   Stuff envelopes with credit card slips and return envelopes       |
+-----------------------------------------------------------------------+

In each of the examples, the lists reflect specific tasks as they are
performed in a specific workplace. That is, instead of simply listing
\"collating,\" the list refers to \"collating new hire packets,\" or
\"collating press kits.\" From each of these examples, jobs were
eventually customized for job seekers based on assigning them selected
tasks from the lists (not necessarily all of the tasks). And in each
case the employer benefited from reassigning the tasks, as will be shown
in the example in the next section.

**3. Negotiate the Employment Proposal**

After the task list is complete, it is time to start thinking about
negotiation. **Remember that negotiations can only be effective when
there is a perceived value to the employer.** The negotiation
presentation should include a description of the specific tasks that can
be performed by the job seeker, the on-site and follow-up support to be
provided, and, most importantly, how such an arrangement will benefit
the business. Employment proposals can be informal and verbally
negotiated or formal and in writing, depending on the relationship with
the employer and business operating policies. A sample written proposal
follows this article.

**BOX: Seven Steps to Successful Negotiation**

Successful negotiations include several specific steps. These steps
utilize a fundamental feature of good-sense negotiation: Start
negotiating strengths (tasks to be performed) first, then negotiate job
seeker needs.

> ***Step 1***
>
> Present tasks from the task list that might be reassigned.
>
> ***Step 2***
>
> Outline how these tasks might be reassigned to the job seeker you are
> representing.
>
> ***Step 3***
>
> Highlight the skills of the job seeker and how these skills can be
> used to complete the tasks.
>
> ***Step 4***
>
> State the potential benefits to the employer as a result of assigning
> identified tasks to the job seeker.
>
> ***Step 5***
>
> Discuss what your role (and your organization\'s role) will be in
> supporting the job seeker.
>
> ***Step 6***
>
> Make the \"ask\"; that is, directly pose next steps to the employer.
> *Does this look like it will work for you? Do you have more questions?
> Is there anything else I can do to make this work for you? Can we set
> a start date?*
>
> ***Step 7***
>
> Reiterate the potential benefits of the arrangements to the employer:
> How it will increase other workers\' productivity, save money,
> generate more sales, etc.

Additional negotiating points will include the hours of the job, wages,
support and accommodation strategies, and productivity and outcome
expectations. END BOX

Effectively negotiated Customized Employment results when the job seeker
and the employer jointly agree to the answers to these questions:

-   What tasks can the job seeker do?

-   What hours will the job seeker work?

-   How much work does the employer want the job seeker to get done each
    day?

-   How much will the job seeker be paid?

-   What accommodations and support will be necessary?

-   How will all this help the business?

**4. Ensure Post-Hire Success**

The deal should never be considered sealed, however, until all the
parties are satisfied with the outcomes of the arrangements. Even after
the job seeker starts the job, there are often circumstances where
renegotiating specific job aspects may be necessary.

One aspect of ensuring post-hire success is seeking continuous feedback
from the employer. Based on the feedback provided, be ready to adjust
supports and services. When evaluating post-hire activity, personal
representatives can ask:

-   How are we doing in meeting your needs?

-   What do you like about our service?

-   What could be improved?

-   Are there additional things we can do to make sure the new employee
    is fulfilling expectations?

Remember, **both** the job seeker **and** the employer are customers of
the person assisting with negotiation! This means doing what was
promised and providing support to the job seeker **and** the employer in
the agreed-upon fashion. Such follow-up not only helps identify areas
where task assignments and supports need to be adjusted---it also shows
the employer that you are sensitive to and considerate of the
business\'s ultimate benefit.

**Customized Employment Success Story**

Colin is a job seeker with a particular interest and skill in organizing
clothing and personal items. His initial task list, developed during the
exploration phase, included sorting clothing inventory, sorting items
according to size and color, and matching misplaced items. He cannot
read but can recognize numbers and colors. He wanted to work in a retail
store near his home.

