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Powerpoint slides from the disability inclusion training held in Springfield, IL on April 21, 2011. ...

Powerpoint slides from the disability inclusion training held in Springfield, IL on April 21, 2011.
It was great to work with all of you! If you have any questions, please email me at erin.gannon@umb.edu.
Best,
Erin

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  • Ask participants to discuss these questions at their tables/in small groups (to allow for sharing of great and not-so-great experiences) Each small group will compile at least two “burning questions” from their table, write them up on sticky paper and post them on the wall. Facilitators will try to address the burning questions during the training, and for questions that go unanswered facilitators will provide follow-up info. National Service Inclusion Project Serve Idaho: Managing Disability Inclusion, National Service and Volunteerism
  • Participants can discuss in small groups and then share their answers
  • Slide Bank Number 8
  • All these laws ensure that qualified individuals with disabilities are provided with equal access and opportunities. This does not include lowering exceptions or standards. National Service Inclusion Project Serve Idaho: Managing Disability Inclusion, National Service and Volunteerism
  • Section 504 of the Rehabilitation Act of 1973 preceded the ADA and it applies to entities and beneficiaries which receive or benefit from federal funds. This Act follow the guidelines of the Americans with Disabilities Act. An organization or program receiving federal financial assistance, such as Corporation grantees, must be inclusive of individuals with disabilities which includes providing equal access and reasonable accommodations when requested. National Service Inclusion Project Serve Idaho: Managing Disability Inclusion, National Service and Volunteerism
  • Section 504 of the Rehabilitation Act applies to federal agencies, grantees, contractors and/or recipients which receive federal funds or receive volunteer services subsidized by federal funds. National Service Inclusion Project Serve Idaho: Managing Disability Inclusion, National Service and Volunteerism
  • The Americans with Disabilities Act was enacted to provide equal access to individuals with disabilities in all aspects of life such as employment, public accommodations, transportation and commercial facilities. National Service Inclusion Project Serve Idaho: Managing Disability Inclusion, National Service and Volunteerism
  • Have participants write their personal reason for why inclusion is important on a sticky note (to be kept with their action plan) National Service Inclusion Project Serve Idaho: Managing Disability Inclusion, National Service and Volunteerism
  • Which of these statements is an inclusive statement? Inclusive means you seek to include everyone, accessible means that if someone wants to access your programs they can. This is a difference in attitude and often you can use your recruitment materials to make it clear that your projects are INCLUSIVE, not just accessible. National Service Inclusion Project Serve Idaho: Managing Disability Inclusion, National Service and Volunteerism
  • Strategy – design materials 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? How will this improve the overall quality of the product? National Service Inclusion Project Serve Idaho: Managing Disability Inclusion, National Service and Volunteerism
  • Slide Bank Number 82 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.
  • AmeriCorps state and National and NCCC – exclusion SSI AmeriCorps Vista, Senior Corps,– exclusion SSI and SSDI
  • Slide Bank Number 84
  • After reviewing these slides ask participants to evaluate the interview questions they developed for the interview.
  • Slide Bank Number 83
  • Slide Bank Number 86
  • The information on this slide was collected for a PhD Dissertation. The responses above were collected from people with disabilities who chose not to disclose and includes their reasons for not disclosing. What are some other reasons as to why a person with a disability may chose not to disclose?
  • This slide includes how the respondents felt when they did not disclose. A welcoming an inclusive environment promotes openness and allows members/volunteers to feel more comfortable to disclose. How did you feel when you read the reasons as to why a person with a disability would not disclose? What are some ways an organization can create an inclusive environment so that a person with a disability can feel more comfortable to disclose?
  • Give handout – principles of universal design Count off by seven (using the sign numbers pictured on the handout) – alternatively each existing small group can work on a list of tips for each section Each group will look at their principle of universal design and write up tips for making service trips more universally accessible on flipchart paper
  • Add list of accommodations

Il program director's training no multimedia Il program director's training no multimedia Presentation Transcript

  • “ Everybody can be great... Because anybody can serve.” Dr. Martin Luther King, Jr. Including Individuals with Disabilities in National & Community Service in Illinois
  • www.SERVICEandINCLUSION.org Toll-free hotline: 888-491-0326 (voice/TTY)
  • 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
    • What experience(s) have you had in the past with inclusion of people with disabilities?
    • What are your “burning questions” about inclusion of people with disabilities?
  • How do you define “disability”?
