1. Can't Ask, Afraid to Tell: Disability Disclosure Decisions
Jennifer Thomas
Youth Development Specialist
National Collaborative on Workforce & Disability for Youth
Institute for Educational Leadership
General Tips:
Have good visual contrast.
Create a catchy title.
Be sure to replace my information and the NCWD/Youth logo with yours.
Be mindful of language and acronyms throughout presentation.
Make your presentation as fun and interactive as possible.
Though there are not slides that indicate stopping points for questions, be sure to allow the audience the opportunity to do so and ask questions of the audience as well.

2. National Collaborative on Workforce and Disability for Youth (NCWD/Youth)
Funded by the Department of Labor’s Office of Disability Employment Policy
National Technical Assistance Center
Housed at the Institute for Educational Leadership
Leads the National Youth Action Council on Transition (YouthACT)
It’s good to give audience, including youth and families, information about your organization and what you do.
Just replace the information on this slide with your organization’s information.

3. During This Session, We Will:
Define disclosure.
Explain why disclosure is important for youth with disabilities.
List advantages and disadvantages of disclosure.
Compare and contrast disability disclosure in post-secondary education, in the work setting, and in social settings.
Objectives are important, as they help your audience members know what to expect, engage, and stay focused.
As a rule of thumb, four to five objectives are plenty.
Feel free to use these for this presentation.

4. Disability Disclosure Poll
Have you ever heard of
disability disclosure?
Yes or No
To engage your audience, it helps to have an opening activity. In this case, the results of this poll can give you an idea of audience members' familiarity with disability disclosure.
When presenting to youth, this could also be a good place to introduce the terms in units one and two of The 411 on Disability Disclosure: A Workbook for Youth with Disabilities, as these terms are used throughout the presentation.

5. What is Disclosure?
Intentionally releasing personal information about yourself for a specific purpose
How your disability affects your capacity to learn and perform effectively
The environment, supports, and services you’ll need in order to access, participate, and excel at work, school, and socially
Critical for both youth with visible AND invisible disabilities
Most of all, a PERSONAL decision
This slide is very important! Youth and their families need to know the young person with a disability is NOT required to disclose and that disclosure is a personal choice.
It is helpful to provide concrete examples of why disability disclosure is important for youth visible and invisible disabilities. For example, if a person is going on a job interview and is deaf, it would be important to disclose his or her disability ahead of time if an interpreter is needed for him or her to communicate during the interview.

6. Why is this important for Youth with Disabilities?
Get a clear understanding of their rights and responsibilities if/when they disclose
Helps YWD make informed decisions about disclosing disability that will effect educational, employment, and social lives
To get the services they need!!!
Advantages and disadvantages to making this decision
Stress third and fourth bullets.
In the employment, post-secondary, and social settings, youth with disabilities will not automatically get accommodations. Accommodations will have to be requested.
There may be advantages and disadvantages, which is why informed choice is key factor.

7. Accommodations Define
Explain that youth are not required to go into detail about their disability; instead, they may have to provide documentation that they have a disability and be able to discuss what accommodations are needed.
Tips:
Share examples of professionals (e.g. doctor, VR counselor, psychologist, etc.) who can provide documentation.
Share that the Job Accommodation Network (JAN) may be able to help youth with disabilities figure out what accommodations may be helpful. Visit for more information.
Discuss laws under which young people with disabilities receive accommodations in the different settings (employment, post-secondary, social).
Refer to unit four of The 411 on Disability Disclosure: A Workbook for Youth with Disabilities for more information.

8. Disclosure Beyond Just Services
Enables youth with
disabilities to:
Know their history
Own their Culture
Connect to their
Community
Stress this slide when presenting to youth, families, and youth service professionals!
Youth with disabilities should be informed about disability history, culture, and community.
Disclosing can help youth in transition connect with others in the disability community and to own they are a part of this community, which has much to be proud of.

9. Key Issues of Disclosure
What to disclose
Where to disclose
When to disclose
Who to disclose
Rights/responsibilities of individual disclosing
Important for youth and their families to be aware that they need to know the points on this slide.
See unit six of The 411 on Disability Disclosure: A Workbook for Youth with Disabilities for more information on disclosing in the post-secondary setting.
Explain that youth are not required to go into detail about their disability when they disclose; instead, they may have to provide documentation that they have a disability and be able to discuss what accommodations are needed in the work, post-secondary, and social settings.