After an informational interview and follow-up visits to a nearby retail
clothing store, Marie (his personal representative) found that the
store\'s shoe department was in constant chaos: shoes in the wrong
boxes, shoes not returned to the shelves after customers tried them on,
and lack of organization in the back room. Customer volume made it
difficult for the sales department to keep up with these tasks.

Marie helped negotiate a customized position, called a \"sales associate
assistant,\" in the store\'s shoe department with tasks reassigned from
sales associate job descriptions. An example of how the business
benefited from this arrangement is illustrated in the chart below.

Table 3 here

It was an easy matter for the employer to agree to this newly created
sales associate position once it was clear how it would solve an ongoing
operational problem and ultimately add to the store\'s bottom line. As
the store manager said, \"Nothing beats showing me how you can make my
life easier!\" A starting wage was negotiated that mirrored the starting
hourly wage of the store\'s sales clerks, and the hours were negotiated
based on the store\'s needs and the job seeker\'s availability.
Production expectations were adjusted several times once the new
employee began the job, since it was a new arrangement for the store.
Making the arrangement work after the hire was also a key to an
ultimately successful negotiation. See the attached sample employment
proposal for Colin\'s Customized Employment opportunity.

**Sample Employment Proposal**

\[Date\]

Mr. Frank Jones, Manager

Ross Dress for Less

Anytown, State

Dear Frank,

It was a pleasure meeting you last week. I greatly appreciate the time
you took showing me the operation of your store. I can see why so many
people shop there!

I particularly appreciated learning about the shoe department and the
challenges the sales clerks face in keeping the area organized. As we
discussed, it is clear that help could be used in both the back room and
on the sales floor. There seemed to be particular difficulty in keeping
up with these tasks:

-   Receiving and unpacking the new shipments

-   Sorting shoes into size categories

-   Putting sensors and tags on shoes

-   Delivering shoes to the proper racks

-   Retrieving returned shoes from the sales floor

These are tasks that could be reassigned from the shoe department clerks
to Colin Smith, a job seeker I represent. He is very skilled at
organizing items, matching them, and placing them in their assigned
places. If he took care of these responsibilities, then the clerks could
spend more time with customers and less time with these tasks. Then they
could generate more sales, and you would receive fewer complaints from
customers who cannot find the right sizes and styles.

Should you decide to try this, I would be available to help you organize
Colin\'s work assignments and help teach him to perform them. I would
also be available as long as necessary to identify and address
performance expectations that you may have after he starts the job.

Is there a time next week that Colin and I can come in to discuss this
in more detail? I will contact you to arrange this in the next few days.
I believe that we can work together to make sure that your shoe
department is generating more sales and customer satisfaction. I look
forward to talking to you soon.

Sincerely,

Marie Thompson

**Self-Employment and Microenterprise: A Customized Employment Option**

Self-employment is a Customized Employment option that matches a job
seeker\'s dreams and talents to economic activity while designing
support strategies that promote success. According to the U.S. Census,
small business ownership represents the largest market segment of new
and expanding employment options in the United States. The
self-employment rate is growing by more than 20% annually, and
microenterprises (companies comprising one to five workers) generated
over 40% of all new jobs in the past decade. Currently, small businesses
in this country create more jobs than Fortune 500 companies!

**Who Can Own a Small Business?**

Anyone can own a small business if proper support, adequate financing,
and paying customers can be secured. Individuals with complex
disabilities resulting from autism to cerebral palsy to schizophrenia to
spinal cord injury own and operate businesses.

**Text box: Examples of Small Businesses Started by People with
Disabilities**

Construction equipment rentals and cost estimation, accounting and
bookkeeping, pet gift baskets, mobile dog grooming, art and photography,
technical and popular writing, snack and drink vending, apparel
manufacture and retail, property inspection and management, landscaping,
catering, jewelry-making, truck driving, computer repair and assembly,
desktop publishing, small engine repair, power-washing services,
firewood delivery, flower arrangement, water filtration systems sales,
greeting card design, farming... the list goes on and on.

