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ADA Coordinator Responsibilities The ADA Coordinator will have the following responsibilities: Answer inquiries about programs, planning and coordination of compliance efforts, i.e., public notice, grievance procedure, confidentiality, etc. Receive and investigate disability accommodation requests Work with students with disabilities to determine appropriate disability accommodations Work with adult education instructors working with students with disabilities to monitor accommodation usage Receive and investigate ADA-related grievances Work with staff of adult education program to create awareness of disabilities Note: If your program chooses to cooperate within your organization, i.e., community college, to utilize their existing ADA Coordinator, students enrolled in adult education programs should be assured the above services. Steps to Follow for Students with Disabilities 1. Student Self Discloses and/or Requests Accommodation (s) 2. Have student complete release of confidential information form (pp.16-19). 3. Explain Rights and Responsibilities of Students with Disabilities (p. 15). 4. Obtain Disability Documentation 5. Review Disability Documentation 6. Complete Functional Needs Interview if unsure what accommodations are appropriate for adult education classroom OR Approve Accommodation Request (pp. 69-70). 7. Identify appropriate Accommodation (s) 8. Complete Accommodation Selection Record (p. 68). 9. If reasonable accommodation is denied, complete Denial of Request Form (pp. 71-72)) AND give student a copy of grievance procedure (eg., 74-77). 10.If reasonable accommodation request is approved, meet with instructor(s) regarding accommodation (s) for classroom. 11.Check to see if student needs assistance with using the accommodation. 12.Devise a method for monitoring accommodation usage in your program. 13.Have a staff meeting with all adult education staff to increase disability awareness. Disability Etiquette People with Disabilities People with disabilities are not conditions or diseases. They are individual human beings. For example, a person is not an epileptic, but rather a person who has epilepsy. First and foremost, they are people. Only secondarily do they have one or more disabling conditions. They prefer to be referred to in print or broadcast media as PEOPLE with Disabilities. (Refer to Glossary of Acceptable Terms) Distinction between Disability and Handicap A Disability is a condition caused by an accident, trauma, genetics or disease, which may limit a person’s mobility, hearing, vision, speech or mental function. Some people with disabilities have one or more disabilities. A Handicap is a physical or attitudinal constraint that is imposed upon a person, regardless of whether that person has a disability. Webster’s defines handicap as to put at a disadvantage. Example: Some people with disabilities use wheelchairs. Stairs, narrow doorways and curbs are handicaps imposed upon people with disabilities who use wheelchairs. Reception Etiquette Know where accessible restrooms, drinking fountains and telephones are located. If such facilities are not available, be ready to offer alternatives, such as the private restroom, a glass of water or your desk phone. Use a normal tone of voice when extending a verbal welcome. Do not raise your voice unless requested. When introduced to a person with disability, it is appropriate to offer to shake hands. People with limited hand use or who wear an artificial limb can usually shake hands. Shaking hands with the left hand is acceptable. For those who cannot shake hands, touch the person on the shoulder or arm to welcome and acknowledge their presence. Treat adults in a manner befitting adults: Call a person by his or her first name only when extending that familiarity to all others present. Never patronize people using wheelchairs by patting them on the head or shoulder. When addressing a person who uses a wheelchair, never lean on the person’s wheelchair. The chair is part of the space that belongs to the person who uses it. When talking with a person with a disability, look at and speak directly to that person rather than through a companion who may be along. If an interpreter is present, speak to the person who has scheduled the appointment, not to the interpreter. Always maintain eye contact with the individual, not the interpreter. Offer assistance in a dignified manner with sensitivity and respect. Be prepared to have the offer declined. Do not proceed to assist if your offer is declined. If the offer is accepted, listen to or accept instructions. Allow a person with a visual impairment to take your arm (at or about the elbow.) This will enable you to guide rather than lead the person. Offer to hold or carry packages in a welcoming manner. When offering to hand a coat or umbrella, do not offer to hand a cane or crutches unless the individual requests otherwise. Conversation Etiquette When talking to a person with a disability, look at and speak directly to that person, rather than through a companion who may be along. Relax. Don’t be embarrassed if you happen to use accepted common expressions such as “See you later” or “Got to be running along” that seem to relate to the person’s disability. To get the attention of a person with a hearing impairment, tap the person on the shoulder or wave your hand. Look directly at the person and speak clearly, naturally and slowly to establish if the person can read lips. Not all persons with hearing impairments can lip-read. Those who can will rely on facial expression and other body language to help in understanding. Show consideration by placing yourself facing the light source and keeping your hands and food away from your mouth when speaking. Keep mustaches well trimmed. Shouting won’t help. Written notes may. When talking with a person in a wheelchair for more than a few minutes, use a chair, whenever possible, in order to place yourself at the person’s eye level to facilitate conversation. When greeting a person with a severe loss of vision, always identify yourself and others who may be with you. When conversing in a group, give a vocal cue by announcing the name of the person to whom you are speaking. Speak in a normal tone of voice, indicate in advance when you will be moving from one place to another and let it be known when the conversation is at an end. Listen attentively when you’re talking to a person who has a speech impairment. Keep your manner encouraging rather than correcting. Exercise patience rather than attempting to speak for a person with speech difficulty. When necessary, ask short questions that require short answers or a nod or a shake of the head. Never pretend to understand if you are having difficulty doing so. Repeat what you understand, or incorporate the person’s statements into each of the following questions. The person’s reactions will clue you in and guide you to understanding. If you have difficulty communicating, be willing to repeat or rephrase a question. Open-ended questions are more appropriate than closed-ended questions. Do not shout at a person with a hearing impairment. Shouting distorts sounds accepted through hearing aids and inhibits lip reading. Do not shout at a person who is blind or visually impaired—he or she can hear you! To facilitate conversation, be prepared to offer a visual cue to a person with a hearing impairment or an audible cue to a person with a visual impairment, especially when more than one person is speaking. Do and Don’ts Do learn how to communicate with people who have disabilities. Do ensure that your enrollment and other forms do ask disability- related questions and that they are in formats that are accessible to all persons with disabilities. Do consider having written descriptions that identify the essential abilities, skills and competencies of each class. Do provide reasonable accommodations that the qualified student will need to participate in the program. Do treat an individual with a disability the same way you would treat any student—with dignity and respect. Do know that among those protected by the ADA are qualified individuals who have AIDS, cancer, who are mentally retarded, traumatically brain-injured, deaf, blind and learning disabled. Do understand that access includes not only environmental access but also making forms accessible to people with visual or cognitive disabilities and making alarms and signals accessible to people with hearing disabilities. De develop procedures for maintaining and protecting confidential records. Do train instructors on making reasonable accommodations. Don’t assume that persons with disabilities do not want to get an education. Don’t assume that alcoholism and drug abuse are not real disabilities, or that recovering drug abusers are not covered by the ADA. Don’t ask if a person has a disability during enrollment. Don’t admit a person with a disability if that person is at significant risk of substantial harm to health and safety of the public and there is no reasonable accommodation to reduce the risk or harm. Don’t admit a person with a disability who is not qualified to perform the essential functions of the classroom, including abilities, skills and competencies. Don’t assume that the environment will be unsafe if a student has a disability. Don’t assume that reasonable accommodations are expensive. Don’t speculate or try to imagine how you would perform in class if you had the student’s disability. Don’t assume that you don’t have any classes that a person with a disability can qualify for. Don’t assume that your program is accessible. Don’t make medical judgments. Don’t assume that a person with a disability can’t do class work due to apparent or nonapparent disabilities. Glossary of Acceptable Terms Acceptable: Person with a disability. Unacceptable: Cripple-the image conveyed is of a twisted, deformed, useless body. Acceptable: Disability, a general term used for functional limitation that interferes with a person’s ability, for example, to walk, hear or lift. It may refer to a physical, mental or sensory condition. Unacceptable: Handicap, handicapped person or handicapped. Acceptable: People with cerebral palsy, people with spinal cord injuries. Unacceptable: Cerebral palsied, spinal cord injured, etc. Never identify people solely by their disability. Acceptable: Has a disability, has a condition of (spina bifida, etc.), or born without legs, etc. Unacceptable: Defective, defect, deformed. These words are offensive, dehumanizing, degrading and stigmatizing. Acceptable: Deafness/hearing impairment. Deafness refers to a person who has a total loss of hearing. Hearing impairment refers to a person who has a partial loss of hearing within a range from slight to severe. Hard of hearing describes a hearing-impaired person who communicates through speaking and who usually has listening and hearing abilities adequate for ordinary telephone communication. Many hard of hearing individuals use a hearing aid. Unacceptable: Deaf and Dumb is as bad as it sounds. The inability to hear or speak does not indicate intelligence. Acceptable: Person who has a mental or developmental disability. Unacceptable: Retarded, imbecile, idiot. These are offensive to people who bear the label. Acceptable: Use a wheelchair or crutches; a wheelchair user; wlks with crutches. Unacceptable: Confined/restricted to a wheelchair; wheelchair bound. Most people who use a wheelchair or mobility devices do