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DOCUMENT RESUME

SE 051 625

Black, Christine KahanReturn on Equity. A Resource Guide for the "Science

Abled" Video Program.Agency for Instructional Technology, Bloomington,IN.; Michigan Univ., Ann Arbor. School of

Dentistry.Women's Educational Equity Act Program (ED),

Washington, D.C.8930p.; For related documents, see SE 051 623-624.Agency for Instructional Technology, Box A,Bloomington, IN 47402 (video $150.00, two for$250.00, plus shipping; free preview with return

postage).Guides - General (050) -- Audiovisual Materials (100)

MF01 Plus Postage. PC Not Available from EDRS.*Adult Education; *Career Awareness; DemandOccupations; *Disabilities; *Employer Attitudes;*Employers; Engineering; Physical Sciences; RoleModels; Science Education; Videotape Recordings

Historically in the United States, few people withdisabilities have enrolled in science-related courses or enteredscientific careers in part because high schools and colleges have notoffered accessible training to this population. This document is theteaching and resource guide that accompanies a 30-minute videoprogram in career development for potential employers of persons withdisabilities. The program presents the opinions of supervisors,co-workers, and other employer: on the experience of working withdisabled scientist,. The proaram also addresses many general concernsemployers frequently have about hiring disabled people. The goals ofthe program are to encourage students with physical or sensoryimpairments to consider careers in mathematics and science; and toencourage teachers, parent-, and counselors to support disabledpeople in their efforts to achieve successful careers in these areas.Included in this guide are: descriptions of the materials; a programsummary; a list of myths and facts about people with disabilities; alist of guidelines for employers; a discussion of insurance and taxissues for employers; a glossary of terms; and a list of resourcesfor obtaining information and support concerning hiring the disabled.

(CW)

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U.S. OEPARTMENT OF EDUCATIONOttce ol Educational Research and Impcovement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

his document has been reproduced asreceived Ihtm the person or organization

oziginating it.C minor changes have been made to improve

reproductiOn quality

Points of view or ornmorla Stet ed in this docu-

mont do not necessarily represent officialel:RI position or policy

Project Staff

Principal kwestlgator/Project DkectorChiistine Kahan Black

Project Coordinator/Writer-ProducerJddith Greenbaum, Ph.D.

Television Director/Videographer/EditorMatthew Hieber

Project ConsultantGeraldine Markel

Project SecretaryDiane Pasma

Research Assistant/Producton AssisidntJoyce B. Williams

Evaluation AssistantSusan Tranquil la

Evaluation ConsultantPatricia O'Connor

Educational ConsultantDavid Starks

Science Ab led was produced by the University c' Michigan School of Dentistry witha grant from tne U.S. Department of Education, under the auspices of the Women'sEducational Equity Act. The opinions expressed herein do not necessarily reflectthe position or policy of the Department of Education. The content of this program isthe responsibility of the grantee, and no official endorsement should be inferred.

Commercial products discussed or shown in this presentation are for demonstrationpurposes only and should not be construed as endorsements by the Department ofEducatio n.

Front cover photos courtesy of the knedcon Association Oarthe Ad.cncement of Science Prolect In Science. Tech- alogy, and Disottlity

A resource guide forthe Science Med video program

Return on Equity

A 30-minute video program for potentialemployers of people with disabilities

0 1989The University of Michigan School of Dentistry

Ann Arbor, Michigan

and

Agency for Instructional TechnologyBloomington, Indiana

All rights reserved

This guide, or any part of it, may not be reproduced without writtenpermission with the exception of the Supplementary Materials,

which may be reproduced and distributed freely.

All inquiries should be directed to

Agency for Instructional Technology, Box A, Bloomington, IN 47402

4

Acknow!edgements

We would like to thank the Science Abled Advisory Committee and the many individuals andgroups who participated in the formative evaluation of the series. We appreciate the time and ef-fort of everyone who helped evaluate the preliminary versions of the programs and guides. Thankyou for your enthusiasm and encouragement. We would also like to thank Senator Bob Dole ofKansas for his support.

"You have been watching a group of outstanding scien-tists at work in such diverse fields as computer program-ming, biochemical research and the teaching of science.You have heard testimony about how good they are atwhat they do. But the people you have just seen are thetip of the iceberg. They represent thousands of other pro-ductive disafied Americans. But millions of others whoare also challenged Dy physical and sensory impairmentare unemployed.

Our handicapped scientists and science students need anenvironment in which they can thrive and contribute. Itis up to us to make certain science labs can be adapted,work stations are made accessible, and routines modified.It requires creativity, novel solutions, and a commitmentof the challenge. Together we can ensure the economicand scientific future of our society. Let's do it and do itnow."

Senator Bob Dole, Kansas, 1986

tontents

Introduction to the Science Ab led Series

Overview and Purpose 1

References 2

Intrcduction to 'Return on Equity'

Materials 3

Supplementary Materials 3

Using the Materials 3

Before the Program

Program Summary 4

Biographies of the Scientists 4

Supplementary Materials

Myths and Facts about People with Disabilities 6

Ensuring Productivity: Guidelines for Current andPotential Employers of People with Disabilities 7

Insurance, Tax Incentives, and Tax Benefits for Employers 11

Glossary 1 2

Information Sources on Disability Concerns 15

Additional Resources 1 8

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1A disabled sdentist works with adapted equipment. Most disabled workers :equire no specialmodifications in the workplace. When adaptations are necessary, they are usually mint.or.

introduction to the Science Abled Series

Overview and Purpose

The Science Abled series consists of two videoprograms and two accompanying resource man-uals. The first program, "Good Minds at Work," isaddressed to students and their counselors, par-ents, and teachers. Tha program features femaleand male scientists of various ethnic back-grounds, disabilities, and lifestyles as role models.A variety of science careers are represented: sci-ence teacher, computer programmer, psychiatrist,physicist, medical technologist, systems engi-neer, and chemistry professor.

The second program, "Return on Equity," is in-tended primarily for potential employers. Thisprogram presents the opinions of supervisors, co-workers, and other employers on the experienceof working with disabled scientists. The programalso addresses many general concerns em-ployers frequently have about hiring disabledpeople.

"Good Minds at Work" and its accompanying re-source guide are also available from AIT.

The goals of the Science Abledseries are to

encourage students with physical or sen-sory impairments to consider careers in sci-ence or technology

encourage teachers, parents, and em-ployers to support disabled people in theirefforts to achieve successful careers inthese areas

Historically in the United States, few people withdisabilities have enrolled in science-relatedcourses or entered scientific careers, in part be-cause high schools and colleges have not offeredaccessible, hands-on science training. This lackof student aspiration and educational opportunityharms both the country and its disabled citizens.

According to a recent survey, two-thirds of all dis-abled Americans between the ages of 16 and 64are not working (International Center for the Dis-abled and nuis Harris and Associates 1986).

Why do physical disabilities and low employmentrates seem to be related? Research has indicated

a number of baniers that prevent disabled peoplefrom realizing their career potential.

1. Early influences can discourage disabledindividuals from accepting goals that requirecompetitive training (Weinberg 1982).

2. Teachers and cou:iselors do not provideenough helpful feedback to disabled stu-dents (Chandler 1981).

3. Classroom planning and activities are insuf-ficient (Damborg 1981).

4. The general life environment often discour-ages such expectations (Pati and Adkins1981).

If we hope to increase the potential of disabledpeople to accomplish professional work in the sci-ences, we must confront these and other barriers.The developers of the Science Abled series triedcarefully to address a variety of specific barriers,including the double barriers facing disabledwomen. The series was designed to h ,Ip com-pensate for the paucity of disabled role models inscience and for the lack of classroom, counseling,and inservice materials.