**Why Consider Self-Employment?**

Self-employment is not for everyone, but it is a career option with
unique considerations. Job seekers may consider owning a full-time or
part-time small business because it:

-   Can provide the scheduling flexibility necessary to accommodate a
    disability or other life complexities

-   Allows job seekers to express their talents in the open market

-   Creates financial equity options that wage employment cannot always
    provide

-   Provides options to manage income relative to one\'s cash, medical,
    and other benefits

**An Option for Saving Money!**

Self-employment represents one of the few options to grow wealth for
people who receive benefits from the Social Security Administration
(SSA). For instance, the resource limit for individuals receiving
Supplemental Security Income (SSI) is \$2,000. However, a business owner
who receives SSI can potentially have more resources in their business
account as long as those funds are required for the business. Profits
and personal withdrawals can then be managed to maintain appropriate
resource levels for SSI eligibility.

**Assisting the Potential Small-Business Owner**

Employment professionals can provide a range of supports and services to
assist a job seeker to start their own small business. This can be
achieved through the following strategies.

SIDEBAR: **Remember**, it is important to start with an exploration
process with the potential business owner to provide a foundation for
business plan development and to ensure that the job seeker truly wishes
to pursue self-employment **before** initiating the business-related
steps. See \"Job Seeker Exploration: Laying the Groundwork for
Customized Employment\" for more information. END SIDEBAR

**1. Establish a Support Team**

Many job seekers benefit from a business team, selected by the job
seeker, that helps sculpt the job seeker\'s ideas, interests,
aspirations, and talents into a profitable enterprise.

Membership varies, but teams typically include a combination of family
members, employment professionals, and an expert in small-business
development. Each can bring unique assets to the team.

-   **Family** involvement is traditional in small business and should
    be cultivated whenever possible. It can take the form of loans and
    cash gifts, transportation, assistance with production, networking,
    housing the operations, bookkeeping, etc.

-   **Employment professionals** can help coordinate resources, provide
    input on funding alternatives, and identify supports required for
    success.

-   **Experts** in small business development can consult on the
    creation of a business plan, financial statements, marketing and
    sales strategies, support services, and benefits analyses. Please
    see the resource list at the end of this article for places to
    access the support of such individuals.

**2. Create the Business Plan**

Businesses can truly benefit from a formal business plan. It should be
noted that over 80% of small businesses are successful in the U.S., and
since the majority of those do not have business plans, some flexibility
in planning is recommended. However, a business plan is an absolute
requirement of state departments of Vocational Rehabilitation (VR) and
SSA.

**The process of creating the business plan is as important as the plan
itself!**

> Text box: **Accessing Support for Business Plans**
>
> Even though many community resources advise on business plans, few
> individuals exist who actually write plans. Accessing an expert with
> experience in working with job seekers with disabilities may be
> necessary to develop a plan for someone who cannot read or write, or
> has limited understanding of the impact of self-employment income on
> their benefits. Be sure that the business plan clearly articulates the
> specific duties of the business owner, any supports that are
> necessary, and the expected business roles of any employees and
> supporters.

**3. Secure Funding**

Funding for small businesses is available from numerous sources. Many
microloan programs exist nationwide for those who qualify for and can
afford the payments. Various state systems also provide numerous
opportunities for financing that do not load an individual down with
debt. For example:

-   VR can pay for skill training, capital equipment, vehicle repairs
    and insurance, tools, work clothes, adaptive equipment, computers,
    job/business coaching, etc.

-   WIA providers (e.g., One-Stops) may be able to purchase some needed
    items through Intensive Services funds.

-   Community rehabilitation programs (e.g., those funded by state
    developmental disability and mental health agencies) can use general
    fund dollars to purchase a wide range of business necessities.

**A collaborative funding approach is best, with each partner providing
expertise and a portion of the financial assistance.** (See \"Blending
or Braiding Public Funds: Securing Assets for Customized Employment\"
for more information about collaborative funding approaches.)