not regard them as confining. They are viewed as liberating; a means of getting around. Acceptable: Able-bodied; able to walk, see, hear, etc.; people who are not disabled. Unacceptable: Healthy, when used to contrast with “disabled.” Healthy implies that the person with a disability is unhealthy. Many people with disabilities have excellent health. Acceptable: People who do not have a disability. Unacceptable: Normal. When used as the opposite of disabled, this implies that the person with a disability is abnormal. Acceptable: A person who has (name of disability). Unacceptable: Afflicted with, suffers from, afflicted. Most people with disabilities do not regard themselves as afflicted or suffering continually. A disability is not an affliction. What are the legal responsibilities of adult education programs? Although most adult educators are probably aware of the Americans with Disabilities Act and its overall importance, they may not be aware of some of the specific provisions within the law. In addition to the general requirements of program and facility accessibility and non-discrimination in programs, five administrative requirements in the ADA, Title II, apply to adult education programs administered through state, county, or city government: 1. Designate a responsible employee (ADA coordinator) 2. Provide public notice 3. Establish grievance procedure 4. Conduct self-evaluation 5. Develop transition plan Designate a Responsible Employee as an ADA Coordinator Section 35.107(required as of 1-26-92) This requirement applies only to entities with fifty or more employees, but includes all employees of an entity, not just the adult education program. This person is responsible for answering inquiries about programs, planning and coordination compliance efforts, and receiving and investigating ADA- related grievances concerning programs, services, practices, and employment. Written notice displaying the name, office address, and telephone number of the employee designated as the ADA Coordinator must be posted in each building or room where services are offered (see sample public notice). Provide Notice of ADA Requirements Section 35.106 (required as of 1-26-92) This requirement applies to all public entities, regardless of size. All such entities must provide information to applicants, participants, and other interested parties regarding the rights of people under Title II and how Title II applies to their particular programs, services, and activities. Methods of providing this information include, but are not limited to, publication in handbooks, manuals, pamphlets, and enrollment/application materials that are distributed to the public to describe a public entity’s programs and activities. Other methods include the display of informational posters in service centers and other public places and/or the broadcast of information by television or radio (See sample notice). The entity must provide this information in an ongoing basis. Public notice of ADA requirements must be made available in alternative formats to meet the diverse communication needs of persons with disabilities. Alternate formats include large print, Braille, computer disk, and audio tape. Establish a Grievance Procedure Section 35.107 (required as of 1-26-92) Public entities employing 50 or more people are required to establish a grievance procedure for prompt and equitable resolution of complaints concerning program accessibility, equal opportunity, supplementary aids and services, and accommodations. This requirement becomes important when problems, such as obtaining an accommodation cannot be resolved at a lower level. (See sample grievance procedure) Conduct a Self Evaluation Section 35.105 (required as of 1-26-92) All public entities, regardless of size, must conduct a self-evaluation of current services, policies, and practices to ensure that they are in compliance with the ADA (see accessibility checklist and learning disabilities compliance checklist) Develop a Transition Plan Section 35.150 (completed by June, 2007) In the event that structural changes to facilities need to be undertaken to achieve program accessibility, a public entity with 50 or more employees must develop a transition plan designating the steps necessary to complete these changes. At a minimum, the plan must perform the following: a) identify physical obstacles that limit accessibility; b) describe the methods that will be used to correct these obstacles; c) specify a schedule for the changes; and d) indicate the person(s) responsible for implementing the plan. In addition, each adult education program in Illinois will complete a transition plan depicting what steps will be taken to provide accommodations for students with disabilities and the individual responsible for implementing the plan. Sample of Public notice Required under Title II of the ADA (Name of Adult Education Program) does not discriminate on the basis of disability in admission to its programs, services, or activities, in access to them, in treatment of individuals with disabilities, or in any aspect of their operations. The (program) also does not discriminate on the basis of disability in its hiring or employment practices. This notice is provided as required by Title II of the Americans with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973. Questions, complaints, or requests for additional information regarding the ADA and Section 504 may be forwarded to the designated ADA compliance coordinator: Name and Title: Office Address: Phone Number: Days/Hours Available: This notice is available from the ADA compliance coordinator in large print, on audio tape, and in Braille. (If additional alternative formats are available, such as computer bulletin boards, the program may state that this notice is available in additional alternative formats). SAMPLE STATEMENTS Equal Opportunity Statements Long Version (for use in program bulletins, handbooks, and application forms): The (insert your program’s name) is committed to the policy that all persons shall have equal access to its programs, facilities, services without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, or sexual orientation. *In adhering to this policy, this program abides by the Federal Civil Rights Act, 42 U.S.C. 2000e; by the requirements of Title IX of the Education Amendments of 1972; by Sections 503 and 504 of the Rehabilitation Act of 1973; by the Americans with Disabilities Act of 1990; and by other applicable statutes and regulations relating to equality and opportunity. *This section of the statement may be deleted on certain publications to conserve space. Short Version (for use on posters and cases of severe space limitation): The (insert your program’s name) is an equal opportunity educator and employer. Sample Disability Access Statements 1. General Accessibility and Accommodations Requests: All activities offered by (name of program/agency) are held in accessible locations. Accommodations for individuals with a disability are available upon request. Please contact (name of coordinator/location/phone number) If you are a person with a disability who requires an accommodation in order to participate in any program or activity, please contact (name of coordinator/location/phone) for further assistance. Individuals with a disability who may need accommodations are requested to contact (name of coordinator/location/phone) at least 2 weeks in advance of the event in order that appropriate accommodations/arrangements may be made. 2. Alternate Formats/Accommodations Requests: These materials (This brochure…) are available in alternate formats upon request. For assistance, please contact (name of coordinator/location/phone) This (newsletter/brochure) is available on disk or in large print upon request. To obtain a copy, please contact (name of coordinator/location/phone) Printed materials will be made available in alternate formats (e.g., large print, audio format, Braille) upon request. For assistance, please contact (name of coordinator/location/phone) 3. Statements for GED Test Accommodations: Accommodations on the GED Test(s) are available for qualified individuals with a documented disability. For more information, contact (name of coordinator/location/phone) Disability Access Statements: For use on registration brochures, invitations, or fliers: To request disability accommodations, please contact (name, department, address, phone number). For use on program bulletins and brochures: It is the policy of insert your program’s name to provide, on a flexible and individualized basis, reasonable accommodations to students who have disabilities that may affect their ability to participate in class activities or to meet class requirements. Students with disabilities are encouraged to contact (name, address, phone number) to discuss their needs for accommodations. ADA Grievance Complaints The ADA grievance procedure is as follows: a. All ADA complaints shall be submitted to the adult education program ADA Coordinator or, in the event that the complaint alleges a violation by the ADA Coordinator, to the Program Director. (In that event, all references here to the ADA Coordinator shall mean the Program Director.) b. All complaints must be filed in writing, must contain the name and address of the complainant, and must describe the alleged violation. c. The complaint must be filed within 90 calendar days after the complainant becomes aware of the alleged violation. d. The program will conduct an informal investigation, affording all interested persons and their representatives with notice and an opportunity to be heard and to submit relevant information. e. A written decision on the complaint will be issued by the ADA Coordinator no later than 15 business days after the complainant’s submission. f. The ADA Coordinator will, subject to program procedures and any applicable laws or regulations, maintain the files and records relating to the complaint. g. If the student wishes to appeal the ADA Coordinator’s written determination or proposed resolution, the student may appeal within 15 business days of its receipt. The appeal request must be in writing, describe the basis for his/her appeal, and be submitted to the Program Director. h. A written decision on the appeal, and a description of the proposed resolution, if any, will be issued by the Program Director no later than 15 business days after its submission. The determination of the Program Director shall be final and binding. Grievance Procedure This grievance procedure is established to meet the requirements of the Americans with Disabilities Act. It may be used by anyone who wishes to file a complaint alleging discrimination on the basis of a disability in educational practices and policies or the provision of services, activities, programs, or benefits by (name of adult education program). The complaint should be in writing and contain information about the alleged discrimination such as name, address, phone number of complainant and location, date and description of the problem. Alternative means of filing complaints, such as personal interviews or a tape recording of the complaint will be made available for persons with disabilities upon request. The complaint should be submitted by the grievant and/or his/her designee as soon as possible but no later that 90 calendar days after the alleged violation to: Name of ADA Coordinator Phone Number of ADA Coordinator Business mailing address of ADA Coordinator Within 