Print đź–¨ PDF đź“„

Module 7: Pathways to Careers: The ADA and Reasonable Accommodations on the Job

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 7: Pathways to Careers: The ADA and Reasonable Accommodations on the Job

Module 7: The ADA and Reasonable Accommodations on the Job provides a basic overview and understanding of the concept of reasonable accommodations and how a person may obtain and use them in the workplace. The module also addresses disclosing a disability and requesting accommodations from an employer. Discussion questions are incorporated throughout the presentation. Interactive exercises are provided to reinforce the content from the presentation.

The presentation provides a basic overview of reasonable accommodations: when to request them, how to disclose one’s disability as related to a request for accommodations, the strategies to use when asking for them, and the information an employer may ask of the employee who is making the request. Combined with the suggested advance readings that students can access, the initial exercise focuses on helping students make the transition in thinking about accommodations they have received at school to thinking about accommodations they could use on a job. The presentation and the interactive exercises engage students with examples they may encounter in their lives, with the PowerPoint presenting some examples and the interactive exercises engaging students to generate their own. The overall goal of this module is to broadly introduce students to the concept of what accommodations are and how to navigate the process of obtaining them on the job.

Learning Objectives

The student will:

  • Be introduced to the idea of reasonable accommodation to guarantee equality in the workplace.
  • Learn that accommodations can be requested at any time.
  • Be introduced to disclosure of disability and the student’s rights when disclosing.
  • Learn strategies for requesting an accommodation.
  • Learn what rights an employer has in granting an accommodation.
  • Learn about sample reasonable accommodations for a range of disabilities.

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 lesson on the ADA and Reasonable Accommodations on the Job (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 Reasonable Accommodations on the Job. The goal is to introduce students to the idea of requesting accommodations in the work 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 and Reasonable Accommodations on the Job. 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 and Reasonable Accommodations on the Job.”

3. Interactive Exercises

Several interactive exercises are provided to engage the students in considering specific examples that relate to the material in “The ADA and Reasonable Accommodations on the Job.” 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

Web Courses

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 The ADA and Reasonable Accommodations on the Job.

Readings

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 at work and on the job. In grades kindergarten – 12, many people can help you when you are having problems in school, including parents, family members, and teachers. At a job, you are the one who decides whether or not to disclose your disability. This means that you are the only one who can ask for help. When you have problems and you need an accommodation, you have to 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 at your job.

Let’s make a list of the accommodations you can think of that have helped you in school. List responses to the questions as you proceed with this activity and save these responses for use at the end of the module.
Questions:

  • What does “reasonable accommodation” mean to you?
  • When would you ask for a reasonable accommodation?
  • What do you think the word “reasonable” means when we talk about “reasonable accommodations?”

Today we are going to learn about the Americans with Disabilities Act and reasonable accommodations at work.

Facilitator Note: Use the Module 7 PowerPoint slides, Pathways to Careers… Skills for Successful Employment.

Post Module for the Training Facilitator:

Facilitator Note: After you have completed the PowerPoint and learning activities, summarize the session(s) with the group. From the Pre-Module activity, review the lists of places in the community that people with disabilities would have problems going and doing things to do in the community in which people with disabilities might not be able to participate or enjoy.

“Now that we have finished this module on the ADA and access to the community, are there places or things on these lists that we want to cross off since we now know that people with disabilities have a right to advocate for accessibility and inclusion in the community?” (Make a strike through any item on the list that the group agrees does not belong there. For any items that remain, ask if anyone can think of a way that this could be made accessible to, or inclusive of, people with disabilities.)

SECTION 6: Learning Activities

For the Training Facilitator:

Facilitator Note: Learning activities have been designed to reinforce the content from the PowerPoint presentation. 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 designed to reinforce the content from the PowerPoint presentation, suggested time frames are included below. Please keep in mind the age of your youth as well as the 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: “An Inclusive Community”

Time: 15 minutes or more

Facilitator Script: “An inclusive community respects and values all of the people who live, work, and play in that community. In an inclusive community, people have access to the goods, services, and resources that the community provides. That means the inclusive community has eliminated as many problems, barriers, and obstacles as possible so that everyone has the opportunity to participate in everything in the community.”

“What does an inclusive community look like? Let’s think about the grocery store in the community.”

  • What does the entrance to your local grocery store look like?” (No-step entrance, doors that open for you, etc.)
  • Can anyone think of another place in the community that has an entrance that is also easy for everyone and inclusive?

