Print 🖨 PDF 📄

Module 3: Pathways to Careers: The ADA in the Workforce

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 4: Pathways to Careers: The ADA in Higher Education

Module 4: Pathways to Careers: The ADA in Higher Education provides a basic overview and understanding of the ADA and how it applies to universities, two – or four-year colleges, community colleges, and technical colleges. For this module, all of these places will be referenced as “college.” The module will also address disclosing a disability and requesting accommodations in college. 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 of how the ADA applies to colleges and how to request accommodations in college. Combined with the suggested advance readings that students can access, the initial exercise focuses on understanding accommodations, and the post-presentation interactive exercises on the accommodation request process in college. The overall goal of this module is to broadly introduce students to the concept of how the ADA applies in college and how to self-advocate for accommodations.

Learning Objectives

The student will:

  • Understand how their rights and responsibilities change from high school to college or technical college.
  • Gain an understanding of students’ and colleges’ responsibilities under the ADA.
  • Demonstrate how to request accommodations in higher education.
  • Learn about Comprehensive Transition Programs.
  • Learn about other post-secondary inclusion resources.
  • Learn how Vocational Rehabilitation can help students go to college.

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 ADA and Higher Education (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 in Higher Education. The goal is to introduce students to the idea of requesting accommodations in a higher education setting. Suggested resources for advance preparation include readings and videos about post-secondary education and the ADA and requesting accommodations.

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 in the Higher Education. 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 in Higher Education.

3. Interactive Exercises

Several interactive exercises are provided to engage the students in considering specific examples that relate to the material “The ADA in Higher Education”. For example, while the presentation material explains the ADA and discusses the accommodation process, an interactive exercise leads the students to practice how to request an accommodation. Therefore, the exercise provides a concrete lesson on the accommodation process and explains how the ADA is a law that applies to colleges and universities.

SECTION 3: Suggested Advance Preparation for Facilitators

Readings

Websites

Media

Web Course

  • 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 Disclosure, Self-Identification, and Discussing Your Disability

Readings

Websites

Media

Web Courses

  • 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 5: Presentation

Pre-Module for the Training Facilitator:

Facilitator Note: You may have (or have had) an accommodation that helped you in school so far. If so, the same accommodation might help you in college or technical college. In grades kindergarten – 12, many people can help you when you are having problems in school, including parents, family members, and teachers. At a university, two – or four-year college, community college, or technical college, you are the one who decides whether or not to disclose your disability. For this session, we are going to call all of these places “college” for ease. This means that you are the only one who can ask for help. When you have problems and you need an accommodation, you must use your self-advocacy skills to get the accommodation you need. You already know which accommodations helped you in K – 12, and the same accommodations might help you in college. Let’s make a list of the accommodations you can think of that have helped you in school. Record this list of accommodations and keep it to be used at the end of this module.
Today, we are going to learn about how the Americans with Disabilities Act can help us in higher education, which means college.

Facilitator Note: Use the Module 4 PowerPoint slides, Pathways to Careers… The ADA in Higher Education.

Post Module for the Training Facilitator:

Post-Module Facilitator Note: After you have completed the PowerPoint and learning activities, summarize the session(s) with the group.
From the Pre-Module activity, post the list of accommodations and ask the group what they would like to add to the lists.

“Now that we have talked about accommodations in college, let’s see if we can add to the list we started before. Did you learn about new accommodations? Do you think any of these accommodations might help you in college? If so, let’s add those to our lists.”

SECTION 6: Learning Activities

Facilitator Note: 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 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 1A: “Same Accommodation, but Different Disabilities”

Time: 5 – 10 minutes

Facilitator Script: “One accommodation sometimes can help several students with difficulties they are having in the learning process, even though their disabilities are not the same. Let’s take a look at some accommodations that help students with disabilities when they are having difficulties. We will explore why the accommodation might be helpful because of the disability the student might have.”

Audio Books

“Why do you think audio books and being able to listen to information instead of having to read print might be helpful?
What disabilities might a student have that would be helped by audio books?” (If you need probes, you might ask, “What do you do with your hands when you are reading a book?” to prompt limited use of hands to hold a book or turn pages; or “Can you think of a reason why someone cannot make sense of text when they look at print?” to prompt a learning disability or dyslexia; or “What if a person cannot see the print?” to prompt vision loss or blindness.)