**Box: Using a Plan for Achieving Self Support (PASS) to Fund
Self-Employment**

SSA is actively promoting business ownership to stimulate the employment
of job seekers with disabilities through the Plan for Achieving Self
Support (PASS). A PASS plan leverages an individual\'s SSI payments to
use in pursuing a career goal, and is one of the few financial options
that can provide actual operating cash to businesses. PASS remains a
critical complement to VR and/or WIA resources. For more information on
PASS, see the resource section at end of this brief.

**4. Line Up Training (If Necessary)**

Training for prospective business owners can be critical. This includes
training to refine a skill required to produce goods and services in the
business, such as attaining a welding certificate or a chef\'s diploma.
Training also can include attending classes in business ownership, many
of which are available at no or low cost through local Small Business
Development Centers (SBDC---see the resource section for website). Both
employment professionals and potential small business owners can also
benefit from such classes because they provide networking opportunities:
a chance to meet potential suppliers, customers, and mentors.

**Stories of Self-Employment**

***Molly***. Molly shared her interests in technology with her
employment professional, who then arranged funding for a series of
Microsoft certification classes. Molly began working as a part-time
computer instructor at the local community college. However, panic
attacks resulting from her psychiatric disability and exhaustion from
her fibromyalgia caused her to lose that job. With assistance from the
local VR office and a business design team including a local SBDC
advisor, she began a mobile computer repair business specializing in
assisting the growing community of retirees interested in learning basic
computer and internet skills. The business soon branched out to include
desktop publishing, specializing in formatting and printing local church
and civic club newsletters.

***Kevin.*** Kevin is a man with developmental and behavioral
disabilities who spent many years in a segregated facility-based
employment setting (a sheltered workshop) before enrolling in a
community employment project funded by the state Developmental
Disability (DD) Council. Kevin\'s interest in being a mechanic became
clear, but no jobs were available for a young man without experience.

After many attempts, a local small engine repair shop agreed to have
Kevin disassemble and clean a few motors every week. Because the single
owner did not want employees, a business-within-a-business was created
for Kevin to do disassembly and parts cleaning. In return for the space
to operate this complementary service, and for mentoring in mechanics
from the host business owner, Kevin paid a small percentage of his
earnings to the shop. VR support, general fund expenditures from the
local DD agency, and an SSA PASS plan provided Kevin with hand tools,
work benches, a parts washer, and work clothes. Over seven years later,
Kevin works 20 to 30 hours a week and charges approximately \$30 per
hour for his services.

**Small Business Resources Online**

  -------------------------------------- ---------------------------------------------------------------------------------------------
  **Name**                               **Address**

  The Abilities Fund                     www.abilitiesfund.org

  Association of Small Business          www.asbdc-us.org
  Development Centers                    

  Entrepreneur.com                       www.entrepreneur.com

  FirstGov                               www.firstgov.gov

  Forum for Women Entrepreneurs          [www.fwe.org](http://www.fwe.org/)

  Griffin-Hammis Associates, LLC         www.griffinhammis.com

  Inc.                                   [www.inc.com](http://www.inc.com/)

  Job Accommodation Network              www.jan.wvu.edu

  National Association of Women Business www.nawbo.org
  Owners                                 

  Office of Women\'s Business Ownership  www.womensbusinesscenter.org

  Online Women\'s Business Center        www.onlinewbc.gov

  The Rural Institute at the Univ. of    ruralinstitute.umt.edu
  Montana                                

  Rural Institute: PASS Plans Online     www.passplan.org

  SCORE: Counselors to America\'s Small  [www.score.org](http://www.score.org/)
  Business                               

  Social Security Administration: PASS   [www.ssa.gov](http://www.ssa.gov/)
  Plans                                  

  U.S. Dept. of Education                [www.ed.gov/about/offices/list/osers/rsa/](http://www.ed.gov/about/offices/list/osers/rsa/)
                                         index.html

