tools - university of washington€¦ · • working together: people with dis-abilities and...
TRANSCRIPT
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tools
The materials included in this section can be used for self-study and to assist you in deliv-ering presentations to students with disabili-ties, career development professionals, and employers. Presentations can be delivered at student orientations, staff meetings, con-ferences, and service club and professional organization meetings. Presentations can be adapted to your audience and schedule. See the Presentations section of this notebook for specific ideas.
overhead transparencytemplatesIncluded are black and white templates that can be used as references or copied onto transparencies for use in presentations. A large number of transparencies are included to optimize custom presentation options. Pick and choose the templates that work best for your audience and meeting time.
Videotape Presentations Five videotape presentations are included on the enclosed videotape. They are titled:
• It’s Your Career• Finding Gold: Hiring the Best and the Brightest• Equal Access: Computer Labs• Working Together: People with Dis-abilities and Computer Technology• World Wide Access: Accessible Web Design• Access to the Future• Learn & Earn: Tips for Teens• Learn & Earn: Supporting Teens
Handout templatesBlack and white templates of the follow-ing handouts can be copied for distribu-tion to others in your school, at confer-ences, or during presentations. They are
included in the pouch in the back cover of this notebook.
• It’s Your Career: Work-Based Learning Op-portunities for Students with Disabilities
• Finding Gold: Hiring the Best and the Bright-est
• Equal Access: Computer Labs• Working Together: People with Disabilities
and Computer Technology• World Wide Access: Accessible Web Design• Access to the Future• Learn & Earn: Tips for Teens• Learn & Earn: Supporting Teens
Electronic PresentationMaterials in electronic form are available at DO-IT’s World Wide Web site at http://www.washington.edu/doit/. Here you will find many of the materials included in this packet as well as a rich collection of other resources.
Permission is granted to reproduce printed materials and videotape presentations for non-commercial, educational purposes as long as credit is given to the source.
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Americans withDisabilities Act of 1990
No otherwise qualifiedindividual with a disability shall,
solely by reason of his/herdisability, be excluded from the participation in, be denied the benefits of, or be subjected to
discrimination under anyprogram or activity of a public en-
tity.
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Person with a disability = any person who
• has a physical or mental impairment which substantially limits one or more major life activities, including walking, seeing, hearing, speaking, breathing, learning, and working;
• has a record of such an impairment; or
• is regarded as having such an impairment.
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Examples of Disabilities
Spinal cord injuriesLoss of limbs
Multiple SclerosisMuscular Dystrophy
Cerebral PalsyHearing impairmentsVisual impairments
Speech impairmentsSpecific learning disabilities
Head injuriesPsychiatric disorders
DiabetesCancerAIDS
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Qualified Individualwith a Disability
A “qualified” applicant oremployee with a disability is a person with a disability who, with or without reasonable
accommodation, can perform the essential functions of the
job in question.
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Undue Hardship
An action that requires“significant difficulty or
expense” in relation to the size of the employer, the resources
available, and the natureof the operation.
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Why Participate inWork-Based learning?
• Practice skills learned in school.
• Clarify academic and career interests.
• Determine which worksite accommodations work best.
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• Develop contacts for future employment.
• Develop human relations and teamwork skills through interac-tions with co-workers.
• Gain academic credit.
• Practice writing résumés and cover letters.
• Identify community-based career assistance programs.
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types of WorkExperience
• Internship• Cooperative Education• Job Shadowing• Service Learning• Independent Study• Informational Interview• Career Services
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DO-IT CAREERS
Careers,Academics,Research,ExperientialEducation, andRelevantskills
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Cost ofAccommodations
Percentage
0 20%$1-$500 51%$501-$1,000 11%$1,001-$1,500 3%$1,501-$2,000 3%$2,001-$5,000 8%$5,000+ 4%
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Recruiting Interns with Disabilities
Include a statement outlining your interest in receiving
applications from a diverse group of people, including peo-
ple with disabilities.
