Delaware training slides

“Everybody can be great... Because anybody can

serve.”Dr. Martin Luther King, Jr.

Including Individuals with Disabilities in National &

Community Service in Delaware

www.SERVICEandINCLUSION.org

Toll-free hotline: 888-491-0326 (voice/TTY)

National PartnershipsThe National Service Inclusion Project partners with the following organizations to further enable all CNCS grantees to collaborate with the disability community. These disability organizations are committed to promoting national service and volunteerism as a valued option for individuals with disabilities to their respective communities.

Association of University Centers on Disabilities (AUCD)

Association on Higher Education and Disability (AHEAD)

National Down Syndrome Congress (NDSC)

National Council on Independent Living (NCIL)

Sampling of Training and Technical Assistance Topics: • Values That Guide and Current Best Practices on Inclusion• Disclosure• Outreach, Recruitment, and Retention• Legal Responsibilities• Reasonable Accommodations• Accessibility and Universal Design Specialized Topics• Developing a Collaborative Action Plan for Inclusion• The History of the Independent Living Movement• Emergency Preparedness for People with Disabilities• Disability Inclusion in Culturally Diverse Communities• Tips and Tools to Assist Senior Citizens to Live Independently

The 2009 Edward M. Kennedy Serve America Act

April 21, 2009

The Serve America Act…Even more explicitly emphasizes a commitment to

the inclusion of people with disabilities as active participants in national service…

Edward M. Kennedy Serve America Act

Disability Inclusion• Increases money for outreach and placement

• Expands to all national service grant programs

• Allows members to serve up to the equivalent of 2 full-time educations awards


• Specific references to the inclusion of People with Disabilities… alone …or as a part of the definition of “Disadvantaged Groups”

• For example, when the Act speaks of the development of new programs [Social Innovation, Volunteer Generation, Non-profit Capacity Building] or the discussion of the 5 priority areas, or the emphasis on specific groups such as veterans, persons that are 55+, or Youth – there is specific mention of the inclusion of persons with disabilities


Select Highlights…• …collaborate with organizations with demonstrated expertise in

supporting and accommodating individuals with disabilities, including institutions of higher education, to increase the number of participants with disabilities

• …provide and disseminate information regarding methods to make service-learning programs and programs offered under the national service laws accessible to individuals with disabilities

• …outreach to …agencies and organizations serving veterans and individuals with disabilities…


Facilitates (more) inclusion by:– Authorizing a significant increase in the funding

available for disability inclusion activities BUT remember authorization does not equal appropriation

– Authorizing the use of inclusion funds across all national service programs, for e.g.

• Reasonable Accommodations funds are now available for other national service program participants, as applicable

• Training and technical assistance extends to grantees and potential grantees


In Summary…

Letter and Spirit of the Serve America Act encourages…

– Partnering/Collaborating– Going outside of our usual comfort zones

… to improve lives and communities through service and volunteering


Who are people with disabilities?

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“Disability” as Defined by Section 504 of the Rehabilitation Act & the Americans with Disabilities Act

• A physical or mental impairment that substantially limits one or more major life activities

• A history or record of such an impairment

• Being regarded as having such an impairment, even when no limitations exist

• Someone who has an association with someone with a disability

“Major Life Activity” is Anything an Average Person Can Do with Little or No Difficulty

Major life activities include, but are not limited to: caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, working, sitting, standing, lifting, reaching, sleeping and mental/emotional processes such as thinking, concentrating and interacting with others.

ADAAA additions: operation of major bodily functions such as the immune system, normal cell growth and the endocrine system.

http://www.jan.wvu.edu/bulletins/adaaa1.htm

“Substantially limits”

…unable to perform, or significantly limited in the ability to perform, an activity as compared with an average person. Factors to be considered are:

1. Its nature and severity2. How long it will last or is expected to last, and3. Its permanent or long-term impact, or expected

impact

Exclusions from Coverage Defined by the Law

• Current drug use is not protected by the ADA

• Temporary, non-chronic impairments that do not last for a long time and that have little or no long term impact

“Qualified Individual”

An individual with a disability who, with or without reasonable accommodations, can perform the essential functions of the position.

Just like participants without disabilities, the individual must meet the qualifications the program has in place.

“Qualified”

Does the individual meet necessary prerequisites for the service position, such as:

•education

•work experience

•training & skills

•licenses or certificates

•other job-related requirements, such as good judgment or the ability to work with other people

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OUTREACH, MARKETING

& RECRUITMENT

Inclusive Recruitment = Quality Recruitment

If you recruit with accessibility in mind, you will recruit with quality.

Promoting the Position:Design with Access in Mind

• Think of access every step of the way

• Ensure that your materials can be accessed by individuals with a varied array of abilities

Alternative Formats Do we provide materials in formats accessible to people with visual or cognitive disabilities?