  U.S. Dept. of Labor, Office of         www.dol.gov/odep
  Disability Employment Policy           

  U.S. Dept. of Agriculture              www.usda.gov/da/smallbus/index.htm

  U.S. Small Business Administration     [www.sba.gov](http://www.sba.gov/)

  Virginia Commonwealth Univ.            www.worksupport.com
  Rehabilitation Research and Training   
  Center                                 
  -------------------------------------- ---------------------------------------------------------------------------------------------

**Blending or Braiding Public Funds: Securing Assets for Customized
Employment**

A critical element in the Customized Employment process is the
development and implementation of an individualized plan for employment
based on the job seeker\'s talents, aspirations, and choices. The plan
includes specified supports or services that the job seeker needs to
become successfully employed. An individual budget can be developed to
implement this plan that uses financial support from a range of public
agencies in order to achieve the job seeker\'s goals. These agencies can
include, but are not limited to:

-   State Department of Vocational Rehabilitation (VR)

-   Social Security Administration (SSA)

-   Department of Labor (DOL)

-   Developmental disability and mental health services

These public agencies each have funds that can be blended or braided.
Using funding from multiple sources can allow for more creative planning
and contribute to a successful outcome.

What Is Blended Funding?

Blended funding occurs when public funders authorize their dollars to be
utilized within an individual budget to respond to identified needs or
gaps in services and supports. These funds may be blended into one lump
sum for use as needed, or divided into budget categories. Regardless,
the use of the funds is under the direction and control of the job
seeker, with assistance from a host agency.

What Is Braided Funding?

Braided funding also involves more than one public funder authorizing
their dollars to be included in an individual budget. However, with
braided funding, each public funder maintains control of its dollars.
Each tracks expenditures for agreed purposes and evaluates return on
investment.

A New Level of Collaboration

Blended and braided funding approaches require a new level of
coordination and collaboration among public funders. Each funding source
has different reporting requirements, payment arrangements, funding
cycles, and approaches to evaluating return on investment.

To meet multiple stakeholder needs, one agency may become the lead or
single point of responsibility for assessing service impact. This agency
may also monitor expenditures through a negotiated set of reporting
requirements.

Balancing Job Seeker Control

Agency accountability for public expenditures must be balanced with job
seeker control, choice, and decision-making. Job seekers and funding
agencies must also determine who will provide the services, and resource
allocation to cover costs.

The Advantages to Blending or Braiding Funds Are Significant

Blending or braiding funds can:

-   Permit systems to fund activities that may fall outside the
    specified limits of categorical programs

-   Allow separate funding streams to be used in flexible and
    coordinated ways to implement the customized plan\'s objective more
    effectively

-   Result in more efficient use of limited resources as agencies work
    together to overcome barriers and eliminate duplication

