Powerpoint Presentation used October 26, 2010 in Dover, Delaware

1. “Everybody can be great...
Because anybody can
serve.”
Dr. Martin Luther King, Jr.
Including Individuals with
Disabilities in National &
Community Service in
Delaware

2. www.SERVICEandINCLUSION.org
Toll-free hotline: 888-491-0326 (voice/TTY)

3. National PartnershipsThe National Service Inclusion Project partners with the
following organizations to further enable all CNCS
grantees to collaborate with the disability community.
These disability organizations are committed to
promoting national service and volunteerism as a valued
option for individuals with disabilities to their respective
communities.
Association of University Centers on Disabilities (AUCD)
Association on Higher Education and Disability
(AHEAD)
National Down Syndrome Congress (NDSC)
National Council on Independent Living (NCIL)

4. Sampling of Training and
Technical Assistance Topics:
• Values That Guide and Current Best Practices on Inclusion
• Disclosure
• Outreach, Recruitment, and Retention
• Legal Responsibilities
• Reasonable Accommodations
• Accessibility and Universal Design
Specialized Topics
• Developing a Collaborative Action Plan for Inclusion
• The History of the Independent Living Movement
• Emergency Preparedness for People with Disabilities
• Disability Inclusion in Culturally Diverse Communities
• Tips and Tools to Assist Senior Citizens to Live Independently

6. The 2009 Edward M. Kennedy Serve America Act
April 21, 2009

7. The Serve America Act…
Even more explicitly emphasizes a commitment to
the inclusion of people with disabilities as active
participants in national service…
Edward M. Kennedy Serve America Act

8. Disability Inclusion
• Increases money for outreach and placement
• Expands to all national service grant
programs
• Allows members to serve up to the equivalent
of 2 full-time educations awards
Edward M. Kennedy Serve America Act

9. • Specific references to the inclusion of People with
Disabilities… alone …or as a part of the definition of
“Disadvantaged Groups”
• For example, when the Act speaks of the development of
new programs [Social Innovation, Volunteer Generation,
Non-profit Capacity Building] or the discussion of the 5
priority areas, or the emphasis on specific groups such as
veterans, persons that are 55+, or Youth – there is specific
mention of the inclusion of persons with disabilities
Edward M. Kennedy Serve America Act

10. Select Highlights…
• …collaborate with organizations with demonstrated
expertise in supporting and accommodating individuals
with disabilities, including institutions of higher education,
to increase the number of participants with disabilities
• …provide and disseminate information regarding methods
to make service-learning programs and programs offered
under the national service laws accessible to individuals
with disabilities
• …outreach to …agencies and organizations serving
veterans and individuals with disabilities…
Edward M. Kennedy Serve America Act

11. Facilitates (more) inclusion by:
– Authorizing a significant increase in the funding
available for disability inclusion activities BUT remember
authorization does not equal appropriation
– Authorizing the use of inclusion funds across all national
service programs, for e.g.
• Reasonable Accommodations funds are now
available for other national service program
participants, as applicable
• Training and technical assistance extends to
grantees and potential grantees
Edward M. Kennedy Serve America Act

12. In Summary…
Letter and Spirit of the Serve America Act
encourages…
– Partnering/Collaborating
– Going outside of our usual comfort zones
… to improve lives and communities through
service and volunteering
Edward M. Kennedy Serve America Act

13. Who are people
with disabilities?
13

14. “Disability” as Defined by Section 504 of the
Rehabilitation Act & the Americans with Disabilities Act
• A physical or mental impairment that substantially limits one or
more major life activities
• A history or record of such an impairment
• Being regarded as having such an impairment, even when no
limitations exist
• Someone who has an association with someone with a disability

