1. society
2. racism

Developed By:
Price Baum
Laverne Buchanan, Ed.D.
Lisa Cuozzo
Ann Deschamps, Ed.D.
José Luis Díaz
Suellen Farrington
Saundra Hathaway
Nancy Horton
Maggie Leedy
Richard Luecking, Ed.D.
Rachel Margolis
Kathleen Desmond Porter
George Tilson, Jr., Ed.D.
Marian Vessels
TransCen, Inc.
451 Hungerford Drive
Suite 700
Rockville, MD 20850
(301) 424-2002 Voice
(301) 309-2435 TTY
(301) 251-3762 FAX
www.transcen.org
Introduction
Special thanks to the
ADA & IT Information Center
www.adainfo.org
The ADA & IT Information Center is funded by the
National Institute on Disability and Rehabilitation Research
of the U.S. Department of Education, Grant # H133D010212.
Workforce Discovery: Diversity and Disability in the Workplace
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
How to Use this Guide
Workforce Discovery: Diversity and Disability in the Workplace is an in-depth training on
disability awareness with the provisions of the Americans with Disabilities Act (ADA)
integrated throughout each training module.
Each manual is divided into five modules that focus on the following areas:
 Module 1: Typecasting: Understanding Disability
 Module 2: Legal Implications: An Overview of the Americans with Disabilities Act
 Module 3: Reasonable Accommodation
 Module 4: Etiquette: Communication and Interaction
 Module 5: Best Practices for Trainers
All of the contents of this manual are included on a CD located inside the front cover. This
will allow the trainer to customize the training as needed and provide materials in
alternate formats (e.g. Braille, large print, etc.).
Features of the Modules
Module Goals
The module goals outline the specific knowledge and/or skills that participants can expect
to attain.
The Equipment and Materials
The sections describe any necessary supplies, including audio/visual equipment
necessary to conduct training for that module. Trainers without access to a laptop
computer and LCD projector to show the PowerPoint slides can copy the slides onto
transparencies and use them with an overhead projector.
Time
An estimate of the time required to conduct the module is provided. It is, however,
important to note that as each trainer develops his or her own style and responds to the
specific needs of each audience, the amount of time needed to conduct each module
may vary.
Notes
Each of the module’s pages is formatted into two columns. The left column includes the
information and directions for conducting the training. The right side is titled “notes” and is
blank so that the trainer can record notes for each activity.
Handouts
Copies of the handouts are located at the end of the module inside the plastic covering.
Handouts are also included within the module for the trainer’s use. Handouts of the
PowerPoint presentations are also included in this section, for distribution among the
participants.
Introduction
Workforce Discovery: Diversity and Disability in the Workplace
Copyright © 2004 by TransCen, Inc.
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Acknowledgements
The footnotes in each module refer to citations which can be found in the
acknowledgements section.
Format of the Modules
Regular print material may be read verbatim, but it is best if the trainer adapts the general
idea to his or her own word choice.
All words in grey italics are directions or discussion tips for the trainer.
 Show PowerPoint indicates that a PowerPoint slide should be shown. For the
convenience of the trainer, the actual slide is pictured directly below this icon. The slide’s
text is also reprinted immediately after its picture, to ensure easy reading.
To ensure that the training is accessible for all participants, it is very important that the
trainer reads all of the text that appears on the PowerPoint and describes any graphical
images.
This five-module training may be used in a variety of ways to customize presentations for
specific groups. All of the modules may be used separately as stand-alone workshops. It
would take at least one full day to conduct a training using the first five modules to ensure
adequate time for questions and discussion. A half-day training on the ADA and
employment issues could be conducted using modules 2 and 3. A half-day training on
disability awareness could be conducted using modules 1 and 4. Module 5 is designed to
develop training and presentation skills rather than knowledge about the ADA.
Introduction
Workforce Discovery: Diversity and Disability in the Workplace
Copyright © 2004 by TransCen, Inc.
