Reasonable Accommodation Process

Reasonable Accommodation Process
Welcome. This is a 90 minute webinar designed to cover the JC Reasonable Accommodation Process. Feel free to use the chat box for questions or comments. September 2015

What you can expect! Communicating with People with Disabilities
Reasonable Accommodation Basics Step-by-Step Review of the Reasonable Accommodation Process Red Flags within the Reasonable Accommodation Process Reasonable Accommodation Resources Our objectives today are to cover the following topics…

What is not included Reasonable Accommodation in the file review process Center Applicant File Review webinars - quarterly Reasonable Accommodation Committee (RAC) Guidance RAC webinars – at least annually Completing funding requests for students who need accommodations exceeding $5,000 Contact your Regional Disability Coordinator There are separate webinars designed to cover these topics in depth. I will be making reference to them as part of the RA process.

Communicating with People with Disabilities
Legal Obligations Communicating with People with Disabilities Let’s begin with our legal obligations.

Legal Obligations Communication requirements are separate from accommodation requirements. Your obligation to communicate effectively with people with disabilities – whether those people are students, staff, applicants for admission or employment, parents, guardians, or members of the public – is separate from your obligation to provide reasonable accommodations for qualified people with disabilities. PRH 6: Appendix 606

Legal Obligations The Workforce Innovation and Opportunity Act (WIOA) nondiscrimination regulations, distinguish between these two obligations, for a very simple reason: Without clear, accurate, effective communication, any encounter between a person with a disability and a program from which he or she is seeking services, such as Job Corps, will be literally meaningless. Note: Program or Program Representative?

Key Considerations for communication
The first thing you should do is find out how to communicate effectively with that person. When a person with a disability that affects his or her ability to communicate approaches Job Corps, the first thing you should do is find out how to communicate as effectively with that person as you do with people without disabilities.

Under the law, the burden is on Job Corps to provide the auxiliary aids and services (communication aids) that are needed for equally effective communication with a particular person with a disability. Although Job Corps is not necessarily required to provide the precise communication aid requested by a person with a disability when an equally effective, less costly alternative is available, the law places on you the clear obligation to provide some method of communication that is effective for that particular person with a disability. This essentially means that you must engage in an interactive process with the person with a disability, similar to the process required for reasonable accommodations (see Appendix 605), to find out what communication method(s) the person can genuinely understand. This process itself, of course, requires you to communicate effectively with the person with a disability.

Primary consideration should be given to the requests of the person with a disability. Why do you think the law does this? In deciding what type of aid or service is appropriate and necessary in order for you to communicate equally effectively with a particular person with a disability, the law requires you to “give primary consideration to” the requests of that person. Why do you think the law does this?

Why is Primary consideration given to the individual?
Because the individual with a disability is the best source of information about his or her own needs. Not everyone who appears to have “the same” disability, or type of disability, is able to use and understand the same communication method. For example, while some people with hearing impairments understand American Sign Language, others communicate in Signed English, while still others do not understand sign language at all, and need a different communication method such as Computer Assisted Real- Time Transcription (CART).

Reasonable Accommodation Basics
Defining & Understanding Reasonable Accommodation Reasonable Accommodation Basics

What are reasonable accommodations?
Any changes to the environment or in the way things are customarily done, that gives a person with a disability an opportunity to participate in the application process, job, program or activity that is equal to the opportunity given to similarly situated people without disabilities

ID the type of modification
Allowing the use of headphones during the training day as an accommodation. Policy, program or procedure Providing documents in alternate formats. Academic environment Allow student 30 minutes of access to fitness equipment prior to training day. Work environment Extended time to perform a task Modifying a facility, work or training schedules –allowing an individual with diabetes frequent breaks for meals or modifying the time that a blind individual to report to work Acquiring or modifying equipment or devices – this can be assistive technology like – voice recognition software, modified workstation—keyboard tray, etc. Adjusting or modifying examinations, training materials, or policies – having alternative formats to documents (Braille, large print, allowing, allowing extra time for tests) All of these barriers can be overcome with some form of accommodation.

Reasonable Accommodation Process

Test your knowledge! What is the policy reference for the Reasonable Accommodation (RA) process and SOP requirement? PRH 6.14 (R3) What is the “go to” document for policy guidance with RA requests and the RA process in general? Appendix 605 Let’s see what you have already gleaned from all of those policy releases that have come out in There are 3 questions that we are going to review together and please feel free to type your answers into the chat box as we go.

