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SUPPORTING JOB CORPS STUDENTS WITH DISABILITIES

SUPPORTING JOB CORPS STUDENTS WITH DISABILITIES. Region IV Normative Culture Conference July 10-11, 2007. Discussion Topics. Reasonable Accommodation 101 Sharing Accommodation Information Importance of Accommodation Information for all Staff Resources. The Disability Program.

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SUPPORTING JOB CORPS STUDENTS WITH DISABILITIES

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  1. SUPPORTING JOB CORPS STUDENTS WITH DISABILITIES Region IV Normative Culture Conference July 10-11, 2007

  2. Discussion Topics • Reasonable Accommodation 101 • Sharing Accommodation Information • Importance of Accommodation Information for all Staff • Resources

  3. The Disability Program • Job Corps serves many students with many different types of disabilities • Serving students with disabilities is a center wide responsibility, not a “wellness program” or only the responsibility of the disability coordinator • Why Accommodate?...It is the Law! It creates positive outcomes for the student and the center!

  4. What is an Accommodation? A modification to: Job Work/academic/ training environment Policy, program, or procedure Examples: Modifying a facility, work or training schedules Acquiring or modifying equipment or devices Adjusting or modifying examinations, training materials, or policies Providing readers or interpreters

  5. Accommodations • Not a “lowering of the bar,” but a “leveling of the playing field” • Should be individualized and not automatic, just because the student has a disability

  6. Step 1-Collect documentation Usually done by OA (sometimes DC) Gathered from schools, health care providers, other programs What are functional limitations? What accommodations have been provided in the past? Reasonable Accommodation Process

  7. Step 2-Develop accommodation plan What accommodations are necessary for student in JC setting? Reasonable Accommodation Process

  8. Reasonable Accommodation Team Who is on the team? • Disability Coordinator • Academic and Career Technical Managers • Counseling Manager • Health & Wellness Manager • Career Preparation Manager • High School Representative(s)

  9. The Individual with a Disability Is often a valuable resource about their own disability, accommodation, and learning needs

  10. Who Else? • Center Mental Health Consultant • Social Development Manager • Community service provider (e.g., Vocational Rehabilitation Counselor) • Facilities Manager • Food Services Manager • TEAP Specialist • Safety Officer • Center Director

  11. Accommodation Plans • Team works with student to determine accommodations needed in all areas • Consider: • Accessibility (architectural and program) (classrooms, dorms, recreation/social, and all areas on center, adaptations…) • Medical (Impact of meds, appointments…) • Emotional / Psychological (Counseling, outsideservices, mentor…) • Educational (TABE, classrooms, GED…)

  12. Step 3-Share accommodation plan Paper CIS (accommodation screen or case notes) Reasonable Accommodation Process

  13. Sharing Accommodation Information-HIPAA • There are obvious details that do not need to be shared • “Need to know…” • Accommodation plans should be shared with all staff that have a “need to know”

  14. Sharing Accommodation Information Using CIS • Health and Wellness Module • Disability Accommodation Detail Report • Disability Accommodation Summary Report • Center will need to make decisions about how staff “with a need to know” will access accommodation information

  15. Step 4-Monitor accommodation plan All staff who interact with student have a responsibility Step 5-Review and modify plan As needed, but at least every 60 days Counselor should check with student about effectiveness of plan each time you meet Reasonable Accommodation Process

  16. Collect documentation Develop accommodation plan Share accommodation plan Paper CIS (accommodation screen or case notes) Monitor accommodation plan Review and modify accommodation plan Reasonable Accommodation Process Summary Document everything!

  17. What works for one student with a disability may not work for another

  18. Why Do I Need To Know About Accommodations? • A student with a particular disability may need extra time to respond to information presented orally. It would be important for staff to know that the individual is not ignoring their question nor does it mean they are less intelligent when it takes them longer to respond.  • A student with a particular disability may not respond well to physical contact. It would be important for staff who interact with this student to know this and related information.

