Module 7 – links

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 will also address disclosing a disability and requesting accommodations from an employer. Discussion questions are incorporated throughout the slide presentation. Interactive exercises are provided to reinforce the content from the slide presentation.

The PowerPoint 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 PowerPoint presentation and the post-lecture 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.

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 in order to increase inclusion in the classroom.

Tips for Teaching Students with Disabilities

Source: Owensboro Community and Technical College
Link: owensboro.kctcs.edu/Faculty_and_Staff/Disability_Services_Faculty_and_Staff/Disability_Policies/Tips_for_Teaching.aspx

Teaching Students with Disabilities

Source: Vanderbilt University Center for Teaching
Link: cft.vanderbilt.edu/guides-sub-pages/disabilities/

Information for Teaching Students with Disabilities

Source: Rochester Institute of Technology – Disability Services Office
Link: www.rit.edu/studentaffairs/disabilityservices/info.php

Successful Strategies for Teaching Students with Learning Disabilities

Source: Learning Disabilities Association of America
Link: ldaamerica.org/successful-strategies-for-teaching-students-with-learning-disabilities/

Teaching Students with Special Needs

Source: Teacher Vision
Link: www.teachervision.com/special-education/new-teacher/48460.html

Instructional Strategies

Source: Understood: for Learning & Attention Issues
Link: www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies

Tips for Teaching Students with Disabilities

Source: The University of Wyoming — University Disability Support Services
Link: www.uwyo.edu/udss/information-for-faculty-and-staff/tips-for-teaching.html

23 Ways to Communicate with a Non-Verbal Child

Source: Special Needs Resources
Link: www.friendshipcircle.org/blog/2013/04/16/23-ways-to-communicate-with-a-non-verbal-child/

At a Glance: Classroom Accommodations for Nonverbal Learning Disabilities

Source: Understood: for Learning & Attention Issues
Link: www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-nonverbal-learning-disabilities

9 Tips on Nonverbal Communication in the Classroom

Source: Teaching Community Where Teachers Meet and Learn
Link: teaching.monster.com/benefits/articles/9350-9-tips-on-nonverbal-communication-in-the-classroom

Customizing the Lesson Using Lecture 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 an instructor for this particular 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 lecture 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: 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 4: Suggested Advance Preparation for Instructors

Readings

ADA and Employment Rights Resource List (PDF)

Source: Southeast ADA Center
Link: adasoutheast.org/publications/resourcelists/ada_employment_disability_resources.pdf

Employers’ Practical Guide to Reasonable Accommodation Under the Americans with Disabilities Act (ADA)

(SOAR) system is designed to let users explore various accommodation options for people with disabilities in work and educational settings. These accommodation ideas are not all inclusive. If you do not find answers to your questions, please contact JAN directly. The staff of experienced consultants is happy to discuss specific accommodation needs in a confidential manner.
Source: Job Accommodation Network (JAN)
Link: askjan.org/Erguide/

JAN’s Searchable Online Accommodation Resource

Source: Job Accommodation Network (JAN)
Link: askjan.org/soar/index.htm

JAN List of Publications and Resources on Reasonable Accommodation

Source: Job Accommodation Network (JAN)
Link: askjan.org/topics/reasacc.htm

EARN Information on Reasonable Accommodation

Source: Employer Assistance and Resource Network on Disability Inclusion (EARN)
Link: www.askearn.org/topics/laws-regulations/americans-with-disabilities-act-ada/reasonable-accommodations/

Employment (ADA Title I) Topic Search on ADA National Network Website

Source: ADA National Network
Link: adata.org/topic/employment-ada-title-i

The Americans with Disabilities Act: Applying Performance and Conduct Standards to Employees with Disabilities

Source: Equal Employment Opportunity Commission (EEOC)
Link: www.eeoc.gov/facts/performance-conduct.html

Revised Enforcement Guidance: Reasonable Accommodation and Undue Hardship under the Americans with Disabilities Act

Source: Equal Employment Opportunity Commission (EEOC)
Link: www.eeoc.gov/policy/docs/accommodation.html

Key ADA and GINA [Genetic Information Nondiscrimination Act] (PDF)

Documents Available from the U.S. Equal Employment Opportunity Commission.
Source: Mid-Atlantic ADA Center
Link: www.adainfo.org/sites/default/files/EEOC%20ADA%20and%20GINA%20Publications%20_July%202016__1_0.pdf (PDF 7 pages)

Webinar: Hot Topics in Reasonable Accommodation (10-27-16)

This webinar, presented by Jeanne Goldberg, Senior Attorney Advisor in the Office of Legal Counsel at the U.S. Equal Employment Opportunity Commission (EEOC) reviewed court decisions issued in 2015-16 raising new reasonable accommodation issues, highlighting examples of employer pitfalls and best practices for ADA compliance.
Source: Mid-Atlantic ADA Center
Link: www.adainfo.org/training/webinar-hot-topics-reasonable-accommodation-10-27-16

