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Think Ability. President's Committee on Employment of Peoplewith Disabilities: Educational Kit 1999.President's Committee on Employment of People withDisabilities, Washington, DC.1999-00-0023p.

President's Committee on Employment of People withDisabilities, 1331 F Street, NW, Washington, DC 20004-1107;Tel: 202-376-6200 (Voice); Tel: 202-376-6205 (TDD); Fax:202-376-6859; e-mail: [email protected]; Web site:http://www.pcepd.govGuides Non-Classroom (055)MF01/PC01 Plus Postage.Adults; Assistive Devices (for Disabled); Attitude Change;*Attitudes toward Disabilities; Consciousness Raising;*Court Litigation; *Disabilities; Employer Attitudes;Employment; *Employment Interviews; *Federal Legislation;*Work EnvironmentAmericans with Disabilities Act 1990; *ReasonableAccommodation (Disabilities)

This kit contains materials for educational activities thatfoster employment of people with disabilities. The materials can be used forprograms to celebrate the anniversary of the Americans with Disabilities Act(ADA) and National Disability Employment Awareness Month, as well as on otheroccasions. An introduction lists examples of activities to promote employmentof individuals with disabilities that were carried out in 1998 and provides asampling of materials that can be ordered from the President's Committee onEmployment of People with Disabilities to assist with educational programs.Following the introduction, perforated pages suitable for reproductiondiscuss the following topics: (1) attitudinal barriers; (2) making managementdecisions about accommodations; (3) preparing for and conducting an effectivejob interview with a person with a disability; (4) disability data resources;(5) significant court cases under Title 1 of the ADA; (6) temporaryemployment options for people with disabilities; (7) technology and peoplewith disabilities; and (8) writing and formatting a scannable resume. (CR)

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I

A MESSAGE FROM CHAIRMAN TONY COELHO

"Think Ability." The theme of this year's education program conveys a simple yet criticalmessage: Attitude is the key to raising the level of employment for people withdisabilities.

Ten years ago, as a Congressman, I had the privilege of introducing the Americans withDisabilities Act in the House of Representatives. Today, I am frequently asked how theemployment scene has improved for people with disabilities. Have we made progress?

The answer, without a doubt, is yes. During just the first three years after ADA waspassed, more than 800,000 adults with severe disabilities went to work. As more and

more individuals enter and re-enter the workforce, our example helps to erode deeply rooted stereotypes,myths and misconceptions. But for the millions of people with disabilities still waiting for the opportunityto prove themselves, statistics are not very encouraging.

The staggering unemployment rate facing Americans with disabilities is a problem that affects all of ourcitizens, and it is up to everyone to confront his or her own attitudes. By making a conscious effort, each ofus can make a difference.

Employers who actively recruit qualified employees with disabilities often discover untapped skills, talentsand aspirationsand much more. As a group so often overlooked, those of us with disabilities are amongthe most loyal, committed and motivated employees. We are natural problem solvers, and contributevaluable consumer perspectives regarding what the disability market needs and wants.

Educators, service providers and family members should encourage young people with disabilities, as wellas individuals who acquire disabilities during adulthood, to pursue their career interests. Preparation for theworkplace may involve any combination of academic study, vocational training and work experience.Opportunities to develop social and leadership skills are important, too.

Finally, those of us with disabilities must believe in ourselves. A positive mindset and self-advocacy can beour most powerful assets. Success is contagious. Day by day, one person at a time, we are tackling thebarriers blocking the path to employment.

Landmark civil rights legislation to protect the 54 million Americans with disabilitiesand those who willinevitably join our ranks in the futurewas only a first step. As we round the last lap toward the nextcentury, hurdling attitudinal barriers remains our greatest challenge.

Tony Coelho

INTRODUCTION

The 1999 Educational Kit will help the reader witheducational activities that foster employment of peoplewith disabilities. The materials can be used forprograms held to celebrate the anniversary of theAmericans with Disabilities Act (ADA) in July andNational Disability Employment Awareness Month(NDEAM)in October. In addition, community andcompany events, coupled with newspaper articles, andlinked to Martin Luther King Jr. Day in January,African American History Month in February,National Women's History month in March,Secretaries Day in April, Labor Day in September andVeterans Day in November offer opportunities tofocus on the employment of people with disabilities.

Nine years ago, on July 26, 1990, the Americans withDisabilities Act was signed into law. The ADA, whichprohibits discrimination on the basis of disability, isblazing a path of opportunity in the workplace formillions of Americans with disabilities.

Pre-dating ADA by nearly a half century, Public Law176 was enacted by Congress in 1945. P.L. 176designated the first week in October as "NationalEmploy the Physically Handicapped Week," and thePresident's Committee on Employment of People withDisabilities was appointed by President Truman tocarry out this Act. In 1962, the word "physically" wasremoved from the week's name to recognize theemployment needs of all Americans with disabilities.Congress, in 1988, expanded the week to a month andchanged its name to "National Disability EmploymentAwareness Month." October has become the kick-offmonth for year-round programs that highlight theabilities and skills of Americans with disabilities.

The theme for this year's educational program is"Think Ability." Over the last decade many changeshave taken place in the fabric of life for persons withdisabilities. Laws have been passed that are breakingthrough many of the barriers which have kept peoplewith disabilities out of the mainstream. However, wecannot legislate against attitudinal barriers; that is theone frontier which each of us must confront. We mustall work to remove the negative and stereotypicalattitudes from our minds, writings and actions.

For too long, people with disabilities have beendepicted in the written and spoken word ascaricaturessome evil, some to be pitied and all to beavoided. None of these images reflect people with

disabilities who have skills and talents needed bytoday's employers. We must work together to removethe old "eight tracks" from our minds and replacethem with new "CDs." Remember: you cannotinterview, hire, supervise or promote a disability. Youcan interview, hire, supervise and promote anindividual with a disability. In making employmentdecisions, we must think ability.

Listed below are examples of activities to promoteemployment of individuals with disabilities that werecarried out in 1998. The President's Committeeencourages readers to adopt or adapt similar activitiesfor an exciting and productive year-long educationalcampaign.

CACI International, Inc. held a month-longeducational and awareness program. The programincluded letters from the president of the companyto all employees and visitors regarding theeducational program and their recruitment efforts.The company used National Disability EmploymentAwareness month as the kick-off for their year-longrecruitment effort to locate qualified applicants withdisabilities who meet their hiring needs. The letterswere distributed and on display in the receptionarea. The company developed and distributedinformational sheets based on material from theEducational Kit to all employees, displayed them inthe reception area, and posted them in commonareas of the headquarters facility. CACI alsoinitiated a program to establish new recruitmentrelationships with disability related organizations.

The Council on Disability Concerns of theOklahoma Federal Executive Board developed andimplemented a leadership forum for college studentswith disabilities. The eight-month forum's purposewas to aid the students in developing skills forentering the work world. Monthly workshopsincluded the following topics: EffectivePresentations and Speeches, Resume Preparation,Marketing Yourself, Mock Interviews,Entrepreneurship and Seven Habits of HighlyEffective People. A graduation ceremony was partof the Interagency Council's program for NationalDisability Employment Awareness month.

