Reasonable Accommodation

By Mayda LaRosse

Human Factors Consultant Job Accommodation Network

May 8, 2003Job Corps National Health and

Wellness ConferencePhoenix, Arizona

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Prompt Courteous Professional Confidential

Contact us today!800-526-7234800-ADA-WORK All lines Voice/TTYjan@jan.icdi.wvu.eduhttp://www.jan.wvu.edu

a service of the Office of Disability Employment Policy of the U.S. Department of Labor

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Reasonable Accommodation in Job Corps

PRH Change Notice 00-03 (January 2001) requires admissions counselors (ACs) to collect information relating to an applicant’s reasonable accommodation needs

Program Instruction 00-08 (January 2001) requires all centers and admissions contractors to develop policies and procedures to ensure that applicants and students are provided reasonable accommodation

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Job Corps Disability Data June-December 2002

5,019 students with disabilities enrolled during this period (16% of total enrollees)1,444 Mental Health 355 Drug/Alcohol1,299 Cognitive 336 Sensory 978 Medical 127 Physical480 Multiple

3,650 students requested accommodation (73% of students with disabilities)

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Job Corps Disability Data June-December 2002

Types of Accommodations ProvidedMost Frequently

Psychotropic/psychiatric medications Chronic illness treatment/management Academic Mental health counseling/treatment Testing

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How Can JAN Help You Help Your Students?

JAN consultants can provide information on:– Accommodations for individual students in

the classroom and on the job– Products and vendors– The Americans with Disabilities Act,

Rehabilitation Act, and Social Security regulations

– Other resources that you might find helpful

Job Corps

+ JAN

Employmen

t

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With the Help of JAN

You will be better able to serve your students by being prepared to determine if:

Suggested accommodations are reasonable A direct threat issue exists An accommodation would cause undue

hardship A student or applicant is qualified for the

program There are other programs that might assist the student

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JAN cannot

Diagnose a disability Determine if an applicant is

appropriate for Job Corps Determine if an accommodation

request is reasonable Review student records

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Before Calling JAN

Know the applicant's limitations and abilities

Know the requirements of the program(s) Know educational and psychological

evaluation information, including the IEP (if applicable)

Know other vocational programs that are available for the applicant if the one he/she is interested in does not work

Read all available information on the student/applicant

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Caller

Receptionist Consultant

Research

Relay Information

What Happens When You Call JAN?

Meeting

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Explore JAN’s Searchable Online Accommodation Resource (SOAR)

http://www.jan.wvu.edu/soar/

1. Select the impairment

2. Select the functional limitation

3. Select the job function

4. Explore potential accommodation solutions

5. Contact vendors

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Accommodation Examples and Case

Studies

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Accommodation Example

A center has a student with learning disabilities in the GED program. This student has dysgraphia and his handwriting is illegible. This student has to write paragraphs and essays for classwork.

What classroom accommodations might help him?

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Accommodation Example

A center has a student with learning disabilities in the GED program. This student has dyslexia, and reads on a 4th grade level. He has difficulty reading the textbook, tests, worksheets, and other print material.

What classroom accommodations might help him?

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Accommodation Example

A center has a student with learning disabilities in the building maintenance program. He forgets to submit his project summaries on time.

What classroom accommodations might help him?

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“talking” watch

“To Do” List

write outline

meet lab partner

print out graphs

Verbal Prompts

Electronic Organizers

Calendars

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Case Study

A center has an applicant who has schizophrenia and is a recovering drug addict. He has applied to the business/computer training program.

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Accommodations Provided

The applicant’s medical records (current) did not indicate any behavior problems, no difficulty concentrating, no problem staying motivated and no cognitive deficits.

The center director’s disability designee (CDD) contacted the applicant and arranged a interdisciplinary team (IDT) meeting. After talking with the IDT, the applicant did not think he would need any accommodations at this time.

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Case Study

A center has an 18 year-old applicant A center has an 18 year-old applicant with spina bifida with spina bifida – High school graduate High school graduate – Cranial shuntCranial shunt– Bladder and bowel care needsBladder and bowel care needs– Wheelchair user Wheelchair user – Wants to be a residential studentWants to be a residential student– Wants computer repair trainingWants computer repair training

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Accommodations Provided Redid shower

– Wheelchair accessibility– Hand rails – Shower chair

Provided microwave for catheter sterilization

Made sure vocational training work area was accessible

Provided dormitory room on first floor Safety officer made sure all areas accessible Buddy assigned for fire drills/emergencies

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Case Study

22 year-old with cerebral palsy and learning disabilities– High school graduate, cannot read or

write– Walks with a limp, has leg weakness

with unsteady gait– Carpentry

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Accommodations Provided

Had IDT meeting, had vocational hands on assessment in carpentry, JAN was contacted and the following was provided– Reading pen– Talking tape measure– Safety ladder– Extra time (10 minutes) to get to and from

vocation – Adjustment to TAR to exclude ladder work

above 6 feet and no scaffolding– Bottom bed and first floor in dorm

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Questions?

Job Accommodation Network a service of the

Office of Disability Employment Policy of the U.S. Department of Labor

800-526-7234 800-ADA-WORK

http://www.jan.wvu.edu