With the passing of federal laws in the 1970s,such as the Education for All Handicapped Chil-dren's Act (PL 94-142) and the Rehabilitation Act,more students with physical or sensory limitationsare being graduated from high schools and col-leges. The impact of these laws is significant, be-cause the association between higher educationand the employment of disabled people is great.

The 1986 International Center for the Disabledsarvey concludes that "about four times as manyworking disabled people have a four-year collegeeducation as those who don't work." Those whodo work are more satisfied with life and much lesslikely to say that their disabilities have preventedthem from reaching their full potential. Ideally,through counseling that stresses academic op-portunities, the education of disabled peoplefocuses on career preparation.

Due to the increasing need for scientificallytrained graduates, educators must address cer-tain issues. In spite of expanded educational

Introduction to the Science Abled Series 1

opportunities, few students with disabilities arereceiving the academic training that would enablethem to enter the nation's so3:00c work force.This project is designed to help increase the num-ber of students with disabilities who choose sci-ence as a course of study and a carear. As BettyVetter, Director of the Commission on Profession-als in Science and Technology has said, "Withfewer people eligible for training at the collegelevel, the need to utilize the best minds in scienceand technology is obvious. We won't have thebest unless we utilize all of the available talentpool."

ReferencesChandler, T. A. 1981. Don't handicap the handi-capped. Education 102:2 (Winter).

Dahl, P., 0. Baker, and L. Harrison. 1981. Careerstereotypes: What they are and how they can be

addressed. Journal of Career Education 8:1(Septe mber).

Damborg, L. 1981. Mainstreaming: Classroomcomplexities for the regular teacher. Education86:4 (May).

International Center for the Disabled and LouisHarris and Associates. March 1986. The lCD Sur-vey of Disabled Americans: Bringing DisabledAmericans into the Mainstream. New York.

Makowski, T. F. 1982. Slice of life. Journal of Ca-reer Education 8:4 (June).

Pati, G., and J. Adkins, Jr. 1981. Managing andEmploying the Handicapped. Lake Forest, IL:Brace-Park Human Resource Press.

Weinberg, N. 1982. Growing up physically dis-abled: Factors in the evaluation of disability. Re-habilitation Counseling Bulletin 25:4 (March).

2 Introduction to the Science Abled Series

Introduction to 'Return on Equity'

MaterialsThe Science Abled program, "Return on Equity"is a 30-minute video program accompanied by thisresource guide. It is designed for current and po-tential employers of people with disabilities.Counselors and teachers of disabled studentsmay also find this program useful.

Supplementary MaterialsThis guide contains the following supplementarymaterials, which may be duplicated and distrib-uted to viewers for reading and discussion afterthe program.

"Biographies of the Scientists," pages 4-5

"Myths and Facts about Disabled People,"page 6

"Ensuring Productivity: Guidelines for Cur-rent and Potential Employers of Peoplewith Disabilities," pages 7-10

"Insurance, Tax Incentives, and Tax Bene-fits for Employers," page 11

"Glossary," pages 12-14

"information Sources on Disability Con-cerns," pages 15-17

"Additional Resources," pages 18-21

Using the Materials"Return on Equity" and this resource guide canbe used separately or togethe.:* in a variety ofsettings, such as

company workshops and training sessionsfor top or middle management, cn-linesupeNisors, and co-workers of disabledemployees

workshops and training se3sions for com-munity leaders, university and communitycollege personnel, or teachers and coun-selors; these workshops might be given byschools, public agencies, chambers ofcommerce, individual corporations, orbusinesses

local cable stations

career fairs

Introduction to 'Return on Equity' 3

10

Before the program

Note to workshop leader: Before showing theprogram, duplicate the supplementary materials inthis guide that you want participants to read anddiscuss after the program. (See page 3 fora list ofthe materials.) To begin, you might conduct a dis-cussion on the questions and reservations peo-ple commonly have about hiring and working withdisabled people. Ask participants to make a list ofsuch questions and reservations and to observe ifany of these are addressed in the program.

Program SmmnaryThe narrator suggests that many employers havequestions and concerns about hiring disabledemployees. In a segment with a typical employer(Mike Levine, president of Quad Six, Incorpo-rated), three common concerns about hiring dis-abled people are mentioned. The first is effectivecommunication. Levine stresses that employeesmust be able to communicate clearly with their co-workers, and he expresses concern that disabledemployees might not be able to do so. Hissecond concern centers on accommodations andadaptations. He notes that Quad Six owns sev-eral older buildings, and he fears that the processoi making them accessible and hospitable for dis-abled employees might be difficult and expen-sive. His third concern is lay-offs. He explains thaihe would find it more difficult to lay off a disabledemploybq than a nondisabled employee.

The narrator introduces eight scientists, each witha different disability, who are seen working suc-cessfully in a variety of settings. Through candidinterviews with these scientists and their em-ployers and co-workers, viewers lean' that dis-abled scientists can work productively with a mini-mum of special accommodations. Their svccessstories challenge the concerns raised by Mr.Levine and demonstrate ways in which barriersagainst disabled employees can be eliminated.

The program illustrates that many of the accom-modations and adap`ntions employers have madeto enable these scientists to perform their jobscomfortably and efficiently are minor and inexpen-sive. The narrator states that federal !aw requiresan employer to make reasonable accommoda-tions that do not create undue hardship on theco mpan y.

The narrator raises other questions often askedabout disabled workers: Do they have the samelevel of general health and stamina that nondis-abled employees have? Are they absent morefrequently? Anne Swanson, a chemistry profes-sor with a disability, cites research conducted bythe DuPont Corporation indicating that disabledemployees have equal or better safety recordsand absentee rates than nondisabled employees.

Disabled scientists David Hartman and JuneRooks discuss the fear and uncertainty that co-workers sometimes feel before they actually getto know their disabled colleagues. Their personalexperiences suggest that disabled scientists arequickly accepted by their colleagues, despite ini-tial reservations.

Robert Larsen, a disabled chemical engineer, of-fers some advice for current and potential em-ployers of scientists with disabilities: "What youare looking for is not a body, but a mind, beca.,iseit is the mind that progresses in the laboratory.The handicapped individual wants the right to fail,like everybody else."

In conclusion, Robert Pew, an employer at Steel-case. Incorporated, talks about his company'sstrong commitment to disabled employees."They are as productive as able-bodied em-ployees," he explains. "The secret is to find theproper jobs for them."

Note to workshop leader: You might wish to con-duct a follow-up discussion or information sessionto help answer questions viewers may have afterthe program. You might also use the resourceson Me follow-ing pages to lead a follow-upworkshop designed to meet the needs of yourspecific audience.

Biographies of the ScientistsThe following scientists appear in "Return onEquity." Their biographies are arranged in orderof their appearance in the program.

Jeff Peters manages a six-person team of sys-tems engineers. "It took me 32 yearsto be able toafford a van, a family, and Geoffrey Beene suits,"

4 Before the Program

Jeff says. He has cerebral palsy, which affects hisarms and, to a greater extent, his legs. He usesan Amigo wheelchair, which functions somewhatlike an electric scooter. Jeff's special interests areskyaiving, playing chess blindfolded, playing withhis kids, barbecuing, and fishing. He wants to bethe first disabled scientist on the space shuttle.