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Module 1
Typecasting:
Understanding Disability
MODULE GOALS:
 To understand the concept of stereotyping and how it affects people
with disabilities
 To identify and dispel myths, stereotypes, and common
misperceptions concerning people with disabilities
EQUIPMENT:
 PowerPoint Presentation (or alternate format)
 LCD Projector
 Computer / Laptop
 Flip Chart
 Flip Chart Markers
 Masking Tape
TIME:
45-60 minutes (time may vary)
Typecasting: Understanding Disability
1-1
Copyright © 2004 by TransCen, Inc.
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N O T E S
Review module before training and prepare necessary materials. On a
flip chart, prepare three pages with the headings: Teenagers, Computer
Programmers, and People from New York.
 Show PowerPoint:
Module 1
Typecasting:
Understanding
Disability
Module 1, Typecasting: Understanding Disability
This module provides accurate and up-to-date information about people
with disabilities. Interacting comfortably with someone we perceive as
different can be difficult. The more we understand and accept
differences in people, the better we can move beyond
disability/differences toward the acceptance of people for who they are.
 Show PowerPoint:
Goals
 To understand stereotyping and
how this affects people with
disabilities
 To identify and dispel myths,
stereotypes, and common
misperceptions concerning people
with disabilities
Module Goals:
 To understand the concept of stereotyping and how it affects
people with disabilities
 To identify and dispel myths, stereotypes, and common
misperceptions concerning people with disabilities
Activity: Examining Attitudes
Greet the group. I have met many of you this (morning, afternoon) and
you have seen me getting ready for this workshop.
Typecasting: Understanding Disability
1-2
Copyright © 2004 by TransCen, Inc.
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N O T E S
 Show PowerPoint:
What is your
initial impression
of me?
What is your initial impression of me?
I am going to ask you some questions. I’d like to find out about your
initial impression of me.
On a flip chart list the responses to the following questions: Pick 5 or 6
to discuss.











Where was I born?
In what kind of house do I live?
How is it decorated?
Am I married?
Do I have children?
If so, how many?
Do I have any pets?
If so, what kind?
What sports do I enjoy?
What kind of car do I drive?
What is my favorite kind of food?
List all of the group’s responses on a flip chart.
Everyone forms opinions based on first impressions. These opinions
are also called assumptions. They are based on how someone dresses,
their appearance, the way they talk, and other personal characteristics.
Sometimes these assumptions are accurate and sometimes they are
not.
Review the list and tell the group what was accurate and what was not.
We all make assumptions about a person based on first impressions.
This is human nature and normal. However, it is important to remember
that these impressions are often false and we should not judge
someone or make decisions about them until we get to know the
Typecasting: Understanding Disability
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N O T E S
person.
Give an example from the list of false assumptions.
Have any of you ever been in a situation in which a person made an
inaccurate assumption about you based on their initial impression?
Ask for a few volunteers to describe their situations. If there are no
volunteers, be prepared to tell a personal story.
Here are a couple of ideas to get you thinking:
 A man who loves to bake
 A woman who is very handy around the house
 An obese marathon runner
 A football star who loves to knit
Although we can laugh at these stories now, it is important to remember
how these misunderstandings occur. It is important not to let our first
impressions influence how we treat someone.
Activity: Stereotypes
What is the definition of a stereotype?
Possible responses:
 When certain characteristics are generalized to an entire group
of people.
 An idea that is standardized for a group.
 A fixed or conventional image of a person or group of people.
 Show PowerPoint:
Stereotypes are:
Assumptions that are made about
a person or group’s character or
attributes, based on a general
image of a particular group of
people.
Stereotypes are: Assumptions that are made about a person or group’s
character or attributes, based on a general image of a particular group
of people.
Typecasting: Understanding Disability
1-4
Copyright © 2004 by TransCen, Inc.
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N O T E S
We are going to see how well you can identify the stereotypes of some
very common groups of people.