USDOL Information on Tax Incentives for Businesses

Provides information on the three tax incentives that are available to help employers cover the cost of accommodations for employees with disabilities and to make their places of business accessible for employees and/or customers with disabilities.
Source: U.S. Department of Labor (USDOL)
Link: dol.gov/odep/topics/FinancialEducationAssetDevelopment.htm

ADA Quick Tips – Tax Incentives

Source: ADA National Network
Link: adata.org/factsheet/quicktips-tax

Web Courses

Foundations of the Americans with Disabilities Act Web Course (Southeast ADA Center)

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
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: 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

The ADA: Your Employment Rights as an Individual with a Disability

Source: Equal Employment Opportunity Commission (EEOC)
Link: www.eeoc.gov/facts/ada18.html

The ADA: Your Responsibilities as an Employer

Source: Equal Employment Opportunity Commission (EEOC)
Link: www.eeoc.gov/facts/ada17.html

ADA Live Episode 43: ADA and Employment: Disclosure and Reasonable Accommodations (Podcast)

Source: Southeast ADA Center
Link: adalive.org/episode43

ADA Live Episode 27: Employment and Reasonable Accommodations (Podcast)

Source: Southeast ADA Center
Link: adalive.org/episode27

Fact Sheet: Reasonable Accommodations in the Workplace

Source: Northwest ADA Center
Link: nwadacenter.org/factsheet/reasonable-accommodations-workplace

Websites

National Collaborative on Workforce and Disability – Youth

NCWD/Youth is a source for information about employment and youth with disabilities. Partners — experts in disability, education, employment, and workforce development — provide high quality, relevant information.
Source: National Collaborative on Workforce and Disability (NCWD)
Link: www.ncwd-youth.info

 

SECTION 6: Presentation — PowerPoint Slides

For the Training Facilitator:

Pre-Module 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 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.

 

 

Module 7 PowerPoint slides, Pathways to Careers… The ADA and Reasonable Accommodations on the Job

Slide 1 – Pathways to Careers…. Skills for Successful Employment

Slide 1 Notes — Pathways to Careers…. The ADA and Reasonable Accommodations on the Job

Objective: The student will learn about reasonable accommodations at work

Facilitator Talking Points:

Today we are going to learn about Reasonable Accommodations at Work

 

 

Slide 2 – What is a Reasonable Accommodation?

Slide 2 Notes – What is a Reasonable Accommodation?

Objective: The student will be introduced to the idea of reasonable accommodation to give you an equal chance to do your job.

Facilitator Talking Points:

We all have things that we do well. Some people like and do well with jobs that require a lot of detail. Other people do not like the details. Some people are good at repairing cars. Other people have no idea how to fix a car. Even though we have skills that are unique to us, having a disability may make it more difficult to do the job. Sometimes, in order for you to have an equal opportunity, an employer may need to give you a reasonable accommodation.

Any time an employer changes something about your job so you can do it better, that is called an accommodation. Accommodations must be considered reasonable. This means the change must be fair. This means that an accommodation cannot be so expensive that it causes a big problem for your employer.

This also means that the accommodation cannot change the “essential functions” of your job, which are the reasons why your job exists. You will still have to do the job you were hired to do. It also means your accommodation does not change how a co-worker does his or her job., The accommodation can help you do your job better.

Let’s think about this a little more. You are hired to set up surgical trays at a hospital. The essential functions of the job are to get supplies from a storeroom, follow cleanliness procedures, and arrange the instruments on a tray for the doctors. The hospital performs 50 surgeries a day. You cannot ask your boss to reduce the number of trays you have to set up from 50 to 30. Setting up 50 trays is part of the essential function of your job. To fix 50 trays – and not 30 – is a reason why your job exists. To change this requirement of your job would not be fair to your boss and co-workers, so it would not be a reasonable accommodation.

What is an example of a reasonable accommodation that you could ask for? Because you have a disability, you can’t climb up to reach the surgical supplies that are stored on shelves above your head. You could ask that the boxes of supplies be moved and stored in a place where you can reach them. This means you will be able to do your job better. It will be easier for you, but the actual job you were hired to do is the same.

Let’s think about another example. You work as a clerk at a grocery store. You are required to work full time and the store always has two clerks on duty. Due to your disability, you ask to work part-time. If your hours were reduced then the second clerk would have to do twice the work and could not get her own work done. In this case, your employer would not have to reduce your hours as an accommodation. Because you are required to work full time, just like your co-worker, you are being treated equally. The ADA requires that workers with disabilities are treated equally and have the same opportunities as workers without disabilities. Workers with disabilities do not get special treatment. Any reasonable accommodation you get must be equal and fair to you, to your boss and to your co-workers

 

 

Slide 3 – When Can I Get a Reasonable Accommodation?

