Metro New York and Southern Connecticut Higher Education Recruitment Consortium

Metro New York and Southern

Connecticut Higher Education

Recruitment Consortium

The New Frontier: Inclusion of Those Traditionally Left Out

1

Outline Workplace Diversity Statistics March 24, 2014, VEVRAA/Disability OFCCP Incorporating Universal Design

RecruitingHiringTrainingRetention

Incorporating Specific Accommodations Success Stories Resources

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Objectives Understand the Diversity Workforce Population Identify Major VEVRA/OFCCP Changes Understand the Unique Challenges

Students/Applicants/Employees who are Veterans or those with Disabilities May Experience

Recognize How Universal Design and Effective Accommodations Level the Playing Field for those with Disabilities

Apply Accessibility to Human Resource Practices Learn Accommodations Available to Assist

Veterans and those with Disabilities

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Veteran Statistics Since 2001, approximately 2,600,000 U.S.

troops have been deployed to Iraq and Afghanistan (respectively, OIF, OEF)Over 6,200 American killed More than 46,000 wounded in combat. (Pew)

34% -38% have been deployed 2-4 times (9-16 months).

Veterans’ ages range from 18 to 65, average age 24.5.

50% - 60% are married and 50% have children

Pew; War Clinician Guide 2008; Thomas Church 2009National Council on Disability, 2009

Assets: Educated Individuals

Harder to get into the military than into most community colleges

Best trained military in the world: In 2009, 92.5% at least high school

graduates. 17.9% are college graduates or advanced

degree. Masters and Ph.D. degrees required for

advancement. 8 in 10-in-ten officers are college graduates (30

percent of the civilian same aged population (Pew)) 75% of recent veterans say educational

benefits was an important reason they joined

Only 25% join for job opportunity. (Pew)5

Increased Number Seeking Education

Poor Economy with Limited Labor Jobs Injuries may Preclude Employment New GI Bill www.gibill.va.gov effective 8-

1-09 includes: Tuition Monthly housing allotment Book and fee stipend up to $1000 Relocation and license and certification fee

reimbursement Funds for Tutors

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Assets: Trained Individuals

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Assets: A Diversity of Perspective

Veterans have experienced other cultures and forms of governance.

They present an opportunity for economic and ethnic diversity, without raising any constitutional issues

Race and national origin Currently 12% of all minorities serve as

officers—double the proportion in 1990— officers make up about 16% of the active-duty

force. (Pew) Female leaders (15%-20% of veterans)-

15.5% of officers are Women. 18.1% of all Guard and Reserve officers. (Pew)

2008 AHEAD Study MALE

Burned .83 Deaf-Blind .33 Hard of Hearing 4.99 Health 15.72 LD 8.57 Mobility 15 Psych/Emotional 34.36 Sexual Assault .50 Speech-Language

.42 Visual Impairment

0

FEMALE

Burned .0 Deaf-Blind .17 Hard of Hearing .67 Health 3.99 LD 6.99 Mobility 1.25 Psych/Emotional 10.65 Sexual Assault 2.41 Speech-Language

0 Visual Impairment

0 9

Veteran Statistics 85% Survival Rate in the Global War on Terror 40% are expected to be Classified as Individuals

with Disabilities (Rand Corporation Study (2008)).

16% to 49% some Kind of Mental Health Issue National Council on Disability (2009)

10%-30% will have PTSD National Council on Disability (2009):

11-19% will have TBI Rand (2008): 320,000 or 19% vets with TBI DOD (2009): 360,000 or 20% vets with TBI (Military.com , 2009; Church,

2009) National Council on Disability (2009): 11%-20%

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National Estimates Traumatic Brain Injury Annually, 1.7 million TBIs occur either as an

isolated injury or along with other injuries. About 75% of TBIs that occur each year are

concussions or forms of mild TBI.Centers for Disease Control, 2010

Strokes (ABI) Every year, 795,000 people in the US have

a stroke. 610,000 are new, in 4 are recurrent strokes. American Heart Association, cited at CDC, 2012

Veterans Come With Disability Rights

Veterans and service members civil rights:State disability anti-discrimination lawsFederal laws