Jeff Himmelsteln teaches biology and environ-mental education in a New Jersey high school.He also conducts student tours of the Yucatanjungle in Mexico. His classroom is filled with cagesof small animals, snakes, and spiders. He becamedeaf from unknown causes in the first few years ofhis life. He uses a hearing aid, wtsich is attachedto an amplifier that he wears under his shirt, andalso reads lips. In large groups he must use anoral interpreter. He is married and has two teen-aged childreh, both of whom attend the highschool in which he teaches.

Martha Burks is an associate programmer at a uni-versity computing center in Ohio. She describesher athetoid cerebral palsy in this way: "Every ac-tion on my part causes an unpredictable reactiontnat I can or cannot control, depending on how re-laxed I am. I cannot speak normally, but I can makemyself understood." Martha's best triend, HelenJones, encouraged her to become more inde-pendent. Helen, who is also disabled, runs herown business. Martha is currently on the board ofdirectors of Total Living Concepts, Inc., an inde-pendent living agency for disabled people. Forrelaxation, Martha goes to plays and shows, lis-tens to records, and reads voluminously.

June Rooks works as a physicist for a naval weep-ons center in California. Because of her post-polio paralysis, June wears leg braces and usesmetal canes with sleeves for her arms, carrying herweight mainly on her arms and shoulders andswinging her legs between her canes. June, whogrew up in Micsissippi, was hot able to attendschool until she was 10 years old because theywere not accessible to disabled children at thattime. .)uring her college years, June decided torun for campus queen. She came in second run-ner-up, traveled with the footbal; team, and partici-pated in the homecoming parade.

Lorraine Poor works as a medical technologist inCalifornia. She works on the afternoon shift atthe medical laboratory, so that she can spendmornings with her baby daughter. She and her

husband share child care and housekeepingresponsibilities. Lorraine uses a wheelchair be-cause of post-polio paralysis of her legs. Becauseshe has scoliosis (a curvature of the spine), shepractices weight lifting at a local college tostrengthen her upper body. Lorraine onjoys ski-ing, hiking with the Sierra Club, and scuba diving.

Anne Swanson was bom with osteogenisis imper-fecta or "brittle bones." She is 43 inches tall andwaks with a cane. Anne has had many operationsto correct and stabilize this conditicn. A universityprofessor once told her that girls didn't belong in achemistry class; now she is a chemistry professor.Through her practice of what she calls "creativedisobedience," Anne has proven the expertswrong throughout her life. When she was aninfant, the doctors told her parents that she wouldbe mentally retarded and would never be able toattend school, yet she earned a Ph.D. in bio-chemistry. Common stereotypes suggested thatshe would never experience romance, sex, ormarriage, yet she has been happily married for 17years. In her leisure time, Anne enjoys playingthe piano. She has traveled all over the UnitedState:: and Europe.

David Hartman is a psychiatrist. He is married andhas three young children. David describes him-self as persistent. His persistence, along with thissense of humor, helped him when he tried to getinto medical school. He has written an autobiogra-phy, White Coat, White Cane, from which the tele-vision movie "Journey from Darkness" was made.David has been blind since the age of eight, whenhe underwent a series of eye operailons. He hasalways loved sports. He was a wrnstler in highschool and enjoys swimming. He recently brokehis foot playing baseball with his kids.

Bob Larsen worked at Argonne NationalLaboratories as an analytical chemist for 32 years,until his retirement. He recently returned toArgonne as a special term appointee, work'ing as aconsultant for several scientists. For many yearshe was Chiei of the Analytical Laboratory andthen, because of his background in Cie chemistryof plutonium, he transferred to the Radiologicaland Environmental Research Division. Bobcontracted polio as a child and currently uses awheelchair. When Martha Burks attended asummer ir,ternship for disabled students atArgonne, she found Bob Larsen a stror- wurceof inspiration and support.

Before tue Program 5

1 2

Myths and Facts about People with pisabilities

As physical barriers continue to dissolve and as new technologies make communicationand mobility easier, commonly held attitudes toward disabled people must change.Awareness of the abilities and capabilities of disabled people is the key. Myths aboutpeople with disabilities must be replaced by facts to create a full range of employment op-portunities for them.

Myth Fact

1. Handicapped people are sick all the time; wewon't be able to bring our research in onschedule.

2. Disabled employees are less productive thannondisabled employees.

3. Modification of work areas and buildings iscostly.

4. Someone in a wheelchair can't work in alaboratory.

5. Handicapped people can't function as mem-bers of a research team because of their lim-ited mobility or because of tasks they can't do.

6. The more severely disabled people are, theless intelligence they have.

7. All people who use wheelchairs have thesame needs.

8. All disabled people who have overcome theirhandicaps are courageous, brave, andinspirational.

9. Disabled employees are safety risks in theworkplace.

10. Other employees won't accept a disabled co-worker.

11. It's not worth the bother to hire a handicappedperson.

1. Eighty-five percent of disabled workers wererated by their supervisors as average or betterin attendance.*

2. Ninety-two percent of disabled workers wererated by their supervisors as average or betteron the performance of their job duties.*

3. Most disabled workers require no specialmodifications. Most necessary accommoda-tions are minor.

4. Labs, like other work spaces, can be made ac-cessible relatively easily.

5. Work teams can 2::ange job responsibilitiesso that the team as a whole can benefit fromthe special abilities of every member, disabledor nondisabled.

6. People can have severe disabilities and bril-liant minds.

7. Each person who uses a wheelchair is aunique individual with unique needs.

8. Disabled people try to carry on their lives asnormally as possible.

9. Ninety-six percent of disabled workers wererated by their supervisors as average or betterregarding safety?

10. People should be hired for their job skills, notfor their potential sociability.

11. It's always worth the effort to get an intelligent,motivated, and productive employee.

*Statistics from "Equal to the Task," a 1981 survey of2,745 disabled DuPont Corporation employees.

6 Myths and Facts about People with Disabilities

1 3

Ensuring Productivity: Guidelines for Current andPotential Employers of People with Disabilities

2Cal: These guidelines are offered to assist current and potential employers of peoplewith disabilities. Five goals for ensuring the productivity of disabled employees are identi-fied, followed by strategies and specific actions designed to help employers meet thesegoals.

Directions: Review each goal and the strategies suggested for achieving it. Discuss themwith others in your company, including supervisors and staff. If possible, include a personwho has a disability in the discussion. Focus on ways in which your company is dewingwith or will deal with each goal.

Goal L Make a company commitment to hiring disabled employees and cre-ate a positive atmosphere.

A. Spread the word within the company.

1. Mo Lll a strong management commitment to hiring workers with disabilities.

2. Build acceptance of handicapped workers within the company publicly through policymanuals, newsletters, and meetings. Invite your staff to view and discuss "Return onEquity" and to use this resource guide.

B. Gather information and assign responsibilities.

1. Train a staff member as a specialist in disabilities. This staff member might be a person-nel manager, engineer. job supervisor, or affirmative action specialist.

2. Develop a file of resources for information on accessibility and accommodations. Usethis manual, local disability agencies, and state and federal government agencies assources.

3. Develop a list of alternative financial resources to defray the cost of accommodations.

4. Create and use a team approach to plan accommodations as needed.

Goal II. Recruit to create an applicant pool of qualified disabled people.

A. Recruit formally.

1. Place ads in newspapers and occupational and professional journals stating that youare an equal opportunity or affirmative actbn employer.

2. Place ads in the journals and newsletters of disability organizations.

3. Publicize your interest in hiring qualified people with disabilities. Send information tocollege recruiters, employment agencies, and career fairs.

