CUSTOMIZED 

EMPLOYMENT

Applying 

Practical 

Solutions for 

Employment 

Success

Job Seeker ExplorationSelf-Representation and Customized EmploymentNegotiating with EmployersDeveloping Self-Employment and MicroenterpriseSecuring Assets for Customized Employment

Volume 2
The Offi ce 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 for Employment Success is the second in 

a series of Customized Employment portfolios. The fi rst 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 Offi ce of Disability 

Employment Policy at 866.633.7365 or read online at www.onestops.info.
1

Customized Employment: An Overview

The Customized Employment process is a fl exible 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 profi les 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 specifi cs of supervision.
2Job Seeker Exploration

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, refl ecting 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 signifi cant complexities, will benefi t 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 fi rst step in the Customized Employment process. Once planning identifi es the job 

seeker’s strengths, needs, and interests, a plan can be developed describing how those skills can best be utilized. 

Unless we fi rst 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 necessary 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 specifi c additional information is needed to complete the picture. 

Note of Advice Regarding Consent, Confi dentiality, and Pre-Employment Inquiries 

The process of exploration involves working with an individual to understand his or her strengths and interests. 

The job seeker must drive the process and identify whom they want to participate. It is critical that facilitators 

working with a job seeker have the job seeker’s permission to speak with the range of individuals who might be 

part of the exploration process. In addition, prior to exploration there should be an explicit discussion with the 

job seeker explaining that this exploration process may involve inquiries into whether and to what extent the job 

seeker has a disability. It is vital that the job seeker be informed that the information requested is intended for 

use solely in connection with the voluntary affi rmative action efforts of the Customized Employment process. 
3

The job seeker must be informed that (1) the specifi c information is being requested on a voluntary basis; (2) 

the information will be kept confi dential in accordance with applicable law; (3) the refusal to provide such 

information will not have an adverse effect on the provision of employment services; and (4) the information 

requested will be used only in accordance with applicable law, including the Americans with Disabilities Act and 

the Workforce Investment Act. 

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 confi dence 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

In addition, when discussing disability, staff should focus on the individual’s abilities and the accommodations 

and auxiliary aids and services that may be needed in order to use these abilities, rather than on limitations.

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.

Refl ecting 

All parties involved in the exploration process must 

refl ect on their thoughts, memories, and aspirations for 

the job seeker. The time spent in refl ection 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. 

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Job Seeker Exploration

Note of Advice Regarding Disclosure 

of a Job Seeker’s Disability 

Inquiring about disabilities may be useful 

in assisting an individual to move into 

employment. However, service providers need to 

be aware of the rules governing pre-employment 

inquiries into whether and to what extent an 

individual has a disability. See “Note of Advice 

Regarding Consent, Confi dentiality, and PreEmployment Inquiries” on p. 2 about when 

and how to share this information. Generally 

speaking, service providers may not disclose 

to others disability-related information about 

the job seeker. Remember that information 

concerning a disability needs to be kept 

confi dential unless the individual gives explicit 

consent. (For additional information, see 

“Appendix A–Description of rules relating to 

disability-related information” in Strategies 

and Practices for Effectively Serving All One-Stop 

Customers—A Framework for Systems Change and 

the U.S. Department of Labor Civil Rights Center 

at www.dol.gov/oasam/programs/crc/.)
4Job Seeker Exploration

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

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 information.

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 

fi nd 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 important 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 and family, friends, teachers, and 

support people selected by the job seeker to be 

part of this process. Conversations should be 

free-fl owing but use a subtle structure to keep 

the process on track. It is important to consider 

words chosen, body language, and tone. 

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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, 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 (e.g., sitting for long 

periods, working alone, and performing detailed 

tasks that might involve counting).
5Job Seeker Exploration

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. 

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, if invited, 

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 that person’s 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 identifi es 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.

A Note of Advice

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 regarding the job 

seeker’s strengths and interest, not to 

test or assess the job seeker.
6

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 qualifi ed person. The personal representative may or may not be the facilitator of the 

exploration phase of the Customized Employment process. If the personal representative is not 

the facilitator, in order to understand the job seeker’s background and negotiate effectively with 

employers, the representative should be involved in the exploration process. 

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. 

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 remain either 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. 

Job Seeker Exploration
7

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 his or her 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 fi rsthand knowledge of their fi t 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. 

Some individuals may feel more comfortable if someone who is not personally involved addresses 

disclosure of a disability.

