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Module 1: Pathways to Careers: An Americans with Disabilities Act (ADA) Roadmap

SECTION 1: Introduction for Training Facilitators

Overview

The ADA and Self-Advocacy for Youth — Train-the-Trainer Curriculum has been developed with a modular design. Using the train-the-trainer model, each module will include multiple components including:

  • PowerPoint slides with presentation content and talking notes.
  • Training facilitator talking points and speaker notes.
  • Videos and other multi-media content (when appropriate)
  • Activities such as role play scenarios, quizzes, and art activities.
  • Relevant resources including targeted documents, organizations, and websites.

The modules are designed to be presented in stand-alone sessions. Shorter or longer sessions may be developed based upon the students’ needs. A menu of interactive exercises will be provided for each module. One or more activities may be selected to reinforce the learning objectives based upon the needs of the facilitator and students.
Training facilitators participate in a train-the-trainer event led by the BBI/SEADA Curriculum Development Team. Training facilitators will also be provided with targeted, relevant materials about hosting an accessible training event, accessible presentation methods, effective utilization of the module materials, and strategies for customizing modules based on audience needs.

Learning Modules

  • Module 1: Pathways to Careers: An Americans with Disabilities Act (ADA) Roadmap
  • Module 2: Disclosure Decisions and Talking About My Disability
  • Module 3: The ADA in the Workplace
  • Module 4: The ADA in Higher Education
  • Module 5: Advocating for My Rights Under the ADA
  • Module 6: Skills for Successful Employment
  • Module 7: The ADA and Reasonable Accommodations on the Job
  • Module 8: The ADA in the Community
  • Module 9: The ADA and Effective Communication for Individuals who are Deaf or Hard of Hearing
  • Module 10: The ADA and Effective Communication for Individuals who are Blind or Low Vision
  • Module 11: Interactions with Law Enforcement
  • Module 12: Parent to Partner

Module 1: Pathways to Careers: An Americans with Disabilities Act (ADA) Roadmap

Module 1: Pathways to Careers: An Americans with Disabilities Act (ADA) Roadmap provides a basic overview and understanding of the ADA. The module provides a brief description of each section of the ADA and examples of how it might apply. Discussion questions are incorporated throughout the slide presentation. Interactive exercises are provided to reinforce the content from the slide presentation and the video.

The PowerPoint presentation provides a basic overview and understanding of the ADA. Combined with the suggested advance readings that students can access, the initial exercise focuses on understanding freedom, and the post-presentation interactive exercises on ADA rights. The overall goal of this module is to broadly introduce students to the concept of inclusion in society and civil rights for people with disabilities.

In addition, by learning about the different titles of the ADA and the areas they cover, students’ awareness will be raised about the many ways in which the ADA can apply to their daily lives. This should help the students to understand that the law is not an abstract concept that impacts primarily adults in complex circumstances, but rather that it is directly related to making sure they have equal access to participating in their communities, in educational settings, in recreational environments, and in employment the way their peers do. Students should be inspired to learn more about their civil rights and feel a sense of empowerment that will allow them to achieve their goals of advanced education and/or employment.

Learning Objectives

The student will:

  • Gain an understanding of how the ADA guarantees equal access in multiple areas of life.
  • Gain an understanding of how the ADA promotes independence.
  • Be able to discuss the rights that he/she has as a person with a disability.
  • Be able to identify one educational and/or employment goal to pursue.
  • Explore his/her own goals and how the ADA might help the student reach his/her goals.

SECTION 2: Strategies for Customization

Adapting and Making Accommodations for Students with Disabilities

The following resources provide guidance on working with students with a variety of disabilities. The resources provide information about adaptations that can be made to instructional techniques and accommodations that can be provided to increase inclusion in the classroom.

Customizing the Lesson Using Presentation Material and Interactive Exercises

There are three sets of resources provided that can be woven together to customize the learning experience, depending on your goals as a facilitator for this particular lesson on the basics of the ADA (e.g., providing a very simple introduction versus teaching the basics as a platform for having students engage in deeper learning about complex examples). These include: (1) advance preparation material that students can review; (2) a set of PowerPoint slides that can be used in a presentation and discussion format; and (3) a set of interactive exercises to stimulate applied learning, creativity, and deeper thinking about the concepts.