-,1 4

Guidelines for Employers of People with Disabilities 7

B. Recruit informally.

1. Alert others to the fact that you are interested in hiring qualified people with disabili-ties through your social and business networks.

2. Join local and national commissions and task forces dedicated to employing disabledpeople.

Goal III. Interview to find the best match between k. ampany needs andapplicants' skills.

A. Review hiring procedures and standards.

1. Standards should be neither more nor less rigorous for disabled people than for non-disabled people.

2. Procedures and standards should be analyzed for relevance to specific job require-ments and modified if necessary.

B. Interview.

1. Be prepared to interview some disabled job applicants. You may not be informed inadvance of the disability of a job applicant.

2. Ask the applicant about his or her experience, education, and work skills first; ques-tions about disability should not dominate the interview.

3. Ask for job-related disability information only. Ask the person directly. Keep thequestions task oriented.

4. Consider requiring work samples as a test of skills and abilities. This is a good idea forall job applicants.

5. Discuss specific accommodations and adaptations, if needed, during a second inter-view, or when the job offer is made.

Goal IV. Facilitate productivity on the job.

A. Review procedures and standards.

1. Expect high-quality work oompleted in a timely fashion.

2. Allow the employee some input into how the work gets done and some participationin decisions that affect her or him. This is a good idea for all employees.

B. Review the need for accommodations and adaptations.

1. Consider the strengths of the each employee. Be sensitive to the working condi-tions that boost pioductivity.

2. Consider that almost everyone needs some work accommodations, such as com-puters, training, increased lighting, comfortable room temperature, comfortable deskchair, etc.

8 Guiclones for Employers of People with Disabilities

3. Think of common-sense solutions for accommodation needs.

4. Consider how a particular accommodation or adaptation for a specific individual mightbenefit many employees.

5. Base accommodations on joint employer-employee discussions and refer to theneeds of a particular job and a particular person.

6. Consider nonroutine or creative strategies for solutions to accommodation problems.

7. Remember that accommodations may mean accepting nontraditional ways of doingtasks.

C. Review the types of accommodations and adaptations that may be necessary.

1. Consider the need to redesign facilities and equipment.

2. Consider ways to redesign or modify jobs by changing routines or exchanging taskswith other employees.

3. Consider training the disabled employee to provide any new or expanded job skills re-quired for a particular job (as you might need to do for any new employee).

4. Think of ways to provide ongoing support (having someone available to carry a tray inthe lunchroom or to take notes at meetings, etc.).

5. Allow a disabled employee additional time to adjust to a new job, if necessary.

6. Remember that *reasonable" is the legal test of whether an accommodation should bemade for a person's disability. The company need not suffer "undue hardship" in mak-ing accommodations for disabled workers.

7. Remember that personal aids and assistive devices (hearing aids, canes, wheelchairs,personal care attendants, special transportation, etc.) are the responsibility of theemployee.

8. When hiring a handicapped person, consider that the entire building might not need tobe made accessible, but rather the *program" areas or departments in which the dis-abled employee will work. In many cases a "program" or department can be relocatedto an accessible area such as a ground floor.

D. Consider safety.

1. Emergency signals should include blinking lights as well aE. auditory alarms.

2. Fire drills and other emergency drills should be practiced regularly. This could benefitall employees.

3. A buddy system should be in place for emergencies, pairing disabled and nondisabledemployees.

4. All exits should be identified and clearly marked.

Guidelines for Employers of People with Disabilities 9

Goal V. Enhance communication on the job.

A. Improve communication for all employees.

1. Clearly delineate tasks, assignments, lob responsibilities, evaluation procedures, pri-orities, and time lines.

2. Make sure that all expectations and assignments are understood. This may mean re-peating instructions, listening carefully, and asking questions.

3. Prepare agendas and other written material in advance if possible.

4. Group meetings may require special seating arrangements for wheelchair users andhearing-impaired people. Ask if interpreters or microphones are necessary.

5. Use printed or typewritten rather than handwritten messages for ease of reading.

6. With speech- or hearing-impaired employees, use written instructions rather than ver-bal ones.

7. With visually impaired employees, use verbal rather than written communication, or usetape recorders, talking computers, or other technological devices.

8. With hearing-impaired employees, use special telephones or adaptations to ordinarytelephones.

9. If an employee has limited hand or arm movements, use push-button telephones; andcomputer adaptations.

10. Install a clear sign system identifying important locations in the office or building.

11. Remember, as people get to know one another, communication becomes easier.

B. Reduce social barriers.

1. Avoid special treatment and stereotyping of ncople with handicaps.

2. Orient other employees to the accommodations and adaptations needed by the dis-abled employee.

3. Consider pairing a nondisabled employee with a disabled one for orientation purposesand team work

4. Schedule company-sponsored social gatherings in accessible places and at timeswhen transportation is available.

5. Remember that social involvements and friendship are the responsibility of the em-ployees, not the employer.

Summary: Ensuring the productivity of employees with disabilities is a relatively simpletask. Accommodations can be simple and cost-effective. Most of the suggestions men-tioned in these guidelines would increase the productivity of all employees. The samequalities that make a good manager, supervisor, or company president enable that per-son to be a successful employer of disabled people. What is required is motivation, cre-ativity, problem-solving skills, and a willingness to take risks.

10 Guidelines for Employers of People with Disabilities

1 7

Insurance, Tax Incentives, and Tax Benefits for Employers

Note: Many unfamiliar terms and references tofederal laws are defined and described in the"Glossary" on pages 12-14 of this guide.

Worker's CompensationHiring a worker with a prior physical disability doesnot increase workers compensation premiums.Premiums are computed on the basis of two fac-tors: the occupational hazard class into which thebusiness falls, and the past accident record of thecompany. The physical condition of employees isnot considered in the computation of worker'scompensation premiums. However, becauseworkers compensation is financed by privateinsurance companies, a particular company mightrefuse to underwrite the risk if a disabled em-ployee is hired (of course, another excuse will begiven). Although this is rare, it might be neces-sary to shop around for an insurance carrier.

Second Injury Law of Worker'sCompensationAn employer who hires a worker wfth a prior physi-cal disability is protected from an increase in work-er's compensation cost by the Second Injury Law.This law states that, if the disabled employeebecomes permanently handicapped because of ajob-related injury, the employer's obligation to theemployee is limited in terms of disability, death, ormedical payments. The Second Injury Fund, ad-ministered under the Department of Labor, willpay the remainder of the financial obligation.

Health InsuranceLarge companies usually do not have problemspurchasing health insurance for workers with dis-abilities. A firm with 15 or fewer employees mighthave some difficulty obtaining health insurancefrom some insurance carriers. Shopping aroundfor a different carrier will uvually solve the problem.

Tax Deduction for Businesses forBarrier RemovalThis tax deduction provision provides for a one-time $35,000 tax deduction for businesses that

make their privately owned, publicly used facilitiesaccessible by removing architectural barriers. TheTax Reform Act of 1986 provides for the perma-nent extension of this provision. For a copy of theregulations write to the Internal Revenue Service.

Targeted Jobs Tax Credit (TJTC)The TJTC was part of the Revenue Act of 1978.At the time this guide went to press, the programhad been extended through December 1989.The TJTC provides employers with a tax credit forhiring individuals from one of nine targetedgroups. Additional information is available fromthe Internal Revenue Service and from your localVocational Rehabilitation office.