  • “ Disability” as Defined by Section 504 of the Rehabilitation Act & The Americans with Disabilities Act (ADA)
    • 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
  • Major life activities include, but are not limited to: “ Major Life Activity” is Anything an Average Person Can Do with Little or No Difficulty
  • operation of major bodily functions such as the immune system, normal cell growth and the endocrine system. http://www.jan.wvu.edu/bulletins/adaaa1.htm ADA Amendments Act of 2008 (ADAAA) Additions:
    • “ 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:
    • Its nature and severity
    • How long it will last or is expected to last, and
    • Its permanent or long-term impact, or expected impact
  • 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
  • People First Language
    • The key is to use “person first” language because people with disabilities are human first and have a disability second
    • For example…
      • “ A person who is blind” instead of a “a blind person”
      • “ A student with epilepsy” instead of “an epileptic”
      • “ A boy who has Down’s Syndrome” instead of “a retarded child”
  • Most often, it’s best to call someone by name, not by a label.
  • Disability in Illinois
    • According to the American Community Survey in 2008 10.3 % of people in Illinois reported having one or more disability.
      • That is more than a million people!
  • Disability Laws How do the Americans With Disabilities Act (ADA) and Section 504 of the Rehabilitation Act impact your program?
  • Intent of Section 504 of the Rehabilitation Act of 1973 & the Americans with Disabilities Act (ADA)
    • Ensure non-discrimination against people with disability
    • Ensure equal access and opportunity
  • Section 504 of the Rehabilitation Act of 1973 “ No otherwise qualified disabled individual in the United States… shall, solely by reason of his or her disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.”
  • Rehabilitation Act Applies to:
      • Federally conducted programs
      • Federal contractors and grantees
      • Federally assisted programs
  • Americans with Disabilities Act of 1990
    • The ADA prohibits discrimination on the basis of disability in:
      • Employment
      • State and local government
      • public accommodations
      • commercial facilities
      • transportation
      • telecommunications.
  • The 2009 Edward M. Kennedy Serve America Act April 21, 2009
  • 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
    • 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
  • 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
  • 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
  • Why is Inclusion Important?
      • What do YOU think is the most important reason to be more inclusive of people with disabilities?
      • Share your reason with your group.
      • As a group, combine your reasons to create a 30 second (or less) “sound bite” to explain why disability inclusion is important to national service programs.
  • Outreach and Recruitment
  • Recruiting a diverse pool of volunteers
    • Think about what you say in your recruiting materials
    • Think about the images you use in your recruiting materials
    • Think about what formats you use to recruit your volunteers
    Images Words Formats
  • What you say
    • “ 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.” Words
  • The images you use
    • Include pictures that reflect diversity in your recruitment materials
        • Communicate to people who are typically underrepresented that they will be valued members of your team
        • Communicate to others that your organization values the contribution of all volunteers.
    Images
  • The formats you use
    • Ensure that your materials can be accessed by individuals with a varied array of abilities
    • Electronic files can be printed larger, emailed to interested students, read by screen reader programs, etc.
    • Have your videos captioned (or caption them yourself in YouTube!)
    • http://www.google.com/support/youtube/bin/answer.py?hl=en&answer=100077
    Formats
  • What is an inclusive service description and why is it important?
  • Elements of a Service Description
    • Service position title
    • Full or part time
    • Supervisor/title
    • Service position summary
    • Working relationships
    • Knowledge, skills and abilities
    • Academic qualifications
    • Service conditions
    • Physical, emotional, intellectual demands
    • Equipment used
    • Essential functions
    • Marginal functions
  • Inclusive Service Descriptions Essential and Marginal Functions
    • 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
  • Government Benefits and National Service
    • Some people with disabilities receive government benefits such as…
    • SSI (Social Security Insurance)
    • or
    • SSDI (Social Security Disability Insurance)
    Can service impact my benefits?
  • Rules about Service and Benefits
    • H eroes E arnings A ssistance and R elief T ax Act of 2008 – military tax and jobs bill
      • Includes provision to exclude AmeriCorps and NCCC benefits from being counted as income for purposes of eligibility for SSI
    • VISTA and Senior Corps were created earlier and therefore are covered by different legislation
      • In most cases VISTA and Senior Corps benefits are excluded from being counted as income for purposes of eligibility for both SSI and SSDI
  • Who can help someone navigate their government benefits?