Slide 3 Notes – When Can I Get a Reasonable Accommodation?

Objective: The student will learn that accommodations can be requested at any time.

Facilitator Talking Points:

You can ask for a reasonable accommodation at any time during the job process. You do not even have to be an employee yet.

If you are D/deaf, you might ask a future employer to provide a sign language interpreter so you can participate in the interview.

If it is hard for you to understand written directions for pre-employment testing, you can ask that someone read the instructions to you.

After you start work you may find you are having problems remembering the order you do your job in. You could ask your employer to give you written instructions you can follow so each step is broken down.

Let’s say you have been on your job for years and have never requested an accommodation because you could do your job without it. Then, your disability gets worse. You find it hard to stand for long periods of time. You could request that your employer allow you to do your work sitting down sometimes.

Slide 4 – Making the Decision to talk about my Disability

Slide 4 Notes – Making the Decision to talk about my Disability

Objective: The student will be introduced to disclosure of disability and the student’s rights when disclosing.

Facilitator Talking Points:

Your employer needs to know you are having a problem at work in order to give you an accommodation.

You will need to tell your employer that you have a disability in order to request an accommodation. This is called disclosing your disability. To disclose means to reveal something.

Disclosing your disability is a very personal decision that you should think about very carefully.

You should ask yourself:

  • What do I gain if I tell my employer about my disability?
  • How much should I tell my employer? You need to think about what words to use when you tell your employer.

If you use general terms like mental illness, or blindness, that really does not say how your disability has made it a problem for you to do your job. If you say, “because I don’t see well, I am having trouble reading labels on boxes. I need something to make the words larger.” You have now told your boss what the problem is and what you may need.

You may have used something at school or home that helped you with school work or housework. You can mention this to your employer as an example of something that works for you. It’s important for you to remember that if you disclose your disability to an employer (whenever you do it), you have the right to be treated with respect by your employer.

Finally, sometimes out of pride or fear, we wait to tell someone we need help. Do not wait too long to disclose and ask for a reasonable accommodation. Waiting too long could mean you will lose your job.

Slide 5 – How Do I Ask for Reasonable Accommodation?

Slide 5 Notes — How Do I Ask for Reasonable Accommodation?

Objective: The student will learn strategies for requesting an accommodation.

Facilitator Talking Points:

The Americans with Disabilities Act does not tell us one specific way to ask for a reasonable accommodation. In fact, you do not even have to use words like reasonable accommodation when you request help.

You can talk to your boss directly. If you prefer, you can write a note asking for help. You can even ask a co-worker, a friend, a family member, or your vocational rehabilitation counselor to make the request for you. Of course, this training is about learning to advocate for yourself. If possible, you should ask for the accommodation yourself. Nobody knows what you need better than you. For additional information on having someone else ask for an accommodation on your behalf, here is information from the Equal Employment Opportunity Commission [www.eeoc.gov/policy/docs/accommodation.html]

 

Keep in mind, your employer may have a policy that you should follow. Your boss cannot punish you for asking for an accommodation. It is your right to ask for a reasonable accommodation. Your employer must work with you to find a reasonable accommodation that works for you.

Slide 6 – Does My Boss Have to Give Me a Reasonable Accommodation?

Slide 6 Notes – Does My Boss Have to Give Me a Reasonable Accommodation?

Objective: The student will learn what rights an employer has in granting an accommodation.

Facilitator Talking Points:

When you ask for an accommodation, your employer is required to have conversations with you about the problem you are having and what accommodation might work best. This means that you and your employer should work together to come up with a solution.

Your employer is required to find an accommodation for you, even if it means changing the job you do, provided it is equal to the job you have.

There are some times when an employer does not have to give you an accommodation.

  • If the accommodation is going to cost a lot of money and your employer can prove they cannot afford it, then the employer may not be able to give you an accommodation.
  • If the accommodation you need is very complicated, difficult to operate at the workplace, is very large or, for some reason, very elaborate, then an employer may say the accommodation cannot be done.
  • If the accommodation changes how things are done at the business or it changes the reason why your job exists (these are called essential functions), then an accommodation can be denied.
  • Your employer also cannot change the production rate for you. If you are supposed to produce so many products an hour, you cannot ask to do less work.
  • An employer gets to choose the accommodation you can have as long as it works for you.

Slide 7 – What Happens if I Don’t Get a Reasonable Accommodation?

Slide 7 Notes — What happens if I don’t get a reasonable accommodation?

Objective: The student will learn where to seek help if they are unsure if their rights have been violated.

Facilitator Talking Points:

There are times when an employer will deny an accommodation.  Perhaps the accommodation is too expensive, sometimes the accommodation is very elaborate.  If the accommodation changes the essential functions of the job, that is, changes the reason your job exists, then you may be denied an accommodation.  Sometimes you might not be sure if your rights under the ADA were violated.  Staff from the Southeast ADA Center can listen to your concern and give you advice.  You can either call 1-800-949-4232 or you can send an email to adasoutheast@law.syr.edu.  If your rights may have been violated, they can tell you what you should do next.