  19. Why Do I Need To Know About Accommodations? • A student with a particular disability may not be able to do certain dorm duties. It would be important for residential staff to know this information and perhaps work with the student to determine if there are duties the student can substitute. • A student with a particular disability may need modifications to the dorm. For example, modifications to the way the room is set up, specific accommodations in the bathroom/shower area, or specific assistance during an emergency.

  20. Why Do I Need To Know About Accommodations? • A particular student with a disability might need to have a place to take a 5 or 10 minute break if the environment becomes too overwhelming/stimulating for him/her.  There has to be a location identified where he/she may go for a short period of down time.  • A student with a particular disability may need to have schedule adjustments (e.g., shortened training day, earlier wake up time in dorm, may leave center early or arrive late on certain days).

  21. Why Do I Need To Know About Accommodations? • A student with a particular disability may need recreation schedules, dorm schedules, student handbooks, and cafeteria menus, etc., made available to them in a way they can access (e.g., audio tape) • A student with a particular disability may not be able to participate in certain recreational activities. Staff may consider how current activities can be modified to include the student or consider how the student can be provided access to recreational opportunities that afford equitable benefit. • Other examples-What accommodations have you provided?

  22. Job Corps Disability Website http://jcdisability.jobcorps.gov

  23. Disability Website–Areas of Interest • Common Disabilities • Awareness/Etiquette • Resources • Site Keyword Search

  24. Supporting Students with Learning Disabilities Website http://jccdrc.jobcorps.gov/ld

  25. Learning Disability Website– Areas of Interest • Learning Strategies • IEP as a Tool • Professional Development • Tools/Resources • Webinar Announcement and Sign Up

  26. Supporting Students with Mental Health Disabilities Website http://jchealth.jobcorps.gov/health-topics/mhd

  27. Mental Health Disabilities Website–Areas of Interest • HIPAA • Reasonable Accommodation • Psychotropic Medications

  28. Resources 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

  29. Webinars • Online presentation that uses both the computer and telephone to provide information visually and aurally so that participants are not just reading but actually having a live workshop experience • Planned • Orientation for New Disability Coordinators • Working Together: Outreach and Admissions and Wellness Staff • Where do I sign up? • LD website

  30. North Dakota Center for Persons with Disabilities (NDCPD) NDCPD is able to: • Design specific technical assistance packages for each request • Provide staff training in the areas of disability issues • Customize consultations • Develop material specific to your needs • Assist with local resource mapping http://ndcpd.misu.nodak.edu/proj/jobcorps/

  31. Other Resources • Newsletters • Disability News • Disability Newsletter for Instructional Staff • Available online • Disability – Resources > JC Disability Newsletters • Instructional –Instructional Newsletters • Shannon Bentley, Regional Disability Coordinator shannonbentley_rn@yahoo.com • Michelle Day, Disability Program Manager michelle.day@humanitas.com

  32. Points to Remember • The disability program is a center-wide program; all staff have a role • All staff are responsible for providing accommodations throughout the center.  Therefore, anyone who might have to provide various accommodations must be aware of what they are and how to implement them.

  33. Questions to Ask • What does the accommodation process look like at my center? How am I involved? How can I influence the process/provide feedback? • Do I have access do the accommodation information that is appropriate? • Where can I go for more information or to ask questions? • What should I do if a student discloses a disability or I suspect he/she may have one?

  34. Exercise • You are the Social Development Manager for your center and a member of the reasonable accommodation team. • You are going to the team meeting to assist in the development of an accommodation plan for an applicant who is deaf and has a learning disability.

  35. Exercise • What are some of the accommodations you may need to consider for your area? • What are some questions you may need to ask or additional information you may need to make a determination about what accommodations may be needed?

  36. Coming together is a beginning.Keeping together is progress.Working together is success.-Henry Ford

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