“Now let’s think of an intersection and safely crossing the street. In an inclusive community, what are some things that would help everyone in the community to be safe while crossing the street?”

Examples:

  • Curb cuts to eliminate stepping down or stepping up when crossing the street to assist people with mobility limitations, balance problems, and everyone who can easily miss a step! Curb cuts can also assist people with wheeled luggage, briefcases, baby strollers, grocery carts, delivery hand trucks, etc.
  • Detectable warnings (the bumps that are on the curb cut) to alert everyone that you are walking into the street—anyone can get distracted!
  • Audible signals for anyone who cannot clearly see the traffic lights—sometimes the sun is in our eyes —or a person cannot see the lights at all.
  • Visible countdown signals or other “Don’t Walk” warnings that alert anyone who cannot hear the traffic and may not know if it is safe to cross.

“Now let’s think about public transportation and getting around in an inclusive community. On the public bus or light-rail system, what features would make the public transportation system inclusive and easier for everyone to use?”

Examples:

  • Kneeling buses to create a no-step entrance so that everyone can board easily and not miss a step.
  • An exterior button on the light-rail car so that anyone can independently request the ramp when entering, and an interior button to request the ramp for exiting.
  • Automated announcements that alert everyone about where the public transit is on its route, and what the upcoming stops will be. (Anyone can get involved in conversation and miss a stop!)
  • Overhead scrolling announcements to provide visible information for anyone who cannot hear the audible announcements, or when it is just too loud on the crowded public transit.

Facilitator Note: If public transportation is not available in your community, this example would not be applicable.

“What about restaurants in an inclusive community? What would you find there to make it easier for everyone in the community to enjoy that restaurant?”

Examples:

  • No-step entrances, wide aisles to get around the tables, etc.
  • Signage indicating accessible features.
  • Accessible restrooms.
  • Menus in alternate formats, such as large print or Braille.
  • Wait staff who are trained to provide sighted-guide assistance, if requested.
  • Wait staff who are trained to read the menu, if requested.
  • Wait staff who are trained to communicate with anyone who cannot hear or speak clearly. (Pointing to menu items, writing short notes, and showing patience!)
  • Staff who are trained to use relay telephone communications.
  • Staff who are trained about service animals.

“What about going to the movies in an inclusive community? What features would allow everyone to enjoy the movies together?”

Examples:

  • No-step entrances, no-step paths of travel, accessible seating, etc.
  • Signage indicating accessible features.
  • Accessible restrooms.
  • Equipment to provide captioning for anyone who has trouble hearing the conversation in the movie.
  • Audio description for anyone who has trouble seeing the actions and visual parts of the movie, and anyone who finds it difficult to catch details in the plot or actions of the movie.
  • Warnings about loud noise levels for people who have service animals or people who are sensitive to high noise levels.

“What about voting in an inclusive community? In any community, it is important to include all of the people who can vote in the decision-making processes that affect their lives. What are some ways that voting can be inclusive of everyone who can vote?”

Examples:

  • No-step entrances, no-step paths of travel, accessible seating, etc.
  • Accessible voting machines for anyone who would like to have the ballot read to them and marked for them.
  • Lowered voting booths for anyone who is seated or needs to be seated while voting, or anyone short of stature.
  • Poll workers who are trained to provide sighted-guide assistance, if requested.
  • Poll workers who are trained to communicate with anyone who cannot hear or speak clearly. (Pointing or gesturing, writing short notes, pictures, or ballot examples, and showing patience!)
  • Poll workers who are trained to understand service animals.

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: “My Inclusive Community”

Time: 15 minutes or more

Facilitator Note: If your group is especially 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 youth as well as the individual skill levels and specific disabilities to allow time frames that are appropriate for your group. If you have members of your group who will have difficulty manipulating art materials, such as youth who have difficulty using scissors due to limited hand dexterity, consider working in partners or small groups.

Facilitator Note: Using any art materials and a large piece of paper (drawing paper, flip-chart pages, etc.), have each person create a picture as follows.
“What do you think of when you hear the words ‘My Inclusive Community’? Do you think of something you want to have in your inclusive community because it is important to you? On the other hand, do you think of something you want to have in your inclusive community because it is important for a family member or friend or someone else in your community?
Using these art materials, create a picture that shows one or more things that are very important to you in order to have an inclusive community. When I call time, we will get back together to share our pictures, and to share what we chose as the important things that we want for our inclusive community.”

Facilitator Note: If you have members of your group who will have difficulty creating artwork by themselves, consider having the group work in pairs or small groups of 3 to 4 members. You may change the assignment to “Our Inclusive Community” so that each person can contribute ideas to the final picture.