Job Training Partnership Act (JTPA)The JTPA utilizes federal, state, and local re-sources to help prepare disadvantaged and long-term unemployed people for productive employ-ment in the private sector. People with disabilitiesare generally eligible under this act. Training isdeveloped and administered locally.

Projects with Industry (PWI)This program consists of discretionary grants ad-ministered by the Rehabilitation Services Admin-istration in ie U.S. Department of Education.PWI services range from skill training to job place-ment activities. One example of a PWI program isI.B.M. Computer Training for the Disabled, withover 30 locally administered training sites.Another program was organized jointly by theaeronautics industries in Seattle, Washington.For further information, contact the U.S. Depart-ment of Education, Rehabilitation ServicesAdministration.

Additional information on these programs andothers is available from the President's Committeeon Employment of People with Disabilities, theNational Alliance of Business, your state Depart-ment of Labor, and your 'ocal Vocational Rehabili-tation office. Addresses for these organizationsare included in the "Information Sources on Dis-ability Concerns," pages 15-17.

Insurance, Tax Incentives, and Tax Benefits for Employers 111 8

Glossary=11.10M.

Reprinted with permission from the Handicapped Requirements Handbook, Federal Pro-grams Advisory Service, Thompson Publishing Group, Washington, D.C. 20006

Architectural Barriers Act of 1968This statute(PL 90-480), enacted on August 12, 1968, en-sures that certain facilitiesthose owned, occu-pied, or financed by the federal governmentaredesigned and constructed so as to be accessibleto the physically handicapped. The act spells outthe type of "building" and 'facility" to which acces-sibility standards are applicable.

Architectural and Transportation Barriers Compli-ance Board (A&TBCB)Section 502 of the Re-habilitation Act of 1973, as amended, establishedthe A&TBCB as a regulatory, monitoring, report-ing, and investigative body operating under theArchitectural Barriers Act. The Board is com-posed of representatives from 10 federal depart-ments and agencies, in addition to 11 membersfrom the general public. It examines and deter-mines ways to eliminate barriersphysical andattitudinaland makes reports and recommenda-tions to Congress. To carry out its functions, theBoard can conduct investigations, hold pub!ichearings, and issue orders.

barrier-free environmentA barrier-free environ-ment is one that contains no obstacles to acces-sibility and usability by handicapped people.Section 504 of the Rehabilitation Act of 1973 em-phasizes the concept of program accessibility, butdoes not mandate a barrier-free environment.Barden may exist under Section 504 as long asthey do not impinge upon program accessibility.Rules related to new construction and alterations,however, do apply barrier-free requirementswhenever new facilities (or portions of facilities)are constructed by federal fund recipients.

equal opportunityEqual opportunity for quali-fied handicapped people is an objective of Sec-tion 504 of the Rehabilitation Act of 1973. Equalopportunity is the achievement of accessibility;the provision of benefits, services, and aids thatare equally effective for handicapped and non-handicapped people; and the development ofprograms and activiiies that are otherwise freefrom discrimination based on handicap. Equalopportunity, and not merely equal treatment, is

essential to the elimination of discrimination.Identical treatment will not, in some cases, affordhandicapped people the adjustments or accom-modations required to achieve such opportuni-tiesto work, learn, or receive servicesthat aretruly equal.

handicapped personThis term refers to any per-son who (1) has a physical or mental impairmentthat substantially limits one or more major life activ-ities such as caring for one's self, performing man-ual tasks, walking, seeing, hearing, speaking,breathing, learning, and working; (2) has a recordor history of such an impairment, or has beenmisclassified as having a mental or physical impair-ment that substantially limits one or more major lifeactivities; or (3) is regarded as having such animpairment. "Regarded as having such an impair-ment" may refer to any person who (1) has a phys-ical or mental impairment that does not substan-tially limit major life activities, but who is treated bya recipient as one who possesses such a limita-tion; (2) has a physical or mental impairment thatsubstantially limits major life activities only as aresult of the attitudes of others toward such animpairment; or (3) has no physical or mental impair-ments, as this term is defined, but who is treatedby a recipient as one who has such an impairment.

nondiscriminationNondiscrimination is man-dated by Section 504 of the Rehabilitation Act of1973, which states that "no otherwise qualifiedhandicapped individual...shall, solely by reason ofhandicap," be subjected to discrimination in anyprogram or activity covered by Section 504. En-suring nondiscrimination, then, is the recipient'scharge under Section 504, to be met through theachievement of program accessibility, equal op-portunity, full participation in programs and activi-ties, and the receipt of services.

physlcal or mental ImpairmentThis term in-cluder (1) any physiological disorder or condition,cosmetic disfigurement, or anatomical loss affect-ing one or more of the following body systems:neurological; musculoskeletal; special senseorgans; respiratory, including speech organs;

12 Glossary

cardiovascular; reproductive; digestive; genitouri-nary; hemic and lymphatic; skin; and endocrine; or(2) any mental or physical disorder, such as mentalretardation, organic brain syndrome, emotional ormental illness, and specific learning disabilities.The term °physical or mental impairment"includes, but is not limited to, the followingdiseases and conditions: orthopedic, visual,speech, and hearing impairments; cerebral palsy;epilepsy; muscular dystrophy; multiple sclerosis;cancer; heart disease; diabetes; mental retarda-tion; emotional illness; drug addiction; andalcoholism.

program accesslbility"Program accessibility" isperhaps the key term in Section 504 of the Reha-bilitation Act of 1973, because a recipient will beensuring nondiscrimination and equal opportuni-ties if its programs and activities are accessible toand usable by handicapped people. Program ac-cessibility is a flexible principle allowing recipientsto comply based on individual responses to exist-ing conditions and the needs of their handi-capped participants. In many instances, programsand activities may be made accessible throughslight modifications and adjustments in proce-dures, practices, and policies. In others, buildingrenovation or construction may be required. Butstructural change is required only in instanceswhere program accessibility cannot be achievedeffectively through other means.

qualified handicapped personAn individual who(1) with respect to empioyment, is a handicappedperson who, with reasonable accommodation,can perform the essential functions of the job inquestion; and (2) with respect to services, is ahandicapped person who meets the essentialeligibility requirements for the receipt of suchservices.

reasonable accommodationUnder Section 504of the Rehabilitation Act of 1973, "reasonableaccommodation" is the principle by which a recipi-ent's employment practices are fc, be made acces-sible to qualified handicapped people. Recipi-ents are required to make certain adjustments tothe known physical and mental limitations ofotherwise qualified handicapped applicants andemployees, unless it can be demonstrated that aparticular adjustment or alteration (a °reasonableaccommodation") would impose an undue hard-ship on the operation of the program. (See Sec-tion 504, paragraph 620 of the Rehabilitation Actof 1973 and the entry in this glossary titled "un-due hardship.") For example, an employer mioht

be required to rearrange office furniture to allowfor passage of a wheelchair, relocate some officesor classrooms to a ground floor or other acces-sible location, or relieve a deaf secretary of phoneresponsibilities. Under Section 504, such accom-modations may be required to ensure equalemployment opportunities for handicapped peo-ple. However, no essential job functions need bealtered and no new jobs need be created forhandicapped people.

Section 502Section 502 of the RehabilitationAct of 1973 (PL 93-516 and PL 95-602), estab-lished the Architectural and TransportationBarriers Compliance Board (A&TBCB) to ovrJrsebenforcement of the Architectural Barriers Act of1968 and of accessibility standards for federallyowned, occupied, or leased buildings or facilities.

