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Vocational Accommodations

Vocational Accommodations. November 2005. How do you know what accommodations are needed?. Review student file IEP 504 Plan Interview the applicant/student What subjects do you like? Which subjects do you not like? What do you find hard or difficult to do?

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Vocational Accommodations

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  1. Vocational Accommodations November 2005

  2. How do you know what accommodations are needed? • Review student file • IEP • 504 Plan • Interview the applicant/student • What subjects do you like? • Which subjects do you not like? • What do you find hard or difficult to do? • What kinds of services or special help did you receive in school?

  3. Determining Accommodation Needs (cont.) • Observe the student • What types of assignments do they hesitate to do or leave partially unfinished? • Do they struggle with reading? • Do they seem slow to respond but do ultimately respond with an answer that demonstrates understanding? • Complete a learning styles inventory • Determine areas of strength and weakness

  4. Determining Accommodation Needs (cont.) **Most importantly • Determine the requirements/skills necessary for completion of your trade area. • Identify a student or applicant’s areas of difficulty or barriers in completing tasks in the trade environment. • Develop a strategy, modification, or accommodation to assist in removing each of those barriers.

  5. What does this require? • Familiarity with each of these terms: • Accommodations • Modifications • Strategies • Compensatory • Familiarity with assistive technology • Vocational Participation in the center’s IDT

  6. Terms to Know • Accommodations - Accommodations provide different ways for students to take in information or communicate their knowledge back to you. The changes basically don’t alter or lower the standards or expectations for a subject or test. Ex. Extended time for a test. • Modifications - Modifications are changes in the delivery, content, or instructional level of subject matter or tests. Ex. Providing reading material in a lower grade level.

  7. Terms to Know (cont.) • Strategies – Ways or methods of instruction that assist the student in “learning” or “applying” the concept that is being taught. Ex. Use of multi-sensory instruction, mnemonics, etc. • Compensatory - From The Learning Disabilities Association of Ontario (2001):"'Compensatory strategies' are ways in which individuals who have learning disabilities can apply coping skills to help themselves overcome the [effects] of their learning disabilities, without necessarily having to rely on the assistance of other people. • Imagine compensatory strategies being the same thing as a person who might use a crutch to get around with a broken foot.

  8. Who Can Job Corps Serve in Vocations? • No list of disabilities that makes a person ineligible for the program -- consider the individual needs of each student. • No list of accommodations Job Corps will or will not provide. • Any student with a disability who can meet the requirements of a vocation (with or without reasonable accommodation) is eligible to participate.

  9. Trade Participation • PRH Change Notice 01-06 (May 2002) revised the NTC memorandum of understanding. • Unless center physician determines that participation in a particular trade would be a direct threat to the student, or other students, the condition of the student’s health will not be a factor regarding his/her participation in NTC trades. • NTC staff will work closely with the DC to ensure student’s in NTC trades receive necessary trade-related reasonable accommodations.

  10. Clearance for Vocations • The center physician will evaluate each student for general appropriateness to all vocations and sport activity. • The health and wellness manager will notify the student's career preparation counselor if there are any limitations or concerns for safety to any trades or sport activity. • If the vocational instructor feels there is a specific concern regarding the health and safety, the instructor will submit in writing the specific concern that has been demonstrated by the student and physician will reassess as expeditiously as possible.

  11. Vocational Assessment & Accommodation • Meet with each student to review trade. • Ask student if he/she will be able to accomplish skills and if an accommodation is necessary. Student may not know which accommodation is necessary. Be prepared to suggest possible accommodations and/or consult JAN, VR, Regional DC for advice if necessary.

  12. Vocational Assessment & Accommodation (cont.) Will student be able to accomplish skills and is an accommodation necessary? Does vocational instructor believe trade is appropriate for student with or without accommodation? NO YES Student agrees that trades is not an appropriate career choice? Student would like accommodation?

  13. Vocational Assessment & Accommodation (cont.) Student agrees that trades is not an appropriate career choice? Other trade options are discussed with the student and the accommodation process is repeated. YES The vocational instructor, members of the IDT, and career counselors all provide career counseling and guidance to the student (e.g., interest inventories, review of strengths and weaknesses, etc.). If the student continues to request the trade in question, he/she is enrolled in the trade unless there is a health or safety risk [confirmed by the center physician] or other special consideration for NTC trade enrollment as outlined in PRH Appendix 302. NO

  14. Vocational Assessment & Accommodation (cont.) Student would like accommodation? Notify the DC and work with the DC to develop accommodations and document on the student’s accommodation plan. After the accommodation is implemented, monitor the student to determine if the accommodation is meeting the needs of the student and being used appropriately. YES Notify the DC and career preparation staff [in writing] that a meeting with the student was held to discuss the requirements of the trade and possible accommodation, and the student has decided to participate in the trade without accommodation. If the student does not progress in the trade the vocational instruction and DC will reevaluate the need for accommodation. NO

  15. Vocational vs. AcademicAccommodations Similarities • Purpose in both areas is to remove barriers and provide equitable access. • Classroom Accommodations Examples • Extended Time • Use of a Calculator • Reduced Problems

  16. Vocational vs. AcademicAccommodations (cont.) Differences: • Considerations for classroom as well as shop activities or field work • More attention to safety factors • Transferability – can accommodations applied in the classroom be applied in the shop environment, in the field, and in employment situations? Not required but is helpful to keep portability and transferability factors in mind.