Reasonable accommodation process Defined in SOP
Requesting Accommodation Determining the Need for Accommodation Ensuring Appropriate Documentation Reviewing a Request Determining Reasonableness Entering the Accommodation Plan Notifying Staff/Viewing the Accommodation Plan Determining Accommodation Effectiveness Documenting the Accommodation Process Maintaining the Accommodation File Storing Accommodation and Disability Documentation The Disability Coordinators are responsible for ensuring that a reasonable accommodation SOP is in place and is reflective of the both Job Corps' policy requirements and the center’s actual practices. All of these components should be covered in your SOP. Reasonable Accommodation Process

Sample Reasonable Accommodation SOP
This sample is available on the Job Corps Disability Website or from your RDIC

When Does Process Occur?
Interactive RA process takes place if 1 of 4 scenarios occur: An applicant: Requests accommodation by completing the Reasonable Accommodation Request Form – Program (RARF); Indicates on the RARF that s/he would like to discuss the need for accommodations with the DC; or Provides documentation that s/he may be an individual with a disability who may need reasonable accommodation to participate in Job Corps. A student: Requests accommodation to any staff person and/or completes the RARF. RARF = Reasonable Accommodation Request Form

Reasonable accommodation process
Requ esting Acco mmod ation STEP 1

Requesting accommodation
A RA request can be communicated in any form (e.g., oral, written, sign language). Request for accommodations must be documented on the RARF. This form cannot be changed, and must be used to document the request.

Requesting accommodation
If an applicant, the Admissions Counselor (AC) informs of the right to request accommodation and assists with the completion of the form, if needed.* If a student, the Disability Coordinator (DC) provides the form and assists with the completion, if needed. All requests for accommodations to participate in the Job Corps program are reviewed at the center level. …continued from previous slide

Job Corps Reasonable Accommodation Request Form – Program (RARF)

DETE RMINI NG THE NEED FOR REAS ONAB LE ACCO MMO DATI ON STEP 2

Determining the need for Reasonable accommodation
If an applicant/student provides documentation that indicates s/he may be an individual with a disability who may need RA to participate in Job Corps, the DC must engage the applicant in an interactive process to determine the need for accommodation, even if the applicant did not request accommodation Focus on #3 in previous slide since other were covered when RARF discussed DF Question: #3 on what slide? On the form itself?

Determining the need for Reasonable accommodation
When an applicant/student declines accommodation(s), it must be documented using the Reasonable Accommodation Review/Documentation of Disability Form (RAR/DDF) (if documentation was present in the applicant file, but no request was made) or the RARF (if applicant/student makes a request or indicates s/he may need an accommodation) DF – Need clarification here

Reasonable Accommodation Review/ Documentation of Disability Form (RAR/DDF)

Reasonable Accommodation Review/ Documentation of Disability Form

Request for Accommodation Form - Program

Ensur ing Appro priate Docu menta tion STEP 3

Ensuring Appropriate Documentation
If an applicant/student has requested accommodation, the AC or DC, respectively, may ask the applicant for reasonable documentation about his/her disability and functional limitations.

Functional Limitations
Examples Self Care activities of daily living like bathing, dressing Mobility walking or getting around the center Difficulty with medication side effects drowsiness, dry mouth, slowed response times Screening out environmental stimuli unable to screen out sounds, sights, odors, etc. which interferes with managing daily tasks and sometimes results in emotional/physical responses as the individual becomes overwhelmed with the sensations Sustaining Concentration restlessness, distraction, shortened attention span, memory difficulties, etc.)

The AC and/or DC may only secure limited documentation that is needed to establish that A person has a disability The disability necessitates a RA.

Sources of Disability-related documentation
Appropriate health care or rehabilitation professionals, that could include: Physicians Psychiatrists Psychologists Nurses Physical/Occupational/Speech Therapists Ensure applicant has been diagnosed by a professional. If in doubt, work with your RDIC to sort it out.

Types of supporting documentation
Might include: IEPs and 504 Plans Psychological evaluations Doctor’s notes/records – Medical disability Hospital records Treatment center report Social Security documentation

Documentation Examples to establish accommodation need
Condition/ Disability Type(s) of Documentation* Consideration(s) Learning IEP/504 Plan Was the student released from services? ADHD Psychological, IEP/504 Plan, CCMP Generalized Anxiety Disorder Psychological, CCMP, General Medical Records Is there a diagnosis? What are the functional limitations? Are there medication side-effects impacting the person? Seizure Disorder or Diabetes CCMP, General Medical Records *These lists are examples and not all inclusive.

