Access to the Future: Preparing College Students With Disabilities for Careers

Transcription

1 Access to the Future: Preparing College Students With Disabilities for Careers The number of students with disabilities entering and completing postsecondary education has increased dramatically in the last decade, yet people with disabilities are still underrepresented in the employment arena. Barriers to employment include lack of adequate support systems; little access to successful role models; lack of access to technology that can increase independence and productivity; and, most significantly, low expectations on the part of people with whom they interact. Participation in work-based learning experiences, such as internships and cooperative education activities, can be a key to success after graduation. All students benefit from the opportunities in work-based learning experiences to network with potential employers, explore career options, apply skills learned in the classroom, and use specialized facilities not available on campus. For students with disabilities, the benefits of internships and other work experiences may be even greater than for their nondisabled peers. Students with disabilities face unique challenges as they transition to employment. Like other students, they need to meet the specific requirements of their desired jobs. Unlike other students, they must be aware of accommodation strategies for specific situations and also know how to appropriately disclose and discuss their disabilities as they relate to the performance of specific job tasks. Work-based learning experiences give students practice in identifying accommodations and disclosing and discussing their disabilities. recent years, students with disabilities access campus work-based learning programs at a lower rate than their nondisabled peers. This publication is designed to help career services, internship, cooperative education, service learning, and other work-based learning offices better serve students with disabilities into the work experience opportunities they offer. It summarizes legal issues related to the employment of people with disabilities, methods for creating inclusive programs, accommodation strategies, and tips for working with individuals with disabilities. Legal Issues The Americans with Disabilities Act (ADA) of 1990 states that No otherwise qualified individual with a disability shall, solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity of a public entity. The ADA reinforces and extends the mandates of Section 504 of the Rehabilitation Act of Colleges and universities must provide equal access to programs and services for students with disabilities, and career development programs and employers are required to provide reasonable accommodations to qualified participants with disabilities. However, employers and career development professionals are not required to guess or initiate a discussion about appropriate accommodations. Instead, the student or employee with a disability is required to request accommodations. Although the number of students with disabilities entering and completing postsecondary education have been increasing in

2 The ADA defines a person with a disability as someone who has a physical or mental impairment that substantially limits one or more major life activities, including walking, seeing, hearing, speaking, breathing, learning, and working; has a record of such an impairment; is regarded as having such an impairment. Cerebral Palsy, specific learning disabilities, Muscular Dystrophy, AIDS, head injuries, and hearing and visual impairments are some, but not all, of the disabilities covered by this legislation. People with conditions of the same name often have very different abilities and challenges. An accommodation is necessary only when a disability impedes the performance of a specific academic or employment task. The ADA requires that an employer provide a reasonable accommodation that will allow a qualified applicant or employee to perform the essential functions of the position. A qualified applicant or employee with a disability is a person who, with or without reasonable accommodations, can perform the essential functions of the job in question. Reasonable accommodations may include the provision of a sign language interpreter for job interviews, staff meetings, and training sessions; spellcheck software; or a modification to the physical layout of the work site to make it possible for a person with a disability to perform the essential functions of the job. Educational institutions and employers are not required to make an accommodation if it causes an undue hardship. An undue hardship is an action that requires significant difficulty or expense in relation to the size of the employer, the resources available, and the nature of the operation. Rarely is an accommodation so costly that undue hardship can be claimed. Accommodations often cost less than anticipated. The Job Accommodation Network (JAN), a toll-free service that advises employers and employees about job accommodations, reports that fifty-one percent of all accommodations cost less than five hundred dollars. Inquiries about disabilities and medical conditions may not be made prior to a job offer. Employers can, however, ask applicants questions related to their ability to perform specific job functions. For example, if a student is applying to be an intern web designer, the employer may ask about her ability to meet deadlines, use computer software, and perform specific job tasks. College career development professionals, like employers, are not allowed to ask a student if he has a disability. Even if he volunteers information related to his disability to a career counselor or work-based learning coordinator, staff is not allowed to talk about the disability with an employer unless he has given written permission to do so. Since potential clients may have disabilities that they do not disclose to you, it is a good idea to offer disabilityrelated service information to all students who access your programs. Universal Design To make advising services accessible to everyone, employ principles of universal design. Universal design means that rather than designing your facility and services for the average user, you design them for people with a broad range of abilities, disabilities, and other characteristics people with a variety of ages, reading abilities, learning styles, native languages, cultures, etc. Keep in mind that students and other visitors may have learning disabilities or visual, speech, hearing, and mobility impairments. Preparing your program to be accessible to them will make it more usable by everyone and minimize the need for special accommodations for those who use your services and for future employees as well. Make sure everyone