Section 504 of the Rehabilitation Act of 1973

Title II of the American’s with Disabilities Act as amended in 2008

Enforced by EEOC and US ED OCR VEVRA/USERRA

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VEVRAA

Effective on March 24, 2014 To Remedy the Elevated Veteran

Unemployment Rate New Affirmative Action Program

requirements in Subpart C. www.dol.gov/ofccp/VEVRAARule

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2014 VEVRAA Highlights

Definition: “protected veteran” added to provide a comprehensive term to refer to any veteran that is protected under the VEVRAA regulations;

Definition: “other protected veteran” has been replaced with "active duty or wartime campaign badge veteran" to describe that group of protected veterans.

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VEVRAA Highlights (Cont.)

Assess and document the effectiveness of their outreach and recruitment efforts annually (§ 60-300.44(f)(3));

Ensure that outreach and recruitment efforts are documented and retained (3) years (§ 60-300.44(f)(4));

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2014 VEVRAA Highlights (Cont.)

Invite applicants to voluntarily self-identify as being a protected veteran at the pre-offer stage (in addition to current post-offer) and as belonging to one or more of the specific categories of protected veteran the contractor is required to report pursuant to 41 CFR 61-300 (§ 60-741.42); (Regulations include sample language.)

Train employees engaged in key personnel activities (§60-300.44(j));

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EEO Statement Required For Employment Service

Delivery System (ESDS) may list jobs and accept applications

electronically, of by facsimile or mail. Job listing must indicate “VEVRAA Federal

Contractor” and its desire for priority referrals of protected veterans.

Incorporating EO Clause into subcontracts Requires: Citing 41 CFR 60-300.5(a), AND including "This contractor

and subcontractor shall abide by the requirements of 41 CFR 60-300.5(a). This regulation prohibits discrimination against qualified protected veterans, and requires affirmative action by covered prime contractors and subcontractors to employ and advance in employment qualified protected veterans."

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VEVRAA Highlights (Cont.) Establish, document and begin

applying an annual hiring benchmark for each establishment (§ 60-300.45)). 1. equal to the national percentage

of veterans in the civilian labor force, as posted in the Benchmark Database on the OFCCP Web site; or

2. 2. Establish its own benchmark by taking into account the following five factors:

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VEVRAA Highlights (Cont.)1. average percentage of veterans in the

civilian labor force in the state (preceding 3 years (OFCCP Web site)

2. number of veterans previous 4 quarters in the EDS in the state as posted in the Benchmark Database on the (OFCCP )

3. applicant and hiring ratios for the previous year;contractor’s recent assessments of effectiveness of outreach and recruitment efforts; and

4. any other factors, such as the nature of the job or its location, that would affect the availability of qualified protected veterans.

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Existing Requirements Contractors must ensure full compliance with

existing requirements under the old regulations, including:

Reviewing personnel practices (§ 60-300.44(b)), Reviewing job qualifications (§ 60-300.44(c)), Making reasonable accommodations available (§

60-300.44(d)), Developing harassment policies (§ 60-300.44(e)),

engaging in outreach (§ 60-300.44(f)), and Having procedures for distributing information on

EO and affirmative action efforts (§ 60-300.44(g)).

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VEVRA Highlights (Cont.)

A schedule for the review of all physical and mental job qualification standards and evidence that it adheres to that schedule per § 60-300.44(c);

Information relating to the procedures developed and implemented ensuring that employees are not harassed because of their protected veteran status per § 60-300.44(e); 21

A Word About Qualification Standards

When designing basic qualification screens, remember that VEVRAA prohibits contractors from using qualification standards and selection criteria that screen out or tend to screen out a Veteran or a class of disabled or other protected veterans unless the contractor can show that the standards or criteria are job-related for the position in question and consistent with business necessity.

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VEVRA Highlights (Cont.) Documentation that the contractor has

implemented and disseminated its commitment to affirmative action to employ and advance in employment qualified protected veterans per § 60-300.44(g);

Evidence that the contractor has designed and implemented an audit and reporting system per § 60-300.44(h);

Identification of the individual assigned responsibility for the implementation of the contractor’s AAP and evidence of compliance with § 60-300.44(i);

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VEVRAA and Records Access

The new regulations clarify that contractors must allow OFCCP to review documents related to a compliance check or focused review, either on-site or off-site, at OFCCP’s option.