1. Advance Preparation Material for Students

This lesson provides a very simple, high-level overview of the ADA and its five titles. The goal is to introduce students to the idea of rights for people with disabilities, their inclusion in society, how the ADA might apply to their lives broadly, and to inspire them to learn more. Suggested resources for advance preparation include readings and videos about the civil rights movements for people of color, and women. These materials will engage students to think about rights for different groups and prepare them for class discussions about how civil rights can apply for people with disabilities. In addition, a brief video prepared for the Rio Paralympics is meant to provide examples of having dreams, goals, and being able to achieve what one wants regardless of disability.

As noted, these materials can be provided in advance to students, or if the class session is long enough, they may be used in class prior to presenting the PowerPoint slides and getting into a specific discussion of the ADA. Alternatively, they could be used as both advance preparation (pre-homework) and repeated in class to reinforce the learning.

2. PowerPoint Slides

The PowerPoint slides can be used in class to provide an overview of the ADA and the areas of life to which it applies. Combined with the interactive exercises, the presentation can be extended to cover a long class session or multiple smaller class sessions. The slides can also be presented on their own as part of a short lesson on the ADA.

3. Interactive Exercises

Several interactive exercises are provided to engage the students in considering specific examples that relate to the material on the ADA. For example, while the presentation material explains that the ADA ensures equal access in the community, an interactive exercise leads the students to consider what would happen if they could not get on a bus. Therefore, the exercise provides a concrete lesson on accessible transportation and explains how the ADA is a law that requires that public transportation be accessible. These exercises and examples may reflect actual student experiences. The facilitators can ask students to share these experiences to provide variations on those provided in these materials.

The exercises can be used in different orders, and can be used before, during, or after the PowerPoint presentation. As reviewed below, it is suggested that the interactive exercise regarding consideration of “freedom” be engaged in first, prior to presenting the PowerPoint slides. Though it is presented as an art activity, it can be adapted to be a discussion exercise (“tell me examples of freedom”) or a pre- or post-presentation homework exercise that is essay based. Adapting it from an art exercise to an essay or term paper exercise is also a way of adapting it to students in different grades or of different developmental stages.

SECTION 3: Suggested Advance Preparation for Facilitators

Readings

Web Course

  • ADA Mini-Unit for High School Educators: Rights, Responsibilities, and the Reasons They Matter
    Source: ADA National Center
    Link: adata.org/educators-mini-unit
    The “ADA Mini-Unit for High School Educators: Rights, Responsibilities, and the Reasons They Matter” is a collection of resources to give educators tools, including a PowerPoint presentation, to teach youth about the basics of the ADA. People of all ages have disabilities, and the ADA covers people with disabilities regardless of age. Learning about rights may be helpful for students academically and in their personal lives. The presentation is not intended to be a complete summary of the ADA. Instead, the presentation puts the law into historical and social context as well as helps students understand some of their rights. The goal is to help students be informed as they transition out of high school and into the next phase of their lives.
  • Foundations of the Americans with Disabilities Act Web Course
    Source: Southeast ADA Center
    Link: bit.ly/foundations-ada-course
    The ADA Foundations (bit.ly/foundations-ada-course) is a comprehensive web course designed to increase your knowledge and understanding of the core concepts about the Americans with Disabilities Act of 1990 (ADA) and the ADA Amendments Act of 2008 (ADAAA). The web course has been developed to help you learn about the important concepts of the ADA and to think about inclusive solutions for people with disabilities in the workplace, state and local government programs, and private businesses.
    Learning Objectives of ADA Foundations web course
    Upon completion of this web course, you will be able to:

    • Discuss the purpose of the ADA using a civil rights framework.
    • Identify the five titles of the ADA.
    • Provide a basic overview of each title of the ADA.
    • Define the general nondiscrimination requirements of the ADA.
    • Explain each nondiscrimination requirement using 1-2 real-life examples.
    • Identify the defenses or limitations of each nondiscrimination requirement.
    • Identify the federal agencies responsible for enforcing each title of the ADA.
    • Locate and use resources for information on the ADA.