 Show PowerPoint:
Describe some common
stereotypes for the
following:
• Teenagers
• Computer Programmers
• People from New York
Describe some common stereotypes for the following:
Teenagers
Computer Programmers
People from New York
Tape three separate flip chart pages to the wall so they are easily
visible in the room. List one of the three categories (Teenagers,
Computer Programmers, People from New York) on each page. If
space is limited, do these one by one on the flip chart.
What are some of the stereotypes our society has for these groups?
Trainer can spend about 1-2 minutes on each, starting with number 1.
This should be a quick brainstorming activity. If the group is quiet,
prompt them with some of the responses listed.
Possible responses:
Teenagers
 Lazy
 Irresponsible
 Disrespectful
 Loud
 Act like they know everything
Computer Programmers
 Socially inept
 Nerdy
 Wear pocket protectors
 Quiet
People from New York
Typecasting: Understanding Disability
1-5
Copyright © 2004 by TransCen, Inc.
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N O T E S





Pushy
Rude
Fast drivers
Funny accent
Loud
If the group names both positive and negative stereotypes, continue
with the following discussion. If the group only names negative
stereotypes, question why.
Ask if there are positive stereotypes that are associated with these
groups.
Possible responses:
Teenagers:
 Active
 Technology-savvy
Computer programmers:
 Good problem solvers
 Very smart
People from New York:
 Live exciting lives
 Persistent
Great job, you really know your stereotypes! How many of you actually
know people from these groups who fit these stereotypes?
Most people will raise their hands.
How many of you know people from these groups who do not fit these
stereotypes?
Most people will raise their hands.
Tell me about some of these people. Where do stereotypes originate?
Possible responses:
 Personal experience with one person from the group
 Media portrayal
 Family and peer influences
When we judge people based on stereotypes, whether positive or
negative, we miss the true character of the individual. When the
stereotypes we associate with people are negative, the consequences
Typecasting: Understanding Disability
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N O T E S
are even more dangerous. What can happen to people when negative
stereotypes are held about them?
List responses on the flip chart.
Possible responses:
 Avoided socially
 Persecuted
 Discriminated against
 Ostracized
 Denied opportunities
 Ignored
 Harassed
Read the responses from the list out loud to the group. Add all of these
responses to the list, even if the group did not mention all.
Each response we just discussed is a form of discrimination. When
someone is avoided socially, not hired, harassed on or off a job, based
on negative thoughts or stereotypes of a group, they are being
discriminated against. Stereotypes are often the reason that this
discrimination takes place. Although many people would argue that they
do not base decisions on stereotypes or personal biases, it is clear that
these actions do take place every day.
We have focused on teens, people from New York, and computer
programmers. Let’s take a minute and think about discrimination and
how it specifically affects people with disabilities. Are people with
disabilities discriminated against?
 Show PowerPoint:
EEOC Discrimination
Complaints
• 79,432 total
• Categories include:
- Age
- Sex
- Religion
- National Origin
- Race
- Retaliation
- Disability (19.4%)
EEOC Discrimination Complaints:
79,432 total1
Categories include:
- Age
- Sex
Typecasting: Understanding Disability
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N O T E S
- Religion
- Race
- Disability (19.4%)2
- National Origin
- Retaliation
In the 2004 fiscal year, 79,432 individuals filed discrimination
complaints with the Equal Employment Opportunity Commission.1 The
charges fell under the categories of age, sex, religion, national origin,
race, retaliation, and disability.
Of the 79,432 people who filed discrimination charges with the EEOC in
2003, 15,376, or 19.4% of those were people with disabilities.2
These numbers suggest that discrimination against individuals with
disabilities does exist. Just like with teens, New Yorkers, and computer
programmers, stereotypes often lead to unfair treatment, like
employment discrimination.
Let’s examine some of the stereotypes we have about people with
cerebral palsy.
Cerebral Palsy
 Below average intelligence
 Unable to walk
 Cannot communicate
How about people with mental illness?