The Commission for Children with Special HealthCare Needs' Disability Support Group for HighSchoolers and Young Adults, Paducah, KY had a

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booth at the Super Wal-Mart. At the booth, theyhanded out blue ribbons with "October is NationalDisability Employment Awareness Month"on them.They asked people to wear the ribbons in support ofthe students getting jobs in the future. They gaveout posters, fact sheets from the Educational Kitand material on the ADA. The local newspaper ranan article about one of the participants who isworking as a dispatcher for the local transit system.

The Pennsylvania Governor's Committee onEmployment of People with Disabilities held atraining conference in Philadelphia, PA. During theconference, Governor Ridge's administrationannounced a new one million dollar program, theIndependence Capital Access Network Fund, thatwill make grants to small employers to makeaccommocations for persons with disabilities.

The Able Trust, in conjunction with the FloridaDivision of Vocational Rehabilitation, held asymposium on employment of people withdisabilities in Tampa, FL. The symposium offeredworkshops on topics such as technology,accommodations, community partnerships, taxincentives for business, hiring and sensitivitytraining. A public policy forum and trade s owwere other elements of the symposium.

St. Paul FlexWork, in St. Paul, MN, hosted an openhouse that featured demonstrations of adaptivesoftware used to assist individuals with disabilitiesto remain in the workforce, and ergonomic workstations which prevent workplace injuries.

The U.S. Chamber of Commerce provided theEducational Kit to members of its Health andEmployee Benefits/Pensions Committee, its state andmetropolitan chapters, the Education, Employmentand Training Committee and the Labor Committee.

Home Box Office (HBO), New York City, held apanel discussion on disabilities in the workplace.The panel featured actor Christopher Reeve; BillPaul, retired former Executive Vice President ofUnited Technologies; Andy Imperato, GeneralCounsel/Director of Policy, National Council onDisability; and Mikki Lam of Just One Break (JOB)and was moderated by television news anchor-woman Bree Walker. The discussion was taped byC-SPAN and aired four times. The company'sdiversity newsletter, Perspectives, was published tosupport the disabilities panel discussion. The

newsletter included articles which used materialsfrom the Educational Kit fact sheets and interviewsabout disabilities in the workplace issues.

Remember: These examples only provide a startingpoint. Let your imagination be your guide. Please senddescriptions of your activities to the President'sCommittee to share with others.

ADDITIONAL MATERIALSBelow is a sampling of materials that you may orderfrom the President's Committee on Employment ofPeople with Disabilities to assist with your educationalprogram. These materials and others can be accessedat the President's Committee's Web site,<http://www.pcepd.gov>.

JAN: Opening Doors to Job Accommodation(1998)Affirmative Action and People with Disabilities(1998)Recruitment Resources (1998)Providing Quality Services to Customers withDisabilities (1998)Hiring People with Disabilities (1997)Marketing to Customers with Disabilities (1997)Personal Assistance Services in the Workplace(1997)What To Do If You Think You Have BeenDiscriminated Against (1997)What Does Business Really Think About the ADA?(1996)Dispelling Myths About the Americans withDisabilities Act (1996)Employment Checklist for Hiring Persons withDisabilities (1996)Communicating With and About People withDisabilities (1995)Job Analysis-An Important Employment Tool(1994)

Acknowledgments: Members of the President'sCommittee's Employer and CommunicationsSubcommittees provided valuable assistance indeveloping the fact sheets contained in this kit.

This publication is available in alternate formats

July 1999President's Committee on Employment of People

with Disabilities1331 F Street, NW, Washington, DC 20004-1107http://www.pcepd..gov

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ATTITUDINAL BARRIERS

In the "Quagmire" episode of the television series TheX-Files, Agent Mulder, discussing Moby Dick'sCaptain Ahab, tells Scully he always wished he had aphysical disability. His reasoning: because societydoesn't expect much from people with disabilities, hewouldn't have to work so hard to prove himself.Without a disability, Mulder would be considered lazyor a failure if he didn't work, whereas with adisability, he would have an excuse for slacking andwould be called "courageous" for merely holding ajob, let alone succeeding.

The fact that a respected character on one of America'smost popular television shows expressed thisviewpoint exemplifies the rampant attitudinal barriershindering people with disabilities in or trying to enterthe workforce.

People with disabilities face many barriers every dayfrom physical obstacles in buildings to systemicbarriers in employment and civic programs. Yet, often,the most difficult barriers to overcome are attitudesother people carry regarding people with disabilities.Whether born from ignorance, fear, misunderstandingor hate, these attitudes keep people fromappreciatingand experiencingthe full potential aperson with a disability can achieve.

The most pervasive negative attitude is focusing on aperson's disability rather than on an individual'sabilities. A lawyer is effective if he or she has a solidgrasp of law and can present a complete case before ajury or judge; that the lawyer accesses law booksthrough a Kurzweil reader because he or she is blind isimmaterial to the job skill. A rancher is effective if sheor he feeds the cattle and mends the fences; that therancher with paraplegia operates a cattle feeder systemin the bed of a truck via a rod from the cab or rides anall-terrain vehicle to reach fences is immaterial to thejob skill. A stocker in a factory is effective if he or shepackages the proper number of items in each bin; thatthe stocker, because of a developmental disability thatlimits attention span, uses a counting device is not onlyimmaterial to the job skill, but can makeand hasmadethat person the most accurate stocker on thefactory floor.

Agent Mulder expresses a more insidious attitudethat society doesn't expect people with disabilities toperform up to standard, and when people with

disabilities do, they are somehow courageous. Thisattitude has the effect of patronizing people withdisabilities, usually relegating them to low-skill jobs,setting different job standards (sometimes lowerstandards which tend to alienate co-workers,sometimes higher standards to prove they cannothandle a job), or expecting a worker with a disabilityto appreciate the opportunity to work instead ofdemanding equal pay, equal benefits, equalopportunity and equal access to workplace amenities.

ATTITUDINAL BARRIERSPeople with disabilities encounter many different formsof attitudinal barriers.

InferiorityBecause a person may be impaired in one of life'smajor functions, some people believe that individual isa "second-class citizen." However, most people withdisabilities have skills that make the impairment mootin the workplace.

PityPeople feel sorry for the person with a disability, whichtends to lead to patronizing attitudes. People withdisabilities generally don't want pity and charity, justequal opportunity to earn their own way and liveindependently.

Hero worshipPeople consider someone with a disability who livesindependently or pursues a profession to be brave or"special" for overcoming a disability. But most peoplewith disabilities do not want accolades for performingday-to-day tasks. The disability is there; the individualhas simply learned to adapt by using his or her skillsand knowledge, just as everybody adapts to being tall,short, strong, fast, easy-going, bald, blonde, etc.