DC should not spend a lot of time analyzing whether that applicant’s/student’s condition meets the definition of a disability or requesting extensive documentation. Instead the focus should be on the accommodation: Is it reasonable? Are there other accommodation alternatives that can be considered?

Accommodations Supported by the documentation?
Review the documentation to determine whether or not the applicant or student’s functional limitations resulting from the impairment or condition are relevant to the accommodations being considered or provided. Does the accommodation match the manifestation of the individual’s disability?

Accommodations Supported by the documentation?
For example, a student who has a mobility impairment would not be entitled to the use of a calculator on the non-allowable portions of the TABE unless there was also a corresponding disability in the area of math calculations.

No documentation provided
If an applicant fails or refuses to provide the reasonable documentation requested, and the disability is not obvious (i.e., not a person who is blind or deaf, etc.), then he or she may not be entitled to accommodations.

Do’s & don'ts of Documentation
True or False If an applicant or student has given you documentation that substantiates their disability, you can still ask for additional disability documentation. FALSE

Do’s & don'ts of Documentation
True or False Determining whether an applicant or student is a person with a disability requires extensive documentation and a lot of analysis. FALSE

Revie wing a Requ est STEP 4

Reviewing a request Simple Accommodation Request
If the accommodation request is straightforward and does not involve significant expense, the review can be an informal meeting (phone or face-to-face) between a DC and the applicant/student. Agreed upon accommodations can be determined at this meeting and approved by a DC. Bullet #1 - If the accommodation request is straightforward and does not involve significant expense, the review can be an informal meeting (phone or face-to-face) between the DC(s) and the applicant/student (and parents, service providers, if applicable).

Reviewing a request Complex Accommodation Request
If the request involves complex accommodation issues and/or significant expense, a RAC meeting may be required. RAC participants will vary depending on the nature of the request, but must always include a DC (chairperson) and applicant/student. Who else might need to serve as participants on the RAC? A DC provides information on the applicant’s/ student’s accommodation request, functional limitations, and manifestations of the disability. Other possible members may include: Academic Manager and the Health and Wellness Manager, if the center has a dedicated position for a DC; otherwise, it is presumed that the Academic Manager and the Health and Wellness Manager are DCs, see PRH 6.14. Center Mental Health Consultant, physician, dentist, or TEAP Specialist Career Technical Manager Student’s counselor Representatives of center departments directly impacted by the accommodation request Community social service agency if the applicant/student is receiving benefits in the community A DC will provide information on the applicant’s/student’s accommodation request, functional limitations, and manifestations of the disability, as appropriate. The RAC will then determine: Whether Job Corps can provide the requested accommodation or an alternate accommodation that is equally effective. If no specific accommodations have been requested, the RAC will assist in identifying accommodations. The center staff responsible for ensuring the accommodation is made and the date by which the accommodation will be in place. Accommodations for applicants should be in place by the scheduled arrival date of the applicant. The amount and type of contribution to be obtained from other sources toward the purchase or acquisition of the requested accommodation. If appropriate accommodations can be developed/agreed to at this meeting, an accommodation plan can be developed. If additional information is needed or research into specific accommodations is necessary, a DC or appropriate staff should stay in contact with the applicant/student until a plan can be developed.

Reviewing a request Complex Accommodation Request
If appropriate accommodations can be developed/ agreed to at RAC meeting, an Accommodation Plan can be developed. If there are concerns about reasonableness, then the center may need to submit one of the following to the Regional Office, dependent upon which is appropriate: Accommodation Recommendation of Denial Form Reasonable Accommodation Request for Funding Assistance Form

CONSIDERATIONS IN REVIEWING REQUESTS
If the applicant or student is requesting accommodation but is unsure of their specific accommodation needs, what should the RAC do first?

Developing an accommodation plan
Determine the functional limitations the individual may have as a result of the disability Example – If an applicant or student is blind, one functional limitation would be that s/he cannot see Determine barriers to the program, if any, and accommodations needed to alleviate barriers Review existing documentation Obtain input from the applicant

DEVELOPING AN ACCOMMODATION PLAN
Use expertise of staff and other resources JAN or other community resources (Centers for Independent Living, VR, Universities, etc.) Determine what accommodations are necessary and appropriate for the applicant/student in the Job Corps setting