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: “My Inclusive Community”

Time: 15 minutes or more

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 who is given the Musical Wand has to call out in song a place to go in the community in the following format:

  • “I want to go to the grocery store.  What do I need?”

Then the Musical Wand is immediately passed to anyone else in the group, and the person who receives the Musical Wand has to sing out a feature that would give someone access and inclusion at that place using the following format:

  • “I need automatic doors.” or
  • “I need no steps to get inside.” or
  • “I need someone to reach the high shelves.” or
  • “I need someone to be my sighted guide.” or
  • “I need someone to load my car.”

The members of the group continue to pass the Musical Wand around as long as someone has a response to add that names a new feature that a person might need for access and inclusion at that place.

Then the activity starts all over, and another person is given the Musical Wand and has to call out in song a place to go in the community in the same format.

Facilitator Note: If your group needs prompts for places to go in the community, you might use any of the following as the “Call” for prompting responses from your group: 

  • “I want to go to my favorite restaurant.  What do I need?”
  • “I want to go to the movies.  What do I need?”
  • “I want to go to the City Park.  What do I need?”
  • “I want to go on the public bus.  What do I need?”
  • “I want to go to the polls to vote.  What do I need?”
  • “I want to go to my neighborhood library.  What do I need?”

Think about places in your community that the members of your group might be familiar with and include those places in this activity.

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: “Advocacy in the Community”

Time: 15 minutes or more

Facilitator Note: Using partners or small groups, have each pair or each small group create a skit about one of the following scenarios, and act out the skit in front of the group. Following each dramatic arts performance, ask for feedback from the group about the advocacy techniques shown in the skit. Ask the group if they have any suggestions for the situation shown in the skit.

Scenario #1: Your small group is planning a trip to the public library to do research on a project and to find resources. Everyone in the group is responsible for a different section of the project. Since one of your group members has low vision and uses a screen reader on the computer and audio materials, you decide to visit the public library ahead of time to talk to a staff member and find out if these will be available. When you find out that these features are not available at this public library location, what do you do to advocate for yourself and your group? Remember, you will have to get your own work done when your group visits the public library.

Scenario #2: You and three of your friends want to get tickets at the local sports arena for an upcoming big concert. Your friends have given you the money for their tickets. You volunteered to go to the box office to get the tickets. Since one of your friends uses a manual wheelchair and all of you want to sit together to enjoy the concert, you ask the box office person for 4 tickets in the accessible seating section. The person in the box office glares at you, and says you do not look like you need a ticket for the accessible seating area. As you try to explain, the box office person continues to give you a hard time and is very impatient with you. What will you do to advocate on behalf of yourself and your group so your entire group can be seated together for the concert?

Scenario #3: A group of friends in your neighborhood would like to meet in a nearby park for a picnic. The park has an accessible table in the picnic area of the park, so it would be an ideal place for your group since several of your neighborhood friends use a manual or a power wheelchair. In addition, two of your friends have low vision and travel with canes. The problem is that there is a very busy intersection that your group will have to cross to get from your neighborhood to the park. There are also missing curb cuts and no detectable warnings at that intersection. Both of these will be important for your group to cross the intersection safely. You decide to meet with a person in the City Streets Department to explain what your group needs, but the person is dismissive and immediately say “No, we can’t do that!” What do you do now to advocate for yourself and your neighborhood group?

Scenario #4: You and two of your friends want to go to a popular restaurant. You have heard really good things about it. All of you have trouble reading because of autism or learning disabilities, but you all decide to ask the wait staff person to read the menu for you. When your wait staff person arrives at your table and you make the request to read the menu for your group, the wait staff person replies, “Oh, come on! I saw you guys come in, and you didn’t have any problems finding your way to your table—you can all see the menu!” How do you explain your need for assistance without having to disclose personal information that will make you and your friends feel uneasy? Also, how do you win this person over so that you can get the help you and your friends need to enjoy dining at this restaurant?

Scenario #5: You want to go with your friends to see a play at a local community theater, but you know you will need a sign language interpreter to be able to enjoy the play. You do not want to be left out and tell your friends that you have other plans for that evening as you have done so often in the past. How will you approach this community theater and ask for a sign language interpreter? What if you ask, but the theater person says, “We can’t do that—sign language interpreters cost a lot of money, and you are only paying for one ticket!”