Let’s think of other reasons why audio books might be helpful to students with disabilities.

Using Computers instead of hand-writing assignments

“Why do you think using computers instead of having to hand-write your work might be helpful?
What types of disabilities might be helped by using computers instead of hand-written work?” (If you need probes, you might ask, “Does anyone know about speech to text software for computers? What disabilities might be helped by using speech to text software so that a computer could write for you?” to prompt vision loss or limited mobility; or Can you think of any other assistive technology for computers that might help someone with a disability who has problems with hand-written work?” to prompt responses such as track balls, one-handed keyboards, slowing down the speed of the cursor, sticky keys, etc. to prompt limited mobility, tremors, or spasticity in the hands.)

Let’s think of other reasons why using computers instead of using handwritten work might be helpful to students with disabilities.

Extended Time on Tests

“Why do you think extended time for taking a test might be helpful?”

What disabilities might be helped by extended time on tests?” (If you need a probe, you might ask, “What assistive technology might take more time to complete the test” to prompt magnification software or using a CCTV to both read the test and to write answers under magnification; or “Can you think of a reason why the test might have to be read to the student?” to prompt learning disability, dyslexia, blindness, etc.; or “Can you think of a reason why the student might need someone to write the answers to the test?” to prompt limited use of hands, spasticity, tremors, etc.; or “What if someone can’t see to read the test but also can’t hear the test being read aloud?” to prompt the need for a tactile interpreter and someone to write the answers for a Deaf-Blind student.)

Let’s think of other reasons why extended time on tests might be helpful to students with disabilities.

Activity 1B: “Take 3 Steps”

Time: 10 – 15 minutes

Facilitator Script: “When you need help in college, you should ask yourself the following 3 questions:

  • Why am I having problems or difficulties with my college or vocational classes?
  • What accommodation might help me with the problems I am having?
  • How will that accommodation help me with my college or vocational classes?

“You will need to answer these Why, What and How questions so that you can explain these 3 things to your teacher when you ask for an accommodation.”

“Let’s think of some accommodations that you might need in college. We will practice asking these 3 questions just as you would in preparing to ask your teacher for what you need.” As students volunteer an accommodation they might need, practice answering the 3 questions as a group to see if everyone thinks the answers are complete enough for a teacher to understand what you need to be successful in college.”

Activity 1C: “My Story Videos”

Time: 15 minutes or more

Facilitator Note: Using each of the following My Story videos, show the video and then ask the follow-up questions for that video. Since the videos range in length from a little over 7 minutes to just slightly under 10 minutes, plan to show them one at a time over multiple sessions and allow follow-up time for group discussion.
Source: New England ADA Center – Video Series – “Succeeding in College and Work, Students with Disabilities Tell Their Stories”

My Story—Valeska

Valeska Video
When Valeska was just three years old, her parents were told that she would never go to college. Valeska did struggle in school, but after many years of dropping in and out of school, Valeska found her way. As an older student with learning disabilities, she shares her strategies for success. Watch Valeska’s story. (9:34)
Link: newenglandada.org/videos/succeeding-college-and-work-students-disabilities-tell-their-stories-valeska
Facilitator Questions:

  • What kind of assistance did Valeska need?
  • What kind of assistance did Valeska give to others?

My Story—Santara

Santara Video
A college student with spina bifida explains the process of negotiating classroom accommodations that make the difference in her achieving academic success. (7:48)
Link: newenglandada.org/videos/succeeding-college-and-work-students-disabilities-tell-their-stories-santara
Facilitator Questions:

  • What kind of assistance did Santara need?
  • What advice did Santara give to others?

My Story— Alexander

Alexander Video
As an infant, Alexander developed a visual impairment. Alexander tells a story about how he covered up his disability all the way to junior high. When his ‘cover up’ was discovered by his teacher – it changed his life. Alexander is currently an engineer at Mathworks. (7:12)
Link: newenglandada.org/videos/succeeding-college-and-work-students-disabilities-tell-their-stories-alexander
Facilitator Questions:

  • What kind of assistance did Alexander need?
  • Have you ever felt like Alexander did when he tried to hide his difficulty with reading books? If so, why did you feel the way you did?