IgnorancePeople with disabilities are often dismissed asincapable of accomplishing a task without theopportunity to display their skills. In fact, people withquadriplegia can drive cars and have children. Peoplewho are blind can tell time on a watch and visitmuseums. People who are deaf can play baseball andenjoy music. People with developmental disabilitiescan be creative and maintain strong work ethics.

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The Spread EffectPeople assume that an individual's disability negativelyaffects other senses, abilities or personality traits, orthat the total person is impaired. For example, manypeople shout at people who are blind or don't expectpeople using wheelchairs to have the intelligence tospeak for themselves. Focusing on the person's abilitiesrather than his or her disability counters this type ofprej udice.

StereotypesThe other side of the spread effect is the positive andnegative generalizations people form about disabilities.For example, many believe that all people who areblind are great musicians or have a keener sense ofsmell and hearing, that all people who use wheelchairsare docile or compete in paralympics, that all peoplewith developmental disabilities are innocent and sweet-natured, that all people with disabilities are sad andbitter. Aside from diminishing the individual and his orher abilities, such prejudice can set too high or too lowa standard for individuals who are merely human.

BacklashMany people believe individuals with disabilities aregiven unfair advantages, such as easier workrequirements. Employers need to hold people withdisabilities to the same job standards as co-workers,though the means of accomplishing the tasks maydiffer from person to person. The Americans withDisabilities Act (ADA) does not require specialprivileges for people with disabilities, just equalopportunities.

DenialMany disabilities are "hidden," such as learningdisabilities, psychiatric disabilities, epilepsy, cancer,arthritis and heart conditions. People tend to believethese are not bona fide disabilities needingaccommodation. The ADA defines "disability" as animpairment that "substantially limits one or more ofthe major life activities." Accommodating "hidden"disabilities which meet the above definition can keepvalued employees on the job and open doors for newemployees.

FearMany people are afraid that they will "do or say thewrong thing" around someone with a disability. Theytherefore avert their own discomfort by avoiding theindividual with a disability. As with meeting a personfrom a different culture, frequent encounters can raisethe comfort level.

BREAKING DOWN BARRIERSUnlike physical and systematic barriers, attitudinalbarriers that often lead to illegal discrimination cannotbe overcome simply through Iaws. The best remedy isfamiliarity, getting people with and without disabilitiesto mingle as coworkers, associates and socialacquaintances. In time, most of the attitudes will giveway to comfort, respect and friendship.

Tips for interacting with people with disabilities:

Listen to the person with the disability. Do notmake assumptions about what that person can orcannot do.

When speaking with a person with a disability, talkdirectly to that person, not through his or hercompanion. This applies whether the person has amobility impairment, a mental impairment, is blindor is deaf and uses an interpreter.

Extend common courtesies to people withdisabilities as you would anyone else. Shake handsor hand over business cards. If the person cannotshake your hand or grasp your card, they will tellyou. Do not be ashamed of your attempt, however.

If the customer has a speech impairment and youare having trouble understanding what he or she issaying, ask the person to repeat rather than pretendyou understand. The former is respectful and leadsto accurate communication; the latter is belittlingand leads to embarrassment.

Offer assistance to a person with a disability, butwait until your offer is accepted before you help.

It is okay to feel nervous or uncomfortable aroundpeople with disabilities, and it's okay to admit that.It is human to feel that way at first. When youencounter these situations, think "person" firstinstead of disability; you will eventually relax.

This tip sheet was prepared with the help of freelancewriter Eric Minton, a member of the President'sCommittee on Employment of People with DisabilitiesCommunications Subcommittee.


with Disabilities1331 F Street, NW, Washington DC 20004-1107http://www.pcepd.gov

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MAKING MANAGEMENT DECISIONS ABOUT ACCOMMODATIONS

An accommodation in the workplace is a reasonableadjustment to a job or work environment that makesit possible for an individual with a disability toperform job duties. Put another way, anaccommodation is an investment an employer makesin his or her business in order to make the businessmore efficient or profitable. For example, when wordprocessing systems were proven to be much moreefficient than typewriters, businesses invested inpersonal computers for their employees. Similarly,employers send employees to staff training classes andseminars to upgrade their skills. Decisions aboutmaking worksite accommodations for people withdisabilities should be made in the same light asdecisions about staff training or buying new officeequipment. Successful accommodations are beneficialboth to the employee and the employer.

SOME ISSUES TO CONSIDERWhen an employee with a disability requests anaccommodation, the employer and employee shoulddiscuss the job duties, how the accommodation willassist the individual in performing his or her job, andpossible alternative solutions. Among the issues to beconsidered are:

What are the functional limitations of the individualseeking the accommodation?

What specific job tasks are affected by theindividual's functional limitations?

What types of equipment are used/needed toperform the job?

Are there work place policies or procedures thataffect the individual's ability to perform the job?

Are all the necessary areas of the work environmentaccessible for this individual?

WHERE TO FIND ASSISTANCEOne resource available to both the employer and theemployee in the accommodation decision-makingprocess is the President's Committee's JobAccommodation Network (JAN), accessed via a toll-free telephone call (800-ADA-WORK). JANconsultants will ask questions about the specificsituation and will recommend adjustments in theworksite, administrative actions or product optionsthat might be effective. Conversations with JAN

consultants are confidential.

Fear or lack of information, both on the part of theemployer and the employee, may be the greatestimpediments. Both employers and employees shouldfeel free to ask questions about the accommodationitself, as well as issues related to the accommodation.

QUESTIONS EMPLOYERS MIGHT ASKHow do I determine a reasonable accommodationfor this particular situation?

Where can my company obtain these products andis it possible to purchase equipment on a trial basis,or is there a facility near the place of business wherethe equipment may be tested?

What if the accommodation doesn't work?

Where can I find local resources for services likeworksite evaluations?

Who pays for the accommodation?

How A SATISFACTORY SOLUTION IS REACHEDSince the implementation of the ADA, inquiries toJAN about accommodations have become increasinglycomplex. Following are examples of both complex andsimple accommodations made by employers who haveconsulted JAN.

Case StudySituation: A nurse was diagnosed with an allergy tolatex. All gloves used in the medical facility are madeof latex.

Solution: Although the medical facility had alreadydetermined that it wanted to be proactive inpreventing latex sensitivity among its staff andpatients, recognition of the LPN's latex sensitivityprompted immediate attention to the initiative. Theemployee was given time off with pay until her unitcould be cleaned to prevent exposure to latex powder.The employee also met with a latex allergy preventionteam to discuss accommodations. The medical/surgicalunit was made a powder-free glove unit. The employeewas provided latex-free sterile gloves and vinyl glovesfor non-sterile situations, as well as a latex-freestethoscope and tourniquets. To fully address the issue,the medical facility provided mandatory latex allergy

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education for all staff, implemented allergy assessmentscreening for all patients and new employees, as wellas for employees exhibiting symptoms of latexsensitivity, and replaced other latex products, such asrubber bands and mouse pads, throughout the facility.This single request for an accommodation accelerateda broad initiative that took two years to fullyimplement, but benefitted all the staff and patients.Cost: $1,500-$1,800.