Section 503Section 503 of the RehabilitationAct of 1973 (PL 93-112), as amended (PL 93-516and PL 95-602), is an affirmative action statute.This separate law, administered by the Labor De-partment's Office of Federal Contract CompliancePrograms, applies to all federal (sub)contractorswith (sub)contracts of $2,500 or more. It man-dates affirmative action to employ and advance inemployment qualified handicapped people. In

addition, it requires all recipients with 50 or mreemployees and one or more federal contracts of$50,000 or more to prepare and maintain affirma-tive action programs.

Section 504Section 504 of the RehabilitationAct of 1973 (PL 93-112), as amended (PL 93-516and PL 95-602), guarantees specific rights in fed-erally funded programs and activities to peoplewho qualify as handicapped. Section 504 states:"No otherwise qualified handicapped individual inthe United States...shall, solely by reason of hishandicap, be excluded from the participation in,be denied the benefits of, or be subjected to dis-crimination under any program or activity receivingfederal financial assistance..."

undue hardshipA recipient shall make reason-able accommodation to the known physical ormental limitations of an otherwise qualified handi-capped applicant or employee, unless the recipi-ent can demonstrate that such accommodationwould impose "undue hardship" on the operationof its program. The regulations to date provide noprecise criteria for determining when the effort toaccommodate handicapped people becomes an"undue hardship." This concept will most likely re-ceive added clarity by courts in the future.

Glossary 13

viewed In Its entlretyThis term is used in refer-ence to program accessibility. A recipient's pro-grams and activities are accessible to the handi-capped if participation by handicapped peoplehas been ensured when any program or activity isviewed in its entirety. All components of a pro-gram or activity, therefore, need not be accessible

..1.

-

for program accessibility to be achieved. Forexample, if a university offers several sections of aparticular course, not all sections of the courseneed be made accessible to handicapped.peo-ple. If enough sections are accessible to permitfull participation by handicapped people, programaccessibility will be achieved.

14 Glossary

Information Sources on Disability Concerns

The following organizations can provide extensive resources, services, and informationconcerning disability topics such as education, employment, independent living, and self-care. Call or write these organizations directly.

ABLEDATA SystemAdaptive Equipment CenterNewington Children's Hospital181 E. Cedar St.Newington, CT 06111800/344-5405

Source for information on commercially availablerehabilitation aids and equipment.

American Association for the Advancement ofScience

Project on Science, Technology and Disability1333 H St., N.W.Washington, DC 20005202/326-6400, or 202/362-6667 (Voice and TDD)

American Association for Counseling andDevelopment

5999 Stevenson Ave.Alexandria, VA 22034703/823-9800

American Foundation for ihe Blind (AFB)15 W. 16th St.New York, NY 1001121 2/620-200 0

Association of Handicapped Student McePrograms in Postsecondary Education(AHSSP PE)P.O. Box 21191Columbus, OH 43221614/488-4972

Source of information and services available atcolleges throughout the country.

Commission for the Blind(your state Department of Labor)

Developmental Disabilities Program(your state Department of Mental Health)

EDC/WEEA Publishing Center55 Chapel St.Newton, MA 02160800/225-3088, or 617/969-7100(Education Development Center/Women's

Educational Equity Act)

Provides grants to develop programs and materi-als that promote educational equality for girls andwomen. Offers information on curriculum materi-als, career development, and staff development.

Foundation for Science and the Handicapped236 Grand St.Morgantown, WV 26505304/293-5201

A networ e. of disabied scientists that advises gov-erment, industry, and education on accessibility

support.

Gallaudet College800 Florida Ave.Washington, DC 20002202/651-5000 (Voice and TDD)

A liberal arts college for the deaf. Includes amodel elementary and secondary school. Also, asouxe of information for deaf persons, parents,employers and educators.

G.T.E. Education Services, Inc./Special Net2021 K St., N.W. Suite 215Washington, DC 20006202/835-7300

A computer-based information network on variedtopics for special educators.

Information Sources on Disability Concerns 15

22

HEATH Resource CenterOne Dupont Circle, Suite 800Washington, DC 20036202/939-9320 (Voice and TDD); 800/544-3284

(outside the District ofColumbia)

HEATH (Higher Education and Adult Training forPeople who are Handicapped) is a national clear-inghouse on postsecondary education for dis-abled people.

Independent Living Research Utilization ProjectThe Institute for Rehabilitation and Research1333 Moursund Ave.Houston, TX 77030713/797-1440, Ext. 504

Job Accommodation NetworkPresident's Committee on Employment of the

HandicappedP.O. Box 468Morgantown, WV 26505800/JAN-PCEH (TTY and TTD)

Mainstream1000 15th St., N.W., Suite 1010Washington, DC 20005202/898-1400Employment-related services, technical assis-

tance, job referral services

National Alliance of Business1015 15th St., N.W.Washington, DC 20005202/457-0040

Information for employers on iaried topics such asaccessibility and tax incentives.

National Council on Independent LivingC/O Access Living815 W. Van Buren, Suite 525Chicago, IL 60607312/226-5900

An organization of independent living centers.Provides information and referral services.

National Easter Seal Society2023 W. Ogden Ave.Chicago, IL 60612312/243-8400312/243-8880 (TDD)

Provides information co accessibility, aids, recrea-tion, attitudes, independent living, rehabilitation.

National Federation of the Blind1800 Johnson St.Baltimore, MD 21230301/659-9314

National Information Center for HandicappedChildren and Youth

P.O. Box 1492Washington DC 20013703/522-3332

Provides information to parents and teachers on avariety of personal concerns and state and na-tional issues.

National Library for the Blind and PhysicallyHandicapped

Library of Congress1291 Taylor St., N.W.Washington, DC 20542202/287-5100

National Organization on Disability910 16th St., N.W., Suite 600Washington, DC 20006202/293-5960; 202/293-5968 (TDD)

A network of 1700 community organizationsacross the country. Helps groups and individualson topics such as education, recreation, employ-ment, accessibility, and accident and diseaseprevention.

National Rehabilitation Information Center8455 ColPsville Rd., Suite 935Silver Spring, MD 20910301/588-9284, or 800/345-2742

16 Information Sources on Disability Concerns

2 I-,t)

-1

National Technical Institute for the DeafRochepwr Institute of TechnologyOne Lomb Memorial Dr.P.O. Box 9887Rochester, NY 14623716/475-6400

Provides technical training to deaf and severelyhearing impaired students. Trains interpreters,employers, and educators. Provides information,materials, and services related to employment.

Paralyzed Veterans of America801 18th St., N.W.Washington, DC 20006202/872-1300

An information and advocacy agency for personswith all types of disabilities. Publications and infor-mation for employers and families on topics suchas workplace accommodations and accessibility.

President's Committee on Employment of Peoplewith Disabilities

1111 20th St., N.W., Suite 636Washington, DC 20036202/653-5044

Provides accessibiiity information, workplace ac-commodation networks of employers.

Recording for the Blind20 Roszel Rd.Princeton, NJ 08540609/452-0606

Records and lends educational books to blindand visually impaired individuals.

Rehabilitation International22 E. 21st St.New York, NY 10010212/420-1500

Provides a link between the rehabilitation commu-nities in the United States and other countries.Provides information on travel for disabled per-sons and audiovisual materials on disabled peo-ple and the rehabilitation process.

Services to Crippled Children(your state Department of Public Health)

Sister Kenny InstituteDivision of Abbott-Northwestern Hospital800 E. 28th St. at Chicago Ave.Minneapolis, MN 55407612/863-4457

Provides a continuum of rehabilitation services,research, education information, and audiovisualmaterials for health professionals, patients andtheir families.