My Story— Danielle

Danielle Video
Danielle always wanted to be a nurse. While in nursing school, she is told by the Dean of Nursing she cannot become a nurse because she is missing her right hand. Watch Danielle find ways to negotiate an accommodation, succeed in nursing school, and land a job as a pediatric nurse. (9:42)
Link: newenglandada.org/videos/succeeding-college-and-work-students-disabilities-tell-their-stories-danielle
Facilitator Questions:

  • What kind of assistance did Danielle need?
  • Did Danielle give some advice that you feel you could use? If so, what was that advice?
  • How did you feel about what happened to Danielle when her ability to become a nurse was questioned?

Facilitator Note: “Now that we have seen the My Story videos and we have talked About Valeska, Santara, Alexander and Danielle, let’s think about our own stories. What’s your story? Take a little time to think about that, and then let’s share your story with the group.” (If you need prompts, you might ask, “What kind of assistance have you needed in school?” or “Have you disclosed about a disability, and how did you do that?” or “Have you had to try to hide your disability?” or “Have you had something happen to you because of your disability and you felt that what happened was unfair?

Activity #2: Art Projects & Musical Expression

Art Projects

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: “When Do I Need an Accommodation?”

Time: 10 minutes or more

Facilitator Note (Materials): Use large pieces of drawing paper and any art materials you like.

Facilitator Script:
“Students need accommodations at different times in the learning process. For example, some students need an accommodation:

  • outside of the classroom when they are studying or doing assignments;
  • in the classroom when they are getting information and participating with the class; or
  • when they are taking a test.

When do you need an accommodation? Or, do you need an accommodation at more than one time during school? If so, choose one of the times when you need an accommodation, and make a picture of yourself using that accommodation when you would need it. When I call time, we will get back together to share our artwork. Each of you can tell about the time when you will need an accommodation and the accommodation you chose for yourself.”

Facilitator Note: Following the work time, state, “Now let’s share with the group what accommodations you thought of to help you.”

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: “Accommodations 1, 2, 3”

Time: 10 minutes or more

Facilitator Script:
“Students need accommodations at different times in the learning process. For example, some students need an accommodation:

  • outside of the classroom when they are studying or doing assignments;
  • in the classroom when they are getting information and participating with the class; or
  • when they are taking a test.

Facilitator Note: This musical expression activity follows a Call and Response format. Using any object as the “Musical Wand,” each person in the circle or group can only “perform” when that person has possession of the Musical Wand. The first person with the Musical Wand calls out (musically) one of the three times named above when a student might need an accommodation. For example:
“Accommodation #1—Doing My Homework” or
“Accommodation #2—Being in Class” or
Accommodation #3—Taking a Test”

When the first person sings out one of these 3 times when an accommodation is needed, the Musical Wand is immediately passed to anyone else in the group, and the person who receives the Musical Wand has to sing out an accommodation that would work, such as the following:
“Accommodation #1—I need audio books to do my homework.” Or
“Accommodation #2—I need a sign language interpreter in the classroom. Or
“Accommodation #3—I need extra time for taking a test.”

The one ground rule is that everything must be in a musical form, and each call and response from everyone in the group must begin with Accommodation #1, 2 or 3.

Activity #3 Dramatic Arts

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

Activity 3A: “Take Three Steps”

Time: 10—15 minutes

Facilitator Note: Have the group divide into teams of two people. Give the following directions: “In teams of two people, each of you will take a turn at being the student asking for an accommodation, and your partner will be the teacher. We will use the three steps to state why, what and how about the accommodation you will need. If you are the teacher in the role play, ask about anything that is not clear to you about the requested accommodation or anything else you want to know from your student. When I call “switch places,” you will trade and the other person is now the student and you are the teacher. After we have had a chance to practice both roles, we will share your skit with the group. You can decide with your partner which role you want each of you to take. The group will then decide the why, what and how steps you used in your skit.”