SECTION 4: Suggested Advance Preparation for Students

The following advanced reading assignments and video excerpts can be assigned to students to prepare them for learning about the ADA. They review the history of the civil rights movement for people of color as well as women’s history and the fight for women’s rights. The last video, which can also be presented at the start of the class (in addition to, or instead of, being an advance assignment) demonstrates people with disabilities engaged in various activities. These assignments are meant to guide the discussion of the ADA within a context of “equal rights” for all individuals, inspire students to understand how they have rights, and demonstrate how the ADA can be a tool to facilitate those rights.

Readings

Videos

SECTION 5: Presentation

Pre-Module for the Training Facilitator:

Facilitator Note: For this module, you may use the PowerPoint slides or the Video – Overview of the ADA. If you have time, you may choose to use the PowerPoint and video together. The video can also be used as homework for students. Section 7: Learning Activities are also provided to reinforce the learning objectives based upon the needs of the facilitator and students. A menu of activities has been provided. You may choose the activities based upon the time that you have to present the material.

Prior to the presentation with the PowerPoint slides, it is suggested that you start by engaging in Activity #2: Art Projects & Musical Expression Activity. This exercise will engage students and help them to think about rights in a creative and broadly framed way, inspiring them to learn more about civil rights for people with disabilities and the ADA.

Proceed next to the video the students viewed in preparation for class. We’re The Superhumans | Rio Paralympics 2016 (youtu.be/IocLkk3aYlk)

Ask the Question: What do you think about the video? Did you realize that people with disabilities can do all the things that people in the video are doing? Fill in the rest of the sentence “Yes, I can______________.” List these objectives as goals on the blackboard to return to later in the discussion.

Ask the Question: How many of you have heard of the Americans with Disabilities Act? (Note how many reply “yes” out of total number in your group.) If anyone in your group indicates a familiarity with the ADA, proceed as follows:

Ask a Follow Up Question: For those of you who have heard of the Americans with Disabilities Act, would you like to share one thing you know about it? (Note these responses.)

Today we are going to learn about the Americans with Disabilities Act (also known as the ADA) and how it can help us in our lives.
Facilitator Note
Use the Module 1 PowerPoint slides, Pathways to Careers…An Americans with Disabilities Act (ADA) Road Map, or
Video – Overview of the ADA
Source: A Product of the ADA National Network and New England ADA Center
Link: www.youtube.com/watch?v=ns7UY8HdPr8 (6:41 minutes)

SECTION 6: Learning Activities

For the Training Facilitator:
Learning activities have been designed to reinforce the content from the PowerPoint presentation and/or videos. A menu of activities has been provided. You may choose one or more activities based upon the time that you have to present the material and upon the needs of the students. For each interactive activity, suggested time frames are included with each activity. Please keep in mind the age of your students, their individual skill levels, and specific disabilities to allow time frames that are appropriate for your group.

Activity #1: Group Discussion

Facilitator Note: Please allow time frames for these discussions and activities that are appropriate for the size of the group and the makeup of the group. Please be flexible if the discussion or the sharing is productive, and the participants are actively engaged.

Activity 1A: “Were Their Rights Denied?”

Time: 5–10 minutes
Facilitator Script: Sometimes, as a person with a disability, something happens and we feel like our rights have been denied. Sometimes, that is exactly what has happened. At times, though, we just don’t like what has happened to us, and we are unhappy or upset, but our rights as a person with a disability really were not denied.

Example #1 Billy
Billy uses a manual wheelchair. He uses the public bus to get to his part-time job. On Monday, he was waiting at the bus stop with several other bus riders. When the bus arrived, the other riders boarded the bus using the steps in front. The driver then told Billy that the wheelchair lift was broken and he would have to wait for another bus. Then, the bus left. Billy had to wait for the next bus and was late to work on Monday.

Example #1 Facilitator Question 1: What do you think happened to Billy?

Example #1 Facilitator Question 2: Were his rights as a person with a disability denied?

Example #1 Facilitator Note: For example, if your group needs a prompt or guidance, ask, “What do you think about Billy not being able to get on the bus?” or “Do you think the bus driver should have done something for Billy instead of just driving away and leaving him at the bus stop?”
Also, you might ask, “How do you think you would feel if you were Billy?”
Finally, ask the question again, “Do you think Billy’s rights as a person with a disability were denied?”