Social Security Administration6401 Security Blvd.Baltimore, MD 21235301/594-7700; 800/325-0778 (TDD)

Information on disability insurance, benefits, andpayments; programs and eligibility. Publishesover 100 booklets and research repoas.

Stout Vocational Rehabilitation InstituteMaterials Development CerderSchool of Education and Human ServicesUniversity of Wisconsin-StoutMenomonie, WI 54751715/232-2195

Rehabilitation services and information for em-ployers and prospective employers.

United Cerebral Palsy Associations66 E. 34th St.New York, NY 10016212/481-6300

United States Department of Housing and UrbanDevelopment

Office of the Special Advisor fcr Disability IssuesSuite 10140, 451 Seventh St., S.W.Washington, DC 20410-0001202/426-6030

Vocational Rehabilitation Services(your state Department of Education)

Information Sources on Disability Concerns 1724

Additional Resources

The following list includes a variety of resources including catalogs, brochures, books,and periodicals organized under a series of alphabetized topics. For other specializedmaterials and further resourtes, see "Information Sources on Disability Concerns," pages15-17.

Accessibility, Aids, and AppliancesConsumer Care Products, Inc. Consumer CareProducts, Inc. (catalog) Available from CCP, Inc.,6405 Paradise 1 ane, Sheboygan Falls, WI53085; 414/467-2393.

Paralyzed Veterans of America. Access Informa-tion Bulletins: Wheel Chair Bathrooms," "Work-place Accommodations," and "Ramps, Stairs andFloor Treatments." Washington, DC: ParalyzedVeterans of America.

Sears, Roebuck, and Co., Home Health Care.(catalog) Available from Sears, Roebuck, and Co.,Sears Tower, Chicago, IL 60684; 312/875-2500.

Awareness and TheoryBlatt, J., A. Bdghtman, and M. Sullivan. FeelingFree. Reading, MA: Addison-Wesley, 1979.

Bowe, F. Handicapping America: Barriers to Dis-abled People. New York: Harper and Row, 1978.

Browne, S., D. Connors, and S. Sterns. With thePower of Each Breath: A Disabled Women's An-thology. Pittsburgh: Cleis Press, 1985.

Cohen, S. Special People. Englewood Cliffs, NJ:Prentice-Hall, 1977.

DeLoach, C. and B. G. Greer. Adjustment to Se-vere Physical Disability: A Metamorphosis. NewYork: McGraw-Hill Book Company, 1981.

Duffy, Y. All Things Are Possible. Ann Arbor, MI:A. J. Garvin and Associates, 1981.

International Center for the Disabled and LouisHarris and Associates. The ICD Survey of Dis-abled Americans: Bringing Disabled Americansinto ihe Mainstream. New York: InternationalCenter for the Disabled, 1980.

Kushner, H. When Bad Things Happen to GoodPeople. New York: Schocken Books, 1981.

Naflonal Easter Seal Society. A collmlion of reha-bilitation literature on a veil ty of topics. Availablefrom N.E.S.S., 2023 W. Ogden Ave., Chicago, IL60612; 312/243-8400, or 312/243-8880 (TDD).

United Cerebral Palsy Association and Associ-ates. Programang for Adolescents with CerebralPalsy and Related Disabilities. New York; UnitedCerebral Palsy Association, Inc., and CatherineLyle Murray Foundation, 1983.

U.S. Government Printing Office. Directory of Na-tional Information Sources on Handicapping Con-ditions and Related Services. Publication No. E-82-22007, Superintendent of Documents, U.S.Government Printing Office, Washington, DC20402.

Vash, C. L. The Psychology of Disability. NewYork: Springer Publishers, 19C1.

Wolfensberger, W. The Principle of Normalizationin Human Services. Toronto: National Institute onMental Retardation, 1972.

Wright, B. Physical Disability: A PsychologicalApproach (2nd. ed.). New York: Harper and Row,1983.

Career CounselingBolles, R. N. What Color Is Your Parachute?Berkeley, CA: Ten Speed Press, 1985.

College Placement Council. The CPC Annual1988-89: The Career Planning and PlacementGuide for College Graduates. Bethlehem, PA:College Placement Council.

Commission on Professionals in Science andTechnology. Opportunities in Science and

18 Addirmal Resources25

a

Engineering. Washington, DC: Commission onProfessionals in Science and Technology,1984.

Foster, J., C. Szoke, et al. Guidance Counselingand Support Services for High School Studentswith Physical Disabilities: Visual, Hearing,Orthopedic, Neuromuscular, Epilepsy, ChronicHealth Conditions. Cambridge, MA: TechnicalEducation Research Centers, Inc. 1979.

Girls Club of Santa Barbara. Choices: A TeenWoman's Journal for Self-Awareness and Per-sonal Planning. El Toro, CA: Girls' Club of SantaBarbara, Inc.,1984.

Hopke, W. E., ed. Encyo'opedia of Careers andVocational Guidance. (6th ed.) (2 vols.) Chicago,IL: J.G. Ferguson Publishing Co., 19C4.

Lobodinski, J., D. McFadden, and A. Markowica.Marketing Your AbilitiesA Guide for the Dis-abled Job Seeker. Washington, DC: Mainstream,1984.

Stern, V., and M. Redden. Scientific and Engi-neering Societies: Resources toe Career Plan-ning. Washington, DC: American Association forthe Advancement of Science, 1980.

University 3f California. Careers in Science: AGuide for the Counselors, Teachers, and Parentsof Students with Disabilities. Irvine, CA: Univer-sity of California, hvine, 11.181.

U.S. Government Printing Office. OccupationalOutlook Handbook. (1986-1987 ed.) Washing-ion, DC: U.S. Government Printing Office. (029-001-02863-6)

Disability Issues in ScienceAmerican Association for the Advancement ofScience. Resource Directory of Scientists andEngineers with Disabilities. 2nd ed.). Washing-ton, DC: A.A.A.S., 1987.

American Association for the Advancement ofScience. Within Reach: Out of School ScienceOpportunities for Youth. Washington, DC:A.A.A.S., 1932.

American Chemical Society. Teaching Chemistryto Physically Handicapped Students. Washing-ton, DC: The American Chemical Society Commit-tee on the Handicapped, 1981.

Center for Multisensory Learning. Science En-richment for Learners with Physical Handicaps.Berkeley, CA: Lawrence Hall of Science, Univer-sity of California, 1978.

. Science Acfivities for the Visually Im-paired,. Berkeley, CA: Lawrence Hall of Science,University of California, 1976.

. Center for Maltisensory Learning (CML)Newsletter. Berkeley, CA: Lawrence Hall of Sci-ence, UniversIty of California. Periodical.

Heath Resource Center. Access to the Scienceand Engineering Laboratory and Classroom.Washingtem, DC: Heath Resource Center,1986.

Smith, L.M. A College Student with a Disability: AFaculty Handbook. Washington, DC: Superin-tendent of nocuments, U.S. Government PrintingOffice, 1980.

Steamer, Phyllis S. Able ScientistsDisabledPersons: Biographical Sketches Illustrating Ca-rvers in the Sciences for Able Disabled Students.Clarendon Hills, IL: Foundation for Science andthe Handicapped, Inc., 1984.

U.S. Department of Commerce. Science for thePhysically Handicapped in Higher Edvsotion.Washington, DC: U.S. Department of Commerce,National Oceanic and Atmosphere Administration,1979.