Deter minin g Reas onabl eness STEP 5

Determining reasonableness
Job Corps does not have a specific list of accommodations that will or will not be provided. Each request is evaluated individually and assessed for reasonableness. Assessing for reasonableness: Did the applicant request accommodations that may be unreasonable? Unduly Costly Fundamental Alteration to the Program In cases where the center determines that providing the accommodation would be an undue hardship or fundamental alteration, the center must take any other action that would not result in such a hardship or alteration, but would allow the applicant to participate in the program. Undue hardship means that providing the accommodation would be unduly costly or extensive Fundamental alteration means that providing the accommodation would alter the nature or operation of the program. Providing a few examples of questions. When considering undue hardship or fundamental alteration, ask yourself: What is the net cost of the accommodation? (consider tax credits, deductions, outside funds) What are the center’s overall financial resources? (center, center operator, contractor, etc.) Can other agencies/organizations contribute? Will accommodation all applicant to participate in and benefit from JC? Can the accommodation be a benefit to others? Will the request affect daily operations or reduce JC’s benefit to other students or prevent staff from doing their job?

Evaluating the request
The RAC convenes and considers the following: What are the accommodation requests of the applicant/student? Are there specific communication needs? Remember, those are given priority consideration. What are the costs associated with the applicant/ student’s request? Are there local resources available that could assist the center?

Evaluating the request
Are there equally effective alternatives that would be appropriate to use or to supplement the accommodation or is there an alternate solution that would permit the applicant/student to participate in the program? Will there be accommodation costs that exceed $5,000? DF – What happens when the costs exceed $5.000? LK – The center is responsible for providing accommodations up to $5,000 – if it goes over $5k, then they can submit a funding request to the National Office to cover the remainder.

Making a decision The Center Director, supported by the RAC, reviews the collected information and makes a decision. The center may either: Recommend denial of the accommodation Request assistance for funding if the specific criteria have been met The accommodation/funding review process must be completed within 30 days of request. If you need to request funding assistance, contact your Regional Disability Coordinator who can get you started with this process

If Recommending Denial of accommodation
Complete the Accommodation Recommendation of Denial Form (available in Appendix 605) and submit to the Regional Office along with supporting documentation and notes. Applicants must not be denied admission based solely on the need to provide reasonable accommodation or modification.

Regional Office Disposition
What happens after the applicant/student receives a letter denying their accommodation? Region Grants Accommodation Region Does Not Grant Accommodation Center Provides Accommodation Applicant/Student Receives a Letter from the Region If the accommodation is denied by the Regional Director, then the student may come to the center without their requested accommodation.

ENTERING THE ACCOMMODATION PLAN STEP 6

Entering the accommodation plan
When testing accommodations are required, TABE accommodations are entered prior to first administration of the TABE test. Exceptions: Student did not disclose disability and need for accommodation until after testing. Student declined accommodations until a later time. DF – Do students with proper documentation get those accommodations on the very first TABE test? LK – If we have documentation prior to entry and the applicant told us they want TABE accommodations, then they must be entered prior to their first TABE test. Otherwise the test results go from unaccommodated to accommodated and that becomes a data integrity issue. Remember that this is a center measure and the center’s report card is partially based on reading/math TABE gains.

Michelle – get new screen shot from Laura Laura - Done

Accommodation Plans should not contain: Diagnosis Medication needs Other health information DC should print out plan, DC and student should sign the plan DC should provide student with a copy of the signed plan and the original signed plan is stored in the student’s Accommodation File

Michelle- get new screen shot from Laura
Laura - Done DF – What are my talking points on this slide? LK – This is an example of the accommodation plan report for an individual student. This is the plan that should contain signatures.

Notify ing Staff/ Viewi ng the Acco mmod ation Plan STEP 7

Notifying Staff/Viewing the Accommodation Plan
As necessary (i.e., when Accommodation Plans are added or updated in CIS), but at least biweekly, a DC should all staff members who interact with students a list of students with Accommodation Plans available in the CIS. DF – is there some privacy issues? What should the list include? LK- No, it is only providing names of students.

Notifying Staff/Viewing the Plan
Sample list 1 Sample List 2 Sara Jane Parker Melissa Gilbert Laura Linney – NP Tony Machado* Sheera Jenkins Ethel Mertz Bob Marley – UP Hillary Clinton* NP – New Accommodation Plan * New or Updated Plan UP – Updated Accommodation Plan DF – No issues with HIPPA right? LK – Only names to notify staff to look up the plans in CIS.