OTHER ACCOMMODATION EXAMPLESSituation: A sewing machine operator experiencedgrand mal seizures and requested accommodationbased on safety issues.

Solution: The sewing machine was relocated so that, ifthe individual had a seizure, she would not fall ontothe machine or other potentially harmful objects. Inaddition, a local epilepsy affiliate provided educationto the staff on seizures and first aicl. Cost: $0.

Situation: An individual who lacked range of motionin his wrist worked in a laboratory. One of his jobtasks required that he manipulate a small box of

by rotating the box a one-quarter turn into amachine. The lack of wrist movement prevented himfrom performing this task.

Solution: By placing a slant board on the table in frontof the machine, the individual could place the wafertray on the slant board at an angle and bump it inplace effectively with his body. Cost: $40.

Situation: An employer was considering hiring anapplicant with a hearing impairment for a materialhandling position. The employer had some safetyconcerns as well as communication concerns duringthe interview and training processes. JAN suggested avariety of options, including set paths of travel, vehiclerequirement to stop at intersections, strobe lights, abright colored vest or hat for the employee (providedthis was acceptable to the employee), use of a personalvibrating pager, and a buddy system.

Solution: The employer provided an interpreter for theinterview process and parts of the training sessions,but discovered that the individual's hearing aidsprovided enough assistance for him to work safely.The employer also established set paths of travel,mirrors, traffic rules and strobe lights which improvedthe safety of all workers on the floor. Cost: $350 forthe interpreter.

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COST CONSIDERATIONSAs businesses become more knowledgeable about therequirements of the Americans with Disabilities Act,many are able to make simple adjustments to theworksite with little or no advice from others. RecentJAN data show that 20% of accommodations costnothing, and another 60% cost less than $1,000.

A requested accommodation that might appear toocostly does not have to be accepted by the employer.The employer is free to explore other less expensivealternatives if they work just as well. It is alsoimportant to remember that accommodations oradjustments must be made on a case-by-case basis.

FOLLOW-UP ACTIONSOnce the accommodation has been made, it must bemaintained. For example, if the accommodation isproviding an interpreter for general meetings or othertypes of work situations, make sure that an interpreteris scheduled as soon as the meeting is scheduled. If theaccommodation involves the purchase of equipment,make sure the equipment is working properly and thatit is serviced regularly. The maintenance may includestaff sensitivity and attitudinal training, especially ifthe accommodation is made for a new hire who is thefirst person with a disability on staff. If the individualis promoted, transferred to another part of thecompany or the disability changes, accommodationneeds may change, and should be re-assessed.

RESOURCESPresident's Committee's Job Accommodation NetworkPhone: (800) 526-7234 (V/TDD)Web site:http://janweb.icdi.wvu.edu/english/homeus.htm

Equal Employment Opportunity Commission (EEOC)Phone: Technical Assistance: (800)669-4000 (V) or

(800) 669-6820 (TDD)Web site: http://www.eeoc.gov

Regional Disability and Business Technical AssistanceCenters ( DBTACs)

To contact DBTAC in your area:(800) 949-4232 (V/TDD)

Web site: http://www.adata.org



PREPARING FOR AND CONDUCTING AN EFFECTIVE JOB INTERVIEWACCOMMODATING PERSONS WITH DISABILITIES

Hiring the right person for the right job starts withconducting an effective job interview. As in anyinterview, you are interviewing a person with skillsand abilities to determine if that individual is the bestfit for your job opening. The following guidelinesensure that persons with disabilities are afforded a fairand equitable opportunity to present their jobqualifications.

PREPARING FOR THE INTERVIEW

1. Your company's application and interviewingprocedures should comply with the Americans withDisabilities Act (ADA). The ADA prohibitsdisability-related questions or medical exams beforea real job offer is made.

2. Make sure your company's employment offices andyour interviewing location(s) are accessible toapplicants with mobility, visual, hearing or cognitivedisabilities.

3. Be willing to make appropriate and reasonableaccommodations to enable a job applicant with adisability to present himself or herself in the bestpossible light. When setting up the interview explainwhat the hiring process involves and ask theindividual if he or she will need reasonableaccommodations for any part of the interviewprocess. For example, if a person who is blind stateshe or she will need help filling out forms, providethe assistance; provide an interpreter for anapplicant who is deaf, if he or she requests one;provide details or specific instructions to applicantswith cognitive disabilities, if this type ofaccommodation is required.

4. Do not let a rehabilitation counselor, social workeror other third party take an active part in or sit inon an interview unless the applicant requests it.

S. Make sure that all restions asked during theinterview are job-re ated. Speak to the essential jobfunctions regarding the position for which theapplicant is applying, as well as why, how, where,when and by whom each task or operation isperformed. Do not ask whether or not theindividual needs an accommodation to perform

these functions, because such information is likely toreveal whether or not the individual has a disability.This is an ADA requirement to ensure that anapplicant with a disability is not excluded before areal job offer is made.

CONDUCTING THE INTERVIEW

1. Relax and make the applicant feel relaxed. Don't beafraid of making mistakes. At the same time,remember that candidates (particularly thoseapplying for professional positions) are expected toassume an equal share of the responsibility formaking your interaction with them successful.

2. Do not speculate or try to imagine how you wouldperform a specific job if you had the applicant'sdisability. The person with a disability has masteredalternate techniques and skills of living and workingwith his or her particular disability. If the applicanthas a known disability (either because it is obviousor was revealed by the applicant) the employer mayask an applicant to describe how he or she wouldperform a certain job function if it is an essentialpart of the job. In addition, the employer may askthe individual if he or she needs reasonableaccommodations and if so what type ofaccommodation. Remember, all questions should be

- job-related and asked in an open-ended format.

3. Concentrate on the applicant's technical andprofessional knowledge, skills, abilities, experiencesand interests, not on the disability. Remember, youcannot interview a disability, hire a disability orsupervise a disability. You can interview a person,hire a person, supervise a person.

4. Disability related questions and medicalexaminations are prohibited under ADA at the pre-employment offer stage. After a real job offer ismade, the offer may be conditioned on the results ofdisability related questions and/or medicalexaminations, but only if the examination orinquiry is required for all entering employees insimilar jobs and only if all medical information iskept confidential. Disability related questions and

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medical examinations at the post-offer stage do nothave to be related to the job. However, if the offer iswithdrawn, the employer must show that theindividual could not perform the essential functionof the position or would pose a direct threat.

5. If testing is part of the interview process, make surethe test does not reveal information about physicalor mental impairments (i.e., make sure it is not amedical examination.) Other tests whichdemonstrate the applicant's ability to perform actualor simulated job tasks are permitted under theADA. Inform the applicant before the interview thata test will be part of the interview process. Theapplicant can then request an accommodation suchas a different format for written tests.