15. “Major Life Activity” is Anything an Average
Person Can Do with Little or No Difficulty
Major life activities include, but are not limited to: caring for oneself,
performing manual tasks, walking, seeing, hearing, speaking,
breathing, learning, working, sitting, standing, lifting, reaching, sleeping
and mental/emotional processes such as thinking, concentrating and
interacting with others.
ADAAA additions: operation of major bodily functions such as the
immune system, normal cell growth and the endocrine system.
http://www.jan.wvu.edu/bulletins/adaaa1.htm

16. “Substantially limits”
…unable to perform, or significantly limited in the
ability to perform, an activity as compared with an
average person. Factors to be considered are:
1. Its nature and severity
2. How long it will last or is expected to last, and
3. Its permanent or long-term impact, or expected
impact

17. Exclusions from Coverage Defined by the Law
• Current drug use is not protected by the ADA
• Temporary, non-chronic impairments that do
not last for a long time and that have little or no
long term impact

18. “Qualified Individual”
An individual with a disability who, with or without
reasonable accommodations, can perform the
essential functions of the position.
Just like participants without disabilities, the
individual must meet the qualifications the
program has in place.

19. “Qualified”
Does the individual meet necessary prerequisites for the service
position, such as:
•education
•work experience
•training & skills
•licenses or certificates
•other job-related requirements, such as good
judgment or the ability to work with other people

20. 20
OUTREACH,
MARKETING
&
RECRUITMENT

21. Inclusive Recruitment
= Quality Recruitment
If you recruit with accessibility in
mind, you will recruit with quality.

22. Promoting the Position:
Design with Access in Mind
• Think of access every step of
the way
• Ensure that your materials can
be accessed by individuals with
a varied array of abilities

23. Alternative Formats
 Do we provide materials in formats accessible to
people with visual or cognitive disabilities?
 Do we have accessible, user-friendly web sites?
 Do we mail materials electronically prior to events?
 Do we provide Braille, electronic, large print, and
illustrated materials?
 Do we read overheads and flipcharts when
presenting?

24. Design with Access in Mind and
Improve the Product
1. What should you do to ensure that a
brochure with pictures can be accessed
by an individual with vision loss?
2. How will this improve the overall quality
of the product?

25. Inclusive Content
All recruitment materials should
include certain content and
language which is welcoming
to individuals with disabilities.

26. Accessible vs. Inclusive
“Qualified individuals with disabilities and
those from diverse backgrounds are
strongly encouraged to apply. We
provide reasonable accommodations
for qualified individuals and conduct all
activities in fully accessible settings.”
“We are an equal opportunity program
or organization.”

27. Design With Access in Mind and
Improve the Product
1. What should you do to ensure
that an individual with a hearing
loss will be able to access a
recruitment video?
2. How will this improve the overall
quality of the product?

28. Design with Access in Mind and
Improve the Product
1. What should you consider when
deciding the location of a recruitment
event?
2. How will this improve the overall
quality of the event?

29. Technology
Have we created an accessible website?
• An accessible website allows people with disabilities
to experience, navigate, and interact with the website
• Information on how to make your website accessible:
http://www.w3.org/WAI/eval/

30. Recruitment Tips
• After initial outreach, evaluate your message
– Provide more than general information about CNCS
– Start stating benefits and possibilities for all people including those
with disabilities
• Stay in contact with state/local government agencies, advocacy groups
http://nichcy.org/
• Establish close relationships with provider agencies, school districts, and
self-advocacy groups (maintain ongoing contact with people with
disabilities in order to recruit potential members and volunteers)
• Recruit at:
– Disability related conferences and/or job and resource fairs

31. State Agencies that Support Youth, Adults and Seniors with Disabilities
 providers funded by state agencies
University Centers for Excellence in Disabilities
Consumer -Directed Self Advocacy Groups
 People First, Self Advocates, TASH
Disability-Specific Organizations
 Brain Injury Associations, ARC, UCPs, Epilepsy Foundation,
Mental Health Association, Easter Seals, Independent
Living Centers
Parent and Family Organizations
 Parent Training & Information Centers
Students with Disability Offices at Colleges and Universities

32. 32
Position Descriptions,
Interviewing
&
Selection

33. 33
What is an inclusive service
description and why is it
important?