Example #1 Facilitator Summary: The ADA states that “equipment and facilities such as lifts, ramps, securement devices (straps for securing wheelchairs on board), signage, and communication devices must be in good operating condition. If a feature is out of order, it must be repaired promptly. In the interim, an alternative accessible vehicle or option must be available.”
Source: The ADA & Accessible Ground Transportation
Link: adata.org/factsheet/ADA-accessible-transportation
In Billy’s situation, his rights were violated because the lift was broken and an alternative was not provided to him.

Example #2 Maria
Maria is a person with autism who loves soccer and team sports activities. Maria tried out for the advanced soccer team at her local recreation center at the city park. Maria was told by the staff at the recreation center that she did not make the advanced soccer team because her soccer skill level was not high enough right now. Maria was very disappointed that she did not make the team.

Example #2 Facilitator Question 1: What do you think happened to Maria?

Example #2 Facilitator Question 2: Were her rights as a person with a disability denied?

Example #2 Facilitator Note: For example, if your group needs a prompt or guidance, ask, “Do you think that someone without a disability might also not make the soccer team because their skill level was not high enough right now?”
You might also ask, “What do you think Maria might do to prepare to try out again in the future?”
Finally, ask the question again, “Do you think Maria’s rights as a person with a disability were denied?”

An individual with a disability must meet the essential eligibility requirements to participate in the local government’s programs, activities, or services with or without reasonable modifications to a public entity’s rules, policies, or practices; removal of architectural, communication, or transportation barriers; or provision of auxiliary aids and services.
Source: The Americans with Disabilities Act Title II Technical Assistance Manual – Covering State and Local Government Programs and Services
Link: www.ada.gov/taman2.html
In Maria’s situation, she may not have met the requirements for the advanced soccer league. For example, the advanced soccer league may have a requirement that a person has played for a minimum of three seasons to be in the advanced league. Maria may have only played for one season. The recreation center staff’s denial was based on Maria’s lack of experience not on her disability. Therefore, it was not discrimination under the ADA.

Activity 1B: “Were My Rights Denied?”

Time: 5–10 minutes
Facilitator Script: With your partner (or in a small group of 3 or 4), share one thing that has happened to you that you think was a time when your rights as a person with a disability were denied. Take turns sharing in your group. Have the group decide if they think that this was a time when your rights were denied, or if it was a time when what happened made you unhappy or upset, but your rights were not denied.

After each person in your group has had a turn to share about one thing that has happened to them, decide as a group on one example to share with the whole group when we come back together. This could be an example of when a person’s rights were denied, or it could be an example that your group decided was a time when someone was unhappy or upset about what happened, but it did not involve having the person’s rights denied.

Facilitator Note: Please allow time frames for these discussions and activities that are appropriate for the size of the group and the nature of the makeup of the group. Please be flexible if the discussion or the sharing is productive, and the participants are actively engaged.

Activity #2: Art Projects & Musical Expression

Art Project

Facilitator Note: If your group is engaged by art activities, such as drawing, painting, collages, murals, etc., you might use art materials to do the following. Please keep in mind the age of your students as well as the individual skill levels and specific disabilities to allow time frames that are appropriate for your group. If members of your group have difficulty manipulating art materials, such as students who have difficulty using scissors due to limited hand dexterity, consider working in partners or small groups.

If your group is made up of students with varying levels of vision loss, consider having students with low vision work as partners or in small groups with students with total vision loss. Using materials such as magazines, advertising flyers, brochures, pamphlets, etc., have the students with low vision audio describe the pictures and words that the partners or small groups might decide to use in a collage or mural.

If your group is made up of students with total vision loss, consider using the Musical Expression activity with your group.

Activity 2A – Art Activity: “ADA for All”

Time: 15 minutes or more

Facilitator Question: What do you think of when you hear the word (use any one word or more of the following) – Independence? – Freedom? – Equality? – Access?

Facilitator Script: Using the art materials, draw a picture (or make a painting, collage, mural, etc.) of what you think of when you hear the word {Independence? – Freedom? – Equality? – Access?}.

