Disability IS Diversity: Reaching Employers to Include Disability in Workplace Diversity Plans in

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Presented by the Northeast DBTAC as part of our Peer Learning and Leadership Network activities.

Presented by the Northeast DBTAC as part of our Peer Learning and Leadership Network activities.

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  • Abe Lincoln – depression (his wife is also said to have had mental illness)
  • John Nash, subject of the movie “A Beautiful Mind” – Schizophrenia. He is a Noble Prize winning mathematician
  • Actress Carrie Fisher (was Princess Laiya in Star Wars film)
  • Whoppi Goldberg – Dyslexia (also history of substance abuse-in recovery). Currently co-host on “The View” Has won acclaim for her comedic and dramatic talents.
  • Thomas Edison had a hearing impairment. He may have also had a learning disability. He did not talk until age 4 and did not read until age 12.
  • Harriet Tubman sustained a brain injury that resulted in a seizure disorder, while enslaved. She went on to help many slaves to freedom through the Underground Railroad. She later was involved with the Women’s Suffrage Movement helping women gain the right to vote.
  • Albert Einstein is thought to have had learning disabilities, possibly asperger’s syndrome and dyslexia (although there is some controversy about this).
  • Bree Walker has a rare genetic condition called ectrodactyly resulting in her fingers and toes being fused together. Was a news anchor in NY and CA. It was significant that her hands were visible on TV. There was a lot of controversy when she became pregnant and some viewers wrote in to say that she should not have children because of the possibility of passing her condition on to them.
  • Conclude Activity 1 by emphasizing the point that the key in any interaction with people with disabilities is to see the person, not the disability—to connect with the person, not with the disability. If participants keep this basic point in mind, everything else they learn in the workshop will make sense.
  • Setting up the Introduction, this slide debriefs the prior activity and sets up the slides to follow
  • Facilitator’s Notes: In the mid-1800’s, we see the Charles Dickens character “Tiny Tim.” Ask participants if they are familiar with the Tiny Tim character. If any are, ask them what words come to mind to describe Tiny Tim. Some words might be: helpless, crippled, poor little boy, powerless, object of pity. Ask participants how Tiny Tim, if he would have grown up, would’ve been likely to make a living. The answer is: begging in the streets. The term “handicap” has been traced to a number of different sources. But one of them harkens back to this time in our history. Tiny Tim would have had to make a living with his “cap in his hand” or begging in the streets. As a facilitator, use this as a teachable moment. The word handicap has fallen into dis-use in the disability community (though it is commonly used elsewhere, such as “handicapped parking”) because of its legacy rooted in a time of utter powerless and degradation for people with disabilities. This legacy is rooted in the image we all carry of Tiny Tim tugging on our heart strings through his helplessness and vulnerability, an image which leaves us with nothing but the emotion of pity with which to react to his situation. This pity leaves Tiny Tim powerless. It is an image which leaves little room to see him as an individual with skills, talents, aspirations, and ABILITIES.
  • Facilitator’s Notes: This slide goes through the next “hired the handicapped” stage, And how has this approach framed employers’ attention? What aspects of the disability and employment equation does it highlight? Criticized by many different people, this approach is tacitly grounded in deficit marketing. That is, it largely frames the motivation to hire someone with a disability not for their talents, but for their weaknesses--for their potential to be an inexpensive, expendable, undemanding source of labor. It is basically pity based hiring….do a nice thing – hire someone who would never work otherwise because it is a nice thing to do. We know that people hired for this reason usually keep their jobs for about 3 months before employers realize it is not a prudent expenditure of resources. This stage also emphasized tokenism—the tendency to hire people with disabilities as “poster children” without having any authentic to disability inclusiveness in the real, everyday life of the organization. .
