Disabilities Services Training Peter de Haan Equal Opportunity Officer Agency for Workforce Innovation

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The Disability Specialist Previous slideNext slide End the presentation

... what is the role of the “disability specialist?” You may have said to yourself Well,... (or to your boss), Previous slideNext slide End the presentation “I’m going to be the WHAT???”

The role of the disability specialist Customer assistance Staff resource person Liaison Advance the presentationPrevious slide End the presentation Next slide

2000 Census data for Florida show: Of the civilian, non-institutionalized population, ages 21 to 64: 21.9% reported having a disability.(1,914,507 people) Of those (ages 21 to 64), whose disability allows them to work outside the home: 47.4% of the men 58.2% of the women reported being unemployed. (196,181 women) (149,709 men) Advance the presentationPrevious slide End the presentation Next slide

What are some disabilities? (Go ahead: name some.) Previous slideNext slide End the presentation

50 to 80% of adults with low reading skills (below the 5 th - to 7 th -grade level) may have a learning disability; 15 to 23% of the individuals in federally funded job-training programs may have a learning disability; and 25 to 40% of the individuals on welfare may have learning disabilities. Did you consider learning disabilities? Advance the presentationPrevious slide End the presentation Next slide

Key terms Disability Essential functions Fundamental alteration Has a record of such an impairment Is regarded as having such an impairment Major life activities Physical or mental impairment Qualification standards Qualified individual with a disability Substantially limits Undue hardship Reasonable accommodation Reasonable modification Previous slideNext slide End the presentation

These “key terms” are defined and discussed in a guidance paper based on federal law and regulation. It was prepared by the Office for Civil Rights (OCR) in the Agency for Workforce Innovation. Previous slideNext slide End the presentation

Guidelines for Compliance with the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973 (a guidance paper) Previous slideNext slide End the presentation

This guidance paper is designed to assist one-stop and service-provider staff in providing services to individuals with disabilities. It is available on the Internet at: 04aADACompGuid rtf 04aADACompGuid rtf. Previous slideNext slide End the presentation

Program accessibility: The Section 188 Disability Checklist Previous slideNext slide End the presentation

The Section 188 Disability Checklist is designed to assess compliance with applicable laws and regulations in programs receiving federal financial assistance under the Workforce Investment Act of Previous slideNext slide End the presentation

Previous slideNext slide End the presentation The checklist focuses on policies, procedures and activities designed to ensure programs and services are accessible to individuals with disabilities.

The checklist is available through the OCR web site at: WIA%20Disability%20Checklist.doc WIA%20Disability%20Checklist.doc. Previous slideNext slide End the presentation

Facility accessibility: The Facility Accessibility Survey Previous slideNext slide End the presentation

What are some priorities in facility accessibility? Customers. Community-based organizations. Public- and private-sector agencies. (Go ahead: suggest some.) Whom might you ask? Advance the presentationPrevious slide End the presentation Next slide

Some priorities might be: Clearly identified and accessible parking. Clearly identified building access. Clearly identified and accessible rest rooms. Helpful and knowledgeable staff. Previous slideNext slide End the presentation

When looking at access to your facilities, think about people who have hearing impairments.... mobility impairments.... vision impairments. Previous slideNext slide End the presentation

The OCR recommends that two people do the facility-accessibility check: one to measure and one to complete the checklist. In some instances Florida accessibility requirements are more stringent than the federal requirements. Previous slideNext slide End the presentation Reserved parking for people with disabilities is one such area.

The facility-accessibility checklist is available through the OCR web site at: adachecklist.htmwww.floridajobs.org/pdg/ada/ adachecklist.htm. Previous slideNext slide End the presentation

Here are some examples of measurement guides and diagrams found in the checklist. It takes time to understand them. Don’t give up! Previous slideNext slide End the presentation

Convention Description Previous slideNext slide End the presentation Measurement conventions used in the checklist diagrams.