Require contractors, upon request, to inform OFCCP of all formats in which it maintains its records and provide them to OFCCP in whichever of those formats OFCCP requests.

Data collection pursuant to § 60-300.44(k); Documentation that it established and applied

an annual hiring benchmark per § 60-300.45.

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Available Web Resources Read the new VEVRAA regulations As posted in the

Electronic Code of Federal Regulations (eCFR) As published in the Federal Register Technical Assistance Print the Fact Sheet Get answers to Frequently Asked Questions (FAQs) Find Contractor Resources Look at this side by side chart of changes in the

regulations Attend Training Webinars Hiring Benchmark Benchmark Database 25

OFCCP Disability Requirements

Highlights of the New Regulations: Utilization goal: 7% utilization goal to

each job groups, or to their entire workforce if the contractor has 100 or fewer employees.

Annual utilization analysis and assessment of problem areas.

Establish specific action-oriented programs to address any identified problems.

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OFCCP Disability Requirements (Cont.)

Data collection: Document and update annually several quantitative comparisons for the number of IWDs who apply for jobs and the number of IWDs they hire.

Measure the effectiveness of their outreach and recruitment efforts.

Maintain for (3) years to spot trends. Include certain nondiscrimination provisions.

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Invitation to Self-Identify: At both the pre-offer and post-offer phases of the application process.

Use language prescribed by OFCCP. Incorporation of the EO Clause: The new regulations require that specific language be used when incorporating the equal opportunity clause into a subcontract by reference.

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Records Access: Contractors must allow OFCCP to review documents related to a compliance check or focused review, either on-site or off-site, at OFCCP’s option.

Contractors, upon request, to inform OFCCP of all formats in which it maintains its records and provide them to OFCCP in whichever of those formats OFCCP requests.

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Available Web Resources

Read the new Section 503 Regulations •As posted in the Electronic Code of Federal Regulations (eCFR) •As published in the Federal RegisterTechnical Assistance •Print the Fact Sheet•Get answers to Frequently Asked Questions (FAQs)•Find Contractor Resources •Look at this Side by Side Chart of changes in the regulations•Attend Training WebinarsSelf-Identification•Self-Identification Form

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Practical Compliance Steps

(1) Review existing obligations and ensure compliance will continue under the new regulations effective March of 2014;

(2) Educate HR personnel and other pertinent staff to the requirements in new regulations; and

(3) Make any needed changes to IT and personnel systems and policies and record keeping.

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Veteran Challenges Lack of Awareness of Institutional Policy

and/or Procedure Policy or Procedure Not Suitable for Veteran

Needs General Requirements May Not be Appropriate

for Veterans Unfamiliarity with Benefits of

Accommodations Frustrated with Bureaucracy or Red Tape Inability to Confirm Extent of Limitations Military Record Delays (slow or lost) Benefit Delays

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Veteran Challenges Different Perspectives given Life Experience

Difference between ADA and VA Disability Unfamiliar with Limitations Co-Morbid Conditions Requiring Creative

Accommodation Traditional Accommodations (Braille or ASL)

Won’t Work No “go to” Person or Veteran’s

Organization Lack of Follow Up to Determine Effectiveness

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Veteran Particular Challenges to Seeking

Services Resistance to Self Identify

a Disability Ethical Code Honor Sacrifice Integrity

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Welcoming Through Universal Design

Accessible strategies welcome and retain skilled Veterans and candidates with Disabilities.