15 calendar days after receipt of the complaint, the ADA Coordinator will meet with the complainant to discuss the complaint and possible resolutions. Within 15 calendar days after the meeting, the ADA Coordinator will respond in writing, and, where appropriate, in a format accessible to the complainant, such as large print, Braille, or audio tape. The response will explain the position of the adult education program and offer options for substantive resolution of the complaint. If the response by the ADA Coordinator does not satisfactorily resolve the issue, the complainant an/or his/her designee may appeal the decision of the ADA Coordinator within 15 calendar days after the receipt of the response to the Adult Education Program Director. Within 15 calendar days after receipt of the appeal, the Adult Education Program Director will meet with the complainant to discuss the complaint and possible resolutions. Within 15 calendar days after meeting, the Program Director will respond in writing, and, where appropriate, in a format accessible to the complainant, with a final resolution of the complaint. All written complaints received by the ADA Coordinator, appeals to the Program Directors, and responses from the ADA Coordinator and Program Directors will be kept by the adult education program for at least three years. Sample Grievance Procedure Form (Program Name) has adopted an internal grievance procedure providing prompt and equitable resolution of complaints for members of the public, visitors, clients, and employees not covered under existing agency’s grievance procedure alleging any action prohibited by the U.S. Department of Justice regulations, implementing Title II of the Americans with disabilities act. Title II state, in part, that “…not otherwise qualified disabled individual shall, solely by reason of such disability, be excluded from the participation in, be denied the benefits for, or be subjected to discrimination…” in programs or activities sponsored by a public entity. Complaints shall be addressed to: (Name, address, and phone number of ADA coordinator), who has been designated to coordinate ADA compliance efforts. 1. A complaint shall be filed in writing or verbally contain the name and address of the person filing it, and briefly describe the alleged violation of the regulations. 2. A complaint shall be filed within five (5) working days after the complainant becomes aware of the alleged violation. Processing of allegations of discrimination, which occurred before this grievance procedure was in place, will be considered on a case-by case basis. 3. An investigation, as may be appropriate, shall follow a filing of complaint. The investigation shall be conducted by (Name of ADA Coordinator) or in (his/her) absence, any other person designated by the program or agency director. This process contemplates informal by thorough investigations, affording all interested persons and their representative, if any, an opportunity to submit information relevant to a complaint. 4. A written determination as to the validity of the complaint and a description of the resolution, if any, shall be issued by (Name of ADA Coordinator) or the person designated by the program or agency director, and a copy forwarded to the complainant no later than ten (10) working days after its filing. 5. The ADA Coordinator shall maintain the files and records of (Name of Program) relating to the complaints filed. 6 The complainant can request a reconsideration of the case in instances where he or she is dissatisfied with the resolution. The request for reconsideration must be made within five (5) working days to (Name, address, and phone number of program or agency director). 7. The right of a person to a prompt and equitable resolution of the complaint filed hereunder shall not be impaired by the person’s pursuit of other remedies such as the filing of an ADA complaint with the responsible federal department or agency. Us of this grievance procedure is not a prerequisite to the pursuit of other remedies. 8. This entire process shall be constituted to protect the substantive rights of interested persons to meet appropriate due process standards and to assure that the (Name of program) complies with the ADA and implementing regulations. This will certify that (Name of ADA Coordinator) will serve (Name of Program) as the Coordinator/Counselor for: A. Title VI (prohibits discrimination on the basis of race) B. Title IX (prohibits discrimination on the basis of sex) C. Section 504 of the Rehabilitation Act of 1973 (prohibits discrimination on the basis of disability) D. Other Date Signature of Program or Agency Director Release of Confidential Information (Form 1) I____________________________authorize (Name of Program) ___________ to request and receive information specified below, from the following organization: Organization Name:_______________________________________ Address: _______________________________________________ City, State, Zip: __________________________________________ Phone Number: __________________________________________ Information Requested: ____________________________________ _______________________________________________________ _______________________________________________________ This release of confidential information is only valid from the date of signature to __________ (specify ending date) or until cancelled by the undersigned in writing. I understand the information will be kept confidential and will not be shared with any other agency without my consent. This release form has been read/reviewed with me and I understand its content. Signature__________________________ SS#______________________________ DOB______________________________ Date:______________________________ Received by: ________________________ Program Signature ________________________ Date Release of Confidential Information (Form 2) I, _________________________________authorize ______(Name of Program) to release the following information to the individual(s) and/or organization listed below. Information to be released: _______________________________________________________ _______________________________________________________ _______________________________________________________ Individual(s) and/or Organization: _______________________________________________________ Name of Organization _______________________________________________________ Name of Individual(s) _______________________________________________________ Title _______________________________________________________ Business Address _______________________________________________________ City State Zip This release of confidential information is only valid from the date of signature to __________ (specify ending date) or until canceled by the undersigned in writing. I understand the information will be kept confidential and will not be shared with any other agency without my consent. This release forma has been read/reviewed with me and I understand its content. ________________________ Client/Student Signature ________________________ Date Release of Confidential information (Form 3) I, authorize_______(Program) to release the following information to the individual(s) listed below: Information to be released: Individual(s): (student should initial each box he/she wishes the information to be shared with) ( ) Name ( ) Name ( ) Name ( ) Name ( ) Name ( ) Name This release of confidential information is only valid from the date of signature to ____________(specify ending date) or until canceled by the undersigned in writing. I understand the information will be kept confidential and will not be shared with any other agency without my consent. This release form has been read/reviewed with me and I understand its content. ______________________ Student Signature ______________________ Date Sample Consent Form “Name of Program” Consent to Release Records Adult Learner Birth Date Social Security Number I hereby give my permission for the Adult Learning Center to release or obtain information or records that pertain to my course of study and/or to accommodations or equipment that may be useful for me. The following records or information may be gathered: Records: Source: I understand that I may discontinue this agreement at any time by simply informing the Adult Learning Center that they no longer have my permission to disclose or obtain information about me. Expiration date * (specify if desired): Comments: (Here you may want to reiterate that you want only records directly relevant to confirming a disability and/or documenting past usage of accommodations, assistive technology, or adaptive equipment.) Signed: Date: * This release form expires one year from date of signing, unless otherwise specified.. Summary of Accommodation Model Disability Confirmation Component Step 1 Explain disability, associated rights, and responsibilities Step 2 Obtain disability documentation Step 3 Review disability documentation Functional Needs Assessment Component Step 1 Complete the Functional Needs Interview Step 2 Identify previous approaches or accommodations for meeting goals Accommodations Selection Component Step 1 Identify the learner’s goals Step 2 Review and prioritize the learner’s goals Step 3 Identify strengths and resources available to the learner Step 4 Identify possible accommodations using matrix Step 5 Learner selects accommodation(s) Step 6 Verify the selected accommodation(s) Accommodation Usage Component Step 1 Acquire needed devices or materials for the accommodation(s) Step 2 Instruct the learner in using the accommodation(s) Accommodation Monitoring Component Step 1 Gather qualitative and quantitative information that describes the results of accommodation(s) Step 2 Discuss the results of using the accommodation(s) with the Learner Step 3 Record progress of accommodation usage Step 4 Plan next steps What is a disability? The legal definition for “disability” differs in the Individuals with Disabilities Education Act (IDEA), the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA). These differences may be attributed, in part, to the circumstances or aims of the legislation. Within IDEA, the definition of “children with disabilities” includes school- age children with mental retardation, hearing impairments, visual impairments, serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities. The aim of this legislation is to provide “free and appropriate public education” to students who need special education and related services. The term “individual with a disability” in Section 504 of the Rehabilitation Act of 1973 is aimed at a broader population. However, this law applies only to entities receiving any type of federal funding. In Section 504, an individual with a disability is defined as any person who has a physical or mental impairment which constitutes or results in a substantial impediment to employment and who has a physical or mental impairment which substantially limits one or more of major life activities. The definitions of disability contained in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) are almost identical. The primary difference between these two pieces of legislation is that the aim of ADA is broader and more far-reaching because it extends non-discrimination and accommodations mandates to private institutions. Under the ADA, a person is considered disabled who (a) has a physical or mental impairment that substantially limits one or more of the major life