  • Facilitator’s Notes: These ideas about disability as a source of discrimination that emerged from the civil rights movement gained strength during the next two decades and culminated in the signing of the Americans with Disabilities Act (ADA) in 1990 by the first President George Bush. The Rehabilitation Act, passed two decades earlier, protected individuals with disabilities from discrimination in the federal government. The ADA was based on the Rehabilitation Act and extended its protections to all Americans. The ADA has 5 Titles: Title I protects against discrimination in employment Title II removes physical and program barriers in government facilities and services. Title III removes physical and program barriers in private sector businesses and services Title IV aims to improve accessibility of telecommunications, on-line systems and computer programs. Title V covers miscellaneous issues and has certain provisions around litigating other ADA Titles.
  • This question helps get the audience thinking about these issues and sets up the discussion for the coming slides which show the employment and poverty rates for among persons with and without disabilities.
  • We assume that more training and education or information dissemination will lead to change in hiring practices and resolve disparate treatment of PWD in the workplace. But this assumption is unfounded…this change does not occur – lead discussion on this issue with the next slide.
  • This bar graph shows the employment rate of the working age population comparing over time to show the impact of the economic downturn. The peak of the employment rate for people with disabilities was in 1989/2000 with a rate of about 30% for people with disabilities as compared to a rate of about 80% of people without disabilities. The employment rate of people with disabilities in March 2008 was about 18% for people with disabilities as compared to a rate of about 78% of people without disabilities. The employment rate of people with disabilities in March 2009 was about 17% for people with disabilities as compared to a rate of about 75% of people without disabilities.
  • Similar to the last graph, this bar graph shows the Full time/Full Year employment rate of the working age population with or without disabilities. In the peak years of 1985/2000, the average fulltime employment rate of people with disabilities was about 12% as compared to about 64% for people without disabilities. In 2007, the full time employment rate of people with disabilities was about 8% as compared to about 63% for people without disabilities. In 2008, the full time employment rate of people with disabilities was about 7% as compared to about 61% for people without disabilities.
  • This bar graph shows the poverty rate, comparing people with and without disabilities. The poverty rate of people with disabilities during the peak low years of 1980 – 2000 was 25% as compared to 7% of people without disabilities. In 2007, the poverty rate of people with disabilities was 27% as compared with 8% of people without disabilities.. In 2008, the poverty rate of people with disabilities was about 26% as compared to about 9% of people without disabilities.
  • Facilitator’s Notes: After we’ve reviewed the stages disability awareness in the workplace, we can question whether another stage is emerging. People with disabilities themselves often don’t seen their condition as a deficit, but simply as a difference—as one more source of diversity in the human condition. In this sense, any disability inclusiveness strategy must be based on seeing disability as a source of difference, not as a deficit—as something that the person with a disability is always trying to escape. The next slide gives a brief audio clip that expresses this sensibility.
  • Facilitator’s Notes: This slide sets up Module 1, based on the business case for disability inclusiveness. The main point to make here is that disability inclusiveness is not about legal compliance. Legal compliance alone is not a source of competitive advantage; disability inclusiveness is. The following slides provide an overview of seven links between disability inclusiveness and competitive advantage.
  • Facilitator’s Notes: This slide asks a basic question: Can your organization afford to turn away from 20% of the talent available to you? Ask participants to guess what they think this 20% represents. Most will easily guess that this is the portion of our population who has a disability, as disability is defined by the ADA.
  • Facilitator’s Notes: This slide sets up a discussion of the future of the labor market. Of note here is the current economic downturn. Over the next year or two, economists tell us that unemployment will rise, making it easier for employers to find and retain talent. But when the economic crisis eases, the workforce and demographic forces that are in place now will kick into high gear. The boomer wave who post-poned their exit from the workforce because of the crisis will be making their exit in large numbers. Though we hear many layoff stories prominently in the media, in fact many sectors are still experiencing a talent shortage. There are still, for example, significant talent/skill shortages in the health care, communications and insurance sectors. Further, there is an anticipated labor shortage in the emerging “green sector.” We continue to face serious skill shortages in the STEM professions: Science, technology, Engineering and Math. So having a disability inclusive workplace strategy in place to prepare for the workforce of tomorrow continues to be a priority even with the current economic conditions.