Do we have accessible, user-friendly web sites?

Do we mail materials electronically prior to events?

Do we provide Braille, electronic, large print, and illustrated materials?

Do we read overheads and flipcharts when presenting?

Design with Access in Mind and Improve the Product

1. What should you do to ensure that a brochure with pictures can be accessed by an individual with vision loss?

2. How will this improve the overall quality of the product?

Inclusive Content

All recruitment materials should include certain content and language which is welcoming to individuals with disabilities.

Accessible vs. Inclusive

“Qualified individuals with disabilities and those from diverse backgrounds are strongly encouraged to apply. We provide reasonable accommodations for qualified individuals and conduct all activities in fully accessible settings.”

“We are an equal opportunity program or organization.”

Design With Access in Mind and Improve the Product

1. What should you do to ensure that an individual with a hearing loss will be able to access a recruitment video?

2. How will this improve the overall quality of the product?

Design with Access in Mind and Improve the Product

1. What should you consider when deciding the location of a recruitment event?

2. How will this improve the overall quality of the event?

Technology

Have we created an accessible website?

• An accessible website allows people with disabilities to experience, navigate, and interact with the website

• Information on how to make your website accessible: http://www.w3.org/WAI/eval/

Recruitment Tips• After initial outreach, evaluate your message

– Provide more than general information about CNCS– Start stating benefits and possibilities for all people including those

with disabilities

• Stay in contact with state/local government agencies, advocacy groups http://nichcy.org/

• Establish close relationships with provider agencies, school districts, and self-advocacy groups (maintain ongoing contact with people with disabilities in order to recruit potential members and volunteers)

• Recruit at:– Disability related conferences and/or job and resource fairs

State Agencies that Support Youth, Adults and Seniors with Disabilities

providers funded by state agencies

University Centers for Excellence in Disabilities

Consumer -Directed Self Advocacy Groups

People First, Self Advocates, TASH

Disability-Specific Organizations

Brain Injury Associations, ARC, UCPs, Epilepsy Foundation, Mental Health Association, Easter Seals,

Independent Living Centers

Parent and Family Organizations

Parent Training & Information Centers

Students with Disability Offices at Colleges and Universities

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Position Descriptions, Interviewing

& Selection

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What is an inclusive service description and why is it

important?

Elements of a Service Description

• Service position title

• Full or part time

• Supervisor/title

• Service position summary

• Essential functions

• Marginal functions

• Working relationships

• Knowledge, skills and abilities

• Academic qualifications

• Service conditions

• Physical, emotional, intellectual demands

• Equipment used

Inclusive Service Descriptions - outline of the essential and marginal functions of a position

What is Essential?• Position exists to perform a specific function• Limited number of others who can do the function• Function is specialized; person selected because of

expertise

What is Marginal?• Tasks are preferential or secondary to essential

functions• Can be traded or done by another volunteer

Interview Inquiries and the Law

• No disability–related questions

verbal or written

• Questions should relate only to position requirements

• No medical examinations prior to offer of position

• Medical examinations allowed after offer of position (only if required of all members)

Interview Questions that are OK

• Are you able to perform the essential functions of this position, with or without reasonable accommodations?

• Can you describe how you would perform the following job functions (followed by a list of service duties)?

• Ask:– How would you?– What would you do if?– How long would it take to?

Interview Questions that are NOT OK

• Do you have a disability?

• Do you have any physical or mental impairments which might limit you in performing this job?

• Have you ever collected workers’ compensation?

• What medical conditions do you have?

• What information can you tell me about your disability?

More Hints on Interviewing... Offer the availability of accommodations prior to the interview

If accommodations are requested for the interview, ask questions for more detailed information

If someone discloses a disability, offer the availability of and process for acquiring accommodations

Do not ask for details about a requested accommodation during the interview

Not everyone with a disability needs an accommodation

Ask (and document) the same questions of everyone

Ask how the person would accomplish concrete tasks

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Access, Accommodations

& Universal Design

Access Considerations• How accessible is your site or program?

• Do a wide range of persons with disabilities have an opportunity to take advantage of your program in these five areas?– Architecture/Space– Programs– Communication– Alternative Formats– Technology

Access Considerations

• How accessible are sites and programs?

• What can be done to remove barriers?

• How can you provide program access?

Access: Architecture/Space(also known as barrier free)

• Ramps for entering the building and elevators for multiple story buildings

• Signage indicating location of accessible entrance, parking, and bathrooms

• Fire alarm with strobe lights

• Corridors, conference rooms, and common areas open enough for wheelchair access

This building is readily available and usableby a wide range of people with disabilities.

Access: Programs

• Interview in an accessible building• Train in an accessible location• Provide alternative formats of program materials• Plan pro-active/organized approach to program• Evaluate ongoing effectiveness of program

Provide meaningful, equivalent access to all services, programs, and activities even if the space is not architecturally accessible.

