Competitive integrated employment pays a competitive wage in a location where both workers with disabilities and those without disabilities (other than supervisors or individuals supporting the worker with a disability) interact on a daily basis while performing their job. Competitive integrated employment offers the same level of benefits for all employees, including those with disabilities, and offers the same opportunities for advancement for individuals with disabilities and those without disabilities working in similar positions (OSERS, 2019). 

Transition services are designed to facilitate moving from services in high school to receiving services after high school, including in postsecondary education and vocational training that lead to the employment outcomes in competitive integrated employment or supported employment. Competitive integrated employment (CIE) pays a competitive wage in a location where both workers with disabilities and those without disabilities (other than supervisors or individuals supporting the worker with a disability) interact on a daily basis while performing their job. Competitive integrated employment offers the same level of benefits for all employees, including those with disabilities, and offers the same opportunities for advancement for individuals with disabilities and those without disabilities working in similar positions (USDE, 2020, Transition Guide for Secondary Transition).

Individualizing the employment relationship between employees and employers in ways "that meet the needs of both. It is based on an individualized determination of the strengths, needs, and interests of the person with a disability, and is also designed to meet the specific needs of the employer. It may include employment developed through job carving, self-employment or entrepreneurial initiatives, or other job development or restructuring strategies that result in job responsibilities being customized and individually negotiated to fit the needs of individuals with a disability" (Federal Register 2002).

While supported employment matches the individual with a position and trains him or her to perform the essential tasks in that position, customized employment designs or tailors job tasks to meet the individual’s interests, skills, and capabilities, as well as the needs of the employer. Customized employment is accomplished by using various strategies, including:

• Customizing a job description based on current employer needs or on previously unidentified and unmet employer needs;
• Developing a set of job duties, a work schedule and job arrangement, and specifics of supervision (including performance evaluation and review), and determining a job location;
• Using a professional representative chosen by the individual, or if elected self-representation, to work with an employer to facilitate placement; and
• Providing services and supports at the job location (USDE, 2020, Transition Guide for Secondary Transition).

Related Learning Activities: 

1. Watch the Employment Supports for Transition-Aged Autistic Youth | Organization for Autism Research webinar (1:00:34). 
2. Watch two or more videos from this playlist on the value of CIE for individuals: Georgia Supported Employment Stories: The Value of Competitive Integrated Employment! - YouTube 
3. Read the Quick Guide: Preparing Students for Competitive Integrated Employment. 
4. What do you see as our role/responsibility in education as it relates to preparing all students for Competitive Integrated Employment?

Employment First is a national initiative and a critical priority for the US Department of Labor, Office of Disability Employment Programs (ODEP). The intent is systems change resulting in access to community-based, integrated employment opportunities for all individuals with disabilities, and full participation in their communities. 

Most states legislated some for of Employment First. In 2019, Employment First in Michigan was passed into legislation. The mission of Employment First is to establish the expectation and promote inclusive employment opportunities for all working age individuals with disabilities. The goal in Michigan is to gain individual, competitive integrated employment making minimum wage or more. Employment First also seeks to engage businesses to value the contributions that employees with disabilities bring to their organizations (Michigan DD Council, 2019).  

Related Learning Activities:

1. Review the USDE, ODEP Employment First web page and review the Employment First video (10:06). 
2. Review the Employment First Michigan: Flyer.
3. Review the Michigan Department of Health and Human Services (MDHHS) Employment First web page
   • Focus on the resources on the page, including Lighting the Way: Helping Families See the Possibilities in Competitive Employment.
4. Review the Michigan Department of Health and Human Services (MDHHS), Employment First Report-2019.
5. Write down 3-4 new concepts you learned while reviewing the Employment First materials.

The process of Discovery is a person-centered approach to gathering information about a student prior to discussing potential jobs, employers, or job tasks. Discovery assists in revealing the student’s interests, skills, and supports in environments and activities where the student is at his or her best. Discovery seeks to understand various facets of a student’s life in order to discover who the person is rather than what he or she wants to do. This strategy utilizes already existing information instead of information developed through typical evaluations (Center on Transition-Discovery). 

Related Learning Activities:

1. Review three or more of the following resources defining the discovery process:
   • Virginia Commonwealth University-Discovery Fact Sheet
   • Florida Center for Inclusive Communities (FCIC) Discovery Fact Sheet
   • OCALI: Discovery (OCALI)
   • Griffin-Hammis Associates Discovery Fidelity Scale
   • Michael Callahan with Mark Gold and Associates: Discovery Is….
   • Marc Gold and Associates, Michael Callahan: Discovery and Customized Employment Video (45:39)
2. In your own words explain how this process is a beneficial option for transition assessment and competitive integrated employment planning for some students.

The Predictor Implementation School/District Self-Assessment (PISA) provides operational definitions for each of the research-based predictors of post-school success (Test, Mazzotti, et al., 2009); Rowe et al., 2014) and suggestions for teams to assess their level of implementation of each predictor. This crosses employment, education, and independent living outcomes, but could be used to consider employment outcomes for this component.

The Guide for Using the PISA provides information about the process that a school-level team should use to complete the PISA.

Related Learning Activities:

1. Go to the NTACT-C Predictor Implementation School/District Self-Assessment (PISA) page. 
2. Review the Predictor School/District Self Assessment. You will need to develop a free account to access these documents (you may get a browser error if you are not logged into your free account):
   • Predictor Implementation School/District Self-Assessment (PISA) | NTACT:C
   • Predictor Implementation School/District Self-Assessment Instructions and Action Planning Guide 
3. Consider doing a self-evaluation on your transition program. If there are multiple areas of growth, consider what could be worked on and accomplished quickly. Prioritize what is important for your transition program.

• The Transition to Employment: What Parents Can Do Now 
• Transition Tips: How Parents Can Help Their Youth Find Employment Success (PACER's National Parent Center on Transition and Employment)
  • Video series provides parents with five practical strategies for helping their youth be successful when first looking for employment. Video series topics include high expectations, making work experiences a priority, using your personal networks, employers want good employees, and learning what supports are available. 
• Michigan Alliance for Families, Employment

► Next: V3 Discovery Process