Mental Illness
 Dangerous
 Hospitalized
 Unstable
Most (or all) of the stereotypes we just named are negative.
There are also positive qualities that can also be associated with these
groups. Can you think of any?
Name and discuss these responses if they are not mentioned
Cerebral Palsy
 The average person with cerebral palsy has at least average
intelligence. 3
 Cerebral palsy is not progressive, and therefore does not worsen
over time.4
Typecasting: Understanding Disability
1-8
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N O T E S
Mental Illness
 Statistics show that the incidence of violence in people who have
a brain disorder is not much higher than it is in the general
population.5
 Mental illness can be a treatable disability.6
In addition, there are also various studies that combat the stereotypes
put forth by popular culture.
For example:
 Most people with disabilities, even severe disabilities, do not
receive public assistance.7
 A DuPont Corporation survey found that 90% of employees with
disabilities received average or better job performance ratings.8
Unfortunately, negative stereotypes are often more pervasive than the
facts from these studies.
Where do stereotypes about individuals with disabilities originate? Just
like other stereotypes, disability-based stereotypes come from personal
experiences with one individual, family / peer influences and media
portrayal.
Let’s focus on media portrayal for a few minutes. Think about different
movies that you have seen that include characters with disabilities.
Lead a brief, informal conversation about the way disability is portrayed
in film. The conversation will vary with each training group, based on
which movies the participants have seen. You can choose from the
questions below to steer the conversation.






How is the character with a disability represented (pitiful, childlike, bitter, heroic, etc.)?
Does the character with a disability play a particular role in the
story (victim, villain, hero, etc.)?
Why was disability used in this film? Did the disability itself serve
a purpose in the story?
How is normality defined or portrayed?
What was the overall message about disability?
Has the role of disability in film changed over time?
Questions adapted from ‘Resisting Hollywood’s Take
on Disability.’ 9
The following is a list of characters with disabilities to prompt the
trainer.
Typecasting: Understanding Disability
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N O T E S
Many of these characters are portrayed as villains
 Peter Pan , Captain Hook - Missing his hand
 Silence of the Lambs, Hannibal - Mental illness
 Psycho, Norman Bates - Mental illness
 Unbreakable, Elijah Price - Fragile bones
Many of these characters are portrayed as victims
 Rear Window, L.B. “Jeff” Jeffries - Wheelchair-user
 The Hunchback of Notre Dame, Quasimodo - Physical
deformation
 Beauty and the Beast, The Beast - Physical deformation
 Million Dollar Baby, Maggie Fitzgerald - Spinal Cord Injury
Many of these characters are portrayed as bitter war veterans
 The Deer Hunter, Steven - Missing a leg
 Born on the Fourth of July, Ron Kovic - Paralysis
 Forrest Gump, Lt. Dan Taylor - Missing a leg
Many of these characters are portrayed as innocent and child-like
 Of Mice and Men - Lenny, Mental retardation
 Forrest Gump - Forrest Gump, Mental retardation
 I Am Sam, Sam Dawson - Mental retardation
 Radio, Radio - Mental retardation
Stereotypes about individuals with disabilities may also result from our
personal experience (or lack thereof). Many of us grew up in a time
when people with disabilities were not around us on a daily basis.
People with disabilities were often segregated from the community.
After all, it wasn’t until 1975 that a “free and appropriate public
education” (FAPE) was mandated for students with disabilities. So,
many people who started school before 1975 probably had few, if any,
classmates with disabilities.
Without this exposure, how was one expected to be able and/or
comfortable learning, working, and interacting with people with different
disabilities?
We started to learn about how to treat people with disabilities when we
are very young. Remember the special education classrooms? What
lesson did those classrooms teach us?
Elicit responses from the group.


People with disabilities couldn’t learn with us
People with disabilities shouldn’t be in the same classroom, gym
Typecasting: Understanding Disability
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N O T E S

or lunchroom with us
By separating students with disabilities, it taught that people with
disabilities didn’t even exist
It is for this reason, as well as many others, that today we conduct and
attend trainings like this. Hopefully we have seen the last generation of
disability segregation.
