Community inclusion of individuals with disabilities requires support and advocacy from local businesses for concepts like customized employment.
Katherine Inge from Virginia Commonwealth University Rehabilitation Research and Training Center says "The term, customized employment, is attributed to a speech that Secretary of Labor, Elaine Chao, made upon being confirmed by the U.S. Senate in 2001.
Todd Citron et al. says "A person with a disability who needs supports often begins with a negative label and stands at risk of rejection, segregation, isolation and limited adult opportunities.
While in our culture the notion of freedom is strongly tied to personal power, control and influence, many individuals with disabilities have been historically denied access to the opportunities for choice and decision-making necessary to experience becoming successful in what they wish to do with their lives".
Karen L. Heath et al., from Center for Human Development says "The Discovery process is both open and formal; it is time-limited; and it is not concerned with predicting the future.
Hours worked, and wages earned will be issues as providers negotiate with employers to customize jobs for individuals with significant disabilities".
Customized employment concept provides the business with reliable and dependable employees, it reduces recruitment and hiring process, it matches job seekers with specific employment needs, increases employee retention, helps the business to attract broader customer base, enhance diversity, and increase tax benefits.
Tammy Jorgensen Smith et al. from Department of Rehabilitation and Mental Health Counseling, University of South Florida say "An example of a person who may benefit from discovery is an individual with autism.
This has evolved out of practice with the CDERP Work First employment service that supports practice-based evidence and technical training of provider staff.
In whichever way the process is completed, job carving is a means of focusing on individuals' abilities, skills, and talents they bring to potential employers.
This happens by giving Erick the tasks of researching, developing, and composing one feature story a week and successfully soliciting advertisers.
In this new position, Jane is responsible for developing, implementing, and maintaining a computerized system dedicated to recording sales and inventory.
In addition, they described how students had access to CE resource staff who provided individualized representation and negotiation with employers.
CE encouraged students with disabilities to work and realize that employment is essential to successful adult transition.
However, Christopher Rogers et al. from Institute on Community Integration, University of Minnesota say, "Current school-to-career transition practices are not leading to sufficient levels of competitive employment and post-secondary education outcomes for youth and young adults with significant disabilities despite progressive mandates and policy improvements in federal and state secondary and post-secondary education, vocational rehabilitation, and workforce development services".
During his freshman year, James learned about the local One Stop's summer youth program and was encouraged to participate by school personnel.
This program provides eligible youth with 3 weeks of employment training followed by 149 hours of paid work experience.
When James graduated from high school with a general diploma, he had employment experience from the summer youth programs, and certificates for completing courses in cabinetmaking.
Michelle Ouimette, and Linda Rammler from Journal of Vocational Rehabilitation say "Successful opportunities and innovations include the "right kind" of social enterprise, entrepreneurship through self-employment and micro-enterprises and other entrepreneurial models".
Katherine J. Inge and Pam Targett from Virginia Commonwealth University say "Access to an accommodation in the work place is often dependent on a person's disclosure of disability related needs.