 

 

Slide 8 — Reasonable Accommodation — Traci (slide 1 of 2)

Slide 8 Notes — Reasonable Accommodation — Traci (slide 1 of 2)

Objective: The student will learn about sample reasonable accommodations for a range of disabilities.

Facilitator Talking Points:

Read the scenario about Traci. Students may not be familiar with a particular disability and will require additional information from the instructor. There are many reasonable accommodations for someone who is blind or has low vision. Examples include: an oversized keyboard that would help someone with low vision see the keyboard better, a screen magnifier, or a screen reader (a software application that converts text into synthesized speech allowing user to listen to the content).
Slide 9 – Reasonable Accommodation – Traci (slide 2 of 2)

 

Slide 9 Notes — Reasonable Accommodation — Traci (slide 2 of 2)

Objective: The student will learn about sample reasonable accommodations for a range of disabilities.

Facilitator Talking Points:

These are a number of reasonable accommodations for someone who has low vision. Read the scenario about Traci. Students may not be familiar with a particular disability and will require additional information from the instructor. Examples of reasonable accommodations include an oversized keyboard that would help someone with low vision see the keyboard better, a screen magnifier, or a screen reader: (a software application that converts text into synthesized speech allowing the user to listen to the content).

Slide 10 – Reasonable Accommodation – Armando (slide 1 of 2)

Slide 10 Notes – Reasonable Accommodation – Armando (slide 1 of 2)

Objective: The student will learn about sample reasonable accommodations for a range of disabilities.

Facilitator Talking Points:

There are many reasonable accommodations for someone who has hearing loss. Read the scenario about Armando. One example of an accommodation is a captioned phone. Captioned phones display captioned text during phone calls for those individuals who are hard of hearing or have some degree of hearing loss. Another accommodation is termed Communication Access Real Time Translation or CART. CART is a system that transcribes spoken speech into written text via a trained CART operator. And another accommodation is a sign language interpreter. Sign language interpreters are trained professionals who translate the spoken word into American Sign Language or another preferred sign language identified by the consumer.

 

 

Slide 11 – Reasonable Accommodation – Armando (slide 2 of 2)

Slide 11 Notes – Reasonable Accommodation – Armando (slide 2 of 2)

Objective: The student will learn about sample reasonable accommodations for a range of disabilities.

Facilitator Talking Points:

There are many reasonable accommodations for someone who has hearing loss. Read the scenario about Armando. One example of an accommodation is a captioned phone. Captioned phones display captioned text during phone calls for those individuals who are hard of hearing or have some degree of hearing loss. Another accommodation is termed Communication Access Real Time Translation or CART. CART is a system that transcribes spoken speech into written text via a trained CART operator. And another accommodation is a sign language interpreter. Sign language interpreters are trained professionals who translate the spoken word into American Sign Language or another preferred sign language identified by the consumer.

 

Slide 12 – Reasonable Accommodation – Mary (slide 1 of 2)

Slide 12 Notes – Reasonable Accommodation – Mary (slide 1 of 2)

Objective: The student will learn about sample reasonable accommodations for a range of disabilities.

Facilitator Talking Points:

There are a number of reasonable accommodations for someone with a physical disability. Read the scenario about Mary. This scenario is specific to flexible work scheduling as an accommodation.

 

Slide 13 – Reasonable Accommodation – Mary (slide 2 of 2)

Slide 13 Notes – Reasonable Accommodation – Mary (slide 2 of 2)

Objective: The student will learn about sample reasonable accommodations for a range of disabilities.

Facilitator Talking Points:

There are a number of reasonable accommodations for someone with a physical disability. Read the scenario about Mary. This scenario is specific to flexible work scheduling as an accommodation.

 

Slide 14 – Reasonable Accommodation – Damarcus (slide 1 of 2)

Slide 14 Notes – Reasonable Accommodation – Damarcus (slide 1 of 2)

Objective: The student will learn about sample reasonable accommodations for a range of disabilities.

Facilitator Talking Points:

There are many reasonable accommodations for someone who has an intellectual disability. Read the scenario about Damarcus. Accommodations for Damarcus can include having a vocational rehabilitation counselor, employment professional, or other trusted friend help him understand what is being said in the interview. This can be done by reframing questions or breaking information down into smaller bits of information. This is an example of a person — not a piece of equipment or a policy change — being utilized as an accommodation.

 

Slide 15 – Reasonable Accommodation – Damarcus (slide 2 of 2)

Slide 15 Notes – Reasonable Accommodation – Damarcus (slide 2 of 2)

Objective: The student will learn about sample reasonable accommodations for a range of disabilities.