34. Elements of a Service Description
• Service position title
• Full or part time
• Supervisor/title
• Service position summary
• Essential functions
• Marginal functions
• Working relationships
• Knowledge, skills and
abilities
• Academic qualifications
• Service conditions
• Physical, emotional,
intellectual demands
• Equipment used

35. Inclusive Service Descriptions - outline of the
essential and marginal functions of a position
What is Essential?
• Position exists to perform a specific function
• Limited number of others who can do the function
• Function is specialized; person selected because of
expertise
What is Marginal?
• Tasks are preferential or secondary to essential
functions
• Can be traded or done by another volunteer

36. Interview Inquiries and the Law
• No disability–related questions
verbal or written
• Questions should relate only to position
requirements
• No medical examinations prior to offer of position
• Medical examinations allowed after offer of
position (only if required of all members)

37. Interview Questions that are OK
• Are you able to perform the essential functions of this
position, with or without reasonable accommodations?
• Can you describe how you would perform the following job
functions (followed by a list of service duties)?
• Ask:
– How would you?
– What would you do if?
– How long would it take to?

38. Interview Questions that are NOT OK
• Do you have a disability?
• Do you have any physical or mental impairments which might
limit you in performing this job?
• Have you ever collected workers’ compensation?
• What medical conditions do you have?
• What information can you tell me about your disability?

39. More Hints on Interviewing...
 Offer the availability of accommodations prior to the interview
 If accommodations are requested for the interview, ask questions for more
detailed information
 If someone discloses a disability, offer the availability of and process for
acquiring accommodations
 Do not ask for details about a requested accommodation during the interview
 Not everyone with a disability needs an accommodation
 Ask (and document) the same questions of everyone
 Ask how the person would accomplish concrete tasks

40. 40
Access,
Accommodations
&
Universal Design

41. Access Considerations
• How accessible is your site or program?
• Do a wide range of persons with disabilities have an
opportunity to take advantage of your program in
these five areas?
– Architecture/Space
– Programs
– Communication
– Alternative Formats
– Technology

42. Access Considerations
• How accessible are sites and programs?
• What can be done to remove barriers?
• How can you provide program access?

43. Access: Architecture/Space
(also known as barrier free)
• Ramps for entering the building and elevators for multiple story
buildings
• Signage indicating location of accessible entrance, parking, and
bathrooms
• Fire alarm with strobe lights
• Corridors, conference rooms, and common areas open enough for
wheelchair access
This building is readily available and usable
by a wide range of people with disabilities.

44. Access: Programs
• Interview in an accessible building
• Train in an accessible location
• Provide alternative formats of program materials
• Plan pro-active/organized approach to program
• Evaluate ongoing effectiveness of program
Provide meaningful, equivalent access to all
services, programs, and activities even if the
space is not architecturally accessible.

45. Access: Communication
Provide accessible communication for persons
with hearing speech, vision, cognitive, and
learning disabilities.
 Sign language interpreter or CART provider for
people who are deaf or hard of hearing
 Quiet meeting space for member with hearing loss or
attentional issues
 Different or simplified forms for persons with
cognitive or learning disabilities
 Voice Activated Software

46. ACCESS: Alternative Formats
Provide materials in formats accessible to people with
visual or cognitive disabilities including Braille,
electronic, large print and illustrated materials.
 Do we provide materials in formats accessible to
people with visual or cognitive disabilities?
 Do we mail materials electronically prior to events?
 Do we read overheads and flipcharts when presenting?

47. ACCESS to Alternative Formats
 Use photographs and Braille names on office
doors and mailboxes
 Mail materials electronically prior to events
 Use written or verbal descriptions of charts,
graphs
Provide materials in formats accessible to people with
visual or cognitive disabilities including Braille,
electronic, large print and illustrated materials.