Deter minin g Acco mmod ation Effect ivene ss STEP 8

Determining accommodation effectiveness
The effectiveness of the student’s accommodation should be monitored as needed, but at least every 60 days as part of student performance panel reviews The accommodation effectiveness review form and summary form can be used to document this process. I will be showing you the form in a few minutes. Staff should not wait for a performance panel review to request a modification of an existing plan if a need for a change has been identified

Determining accommodation effectiveness
Counselor should: Gather information from appropriate staff about the effectiveness of accommodation prior to panel. All staff who interact with student have a responsibility to provide feedback on accommodation effectiveness Check with student about effectiveness of plan at each meeting Forward information to DCs DCs should review feedback and conduct RAC as needed to update plan or resolve issues The accommodation effectiveness review form and summary form can be used to document this process. DF – Is it always the counselor who gathers effectiveness data? LK – Yes, prior to the student’s evaluation panel – they should get it from staff directly responsible for providing accommodations so it is ready for the student’s ESP every 60 days.

Accommodation Plan Effectiveness Summary
This is a new document available on the Job Corps Disability Website that can be used to capture counselor/student feedback

Accommodation Plan Effectiveness Review
This form captures staff feedback on effectiveness of acc plans

Docu menti ng the Acco mmod ation Proce ss STEP 9

Documenting the accommodation process
All interactions with the applicant/student and activities related to the provision of reasonable accommodation should be documented in the CIS Notes tab.

Documenting the accommodation process in cis
Michelle – update dates, and get new screenshot from Laura Laura - Done

SAMPLE NOTES PRIOR TO ENTRY – RA WITH DC 7/7/2015 R – Accommodation Plan Meeting A – Contacted applicant prior to entry on 7/2/15 after reviewing supporting documentation. Discussed accommodations and applicant agreed to all recommendations except proctor read testing. Applicant entered program on 7/6/2015. Met with student on 7/7/2015 to go over plan discussed prior to entry. Entered plan in CIS, student signed plan and was provided a copy. Student was also given the new student disability packet. P – Monitor effectiveness of accommodations through Effectiveness Process. M. Johnson 8/28/2015 R – 45-Day Effectiveness Review A – After reviewing the Accommodation Effectiveness Forms from instructors and counselor there are no concerns with the accommodation plan at this time P – Continue to monitor effectiveness through Effectiveness Review forms every 60 days. K. Reed 10/27/2015 R – 60 Day Effectiveness Review A – After reviewing the Accommodation Effectiveness Forms from instructors and counselor there was a concern noted by Academic Instructor P – Will call in student to go over accommodation issues. 10/31/2015 R – Follow-up meeting with student A –Instructor and student are requesting a calculator for both parts of the TABE test. Documentation supports request – plan updated. 11/15/2015 R – Student meeting with DC A –Student feels that additional time for testing is needed. Documentation supports this request – plan updated. Reason, Action, Plan Michelle – ask for updated sample from Laura Laura - Done CIS Notes EXAMPLE

SAMPLE NOTES WHEN A REFERRAL IS RECEIVED AFTER ENTRY 6/9/2015 DC received a referral from the counselor on this date; student disclosed on SIF. S. Strong 6/11/2015 DC met with student to discuss referral. Student received services from South Mountain Clinic over the past several years. Student signed a release of information. DC faxed request for records 6/12/2015 DC received records and forwarded to CMHC for review. CMHC reviewed records and provided DC recommendations for appropriate accommodations 6/15/2015 DC and CMHC met with student to discuss possible accommodations. Student feels all suggestions would be helpful including a behavioral plan (drafted), frequent breaks, pass to leave class to a safe place when needed, extended time for assignments. Entered plan into CIS, student signed plan and was provided a copy 8/1/2015 60-day ESP – Accommodation effectiveness – no changes at this time Reason, Action, Plan Michelle – ask for updated sample from Laura Laura – done (added this as another example) Another CIS Notes EXAMPLE

Maint aining the Acco mmod ation File STEP 10

Maintaining the accommodation file
A separate a Accommodation File should be maintained for each student receiving accommodation. All documents relating to the reasonable accommodation request should be located in this file. Only appropriate staff with a reasonable “need to know” should have access to the information; medical records must be stored separately. The Job Corps Disability website has suggested and content and layout for an accommodation file.

Storin g Acco mmod ation and Disab ility Docu menta tion STEP 11

A disability, “no accommodations file”
A Disability, No Accommodation file must be created for each student that has a disability, but no Accommodation Plan. This file will contain the documentation of disability form and any non-health disability-related documentation such as the IEP.

Storing disability and accommodations files
Each student entered into disability data has ONE file. That file is either going to be a Disability, No Accommodation File” or an Accommodation File. All files should be stored in the same location, but the files should be differentiated (e.g., stored as a group in a separate area of the cabinet or color coded).