Originated in architectural planning Makes information accessible to a greater

number of the population without singling out those with disabilities

May eliminate the need for some accommodations

Enhances access for all without lowering academic standards or removing essential functions

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UDL Fundamental Practices

Create a Climate of Openness and Respect Include an Accommodation Statement Promote Information Access Promote Effective Communication Use Cooperative Learning Methods Explain Technology Clearly Define Expectations and Offer

Feedback Assess Knowledge Through a Variety of

Methods Consider the Physical Environment Provide Timeframes for Response

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Seven Principals of Universal Design

1. Equitable Use2. Flexibility In Use3. Simple and Intuitive4. Perceptible Information5. Tolerance of Error6. Low Physical Effort7. Size and Space for Approach and Use

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Department Of Labor Toolkit

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Burton Blatt Institute (BBI) at Syracuse University

DOL Human Resource Toolkit For Universal Design Step 1 Design a Strategy for Your Veterans Hiring

Program Step 2 Create a Welcoming and Educated Workplace

for Veterans Step 3 Actively Recruit Veterans, Wounded Warriors

and Military Spouses Step 4 Hire Qualified Veterans and Learn how to

Accommodate Wounded Warriors Step 5 Promote an Inclusive Workplace to Retain Your

Veteran Employees Step 6 Keep Helpful Tools and Resources at Your

Fingertips

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Communicating an Inclusive Culture

RecruitingAdvertisementApplication

HiringQualification StandardsInterviewOrientation

Training Retention

Accommodations

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Confidentiality and Privacy Rights

Applicants are not required to disclose that they have a disability during the application process.

Employers are not permitted to ask if candidates have a disability or the nature or extent. (except to voluntarily self-identify for the employer's AAP).

Documentation is only allowed after a conditional offer has been made limited to functional limitation, how it impacts the ability to perform essential job functions, and possible accommodations.

Keep the collected information confidential and separate from the applicant/employee’s personnel file. 41

Recruiting Include individuals with disabilities as part

of your company's diversity statement. Ensure website accessibility. Offer written materials in alternative

formats. Include an Equal Employment Opportunity

statement in job advertisements and notices.

Include images of persons with disabilities in marketing and outreach materials.

Whenever possible include one of the 12 universal access symbols.

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Marketing/Public Outreach

Directly market your programs (give a presentation) to students with disabilities through the DSO and your Veteran Center on campus.

Directly access credible resources for veterans seeking employment.

Participate in work-based learning experiences, such as internships and cooperative education activities.

Create detailed job descriptions and consider using military language in them.

Consider alternatives to full-time employment 43

Recruiting

Offer recruitment materials in alternative formats.

Provide online access to the company reasonable accommodations policy including a plain text version.

Designate and list one or more staff members to receive accommodation requests, for all applicants.

Include a TDD (number, email address, and /or other means of contact (e.g. Skype address).

Ensure internal, external and social media platforms used for recruiting purposes with your technology staff to ensure that all sites are accessible. 44

Tips for Designing Accessible Web Pages

1) Design large graphics that mark hyperlinks so that people with tremors have more room to activate the links.

2) Keep screens organized and uncluttered for individuals who are easily distracted.

3) Provide brief descriptions of short sounds for individuals with hearing impairments

4) Caption Videos. 5) Provide visual descriptions of graphics

or photos. 45

Tips for Designing Accessible Web Pages

6) Minimize reliance on color as a signal. 7) Ensure documents are accessible. 8) Remove refresh options so that

screen readers do not repeatedly restart while scrolling through a Webpage.

Visit: Tips for Designing Accessible Web Pages.

From the desk of Beth Loy, Ph.D. at http://askjan.org/media/webpages.html.

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Hiring: Physical Location of Recruitment and Interview

Highlight the accessible features (path of travel into and within building, restrooms, drinking fountains, doorways, level surfaces, parking spaces, clear directional signage, and receptivity to service animals).

Inquire with career fair organizers regarding site accessibility (as above). Specifically, ensure adequate accessible parking, room between tables or stalls for alternative modes of transportation.

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Hiring: Pre-Employment Tests

Inform applicants in advance if they will be required to take a test to demonstrate their ability to perform actual or simulated tasks.

Describe the test format so that they can request a reasonable accommodation if necessary.

Be prepared to provide materials in alternate formats.

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Hiring: Interview Provide the applicant with an estimate of interview

duration (allows for alternate transportation arrangements).

Ask the same set of questions of all interviewees, regardless of disability.

Speak directly to the interviewee instead of to an interpreter, personal assistant, or other companion.