3 feels welcome, can get to the facility and maneuver within it, is able to access printed materials and electronic resources, and can participate in events and other activities. Train staff to support people with disabilities, respond to specific requests for accommodations in a timely manner, and know whom they can contact if they have disability-related questions. The following questions can guide you in making your advising services universally accessible. Your disabled student services office may also be able to assist you in increasing the accessibility of your unit. This content does not provide legal advice. Consult your campus legal counsel or ADA/504 compliance officer regarding relevant legal issues. Consultation with your regional Office for Civil Rights (OCR) can also help clarify issues. Planning, Policies, and Evaluation Consider diversity issues as you plan and evaluate services. Are people with disabilities, racial/ethnic minorities, men and women, young and old students, and other groups included in the advising center's service planning and review processes and advisory committees? Do you have policies and procedures that assure access to facilities, printed materials, computers, and electronic resources for people with disabilities? Is accessibility considered in the procurement process? Do you have a procedure to assure a timely response to requests for disability-related accommodations? Are disability-related access issues addressed in your evaluation methods? Facility and Environment Assure physical access, comfort, and safety. Are there parking areas, pathways, and entrances to the building that are wheelchair-accessible and clearly identified? Are all levels of the facility connected via an accessible route of travel? Are there ample high-contrast, large-print directional signs to and throughout the office? Do elevators have both auditory and visual signals for floors? Are elevator controls accessible from a seated position and available in large print and Braille or raised notation? Are wheelchair-accessible restrooms with well-marked signs available in or near the office? Is at least part of a service desk/counter at a height accessible from a seated position? Are adjustable-height tables available for all workstations? Can the height be adjusted from a seated position? Are aisles kept wide and clear for wheelchair users and protruding objects removed or minimized for the safety of users who are visually impaired? Is lighting adjustable by the individual? Are window blinds available to reduce glare, especially on computer screens? Are there private meeting areas where students can discuss disability-related needs confidentially? Are there quiet work and/or meeting areas where noise and other distractions are minimized and/or facility rules in place (e.g., no cell phone use) to minimize noise? Are telecommunication devices for the deaf (TTY/TDD) available? Consult the ADA Checklist for Readily Achievable Barrier Removal at checkweb.htm for more suggestions.

4 Staff Make sure staff are prepared to work with all students. Are all staff members familiar with the availability and use of a TTY/TDD, the Telecommunications Relay Service, assistive technology, and alternate document formats? Do staff members know how to respond to requests for disability-related accommodations, such as sign language interpreters? Do staff members have ready access to a list of on- and/or off-campus resources for students with disabilities? Are all staff members aware of issues related to communicating with students of different races/ethnicities, ages, and students who have disabilities (Consult Helpful Communication Hints for content in this area.)? Information Resources Assure that publications and websites welcome a diverse group and that information is accessible to everyone. Do pictures in your publications and website include people with diverse characteristics with respect to race, gender, age, and disability? In publications, do you include a statement about your commitment to universal access and procedures for requesting disabilityrelated accommodations? For example: "Our goal is to make all of our materials and services accessible. Please inform staff of accessibility barriers you encounter, and request accommodations that will make activities and information resources accessible to you." Are all printed publications available (immediately or in a timely manner) in alternate formats such as Braille, large print, and electronic text? Are printed materials within easy reach from a variety of heights and without furniture blocking access? Do electronic resources, including web pages, adhere to accessibility guidelines or standards adopted by your institution or your office? Section 508 Standards for Accessible Electronic and Information Technology ( sec508/guide/) and the World Wide Web Consortium s Content Accessibility Guidelines ( are most commonly used. For information about making your website accessible to everyone, consult the World Wide Access: Accessible Web Design video and publication at Are videos used by the advising office captioned? Audio described? Computers, Software, and Assistive Technology Make technology accessible to all visitors. Some advising offices use computers as information resources. Staff members should be aware of accessibility options (e.g., enlarged texts included in computer operating systems). Your center need not have special technology on hand for every type of disability but should have available assistive technology that can benefit many people. Start with a few key items, and add new technology as students request it. Purchasing the following computer products will get you started: Is an adjustable-height table available for each type of workstation to assist students who use wheelchairs or are small or large in stature? Do you provide adequate work space for both left- and right-handed users? Are large-print key labels available to assist students with low vision? Is software to enlarge screen images and a large monitor available to assist students with low vision and learning disabilities? Do you provide a trackball to be used by someone who has difficulty controlling a mouse?