activities of the individual; (b) has a record of such an impairment; or (c) is regarded as having such an impairment [28 CFR §]. Adults with disabilities include persons with conditions, diseases, and infections, such as orthopedic, visual, speech, and hearing impairments; epilepsy, muscular dystrophy, multiple sclerosis; cancer; heart disease; diabetes; and infection with HIV. Major life activities include the following: o Caring for oneself o Performing manual tasks o Walking o Seeing o Hearing o Speaking o Breathing o Learning o Working Rights and Responsibilities for Persons with Disabilities We are committed to meeting the requirements of the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. As part of our commitment, we want to ensure your rights and responsibilities are understood and avoid any discrimination in services to you. LEARNER RIGHTS Some free adult education services Staff meets needs of students with a disability No discrimination Use of barrier-free facilities Evaluation for appropriate placement Accommodations, modifications, or auxiliary aids during learning and tests LEARNER RESPONSIBILITIES Self-identify as having a disability if you seek accommodations Request services (your choice) Document your disability through testing and assessment reports by professionals such as a physician, educational counselor, psychologist, special education teacher, or rehabilitation counselor. Specific learning disabilities occur more often they you Community Resources might think. They make reading, writing, and arithmetic for Confirming very difficult for some people. For other people, a Learning Disabilities learning disability makes communication and comprehension very difficult. A number of people in most communities can help with learning disabilities. They can help with testing for learning disabilities and finding services. Who can help? 1. For the person under the age of 22 and who did not complete high school, the school district provides free testing if a disability is suspected. Prepare to explain why a disability is suspected. 2. Check with the local office of vocational rehabilitation. If guidelines are met testing is free. 3. A psychologist working for the school district may help. Fees for such an evaluation are usually very reasonable. The school district staff has names of local school psychologists. 4. The community mental health agency would include staff who complete testing for learning disabilities. 5. If a college or university is nearby, training programs in areas such as school psychology, clinical psychology, and counseling psychology have students who need to practice testing under supervision of a faculty member. 6. Some employers have services to assist employees with testing for disabilities. 7. Some communities have psychologists in private practice who might complete testing for learning disabilities. 8. If the local or regional hospital provides mental health services, staff members could complete the testing. 9. Several organizations may be able to help locate assessment services. They include the Learning Disabilities Association of America or the Orton Dyslexia Society. Check for a local chapter. 10. This listing is not complete but will provide some ideas for the testing of learning disabilities. Disability Confirmation Introduction Disability confirmation is the initial component of the Accommodations Model. The intent of this component is to provide the ADA Coordinator with the information needed to verify the learner has a disability. In actual practice, the Coordinator may complete this component as a first step to accommodations or may find documentation can be completed later. Completing this component depends largely on the efforts of the learner and awareness of his or her disability, goals, and needs. The relationship or rapport between the learner and the Coordinator is also important because this component sometimes requires a discussion of personal and confidential information. Step 1: Explain disability, associated rights, and responsibilities A reasonable assumption is that many persons who seek assistance in adult education are unaware that Federal legislation (e.g., the Americans with Disabilities Act (ADA) and Individual with Disabilities Education Act (IDEA) offers certain protections and entitlements to persons with disabilities. Explaining information on legal rights and responsibilities to learners is the first step in disability confirmation. As part of the program enrollment or orientation process, information about disabilities, rights, and responsibilities should be explained to learners. The explanation should incorporate both written materials and an oral discussion that encourages learners to ask questions. Step 2: Obtain disability documentation Some learners may have copies of materials that document their disabilities. These copies are important for verification. Similarly, documents are useful and most often necessary when requesting accommodations in an employment or postsecondary setting or from an outside agency (e.g., the GED Testing Service). While local adult education programs may not encounter difficulties when accommodating learners, other agencies, postsecondary settings, or employers may want extensive documentation. Have learner(s) sign a consent form that allows the adult education program to obtain copies of materials that verify a disability. On the consent form, be as specific as possible about the information requested (e.g., reports and test scores). For medical disabilities, a physician’s diagnosis is typically sufficient. Some other disabilities may require the results of educational and psychological testing for verification. Such disabilities include psychological disabilities, learning disabilities, developmental disabilities, and attention deficit disorders. For educational disabilities, request scores on intelligence, aptitude, achievement, language, and motor tests. If you know the names of tests, identify them by name. On the consent form, emphasize your request not only for documents related to disability verification, but also information about disability interventions, especially accommodations that were used. Information about interventions may be included in records such as Individual Educational Plans (IEPs), Individual Transition Plans (ITPs), or progress records and may be relevant to planning accommodations at the adult education program. Distinguish between accommodations that were used, not just recommended. Needed accommodations may change depending on context. Therefore, what was needed and recommended could change in the adult education context. The program has legal responsibilities regarding identifiable information. Documentation of disability information must be kept in a secure location with restricted access just as other confidential information is secured. Step 3: Review disability documentation Review the records with the learner to verify materials were received. This review will give you and the learner a basis for further discussions about goals and how they might be reached. Identify and record the documented disability in the learner’s records with enough detail so anyone making a subsequent inquiry will have sufficient information (e.g., name, address, and type of records) for obtaining comparable materials. Recording disability information on the enrollment form is helpful. Enrollment forms provide a summary of information that is included in state and federal reports, which frequently collect information regarding the n umber of persons with disabilities. Caution! Disability confirmation is very different from reviewing the records or test results of a comprehensive psychological or educational evaluation. Few adult education personnel have sufficient training or experience to determine if a disability exists. Do not make determinations/diagnoses unless you have the training and experience. The intent is to record information about a disability someone else assessed as impairing a major life activity. Test results may be sketchy or unavailable for many learners. The documentation may be insufficient for deciding whether a disability was determined. In this case, other records or additional assessments may be necessary. To seek additional testing, identify appropriately trained professionals in the community who have credentials for testing and interpretation. You may find it helpful to contact community agencies for names of resources. The resources might be listed on a page that could be shared with learners. It is the responsibility of the learner to receive, pay for, and provide additional documentation of a disability. Functional Needs Introduction: Once the learner’s disability is documented, the ADA Coordinator can determine how the disability might influence the learner’s goals with the Functional Needs Assessment Component. The activities in this component focus on assessment of the learner’s areas of difficulties that inhibit goal attainment. In this assessment, information about the learner’s previous experiences in meeting goals are reviewed and needs assessed. The assessment is completed using the Functional Needs Interview. Additional information is provided in this component about the functional impact of various disabilities. Step 1: Complete the Functional Needs Interview For most individuals with disabilities, the challenges they confront are not new. For example, the learner with a visual impairment is challenged in an adult education setting as he or she is elsewhere. Accommodating needs in the adult education program may require combining modifications familiar to the learner with some that may be unique to the learning environment. The Functional Needs Interview is an individually administered assessment procedure. The interview is useful for assessing a learner’s areas of difficulty and approaches to difficulties. Approaches include accommodations or other interventions previously used regardless of the outcome. The interview also elicits information about the learner’s current approaches to successfully functioning in problem areas. Upon completion of the interview, the learner and coordinator will have a basis for planning appropriate interventions and other accommodations. Step 2: Identify previous approaches or accommodations for meeting goals As part of the interview, ask questions about approaches the learner used previously. Descriptions of these accommodations, regardless of outcome, are needed. A list of common accommodations for specific functional needs might be useful in reviewing previous accommodations. (See list) These accommodations may have been useful in the past, but they may not be the best for a learner’s current goals and context. Unless you are certain the learner’s reading skills are very good, you will need to review the list together. Giving examples of accommodations on the list may be helpful. This list is intended to help a learner recall past accommodations and provide ideas for new ones. As you review the list with a learner, he or she may realize modifications, alterations, assistive devices, etc. were used but did not consider them accommodations. This is important for planning subsequent accommodations. Disabilities and Possible Challenges in the Learning Environment In the learning environment, focus should be on “essential classroom functions”-necessary tasks and interactions the learner will encounter in your setting that must be negotiated to be