University of California. Careers in Science: AGuide for the Counselors, Teachers and Parentsof Students with Disabilities. Irvine, CA: Univer-sity of California, Irvine, 1931.

EmploymentAmerican Foundation for the Blind. Visually Im-paired Professional Persornel. New York: Amencan Foundation for the Blind, 1984.

Bowe, F. Employment Trends: 1984 and Be-yond: Where the Jobs Will Be. Hot Springs, AR:Arkansas Rehabilitation Research and Training

'nter, 1986.

Rom, F., and J. Rochlin. The Business-Rehabili-tation Partnership. Hot Springs, AR: ArkansasRehabilitation Research and Training Center,1986.

Additional Resources 19

26

Greenwood, R., ed. Designing Jobs for Handi-capped Workers: Conference Proceedings. HotSprings, AR: Arkansas Rehai;ilitation Researchand Training Center, 1985.

Heath Resource Center. Tax Incentives and TaxBenefits for the Employers of Disabled Persons.Washington, DC: Heath Resource Center, 1987.

Occupational Outlook Quarterly. WashingtonD.C.: U.S. Department of Labor, Bureau of LaborStatistics. Quarterly.

The President's Commission on Employment ofDisabled People and the Dole. Foundation. Dis-abled Americans at Work. Washington, DC, 1985.

Rochester Institute of Technology. Tips You CanUse When Communicating with Deaf Employees.Rochester, NY, 1985.

Terzian, A., and M. E. Saari. Deafness: A Guidefor Employers and Employment Counselors.Trenton, NJ: New Jersey Department of Labor,1985.

ParentsBoard, M. A., J. Cole, et al. Independent Livingwith Attendant Care: A Message to Parents ofHandicapped Youth. Houston: The Institute forRehabilitation and Research, 1980.

Dinkmeyer, D., and G. McKay. Systematic Train-ing for Effective Parenting. Circle Pines, MN:American Guidance Services, 1976.

Greenbaum, J., and G. Markel. Parents Are to BeSeen and Heard. Ann Arbor, MI: Greenbaurn andMarkel Associates, 1985.

Self-helpBoard, M. A., J. Cole, L. Frieden, and J. Sperry.Independent Living with Attendant Care: A Guidefor the Person with a Disability. Houston: The In-stitute for Rehabilitation and Research, 1980.

Gordon, S. Living Fully: A Guide for Young Peo-ple with a Handicap, Their Parents, Their Teach-ers and Professionals. New York: John Day Com-pany, 1975. (do Harper and Row)

Hale, G., ed. The Source Book for the Disabled.New York: Paddington Press, 1979 (Grosset &Dunlap, distributors).

The President's Committee on Employment ofPeople with Disabilities. Worklife: A Publicationon Employment and People with Disabilities.Washington, DC. Quarterly.

University of Califom13. Making the Transition:College and Disabled Students. Irvine, CA: Dis-abled Students Servi-es, University of California,Irvine, 1985.

Women in ScienceAgency for Instructional Technology. Women InScience. (eight-part video series with resourceguide) Bloomington, IN: Agency for InstructionalTechnology and the University of Michigan, 1938.

American Association for the Advancement ofScience. Bibliography on Women in Science, En-gineering, and Mathematics. Available from theAmerican Association for the Advancement ofScience, 1776 Massachusetts Ave. N.W., Wash-ington, DC 20036.

American College Testing Program. Women inScience and Technology: Careers for Today andTomorrow. Available from American College Test-ing Program Publications, P.O. Box 168, IowaCity, IA 52240.

Center for Sex Equity in Schools. Women, Math,and Science: A Resource ManuaL 1982. Avail-able from the Center for Sex Equity in Schools,1046 School of Education, University of Michi-gan, Ann Arbor, MI 48109.

EQUALS. An Annotated Bibliography to AssistElementary and Secondary School Teachers inSex-Fair Counseling and Instruction. AvailablefrGrn EQUALS, Lawrence Hall of Science, Univer-sity of Califomia, Berkeley, CA 94720.

Ehrhart, Julie Kuhn, and Bernice R. Sandler.Looking for More than a Few Good Women inTraditionally Male Fields. Project on the Statusand Education of Women, 1987. Available fromthe Association of American Colleges,1818 R. St.N.W., Washington, DC 20009; 202/387-1300.

Emberlin, Diane. Contributions of Women: Sci-ence. Minneapolis: Dillon Press, 1977.

20 Additional Resources

Gomick, Vivian. Women in Science: Portraitsfrom a World in Transition. New York: Simon andSchuster, 1988.

Guidance Associates, Inc. Challenging Careers:New Opportunities for Women. Catalyst. Filmstripand guide available from Guidance Associates,Inc., Communications Park, Box 300, WhitePlains, NY 10602.

Humphreys, S., ed. Women and Minorities in Sci-ence: Strategies for Increasing Participation.Boulder, CO: Westview Press, 1982.

Modern Talking Pictures. Science: Women'sWork. Film available from Modem Talking PicturesService, 500G Park St. North, St. Petersburg, FL33709.

National Council of Teachers of Mathematics.Equity in Mathematics Project Resource List.Available from the National Council of Teachers ofMathematics, 1906 Association Dr., Reston, VA22091.

National Women's History Project. Numerous re-sources for curriculum and project ideas. ContactNational Women's History Project, Box 3716,Santa Rosa, CA 95402; 707/526-5974.

Osen, Lynn. Women in Mathematics. Cam-bridge: MIT Press, 1974.

Research Triangle Institute. Exploring Careers inScience and Engineering. Slides, audiocassette,posters, activity guide. Available from Iris Weiss,Research Triangle Institute, P.O. Box 12194, Re-search Triangle Park, NC 27709.

Smith, W., and K. Stroup. Science Career Explo-ration for Women. Available from the National Sci-ence Teachers Association, 1742 ConnecticutAve., N.W., Washington, DC 20009.

Thomas, John W. Making Changes: A Futures-Oriented Course 11 Inventive Problem Solving.Available from ETC Publications, Palm Springs,CA 92263.

Tobias, Sheila. Overcoming Math Anxiety. b-s-ton: Houghton Mifflin, 1978.

University of Kansas. COMETS: Career-OrientedModules to Explore Topics in Science. Twenty-four modules including biographical sketches ofwomen in science careers and accompanying lan-guage arts activities for junior high school-age stu-dents. Available from the Department of Cunicu-lum and Instruction, University of Kansas, 205Bailey Hall, Lawrence, KA 60045. ERIC: 226-984-1983.

Additional Resources 21

28_,

Awaken your students to opportunitiesin science with...

Women in ScienceFor junior and senior high school students and adults

This series of eight 30- to 40-minute video programs encourages women to

pursue careers in the sciences. More than 40 women role modelsprofessionals and studentsdiscuss their work, career decisions, training, how

they finance their education, and how ',hey balance their personal and

professional Ives. A comprehensive resource guide includes specific

information on career outlook, salaries, training, aod more.

Endorsed byAmerican Association of Women DentistsAmerican Chemical SocietyAssociation for Women GeoscientistsAssociation for Women in ScienceSociety of Women Enigineers

For further information on this or other fine A1T seriesor to receive one of our

catalogscail or write

Agency for Instructional TechnologyBox ABloomington, IN 47402-0120Telephone: 800/457-4509 or 812/339-2203

4

4

4

\

"7:

Appendix 16

END

U.S. Dept. of Education

Office of EducationResearch and

Improvement (OERI)

ERIC

Date Filmed

March 21,1991