  • Facilitators Notes: This slide gives more detail on upcoming workforce trends, specifically making the point that talent will become increasingly in short supply and that, as the notes from the previous slide explained, this trend will hit with full force after the economic crisis starts to wane. Making the connection to disability inclusiveness, point out that these trends make it even more important to ensure that employers can access all the talent available to them—even the 20% of talent that will come to them with a disability.
  • Facilitators Notes: In addition to the fact that 20% of the talent available to employers has a disability, this slide points out that more people will be working with a disability. Of particular importance here is the fact that assistive technology, such as voice to text or text to voice software is becoming increasingly available and affordable. In addition to having assistive technology for employees with sensory disabilities, assistive technology is also key for people with learning disabilities. Finally, many employers have found that technologies they originally purchased for people with disabilities have been found to be useful for everyone. The final point of this slide—the fact that our population is aging—is the most prevalent reason contributing to the increasing number of people with disabilities in our workforce. The following slides illustrate the aging of our workforce.
  • So more of us will be working with a disability. And the aging of our population is a primary reason for this. By the end of 2010, it’s projected that the median age of our workforce dramatically increasing, both because younger people are waiting longer to enter the workforce and because of the aging of our population. So how does aging connect with disability?
  • Facilitators Notes: This slide sets up the customer side of the equation. Having disability inclusive strategies for your employees also sends a message to your customers—a message that more of your customers are wanting to hear.
  • Just site the facts and figures on this slide
  • Facilitators Notes: This slide gives some recent research that brings this point home. Customers not only think that having a disability-inclusive workforce is a nice-to-do. They are also making their buying decisions based on whether your organization is doing the right thing. Example Tom’s Shoes – Tag line is with every pair you purchase, Toms will give a pair of new shoes to a child in need. The story: In 2006, American traveler Blake Mycoskie befriended children in Argentina and found they had no shoes to protect their feet. Wanting to help, he created TOMS Shoes, a company that would match every pair of shoes purchased with a pair of new shoes given to a child in need. One for One. Blake returned to Argentina with a group of family, friends and staff later that year with 10,000 pairs of shoes made possible by TOMS customers. These shoes are canvas with rubber bottoms, they are not expensive to make, nor are they particularly attractive – yet they sell for $54 and up a pair. As an added benefit, they also use no animal products – so they are hitting all of the popular marketing tricks.
  • Facilitators Notes: This slide and the one following sets up important research to dispell the myth that people with disabilities do not perform as well as those without disabilities.
  • Facilitators Notes: This study done at DePaul University supports other studies done at DuPont and Pizza Hut (among other companies) giving data on how well people with disabilities performed as compared to other employees. The first bullet of this slide is most important, showing that people with disabilities’ performance was rated as equal to those without disabilities overall. This compares with the DuPont and Pizza Hut studies that showed that the performance of employees with disabilities was actually rated on average slightly HIGHER that those without disabilities. The last bullet—Less likely to leave a job—transitions to the next slide that focuses on the costs of turnover.
  • Facilitators Notes: When employers think of reasonable accommodation, they probably think of the law. This is understandable; reasonable accommodation is one of the main features of Title I of the ADA—the employment provisions. Yet, reasonable accommodation is a key strategy to retain talent. People who are accommodated: Can return to work faster after a disability Get better faster—research shows work is actually part of the healing process Are more likely to be loyal to an employer; are less likely to leave the job.
  • Facilitators Notes: This slide builds upon these themes by showing a study done by the Job Accommodation Network. This surveyed employers who had provided reasonable accommodations about the direct (benefits that could be quantified) and indirect (unquantifiable) benefits of providing these reasonable accommodations. To highlight here is the first direct benefit: that 87% of employers surveyed said that the accommodation enabled them to retain a valued employee. The next slide looks at the importance of this benefit by looking at the costs of turnover—the costs of losing an employee.