Today’s children learn, laugh, and play with kids with disabilities.
Therefore, this generation is more likely to have the experiences
necessary to be comfortable hiring, managing, and working with and for
people who have disabilities.
Stereotypes are assumptions that are made about a person or group's
character or attributes, based on a general image of a particular group
of people. Stereotypes are not inherently negative; we can also attribute
positive characteristics as stereotypes. It is very important to remember
that when we define people based on stereotypes, we often make false
assumptions and we always fail to recognize the person as an
individual.
 Show PowerPoint:
“When you see a
person with a
disability, presume
competence.”
From: Snow, Kathy, Disability is Natural, 2001
“When you see a person with a disability, presume competence.”
From: Snow, Kathy, Disability is Natural, 200110
Typecasting: Understanding Disability
1-11
Copyright © 2004 by TransCen, Inc.
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Module One Acknowledgements
1. U.S. Equal Employment Opportunity Commission. “All Statutes: Fiscal Year 19922004.” www.eeoc.gov/stats/all.html. Page last modified 1/27/05. Information
retrieved 2/24/05.
2. U.S. Equal Employment Opportunity Commission. “Americans with Disabilities Act
Changes: Fiscal Year 1992-2004.” www.eeoc.gov/stats/ada-charges.html. Page
last modified, 1/27/05. Information retrieved 2/24/05.
3. WebHealth. “A-Z of Health: Cerebral Palsy.”
www.webhealth.co.uk/a_to_z_of_health/cerebral_palsy.asp. Information retrieved
2/24/05.
4. National Institute of Neurological Disorders and Strokes. “NINDS Cerebral Palsy
Information Page.”
www.ninds.nih.gov/disorders/cerebral_palsy/cerebral_palsy.htm#What_is. Page
last modified 2/9/05. Information retrieved 2/24/05.
5. National Alliance for Research on Schizophrenia and Depression. “NARSAD Publishes
Top 10 Myths About Mental Illness Based on Nationwide Survey.”
www.narsad.org/news/press/pr2003-07-01d.html. Information retrieved 2/24/05.
6. National Alliance for the Mentally Ill. “About Mental Illness.”
www.nami.org/Content/NavigationMenu/Inform_Yourself/About_Mental_Illness/Ab
out_Mental_Illness.htm. Information retrieved 2/24/05.
7. U.S. Census Bureau. “Meeting the Challenge: Americans with Disabilities, 1997.”
www.census.gov/population/pop-profile/2000/chap19.pdf. Internet release 2000.
8. DuPont Corporation Study: U.S. Department of Labor. “Myths and Facts about People
with Disabilities.” www.dol.gov/odep/pubs/fact/mythfact.htm. Information dated
October 1994. Information retrieved 2/24/05.
9. PowerPoint Presentation. “Resisting Hollywood’s Take on Disability.” Zach Rossetti
and Christy Ashby. Syracuse University. 2004.
10. Snow, Kathy. “Disability is Natural.” www.disabilityisnatural.com/store/index.html.
Copyright 2001. Information retrieved 3/5/05.
Typecasting: Understanding Disability
Module 1 Acknowledgements
Copyright © 2004 by TransCen, Inc.