5 Accommodation Strategies Work-based learning offers an opportunity for students and employers to determine the best accommodations in a particular work environment. Many times, the necessary accommodation will be obvious. Other situations will require some research. As you work with students and employers to choose reasonable accommodations, ask the following four questions. 1. What does the task or assignment require? Break down all of the components of the job. This will help you to determine the best way to fully include an employee with a disability. 2. What physical, sensory and cognitive skills are needed? Compare the skills required to complete a task to the skills of the potential employee. Does a modification need to be made in order for the person to be successful? 3. What components of the task require accommodation? Check with the employee to see which aspects he or she feels require accommodations. 4. What accommodation options exist? The employee is your best resource. If he or she requires assistance with answering this question, be sure to access campus and community resources. Are wrist and/or forearm rests available to assist some people with mobility impairments? Events Assure that everyone feels welcome and can participate in events sponsored by the advising office. Are events located in wheelchairaccessible facilities? Is the accessible entrance clearly marked? Is information about how to request disability-related accommodations included in publications promoting events? Is accessible transportation available if transportation is arranged for other participants? Checklist Updates This checklist was field tested at more than twenty postsecondary institutions nationwide (see Academics/admin.html). To increase the usefulness of this working document, send suggestions to sherylb@u.washington.edu. Working with Students with Disabilities One of the most common barriers to academic and career achievement for students with disabilities is low expectations on the part of those with whom they interact. Maintain high expectations for participants with disabilities. Expect that they will succeed. Career counselors, cooperative education staff, internship coordinators, and employers can help students with disabilities develop and accomplish their goals by following these suggestions. Consider the person with the disability your best resource when determining appropriate accommodations. Make no assumptions. Most likely, the student has a full life and has learned to positively meet the challenges posed by the disability. Speak directly to a person and focus on his or her abilities rather than his or her disability. People with disabilities have the same range of likes and dislikes as those who are not disabled. Talk about things you talk about with other students. Use the same vocal strength and intonation. If you are feeling uncomfortable about a situation, let the person who has the disability know.

6 Be sure expectations such as job performance, behavior, and dress are clearly defined and that they are met. If a person appears to be having difficulty at a task, ask if, and how, you may help. Avoid labels for groups of people with disabilities, such as "the blind." Instead, say "people who are blind." Avoid emotionally driven descriptions such as "crippled," "confined to a wheelchair," "stricken with," or "wheelchair-bound." Instead, simply be descriptive, such as "she uses a wheelchair." Avoid euphemisms to describe disabilities. Terms such as "differently-abled," and "physically-challenged," are considered by many to be condescending. They reinforce the idea that disabilities can't be dealt with in a straightforward manner. Working with Employers Many employers are aware of the ADA and are interested in employing students with disabilities. Career counselors, cooperative education staff, and internship coordinators can work with employers to make successful placements for students with disabilities. The following suggestions may assist you in working with employers as you place students with disabilities. Inform employers that you work with all students on your campus, including students with disabilities. Assist employers with procuring materials in alternative formats. Provide employers with information on creating accessible Web pages and other electronic resources. Alert employers to community resources that can assist them and their employees with determining appropriate accommodations. Additional Resources An electronic copy of this publication as well as additional useful brochures can be found at Short videos, Equal Access: Student Services, and Access to the Future: Preparing Students with Disabilities for Careers, demonstrate key points summarized in this publication. They may be freely viewed online and purchased in VHS format from DO-IT. Consult for these and other videos that may be of interest. Permission is granted to reproduce DO-IT videos for educational, noncommercial purposes provided the source is acknowledged. The Student Services Conference Room at includes a collection of documents and videos to help you make student services accessible to everyone. They include checklists for career services, distance learning, computer labs, recruitment and admissions, registration, housing and residential life, financial aid, libraries, tutoring and learning centers, and student organizations. The Conference Room also includes a searchable Knowledge Base of questions and answers, case studies, and promising practices. For more information about applications of universal design consult udesign.html/. The following resources also provide information about making career services accessible. DO-IT (Disabilities, Opportunities, Internetworking, and Technology) DO-IT works to increase the successful participation of people with disabilities in academic programs and careers. DO-IT uses assistive technology and the Internet to maximize independence, productivity, and participation. It provides instructional