  17. A modification to: Job Work/academic 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 What is Reasonable Accommodation (RA)?

  18. Do not know how Think it costs too much Feel uncomfortable asking a person with a disability about what they need Unfamiliar with available resources Obstacles to Providing Reasonable Accommodation

  19. Overcoming Obstacles to Providing RA • Resources for resolving questions and concerns about providing RA include the: • Center’s Disability Coordinator • Other IDT Members • Regional Disability Coordinator • Job Corps Disability Website • Job Accommodation Network (JAN)

  20. Who is Responsible for the RA Process? • DC is responsible for coordinating the center reasonable accommodation process. • All assigned staff are responsible for the implementation of the accommodation. • All assigned staff are responsible for providing feedback on the effectiveness of the accommodation.

  21. Vocational Instructor’s Role in the Disability Initiative General • Work with JAN, VR, and other resources to become familiar with possible accommodations for trade. • Participate on interdisciplinary team meetings when vocational accommodation is required. • Monitor students who are being provided vocational accommodation. • Develop collaborative relationship with career preparation planning staff to assist student in selecting trade and career transition staff to assist with placement of student.

  22. Vocational Accommodationin Job Corps • Examples applicable to all trade areas • Modified work stations (particularly those that would accommodate a wheelchair) • Distraction-free space • Extended time on assignments and testing • Computerized testing • Videotaped instruction

  23. Vocational Accommodationin Job Corps (cont.) • Scribes and readers • Buddies • Job and mobility coaches • Assistive technology to help with studying (e.g., reading pen, computers with voice synthesis and optical character recognition) • Organization guides

  24. Long-term Time & Cost Savers • Build a library of accessible materials • Modified Tests • Simplified language • Alternate format • Reduced number of Items • Study Guides • Materials in Audio Format • Materials in Video Format • Visual charts showing sequence of tasks

  25. Long-term Time & Cost Savers(cont.) • Build an inventory of basic assistive technology items that might include: • Large key/talking calculators • Timers • Vibrating Watches • Reading Pens • Organizers • Software • Read/write programs

  26. Vocational Accommodationin Job Corps (cont.) • Examples applicable to the “Hard trades” • Modified hand tools • One-to-one training after class, calculators, buddy systems, task restructuring, sign language interpreters • Students with cognitive disabilities can often be accommodated in trades using the same accommodations used in academics

  27. Situation: A painter is experiencing pain in his wrist and shoulder. Due to an amputation, he only has the use of his right arm. Solution: The employee is provided with ergo paint brushes, tools with longer grip handles to increase grip strength, and handle adapters. Real World Accommodation Solutions

  28. Situation: An electrician who is hard of hearing needs to communicate more effectively with his boss. Solution: Before speaking, the supervisor ensures that he makes eye contact with the employee; the employee purchases a hearing aid. Real World Accommodation Solutions (cont.)

  29. Situation: A maintenance worker with rotator cuff syndrome has trouble reaching cleaning areas and moving cleaning supplies. Solution: The employer replaces the worker’s tools with long-handled, pneumatic, and lightweight tools and provides an electric cart. Real World Accommodation Solutions(cont.)

  30. Example from SOAR(Searchable Online Accommodations Resource) Scenario: A carpentry student with a learning disability has trouble performing work-related calculations. Possible accommodations from search of SOAR database: • Scratch paper to work out math problem • Fractional, decimal, statistical scientific calculators • Talking calculators • Copy of formulas on a laminated card • Computer-assisted instruction software for math • Large display screens for calculators and adding machines **See slide 35 for more information on SOAR.

  31. VR • Agency that assists individuals with disabilities to obtain and maintain employment. • Basic vocational rehabilitation services include counseling and guidance, job assessments, education, occupational training coursework, books, tools, sign language interpreter services, adaptive equipment or prosthetics, and job placement, etc.

  32. VR (continued) • Job Corps and VR have a cooperative agreement that was updated in 1999. • Highlights: • Job Corps can refer applicants with disabilities to VR for an evaluation to determine their needs and the appropriateness of placement for training in the Job Corps program. • VR and Job Corps will work together to resolve issues of accommodation for VR clients who want JC training.

  33. Job Accommodation Network (JAN) • Information Notice 99-16 (May 2000) established relationship with Job Accommodation Network (JAN) who can suggest accommodation options, offer solutions to accommodation issues, and provide resource information.

  34. JAN • JAN, a service of the U.S. Department of Labor’s Office of Disability Employment Policy, is an international, toll free, consulting service that provides anyone information about accommodations. • Calls are answered by consultants who understand the functional limitations associated with disabilities and who have instant access to the most comprehensive and up-to-date information about accommodation methods, devices, and strategies. 800-526-7234 800-ADA-WORK http://janweb.icdi.wvu.edu/

  35. SOAR • Project of JAN • Online resource designed to let users explore various accommodation options for persons with disabilities in the work setting • Includes accommodation options for specific situations. If you do not see an option for your situation, contact JAN http://janweb.icdi.wvu.edu/soar/

  36. Job Corps Disability Website • The site contains general disability information and disability-related information specific to Job Corps. • Main Page • http://jcdisability.jobcorps.gov/index.htm • Possible Accommodations • http://jcdisability.jobcorps.gov/html/ra_possible.htm

  37. Regional Disability Consultant Provides consultative and technical assistance Debbie Jones debbiemjones@adelphia.net 804-598-2118

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