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Slide 1
___________________________________
___________________________________
Module 1
Typecasting:
Understanding Disability
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 2
___________________________________
Module - Goals
 To identify and dispel myths,
stereotypes, and common
misperceptions concerning people
with disabilities
 To understand stereotyping and how
this affects people with disabilities
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 3
___________________________________
What is your
initial impression
of me?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Typecasting: Understanding Disability
Module 1 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
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N O T E S
Slide 4
___________________________________
Stereotypes are:
___________________________________
___________________________________
Assumptions that are made about a
person or group’s character or
attributes, based on a general image of
a particular group of people.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 5
Describe some common
stereotypes for the following:
___________________________________
___________________________________
• Teenagers
• Computer Programmers
• People from New York
___________________________________
___________________________________
___________________________________
___________________________________
Slide 6
___________________________________
EEOC Discrimination
Complaints
• 81,293 total
• Categories include:
- Age
- Religion
- Race
- Disability (18.9%)
___________________________________
___________________________________
___________________________________
- Sex
- National Origin
- Retaliation
___________________________________
___________________________________
___________________________________
Typecasting: Understanding Disability
Module 1 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
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N O T E S
Slide 7
___________________________________
“When you see a
person with a
disability, presume
competence.”
From: Snow, Kathy, Disability is Natural, 2001
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Typecasting: Understanding Disability
Module 1 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
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Module 2
Legal Implications:
An Overview of the Americans
with Disabilities Act (ADA)
MODULE GOALS:
 To understand the history of Americans with Disabilities Act (ADA)
and related legislation
 To increase comprehension of the Americans with Disabilities Act
and its employment provisions
EQUIPMENT:
 PowerPoint Presentation (or alternate format)
 LCD Projector




Computer / Laptop
Flip Chart
Flip Chart Markers
Masking Tape
MATERIALS:
 Quiz: Get the Facts!
 Quiz: Get the Facts! 10 T/F pages for “around-the-room-activity”
 Handout: The Americans with Disabilities Act - Summary
TIME
45 – 60 minutes (time may vary)
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
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2-1
N O T E S
Review module before training and prepare necessary
materials.
 Show PowerPoint:
Module 2
Legal Implications:
An Overview of the
Americans with Disabilities
Act (ADA)
Module 2: Legal Implications of the Americans with Disabilities
Act (ADA)
 Show PowerPoint:
Module Goals
• To understand the history of the
Americans with Disabilities Act
(ADA) and related legislation
•
9
• To increase comprehension of the
Americans with Disabilities Act
and its employment provisions
Module Goals:
 To understand the history of the Americans with
Disabilities Act (ADA) and related legislation
 To increase comprehension of the Americans with
Disabilities Act and its employment provisions
This module will focus on legislation impacting the
employment, training, and reasonable accommodation of
people with disabilities.
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
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N O T E S
 Show PowerPoint
Laws created in order to
“level the playing field”
• Architectural Barriers Act of 1968
• Rehabilitation Act of 1973
• Individuals with Disabilities Education Act
(IDEA) formerly Education for All Handicapped
Children’s Act of 1975
• Fair Housing Act, as amended in 1988
• The Americans with Disabilities Act of
1990
Laws created in order to “level the playing field”
 Architectural Barriers Act of 1968
 Rehabilitation Act of 1973
 Individuals with Disabilities Education Act (IDEA)
formerly Education for All Handicapped Children’s Act of
1975
 Fair Housing Act, as amended in 1988
 The Americans with Disabilities Act of 1990
Years ago, there were no laws protecting people with
disabilities from discrimination. After the Civil Rights
Movement in the 1960s, the Disability Rights Movement began
to form based on the same principles. Legislation such as the
Fair Housing Act, the Rehabilitation Act, and the Individuals
with Disabilities Education Act were passed by Congress and
signed into law.
Over the years, the equity theme became the moral force
behind the Disability Rights Movement. In the late 80s, the
Americans with Disabilities Act, or ADA, was introduced for the
first time in Congress. The ADA prohibits discrimination against
people with disabilities in employment, public accommodations,
activities of State and local government, transportation, and
telecommunications. The ADA was eventually passed by
Congress and signed into law on July 26, 1990.
Let’s begin with a quiz about the Americans with Disabilities
Act. Then we will talk in more detail about Title I: Employment
Provisions.
Activity: ADA Quiz / GET THE FACTS
The ADA Quiz - Get The Facts
As the trainer, you can choose how to present this quiz to your
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
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N O T E S
audience. It is included as part of the PowerPoint presentation,
as a handout, and as an “around-the-room-activity.” You can
also combine two or more methods.