Use a normal tone of voice unless requested to alter the volume or speed.

Remain eye level with a person who uses a wheelchair. Do not touch or lean on the wheelchair.

Indicate the availability of flexible working conditions, including telecommuting or flexible scheduling.

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Training Tips for Accessibility

Create a culturally sensitive new hire orientation. Select materials early. Minimize impact of communication, mobility,

posture, and body size variability. Be aware of ambient noise and other auditory

interference. Use amplification systems and captioning. If distracting conditions continue, change rooms. Provide time to complete work. Provide regular feedback. Develop and promote peer mentorships (Vet-Vet

when possible).

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Training: Tips for Sensory Impairment

Auditory Written as well as verbal instructions Establish rules for speaking one at a time Repeat questions asked in class so all can hear the question clearly before you respond. Avoid pronouns such as this and that when giving instructions or directions. Read overheads/slides out loud so information is perceived in both visual and auditory formats.Allow lectures to be recorded and stored online.

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Training: Tips for Sensory Impairment

VisualLarge font size (18 point or larger) for projected presentations Contrasting colors and simple designs Leave overheads/slides up long enough to take notes Caption videos

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Retention: Planning, Policies, and Evaluation

Consider diversity issues as you plan and evaluate.

Are people with disabilities, racial and ethnic minorities, men and women, young and old students, and other groups represented on your staff in numbers proportional to the whole campus or community?

Do you have policies and procedures that ensure access to facilities, printed materials, computers, and electronic resources for people with disabilities?

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Retention: Planning, Policies, and Evaluation

Grievance Policy Confidentiality Policy Service Animal Policies Advance Warning for Safety Procedures to

Avoid Negative Reactions Procurement and Purchasing Centralized funding for accommodation costs Inclusion of Veteran Contacts in

Application and Web Materials Establish a Veteran’s Organization

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Retention: Campus-Wide Training

Provide top management support for the effort.

Train front-line managers to focus on job performance of individuals, not their disabilities.

Train all front line staff to recognize disability disclosure and to promptly refer to HR.

Provide diversity training to employees on disability issues in the workplace.

Establish a disability-focused employee resource group. 55

Retention and Physical Environment and Product

Accessibility Ensure physical access, comfort, and safety

within an environment that is inclusive. (Universal Design)

Are there parking areas, pathways, and entrances to the building that are wheelchair-accessible and clearly identified?

Are all levels of the facility connected via an accessible route of travel?

Are there ample high-contrast, large-print directional signs to and throughout the office?

Do elevators have auditory, visual, and tactile signals and are elevator controls accessible from a seated position?

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Physical Environment and Products (Cont.)

Are wheelchair-accessible restrooms with well-marked signs available in or near the office?

Is at least part of a service counter or desk at a height accessible from a seated position?

Are aisles kept wide and clear of obstructions for the safety of users who have mobility or visual impairments?

Are there quiet work or meeting areas where noise and other distractions are minimized and/or are facility rules in place (e.g., no cell phone use) to minimize noise?

Is lighting adjustable by the individual?57

Tips for Human Resource Professionals

HR Plays an Important Role: Communicate the organization's

commitment to diversity and equitable employment.

Implement effective accommodation policies and practices.

Conduct regular surveys to assess employee perceptions of inclusion or bias in the workplace.

Create mentoring opportunities that include people with disabilities.

Include disability in diversity initiatives. 58

Tips for HR Professionals (Cont.)

Conduct training for managers regarding disability.

Include diversity and inclusion effectiveness in supervisor job descriptions and performance management expectations.

Focus on targeted recruiting to reach out to candidates with disabilities

Provide training and advancement opportunities for employees with disabilities.

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Tips for HR Professionals (Cont.)

Place a value on military service Expand traditional EAP services Practice Veteran appreciation Recognize that military family needs differ Consider participating in local

reintegration programs Understand employer responsibilities

under USERRA

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Tips for Managers

Manager behavior has a powerful impact on inclusion and the workplace experiences of all employees and significantly influence the perceptions and behaviors of others toward co-workers with disabilities.

Positively engage with employees requesting accommodations.