10. Post-Secondary School
Professors, Teacher Assistants, etc.
Counselors/Advisors
Disability Support Services
List of people youth with disabilities may have to disclose to in the post-secondary setting.
Important for youth to understand they will need to contact the Disability Support Services office and follow the office’s process for obtaining accommodations.
Note that applying to the college or university does not automatically take care of this.

11. Why Disclose in Post-Secondary School?
At the post-secondary level, accommodations are only provided when a student discloses and asks for them
Requires open communication with professors, disability support services, and the student
See unit five of The 411 on Disability Disclosure: A Workbook for Youth with Disabilities for more information on accommodations.

12. Rights Be treated fairly and in a non-discriminatory fashion
Discuss academic needs, supports, and accommodations in a non-judgmental setting
Have information about your disability treated confidentially and respectfully
Know what happens to personal information you choose to share with counselors, faculty, or staff
Obtain information about DSS as well as physical/programmatic accessibility at the institution of your choosing
Remind youth and families that these protections are provided under the ADA, and it is important for youth to be aware of their rights.

13. Responsibilities
Investigate and fully understand the academic and practical requirements of your chosen course of study, including determining that this option matches your skills and abilities
Recognize that disclosing on an application form or prior to enrollment does not eliminate your responsibility to contact DSS for accommodations
Find out about options for accessing institution of your choice
Advise faculty and staff of your disability related needs
Understand that DSS may not be able to address needs if not disclosed in a timely manner
Be self-determined and practical
Stress all of these bullets and the fact that youth have responsibilities in this process!
Remind students they have the right to disclose at anytime; however, they cannot undue what has been done. If they did not request accommodations at the start of the semester and fail the class as a result, they can’t have their grades changed for the period in which they were not receiving accommodations.
Important to consider the many variables when considering disclosing.

14. Work Career Counselors
Disability-specific adult employment services personnel
One-Stop Career Center personnel
Prospective employers or human resources personnel
Workplace mentors
This is a list of people youth with disabilities may need to disclose to in the work setting.

15. Why Disclose at Work?
Employers and co-workers not required to provide accommodations unless the YWD discloses
Obtain information to assist you in developing a career plan that addresses possible barriers and accommodations
Identify disability-specific employment services & support networks
Discuss employment requirements with recruiters or other professionals
Discuss disability issues with prospective employers to determine whether requirements of the position can be met, with/without reasonable accommodations
Investigate available workplace supports
Develop mentoring and peer support structures with employers and employees with and without disabilities
See unit seven of The 411 on Disability Disclosure: A Workbook for Youth with Disabilities for more information on accommodations.
This would be a good spot to have participants work individually or in pairs to complete the My Practice Script Activity (page 7-13 of unit seven).

16. Rights
Have information about your disability treated confidentially and respectfully
Seek information about hiring practices from any organization
Choose to disclose at any time during the employment process
Review appropriate accommodations in an interview so you may demonstrate your skills and abilities
Be considered for a position based on your skills and merit
Have respectful questioning about your disability for the purpose of reasonable accommodation
Be self-determined and proactive
Youth and families need to know what they are entitled to accommodations under Americans with Disabilities Act (ADA).
Important to note workforce development related entitlements under the Workforce and Innovation Opportunity Act (WIOA) and SECTION 503 REGULATIONS.
Note Executive Order as well.
The Workforce and Innovation Opportunity Act
Fact Sheet: Youth Programs
Summary: Here's how the Obama Administration is doing more than at any other time to include people with disabilities in today's economy.
Executive Order 13548

17. Responsibilities
Disclose your need for accommodation if you desire any work-related adjustments
Search for jobs that address your skills and abilities
Inform the manager or interview panel about your need for appropriate interview accommodations in a timely manner
Identify appropriate and reasonable accommodations for an interview
Negotiate reasonable accommodations with an employer at the point of job offer and beyond
Bring skills and merits to the table
Stress that bullet four is the youth’s responsibility, not the employer’s responsibility.
Remind students they have the right to disclose at anytime; however, they cannot undue what has been done. If they did not request accommodations at the start of the job and perform poorly, they can’t undue that period of poor performance, and will not be protected for that period.
Important to consider the many variables when considering disclosing.