Possible ways to use the ADA Quiz:
1. PowerPoint slides – All of the T/F questions and
answers are displayed on the slides below. If you are
short on time, you can just go over the questions and
answers as a large group.
2. Handouts – You may wish to distribute the quiz
questions as a handout for the participants, and then
review the answers on the PowerPoint Slides.
3. You could also review the quiz solely as a PowerPoint
presentation and then distribute the handout at the
conclusion of the training.
4. Around-the-room-activity – To create a more active
environment, you can place all of the T/F statements
(found in the handouts section) around the room on
8.5x11 pieces of paper or cardstock. Participants could
be given dots (or different color markers) for this activity.
They should then move around the room, read each T/F
statement, and place their dot in the T or F section,
whichever they believe to be correct. You can then
review the correct answers using the PowerPoint slides.
 Show PowerPoint
TRUE OR FALSE?
QUESTION #1
The Americans with
Disabilities Act (ADA)
mandates the hiring of
individuals with disabilities.
TRUE OR FALSE – QUESTION #1 - The Americans with
Disabilities Act (ADA) mandates the hiring of individuals with
disabilities.
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 Show PowerPoint
FALSE
ANSWER #1
The ADA says you should hire the
most qualified applicant. It does not
mandate that you hire individuals
with disabilities; it just ensures equal
access to the employment process.
FALSE – ANSWER #1 - The ADA says you should hire the
most qualified applicant. It does not mandate that you hire
individuals with disabilities; it just ensures equal access to the
employment process.1
 Show PowerPoint
TRUE OR FALSE?
QUESTION #2
Businesses with 15 or more
employees are covered by
Title I (the employment
provision) of the ADA.
TRUE OR FALSE – QUESTION #2 – Businesses with 15 or
more employees are covered by Title I (the employment
provision) of the ADA.
 Show PowerPoint
TRUE
ANSWER #2
Businesses with 15 or more
employees are covered by
Title I (the employment
provision) of the ADA.
TRUE – ANSWER #2 - Businesses with 15 or more employees
are covered by Title I (the employment provision) of the ADA. 1
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 Show PowerPoint
TRUE OR FALSE?
QUESTION #3
Sixty-five percent (65%) of
working age individuals
with disabilities are
unemployed.
TRUE OR FALSE – QUESTION #3 - Sixty-five percent (65%)
of working age individuals with disabilities are unemployed.
 Show PowerPoint
TRUE
ANSWER #3
Among working-age individuals
with disabilities, only 35% work
full or part-time.
(2004 National Organization
on Disability / Harris Survey)
TRUE – ANSWER #3 – Among working-age individuals with
disabilities, only 35% work full or part-time (2004 National
Organization on Disability / Harris Survey). 2
 Show PowerPoint
TRUE OR FALSE?
QUESTION #4
There is a toll-free number
that I can call to discuss the
ADA and get confidential
technical assistance to help
my business.
TRUE OR FALSE – QUESTION #4 - There is a toll-free
number that I can call to discuss the ADA and get confidential
technical assistance to help my business.
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 Show PowerPoint
TRUE
ANSWER #4
The ADA & IT Information Centers
(also known as DBTACs) have a
toll-free number and provide free
technical assistance!
800-949-4232 Voice / TTY
TRUE – ANSWER #4 - The ADA & IT Information Centers
(also known as the DBTACs) have a toll-free number and
provide free technical assistance! 800-949-4232 Voice / TTY
 Show PowerPoint
TRUE OR FALSE?
QUESTION #5
Governments must
make all of their
facilities fully ADA
accessible.
TRUE OR FALSE – QUESTION #5 - Governments must make
all of their facilities fully ADA accessible.
 Show PowerPoint
FALSE
ANSWER #5
Governments need to provide full
program access. Their programs and
services must be accessible when
examined as a whole. This does not
mean that each building must be fully
accessible.