Accommodation file vs. disability file Layout comparison
Documentation of a disability Job Corps RAR/DDF Documentation of Process Referral Form Documentation of a disability Job Corps RARF or RAR/DDF Signed Accommodation Plan Documentation of the process (CIS Notes tab printout) Accommodation Effectiveness Review Forms Referral Form Can print notes tab printout when student separates, don’t need to print each time updated All files will not contain refer forms why? Because referrals are only done when staff feel that a disability may exist impairing progress or the student disclosed to that staff member. There are sample referral forms on the Disability website. DF – clarify what is being said on this slide.

Transmission and storage at separation
When the student separates, the Accommodation or Disability file, whichever applies, must be sealed and sent to the Records Department All protected health and disability information must remain in sealed envelopes and labeled accordingly.

Confi dentia lity STEP 12

Confidentiality To maintain confidentiality, documentation is made available on a need-to-know basis only and participants in the process should not discuss information about the request outside of the process. Those responsible for implementing the accommodation will be informed of the accommodation and the reasons for it only to the extent necessary to ensure effective implementation of the accommodation. That is what is meant by “need to know.” LK – Yes. Only DCs should have access to disability data collection (diagnosis). All staff who interact with students should only have access to the accommodation plan (without notes).

RED FLAGS in the RA PROCESS

Red flags in the ra process
Can you name some of the more commonly occurring “Red Flags” in the RA process that might exist?

Red Flags in the RA Process
Failing to engage applicants or students in the interactive process if they didn’t request an accommodation, but provided documentation of their disability Not documenting declinations of accommodations Not documenting the accommodation process thoroughly or using the CIS Notes tab 1-often MH & medical disabilities DF – Is this a common issue under bullet #1? LK – Yes. If a center receives documentation that a disability exists prior to entry, then they must contact the applicant to discuss/offer accommodations and draft an accommodation plan prior to entry so that it can be implemented upon entry.

Red Flags in the RA Process
Providing accommodations without supporting documentation Entering “cookie cutter” Accommodation Plans instead of individualizing through interactive process

Tools, Websites, & Technical Assistance
Resources

Appendix 605 Appendix 605 Process for an Applicant or Student with a Disability to Request RA to participate in the Job Corps Program October 1, 2013

Reasonable accommodation Committee guide
A Comprehensive Guide to Engaging Applicants and Students in the Interactive Reasonable Accommodation (RA) Process, Implementing Accommodations, and Monitoring Accommodation DF – Add my own notes after reviewing the guide.

Talking about reasonable accommodation

Reasonable accommodation brochure

Job accommodation network askjan.org

JAN – Accommodation Information by Limitation A-Z
The Job Accommodation Network (JAN) recently launched a new section on its website called "Accommodation Information by Limitation A-Z." The new section allows JAN website users to find workplace accommodation ideas by the type of limitation an employee is experiencing, regardless of the underlying disability. This feature joins the current A-Z options to search by disability and by topic.

JAN – Limitation A-Z Search
Students experiencing difficulty concentrating: Providing access to a white noise machine Increasing natural lighting Providing auditory and visual directions Students experiencing fatigue: Developing a modified schedule Eliminating unnecessary environmental stressors such as uncomfortable temperatures, clutter, and lighting Providing a goal-oriented workload For example – Students experiencing difficulty concentrating: Providing access to a white noise machine Increasing natural lighting Providing auditory and visual directions Students experiencing fatigue: Developing a modified schedule Eliminating unnecessary environmental stressors such as uncomfortable temperatures, clutter, and lighting Providing a goal-oriented workload Students experiencing memory difficulty: Providing a peer mentor Using of auditory or written cues Using a color coded scheme to prioritize tasks

Job corps disability website
Michelle – add new screen shot and link (can get from Laura’s Records Webinar) - Laura - Done, but for some reason, my system is not letting me make it an actual link.

Regional disability coordinators
Boston and Philadelphia Regions – Kristen Philbrook, Atlanta Region – Kara Brathwaite Dallas Region – Laura Kuhn Chicago and San Francisco Regions – Sharon Hong, Update – get from recent webinar Done - Laura

Questions?

Reasonable Accommodation Process

Similar presentations

Presentation on theme: "Reasonable Accommodation Process"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Reasonable Accommodation Process

Similar presentations

Presentation on theme: "Reasonable Accommodation Process"— Presentation transcript:

Similar presentations

About project

Feedback