Attachment to Section F (Doors) Previous slideNext slide End the presentation

Attachment to Section F (Doors) Previous slideNext slide End the presentation

Lavatories (washbowls) Previous slideNext slide End the presentation

Rest room stalls Previous slideNext slide End the presentation

Grab bars and handrails Previous slideNext slide End the presentation

Elevators Doors in the center Door to one side Previous slideNext slide End the presentation

Some suggestions about “disability etiquette” Previous slideNext slide End the presentation

Always use “person-first” language. “people with disabilities”... and not “the disabled.” “A person with a disability” Previous slideNext slide End the presentation or

Offering assistance to a person with a disability It is okay to offer assistance. Ask before providing assistance. Once the offer of assistance has been accepted, –ask for instructions and –clarify what kind of assistance the person wants. Advance the presentationPrevious slide End the presentation Next slide

Disability etiquette for persons with mobility impairments.... vision impairments.... hearing impairments. Previous slideNext slide End the presentation... mobility impairments.... vision impairments.

For persons with mobility impairments Ask if you may assist. Make certain the route of travel is clear. Remove a chair, if necessary, so the person can position her or his chair comfortably (at a table, in the audience, etc.) When conversing with the person, position yourself at his or her eye level. Advance the presentationPrevious slide End the presentation (for example: a person using a wheelchair) Next slide

For persons with vision impairments Ask if you may assist. Offer your arm for the person to hold on to. Don’t take the person by the arm. Let the person know when there is a step, doorsill, or other obstruction. When taking the person to her or his seat, place her or his hand on the back or arm of the chair. Advance the presentationPrevious slide End the presentation (for example: blindness) Next slide

For persons with hearing impairments Speak distinctly. Speak at a moderate rate. Speak directly to the person (and not to an interpreter who is signing for the person). Avoid using a lot of gestures (“talking” with your hands). Advance the presentationPrevious slide End the presentation Next slide

Resources The OCR web site has a link to a wealth of information about serving individuals with disabilities. Go to: disabilities.htm. Previous slideNext slide End the presentation

The Southeast Regional Office of the Disability and Business Technical Assistance Center has a great web-based course: At Your Service: Welcoming Customers with Disabilities. Previous slideNext slide End the presentation

It’s free. You register on line. You can complete the course a little at a time. (It takes about 4 hours to complete the entire course.) Go to: Then look under “Webcourses” on the home page. Previous slideNext slide End the presentation

The Civil Rights Center in the U.S. Department of Labor has prepared some exercises about serving individuals with disabilities. Previous slideNext slide End the presentation Here are two.

Exercise #1: Is this person protected from discrimination under federal disability nondiscrimination law? Exercise #2: Is this a lawful instance of segregation? (because of disability) Click here to get a copy of the exercise! Later, we’ll show you where to find the trainer’s versions. (They have the answers and an explanation for each answer.) Previous slideNext slide End the presentation Click here to get a copy of the exercise!

When completing the exercises, we perform several tests; that is, we consider a number of factors. Previous slideNext slide End the presentation

Exercise #1: Is this person protected under federal disability nondiscrimi- nation law? The tests: 1. Does the individual have a physical or mental impairment? 2. Does the impairment affect a major life activity? 3. Is the individual substantially limited by this impairment? Advance the presentationPrevious slide End the presentation Next slide

1. Is it necessary? (because of disability) Exercise #2: Is this a lawful instance of segregation? The tests: 2. Is it as effective? 3. Is it as a result of an individualized assessment? 4. Is the customer given options? Advance the presentationPrevious slide End the presentation Next slide 1. Is it (segregated service) necessary?

If you need help with the exercises, or just want to check your answers, get the trainer’s versions. Previous slideNext slide End the presentation Exercise #1 Exercise #2 click on the buttons

That’s a wrap! (850) TTY (via the Florida Relay Service): 711 Feel free to contact the OCR: Previous slideNext slide

... and be sure to check out the OCR web site: htmwww.floridajobs.org/civilrights/index. htm. Previous slideEnd the presentation