Activity 3B: Self-Advocacy Skills – “The Great Debate”

Time: 5—15 minutes

Facilitator Note: If you used this activity previously in Module 2, but you feel that your group still needs practice with communicating in an assertive style rather than with a passive or aggressive style, use this activity as before. However, be sure to change the debate topics. Some topics of debate might be Summer vs. Winter, Chocolate vs. Strawberry, Halloween vs. Fourth of July, or any other topics to debate that one is better than the other. Give each member of the pair 30 seconds to argue the case for one over the other in one of the three communication styles, and then call “switch” and the other partner gets 30 seconds to make a case. Mix up the topics and the communication styles as each pair gets a turn in front of the group. The group might also have suggestions for new topics to be debated.

Activity 3C: Self-Advocacy Skills – “Take A Stand & Deliver”

Time: 10—15 minutes

Facilitator Note: Use the walls of your room to post either “Agree” and Disagree” on opposite walls, or, if you think your group is ready for a more complex task, also post “Strongly Agree” and “Strongly Disagree” on the other two opposite walls. Be sure to audio describe the exact locations for each of these choices so that all of your students will be well oriented.

Facilitator Script: “I am going to read a statement. You will decide if you agree or disagree with the statement (or if you strongly agree, agree, disagree, or strongly disagree with the statement). When I call “Take a Stand,” move to the wall that says how you feel about the statement. Then we will take turns sharing why we chose what we did when I say “Declare.”
(If your group is large, you might want to have a few members at each wall give their reasons for their choice rather than each member.)
Use statements such as the following:

  • When parts in movies or on television are people with disabilities, only actors that really have that disability should get that part, but not actors without disabilities—only actors with disabilities can play people with disabilities.
  • All public transportation should be free for people with disabilities.
  • Only a person with the same disability as you can understand your disability. People without disabilities cannot understand at all.

After each group that has taken a stand at one wall and has shared their reasons during the “Declare” time, ask, “After hearing their reasons for (agreeing/disagreeing, etc.), does anyone want to trade sides and go over to their side?’ Allow group members to switch to a new answer if they become convinced by the other group’s reasons. Try to give each member of the group an opportunity to advocate at least once for the stand they have taken by declaring their reasons for choosing that stand.

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: “And Now, A Word from the Real World”

Time: 5 – 15 minutes

Facilitator Note: Invite a speaker or a small panel of 2 to 4 people with disabilities to briefly share about an accommodation they needed in college. Using the three steps from the Take Three Steps activity, ask each person to share:

  • Why they were having difficulty?
  • What accommodation did they need?
  • How did it help each of them?

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 an accommodation they needed in college or vocational school. Using the three steps from the Take Three Steps activity, ask each person to share:

  • Why they were having difficulty?
  • What accommodation did they need?
  • How did it help each of them?

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

Contact the Disability Services Office at a local college to learn more about the process for requesting reasonable accommodations at the college. Write a one-page paper that identifies the person you talked with, a short description of the process. During the next class next session, present the information to the class.

Facilitator Note: We suggest contacting several Disability Services Offices at local colleges to make them aware of this activity. It is best to identify one person at each DSO who would be willing to talk with the students.

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 (*).

  • The same laws that helped me in high school are used by colleges.
  • Yes
  • No*
  • I have the same rights as anybody else to go as far as my abilities can take me.
  • Yes*
  • No
  • I have to disclose my disability in order to get accommodations in college.
  • Yes*
  • No
  • I am required by law to tell my college that I have a disability.
  • Yes
  • No*
  • Accommodations in college can help me be successful.
  • Yes*
  • No
  • Getting an accommodation in college means I don’t have to do all the work assigned to me.
  • Yes
  • No*
  • My college must give me an accommodation in a class even if it changes the learning objectives of the class.
  • Yes
  • No*
  • There are college programs that will allow me to go to college even if I did not earn a high school diploma.
  • Yes*
  • No
  • Think College is a program that helps students learn about opportunities to go to college.
  • Yes*
  • No
  • Vocational Rehabilitation can help me get things I need to be successful in college.
  • Yes*
  • No

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

more resources to format:

https://www.affordablecollegesonline.org/accessibility/students-with-disabilities-careers/
Career Guide for Students With Disabilities
Affordable Colleges

Career Resources for Students with Disabilities
https://behrend.psu.edu/academics/academic-services/career-services/resources/identity-groups/students-with-disabilities

Student Disability Resources (SDR)
https://behrend.psu.edu/student-life/student-disability-resources
Penn State Behrend

Scroll to Top