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

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3. The Disability Specialist
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4. You may have said to yourself (or to your boss),
“I’m going to be the WHAT???”
Well, . . .
. . . what is the role of the “disability specialist?”
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5. The role of the disability specialist
Customer assistance
Staff resource person
Liaison
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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:
58.2% of the women
(196,181 women)
47.4% of the men
(149,709 men)
reported being unemployed.
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7. What are some disabilities?
(Go ahead: name some.)
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8. Did you consider learning disabilities?
50 to 80% of adults with low reading skills (below the 5th- to 7th-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.
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9. Key terms Disability Qualified individual with a disability
Essential functions
Reasonable accommodation
Fundamental alteration
Reasonable modification
Has a record of such an impairment
Is regarded as having such an impairment
Major life activities
Substantially limits
Physical or mental impairment
Qualification standards
Undue hardship
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10. 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.
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11. Section 504 of the Rehabilitation Act of 1973
Guidelines for Compliance with the Americans with Disabilities Act of 1990
and
Section 504 of the Rehabilitation Act of 1973
(a guidance paper)
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12. 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:
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13. Program accessibility:
The Section 188 Disability Checklist
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14. 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 1998.
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15. The checklist focuses on policies, procedures and activities designed to ensure programs and services are accessible to individuals with disabilities.
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16. The checklist is available through the OCR web site at:
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17. Facility accessibility:
The Facility Accessibility Survey
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18. What are some priorities in facility accessibility?
(Go ahead: suggest some.)
Whom might you ask?
Customers.
Community-based organizations.
Public- and private-sector agencies.
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19. Some priorities might be:
Clearly identified and accessible parking.
Clearly identified building access.
Clearly identified and accessible rest rooms.
Helpful and knowledgeable staff.
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20. When looking at access to your facilities, think about people who have . . .
. . . mobility impairments.
. . . vision impairments.
. . . hearing impairments.
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21. Reserved parking for people with disabilities is one such area.
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.
Reserved parking for people with disabilities is one such area.
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22. The facility-accessibility checklist is available through the OCR web site at:
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23. It takes time to understand them. Don’t give up!
Here are some examples of measurement guides and diagrams found in the checklist.
It takes time to understand them. Don’t give up!
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24. Measurement conventions used in the checklist diagrams.
Convention Description
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25. Attachment to Section F (Doors)
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26. Attachment to Section F (Doors)
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27. Lavatories (washbowls)
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28. Rest room stalls
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30. Grab bars and handrails
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31. Elevators Doors in the center Door to one side Previous slide
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32. Some suggestions about “disability etiquette”
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33. Always use “person-first” language.
“A person with a disability” or
“people with disabilities”
. . . and not “the disabled.”
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34. 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.
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35. Disability etiquette for persons with . . .
. . . mobility impairments.
. . . mobility impairments.
. . . vision impairments.
. . . vision impairments.
. . . hearing impairments.
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36. For persons with mobility impairments
(for example: a person using a wheelchair)
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.
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37. For persons with vision impairments
(for example: blindness)
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.
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38. 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).
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39. Resources
The OCR web site has a link to a wealth of information about serving individuals with disabilities. Go to:
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40. 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.
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41. Go to: www.sedbtac.org. Then look under “Webcourses” on the home page.
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.
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42. These will be available through the OCR web site soon.
The Civil Rights Center in the U.S. Department of Labor has prepared some exercises about serving individuals with disabilities.
These will be available through the OCR web site soon.
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43. When completing the exercises, we perform several tests; that is, we consider a number of factors.
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Exercise:
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?
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Exercise:
Is this a lawful instance of segregation?
(because of disability)
The tests:
1. Is it (segregated service) necessary?
1. Is it necessary?
2. Is it as effective?
3. Is it as a result of an individualized assessment?
4. Is the customer given options?
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46. They will be available through the OCR web site, too.
If you need help with the exercises, or just want to check your answers, get the trainer’s versions.
They will be available through the OCR web site, too.
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47. That’s a wrap! Feel free to contact the OCR:
(850)
TTY (via the Florida Relay Service): 711
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48. . . . and be sure to check out the OCR web site:
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