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  • Slide Bank Number 8
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    Other examples of alternative formats are cassettes, CD’s and assistive technology/software programs.
    Most alternative formats can be provided at little or no cost with creativity and flexibility being most important.
  • Features that have universal uses offer advantages that go beyond access. (Text-only means that pictures, videos, audio files, etc., are not included; these are features that can make downloading files slow.)
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    A thorough, comprehensive and universally designed position description includes these important, elements. Anyone answering a posting would benefit from knowing about all these aspects f the position.
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    Don’t go down this path
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    How can I start to make change to make my site accessibility to all?
    In order for a site to be accessible to all, people with and without disabilities are treated equally and are given an opportunity to be both providers of and recipients of service.
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  • Features that have universal uses offer advantages that go beyond access. (Text-only means that pictures, videos, audio files, etc., are not included; these are features that can make downloading files slow.)
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    Listed above are more samples of Universal Design
    The benefit of of using Universal Design when planning activities and lessons includes using all learning models: auditory, kinesthetic, and visual methods.
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    The next two slides are from a study conducted at ICI for a PhD Dissertation.
    The responses above were collected from people with disabilities who chose to disclose
    (or not to disclose) and the impact on how this affected them.
    What are some other reasons as to why a person with a disability may chose not to disclose?
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    These are important points for all to be aware of, especially staff from the Human Resources department at your organization.
    Each bullet above describes one piece of the disclosure process. It is important that any forms that contain confidential information are kept separate from other personnel information in a locked drawer with access allowed only to necessary personnel.
    It is always up to the individual who discloses to decide how much information s/he would like to share about their disability.
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  • Delaware training slides

    1. 1. “Everybody can be great... Because anybody can serve.” Dr. Martin Luther King, Jr. Including Individuals with Disabilities in National & Community Service in Delaware
    2. 2. Toll-free hotline: 888-491-0326 (voice/TTY)
    3. 3. National PartnershipsThe National Service Inclusion Project partners with the following organizations to further enable all CNCS grantees to collaborate with the disability community. These disability organizations are committed to promoting national service and volunteerism as a valued option for individuals with disabilities to their respective communities. Association of University Centers on Disabilities (AUCD) Association on Higher Education and Disability (AHEAD) National Down Syndrome Congress (NDSC) National Council on Independent Living (NCIL)
    4. 4. Sampling of Training and Technical Assistance Topics: • Values That Guide and Current Best Practices on Inclusion • Disclosure • Outreach, Recruitment, and Retention • Legal Responsibilities • Reasonable Accommodations • Accessibility and Universal Design Specialized Topics • Developing a Collaborative Action Plan for Inclusion • The History of the Independent Living Movement • Emergency Preparedness for People with Disabilities • Disability Inclusion in Culturally Diverse Communities • Tips and Tools to Assist Senior Citizens to Live Independently
    5. 5. The 2009 Edward M. Kennedy Serve America Act April 21, 2009
    6. 6. The Serve America Act… Even more explicitly emphasizes a commitment to the inclusion of people with disabilities as active participants in national service… Edward M. Kennedy Serve America Act
    7. 7. Disability Inclusion • Increases money for outreach and placement • Expands to all national service grant programs • Allows members to serve up to the equivalent of 2 full-time educations awards Edward M. Kennedy Serve America Act
    8. 8. • Specific references to the inclusion of People with Disabilities… alone …or as a part of the definition of “Disadvantaged Groups” • For example, when the Act speaks of the development of new programs [Social Innovation, Volunteer Generation, Non-profit Capacity Building] or the discussion of the 5 priority areas, or the emphasis on specific groups such as veterans, persons that are 55+, or Youth – there is specific mention of the inclusion of persons with disabilities Edward M. Kennedy Serve America Act