48. Technology
Have we created an accessible website?
• An accessible website allows people with disabilities
to experience, navigate, and interact with the website
• Information on how to make your website accessible:
http://www.w3.org/WAI/eval/

49. What is Universal Design?
Universal Design includes environments that have been
created to be usable by everyone, regardless of their
abilities or limitations.
Examples:
Curb cuts: used by people using
wheelchairs, but also parents pushing
strollers, bicycles, travelers with rolling
luggage.
Closed-captioned television: initially
developed for people who are deaf or
hard of hearing, but found in gyms, sports
bars, and for watching T.V. at home.
Curriculum Transformation and Disability.
Funded by U.S. Department of
Education. Project #P333A990015.
Copyright 2000.

50. • Wider doorways for everyone to enter,
wider interior circulation, and more spacious
• Lever door handles instead of door knobs that are easier to open by
everyone
• Light switches and electrical receptacles located at a height that is more
reachable by those who may have trouble bending over or reaching up
• All materials provided in large print with black ink on white or light
yellow paper
Universal Design: Specific Features
That are More Usable by Everyone

51. 51
Management,
Supervision
&
Retention

52. Reasons for not Disclosing
• Culture of program environment
– “Gossipy”
– Excessively competitive
– Racially insensitive
• Fear of potential reactions
• Refusal by others to share equipment
• Not relevant
• Stigma associated with disability
• Need to disclose to other people outside of service program first
*Information collected by research project at ICI

53. Impact for not Disclosing
• Social isolation
– Did not get close to people for fear of personal questions
• Feel compelled to misrepresent
– Explained medical appointments by saying she was part of
nutrition study
– One individual told others she had a different diagnosis
• Unable to request accommodations
• Report less support than people who did disclose
• Stress of keeping the secret
*Information collected by research project at ICI

54. Things to Remember
about Disclosure
• It is up to the individual to disclose a disability
• The amount of information provided about a disability is up to
the individual
• If an individual discloses a disability, that information must be
maintained confidentially and cannot be disclosed to others
• May share information regarding disabilities if member
provides approval in writing or alternative verifiable method
• HR personnel and supervisors are trained/informed in the
confidentiality of medical, disability and accommodation-
related information

55. Guidelines for Managing Performance
•Individuals with disabilities are held to the same performance and
conduct standards as other members and volunteers
•If a person with a disclosed disability is not performing well, you
may ask whether any accommodation is needed to improve
performance
•Document poor performance or misconduct and advise the
person there are issues of concern
•An accommodation can be requested following feedback on poor
performance and granted to enable a qualified individual with a
disability to meet such conduct standard in the future

56. Guidelines for Managing Performance (cont.)
• If the reason for unsatisfactory performance relates to the
need for accommodations, you may not discipline or
terminate the individual
• An individual who poses a direct threat to the health or
safety of the individual or others “…that cannot be
eliminated by a reasonable accommodation is not
considered a qualified individual”
• Maintain clear and comprehensive documentation of all
interactions. Give clear and consistent feedback

57. Disability vs. Poor Performance
• Are specific tasks not being properly
performed?
• What are the issues present beyond typical
tolerance for performance variations?
• How are performance issues typically handled?
• Is the person aware of performance issue?

58. Tips for Managers
• Know and be clear about the essential functions and tasks
• Do not ask for more information about the specifics of disability than a
person volunteers
• When an individual discloses a disability, ask if reasonable
accommodations are needed and describe the accommodation
process
• Always maintain confidentiality
• Create a culture which welcomes and values people with disabilities
and is accepting of individual differences
• Clearly communicate policies to all program staff

59. Review: Main Content Areas
• Outreach, Marketing & Recruitment
• Service Descriptions, Interviewing &
Selection
• Access, Accommodations & Universal
Design
• Management, Supervision & Retention
59

61. Click to edit Master title styleContact Information:
National Service Inclusion Project
888.491.0326 [V/TTY]
NSIP@UMB.EDU
www.SERVICEandINCLUSION.org