6. If you are not prepared to make a commitment tohire her or him immediately, the usual reasons givento applicants who are not hired at the close of the

interview apply: "Thank you for coming in, we willnotify you in a few days of our decision," "It will benecessary for you to talk with the supervisor incharge of that unit," "The boss isn't availabletoday," and so on.

FOR ADDITIONAL INFORMATION

The Equal Employment Opportunity Commission(EEOC)Technical Assistance: (800) 669-4000 (V), or

(800) 800-3302 (TDD)Documents: (800) 669-3362 (V), or

(800) 669-3302 (TDD)Website: http://www.eeoc.gov



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DISABILITY DATA RESOURM

Who are people with disabilities? What do we knowabout people with disabilities? How many individualswith disabilities use assistive devices? How manypeople with disabilities are working? What are peoplewith disabilities' demographics? These are just a few ofthe questions that are asked every day as we developand implement programs and strategies to combat thehigh unemployment rate of persons with disabilities.Numerous resources are available to provide statisticaldata to answer these questions and provideinformation on other disability related topics. Manyresources now post their information on Web siteswhich makes researching disability data readilyaccessible and fast. Outlined below is information onsome of the data resources regarding people withdisabilities.

NATIONAL CENTER ON HEALTH STATISTICS (NCHS)

The National Center on Health Statistics in 1998made available national information on assistivedevices used by people with disabilities from theirNational Health Interview Survey on Disability(NHIS-D), conducted in 1994. This is the first timenational data on the use of assistive devices by peoplewith disabilities has ever been released. The datacovers: anatomical devices (braces, artificial limbs),mobility devices, hearing devices and vision devices.The complete NHIS-D survey is available in NCHS'sWeb site: attp://www.cdc.gov/nchswww/defaulthtm>.To obtain a print or CD-ROM copy, call(301) 436-7551. A CD-ROM is also available whichoffers far more disability data than appears either ontheir Web site or is available in print.

NATIONAL ORGANIZATION ON DISABILITY (NOD)

The 1998 National Organization on Disability/HarrisPoll of Americans with Disabilities, a nationwidesurvey of 1,000 Americans with disabilities aged 16and older, was conducted in mid-1998. This surveyfound that Americans with disabilities continue to lagwell behind other Americans in many of the mostbasic aspects of life. Large gaps still exist betweenadults with disabilities and other adults with regard toemployment, education, income, frequency ofsocializing and other basic measures of ten major

"indicator" areas of life. Furthermore, most of thesegaps show little evidence of narrowing. In some cases,the gaps have even widened over time.

Employment continues to be the area with the widestgulf' between those who are disabled and those whoare not. Forty two percent of those who are disabledand not working believe that attitudinal barriers keepthem from working (i.e., that employers are unwillingto recognize that they are capable of taking on a full-time job). A significant majority of people withdisabilities who work (64 percent) and people withdisabilities who want to work (81 percent) haveencountered supervisors and co-workers who areafraid that a person with a disability "cannot do thejob."

The study provided some interesting data on the use oftechnology by persons with disabilities.

Only one in four (25 percent) of individuals withdisabilities who work and four out of ten (40percent) of individuals with disabilities who want towork say they need special equipment or technologyto perform effectively the kind of job they prefer.

Half (49 percent) of people with disabilities whowork full or part-time use computers at work.Those who work full-time are much more likely (60percent) to use a computer than those who workpart-time (35 percent).

More than a quarter (28 percent) of people withdisabilities own special equipment or technology toassist them because of their disability. The numberhas risen significantly since 1994 when it was 22percent. Those who describe their disability as veryor somewhat severe are more likely (33 percent) toown special equipment than those who characterizetheir disability as slight or moderate (19 percent).

Fifteen percent of people with disabilities who workfull or part-time, or would like to be working, needa personal computer.

For more information on this study visit NOD's website: attp://www.nod.org>, or call (202) 283-5960 (V)or (202) 293-5968 (TDD).

THE NATIONAL INSTITUTE ON DISABILITY ANDREHABILITATION RESEARCH (NIDRR)

The National Institute on Disability andRehabilitation Research is a federal governmentagency charged with maintaining disability statistics.Recently, NIDRR published "Chartbook on Work andDisability in the United States, 1998," a compendiumof key findings from numerous statistical sources. Itcan be viewed on the Web site, or in print copy.

Web site:<http://www.infouse.com/disabilitydata/workdisability.html>Phone: (202) 205-5633 (V)

DISABILITY STATISTICS CENTER

The Disability Statistics Center is a national center ofresearch and training. The Center receives its primaryfunding from NIDRR. The Center has ongoingresearch projects on the cost of disability, employmentand earnings, access to health and long-term careservices, housing, mortality and national statisticalindicators on the status of people with disabilities inAmerica.

Web site: <http://www.dsc.ucsf.edu/>Phone: (415)502-5217 (V)

THE CENSUS BUREAU

The Census Bureau plans to include questions ondisability in the 2000 Census. In the meantime, theCensus Bureau maintains a disability statistics website. The statistics include information on the numbersof persons with disabilities on a state-by-state andmetropolitan area basis.

Web site:<http://blue.census.gov/hhes/www/disable.html>Phone: (301) 457-3242 (V)



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TITLE 1 Of THE AMERICANS WITH DISABILITIES ACT (ADA)SIGNIFICANT COURT CASES

During the past eight years more than 1,000 reportedcourt decisions have been rendered under Title I of theADA, creating significant legal trends in the law'sdevelopment. Many ADA cases are being resolved onsummary judgments, rather than on the specific natureof various ADA issues, such as disability status andreasonable accommodation. "For the most part, courtsare narrowing the definition of 'disability', imposingstricter criteria for establishing that a person with adisability is 'a qualified individual with a disability'and are reluctant to find that an accommodation isrequired" (Chris Bell).

Court findings on substantial limitations, the disabilitydefinition and reasonable accommodations areaddressed below.

SUBSTANTIAL LIMITATION AND DISABILITY DEFINITION

IssuesA number of issues have been raised in court caseson the questions of what is a disability and whetheran individual with a disability is "qualified."

Issues have been raised around the provision whichrequires a disability to substantially limit a majorlife activity, and the provision which requiresemployees with such disabilities to perform theessential function of the job, despite the disabilities.

Issues stemming from whether a person is"qualified" are (1) "What are the essential functionsof the job?" and (2) "Can the individual performthe essential functions of the job with or withoutreasonable accommodations?" These issues havebeen at the core of many court rulings.

Courts are ruling on the "substantial limitation"concept by determining when symptoms are severeenough to meet this criteria. This issue impactspeople with cancer, psychiatric disabilities, multiplesclerosis, and other disabilities that have episodicsymptoms.