7 materials regarding accessible technology and transitions from high school to college and school to work. ENTRY POINT! American Association for the Advancement of Science (AAAS) ENTRY POINT! is an internship program for college students with disabilities majoring in computer science, engineering, mathematics, or physical science. Job Accommodation Network (JAN) JAN answers questions about accommodations and the Americans with Disabilities Act. Office of Disability Employment Policy (ODEP) The U.S. Department of Labor s ODEP supports High School/High Tech, the Business Leadership Network, and other programs and provides technical assistance, resources for employers, and links to state liaisons. Rehabilitative Services Administration (RSA) index.html RSA oversees programs that help people with disabilities gain employment, such as state vocational rehabilitation offices. Equal Employment Opportunity Commission (EEOC) The U.S. EEOC provides enforcement guidance on reasonable accommodation and undue hardship under the Americans with Disabilities Act. Workforce Recruitment Program The Workforce Recruitment Program creates a database of screened candidates with disabilities seeking summer and permanent positions. About DO-IT The University of Washington helps individuals with disabilities transition to college and careers through DO-IT (Disabilities, Opportunities, Internetworking and Technology). Primary funding for the DO-IT project is provided by the National Science Foundation, the U.S. Department of Education, and the State of Washington. The DO-IT CAREERS (Careers, Academics, Research, Experiential Education, and Relevant Skills) project created this publication and the accompanying videotape with funding from the U.S. Department of Education, Office of Special Education and Rehabilitative Services, and Office of Special Education Programs (#H078C60047). However, the contents do not necessarily represent the policy of the U.S. Department of Education and you should not assume their endorsement. For more information, to be placed on the mailing list, or to request materials in an alternative format, contact DO-IT University of Washington Box Seattle, WA doit@u.washington.edu (FAX) DOIT (3648) (voice/tty) DOIT (3648) (voice/tty), WA, outside Seattle (voice/tty) Spokane Director: Sheryl Burgstahler, Ph.D. Copyright 2004, 2001, 2000 University of Washington. Permission is granted to copy these materials for educational, non-commercial purposes provided the source is acknowledged. University of Washington College of Engineering Computing & Communications College of Education

8 Helpful Communication Hints Treat people with disabilities with the same respect and consideration with which you treat others. There are no strict rules when it comes to relating to people with disabilities. However, here are some helpful hints. General Guidelines Ask a person with a disability if he/she needs help before providing assistance. Talk directly to the person with a disability, not through the person s companion or interpreter. Refer to a person s disability only if it is relevant to the conversation. If so, refer to the person first and then the disability. A man who is blind is better than a blind man because it emphasizes the person first. Avoid negative descriptions of a person s disability. For example, a person who uses a wheelchair is more appropriate than a person confined to a wheelchair. A wheelchair is not confining it s liberating! Always ask permission before you interact with a person s guide dog or service dog. Visual Impairments Be descriptive for people with visual impairments. Say, The computer is about three feet to your left, rather than The computer is over there. When guiding people with visual impairments, offer them your arm rather than grabbing or pushing them. Learning Disabilities If asked, read instructions to individuals who have specific learning disabilities. Mobility Impairments Try sitting or positioning yourself at the approximate height of people in wheelchairs when you interact. Speech Impairments Listen carefully. Repeat what you think you understand for confirmation, and then ask the person with a speech impairment to repeat the portion of what was said that you didn t understand. Hearing Impairments Face people with hearing impairments so they can see your lips. Speak clearly. Consider the use of transparencies or slides rather than writing on a whiteboard or flipchart so that participants with hearing impairments can read your lips. Psychological Disabilities Provide information in clear, calm, respectful tones. Allow opportunities for addressing specific questions. 12/16/05