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 fi nd employers

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

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Self-Representation and Customized Employment
8

Each of these areas is discussed further below.

1. Conduct exploration

The process starts with an in-depth self-exploration by the job seeker. If job seekers choose to selfrepresent, 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 his or her 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 his or her 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 job seekers in collecting 

and organizing 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 fi rst 

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 role-play 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.

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Self-Representation and Customized Employment
9Self-Representation and Customized Employment

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 fi nal 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.

l 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. 

l Be as brief as possible in the initial meeting (no 

more than about thirty minutes).

l 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.

l Focus on identifying discrete, unmet needs of the 

workplace rather than fi lling a particular job slot. 

Match those discrete employer needs with the 

qualifi cations and interests of the job seeker.

l Emphasize the benefi t 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.

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Making Sure the Job Seeker Is Ready

When a job seeker is considering selfrepresentation, the following questions should 

be explored to ensure that the job seeker is 

prepared. If the job seeker feels uncomfortable 

with his or her 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 confi dent in his or her 

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 specifi c 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, fi rings, 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, that 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?
10Negotiating with Employers

Negotiating with Employers for Customized 

Employment Opportunities

The aim of Customized Employment is to align the job seeker’s profi le to a collection of job tasks that 

help an employer meet a specifi c need. Therefore, successful Customized Employment opportunities 

are developed by appealing directly to the employer’s circumstances and needs, rather than trying to 

sell an employer 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 

benefi t to the employer. 

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

l Saves money

l Helps make money

l Helps the operation run more effi ciently

l Improves customer relations

l 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 effi ciency and 

other benefi ts 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:

l 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.)

l 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 identifi ed 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
11

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 specifi c 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]?

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.

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 specifi c tasks, and pinpoint opportunities where customizing a position would 

benefi t 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/overfl owing inboxes

Ineffi cient 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 specifi c 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 effi ciently. The primary objective of these initial 

meetings is to fi nd out how an employer operates. Illustrating how Customized Employment could benefi t an 

employer through creating task lists and negotiating the employment proposal are the next steps. 

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Negotiating with Employers
12Negotiating with Employers

Book Distributor

Department Potential Tasks

Human 

Resources 

• Collate new hire packets

• Distribute paychecks

• File personnel information

• Shred old fi les

Marketing 

• Tear the covers off unsold paperbacks and 

magazines to return to publisher for rebates

• Attach security covers on music CDs and 

movie DVDs

• Collate press kits

• Fax press releases

Administration

• Log and photocopy accounts received

• Mail billing statements

• Restock printers and photocopiers

• Meter outgoing mail

• Clean conference rooms and kitchens

Dentist Offi ce

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 offi ce

• Escort patients to treatment areas

• Distribute mail to offi ce staff

Retail Clothing Store

Department Potential Tasks

Stockroom

• Attach security devices

• Hang clothes

• Price stock

• Size stock

• Steam clothes

Sales Floor

• Mark down clearance items

• Straighten and size racks and tables

• Return stock from fi tting rooms to racks

• Clean mirrors, displays, and windows

• Vacuum the sales fl oor

Sample Task Lists 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. 

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 on the right.

Characteristics of an Effective 

Task List

A good task list:

• Is based on the employer’s needs 

and job seeker’s skills 

• Should be specifi c, avoiding general 

and vague terms like “fi ling,” 

“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 fl exibility of 

customizing a position 

• Highlights benefi ts to the employer
13

In each of the examples, the lists refl ect specifi c tasks as 

they are performed in a specifi c 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 

benefi ted 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 specifi c 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 benefi t 

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. 

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?

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Seven Steps to Successful 

Negotiation

Successful negotiations include several 

specifi c steps. These steps utilize a 

fundamental feature of good-sense 

negotiation: Start negotiating strengths 

(tasks to be performed) fi rst, 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 benefi ts to the employer 

as a result of assigning identifi ed 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 benefi ts 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.

Negotiating with Employers
14Negotiating with Employers

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 

diffi cult 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 

benefi ted from this arrangement is illustrated in the chart below.

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.

Refi ned Task List, Assigned 

to New Employee

Benefi ts to the Business 

as a Result

• Receives and unpacks shoe 

shipments

• Sorts shoes into size categories

• Puts sensors and tags on shoes

• Delivers shoes to proper rack

• Retrieves returned shoes

• Work fl ow of shipments 

reorganized so all shoes are 

always in the right place and 

everyone can fi nd the right shoes

• Fewer customer complaints 

about the department

• Improved customer satisfaction

• Increased sales 

4. Ensure Post-Hire Success

The deal should never be considered 

sealed, however, until all the parties 

are satisfi ed with the outcomes of 

the arrangements. Even after the job 

seeker starts the job, there are often 

circumstances where renegotiating 

specifi c 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 fulfi lling 

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 benefi t.