Facilitator Note: Following the work time, state, “Let’s share our artwork and share what it means to you.” Allow time for students to share about his/her artwork and the meaning of the chosen word. After discussion, explain that this is the reason the ADA was passed – to provide access and inclusion for everyone.

Musical Expression

Facilitator Note: If your group is engaged by musical expression, you might want to use activities such as singing, simple musical instruments, percussion instruments, drumming, etc. The activity of drumming can be done using plastic buckets or containers or using hands on tabletops. Please keep in mind the age of your students as well as the individual skill levels and specific disabilities to allow time frames that are appropriate for your group.

Activity 2B -Musical Expression: “ADA for All”

Time: 15 minutes or more

Facilitator Script: Today we are going to create musical messages. What do you think of when you hear the word (use any one word or more of the following) – Independence? – Freedom? – Equality? – Access? Using singing, (or musical instruments, drumming, etc.), create a message of what that word means to you.

Facilitator Note: Following the worktime, allow the students to share their musical messages about the word each one chose. After each student has had a chance to share a musical message, explain that this is the reason the ADA was passed – to provide access and inclusion for everyone.

Activity #3 Dramatic Arts

Facilitator Note: If your group is engaged by dramatic arts, such as role plays, skits, improvisation, etc., you may choose to use dramatic arts activities.

Activity 3A: “My Rights Were Denied”

Time: 5–10 minutes.

Facilitator Script: Can you think of a time when your rights as a person with a disability were denied? With your partner (or in a small group of 3 or 4), create a (role play, skit, improvisation, etc.), to show a time when your rights as a person with a disability were denied. When I call time’s up, let’s get back together and share with the whole group.

My Rights Were Respected”

Time: 5–10 minutes.

Facilitator Script: Can you think of a time when your rights as a person with a disability were respected? With your partner (or in a small group of 3 or 4), create a (role play, skit, improvisation, etc.), to show a time when your rights as a person with a disability were respected. When I call time’s up, let’s get back together and share with the whole group.

Activity 3C: “It’s My Right!”

Time: 5–10 minutes.

Facilitator Script: What one right under the ADA is really important to you? Create a short skit about how important that right is to you. If you need other people in your skit, feel free to include members of the group as needed. When I call time’s up, let’s get back together and share with the whole group.

Activity #4 Role Models

Facilitator Note: For young people with disabilities, it is very important to identify with role models who are people with disabilities living independently in the community. Sources for finding role models that may serve as guest speakers in class include:

Activity 4A: Virtual Reality—”And Now, A Word from the Real World”

Time: 5–15 minutes

Facilitator Note: Invite a speaker or a small panel of 2 – 4 people with disabilities to briefly share about a time when each one had to advocate for their rights under the ADA. Then allow time for the group to ask questions and dialogue with the role model(s).

Activity 4B: Virtual Reality—”A Word from the Real World”

Time: 5–15 minutes

Facilitator Note: Using Zoom or a similar platform, invite a speaker or a small panel of 2 to 4 people with disabilities to briefly share about a time when each one had to advocate for their rights under the ADA. Then, allow time for the group to ask questions and dialogue with the role model(s).

SECTION 7: Handouts or Materials Needed

  • Audiovisual equipment for PowerPoint presentation and/or videos.
  • Art materials, blank paper, colored pencils or markers.
  • Photocopies of PowerPoint slides, including alternate formats such as large print, Braille, and electronic formats such as a USB drive for students with visual or print disabilities.

SECTION 8: After Class

Homework Possibilities

Visit 3-5 different places in your community (e.g., a bank, restaurant, public library, park, and a store). In each location, identify accommodations that have been made for people of different disabilities or barriers preventing access (e.g., only having steps to get into the building). During the next class session, present the list of places visited and the accommodations or barriers that were observed.

Quiz Questions

Use these quiz questions to reinforce learning by giving this pop quiz at the end of class, as a homework assignment, or at the beginning of the next class session. Correct answers are noted with an asterisk (*).

SECTION 9: Resources for Students

Additional Reading and Videos

Americans with Disabilities Act Information Center

ADA National Network

Phone: 1-800-949-4232 (toll free)
Website: adata.org
Facebook: facebook.com/adanetwork
Twitter: twitter.com/ADANational

National Resources

Community Organizations

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