    9. 9. Select Highlights… • …collaborate with organizations with demonstrated expertise in supporting and accommodating individuals with disabilities, including institutions of higher education, to increase the number of participants with disabilities • …provide and disseminate information regarding methods to make service-learning programs and programs offered under the national service laws accessible to individuals with disabilities • …outreach to …agencies and organizations serving veterans and individuals with disabilities… Edward M. Kennedy Serve America Act
    10. 10. Facilitates (more) inclusion by: – Authorizing a significant increase in the funding available for disability inclusion activities BUT remember authorization does not equal appropriation – Authorizing the use of inclusion funds across all national service programs, for e.g. • Reasonable Accommodations funds are now available for other national service program participants, as applicable • Training and technical assistance extends to grantees and potential grantees Edward M. Kennedy Serve America Act
    11. 11. In Summary… Letter and Spirit of the Serve America Act encourages… – Partnering/Collaborating – Going outside of our usual comfort zones … to improve lives and communities through service and volunteering Edward M. Kennedy Serve America Act
    12. 12. Who are people with disabilities? 13
    13. 13. “Disability” as Defined by Section 504 of the Rehabilitation Act & the Americans with Disabilities Act • A physical or mental impairment that substantially limits one or more major life activities • A history or record of such an impairment • Being regarded as having such an impairment, even when no limitations exist • Someone who has an association with someone with a disability
    14. 14. “Major Life Activity” is Anything an Average Person Can Do with Little or No Difficulty Major life activities include, but are not limited to: caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, working, sitting, standing, lifting, reaching, sleeping and mental/emotional processes such as thinking, concentrating and interacting with others. ADAAA additions: operation of major bodily functions such as the immune system, normal cell growth and the endocrine system.
    15. 15. “Substantially limits” …unable to perform, or significantly limited in the ability to perform, an activity as compared with an average person. Factors to be considered are: 1. Its nature and severity 2. How long it will last or is expected to last, and 3. Its permanent or long-term impact, or expected impact
    16. 16. Exclusions from Coverage Defined by the Law • Current drug use is not protected by the ADA • Temporary, non-chronic impairments that do not last for a long time and that have little or no long term impact
    17. 17. “Qualified Individual” An individual with a disability who, with or without reasonable accommodations, can perform the essential functions of the position. Just like participants without disabilities, the individual must meet the qualifications the program has in place.
    18. 18. “Qualified” Does the individual meet necessary prerequisites for the service position, such as: •education •work experience •training & skills •licenses or certificates •other job-related requirements, such as good judgment or the ability to work with other people
    20. 20. Inclusive Recruitment = Quality Recruitment If you recruit with accessibility in mind, you will recruit with quality.
    21. 21. Promoting the Position: Design with Access in Mind • Think of access every step of the way • Ensure that your materials can be accessed by individuals with a varied array of abilities
    22. 22. Alternative Formats  Do we provide materials in formats accessible to people with visual or cognitive disabilities?  Do we have accessible, user-friendly web sites?  Do we mail materials electronically prior to events?  Do we provide Braille, electronic, large print, and illustrated materials?  Do we read overheads and flipcharts when presenting?
    23. 23. Design with Access in Mind and Improve the Product 1. What should you do to ensure that a brochure with pictures can be accessed by an individual with vision loss? 2. How will this improve the overall quality of the product?
    24. 24. Inclusive Content All recruitment materials should include certain content and language which is welcoming to individuals with disabilities.
    25. 25. Accessible vs. Inclusive “Qualified individuals with disabilities and those from diverse backgrounds are strongly encouraged to apply. We provide reasonable accommodations for qualified individuals and conduct all activities in fully accessible settings.” “We are an equal opportunity program or organization.”
    26. 26. Design With Access in Mind and Improve the Product 1. What should you do to ensure that an individual with a hearing loss will be able to access a recruitment video? 2. How will this improve the overall quality of the product?
    27. 27. Design with Access in Mind and Improve the Product 1. What should you consider when deciding the location of a recruitment event? 2. How will this improve the overall quality of the event?