Court FindingsSeveral courts have found that there are no per sedisabilities, although the U.S. EqualiEmploymentOpportunity Commission's (EE0t)vosition states"that certain impairments (e.g., HIV) by their nature

may be disabling" (Pritchard v. Southern Co.Service, 1996 U.S. App. LEXIS 22062 (11th Circuit)and Paulsen v. Beyond, Inc., No. 95-40107 (5thCircuit, June 18, 1996.)

Courts have ruled that in order to be consideredsubstantially limited in working, plaintiffs must beunable to perform across a class of related jobs, notjust in one particular position or situation (Bolton v.Scrivner, Inc. 36 F.3d 939 (10th Circuit, 1984);Heilweil v. Mount Sinai Hospital, 32 F. 3d 718 (2ndCircuit, 1994); Byrne v. Board of Education. 979F.3d 560 (7th Circuit, 1992).

EEOC takes the position that an individual'sdisability status must be determined without regardto mitigating measures such as the impact ofmedication or a prosthetic device. A number ofcourts have adopted this position but it is not aunanimous federal court position. Increasingly,courts are evaluating EEOC's interpretations andexamining whether an individual is substantiallylimited with medication or a prosthetic device. The6th Circuit Court of Appeals in Cincinnatisupported EEOC's and the U.S. District Court forEastern Pennsylvania's position. Because of thediffering opinions among federal courts, the issue isbefore the U.S. Supreme Court.

Recent court rulings have determined that theapplicant/employee must be able to perform allessential job functions with or without reasonableaccommodations, and that a job does not have to berestructured to eliminate essential job functions. Inaddition, in some cases, regular attendance wasfound to be an essential function of most jobs.

ACCOMMODATIONS

IssuesA number of issues have surfaced in court cases onthe question "what is reasonable accommodation?"

Issues on the employer's responsibility to continueto meet the reasonable accommodation needs ofemployees with disabilities have had much courtattention.

Issues regarding the employer's responsibility togrant open-ended scheduling or an indefinite periodof leave as reasonable accommodation have resultedin a mixed reaction from the courts.

Issues regarding the responsibility of the employerto provide reassignment and the scope of thereassignment have not resulted in a consensus fromthe courts.

Court FindingsGenerally, courts are recognizing that meetingADA's requirement for "reasonableaccommodation" is a "continuing duty" foremployers and does not end after the firstaccommodation effort. For example, in Ralph v.Lucent Technology, BNA 7Ad cases 1, 3, 4, & 5,(1st Circuit 1998), a plaintiff with psychiatricdisabilities originally was accommodated with leavetime. Upon returning to work, the person requestedanother accommodation in the form of part-timework for four weeks. He was turned down bymanagement. The 1st Circuit ruled against thecompany, stating "making reasonableaccommodation is an ongoing obligation for theemployer under the ADA."

Courts also are rejecting employees with disabilities'requests for open-ended schedules or indefiniteperiods of leave. Appellate courts are beginning tofocus on the reasonableness of the particularaccommodation request, vis-a-vis costs and benefits.In addition, courts are reviewing the employer'stotal efforts at accommodation to determinesufficiency.

Courts have determined that unpaid leave may be aform of reasonable accommodation. However, thegranting of requests for indefinite, unanticipated,and/or unpredictable leave may not be required if itwould result in an undue hardship.

Some courts are deciding that an employer is notobligated to provide the best availableaccommodation as long as he/she provides anaccommodation that is effective.

EEOC and some federal circuit courts have ruledthat reasonable accommodation includes theemployer's obligation to reassign qualifiedemployees with disabilities unable to perform the

essential functions of their current position, with orwithout reasonable accommodations, unless theemployer can show an undue hardship. However,the courts are split on this issue. The 7th CircuitCourt (Gile v. United Airlines, 95 F.3d 492, 498(7th Circuit 1996) and the 8th (Benson v.Northwest Airlines, Inc. 62 F.3d 1108, 1114-15 (8thCircuit 1995) have concurred with the EEOCposition. Under Title I of the ADA, reassignmentcan be used as a means of accommodating anemployee with a disability when accommodation inthe employee's current position is possible, butdifficult, for the employer. The 5th Circuit, inForeman v. Babcock & Wilcox. 117 F. 3d 800,807-09 (5th Circuit, 1997), ruled that if it isimpossible for an employer to accommodate aworker in his or her present job, then there is noobligation to reassign. The conflicting decisions onthis issue by the courts create the need for theSupreme Court to settle this issue.

As with any new law, clarification will come fromcourt rulings and U.S. Equal Employment OpportunityCommission's policy guidance.

FOR ADDITIONAL INFORMATION CONTACT

President's Committee on Employment of People withDisabilities(202) 376-6200 (V), (202) 376-6205 (TDD),

(202) 376-6219 (FAX)

Equal Employment Opportunities Commission:For Technical Assistance: (800) 669-4000 (V) or

(800) 669-6820 (TDD)http://www.eeoc.gov (Internet)

Article by Christopher G. Bell, President's Committeeon Employment of People with Disabilities EmployerSubcommittee member, entitled,"Some Key Trends inJudicial Decisions: Interpreting Title I of the ADA."



16

PEOPLE WITH DISABILITIES TEMPORARY EMPLOYMENT OPTIONS

According to the U.S. Bureau of Labor Statistics (BLS),since 1996 the number of people working or availablefor hire has only increased at the rate of 1.1 percent ayear. BLS projects that the rate of increase of the laborpool will continue to shrink until at least 2006 becauseof the aging of the population. The booming economy,coupled with the tight labor market, provides achallenge to the country's business sector. As a result,employers will need new strategies to find pools oftalent, hire quickly and retrain staff if they are to keeptheir companies competitive. One strategy being usedto address this problem is the services of temporarystaffing agencies.

The staffing industry has expanded rapidly during thelast 25 years. Temporary employment placement hasincreased from 165,000 people in 1972 to more thantwo million in 1995, reflecting an annual growth rateof more then 11 percent. Nine out of 10 U.S.businesses use the services of a staffing industry firm,according to a recent survey by Business and LegalReports. More then one-third of the companiessurveyed plan to increase their use of staffing industryservices. The BLS estimates that between the years of1994 and 2005, temporary employment opportunitieswill expand by more than 50 percent.

Temporary staffing agencies may be one answer topeople with disabilities finding employmentopportunities. Qualified persons with disabilitiesrepresent a largely untapped labor source. Althoughsome companies are already having trouble findingemployees to fill their jobs, the unemployment rate forpeople with disabilities continues to be high. The 1995Census Bureau's Current Population Survey indicatesthat fewer than one-third of the country's more than16 million working-age, non-institutionalized personswith disabilities are employed. Three-quarters ofpersons with disabilities currently unemployed wouldrather be working according to the NationalOrganization on Disability 1998 Harris Poll.

In addition to matching candidates with jobs,temporary staffing agencies are taking on additionalhuman resource functions including training andevaluation. Many temporary jobs become permanent.Temporary staffing agencies are not only strong

sources of qualified, experienced employees, but arealso becoming an important resource for linkingpeople with disabilities to full-time employmentopportunities.