-   Create greater direction and control of public resources by the job
    seeker

```{=html}
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```
-   Establish a method for meeting the range of a job seeker\'s needs
    that any single funder could not effectively respond to alone

Text box: Understanding the Challenges

It is important to realize that blending and braiding funds is not
without challenges. Some public funders are reluctant to blend their
dollars in an individual budget because of the loss of control over how
the funds will be spent. Others have reporting requirements that expect
all funds to be tracked and accounted for after being allocated to an
eligible job seeker in need of specific supports and services. These
requirements can sometimes limit flexibility. END BOX

# So What Next? Thinking About Self-Directed Accounts

# Whatever collaborative funding method chosen (blended or braided), dollars can be placed in individual self-directed accounts. Such accounts hold one or more sources of employment service dollars that are dedicated to the job seeker and their employment plan. Fundamental to this funding approach is the principle that the job seeker has choice and control regarding the services and supports used, including the selection of traditional or nontraditional employment provider(s). 

# 

# Where to Find Funding to Blend or Braid for Self-Directed Accounts

# No single source of funds or resources is likely to respond effectively to multiple barriers to employment. Consider the following funding sources that authorize self-directed accounts to support enhanced coordination of resources. 

+-------------------------+--------------------------------------------+
| **Agency**              | **Program**                                |
+-------------------------+--------------------------------------------+
| Health and Human        | Home and Community-Based Waivers           |
| Services: Centers for   |                                            |
| Medicaid and Medicare   | -   Individual budgets for long-term       |
| Services                |     supports                               |
+-------------------------+--------------------------------------------+
| Social Security         | Ticket to Work                             |
| Administration          |                                            |
|                         | -   Voucher for employment services        |
|                         |     delivered by an Employment Network     |
|                         |                                            |
|                         | Plan to Achieve Self-Support (PASS)        |
|                         |                                            |
|                         | -   Excludes income or resources saved for |
|                         |     vocationally related objectives that   |
|                         |     would otherwise be counted in          |
|                         |     determining SSI eligibility            |
+-------------------------+--------------------------------------------+
| Department of Labor:    | Individual Training Account (ITAs)         |
| Employment and Training |                                            |
| Administration          | -   Voucher to purchase skills development |
|                         |     training/resources                     |
+-------------------------+--------------------------------------------+
| Health and Human        | Individual Development Accounts (IDAs)     |
| Services: Office of     |                                            |
| Community Services      | -   Matched savings plans for buying a     |
|                         |     first home, starting a business, or    |
|                         |     pursuing postsecondary education       |
+-------------------------+--------------------------------------------+
| Education:              | Individual Employment Plan, Title IV of    |
| Rehabilitation Services | WIA                                        |
| Administration          |                                            |
|                         | -   Cash advance or purchase of services   |
|                         |     for employment-related objectives      |
+-------------------------+--------------------------------------------+
| Mental Health: Center   | Mental Health Block Grant                  |
| for Mental Health       |                                            |
| Services                | Person-centered recovery plans used for    |
|                         |                                            |
|                         | -   Rehabilitative services                |
|                         |                                            |
|                         | -   Service coordination                   |
|                         |                                            |
|                         | -   Self-directed care                     |
|                         |                                            |
|                         | -   Behavioral health care                 |
+-------------------------+--------------------------------------------+
| State Developmental     | State and local initiatives                |
| Disability Agencies     |                                            |
+-------------------------+--------------------------------------------+

# 

**Eight Steps for Blending or Braiding Funds for Self-Directed
Accounts**

When working with a job seeker to blend or braid funds for a
self-directed account, the following considerations are crucial.

***1. Review and understand the menu of available benefits and
resources***

Start by identifying the resources available from each funder. For each
source, understand the definition of service units and the rate of
reimbursement for each type of service provided. (Rates of reimbursement
may include annual funding limits per individual or service, or lifetime