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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 fl oor. There seemed to be particular diffi culty 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 fl oor 

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 fi nd 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

Negotiating with Employers
16Developing Self-Employment and Microenterprise

Developing Self-Employment and Microenterprise: 

A Customized Employment Option

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, fi rewood delivery, fl ower 

arrangement, water fi ltration systems 

sales, greeting card design, farming... 

the list goes on and on.

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 fi ve 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 fi nancing, 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. 

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 fl exibility necessary to 

accommodate a disability or other life complexities

Allows job seekers to express their talents in the 

open market

Creates fi nancial equity options that wage 

employment cannot always provide

Provides options to manage income relative to 

one's cash, medical, and other benefi ts

An Option for Saving Money!

Self-employment represents one of the few options to grow wealth for people who receive benefi ts 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. Profi ts and personal 

withdrawals can then be managed to maintain appropriate resource levels for SSI eligibility. 

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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. 

1. Establish a support team

Many job seekers benefi t from a business team, selected 

by the job seeker, that helps sculpt the job seeker’s ideas, 

interests, aspirations, and talents into a profi table 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, fi nancial statements, 

marketing and sales strategies, support services, and benefi ts 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 benefi t 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 fl exibility in planning is 

recommended. However, a business plan is an absolute 

requirement of state Vocational Rehabilitation (VR) 

departments and SSA. 

The process of creating the business plan is as important 

as the plan itself!

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 

fi nancing that do not load an individual down with debt. 

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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 selfemployment income on their benefi ts. 

Be sure that the business plan clearly 

articulates the specifi c duties of the 

business owner, any supports that are 

necessary, and the expected business 

roles of any employees and supporters.

Developing Self-Employment and Microenterprise

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.
18Developing Self-Employment and Microenterprise

Using a Plan for Achieving Self 

Support (PASS) to Fund SelfEmployment

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 fi nancial 

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 the end of this portfolio.

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 

fi nancial assistance. (See “Blending or Braiding Public Funds: Securing Assets for Customized Employment” for 

more information about collaborative funding approaches.)

4. Line up training (if necessary)

Training for prospective business owners can be critical. This includes training to refi ne a skill required to 

produce goods and services in the business, such as attaining a welding certifi cate 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 benefi t from such classes because they provide 

networking opportunities: a chance to meet potential suppliers, customers, and mentors. 

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Stories of Self-Employment: Kevin 

Kevin is a man with developmental and behavioral disabilities who spent many years in a segregated facilitybased employment setting (a sheltered workshop) before enrolling in a community employment project 

funded by the state Developmental Disability 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 developmental disabilities 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.
19

Name Address

The Abilities Fund www.abilitiesfund.org

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

DisabilityInfo.gov: Self-Employment & Entrepreneurship www.disabilityinfo.gov/digov-public/public/

DisplayPage.do?parentFolderId=38

Entrepreneur.com www.entrepreneur.com

FirstGov www.fi rstgov.gov

Forum for Women Entrepreneurs www.fwe.org

Griffin-Hammis Associates, LLC www.griffi nhammis.com

Inc. www.inc.com

Job Accommodation Network/Small Business and SelfEmployment Servicewww.jan.wvu.edu/sbses/index.htm

National Association of Women Business Owners www.nawbo.org

National Center on Self-Employment and Disability www.selfemploymentcenter.org

Office of Women’s Business Ownership www.womensbusinesscenter.org

Online Women’s Business Center www.onlinewbc.gov

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

Rural Institute: PASS Plans Online www.passplan.org

SCORE: Counselors to America’s Small Business www.score.org

Social Security Administration: PASS Plans www.ssa.gov

U.S. Dept. of Education www.ed.gov/about/offi ces/list/osers/rsa/ 

index.html

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

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

U.S. Small Business Administration www.sba.gov

Virginia Commonwealth Univ. Rehabilitation Research and 

Training Center

www.worksupport.com

Developing Self-Employment and Microenterprise

Sample of Small Business Resources

For a more complete listing of resources, see www.jan.wvu.edu/sbses/ and www.dol.gov/odep/.