TEMPORARY STAFFING AND HIRINGPEOPLE WITH DISABILITIES

Temporary staffing agencies work with people withdisabilities in the same way they work with peoplewithout disabilities. "The ADA did not impact ourbusiness dramatically. From inception, our companyfocused on what people can do in the work place.That is our business, and that is how we createshareholder value," says Mitchell Fromstein,Manpower Chairman and Chief Executive Officer.

The focus of the job placement process for allapplicants is on individual abilities, job skills andinterests. The staffing industry uses job assessmentservices, temporary job assignments and work skillstraining to help individuals with and withoutdisabilities find their employment niche. These servicesprovide job seekers with opportunities to build a workhistory, experience different types of jobs, and increasetheir employment marketability and earning potentialthrough enhancement of work skills.

The following features used by staffing agencies resultin effective job placement for all persons:

Individualized applicant assessment proceduresFocus on individual abilities, job skills andinterestsSystematized skill assessments for a variety oftasksMatching employee skills to workplace demandsbased on an assessment of local customer needsIndividualized job trainingProviding accommodations as part of theplacement process

EEOC POLICY GUIDANCE

There is a lack of clarity concerning whether theemployer or the temporary staffing agency isresponsible for paying for accommodating temporaryemployees with disabilities. The following EEOCpolicy guidance may assist in this area.

Idiveleisttlit

Title VII of the Civil Rights Act Policy Guidance,issued September 20, 1991, (IN-917-002), addressedwhat constitutes an employment agency; howcharges against employment agencies should beinvestigated; and what remedies can be obtained forTitle VII violations by these agencies. This guidanceconcludes that Title VII covers employmentagencies, as well as employers, and prohibitsdiscrimination on the basis of race, color, sex,religion or national origin.

EEOC's policy guidance on the concepts ofintegrated enterprise and joint employer, issued May6, 1987 (N-915) clarifies that the identity of theemployer is based on economic realities of therelationship and extent of the party's control overmeans and-manner of an employee's performance.Factors that can be used to determine economicrealities and control are:

Level of skills required for the positionLocation of the workDuration of relationship of partiesHiring party's rights to assign additionalprojects to employeeExtent of employee's discretion of how andhow long to workMethod of paymentWhether hiring party is in businessWhether the work is part of hiring party'sregular businessWhether hiring party provide benefitsWhether hiring party deducts employment-related taxes.

1,t

RESOURCES

For additional information contact:

Equal Employment Opportunities Commission(EEOC)

For Technical Assistance: (800) 669-4000 (V) or(800) 669-6820 (TDD)

To Obtain Documents: (800) 669-3362 (V) or(800) 669-3302 (TDD)

Internet: http://www.eeoc.gov

President's Committee on Employment of People withDisabilities

(202) 376-6200 (V),(202) 376-6205 (TDD),(202) 376-6219 (FAX)

Study by Peter Blanck, President's Committee onEmployment of People with DisabilitiesCommunication Subcommittee member, entitled,"TheEmerging Role of the Staffing Industry in theEmployment of Persons with Disabilities: a CaseReport on Manpower, Inc.," 1998.



As

TEUINOLOGY AND PEOPLE WITH DISABILITIES

Technology creates gateways to jobs, training andeducation for people with disabilities. Specializeddevices, also known as assistive technology, togetherwith generic or mainstream technology products andservices that have been designed with the widestnumber of users in mind ("universal design"), canenhance the ability of person with a disability to earna living.

The U.S. Census Bureau 1992 Survey of IncomeProgram Participation identified more than 22 millionAmericans who have functional limitations in hearing,seeing or having their speech understood. In addition,millions of individuals with cognitive disabilities (e.g.,mental retardation, learning disabilities) have difficultyusing the products and services developed byAmerica's telecommunications and informationtechnology industry sectors. With America'spopulation aging, the implications for manufacturersand developers of assistive technology and mainstreamtechnologies are clear: there are critical, and growing,numbers of people who cannot with ease

hear and manipulate voice menus and instructionssee what is displayed on computer screens andother read-out deviceswalk, wheel up to or physically operate devicesthat access information (e.g., computer kiosk,computers)speak to a human or electronic operator, or havegreat difficulty in doing somanage controls, buttons, levers and switchesunderstand, or who become confused, when usingor operating communication devices and services.

ELECTRONIC TOOLS THAT HELP

People with various disabilities are able to do whatmany people without disabilities take for grantedwhen access needs are incorporated into mainstreamproducts or when adaptive devices are readilyavailable. Listed below are just a few examples.

adapted computer keyboards and large buttonkey padscomputer software zoom and large print featuresclosed captioning for video productsweb browsers that work for people with visualproblems

E-mail text or audio messagingpagers that vibratetalking caller ID

FEDERAL LAWS

People with disabilities are at a disadvantage whenessential job functions require using or operatingtechnology devices and services, or manipulatinginformation appliances to access work-related content,if products and services have not been designed withdisability in mind. Federal laws which help addressthese problems for people with disabilities arediscussed below.

Telecommunications Act of 1996: PL 104-104Section 225 (Relay Services) mandates a nationwidesystem of telephone relay services to ena ble peoplewith hearing and speech disabilities to have phoneconversations with employers, friends, family andothers.

Section 255 (Access by Persons with Disabilities)requires all manufacturers of telecommunicationsequipment and providers of telecommunicationsservices to ensure that equipment and services aredesigned, developed and fabricated to be accessibleto and usable by individuals with disabilities, ifreadily achievable.

Section 713 (Video Programming Accessibility)ensures that video services (e.g., movies, television)are accessible to individuals with hearing and speechdisabilities through closed captioning. Section 713also addresses the issue of video description forpeople with visual impairments.

Several other sections of the Telecommunication Actwill change how communication services are delivered.These changes will benefit people with disabilities iftheir access needs are considered.

Section 251 (Interconnection) states thattelecommunications carriers cannot install networkfeatures that take away or reduce functionality forusers with disabilities.

Section 256 (Coordination for Interconnectivity)provides that access by people with disabilities be

addressed by the industry in telecommunicationsnetwork planning.

Rehabilitation Act, P.L. 105-220Section 508 requires that electronic and informationtechnology developed, procured, maintained or usedby the Federal government must be accessible topeople with disabilities, unless it would pose an undueburden to do so. This includes both employees ofFederal agencies and customers of Federal agencieswho use information technology devices (e.g., kiosks,computers, electronic voting booths) to accessgovernment information and interact with governmentagencies. Federal agencies must be in compliance withthese technology accessibility standards for allelectronic and information technology acquired on orafter August 7, 2000. If it is an undue burden tocomply with these standards, the agency must stillprovide information and data to individuals withdisabilities through an alternative means of access.