Facilitator Talking Points:

There are many reasonable accommodations for someone who has an intellectual disability. Read the scenario about Damarcus. Accommodations for Damarcus can include having a vocational rehabilitation counselor, employment professional, or other trusted friend help him understand what is being said in the interview. This can be done by reframing questions or breaking information down into smaller bits of information. This is an example of a person — not a piece of equipment or a policy change — being utilized as an accommodation.

Slide 16 – Reasonable Accommodation – Ahmed (slide 1 of 2)

Slide 16 Notes – Reasonable Accommodation – Ahmed (slide 1 of 2)

Objective: The student will learn about sample reasonable accommodations for a range of disabilities.

Facilitator Talking Points:

This is an example of someone who chose not to disclose a disability to an employer. Read the scenario about Ahmed. Although Ahmed has a disability that impacts a major life area, his disability has not interfered with his ability to perform the essential functions of his job. Therefore, Ahmed chose not to disclose his disability to his employer.

 

Slide 17 – Reasonable Accommodation – Ahmed (slide 2 of 2)

Slide 17 Notes – Reasonable Accommodation – Ahmed (slide 2 of 2)

Objective: The student will learn about sample reasonable accommodations for a range of disabilities.

Facilitator Talking Points:

This is an example of someone who chose not to disclose a disability to an employer. Read the scenario about Ahmed. Although Ahmed has a disability that impacts a major life area, his disability has not interfered with his ability to perform the essential functions of his job. Therefore, Ahmed chose not to disclose his disability to his employer.

 

 

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, review the lists of responses to the three questions.

Facilitator Script: Now that we have finished this module on reasonable accommodations at work, let’s go back and see if there are any other responses we want to add to the three questions we started with. (Use another color for adding responses from the group to clearly show what has changed since the start of this module.)

  • What does “reasonable accommodation” mean? (Reinforce responses that give examples of any changes in how you do your work so you can do it better.)
  • When would you ask for a reasonable accommodation? (Reinforce responses that indicate various time points in the employment process, including: while completing applications or taking required testing, during interviews, at the time of a job offer but before starting the job, or at any time while working the job.)
  • What do you think the word “reasonable” means when we talk about “reasonable accommodations?” (Reinforce responses of “not too difficult for the employer” and “not too expensive for the employer.”)

SECTION 7: 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, 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: “Bouncing Balls & Bursting Bubbles”

Time: 10 – 15 minutes
Facilitator Note: If you want to use props with this activity, you will need a rubber ball and a bottle of liquid blowing bubbles.

Facilitator Script: “Sometimes when people run into barriers or obstacles or problems in life, they react like a “Bursting Bubble” and splatter all over the place. (Demonstrate by blowing bubbles into the air.)

At other times, when people run into barriers or obstacles or problems in life, they react like a “Bouncing Ball” and take another direction to get past the barrier, obstacle or problem. (Demonstrate by bouncing the rubber ball against a wall or furniture.)

Think of a time when you ran into a barrier or obstacle or problem, and you didn’t know what to do to get around the problem. Did you react like a Bursting Bubble?

Now think of a time when you ran into a barrier or obstacle or problem, and you tried to solve the problem. Did you react like a Bouncing Ball?

Let’s share about the times when we reacted like a Bursting Bubble and the times when we reacted like a Bouncing Ball.

Following the group discussion, state, “As we develop our self-advocacy skills, we want to react more like ‘Bouncing Balls’ and less like ‘Bursting Bubbles.’ This is important to remember in a work setting when you will need to advocate for yourself if you need a reasonable accommodation.”

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.

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

Activity: “Timing Is Everything!”
Time: 15 or more minutes

Facilitator Note (Materials): For this art activity, use large pieces of paper and assorted art materials for drawing (markers, colored pencils, crayons, etc.)

Facilitator Note: Give each person one piece of large paper and then give the following directions:

“Fold your piece of paper in half and then fold it in half again. Now open up your piece of paper so you will have 4 boxes or areas on your paper. Label your boxes as follows: Top Left #1, Top Right #2, Bottom Left #3, and Bottom Right #4.

Facilitator Note: You may want to provide an example on the white board, chalk board, or a flip chart. For students who may have difficulty with the numbering, you may also prepare the worksheets in advance. See example below. You may also want to label the boxes with the words “Application & Tests,” “Interview,” “Job Offer,” and “On the Job” so that the group can refer to these directions while working on their pictures.

#1 – Application & Tests#2 – Interview
#3 – Job Offer#4 – On the Job

Facilitator Script: “Now, I am going to give you directions on what to draw in each of your 4 boxes on your paper.”

“First, think of a job that you would like to have. What kind of work would you like to do? Do you think you will need a reasonable accommodation at any time in the employment process in order to get that job or in order to do that job? Keep that job in mind as you listen to the following directions.”