successful. Disability and assessment issues must be discussed with the learner. The learner’s strengths and challenges will be unique; no two learners with the same disability will face the classroom in the same way. The ADA Handbook warns: “public entities are required to ensure that their actions are based on facts applicable to individuals and not on presumptions as to what a class of individuals with disabilities can or cannot do.” (refer to the list on p.?? for examples of challenges learners with disabilities may face in the classroom setting.) Accommodations Selection Introduction: In this component, the previously gathered information is reviewed and applied to the selection of accommodations that have the greatest benefit for the learner. This component can be completed immediately following the Functional Needs Assessment Component. Step 1: Identify the learner’s goals Learner’s goals are critical in planning accommodations. A thorough understanding of their goals is important. Confirm learner goals on a regular basis. Goals may change as priorities change. Step 2: Review and prioritize the learner’s goals Information from interviews, program enrollment, or orientation activities will indicate areas of concern for the learner (e.g., I don’t do math well; I have trouble getting to appointments on time; Much of the print I am supposed to read I have trouble seeing; I have trouble moving around in my wheelchair in the classroom). In the context of this component, such statements sound like consequences of a disability. Emphasize how such statements can be reworded as goals. Review the learner’s goal statements and assist in setting priorities. These questions might be helpful: 1. What’s most important for you to do? 2. What goal makes the most sense for you to work on first? 3. What goals are most realistic for you? 4. What goals are easiest for you to work on? If goals are selected wisely, other steps will be easier to complete and the learner will have a clear point of reference for later decisions. This information also serves as a check of the information obtained in the Functional Needs Interview. The list of prioritized goals should be recorded on the Accommodation Selection Record. (see?????) Step 3: Identify strengths and resources available to the learner Discuss the learner’s perceptions of strengths or assets that are available. Some assets are personal characteristics; others are available elsewhere in the environment. Personal strengths might include the ability to read Braille, prior experience in using a computer, an attitude of patience and persistence, or strong oral communication skills. Environmental supports might include persons or services, such as a personal attendant to reach books or turn pages. Because some accommodations are more extensive in nature, having support outside the adult education program will help ensure the successful implementation and utilization of the accommodation(s). Review other available information about the learner (e.g., doctor records, school reports, etc.) and identify strengths that can help the learner reach his or her goals. Record this information on each learner’s Accommodation Selection Record. Step 4: Identify possible accommodations using matrix Generate a list of accommodation options that might help the learner reach his or her goals. The Matrix of Accommodation Strategies (see?????) is a useful index of accommodations. The accommodations are organized according to learners’ needs. To use the matrix, locate the pages that most closely match a learner’s needs and goals expressed in the Functional Needs Interview. Each page of the matrix lists a number of accommodations. Review these accommodations with the learner. Discuss whether the list reminds either of you about other accommodations that might be appropriate. If so, add them to your list of considerations. Check the accommodations against the adult education program’s standards for reasonableness, financial burden, and compatibility with the essential requirements of the program. The accommodation should not compromise the fundamental requirements of the program or pose an undue program burden. Step 5: Learner selects accommodation(s) With the learner, compare the potential benefits and drawbacks associated with each accommodation. Ask questions to encourage thought about the best choice. Have the student envision using the accommodation(s). This will help draw out the features that will be most beneficial to the learner and also those that may concern the learner. Step 6: Verify the selected accommodation(s) Think about the accommodation(s). Does it make sense in light of the selection criteria? Will it be practical in the adult education setting? Is the student comfortable with the selection? Record the selected accommodation(s) on the Accommodation Selection Record. (see???????) (149) (insert pp154-173) Accommodation Usage Introduction: Many accommodations are available. Accommodations that provide access to a building or modify a specific task are comparatively easy to learn. These accommodations are usually more permanent and exist in a location (e.g., ramp or large-print text books). Learning to use an adaptive or preventive accommodation, however, is similar to learning other new skills, behaviors, or information. These types of accommodations are more likely to be portable and designed for the individual learner (e.g., whole page magnifiers or software to enlarge computer text). Since most of us find learning difficult in at least one area, learning to use an accommodation may also be difficult. The Accommodation Usage component serves as a reminder that the coordinator has a role in teaching the learner about a selected accommodation. If the learner has a long history of experience with accommodations or has used one similar to the selected accommodation, the transition will be relatively easy. Therefore, the steps outlined in this and the following components are not equally applicable to all accommodations. For some accommodations, the step will be easy to complete. For others, additional effort and time will be required. The following steps will assist in increasing the likelihood that the accommodations are successfully implemented. Step 1: Acquire needed devices or materials for the accommodation(s) Local community resources such as libraries, vocational rehabilitation services, assistive technology centers, school resource centers, and community civic organizations and agencies can be helpful for locating accommodations. Step 2: Instruct the learner in using the accommodation(s) What is an accommodation? “Accommodation” means any change to a classroom environment or task that permits a qualified student with a disability to participate in the classroom process, to perform the essential tasks of the class, or to enjoy benefits and privileges of classroom participation equal to those enjoyed by adult learners without disabilities. An accommodation is a legally mandated change that creates an equitable opportunity for task completion or environmental access. Further, an accommodation is an individually determined adjustment to a functional need. Specific accommodations can range from low-tech rubber pencil grips to high-tech voice recognition software for a computer. An accommodation may include use of equipment or changes in environments, procedures, or attitudes: o Additional time to complete tasks o Assistive devices o Adaptive tools o Taped, large print, or brailled text o Readers o Taped, typed or dictated answers o Private work areas o Calculators o Note takers o Repeated instructions o Oral or sign language interpreters o Modification of existing equipment o Written instructions o Changes in desk height o Changes in lighting A public entity is not required to take action or provide any accommodation that would result in a fundamental alteration in the nature of its service, program, or activity or in undue financial and administrative burdens. A program is permitted to determine the essential requirements of a course. If providing an accommodation would in some way compromise those requirements, the program is not required to do so. For example, if changing the format of a test fundamentally alters its capacity to measure the skill being tested, then a format change is not required. However, the program should attempt to investigate other changes that might be possible. In addition, a program is permitted to consider the cost of an accommodation when deciding between equivalent means of providing access. For example, if two types of software are available that magnify the text on a computer monitor for a student with a visual impairment, the program can choose to provide the less expensive version, so long as it is equally effective. The ADA provides guidelines for documenting a claim of undue burden or fundamental alteration. Nevertheless, claiming undue hardship or fundamental alteration does not relieve a public entity of its obligation to provide accommodations for people with disabilities. If a program is not able to provide a particular modification or accommodation to ensure equal access, the program staff must take other measures, to the maximum extent possible, to ensure that it does not discriminate against individuals with disabilities in any of its services or activities. Thus, the following are guidelines to consider in selecting an accommodation. An accommodation should: (a) be based on documented individual needs (b) allow the most integrated experience possible (c) not compromise the essential requirements of a course or program (d) not pose a threat to personal or public safety (e) not impose undue financial or administrative hardship on the program (f) not be of a personal nature, e.g., personally prescribed devices such as eyeglasses, or personal services such as assistance in eating or toileting. Accommodation Selection Record Learner Date This form is completed by the learner and ADA Coordinator. The information serves as a written record for the learner’s future reference. Such documentation may be important for other occasions on which the learner may need assistance in obtaining accommodations (e.g., testing or employment settings). Learner Goal Statements Personal Strengths Resources Available and Needed Characteristics for Selecting Accommodations Accommodations Options Accommodation(s) Selected/Provided Functional Needs Interview – Interviewer Protocol Learner’s Name: Date: Interviewer: 1. Which of the following areas do we need to work on to help you meet y our goals? Please tell me all that apply to you. ______ Reading ______ Seeing things around the room ______ Writing/Spelling ______ Doing math ______ Paying attention ______ Staying on track ______ Getting used to changes in the classroom ______ Remembering ______ Getting frustrated ______ Hearing the teacher ______ Talking with the teacher and others ______ Getting my ideas across to the teachers and others ______ Getting into or around in the classroom ______ Sitting still or in one place for very long 2. Are there any other areas in which you think you need help? 3. Did you have problems in these areas when you were in school? 4. Do you have any records from school or another agency (like an IEP or test information) or any other information from a teacher or a counselor? 