caps or funding limits). Determine the flexibility in rate setting,
service units, and licensing/certification requirements for service
providers.

***2. For each resource identified, review and understand eligibility
requirements***

This includes the definition of disability used by the funder and the
means tested (e.g., income levels and resource limits). There may be
additional requirements, such as order of selection (a VR process that
establishes priorities when funds are limited) or identification as a
funder of last resort. Eligibility redetermination procedures and
frequency are also important to understand.

***3. Review and understand documentation requirements***

This may include required documentation of medical disability, income
and resource limits, or proof of residence.

***4. Review and understand the application process***

Examine the forms to be filled out and the possibility of filing online.
Identify locations for filing (such as a One-Stop Career Center) as well
as the availability of assistance with the application.

***5. Review and understand the appeal process***

This includes appealing at any stage in the blended or braided funding
process: eligibility, application, redetermination of eligibility,
documentation of need, parameters of funding to meet identified needs,
etc.

***6. Establish a self-directed account workgroup***

Create a team of representatives from each funding source to explore
opportunities to improve coordination, advance the job seeker\'s
independence and self-sufficiency, and identify a shared vision and
values. When you bring a group together, decisions can be negotiated to
streamline procedures, and a blended or braided individual budget can be
pilot-tested before officially starting.

***7. Create the individual self-directed account to meet Customized
Employment goals***

Understand, simplify, and coordinate the application process across
funders. Ensure that background information is centralized and shared
for each job seeker. If needed, identify a lead agency to be responsible
for tracking and reporting expenditures to multiple funders. Each public
funder needs to review and understand the detailed requirements of each
other\'s public authorities.

***8. Offer training and support to job seekers and family members, as
necessary, to deal with the issues involved in directing public funds***

While significant individual latitude should be given, experience has
shown that these strategies require skills and understanding by the job
seeker and/or family members in order to fully realize the potential
benefits. It may be necessary to have topical trainings and
opportunities for discussions with all parties.

**Braided Funding Success Story**

Mary is a young woman who has a disability as the result of a car
accident. This accident led her to drop out of college and begin
receiving monthly SSI payments. She registered for services at her local
One-Stop and expressed interest in a career in graphic design. In
collaboration with VR and a Medicaid support coordinator, a counselor at
the One-Stop formed a work group to look at options to contribute
resources to an individual account to implement the Customized
Employment plan that Mary developed.

The group arranged funds so that WIA paid for computer classes at the
community college as part of an Individual Training Account, VR
purchased a computer and adaptive equipment for home use, and Medicaid
covered the cost of transportation from Mary\'s home to school. Mary was
accountable to each funding source to use the funds for the specific,
agreed-upon purposes. Each agency alone could not have met all of
Mary\'s needs, but when they braided funds they could respond to Mary\'s
interest in upgrading her self-taught web design skills and pursuing her
future career in graphic design.

# 

**Resources**

**Job Seeker Exploration**

Callahan, M. & Garner, J. (1997). *Keys to the workplace.* Baltimore:
Brookes Publishing.

Callahan, M., Shumpert, N., Condon, E., & Mast, M. (2005). *Discovery:
Charting the course to employment.* Gautier, MS: Marc Gold & Associates.

**Employer Negotiation**

Luecking, R., Fabian, E., & Tilson, G. (2004). *Working relationships:
Creating career opportunities for job seekers with disabilities through
employer partnerships*. Baltimore: Brookes Publishing.

**Self-Employment**

Access to Credit (Producer). (1998). *Small enterprise, big dreams*
\[videotape\]. Frederick, MD: Access to Credit Media Project.

Doyel, A.W. (2000). *No more job interviews: Self-employment strategies
for people with disabilities*. St. Augustine, FL: TRN, Inc.

Griffin, C.C. & Hammis, D. (2003). *Making self-employment work for
people with disabilities.* Baltimore: Brookes Publishing. For more
information, visit www.griffinhammis.com.

Hammis, D. & Griffin, C.C. (2002). *Social Security considerations for
entrepreneurs with significant disabilities*. Florence, MT:
Griffin-Hammis Associates, LLC.

**Blended/Braided Funding and Individual Accounts**

Bradley, V., Smith, G., Taub, S., & Heaviland, M. (2002).
*Person-centered supports: How do states make them work?* Retrieved June
13, 2005, from http://www.hsri.org/tracker.asp?file=793ESummary.DOC.

Callahan, M. (2000). Personal budgets: The future of funding? *The
Journal of Vocational Rehabilitation, 16.*

Cook, J., Terrell, S., & Jonikas, J. (2004). *Promoting
self-determination for individuals with psychiatric disabilities through
self-directed services: A look at federal, state and public systems as
sources of cash-outs and other fiscal expansion opportunities*.
Retrieved June 6, 2005, from
http://www.self-determination.com/pdf/prodraft.pdf.

Flynn, M. & Hayes. C.D. (2003, January). Blending and braiding funds to
support early care and education initiatives. In *Financing Strategy
Series.* Retrieved August 16, 2005 from
http://www.financeproject.org/Publications/FP%20Blending%20Funds%201_24.pdf.

Kowalchuk, P. & Scott, P. (2005). Living your own life... Lessons of
self-directed supports. *TASH Connections, 31(3/4)*, 18-19.