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Advertise availablepositions with:
• Career Services• Cooperative Education programs• Academic Departments• Disabled Student Services offices• Division of Vocational Rehabilitation
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• Department of Services for the Blind• Employment Security• Governor’s Committee on
Employment of People with Disabilities
• Community agencies that serve people with
disabilities
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strategies for Working with Peo-ple who have Dis-
abilities
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LowVisionBlindness
Hearing ImpairmentsSpeech Impairments
Specific Learning Disabilities
Mobility ImpairmentsHealth Impairments
Psychiatric Disabilities
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low Vision • Large print handouts, signs, equipment labels
• Seating where the lighting is best
• Work assignments in electronic format
• Computer with enlarged screen images
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Blindness • Describe visual aids
• Audiotaped, Braille, or electronic text to substitute printed materials
• Raised-line drawings and tactile models of graphic materials
• Adaptive equipment (e.g., tactile timers, calculators)
• Computers with optical character readers, voice output, Braille screen displays, Braille embossers
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Hearing Impairments • Interpreters, real-time captions, FM systems, note takers
• Electronic mail
• Visual aids, visual warning systems for emergencies
• Face intern when speaking; talk to the internratherthantheinterpreter
• Written work assignments
• Repeat questions and statements from other employees during meetings
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Speech Impairments • Electronic Mail
• Concentrate on what the person is saying
• If you don’t understand, ask and repeat back
• Take as much time as necessary to communicate
• Ask questions that require short answers or a nod of the head when
appropriate
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Specific LearningDisabilities
• Audiotaped instruction
• Quiet workstation
• Visual, aural, and tactile demonstra-tions incorporated into directions
• Computers with voice output, spell checkers, grammar checkers,
thesaurus, specialized software
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Mobility Impairments • Office assistants
• Group work assignments, note takers/scribes
• Accessible worksite
• Adjustable tables, equipment located within reach
• Work assignments in electronic format
• Computers with special input devices (e.g., voice, Morse code, alternative keyboards)
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Health Impairments • Flex time
• Note takers, audiotaped meetings
• Electronic mail
• Work assignments in electronic formats
• Telecommuting
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Psychiatric Disabilities
• Be positive
• Have high expectations
• Be consistent
• Make instructions clear
• Provide positive feedback and suggestions
• Meetwiththeperson
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General suggestions
• Have policies and procedures in place
• Make sure facility is accessible
• Provide clear signage in large print
• Talk with the worker
• Select materials early
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Four-step Model1. What does the task/ assignment require?
2. What physical, sensory, and cognitive skills are needed?
3. What components of the task require accommodation?
4. What accommodation options exist?
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Four-step Job Accommodation Mod-
What does the task, job, or assignment
require?
Whataccommodationoptions exist?
What components require
accommodation?
What physical,sensory, and
cognitive skills are required?
Break it down
Cost, time, resources?
Check with anexpert!
Ask the person who has the
disability.
level of Difficulty?
Don’t assume what a person’s
abilities are.Real or
fictional?
setting & equipment?
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Computers+
Adaptive Technology+
Electronic Resources=
opportunities
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Universal Design=
designing services and resources for
people with a broad range of abilities and
disabilities.
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Accessible labs• physical environment
• adaptive technology
• electronic resources
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Problemaccess to computers
access to electronic resources
Solution
adaptive technology
universal design
principles
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Computers assist people with:
• low vision• blindness • hearing impairments• speech impairments• specific learning disabilities • mobility impairments• health impairments
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low Vision• large print signs, handouts, labels• good lighting• large print key labels• large monitors• software to enlarge
screen images• software to adjust
screen colors
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Blindness• Braille and taped materials• Braille labels• computers with voice output• Braille screen displays• scanners and optical character recognition• Brailleprinters• Internet accessible services/resources
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Hearing / speechImpairments
• computers with visual output
• electronic mail
• speech synthesizers
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Specific LearningDisabilities
• quiet work areas• computers with voice output• spelling/grammar checkers, thesauruses• word prediction software• software to enlarge screen
images• large monitors
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MobilityImpairments
• adjustable tables• keyboard modifications• keyboard guards and
layouts• alternative keyboards
and mice• Internet services/ resources
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HealthImpairments
• electronic mail
• Internet accessible services/resources
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Adaptivetechnology
• hardware/software• easy/difficult to implement• easy/difficult to use• inexpensive/expensive• generic/unique• stand alone/networked
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Getting started!
• adjustable tables • large print key labels • screen enlargement software • large monitors • speech output • Braille conversion software
and printer • trackballs, wrist rests, key-
guards
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some People:
• cannot see graphics • cannot hear audio • have difficulty with unorganized sites • use older equipment, slow connections • use adaptive technology
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Universal Design=
design of products and environments to be usable by all people, without the
need for adaptation or spe-cialized design.
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Universal Design Principles
• equitable use• flexible use• simple and intuitive use• information duplicated
in several formats• low physical effort
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Maintain a simple, consistent page
layout.
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Keep backgrounds simple with enough
contrast.
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Make linksdescriptive so they can be understood
out of context.
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Use standard HTML.
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Include a note about accessibility.
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Provide textalternatives.
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Accessible Web Design Guidelines• Simple, consistent page layout• Simple backgrounds with enough contrast• Standard HTML• Note about accessibility• Text alternatives for graphical
features• Use special features with care• Test Web pages with a variety
of browsers