  • Facilitators Notes: The costs of losing an employee are often invisible to the employer. From a recent quote by Barry Salzberg, CEO of Deloitte Consulting, as quoted in Diversity,Inc Online Magazine: "In 2007, U.S. employers spent $64 billion as a result of losing and replacing professionals and managers who quit solely due to workplace unfairness." This slide shows that most of the costs of losing an employee are invisible—are under the iceberg. In addition to the “above the iceberg” costs that are usually tracked, such as search/separation costs, the “under the iceberg” costs are usually more pervasive. When an employee leaves a job, they take with them “tacit knowledge”—knowledge that just exists “within their own heads. “ Often, this tacit knowledge takes years to accumulate. Also, it takes on average 6 – 9 months for a new employee to become as productive as the employee they replaced. This lost productivity means lost revenue for the company.
  • Facilitator’s Notes As the last slide suggested, it will nearly always cost more to lose an employee than it will to accommodate them. Hence, reasonable accommodation is less about the law than it is about a return on investment. Before transitioning to the next slide, ask participants to guess how much the average accommodation costs by writing a figure on a piece of paper. When you go to the next slide, most likely, participants will see that their estimates are far greater than the real cost of accommodations.
  • Facilitator’s Notes So if it costs about 100% of annual salary to lose and employee, how much does it cost to accommodate them. This is a study from the Job Accommodation Network that shows that accommodations costs much less than what most employers believe. Most likely the figure participants wrote down on their paper for the last slide is more than what is given on this slide. So what is the return from investing the money in reasonable accommodation? As previously mentioned, employees who are accommodated are less likely to leave the job, saving significant costs in turnover. Also, employees who are accommodated can return to work faster and are more likely to be productive. These gains as a rule, far exceed the cost of reasonable accommodations. Hence, the return on investment.
  • Facilitator’s Notes This slide goes into the final link between disability inclusiveness and competitive advantage. Ask participants what image they get when they think of disability. Most will respond with a wheelchair or some sort of mobility assistance device. Yet many (according to some studies, most) disabilities are “hidden” or non-obvious to others. These disabilities, though non-obvious, will make up a significant portion of your workforce whether or not employers know it.
  • Facilitator’s Notes This slide gives some basic statistics about the prevalence of hidden disabilities, most prominently, ADD/ADHD, learning disabilities and psychiatric disabiltiies. It is important to stress here, that employers must be as adept in accommodating these types of disabilities as they are physical disabilities. Many employers will find that there is a generational difference here in understanding these disabilities. The younger workers just coming into the labor market now are the first generation to have gone through their educational careers with the protections of the Individuals with Disabiltiies In Education Act (IDEA) . They will approach their employers with much less shame and much more awareness of their potential than is the case with older generations. These younger workers will expect the same level of awareness and understanding as they received from their educaiton professionals. This is the last slide of this segment. Before going on to the next module, remind participants that, though we have not talked about these issues in terms of the ADA, there has been significant changes in the ADA that will impact employers. This is the ADA Amendments Act that was signed into law on January 1, 2009. The main implication of this law is that many more employers will be legally obliged to provide reasonable accommodations. At this time, we will not go into a full discussion of the ADA Amendments Act. But participants do have in their folders a brief on the ADA Amendment Act and its potential impact on employers. Likewise, if they have questions about this, they can call their Disability & Business Technical Assistance Center at 1800 949 4232.
  • Again – need clarification from hannah
  • This allows all employees to feel more comfortable and more willing to disclose disability. It makes it easier for employees to disclose and engage in an interactive process to determine reasonable accommodations and maintain performance standards.
  • Often HR staff is very aware of the legal obligations of the employer. Yet, it’s the middle manager who is on the work floor interacting with employees. These managers need to have a good understanding of the ADA and be committed to disability inclusiveness. There lack of knowledge and commitment could result in violations and loss of key talent.
  • Does your policy send a message that people with disabilities are not wanted or valued by the company? Do you provide benefits for mental as well as physical conditions?
  • People with disabilities have issues and concerns like other workers (family, financial, etc.). Your EAP program needs to be accessible to all members of your workforce.