Stories of Self-Employment: Molly

Molly shared her interests in technology with her employment professional, who then arranged funding 

for a series of Microsoft certifi cation 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 fi bromyalgia caused her to lose that job. With assistance from the local VR offi ce 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.
20 Securing Assets for Customized Employment

Securing Assets for Customized Employment:

Blending or Braiding Public Funds

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 specifi ed supports or services that the job seeker needs to become successfully employed. An 

individual budget can be developed to implement this plan that uses fi nancial 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 identifi ed 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 decide who will provide the services, and determine resource allocation to 

cover costs.

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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 specifi c supports and services. 

These requirements can sometimes limit fl exibility. 

The Advantages to Blending or Braiding Funds Are Signifi cant 

Blending or braiding funds can: 

Permit systems to fund activities that may fall outside the specifi ed limits of categorical programs 

Allow separate funding streams to be used in fl exible and coordinated ways to implement the customized 

plan's objective more effectively

Result in more effi cient 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 

Establish a method for meeting the range of a job seeker's needs that any single funder could not effectively 

respond to alone 

So What Next? Thinking About Self-Directed Accounts

Whatever the 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 (see table on page 22).

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Securing Assets for Customized Employment
22Securing Assets for Customized Employment

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 specifi c, 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.

Agency Program

Health and Human Services: 

Centers for Medicaid and 

Medicare Services 

Home and Community-Based Waivers 

• Individual budgets for long-term supports 

Social Security Administration Ticket to Work

• 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: 

Employment and Training 

Administration

Individual Training Account (ITAs)

• Voucher to purchase skills development training/resources

Health and Human Services: 

Offi ce of Community Services

Individual Development Accounts (IDAs)

• Matched savings plans for buying a fi rst home, starting a business, or 

pursuing postsecondary education

Education: Rehabilitation 

Services Administration

Individual Employment Plan, Title IV of WIA

• Cash advance or purchase of services for employment-related objectives

Mental Health: Center for 

Mental Health Services

Mental Health Block Grant

Person-centered recovery plans used for

• Rehabilitative services

• Service coordination

• Self-directed care

• Behavioral health care

State Developmental Disability 

Agencies

State and local initiatives 

Resources for Self-Directed Funding
23

1. Review and understand the menu of available 

benefi ts and resources 

Start by identifying the resources available from each 

funder. For each source, understand the defi nition 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 

fl exibility in rate setting, service units, and licensing/

certifi cation requirements for service providers.

2. For each resource identifi ed, review and 

understand eligibility requirements

This includes the defi nition 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 identifi cation 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 fi lled out and the possibility 

of fi ling online. Identify locations for fi ling (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 identifi ed needs, etc. 

6. Establish a self-directed account work group

Create a team of representatives from each funding 

source to explore opportunities to improve 

coordination, advance the job seeker’s independence 

and self-suffi ciency, 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 pilottested before offi cially 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 signifi cant 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 

benefi ts. It may be necessary to have topical trainings 

and opportunities for discussions with all parties.

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.

Securing Assets for Customized Employment
24

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.

Griffi n, C.C. & Hammis, D. (2003). Making self-employment work for people with disabilities.

Baltimore: Brookes Publishing. For more information, visit www.griffi nhammis.com.

Hammis, D. & Griffi n, C.C. (2002). Social Security considerations for entrepreneurs with signifi cant 

disabilities. Florence, MT: Griffi n-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 www.hsri.org/tracker.asp?fi le=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 fi scal expansion opportunities. Retrieved June 6, 2005, from www.selfdetermination.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 www.

fi nanceproject.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.

Resources
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 Griffi n and Dave Hammis of Griffi n-Hammis Associates, LLC

 —cgriffi n@griffi nhammis.com, dhammis@griffi nhammis.com

• Michael Morris of the Law, Health Policy & Disability Center, 

 University of Iowa College of Law

 —mmorris@ncbdc.org 

• Offi ce 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)
This document was developed by the National Center on Workforce and Disability/Adult. The center is based at the Institute for Community Inclusion 

at the University of Massachusetts Boston and funded through the U.S. Department of Labor’s Offi ce of Disability Employment Policy (ODEP) grant 

number E-9-4-1-0071. The opinions expressed herein do not necessarily refl ect the position or policy of the U.S. Department of Labor, nor does 

mention of tradenames, commercial products, or organizations imply endorsement by the U.S. Department of Labor. 

NCWD/A PARTNERS

Institute for Community Inclusion at UMass Boston

Center for the Study & 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. December 2006