5. Are you taking any medications that might affect your school work, maybe medications that make you drowsy, thirsty or nauseated? ______ __________________________________________________________________ Functional Needs Interview – Learner Protocol 1. Which of the following areas do we need to work on to help you achieve your goals? Work Areas Reading Seeing things around the room Writing/Spelling Doing math Paying attention Staying on track Getting used to changes in the classroom Remembering Getting frustrated Hearing the teacher Talking with the teacher and others Getting my ideas across to the teachers and others Getting into or around in the classroom Sitting still or in one place for very long 2. Are there any other areas in which you think you need help? 3. Did you have problems in these areas when you were in school? 4. Do you have any records from school or another agency (like an IEP or test information) or any other information from a teacher or a counselor? 5. Are you taking any medications that might affect your school work, maybe medications that make you drowsy, thirsty or nauseated? Learner Questionnaire 1. Which of the following areas do we need to work on to help you achieve your goals? Please check all that apply. Reading (Do you read very slowly or have difficulty seeing the words? Seeing things around the room, like the blackboard or posters. Writing/Spelling (Do you have problems like mixing up letters or writing very slowly?) Doing math (Do you get numbers out of order or get confused by word problems?) Paying attention (Is it hard for you to listen to the teacher for more than a few minutes?) Staying on track (Do you get bored or distracted easily?) Getting used to changes in the classroom (Do changes in the classroom make you uncomfortable?) Remembering (Is it hard to remember new things?) Getting frustrated (Do you get angry or upset when trying to learn?) Hearing the teacher (do you get confused by noise around you, or is it hard for you to hear unless you sit near the person who is talking?) Talking with the teacher and others (Do you have trouble talking to people or having people understand you?) Getting my ideas across to the teachers and others Getting into or around in the classroom (Do you have trouble walking? Do you have trouble seeing things on the floor or in your path?) Sitting still or in one place for very long. 2. Are there any other areas in which you think you need help? 3. Did you have problems in these areas when you were in school? 4. Do you have any records from school or another agency (like an IEP or test information) or any other information from a teacher or a counselor? 5. Are you taking any medications that might affect your school work, maybe medications that make you drowsy, thirsty or nauseated? Accommodations by Functional Need Reading Rewrite the student’s text Allow extra time Provide shorter assignments Allow another learner to read material to learner before the learner is required to read Use large print Use larger type face while word processing Encourage learner to use typoscope Tape the material and allow reading along Decrease the need to read handwritten materials, such as notes or comments Provide a talking calculator Allow learner to seek out different sources and intensities of light Provide speech synthesis for reading on the computer screen Accessing Information with Low Vision Refer for low vision treatment Use appropriate magnification devices Use large, bolded print texts and materials Allow extra time Provide Typoscope Allow learner to sit close to materials that must be viewed Provide yellow acetate overlays or other yellow filter to enhance print contrast Provide an assistant to read and/or tape items Have audio-taped presentation of items Use a computer with a larger display Color code keys on calculator or keypad Use adapted computer capabilities, such as Zoom Text Allow learner to seek out different sources and intensities of light Provide adjustable lamp, lighting Allow learner to wear brimmed cap to reduce glare Use a computer with speech recognition capabilities Accessing Information with No Vision Use Braille texts Provide slate and stylus or brailler for Braille writing Allow learner to read/study at home, where equipment/technology is available that is not available in the classroom Provide an assistant to read and/or tape items Have audio-tape for presentation of items or for recording responses Use of a computer with speech recognition capabilities Use print scanner Handwriting Provide an alphabet chart Teach alternate methods of holding the writing utensil Use adaptive devices such as grips, rulers, guides, paper with raised lines, or universal cuff Use a paper stabilizing device (e.g., Scotch tape) Allow the learner to type or use word processing Use computer software such as voice recognition Use computer hardware such as key guard to prevent multiple simultaneous keystrokes Experiment with different writing utensils (felt tip pen, pen, pencil, oversized pencil) Try different writing surfaces such as different types of paper, more than one layer, or sandpaper underneath paper Use graph paper or wide lined paper Adapt work surface (e.g., height) Allow more time; avoid setting time limits Have shortened work intervals; encourage breaks Allow scribe or tape-recorder Require less writing Solving Math Problems Have smaller tasks Use manipulatives (e.g., blocks, cuisinaire rods) Allow extra time Have shortened work intervals Use an abacus Use computer software or calculator Use graph paper Use lined paper oriented vertically Remembering Teach learner to make cue notes Write all assignments in assignment book Use step by step checklists for completing tasks Demonstrate tasks to be completed in small steps List assignments with instructions on the blackboard Paying Attention to Oral Directions Give explanations in small, distinct steps Provide written copy of oral directions and lectures Provide visual cues on chalkboard or overhead Have learner repeat directions orally, or use a written clue Attention to Task Free work area from distractions; use carrel or quiet corner Use sound absorbing surfaces Allow more time to complete assignments Use a typoscope when reading Use different types of input such as audio tapes Avoid lengthy periods of desk work Specify time frame to complete tasks; use a timer Encourage breaks and physical movement during breaks Have learner work with a partner who will cue learner to stay on task Use white noise Getting Started Break work into smaller amounts Allow learner to decide what task to do first, second, and third Help learner set time goals for each task Help learner develop a checklist for each step of the task Assign peer coaches Use a timer Staying on Track Provide specified time frame for task completion Provide checklists for assignments Use carrel, earplugs Use earphones (if music decreases distractibility) Use a typoscope if learner is distractible while reading Staying Organized Use mnemonics Use a notebook to keep track of materials and assignments Use color coding or visual cues when correction learners’ papers Keep materials in file folder Work on only one subject at a time Provide a checklist of assignments Use a backpack or briefcase to keep things together Dealing with Change Help learner know what to expect, outline day’s plan Post daily routine, discuss changes as soon as possible Allow learner adequate time to acclimate to new areas, new staff, new learners Provide clear, predictable break between two activities Allow learner to bring support person to class when difficult changes are anticipated Frustration Have shortened work intervals Allow more time for tasks Set up break times; allow physical movement during breaks Use rocking chair for calming effect Use soft, relaxing music (if it is not distracting) Use study carrel to decrease distraction Allow learner to set up own schedule Accessing Information with Impaired Hearing Provide written copy of oral directions and lectures Use a microphone/amplifier combination Provide visual cues (such as flashing lights for timed tasks) Allow close placement in rooms Stand directly in front of learner Provide an interpreter Use compressed speech Eliminate background noise Accessing Information with No Hearing Provide written copy of oral directions and lectures Use signing, lip reading, or an interpreter Provide visual cues on chalkboard or overhead Have group discussions in a semicircle so persons with hearing impairments can see everyone Stand directly in front of the learner who is lip reading Assessing Facilities with Low or No Vision Teach layout of the classroom; provide Braille maps of facilities Enhance visibility of small objects with brightly colored tape Keep room arrangement constant, unless change is required for better access Enhance contrast of desk edges and other protruding objects with colored tape Store cords and other hindrances away from traveled areas Expressing Self Verbally Accept alternative forms of information sharing (demonstrations, taped instead of oral reports, debates) Give extra response time Use computer synthesized speech Communication board Use signing or an interpreter Accept responses in demonstration or written format Organizational aids (i.e., cue cards) Allow learner to use a study partner Accessing Facilities in a Wheelchair Adjust computer table heights Change door and aisle widths Store cords and other hindrances away from traveled areas Sitting Tolerance: Sitting Increases Agitation and Distraction from Task Use fidget objects (paper clips, small balls) to relieve tension Allow food in classroom Have learner chew gum, licorice, lollipops Encourage learner to wear comfortable clothes Use different kinds of chairs (beanbag, rocking, therapy ball) Have learner sit close to the teacher, far from the window, in a study carrel, or near a quiet corner Lower lights, adjust room temperature Encourage breaks; encourage physical movement during breaks Sitting Tolerance: Sitting Causes Pain or Fatigue Allow student to stand up or lie down whenever necessary Allow extra time to complete assignments Use lumbar support chair, footstool If student is unable to maintain comfort in class, allow work at home, checking in by phone, or weekly/biweekly at center Encourage learner to change positions every 10-15 minutes to prevent pain and fatigue ACCOMMODATIONS Some of these accommodations may be appropriate for you: Class and test settings free from interruptions and distractions Extra time for testing and learning Aids for students with impaired sensory, manual, or speaking skills, to be used in the school environment Examples: Hearing Disability ~ written instructions/information ~ oral or sign language interpreters ~ Assistive Listening Devices ALD) Visual Disability ~ readers ~ taped text ~ large print text ~ Braille text ~ taped, typed, or dictated test answers Manual/Physical Disability ~ note-takers ~ adapted classroom equipment ~ architectural accessibility Learning Disability ~ note-takers ~ repeated instructions/directions ~ quiet room without auditory or visual Distractions ~ taped or typed answers ~ individual testing ~ extended time Accommodation Selection Record Learner Date This form is completed by the learner and ADA Coordinator. The information serves as a written record for the learner’s future reference. Such documentation may be important for other occasions on which the learner may need assistance in obtaining accommodations (e.g., testing or employment settings). Learner Goal Statements Personal Strengths Resources Available and Needed Characteristics for Selecting Accommodations