  • Title I of the ADA requires that the all phases of the hiring process be accessible offering equal opportunity to persons with disabilities. If you require online applications or screenings, are these accessible? Are you requiring all applicants to respond to the same questions or demonstrations of ability during the hiring process?
  • What are the messages you send about people with less obvious disabilities? Is your workplace a “safe place” for people whose disabilities may not be apparent to disclose? Arguably, the majority of disabilities in the workplace are non-obvious. The second leading cause of absence from American workplace today is depression. Examples of hidden disabilities: Psychiatric Diabetes MS Arthritis
  • Whenever an employee’s performance is an issue, the question to ask is “How can I help you improve?” Avoid presuming disability and focus instead on specific behavior and what needs to improve.
  • Think about the physical lay-out, ways to minimize noise and distraction, multiple methods of communication, job coaches
  • Workers must meet the performance and conduct standards of the workplace. Just be sure your standards are based on business necessity and that all employees, with and without disabilities are subject to the same expectations and consequences for noncompliance.
  • This gets back to the trust issue. Think about your workplace culture. Are people treated differently once they disclose? How can (do) you foster acceptance and inclusion so that it’s ok for people to say what they need in order to do their jobs effectively?

Transcript

  • 1. Disability IS Diversity: Reaching Employers to Include Disability in Workplace Diversity Plans March 10 Webinar Hannah Rudstam, Ph.D. Northeast ADA Center Employment and Disability Institute www.edi.cornell.edu
  • 2. The faces of talent in the work place
  • 3. The faces of talent in the work place
  • 4. The faces of talent in the work place
  • 5. The faces of talent in the work place
  • 6. The faces of talent in the work place
  • 7. The faces of talent in the work place
  • 8. The faces of talent in the work place
  • 9. The faces of talent in the work place
  • 10. The face of disability is our face. People with disabilities are in all walks of life, in all professions, and in all ages. It’s about people, not pity. It’s about ability, not disability. Often, the biggest barrier is not the disability, but the attitudes of others. See the person, not the disability
  • 11. Why this? Why now? How have we viewed people with disabilities in the workplace?
  • 12. The “Tiny Tim” Stage
  • 13. The “Hire the Handicapped” Stage
  • 14. Legal Compliance Stage The Americans With Disabilities Act And now… The ADA AA
  • 15. Polling question:
    • After 20 years of the ADA, how well do you think people with disabilities are doing in their employment and economic lives:
    • Better than they were before the ADA
    • About the same as before the ADA
    • Worse than they were before the ADA
    • Don’t know
  • 16. If we… Then employers will… Give employers more information about disability laws & policies, Be more likely to hire, retain, accommodate and promote people with disabilities. A tacit, automatic assumption behind much of our programming efforts to reach employers The Knowing—Doing Gap
  • 17. Employment Rate (ER) of Working-Age Population Source: Bjelland, M., Burkhauser, R., Von Schrader, S., Houtenville, A. (2010). Progress Report on the Economic Well-Being of Working Age People with Disabilities. Rehabilitation Research and Training Center on Employment Policy for Persons with Disabilities, Employment & Disability Institute, Cornell University. In March, 2009, working age people with disabilities were 22% as likely to be employed as people without disabilities.
  • 18. Full-Time/Full-Year Employment of Working-Age Population Source: Bjelland, M., Burkhauser, R., Von Schrader, S., Houtenville, A. (2010). Progress Report on the Economic Well-Being of Working Age People with Disabilities. Rehabilitation Research and Training Center on Employment Policy for Persons with Disabilities, Employment & Disability Institute, Cornell University. In 2008, working-age people with disabilities were 12% as likely to be employed full-time/full-year as people without disabilities.
  • 19. Poverty rate (PR) of Working-Age Population Source: Bjelland, M., Burkhauser, R., Von Schrader, S., Houtenville, A. (2010). Progress Report on the Economic Well-Being of Working Age People with Disabilities. Rehabilitation Research and Training Center on Employment Policy for Persons with Disabilities, Employment & Disability Institute, Cornell University. In 2008, working-age people with disabilities were 3.01 times more likely to be living in poverty when compared to people without disabilites.