  • “Some people need a reasonable accommodation in order to complete an application for a job, or in order to take any required tests to apply for a job. In Box #1, draw a picture that shows a reasonable accommodation that you will need to complete a job application or to take any required tests in order to apply for this job. Your picture may show you using that reasonable accommodation, or just show the reasonable accommodation you will need to request. If you will not need a reasonable accommodation to complete the application or to take any required tests in order to apply for this job, simply make a picture of anything that relates to the application process for getting your job.”
  • “Some people need a reasonable accommodation in order to interview for a job. In Box #2, draw a picture that shows a reasonable accommodation that you will need to interview for this job. Your picture may show you using that reasonable accommodation, or just show the reasonable accommodation you will need to request. If you will not need a reasonable accommodation to interview for this job, simply make a picture of anything that relates to the interview process for getting your job.”
  • “Some people know that they will need a reasonable accommodation in order to do the job that they have been offered but have not yet started. In Box #3, draw a picture that shows a reasonable accommodation that you will need to do the job you have been offered but have not yet started. Your picture may show you using that reasonable accommodation, or just show the reasonable accommodation you will need to request. If you think you will not need a reasonable accommodation in order to do this job, simply draw a picture of anything that relates to the day-to-day process of doing your job.”
  • “Some people think they would like to try a job first to see if they will need a reasonable accommodation. If needed, the person may plan to request the reasonable accommodation later if they have difficulty with doing any part of the new job. In Box #4, draw a picture that shows a reasonable accommodation that you think you might need if you find you have difficulty doing any part of your new job. Your picture may show you using that reasonable accommodation, or just show the reasonable accommodation you might request. If you think you will not need a reasonable accommodation in order to do this job or you do not have a reasonable accommodation in mind that you think you might need, simply draw a picture of anything that relates to the day-to-day process of doing your job.”

“When I call time, we will get back together to share our artwork.”

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 table tops.  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: “Timing Is Everything!”
Time: 15 or more minutes

Facilitator Script: “In this Musical Expression activity, we are going to think of and sing about reasonable accommodations people might need at different times in the employment process.  For example, here are 4 different times in the employment process when people might need a reasonable accommodation:

  • Some people need a reasonable accommodation in order to complete an application for a job, or in order to take any required tests to apply for a job.
  • Some people need a reasonable accommodation in order to interview for a job.
  • Some people know that they will need a reasonable accommodation in order to do the job that they have been offered but have not yet started.
  • Some people think they would like to try a job first to see if they will need a reasonable accommodation. If needed, the person may plan to request the reasonable accommodation later if they have difficulty with doing any part of the new job.

Using these 4 time points in the employment process, the first person who is given the Musical Wand (any object) must sing out one of these times when people might need a reasonable accommodation, using any musical style you choose.  The person with the Musical Wand will sing out one of these:

  • “I need to apply for a job.” (Or “I need to take a test for a job.”)
  • I have an interview for a job.
  • I was just offered a job.
  • I’ve had my job for a while, but now I need help.

Then this person quickly hands off the Musical Wand to any other member of the group, and the person receiving the Musical Wand has to sing out a response beginning with “I need . . .” to identify a reasonable accommodation that might help, and sing how it might help.  Then this person with the Musical Wand sings out, “Can anyone else help?”  If anyone volunteers by singing out a response of “I can help”, the Musical Wand is passed again and the next person follows the same format of singing out a response beginning with “I need . . .” to identify a reasonable accommodation that might help, and singing how it might help.”

Facilitator Note: When all ideas for this time in the employment process have been given, start over by singing “Start all over.” Or a similar signal.

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: “My Turn in the Spotlight!”
Time: 10 – 15 minutes

Facilitator Note: Working in pairs, have each pair create a skit for one of the scenarios below. Have the partners decide which one will be the employer or supervisor and which one will be the person interviewing for or working on the job.

As with self-disclosure of a disability, a request for a reasonable accommodation is always a personal choice. Therefore, each skit may or may not involve a situation in which the person in the interview or on the job makes a request for a reasonable accommodation. Keep this in mind, and avoid giving the impression that the presence of a disability equates to a need for a reasonable accommodation; instead, emphasize that the presence of difficulty with the interview process or with the job performance suggests the need for a reasonable accommodation.

Following the presentation of all skits dealing with the same scenario, contrast the situations presented, and note whether or not a reasonable accommodation was requested in that case. Also, ask the group if they can think of a reasonable accommodation that might be helpful in the situation presented by the pair for their scenario, and what difficulty that reasonable accommodation might address.

Scenario #1: Ian is going to a job interview with an employer named Mr. Gee. After Ian introduces himself, Mr. Gee says, “Okay, you are interested in this job. Tell me why I should hire you for the job.”

  • What should Ian say to Mr. Gee?
  • What other questions might Mr. Gee ask in the interview?