In general, an information technology system isaccessible to people with disabilities if it can be used ina variety of ways that do not depend on a single senseor ability. For example, a system that provides outputonly in audio format may not be accessible to peoplewith hearing impairments, and a system that requiresmouse actions to navigate may not be accessible topeople who cannot use a mouse because of a dexterityor visual impairment. Some individuals withdisabilities may still need specific accessibility-relatedsoftware or peripheral devices to be able to use Section508 compliant systems.

Since the Federal government purchases millions ofdollars of information technology each year, Section508 standards will have great impact on howinformation technology products and services aredesigned in general and will have a great spill-overeffect in the private sector. Thus a major barrier toemployment for people with disabilities will fall.

ASSISTIVE AND INFORMATION TECHNOLOGYRESOURCES ON THE WEB

The Trace Center is a research, development andresource center on technology and disability at theUniversity of Wisconsin-Madison.http://trace.wisc.edu/

The Research Rehabilitation Engineering and AssistiveTechnology Society of North America (RESNA) Website provides an alphabetical listing of each state'stechnology-related assistance project with contactperson, phone number, address and hyperlink to thestate Web page. Contact the program to ask whatservices they provide.http://www.resna.org/tap/person/p_direct.htm

Web Accessibility Initiative (WAI) works to make Webpage formats and protocols accessible to people withdisabilities so that Web page creators can build inusability for people with disabilities.http://www.w3.org/WAI1

United Cerebral Palsy Associations (UCPA) providesdisability policy information (i.e. fact sheets on how toget assistive technology paid for if on SSI or SSDI.)http://www.ucpa.org/text/innovative/dtfsdindex.html

President's Committee on Employment of People withDisabilities' Job Accommodation Network (JAN) hasa database of assistive technology products used inmaking jobs accessible.http://janweb.icdi.wvu.edu/english/homeus.htm

U.S. Access Board develops standards for accessibleinformation technology. See rules at<http://www.access-board.gov>.

Federal Communications Commission (FCC) hasmany rulemakings involving disability issues. Click toDisability Issues Task Force (DITF) page or use thesearch engine at <http:llwww.fcc.gov>.

Center for Information Technology Accommodation(CITA) is the General Services Administration'stechnical demonstration and resource center inWashington, DC, that provides federal agencies dataabout information technology.http://www.itpolicy.gsa.gov/coca/index.htm



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WRITING AND FORMATTING A SCANNABLE RESUMEWHAT JOB SEEKERS WITH DISABILITIES NEED TO KNOW

Because we are living in an information age wheretechnology drives most interactions, resumes sent viaE-mail and traditional paper are likely to be scannedfor key information by a machine, not a human being.

WHAT IT MEANS TO HAVE YOUR RESUMESCANNED BY A MACHINE

Because employers receive more resumes than they canprocess efficiently, they are switching to text-searchingor artificial intelligence software to track resumes.These systems use optical scanners to put resumes intothe computer which then searches for skills that matcha job description. Optical character recognitionOCRsoftware looks at the image to distinguishevery letter and number and creates a text file. Suchsystems are important because they significantly lessenthe time it takes to search for qualified applicants tofill a job. These systems can also help employers bycreating a centralized resume pool in companies thathave a decentralized human resource function.

WHY SCANNABLE RESUMES ARE IMPORTANTTO YOUR SEARCH

In order to efficiently review resumes, an increasingnumber of employers are letting computers take thefirst crack at selecting a first round of applicants forcertain jobs. Because computers are programmed tosearch for certain words, every word in a resume isimportant in the selection process. Artificialintelligence software "reads" the text and extractsimportant information such as your name, address,work history, experience and skills. A clear resumeallows the scanner to obtain a clean image in order tomaximize "hits" (when one of your skills matches thecomputer search).

How TO PREPARE A RESUME THAT WILL SCANTO JOBS You ARE SEEKING

Following are important tips on making your resume"scan-friendly."

Use a standard typeface such as Courier, Helvetica,Futura, Optima, Universe or Times with a point sizeof 10-14.

Use black ink on white 8 1/2 x 11 inch paper. Donot use colored paper.

Use only capital letters or boldface to emphasizeimportant information. Do not use italics,underlining, boxes, graphics, or horizontal orvertical lines.

Avoid a two-column format or resumes that looklike newspapers or newsletters.

Use only a laser-quality printer.

Do not fold or staple pages.

If faxing, use fine resolution and follow up with amailed original.

Avoid "formatting peculiarities." If you use E-mail,save your file as "text only" or "ASCII" to avoidthe possibility that your word processor and yourprospective employer's word processor areincompatible. E-mail a copy of your resume toyourself to make sure it looks the way you meant itto look.

Use "key-words"phrases, terms, industry jargon,and titles to describe your abilities. Describe yourexperience with concrete words rather than vagueterms. Be sure to use state-of-the-art terminology todescribe yourself. If you have been out of the jobmarket awhile, research new developments in yourfield and use up-to-date terms to present your skills.Savvy job seekers often mimic the words a companyuses in its help-wanted ads. The more skills andfacts you provide, the more opportunities you havefor your skills to match available positions.

Be concise and truthful.

Use more than one page if necessary.

If you have extra space, describe your interpersonaltraits and attitude. Key words could include: timemanagement, team player, dependable, leadership,and responsibility.

Use a keyword summary of your skills at the top ofyour resume to get the attention of robotic andhuman inspectors. For example, if you are lookingfor an entry level position in architecture, yourkeyword summary might include: BS inArchitecture, internship experience with largecommercial project, knowledge of AutoCAD,Photo Shop, AccuRender, 3-D Studio. Place yourname on its own line at the top of the page. Use thestandard format for your address below your name.Then list each phone number on its own line.

For job search fpurposes you may choose to havetwo versions o your resume:

One to send for the computer to read (scannableformat and detailed descriptors).One for people to read during an interview(a creative layout, enhanced typography, andsummarized information.)

Be sure to proofread your resume before sending it.

How HIRING MANAGERS AND RECRUITERS USEELECTRONIC APPLICANT TRACKING SYSTEMS

Typically, hiring personnel set up a search request andtell the computer whether certain qualifications arerequired or desired. Many resume-scanning systemsthen rank the candidates they select from the system.Some of the leading systems place a number orpercentage next to a candidate's name indicating howmany of the manager's requirements are reflected inthe resume.

As we move into the 21st century, it is important touse technology to find a job. If you push yourself to gothe extra mile in your job search, you will find theopportunity you are seeking.

This tip sheet was prepared with the help of EDS.EDS participates in the President's Committee'sBusiness Leadership Network (BLN), a business-ledinitiative that aims to stimulate best disabilityemployment practices and enhance employmentopportunities for job candidates who happen to havedisabilities.


with Disabilities1331 F Street, NW Washington, DC 20004-1107http://www.pcepd.gov

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PRESIDENT'S

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ON EMPLOYMENT

OF PEOPLE

WITH DISABILITIES

1331 F Street, NWWashington, DC 20004-1107http://www.pcepd.gov (Internet)

202-376-6200 (VOICE)202-376-6205 (TDD)202-376-6859 (FAX)[email protected] (E-mail)

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