  • 20. Beyond Legal Compliance-- Disability as a difference, not a deficit
  • 21. Legal compliance alone does not link to competitive advantage or success About links… Disability inclusiveness does!
  • 22. Disability inclusiveness enhances your organization’s access to talent. Link #1 Can your organization afford to ignore 20% of your available talent?
  • 23. Disability inclusive workplace practices will be a key strategy for preparing for the workforce of the near future, when talent will become harder to find. Link #2 Even in the economic downturn…
  • 24. In the near future… Upcoming workforce trends*
      • Workforce exits through retirement: One-third of the U.S. workforce over next five years
      • Employment Policy Foundation: Projected shortage of 10 million workers by 2015 and 35 million by 2030; the National Association of Colleges and Employers places it at 8.9 million by 2011
      • Job changing
      • It will be very difficult to find talent in several sectors
    • *Sources:
    • Dychtawald, K., Erickson, T. & Morison, R. (2006) Workforce Crisis: How to Beat the Coming Shortage of Skills and Talent. (Boston: Harvard Business School Press.
    • Herman, R. & Olivo, T. & Gioia, J. (2000) Impending Crisis: Too Many Jobs; Too Few People (NY, NY: Harper).
  • 25.
      • Enhanced ability to diagnose disabilities earlier
      • Better treatments mean more people can work with disabilities
      • Improved assistive technology means more types of disability can be effectively accommodated in the workplace
      • Our population is aging
    In the near future… A greater portion of our workforce will be working with a disability
  • 26. And this trend will intensify Age cohort 25 – 34 will grow by 8% Age cohort 35 – 44 will decline by 10% Age cohort 45 – 54 will grow by 21% Age cohort 55 – 64 will grow by 52% Source: US Bureau of Labor Statistics. Projected labor force growth by age cohort 2000 – 2010.
  • 27. And it’s not just about “looking good.” This links to business success Link #3 A disability inclusive workforce sends the right message to your customers
  • 28.
    • Cone Cause Survey, 2007
      • 87% respondents will switch from one product to another (price and quality being equal) if the other product is associated with a good cause (an increase from 66% in 1993)
      • Brands that can engage customers emotionally command prices significantly higher than the competitors
      • 72% of employees want their employers to do more to support a cause (up from 52% in 2004)
    What a company “stands for” increasingly matters for how customers make buying decisions
  • 29. 93% of customers surveyed said they would PREFER to patronize a business that has people with disabilities in their workforce. *Gary N. Sipersteina, Neil Romanob, and Amanda Mohlera, and Robin Parker. A national survey of consumer attitudes towards companies that hire people with disabilities . Journal of Vocational Rehabilitation 22 (2005) 1-7 IOS What a company “stands for” increasingly matters for how customers make buying decisions
  • 30. People with disabilities perform as well as other employee. Link # 4
  • 31.
    • Employees with disabilities:
      • Had the same job performance ratings as employees without disabilities
      • Did not require more of supervisor’s time
      • Were no more likely to be absent, late or have off-work time than any other employee
      • Did not have more workplace accidents
      • Were less likely to leave the job
    • * DePaul University and Disability Works. Exploring the Bottom Line: A Study of the Costs and Benefits of Workers with Disabilities. Released January 28, 2007. Accessed March 31, 2008 at http://www.disabilityworks.org/downloads/disabilityworksDePaulStudyComprehensiveResults.doc
    A study of 314 workplaces
  • 32. It’s a key strategy to retain talent Link # 5 Reasonable accommodation… Its’ not just about the law
  • 33.
