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1 Evidence-Based Practices Promoting Inclusion and Customized Employment for Individuals with Disabilities Presented by: Paul Malette, Ph.D. Hosted by: BC Centre for Employment Excellence The webinar will begin shortly.

2 Welcome & Agenda Agenda 5 mins Welcome & Introductions 45 mins Presentation 10 mins Discussion We encourage you to ask questions! We will address them during and after the presentation. To submit a question: Use the Questions tab at the right of your screen (at any time during the presentation.)

3 Evidence- Based Practices Promoting Inclusion and Customized Employment for Individuals with Disabilties BC Centre for Employment Excellence P A U L M A L E T T E, P H. D. C B I C O N S U L T A N T S F E B R U A R Y 2 4,

4 Introduction to Customized Inclusive Employment Overview of evidence based practices Introduction to CBI Consultants BC context Demonstration project learning and future directions

5 A flexible process designed to personalize the employment relationship between a job candidate and an employer in a way that meets the needs of both. It is based on an individualized match and negotiation between the strengths, conditions, and interests of a job candidate and the specific business needs of an employer.

6 Seeks to negotiate the essential responsibilities of a job, as defined by an employer and/or the non-essential expectations of a job for purposes of customizing a unique job description for the job seeker. Occurs in integrated, community workplaces or in self-owned businesses. Involves pay at or above the minimum wage. Results in an employment relationship between the individual and a community employer -- one person, one job without an intermediary holding the employment relationship. Is driven primarily by an exploratory process such as discovery as opposed to a competitive, comparative, assessment or evaluation. Provides access to ongoing employment supports, as needed.

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8 Canadian/ American Studies- Individuals with disabilities chronically unemployed or never employed (range of 65-95% unemployment rates) Individuals with developmental disabilities and autism have the lowest employment rates Randomized Clinical Trials have shown that Customized/Supported Employment can dramatically alter these numbers Inclusive employment is one of the most effective therapeutic interventions in mental health Inclusive employment (real work for real pay) correlates with improved quality of life in all domains

9 For the past 40 years a continuum of handicapped supports has been in place for people with disabilities upon graduation from high school This continuum of supports goes under various names such as the handicapped continuum, the readiness model and the Least Restrictive Environment (LRE)

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12 The continuum of services or readiness model depends on a "deficit profile approach to make decisions about where the person should "enter" the continuum.

13 Place in Inclusive Employment and Train VS. Train and Place Zero Exclusion Everyone with the right support is able to achieve inclusive employment

14 Employment First Community Action Employment Plan One Gov t Approach One Door Policy Transitioning Youth Transforming Community Inclusion

15 Five years ago we received a small grant from Community Living BC Started with 5 clients Mentored by Dr. Paul Wehman from Virginia Commonwealth University (a pioneer of Supported Employment, voted one of the top 100 special educators of the milenium) Received 4 other customized employment contracts with Community Living British Columbia and Ministry of Social Development More than 140 inclusive paid job placements to date

16 Lifestyle Development Process Training and Technical Assistance Support Model Positive Behaviour Support High School Transition Self- Determination Customized Employment Peer Power

17 Vision Planning Develop Personal Profile ASSEMBLING MEANINGFULL ROUTINES AND REVISING SCHEDULES (DAY/WEEK) Lifestyle Development Process Home Customized Employment Social Recreation Leisure School Development of Support Strategies Community Access Assessing Barriers to Participation: Knowledge Opportunity Attitudinal Team Facilitation (Game Theory) Communication Behaviour Social Instructional Quality of Life Develop Monitoring System (Malette, P., Mirenda, P., Kandborg, T., Jones, P., Bunz, T., Rogow, S., 1992)

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22 The goal of strength based, person centered planning is to identify the key or ideal conditions for successful employment. You are funnelling the key information down to come up with I.C.E. Ideal Conditions for Employment

23 In this case you will want to have some keen observation skills and get in the door and understand what the work environment is all about You want to look for potential jobs that do not exist that are a good fit for the focus person and the employer When exploring and developing jobs it is often the case that a traditional job or job posting will not be the right fit for your focus person and the employer.