    • SSA beneficiaries with disabilities who want to participate in national service can get help with benefits planning from the Work Incentive Planning and Assistance (WIPA) project.
      • To find the WIPA project nearest to you, go to: https://secure.ssa.gov/apps10/oesp/providers.nsf/bystate
  • Interview and Selection
      • If you agree , hold up a GREEN card
      • If you disagree , hold up a RED card
    • “ Carrie asked appropriate questions”
    • “ Warren is a good candidate for this position”
    • “ I want to know more about Warren’s disability”
    • “ Warren should not have mentioned his disability during the interview”
    • “ The interview went well”
  • 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?
  • 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?
  • Interview Inquiries and the Law
    • No disability–related questions
    • verbal or written
    • Questions should relate only to position requirements
    • Medical examinations allowed after offer of position ( only if required of all members)
  • Hints about Interviews and Accommodations
    • Offer the availability of accommodations prior to the interview
    • 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
  • Disclosure
    • 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
    Why not simply disclose?
    • Social isolation
      • Did not get close to people for fear of personal questions
    • Feel compelled to misrepresent
    • Unable to request accommodations
    • Report less support than people who did disclose
      • Individuals can’t request accommodation without disclosing their disability
    • Stress of keeping the secret
    Impact of non-disclosure
  • 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
    • • Human Resource personnel and supervisors are trained/informed in the confidentiality of medical, disability and accommodation-related information
  • Access and Reasonable Accommodations
  • What is Access?
    • There are five different types of Access programs should think about…
    • Architectural
    • Programmatic
    • Technology
    • Communication
    • Alternate formats
  • Universal Design
  • Universal Design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design
      • For example…
      • 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.
  • Finding Examples of Universal Design
    • In your group, read about the principle of Universal Design you have been given.
    • Watch the video and find as many examples of your principle of Universal Design in action as possible.
    • After the video, share…
      • Your principle
      • Examples from the video
      • One tip for how programs can consider your principle in the design of their products and environments
  • Accommodations
  • Accommodations “ Accommodations” are technology, services, and changes in policy, procedures, and the built environment that enable individuals with disabilities to perform essential functions or to equally participate in events and programs - According to the Job Accommodation Network approximately 80% of accommodations cost less than $600 and more than 50% of reported accommodations cost nothing .
  • Think About Accommodations for…
    • Interviews
      • Discuss only accommodations the candidate will need to participate in the interview
    • Performing the essential functions of the position
      • After you offer the position
      • When someone discloses their disability
      • Possibly when the member/volunteer has a performance issue.
    • Participating in other program or team-related activities
  • Examples of Accommodations
    • “ Because I’m blind doesn’t mean that I’m not intelligent, and it doesn’t mean that I can’t contribute. Because I need some accommodation or help in some areas, doesn’t mean that I don’t have a lot of tools that I can use in general society. I can read and write and think and do physical labor probably as well as the next person given the appropriate tools.”
    • -Steve Hoad
    • Former AmeriCorps member with Maine Conservation Corps
  • Examples of Accommodations “ I am considered a low vision person so reading is very difficult for me…I have a special reading glass at home but I wouldn’t bring it in because it’s difficult. I read with one eye. I don’t want the kids to realize that I am that disabled. that’s part of my problem maybe. Because they don't see me as that. I am the grandma that has to be read to. So, they read to me.” - Ruth Koffler Union-Snyder Foster Grandparent Program
  • Examples of Accommodations “ I work with AmeriCorps Service for 1 year. I have no interpreter. I only need an interpreter for meetings. I don't need that for work. I just write a note with some members and I taught some members some basic sign language like: "work, breaktime, what, where, why, toilet, see you later, bye, and hi". I can read lips a little bit, not long sentences just two or three words.” -Kevin Pachio Hoopa AmeriCorps on Native Lands
  • Communicating with Host Sites
  • When can you share disability-related information about a member/volunteer?
    • When you have permission from the member/volunteer
    • When you think the volunteer poses a direct threat to themselves or others
    • Disability-related information can be shared with first aid and safety personnel
  • Communicating the Importance of Disability Inclusion to Host Sites
    • Work with your group to:
      • Decide what information about inclusion is important to share with host sites
      • Make a plan to share that information. Include:
        • How will you share information?
        • Who will share that information?
        • When will the information be shared?
        • How will you support host sites as they include members and volunteers with disabilities?
      • Create a list of resources you can share with host sites to build their capacity for inclusion