Perceptions of managerial respect are a key predictor of employee workplace engagement and productivity.

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Tips for Managers (Cont.) Trust your judgment and act on any

concerns you have related to discrimination against employees with disabilities.

Create an inclusive decision-making environment and reduce conflict and discrimination by promoting a workplace that values diversity: Acknowledge and respect all team

members.Promote cooperation.Be flexible.

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Tips For Staff Make sure staff are prepared to work with

those with disabilities. Be sure they: Are familiar with the availability and use of

auxiliary aids, Telecommunications Relay Service and alternate document formats.

Know how to respond to requests for disability-related accommodations, such as sign language interpreters.

Have ready access to a list of resources. Are aware of issues related to

communicating with those having different characteristics such as race and ethnicity, age, and disability. 63

Information Resources and Technology

Employ accessible design, that staff members are aware of accessibility options, and systems are in place to make accommodations.

Ensure pictures in your publications and website include people with diverse characteristics with respect to race, gender, age, and disability.

Include a statement about your commitment to universal access

“Our goal is to make all materials and services accessible. Please inform staff of accessibility barriers you encounter, and request accommodations that will make activities and information resources accessible to you."

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Are all printed publications available (immediately or in a timely manner) in alternate formats such as Braille, large print, and electronic text?

Are key documents provided in a language(s) other than English?

Are printed materials within easy reach from a variety of heights and without furniture blocking access?

Are videos used by your office captioned or audio described?

Is an adjustable-height table available for each type of workstation to assist those who use wheelchairs or are small or large in stature?

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Do you provide adequate work space for both left- and right-handed users?

Is software to enlarge screen images and a large monitor available to assist students with low vision and learning disabilities?

Do you provide a trackball to be used by someone who has difficulty controlling a mouse?

Are staff members aware of accessibility options (e.g., enlarged text feature) included in computer operating systems and of assistive technology available in the facility?

Are procedures in place for a timely response to requests for assistive technology?

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Promoting Technology Use

Teach the Technology Teach Strategy to Use the Technology Allow Practice Time Have Student Show You How it Works Complete a Practice Assignment Ensure Comfort Before going Solo

Cambrian College

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Specific Limitations and possible

Accommodations

JAN’S Effective Accommodation Practices

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Neuropsychological Impairments Associated

with TBI/ABI Disorientation Memory, processing, sequencing deficits Decreased abstraction and learning ability Inability to make decisions Poor initiative and quality control Language/communication deficits Difficulty keeping attention Illogical thoughts

(MIRECC)

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Sings and Symptoms TBI/ABI

Lack of Higher Order Processing Too Detail Oriented Lack of Efficiency Slower Processing Speed Difficulty Initiating Fatigue/Overload Decreased Mental Flexibility Diminished Attention

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Signs and Symptoms of Post Traumatic Stress Disorder

Recurring Intrusive Recollection of an Overwhelming Event Avoid Stimuli Associated with

the Event Nightmares that Interfere with

Sleep Causing Fatigue “Flashbacks” Hyper-Vigilant of Surroundings Difficulty Concentrating 71

Signs and Symptoms of Post Traumatic Stress

Disorder Lose Interest in Things Previously

Enjoyed Emotionally Numb, Difficulty Showing

Affection Irritability and Anger Outbursts Periods of Severe Depression Become Aggressive and Occasionally Violent

when Events Similar to the Cause Occur

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Accommodations PTSD or TBI/ABI

Memory: Provide written instructions Post written instructions for use of

equipment Use a wall calendar Use a daily or weekly task list Provide verbal prompts and reminders Use electronic organizers or hand held

devices Allow the student to tape record lectures Allow additional training time

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Lack of Concentration: Reduce distractions in the environment Provide space enclosures or a private space Allow for the use of white noise or

environmental sound machines Allow the employee to play soothing music

using a headset Increase natural lighting or increase full

spectrum lighting Divide large assignments into smaller goal

oriented tasks or steps Plan for uninterrupted study time

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Time Management/Performing or Completing Tasks:

Make daily TO-DO lists and check items off as they are completed

Divide large assignments into smaller tasks and steps

Schedule weekly meetings to determine if goals are being met

Remind student of important deadlines

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Disorganization: Use calendars to mark deadlines Use electronic organizers Provide an organizational coach Assign a mentor to assist student

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Coping with Stress: Allow longer or more frequent

breaks Provide additional time to learn

new responsibilities Restructure tasks Allow for time off for counseling Assign mentor to answer questions

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Working Effectively with Authority: Giving assignments, instructions, in

writing or via e-mail Provide detailed day-to-day guidance and

feedback Provide positive reinforcement Provide clear expectations and the

consequences of not meeting expectations Develop strategies to deal with

problems

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Interacting with Others: Encourage the student to walk away

from frustrating situations and confrontations

Allow student to work independently Provide area for privacy Provide disability awareness

training to campus 79


Dealing with Emotions: Refer to student to assistance

programs Use stress management techniques

to deal with frustration Allow the use of a support animal Allow telephone calls as needed to

doctors and others for needed support Allow frequent breaks

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Muscle Tension or Fatigue: Private Area for “stretch breaks” Allow time off for physical

therapy or massage therapy Encourage use of campus wellness

program

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Absenteeism: Priority Scheduling Allow for a flexible lab or exam time Allow take home exam options Modify attendance policy

Example: Count one occurrence for all PTSD-related absences, or allow the student to make up the time missed

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Panic Attacks: Allow the breaks to go to a place where

s/he feels comfortable, use relaxation techniques or contact a support person

Identify and remove environmental triggers such as particular smells or noises

Allow the presence of a support animal

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Upper Extremity Amputation

Accommodations Keyboard/data entry —One-handed

keyboards, typing tutorials for one-hand or missing digits, speech recognition software, large-key keyboards, foot mouse, touch pads, trackballs, and head pointing systems

Writing —Grip aids-writing cuffs, action arm orthotic devices, recoding devices for note taking, note-takers, and clipboards

Telephone use —Speaker-phones, telephones with programmable number storage, phone holders, and telephone headsets 84

Upper Extremity Amputations Cont.

Tool use —Grasping cuffs, grasping orthoses, ergonomically designed tools, vibration dampening tool wraps and gloves, vises, positioners, foot controls, pistol grip attachments, and digital distance measuring devices

Lifting items —Portable material lift equipment, tailgate lifts, hoists and lift-tables

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Upper Extremity Amputations Cont.

Carrying items —Lightweight carts, shoulder bags, and powered carts or scooters with carrying baskets

Filing papers —lateral files, carousel-rotary files, reduce the number of files per drawer, and rulers as pry-bars

House-keeping/cleaning —Lightweight vacuum cleaners, back-pack vacs, long-handed cleaning aids, and grasping cuffs

Driving —Steering knobs, power assisted steering, grip gloves, steering wheel covers, and remote controlled engine starters

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Lower Extremity Amputations Accommodations

Climbing —Stair-lifts, wheelchair platform lifts, climbing wheelchairs, rolling safety ladders with handrails, work platforms, and hydraulic personnel lifts

Standing —Sit/stand stools, stand supports, task stools, anti-fatigue matting, and rest breaks

Lifting/carrying —Material handling lifts, cranes, hoists, powered carts/scooters, hydraulic lift carts, lift-tables, lightweight carts with large wheels, and tailgate lifts

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Lower Extremity Amputations Accommodation Cont.

Driving—Hand controls, automatic clutching systems, left-foot gas pedals, automatic transmissions, and designated parking

Walking—Canes, crutches, rolling walkers with seats, wheelchairs, and powered wheelchairs/scooters

JAN’S ACCOMMODATION FACT SHEET SERIES

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Questions and Answers

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Beth Loy, PhDBeth Loy, PhDJob Accommodation Job Accommodation

[email protected]@jan.wvu.edu

Melissa L. Frost, J.D. Melissa L. Frost, J.D. National Association of ADA National Association of ADA

[email protected]

Metro New York and Southern Connecticut Higher Education Recruitment Consortium

Documents

Transcript of Metro New York and Southern Connecticut Higher Education Recruitment Consortium