    28. 28. Technology Have we created an accessible website? • An accessible website allows people with disabilities to experience, navigate, and interact with the website • Information on how to make your website accessible:
    29. 29. Recruitment Tips • After initial outreach, evaluate your message – Provide more than general information about CNCS – Start stating benefits and possibilities for all people including those with disabilities • Stay in contact with state/local government agencies, advocacy groups • Establish close relationships with provider agencies, school districts, and self-advocacy groups (maintain ongoing contact with people with disabilities in order to recruit potential members and volunteers) • Recruit at: – Disability related conferences and/or job and resource fairs
    30. 30. State Agencies that Support Youth, Adults and Seniors with Disabilities  providers funded by state agencies University Centers for Excellence in Disabilities Consumer -Directed Self Advocacy Groups  People First, Self Advocates, TASH Disability-Specific Organizations  Brain Injury Associations, ARC, UCPs, Epilepsy Foundation, Mental Health Association, Easter Seals, Independent Living Centers Parent and Family Organizations  Parent Training & Information Centers Students with Disability Offices at Colleges and Universities
    31. 31. 32 Position Descriptions, Interviewing & Selection
    32. 32. 33 What is an inclusive service description and why is it important?
    33. 33. Elements of a Service Description • Service position title • Full or part time • Supervisor/title • Service position summary • Essential functions • Marginal functions • Working relationships • Knowledge, skills and abilities • Academic qualifications • Service conditions • Physical, emotional, intellectual demands • Equipment used
    34. 34. Inclusive Service Descriptions - outline of the essential and marginal functions of a position What is Essential? • Position exists to perform a specific function • Limited number of others who can do the function • Function is specialized; person selected because of expertise What is Marginal? • Tasks are preferential or secondary to essential functions • Can be traded or done by another volunteer
    35. 35. Interview Inquiries and the Law • No disability–related questions verbal or written • Questions should relate only to position requirements • No medical examinations prior to offer of position • Medical examinations allowed after offer of position (only if required of all members)
    36. 36. Interview Questions that are OK • Are you able to perform the essential functions of this position, with or without reasonable accommodations? • Can you describe how you would perform the following job functions (followed by a list of service duties)? • Ask: – How would you? – What would you do if? – How long would it take to?
    37. 37. Interview Questions that are NOT OK • Do you have a disability? • Do you have any physical or mental impairments which might limit you in performing this job? • Have you ever collected workers’ compensation? • What medical conditions do you have? • What information can you tell me about your disability?
    38. 38. More Hints on Interviewing...  Offer the availability of accommodations prior to the interview  If accommodations are requested for the interview, ask questions for more detailed information  If someone discloses a disability, offer the availability of and process for acquiring accommodations  Do not ask for details about a requested accommodation during the interview  Not everyone with a disability needs an accommodation  Ask (and document) the same questions of everyone  Ask how the person would accomplish concrete tasks
    39. 39. 40 Access, Accommodations & Universal Design
    40. 40. Access Considerations • How accessible is your site or program? • Do a wide range of persons with disabilities have an opportunity to take advantage of your program in these five areas? – Architecture/Space – Programs – Communication – Alternative Formats – Technology
    41. 41. Access Considerations • How accessible are sites and programs? • What can be done to remove barriers? • How can you provide program access?
    42. 42. Access: Architecture/Space (also known as barrier free) • Ramps for entering the building and elevators for multiple story buildings • Signage indicating location of accessible entrance, parking, and bathrooms • Fire alarm with strobe lights • Corridors, conference rooms, and common areas open enough for wheelchair access This building is readily available and usable by a wide range of people with disabilities.
    43. 43. Access: Programs • Interview in an accessible building • Train in an accessible location • Provide alternative formats of program materials • Plan pro-active/organized approach to program • Evaluate ongoing effectiveness of program Provide meaningful, equivalent access to all services, programs, and activities even if the space is not architecturally accessible.
    44. 44. Access: Communication Provide accessible communication for persons with hearing speech, vision, cognitive, and learning disabilities.  Sign language interpreter or CART provider for people who are deaf or hard of hearing  Quiet meeting space for member with hearing loss or attentional issues  Different or simplified forms for persons with cognitive or learning disabilities  Voice Activated Software
    45. 45. ACCESS: Alternative Formats Provide materials in formats accessible to people with visual or cognitive disabilities including Braille, electronic, large print and illustrated materials.  Do we provide materials in formats accessible to people with visual or cognitive disabilities?  Do we mail materials electronically prior to events?  Do we read overheads and flipcharts when presenting?