Scenario #6: You are voting for the first time and have just been given your ballot. Because you have a visual processing disability, you planned to use the accessible voting machine so it will read the ballot to you and mark the ballot correctly for you. When you tell the poll worker that you want to use the accessible voting machine, the poll worker tells you, “No, that voting machine is reserved for people who cannot see to vote. Let me show you to one of the regular voting booths.” Since you know that this will not work for you, what do you say to the poll worker?

Scenario #7: Your best friend is a person who is Deaf and travels with a service animal to alert her/him to things s/he does not hear. You want to go with your friend to try out a brand-new Mexican restaurant. You decide to visit the restaurant first to make sure the staff understands about service animals. When you try to explain to the staff member that you will be coming back with your friend and a service dog, the staff member replies, “Oh, no—we don’t allow dogs in the restaurant. You will have to sit outside in the patio area!” Knowing that it may be rainy or windy and that the service dog is allowed in the restaurant because of the ADA, you do not want to agree to this. What do you do?

Scenario #8: You and your group of friends all have low vision or total vision loss. There is no option for attending first-run movies with audio description in your community. You and your friends feel left out when everyone is talking about the latest big blockbuster movie. You decide to make a plan to approach one of the many large movie theaters with multiple screens to request the addition of equipment to show movies with audio description. When you meet with the theater manager, that person has no idea about what you are requesting. What does your group do now?

Scenario #9: You have a favorite store where you like to shop. One thing that really bothers you is that the store staff routinely set up displays in the aisles. You know that this will be a problem for your friends who use mobility devices or who have vision loss and may trip over unexpected obstacles in the aisles. Today, you have decided to talk to a store manager about this problem. What do you plan to say? What if the store manager simply shrugs you off and says, “We have to set up displays somewhere!” Now, what do you do?

Scenario #10: You really like meeting your friends at an arcade at a shopping center in your community. Your Mom drives an accessible van and she does not want to go there since there is never an accessible parking space for her to drop you off or to wait for you when picking you up. You and your group of friends decide to go to the shopping center one weekend and to count all the parking spaces to see if the shopping center has enough accessible parking spaces. After your group does the research, you discover that the shopping center needs to add 6 more accessible spaces. What do you plan to do with this information? Who do you plan to talk to? What will you and your group say?

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 a time when they had to advocate for something they needed in the community. 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 they had to advocate for something they needed in the community. 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, rubber ball, and a bottle of liquid bubbles (Activity 1).
  • 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 one place in the community (examples: restaurant, store, park, bank, library, movie theater, etc.). Choose one of the following activities:

  • Identify one barrier or obstacle to accessibility at the place you visited, or;
  • Identify one problem that will prevent people with disabilities from being included or being able to participate fully in the things that happen at the place you visited.

During the next session, we will share the barriers and problems we identified in the community.

Possible Group Activity

Facilitator Note: You may wish to provide a self-advocacy experience for students that would allow them to follow up on the barriers and problems that the group has identified in the community.
If you would like to provide a self-advocacy experience your students, consider using the guide, ADA: Starting the Conversation with a Business .

Link: adata.org/americans-disabilities-act-starting-conversation-business

The ADA: Starting the Conversation with a Business, is a guide that people with disabilities can use to give a business feedback about their accessibility. This is not an assessment of ADA compliance. It is a tool to start a conversation about 1-2 steps a business could take to make their business more accessible to and usable by their customers with disabilities.

Using this guide, a team of people with disabilities can offer a business:

  • Specific information on the Americans with Disabilities Act (ADA);
  • Feedback on making their business more accessible; and
  • Follow-up to track changes and improvements.

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 ADA only applies to employment.
  • Yes
  • No*
  • Audible crosswalk signs help all people to cross streets safely.
  • Yes*
  • No
  • Public transportation systems must be accessible to people with disabilities.
  • Yes*
  • No
  • Paratransit systems are for people who cannot ride public transportation due to a disability.
  • Yes*
  • No
  • The ADA ensures that people with disabilities have equal access to voting locations.
  • Yes*
  • No
  • Business and governments must make every effort to communicate with people in the way the person with a disability chooses.
  • Yes*
  • No
  • Restaurants and stores must allow service dogs into their stores.
  • Yes*
  • No
  • Audio description allows people who are blind to enjoy a movie or show.
  • Yes*
  • No
  • Arenas, stadiums and theaters must provide accessible seating for wheelchair users.
  • Yes*
  • No
  • Governments must allow equal access for you to enjoy programs and services.
  • Yes*
  • No

SECTION 9: Resources for Students

Additional Reading and Videos

Scroll to Top