Facilitator Note: Following presentations of Scenario #1: If any interview situations involved a request for a reasonable accommodation, ask the following: “Which interview presentations involved a request for a reasonable accommodation, and why? How well did that process go between Ian and Mr. Gee? Is there anything that should have been changed in that process of requesting a reasonable accommodation?”

If no interview situations involved a request for a reasonable accommodation, ask the following: “Did any situation involve a request for a reasonable accommodation? Can anyone think of a situation where a person might want to request a reasonable accommodation either for the interview process itself or for discussing how that person would perform the duties of the job if the interview is successful and a job offer is made?” Reinforce that the decision to request a reasonable accommodation is always a personal choice, and that the request can be made later if the interviewee or employee experiences difficulty and decides to make a request for a future interview or for discussing how to perform the duties of the job if an offer is made.

Scenario #2: Sasha has been working on her job for 15 months, and she really enjoys the things she does on the job and the people she meets. However, just recently one of her co-workers has become a big problem for Sasha, and she is worried about going to her supervisor to complain. Finally, Sasha decides there is nothing left to do but to go talk to her supervisor, so she makes the appointment for today. Now it is time for the meeting.

  • What kind of a problem might Sasha be having with her co-worker?
  • What questions might the supervisor ask of Sasha?
  • What solution do you think Sasha and her supervisor might agree upon during this meeting?

Facilitator Note: Following presentations of Scenario #2: If any situations between Sasha and her co-worker involved a reasonable accommodation to solve the problem, ask the following: “Which situations involved a request for a reasonable accommodation in order to solve the problem between Sasha and her co-worker? In each situation, do you think the request was reasonable for everyone involved? Is there anything that should have been changed in that process of requesting a reasonable accommodation?”

If no situations between Sasha and her co-worker involved a reasonable accommodation request to solve the problem, ask the following: “Did any situation between Sasha and her co-worker involve a request for a reasonable accommodation? Can anyone think of a situation where a reasonable accommodation might help with a similar problem between two co-workers while on the job? If the solution that Sasha and her supervisor agreed upon does not work, what do you think should happen next?”

Reinforce that the decision to request a reasonable accommodation is always a personal choice, and that Sasha can make a request later if the solution does not make the situation better.

Scenario #3: Akeem has been late for work several times over the past month or so. His supervisor has become quite concerned because this was not a problem for as long as Akeem has worked this job until recently. The supervisor has sent Akeem an e-mail notifying Akeem that he wants to meet with him in one hour. Now it is time for Akeem to go to the supervisor’s office for the meeting.

  • What are some possible reasons for Akeem to be having problems with getting to work on time?
  • Do you think Akeem should request a reasonable accommodation? If so, what reasonable accommodation might help Akeem and how would it help?
  • Does the supervisor think the requested accommodation is reasonable? If he does not think so, why does he think it is not reasonable?
  • Does the supervisor have another reasonable accommodation to suggest for Akeem? Does Akeem agree that it might work for him?

Scenario #4: Ayana needs to take time off from work. She is quite nervous about going to her supervisor to ask for the time off since she has never had to do this in the past. However, Ayana made an appointment to meet with her supervisor today, and she is meeting with him in 10 minutes.

  • What might be some reasons for Ayana to need to take time off from work?
  • Does Ayana need to ask for a reasonable accommodation? If so, what reasonable accommodation might help Ayana, and how would it help?
  • If Ayana does request a reasonable accommodation, does the supervisor agree that it is reasonable? Why or why not?
  • Does the supervisor have another solution to suggest?

“When I call time, we will get back together and share our role plays.”

Facilitator Note: Since these scenarios are open-ended and allow for flexibility of details during the role plays, give the same scenario to several pairs and point out the various ideas that the group developed for the same situations. After each role play, ask the group if there is anything they might change or do differently in that situation.

 Activity 3B: “A Word or Two from the Boss”

Time: 15 minutes or more

Facilitator Note: Working in pairs, have the partners create a skit to show an employer communicating praise, criticism, and feedback to an employee. Have the partners decide which person will be the employer and which one will be the employee. Briefly explain the 3 types of communication as follows:

  • Praise is showing approval for actions and work. Example: “I like the way you speak politely to each of our customers and clients, even when they are having a bad day. It represents our company well.”
  • Criticism is showing disapproval based on a judgment of mistakes or faults. Example: “Your desk is such a big mess!”
  • Feedback is information about the performance of a task, which can be used as a basis for improvement or continuing good work. Example: “Your work has improved this week” Or “Your work is excellent as usual.”

“When I call time, we will get back together and share our skits.”

Facilitator Note: After each skit is performed, ask the group to identify examples of praise, criticism and feedback from the skit.

For each instance of criticism or negative feedback, ask if a reasonable accommodation might help in that situation, and how would it help.

Then ask each partner, “How did it feel to be the employer in this skit?” and “How did it feel to be the employee in this skit?”