24 Now that you are in the door and on the job you will need to have a clear plan and pathway

25 Number of clients served: 123 Number of placements: 153 Percent employed in inclusive work (real work for real pay) long term employment goals met: 85%

26 Placements Range % 30% 35 30% 25% % % 15% % % 8% 9 9 6% 6% 7 5% 3 10% 5% 2% 0% Placements Percentage

27 Range of hours per week: 4-40 Salary Range: $ $18.00

28 Dramatic reversal in employment numbers from 10-15% t0 85% Definitely saw the link to Schalock s Quality of Life Indicators Clear business case and benefit to employers Almost exclusively dependent on skill set of employment specialist to reach desired outcomes People on the wait list phoning if we have their job yet or unable to find a second/another/ replacement job

29 Self determined behaviour refers to volitional actions that enable one to act as the primary causal agent in one s life and to maintain or improve one s quality of life.

30 Benefits of acquiring Self Determination skills: Enhances quality of life (Wehmeyer & Schalock, 2001) Enhances confidence/self-esteem (Eisenman et al., 2005) Increases goal-oriented behaviour (Wehmeyer et al., 2000) Is essential for positive transitions and outcomes - especially after kids leave the school system (Test et al., 2005a) Increases the likelihood of being successful in post-secondary settings (Fiedler & Danneker, 2007) Decreases problem behaviour (Gardner et al., 1983) Increases participation in appropriate adaptive tasks (Koestner et al., 1984)

31 Level 1-Development of Self- Directed Life Plan (all life domains) Level 2-Full engagement of focus person in employment goal

32 Number of participants: 32 Number of placements: 37 Long-Term Employment goals met: 78%* Some individuals still in job development phase

33 self esteem confidence social skills relationship skills self advocacy identify learning style Ideal conditions of employment strengths and challenges able to speak and advocate these to others

34 Customized Employment Training Level 1 & 2 Self-Determination Curriculum Level 1& 2 Employment Specialist Driven Individual Driven

35 Children Services Adult Services Individual s Lifespan Preschool/Kindergarten Elementary School High School Residential Services Day Programs Quality of Life Physically Included Seldom Invited to play dates, birthdays Increasing Social Isolation Often exacerbated by 1 to 1 TA Increasing physical isolation Lack of social inclusion No paid work experience High Potential Cost: Graduating with no paid work experience No inclusive social networks Few if any natural supports in the community Expected to receive residential services and day programs for the rest of their lives Social & Physical Isolation High Unemployment Rates

36 Paid work experiences Parental involvement Self-Directed Life Plans and Self- Determination Instruction General education inclusion Instruction in life goals and life skills

37 Current and past participating school districts include: North Vancouver (1 school, 1 classroom) Surrey (5 schools) students Burnaby SD (research with UBC) Vancouver 1 planning 10 class (26 students) Six other VSB schools- students with a range of disabilities Catholic School Board starting with one school (UBC research Yukon School Board

38 Employment Specialist SELF DIRECTED LIFE PLAN Social Employment Home Education Discovery Job Development Job Coaching Monitoring Employment Specialist Driven Process

39 Discovery Job Development Job Coaching Monitoring Curriculum: SD Level 1 & 2 CLASSROOM Teacher Driven Process CBI Training & Technical Assistance Online: Employment PBS Community Living Partners

40 Self-determination and Employment: Universal Design and Universal Need Mentorships and customized relationships for all students JOBS MENTORS DATA POOL STUDENT Peers Helping Peers

41 Life Skills Day Activity Centre Sheltered Workshop Supported Volunteer or Subsidized Work Community Day Program Enclave/ Work Crew Inclusive Employment

42 SD Level 1& 2 Curricula Customized Employment Level 1 & 2 Online Training Direct Coaching and Mentoring Support PBS Online Training

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44 Some Customized Employment Resources and Training Customized Employment Demonstration Project: CBI Consultants: Douglas College: Employment Specialist Series Focus Disability Network Society: PNGI (Chris Arnold): Supported Employment Best Practices: 44

45 Questions and Discussion To submit your question: Please use the Questions tab to the right of your screen. 45

46 Thank you for attending today! Continue the conversation at Don t forget! BCCDA s 17 th Annual Career Development Conference in partnership with the BC Centre for Employment Excellence March 7 th and 8 th, 2014 Richmond, BC 46

47 Upcoming Webinars April 2 nd, 16 th & 30 th Working with People with Mental Health Issues from an Employment Perspective Presented by: Gastown Vocational Services Stay tuned for more information. We will send the registration link in tomorrow morning s follow up . 47