    • Direct Benefits
    • 87%--Accommodation enabled us to retain a valued employee
    • 74%-- Increased employee’s productivity
    • 55%--Increased employee’s attendance
    • 54%--Saved worker’s comp costs
    • Indirect Benefits
    • 69% Improved interactions with co-workers
    • 61% Increased overall company morale
    • 57%--Improved interactions with customers
    • 42%--Improved workplace safety
    • 41%--Increased overall company attendance
    *Source: Job Accommodation Network (2007) Workplace Accommodations: Low Cost, High Impact . U. S. Department of Labor. Accessed May 3, 2008 at www.jan.wvu.edu/media/LowCostHighImpact.pdf A study from the Job Accommodation Network
  • 34. Turnover costs—the impact on the business Search costs Up-front hiring costs Separation costs New employee Services Lost productivity Lost organizational knowledge Lost customers, contacts,clients,stakeholders Lost goodwill The Saratoga Institute estimates that it costs about 100% of annual salary to replace a lost employee.
  • 35. It’s about a return on investment Link # 6 Reasonable accommodation– it’s not just about the law
  • 36.
    • A Job Accommodation Study*
      • 49% of reasonable accommodations cost nothing
      • 78% cost less than $500
    Reasonable accommodations cost less than employers expect *McNaughton, Tamie and Beth Loy. Workplace Accommodations: A Small Investment for a Large Return. A paper presented at the Job Accommodation Webcast June 12, 23007. Accessed March 31, 2008 at http://www.jan.wvu.edu/Teleconf/Events/2007/6-12-07_Handouts/WorkplaceAccomm.ppt#295,17, Workplace Accommodation: A Small Investment Yields Large Returns
  • 37. … it’s also about non-obvious disabilities Link # 7 It’s not just about being able to engage people with obvious disabilities…
  • 38.
      • 3 – 5% of your current and potential talent will have ADD/ADHD*
      • Nearly 10% of your current and potential talent will have a learning disability**
      • About 1 in 5 adults has a diagnosable psychiatric disability in any given year*
      • Depression is now the second leading cause of off-work time from the American workplace**
    *Low, Keith. Prevalence of ADBH: What are the Numbers? U.S. Center for Disease Control and Prevention. Dec 27, 2007. **Maja Altarac, MD, PhD and Ekta Saroha, MA. Lifetime Prevalence of Learning Disability. PEDIATRICS Vol. 119 Supplement February 2007, pp. S77-S83. Will your organization know how to engage people with hidden disabilities?
  • 39. Polling question:
    • Which of the following points about the advantages of employing people with disabilities would resonate most with the employers you work with?
    • Enhancing access to talent
    • Being able to find talent in the future
    • Sending a message to customers about what you stand for
    • Workers with disabilities perform as well as others
    • Accommodation as a strategy to retain talent
    • Accommodations cost less than losing an employee
    • Being able to accommodate workers with non-obvious disabilities
  • 40. What can you do as an employer? Ten keys to best practices & strategies
  • 41. 1. Cultivate an atmosphere of trust.
  • 42. 2. Involving mid-level mangers and face-to-face leaders
  • 43. 3. Look at your health insurance plan
  • 44. 4. Is your EAP obvious and accessible to all?
  • 45. 5. Have a look at your hiring practices and tools
  • 46. 6. De-stigmatize hidden & psychiatric disabilities in your workplace culture
  • 47. 7. Know how to walk the fine line: Performance coaching and disability inquiry
  • 48. 8. Get creative with accommodations; keep them engaged!
  • 49. 9. Do hold all employees accountable for their conduct and performance
  • 50. 10. Consider what actually happens to people when they come forward with a disability
  • 51. Getting HRCI Credits for this workshop
    • Use code:
    • ORG-PROGRAM-85236
    The use of this seal is not an endorsement by the HR Certification Institute of the quality of the program. It means that this program has met the HR Certification Institute’s criteria to be pre-approved for recertification credit.
  • 52.
    • Disability and Business Technical Assistance Center – Northeast ADA Center
    • ILR - Employment and Disability Institute Cornell University 201L Dolgen Hall Ithaca, NY  14853 800.949.4232 in NY, NJ, PR, VI www.dbtacnortheast.org
    • [email_address]