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: 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 their job. Give the speaker or panel the following suggestions of questions they might address in their brief presentation:

  • What do you do on your job?
  • What type of education or training is needed to do your job?
  • Does everyone at your workplace do your type of job the same way?
  • What is the best part of your job?
  • Did you ask for any changes to your job or any flexibility at your workplace?
  • What other types of jobs are there at your workplace?
  • How does someone apply for a job at your workplace?

Then allow time for the group to ask questions and dialogue with the role model(s).

Activity: Virtual Reality—A Word from the Real World

Time: 5 – 15 minutes
Facilitator Note: Using Skype, FaceTime, or similar platforms, invite a speaker or a small panel of 2 to 4 people with disabilities to briefly share about their job. Give the speaker or panel the following suggestions of questions they might address in their brief presentation:

  • What do you do on your job?
  • What type of education or training is needed to do your job?
  • Does everyone at your workplace do your type of job the same way?
  • What is the best part of your job?
  • Did you ask for any changes to your job or any flexibility at your workplace?
  • What other types of jobs are there at your workplace?
  • How does someone apply for a job at your workplace?

Then allow time for the group to ask questions and dialogue with the role model(s).

 

 

SECTION 8: 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 9: After Class

Homework Possibilities

Interview a person in the community who is working and has a reasonable accommodation in the workplace.

Ask the person the following questions.

  • What is your reasonable accommodation at work?
  • When did you know that you needed a reasonable accommodation at work?
  • How did you ask for a reasonable accommodation?

During our next session, we will share about the interviews with the group.

Facilitator Note: You may wish to identify several people in the community who would be willing to assist with this homework assignment. Refer to Section 10 – Community Organizations for possible contacts.

 

 

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 (*).

  1. A reasonable accommodation makes a change in your job so you can do your job better.
  • Yes*
  • No
  1. A reasonable accommodation means you get special treatment.
  • Yes
  • No*
  1. Reasonable accommodations can only be granted once you start work.
  • Yes
  • No*
  1. I must tell my employer that I have a disability in order to get a reasonable accommodation.
  • Yes*
  • No
  1. It is a good idea to wait until you are about to be fired to ask for a reasonable accommodation.
  • Yes
  • No*
  1. I can ask a friend, family member, co-worker, or vocational rehabilitation counselor to ask for a reasonable accommodation for me.
  • Yes*
  • No
  1. My employer can punish me for asking for help.
  • Yes
  • No*
  1. Even if I can do my job without a reasonable accommodation, I should still disclose my disability to my employer.
  • Yes
  • No*
  1. Employers have to grant every reasonable accommodation request.
  • Yes
  • No*
  1. Disclosing your disability is a personal decision that should be thought about carefully.
  • Yes*
  • No

SECTION 10: Resources for Students

Additional Reading

ADA and Employment Rights Resource List (PDF)

Source: Southeast ADA Center
Link: adasoutheast.org/publications/resourcelists/ada_employment_disability_resources.pdf

Accommodation and Compliance Series: The ADA Amendments Act of 2008

Source: Job Accommodation Network (JAN)
Link: askjan.org/bulletins/adaaa1.htm

Employment (ADA Title I) Search on ADA National Network Website

Source: ADA National Network
Link: adata.org/topic/employment-ada-title-i

Americans with Disabilities Act Information Center

Southeast ADA Center – Your Regional Resource Center on the Americans with Disabilities Act

Phone: 1-800-949-4232 (toll free) and 404-541-9001 (local)

Email: adasoutheast@law.syr.edu

Website: adasoutheast.org

Facebook: facebook.com/southeastadacenter

Twitter: twitter.com/adasoutheast

ADA National Network

Phone: 1-800-949-4232 (toll free)

Website: adata.org

Facebook: facebook.com/adanetwork

Twitter: twitter.com/ADANational

 

 

Web Links

U.S. Department of Justice – ADA Information

Link: www.ada.gov

U.S. Equal Employment Opportunity Commission (EEOC) – ADA Information

Link: www.eeoc.gov/laws/types/disability.cfm

U.S. Access Board

Link: www.access-board.gov

US Department of Transportation – ADA Information

Link: www.transportation.gov/accessibility

Federal Communications Commission

Link: https://www.fcc.gov/general/disability-rights-office

Community Organizations

South Carolina Statewide Independent Living Council

Link: scsilc.com

Protection and Advocacy for People with Disabilities, Inc.

Link: pandasc.org

Able South Carolina – Columbia, SC

Link: able-sc.org

Able South Carolina – Greenville, SC

Link: able-sc.org

AccessAbility – North Charleston, SC

Link: abilitysc.org

Walton Options – North Augusta, SC

Link: waltonoptions.org

South Carolina Vocational Rehabilitation Department

Link: scvrd.net

Southeast ADA Center South Carolina Resource Network

Link: adasoutheast.org/se_region/se_regionTemplate.php?st=SC

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