    46. 46. ACCESS to Alternative Formats  Use photographs and Braille names on office doors and mailboxes  Mail materials electronically prior to events  Use written or verbal descriptions of charts, graphs Provide materials in formats accessible to people with visual or cognitive disabilities including Braille, electronic, large print and illustrated materials.
    47. 47. Technology Have we created an accessible website? • An accessible website allows people with disabilities to experience, navigate, and interact with the website • Information on how to make your website accessible:
    48. 48. What is Universal Design? Universal Design includes environments that have been created to be usable by everyone, regardless of their abilities or limitations. Examples: Curb cuts: used by people using wheelchairs, but also parents pushing strollers, bicycles, travelers with rolling luggage. Closed-captioned television: initially developed for people who are deaf or hard of hearing, but found in gyms, sports bars, and for watching T.V. at home. Curriculum Transformation and Disability. Funded by U.S. Department of Education. Project #P333A990015. Copyright 2000.
    49. 49. • Wider doorways for everyone to enter, wider interior circulation, and more spacious • Lever door handles instead of door knobs that are easier to open by everyone • Light switches and electrical receptacles located at a height that is more reachable by those who may have trouble bending over or reaching up • All materials provided in large print with black ink on white or light yellow paper Universal Design: Specific Features That are More Usable by Everyone
    50. 50. 51 Management, Supervision & Retention
    51. 51. Reasons for not Disclosing • Culture of program environment – “Gossipy” – Excessively competitive – Racially insensitive • Fear of potential reactions • Refusal by others to share equipment • Not relevant • Stigma associated with disability • Need to disclose to other people outside of service program first *Information collected by research project at ICI
    52. 52. Impact for not Disclosing • Social isolation – Did not get close to people for fear of personal questions • Feel compelled to misrepresent – Explained medical appointments by saying she was part of nutrition study – One individual told others she had a different diagnosis • Unable to request accommodations • Report less support than people who did disclose • Stress of keeping the secret *Information collected by research project at ICI
    53. 53. Things to Remember about Disclosure • It is up to the individual to disclose a disability • The amount of information provided about a disability is up to the individual • If an individual discloses a disability, that information must be maintained confidentially and cannot be disclosed to others • May share information regarding disabilities if member provides approval in writing or alternative verifiable method • HR personnel and supervisors are trained/informed in the confidentiality of medical, disability and accommodation- related information
    54. 54. Guidelines for Managing Performance •Individuals with disabilities are held to the same performance and conduct standards as other members and volunteers •If a person with a disclosed disability is not performing well, you may ask whether any accommodation is needed to improve performance •Document poor performance or misconduct and advise the person there are issues of concern •An accommodation can be requested following feedback on poor performance and granted to enable a qualified individual with a disability to meet such conduct standard in the future
    55. 55. Guidelines for Managing Performance (cont.) • If the reason for unsatisfactory performance relates to the need for accommodations, you may not discipline or terminate the individual • An individual who poses a direct threat to the health or safety of the individual or others “…that cannot be eliminated by a reasonable accommodation is not considered a qualified individual” • Maintain clear and comprehensive documentation of all interactions. Give clear and consistent feedback
    56. 56. Disability vs. Poor Performance • Are specific tasks not being properly performed? • What are the issues present beyond typical tolerance for performance variations? • How are performance issues typically handled? • Is the person aware of performance issue?
    57. 57. Tips for Managers • Know and be clear about the essential functions and tasks • Do not ask for more information about the specifics of disability than a person volunteers • When an individual discloses a disability, ask if reasonable accommodations are needed and describe the accommodation process • Always maintain confidentiality • Create a culture which welcomes and values people with disabilities and is accepting of individual differences • Clearly communicate policies to all program staff
    58. 58. Review: Main Content Areas • Outreach, Marketing & Recruitment • Service Descriptions, Interviewing & Selection • Access, Accommodations & Universal Design • Management, Supervision & Retention 59
    59. 59. Click to edit Master title styleContact Information: National Service Inclusion Project 888.491.0326 [V/TTY] NSIP@UMB.EDU