Accommodations Options Accommodation(s) Selected/Provided REASONABLE CORE ACCOMMODATIONS Examples for Students with Special Learning Needs Orientation to services Admission and registration assistance Early or priority registration Signage clear, readable and noticeable Lighting (natural, flexible, strobe/florescent) Release of syllabi, study guides, etc. Note takers Readers Scribes Large print versions of materials and text Alternative electronic formats of materials Materials/books on audiocassette Audio taping permission for classes, seminars, lectures, etc. Tape players/recorders (4-track for books on tape) Computer screen and text reading software Speech recognition software Closed-caption TV and videos Computer and electronic technology Foot/knee pedal function key controls Various sizes keyboards. Mouse styles (finger pad, top or side click, foot click, pencil point). Computer bells/whistles. Scanners Larger VCR screens and computer monitors. Ear muffs or headsets. FM-looped systems. FM mike/tape recorder system. Printed script of audiovisuals Printed outlines of lectures. Computer screen filters. Icons and pictures (visible, clear and consistent) Alternate testing formats and methods. Extended testing time. Private rooms for testing. REASONABLE ACCOMMODATON INFORMATION REPORTING FORM Name of Individual requesting reasonable accommodation: Classroom/location of Requesting Individual: 1. Reasonable accommodation: (check one) _______ Approved _______ Denied (If denied, attach copy of the written denial letter) 2. Date reasonable accommodation requested: Who received request: ___________________________ 3. Date reasonable accommodation request referred to ADA Coordinator: Name of ADA Coordinator: _______________________ 4. Date reasonable accommodation approved or denied: 5. Date reasonable accommodation provided (If different from date approved): 6. If time frames for providing reasonable accommodation not met, please explain why. 7. Reasonable accommodation needed for: (check one) _______ Enrollment Process _______ Performing Classroom Functions or Accessing the Classroom Environment _______ Testing 8. Type(s) of reasonable accommodation requested (e.g., adaptive equipment removal of architectural barrier): 9. Type(s) of reasonable accommodation provided (If different from what was requested): 10. Was medical information required to process this request? If yes, explain why. 11. Was documentation provided by individual requesting reasonable accommodation? List type of documentation provided. 12. Comments: Submitted by:___________________ Phone: _________________________ Attach copies of all documents obtained or developed in processing this request. DENIAL OF REASONABLE ACCOMMODATION REQUEST (Must complete numbers 1-4; complete number 5, if applies) 1. Name of Individual requesting reasonable accommodation: 2. Type(s) of reasonable accommodation requested: 3. Request for reasonable accommodation denied because: (may check more than one box) o Accommodation Ineffective o Accommodation Would Cause Undue Hardship o Documentation Inadequate o Other (Please identify) ____________________ 4. Detailed Reason(s) for the denial of reasonable accommodation (Must be specific, e.g., why accommodation is ineffective or causes undue hardship): 5. If the individual proposed one type of reasonable accommodation which is being denied, but rejected an offer of a different type of reasonable accommodation, explain both the reasons for denial of the requested accommodation and why you believe the chosen accommodation would be effective. 6. If an individual wishes to appeal the denial of reasonable accommodation, he/she must follow steps in the grievance procedure. o Was the individual given a copy of the grievance procedure? Yes _____ No ______ o Was the grievance procedure explained? Yes _____ No ______ _______________________________ ___________________________ Name of Deciding Official Signature of Deciding Official Date reasonable accommodation denied _____________________________ Disabilities Resources for Adult Learning Professionals National Resources The National Dissemination Center for Children with Disabilities (NICHCY) P.O. Box 1492 Washington, DC 20013-1492 (800)695-0285 v/tty (202)884-8441 fax email@example.com http://www.nichcy.org NICHCY is the national information and referral center that provides information on disabilities and disability-related issues for families, educators, and other professionals. NICHCY provides information and makes referrals in areas related to: specific disabilities, early intervention, special disability organizations, professional associations, education rights, transitions to adult life, and much more. NICHCY’s services include personal responses to individual questions, publications on a wide variety of disability related topics, referrals to other organizations and sources of help, and information searches of their database and library. The National Clearinghouse on Postsecondary Education for Individuals with Disabilities (HEATH) The George Washington University HEATH Resource Center 2121 K Street NW, Suite 220 Washington, DC 20037 (800)544-3284 (202)973-0904 v/tty (202)973-0908 fax firstname.lastname@example.org http://www.heath.gwu.edu HEATH is a center for information exchange about educational support services, policies, procedures, adaptations, and opportunities at American campuses, vocational-technical schools, and other postsecondary training entities for individuals with disabilities. HEATH publishes resource papers, fact sheets, directories, and fosters a network of professionals in the arena of disability issues. The Job Accommodations Network (JAN) PO Box 6080 Morgantown, WV 26506-6080 (800)526-7234 (800)ADA-WORK v/tty (304)293-5407 fax email@example.com http://WWW.jan.wva.edu JAN represents the most comprehensive resource for job accommodations available. JAN provides information on job accommodations and information on the Americans with Disability Act. JAN’s work helps employers, people with disabilities, rehabilitation professionals, and people affected by disability. The National Rehabilitation Information Center (NARIC) 4200 Forbes Boulevard, Suite 202 Lanham, MD 20706 (800) 459-2742 (301) 459-5900 v (301) 459-5984 tty Naricinfo@heitechservices.com http://www.naric.com NARIC is an information center funded by the National Institute on Disability and Rehabilitation Research to serve members, health professionals, educators, rehabilitations counselors, students, librarians, administrators, researchers, and other professionals. NARIC offers information products online. NARIC also has a literature collection and they make their products available in a variety of ways. American Association of People with Disabilities (AAPD) Main Office 1629 K Street NW, Suite 503 Washington, DC 20006 (800)840-8844 (202)457-0046 v/tty http://www.aapd-dc.org AAPD is the largest national nonprofit cross-disability member organization in the United States, dedicated to ensuring economic self-sufficiency and political empowerment for the more than 56 million Americans with disabilities. AAPD works in coalition with other disability organizations for the full implementation and enforcement of disability nondiscrimination laws, particularly the Americans with Disabilities Act of 1990 and the Rehabilitation Act of 1973. Attention Deficit Disorders Organizations Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD) 8181 Professional Place, Suite 150 Landover, MD 20785 National Resource center of AD/HD (800)233-4050 (301)306-7070 v (301)306-7090 fax http://www.help4adhd.org/info_request.cfm http://www.chadd.org http://www.help4adhd.org CHADD, founded in 1987, is a national non-profit, tax-exempt 501(c)(3) organization providing education, advocacy and support for individuals with AD/HD. In addition to an informative web site, CHADD also publishes a variety of printed materials to keep members and professionals current on research advances, medications and treatments affecting individuals with AD/HD. Attention Deficit Disorder Association (ADDA) PO Box 543 Pottstown, PA 19464 (484)945-2101 v (610)970-7520 fax firstname.lastname@example.org http://www.add.org Visual Impairment Organizations American Council of the Blind (ACB) 1155 15th Street, NW, Suite 1004 Washington, DC 10001 (212)502-7600 v (212)502-7777 fax email@example.com http://www.afb.org AFB has been eliminating barriers that prevent the ten million Americans who are blind or visually impaired from reaching their potential. AFB is dedicated to addressing the most critical issues facing this growing population: independent living, literacy, employment, and technology. AFB is a one-stop information and referral resource for people who are blind or visually impaired the organizations and individuals that serve them, and the general public. AFB is the leading publisher of professional materials on blindness and low vision through its publishing arm, AFB Press. Recordings for the Blind and Dyslexic (RFB&D) 20 Roszel Road Princeton, NJ 08540 (866)732-3585 v (800)221-4792 member services (609)987-8116 fax firstname.lastname@example.org http://www.rfbd.org RFB&D is an organization that serves all people with “print disabilities” by providing recorded textbooks and other school related materials to individuals who cannot read standard print because of a disability. Speech/Hearing Impairment Organizations American Speech-language-Hearing Association (ASHA) 10801 Rockville Pike Rockville, MD 20852 (800) 498-2071 Professionals/Students (800) 638-8255 Consumer Line (301) 897-7355 fax email@example.com http://www.asha.org ASHA is the professional, scientific, and credentialing association for over 110,000 audiologists, speech-language pathologists, and speech, language, and hearing scientists. ASHA’s mission is to ensure that all people with speech, language, and hearing disorders have access to quality service to help them communicate more effectively. American Association of the Deaf-Blind (AADB) 8630 Fenton Street, Suite 121 Silver Spring, Maryland 20910-4500 (301) 495-4402 TTY (301) 495-4403 v (301) 495-4404 fax firstname.lastname@example.org http://www.aadb.org AADB endeavors to enable deaf-blind persons to achieve their maximum potential through increased independence, productivity and integration into the community. AADB has deaf-blind members from all walks of life with diverse educational, vocational, social, and ethnic/racial backgrounds. Membership also includes organizations and many people who are not deaf-blind themselves but who support AADB’s mission and activities. Members receive quarterly publications of the “Deaf-Blind American” magazine, which is available in large print, Braille and disk formats. AADB hosts biannual national conferences. AADB is a non-profit §501(c)(3) organization under the Internal Revenue Service code. National Association of the Deaf (NAD) 814 Thayer Avenue Suite 250 Silver Spring, MD 20910-4500 (301) 587-1789 TTY (301) 587-1788 v (301) 587-1791 fax NADinfo@nad.org http://www.nad.org NAD, established in 1880, is the oldest and largest constituency organization safeguarding the accessibility and civil rights of 28 million deaf and hard of hearing Americans in education, employment, health care, and telecommunications. A private non-profit organization, NAD is a dynamic federation of 51 state association affiliates including the District of Columbia, organizational affiliates, and direct members. Registry of Interpreters for the Deaf (RID) 333 Commerce Street Alexandria, VA 22314 (703) 838-0030 v (703) 838-0459 TTY (703) 838-0454 fax http://www.rid.org It is the goal of RID to promote the professions of interpreting and transliterating American Sign Language and English. RID provides international, national, regional, state, and local forums and an organizational structure for the continued growth and development of the professions. Information on speakers, workshops, and classes are offered for the following: the American with Disabilities Act, the interpreting profession, Interpreter Preparation Programs, National Testing and Certification, Certification Maintenance Program for professional development, national Ethical Practices System, Testimony/Technical Assistance, Interpreter Referral Services, career opportunities, mentoring, internships, and scholarships to cover testing fees. Developmental Disabilities Organizations National Mental Health Association (NMHA) 2001 N. Beauregard Street, 12th Floor Alexandria, Virginia 22311 (800) 969-NMHA (6642) (703) 684-7722 v (Main Switchboard) (800) 433-5959 TTY (703) 684-5968 fax email@example.com http://www.nmha.org NMHA was established in 1909 by former psychiatric patient Clifford W. Beers. The National Mental Health Association is the country’s oldest and largest nonprofit organization addressing all aspects of mental health and mental illness. With more than 340 affiliates nationwide, NMHA works to improve the mental health of all Americans, especially the 54 million people with mental disorders, through advocacy, education, research and service. We have educated millions about mental illnesses and reduced barriers to treatment and services. As a result of our efforts, many Americans with mental disorders have sought care and now enjoy fulfilling, productive lives in their communities. Spina Bifida Association of America (SBAA) 4590 MacArthur Blvd., NW, Suite 250 Washington, DC 2007-4226 (800) 621-3141 (202) 944-3285 v (202) 944-3295 fax firstname.lastname@example.org http://www.sbaa.org SBAA exists to promote the prevention of spina bifida, and enhance the lives of all affected. The association was founded in 1973 to address the specific needs of the spina bifida community, and serves as the national representative of almost 60 chapters. SBAA’s efforts benefit thousands of infants, children, adults, parents and professionals each year. The SBAA is a §501 (c)(3) nonprofit organization. SBAA provides services such as toll free (800) information and Referral Service, bi-monthly newsletters, insights, legislative updates, publications, scholarship fund, etc. American Association on Mental Retardation (AAMR) 444 North Capitol Street, NW Suite 846 Washington, D.C. 20001-1512 (800) 424-3688 (202) 387-1968 v (202) 387-2193 fax http://www.aamr.org AAMR promotes progressive policies, sound research, effective practices, and universal human rights for people with intellectual disabilities. Since 1876, AAMR has been providing leadership in the field of mental retardation. AAMR is the oldest and largest interdisciplinary organization of professionals (and others) concerned about mental retardation and related disabilities. Over 9,500 members in the U.S. and 55 other countries have chosen AAMR as their association. Tourette Syndrome Association, Incorporated (TSA) 42-40 Bell Boulevard Bayside, NY 11361-2820 (718) 224-2999 v (718) 279-9596 fax email@example.com http://www.tsa-usa.org The Tourette Syndrome Association, Inc. (TSA) was founded in 1972 in Bayside, New York. TSA is the only national voluntary non-profit membership organization in this field. Its mission is to identify the cause of, find the cure for, and control the effects of this disorder. Today, TSA has grown into a major national health-related organization with approximately 50 U.S. chapters and 300 support groups, and international contacts around the world. TSA develops and disseminates educational material to individuals, professionals, and to agencies in the fields of health care, education and government; coordinates support services to help people and their families cope with the problems that occur with TS; funds research that will ultimately find the cause of and cure for TS and, at the same time, lead to improved medications and treatments. United Cerebral Palsy Association, Incorporated (UCP) 1660 L. Street, NW, Suite 700 Washington, DC 20036 (800) 872-5827 (202) 776-0406 v (202) 973-7197 TTY (202) 776-0414 fax firstname.lastname@example.org http://www.ucp.org For 50 years UCP has been committed to change and progress for persons with disabilities. The national organization and its nationwide network of more than 100 affiliates in 37 states, and the District of Columbia, strive to ensure the inclusion of persons with disabilities in every facet of society – from the Web to the workplace, from the classroom to the community. As one of the largest health charities in America, UCP’s mission is to advance the independence, productivity and full citizenship of people with cerebral palsy and other disabilities, through our commitment to the principles of independence, inclusion and self-determination. Psychiatric Disabilities Organization Autism Society of America (ASA) 7910 Woodmont Avenue, Suite 300 Bethesda, Maryland 20814-3067 (800) 3autism (28-8476) (301) 657-0881 v (301) 657-0869 fax info@autism-society.,org http://www.autism-society.org The Autism Society of America was founded in 1965 by a small group of parents working on a volunteer basis out of their homes. Over the last 35 years, the Society has developed into the leading source of information and referral on autism. Today, over 20,000 members are connected through a working network of over 200 chapters in nearly every state. Membership in ASA continues to grow as more and more parents and professionals unite to form a collective voice representing the autism community. Members receive “The Advocate”, a quarterly magazine. The mission of the Autism Society of America is to promote lifelong access and opportunity for all individuals within the autism spectrum and their families, to be fully participating, included members of their community. Epilepsy Foundation of America (EFA) 4351 Garden City Drive Landover, MD 20785-7223 (800) 332-1000 (800) 213-5821 Membership and catalog sales (800) 332-4050 National Epilepsy Library (301) 577-2684 fax email@example.com www.epilepsyfoundation.org EFA is a national charitable organization, founded in 1968. The only such organization wholly dedicated to the welfare of people with epilepsy, our mission is simple: to work for children and adults affected by seizures through research, education, advocacy and service. More than 60 affiliated Epilepsy Foundations serve people with seizures, and their families, in hundreds of communities nationwide. A volunteer board of directors governs our work; a distinguished board of physicians and scientists oversees the scientific and medical programs. EFA has a national Epilepsy Library available to allied health professionals and the general public. EFA is a member of the National Health Council and the International Bureau for Epilepsy. Learning Disabilities Organizations Learning Disabilities Association of America (LDA) Learning Disabilities Association of America 4156 Library Road Pittsburgh, PA 15234-1349 (412) 341-1515 v (412) 344-0224 v firstname.lastname@example.org http://www.ldaamerica.org LDA is a non-profit volunteer organization advocating for individuals with learning disabilities. It is national organization devoted to defining and finding solutions for the board spectrum of learning disabilities. LDA has a local chapter in all fifty states, Washington DC, and Puerto Rico. National Center for Learning Disabilities (NCLD) 381 Park Avenue South Suite 1401 New York, NY 10016 (888) 575-7373 (212) 545-7510 v (212) 545-9665 fax email@example.com http:/./www.ld.org The mission of the National Center for Learning Disabilities (NCLD) is to increase opportunities for all individuals with learning disabilities to achieve their potential. NCLD accomplishes its mission by increasing public awareness and understanding of learning disabilities, conducting educational programs and services that promote research-based knowledge, and providing national leadership in shaping public policy. NCLD provides solutions that help people with LD participate fully in society. International Dyslexia Association (IDA) Chester Building, Suite 382 8600 LaSalle Road Baltimore, Maryland 21286-2044 USA (410) 296-0232 v (410) 321-5069 fax firstname.lastname@example.org http://www.interdys.org IDA is a non-profit organization dedicated to helping individuals with dyslexia, their families and the communities that support them. IDA is the oldest learning disabilities organization in the nation – founded in 1949 in memory of Dr. Samuel T. Orton, a distinguished neurologist. Throughout our rich history, our goal has been to provide the most comprehensive forum for parents, educators, and researchers to share their experiences, methods, and knowledge. Chronic Illness Organizations National Alliance for the Mentally Ill (NAMI) Colonial Place Three 2107 Wilson Blvd., Suite 300 Arlington, VA 22201-3042 (703) 524-7600 v (703) 516-7227 TTY (703) 524-9094 fax http://www.nami.org NAMI is a nonprofit, grassroots, self-help, support and advocacy organization of consumers, families, and friends of people with severe mental illnesses, such as schizophrenia, schizoaffective disorder, bipolar disorder, major depressive disorder, etc. Founded in 1979, NAMI today works to achieve equitable services and treatment for more than 15 million Americans living with sever mental illnesses and their families. National Chronic Pain Outreach Association, Incorporated (NCPOA) P.O. Box 274 Millboro, VA 24460 (540) 862-9437 v (9am-6pm Eastern) (540) 862-9485 fax http://www.chronicpain.org NCPOA is a non-profit organization established in 1980. Its purpose is to lessen the suffering of people with chronic pain by educating pain sufferers, health care professionals, and the public about chronic pain and its management. NCPOA helps people with chronic pain regain control of their lives, spreading the message, “You can lead a fulfilling life despite the pain.” NCPOA is funded entirely by membership fees, donations, foundations, corporate gifts, along with federal, state, and local government employee contributions. Brain Injury Association of America (BIAA) 8201 Greensboro Dr., Suite 611 McLean, VA 22101 (703) 761-0750 v (703) 761-0755 fax email@example.com http://www.biausa.org BIAA was founded in 1980 by a group of individuals who wanted to improve the quality of life for their family members who had sustained brain injuries. Despite phenomenal growth over the past two decades, the Association remains committed to its grassroots. The Brain Injury Association of America encompasses a national network of more than 41-chartered state affiliates across the country, as well as hundreds of local chapters and support groups. BIAA is proud to be a national nonprofit organization working on behalf of individuals with brain injury and their families. The association recognizes the tireless accomplishments of its constituents across the country-from individuals with brain injury, medical professionals and family members to educators, attorneys and corporate partners. Much of the Association’s success is due to the support of these courageous peoples.
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