Access: CommunicationProvide accessible communication for persons with hearing speech, vision, cognitive, and learning disabilities.

Sign language interpreter or CART provider for people who are deaf or hard of hearing

Quiet meeting space for member with hearing loss or attentional issues

Different or simplified forms for persons with cognitive or learning disabilities

Voice Activated Software

ACCESS: Alternative Formats

Provide materials in formats accessible to people with visual or cognitive disabilities including Braille, electronic, large print and illustrated materials.

Do we provide materials in formats accessible to people with visual or cognitive disabilities?

Do we mail materials electronically prior to events?

Do we read overheads and flipcharts when presenting?

ACCESS to Alternative Formats

Use photographs and Braille names on office doors and mailboxes

Mail materials electronically prior to events

Use written or verbal descriptions of charts, graphs

Provide materials in formats accessible to people with visual or cognitive disabilities including Braille, electronic, large print and illustrated materials.

Technology

Have we created an accessible website?

• An accessible website allows people with disabilities to experience, navigate, and interact with the website

• Information on how to make your website accessible: http://www.w3.org/WAI/eval/

What is Universal Design?Universal Design includes environments that have been created to be usable by everyone, regardless of their abilities or limitations.

Examples: Curb cuts: used by people using wheelchairs, but also parents pushing strollers, bicycles, travelers with rolling luggage.

Closed-captioned television: initially developed for people who are deaf or hard of hearing, but found in gyms, sports bars, and for watching T.V. at home.

Curriculum Transformation and Disability. Funded by U.S. Department of Education. Project #P333A990015. Copyright 2000.

• Wider doorways for everyone to enter, wider interior circulation, and more spacious

• Lever door handles instead of door knobs that are easier to open by everyone

• Light switches and electrical receptacles located at a height that is more reachable by those who may have trouble bending over or reaching up

• All materials provided in large print with black ink on white or light yellow paper

Universal Design: Specific Features That are More Usable by Everyone

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Management, Supervision

& Retention

Reasons for not Disclosing• Culture of program environment

– “Gossipy”– Excessively competitive– Racially insensitive

• Fear of potential reactions• Refusal by others to share equipment• Not relevant

• Stigma associated with disability

• Need to disclose to other people outside of service program first

*Information collected by research project at ICI

Impact for not Disclosing• Social isolation

– Did not get close to people for fear of personal questions

• Feel compelled to misrepresent– Explained medical appointments by saying she was part of

nutrition study– One individual told others she had a different diagnosis

• Unable to request accommodations

• Report less support than people who did disclose

• Stress of keeping the secret

*Information collected by research project at ICI

Things to Remember about Disclosure

• It is up to the individual to disclose a disability

• The amount of information provided about a disability is up to the individual

• If an individual discloses a disability, that information must be maintained confidentially and cannot be disclosed to others

• May share information regarding disabilities if member provides approval in writing or alternative verifiable method

• HR personnel and supervisors are trained/informed in the confidentiality of medical, disability and accommodation-related information

Guidelines for Managing Performance

•Individuals with disabilities are held to the same performance and conduct standards as other members and volunteers

•If a person with a disclosed disability is not performing well, you may ask whether any accommodation is needed to improve performance

•Document poor performance or misconduct and advise the person there are issues of concern

•An accommodation can be requested following feedback on poor performance and granted to enable a qualified individual with a disability to meet such conduct standard in the future

Guidelines for Managing Performance (cont.)

• If the reason for unsatisfactory performance relates to the need for accommodations, you may not discipline or terminate the individual

• An individual who poses a direct threat to the health or safety of the individual or others “…that cannot be eliminated by a reasonable accommodation is not considered a qualified individual”

• Maintain clear and comprehensive documentation of all interactions. Give clear and consistent feedback

Disability vs. Poor Performance• Are specific tasks not being properly

performed?

• What are the issues present beyond typical tolerance for performance variations?

• How are performance issues typically handled?

• Is the person aware of performance issue?

Tips for Managers• Know and be clear about the essential functions and tasks

• Do not ask for more information about the specifics of disability than a person volunteers

• When an individual discloses a disability, ask if reasonable accommodations are needed and describe the accommodation process

• Always maintain confidentiality

• Create a culture which welcomes and values people with disabilities and is accepting of individual differences

• Clearly communicate policies to all program staff

Review: Main Content Areas

• Outreach, Marketing & Recruitment

• Service Descriptions, Interviewing & Selection

• Access, Accommodations & Universal Design

• Management, Supervision & Retention

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Click to edit Master title styleContact Information:

National Service Inclusion Project888.491.0326 [V/TTY]

[email protected]

www.SERVICEandINCLUSION.org

Documents

Delaware training slides