18. Disability Inquiries
The question of whether it is legal to ask disability-related questions turns on whether an agency is
providing general services,
providing employment-related training, or
acting as an “employment agency.”
Most important differences are:
what disability-related questions the agency can ask a customer
what the agency does with the information they obtain in response to these inquiries.
Note resource hyperlinked on slide.
For more info, see Disability Inquiries In The Workforce Development System

19. Disability Inquiries
In the pre-offer stage a potential employer may ask the jobseeker:
if she/he can satisfy the physical requirements of a job.
to describe or demonstrate how she/he would perform job tasks (if asked of all applicants).
if accommodations are needed for the application process.
for reasonable documentation of a disability before providing accommodations.
Feel free to add questions employers can ask at the different stages of employment if time is allotted. See for more information.
This slide is just given to provide examples in one stage, as there is usually not enough time to go over the inquiries in all the stages.

20. Disability Inquiries
In the post-offer, pre-hire stage a potential employer may ask the jobseeker disability-related questions and require medical exams (even if unrelated to job) if:
All entering employees in the same job category are subjected to the same questions/exams, regardless of disability
AND
All information obtained through these questions/exams is kept confidential
Stress the confidentiality aspect. Youth need to know that their information should be kept private.

21. Role Play Activity Divide into groups.
Plan with your group ways in which you can act out the role play scenario provided to you.
When it is your turn, act out your role play scenario with your group.
It’s good to mix things up and offer an interactive activity where youth can practice what they learned.
Having the directions up on a slide is helpful and acts as an accommodation for some.
You can make up your own scenarios or take the ones from the SITUATIONS AND SOLUTIONS AT SCHOOL AND AT WORK activity on page 5-5 of The 411 on Disability Disclosure: A Workbook for Youth with Disabilities or the ones from the COURSE FOR DISCLOSURE EXAMPLES activity on page 8-7 in unit eight.

22. Cyber Disclosure
Many employers and recruitment agencies use internet search engines and read social-networking-sites, websites, and blogs to learn more about job applicants. This is why it is important to be aware of the information about you that is available to the public on the internet.
Cyber Disclosure for Youth with Disabilities is found at

23. Cyber Disclosure Advantages and Disadvantages Disclosure by Others
Accidental Self-Disclosure
Controlling Your Digital Presence
Details for each of these points can be found in the Cyber Disclosure for Youth with Disabilities publication at found at
If time is allotted and participants have access to the internet, you can have them complete the Reviewing Your Digital Presence activity on page two of the Cyber Disclosure for Youth with Disabilities publication.
As an alternative, you can search your name and share the results.

24. Social Settings Friends Relatives
Owners or staff members of various businesses
Public transportation staff
Parks and recreation staff
Events coordinators
Mentors/Role Models
This is a list of people youth with disabilities may need to disclose to in the social setting.

25. Why Disclose in Social Settings?
Start relationships/friendships with honesty
Discuss specific needs in order to identify accommodations in the community
Receive any necessary assistance that may be needed while participating in community or social activities.
See unit five of The 411 on Disability Disclosure: A Workbook for Youth with Disabilities for more information on accommodations.
See unit eight of The 411 on Disability Disclosure: A Workbook for Youth with Disabilities for more information on disclosing in social settings.

26. Rights Be treated fairly and in an non-discriminatory fashion
Have info about your disability treated confidentially and respectfully
Work collaboratively with others to identify necessary supports for your success
Obtaining about disability support services as well as physical/programmatic access in community settings
Be self-determined and proactive
Stress these bullets and the fact that disclosure carries over to the social setting.

27. Responsibilities
Investigate and fully understand your disability and disability-related needs as they pertain to community living
Find out about options for accessing the community settings of your choice
Advise community members and friends of your accommodation and support needs
Understand that community members and friends may not be able to address your needs if not presented in a timely manner
Stress all of these bullets and the fact that youth have responsibilities in this process!
Remind students they have the right to disclose at anytime and to choose not to disclose; however, not disclosing may affect lead to them not being involved in community and social events.
Important to consider the many variables when considering disclosing.

28. NCWD/Youth Disclosure Resources
The 411 on Disability Disclosure: A Workbook for Youth with Disabilities
The 411 on Disability Disclosure: A Workbook for Families, Educators, Youth Service Professionals, and Adult Allies Who Care About Youth with Disabilities
Cyber Disclosure for Youth with Disabilities
Disability Inquiries In The Workforce Development System
Feel free to share these resources.

29. NCWD/Youth Disclosure Resources
National Collaborative on Workforce and Disability for Youth
DOL’s Office of Disability Employment Policy
Job Accommodation Network
Disability.gov (search “disclosure”)
Feel free to share these resources.

30. Contact Information
Jennifer Thomas
Youth Development Specialist
NCWD/Youth
Institute for Educational Leadership
Ph x162
Replace my contact information with yours. This slide is provided to offer an example of the type of information that you could share.