FALSE – ANSWER #5 - Governments need to provide full
program access. Their programs and services must be
accessible when examined as a whole. This does not mean
that each building must be fully accessible.1
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 Show PowerPoint
TRUE OR FALSE?
QUESTION #6
Two out of three
unemployed people with
disabilities would prefer to
be working.
TRUE OR FALSE – QUESTION #6 - Two out of three
unemployed people with disabilities would prefer to be working.
 Show PowerPoint
TRUE
ANSWER #6
Two out of three unemployed
people with disabilities would
prefer to be working.
(2000 National Organization on
Disability / Harris Survey)
TRUE – ANSWER #6 - Two out of three unemployed people
with disabilities would prefer to be working (2000 National
Organization on Disability / Harris Survey). 3
 Show PowerPoint
TRUE OR FALSE?
QUESTION #7
Employees with disabilities
are unable to meet
performance standards.
TRUE OR FALSE – QUESTION #7 - Employees with
disabilities are unable to meet performance standards.
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N O T E S
 Show PowerPoint
FALSE
ANSWER #7
According to a 1990 DuPont survey, 90% of
employees with disabilities rated average or
better in job performance compared to 95%
for employees without disabilities.
A similar 1981 DuPont study found that 92% of
employees with disabilities rated average or
better in job performance compared to 90%
of employees without disabilities.
FALSE – ANSWER #7 - According to a 1990 DuPont survey,
90% of employees with disabilities rated average or better in
job performance compared to 95% for employees without
disabilities. A similar 1981 DuPont study found that 92% of
employees with disabilities rated average or better in job
performance compared to 90% of employees without
disabilities. 4
 Show PowerPoint
TRUE OR FALSE?
QUESTION #8
Employees with disabilities
are more likely to have
accidents on the job than
employees without
disabilities.
TRUE OR FALSE – QUESTION #8 - Employees with
disabilities are more likely to have accidents on the job than
employees without disabilities.
 Show PowerPoint
FALSE
ANSWER #8
In the 1990 DuPont study,
the safety records of
employees with and
without disabilities were
identical.
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FALSE – ANSWER #8 – In the 1990 DuPont study, the safety
records of employees with and without disabilities were
identical. 4
 Show PowerPoint
TRUE OR FALSE?
QUESTION #9
Companies report that
employees with disabilities
have better retention rates,
reducing the high cost of
turnover.
TRUE OR FALSE – QUESTION #9 - Companies report that
employees with disabilities have better retention rates,
reducing the high cost of turnover.
 Show PowerPoint
TRUE
ANSWER #9
Companies report that
employees with disabilities
have better retention rates,
reducing the high cost of
turnover.
(Unger, 2002)
TRUE – ANSWER #9 - Companies report that employees with
disabilities have better retention rates, reducing the high cost of
turnover (Unger, 2002). 5
 Show PowerPoint
TRUE OR FALSE?
QUESTION #10
There is a forty percent
(40%) chance of acquiring a
disability if you live to the
age of 80.
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N O T E S
TRUE OR FALSE – QUESTION #10 - There is a forty percent
(40%) chance of acquiring a disability if you live to the age of
80.
 Show PowerPoint
FALSE
ANSWER #10
There is a 73.6% chance of
acquiring a disability if you
live to age 80.
(U.S. Census
Bureau, 1997)
FALSE – ANSWER #10– There is a 73.6% chance of acquiring
a disability if you live to age 80 (U.S. Census Bureau). 6
GENERAL ADA OVERVIEW
You can summarize what is written below in your own words,
or read it as it is written. You may also distribute the ADA
Summary Handout.
To the more than 50 million Americans with disabilities, the
Americans with Disabilities Act is an unprecedented
opportunity to eliminate barriers to independence and
productivity. The ADA is modeled after the Civil Rights Act of
1964. It is based on a bill originally drafted by the National
Council on Disability that was supported by major constituency
groups and disability organizations.
The purpose of the ADA is to extend to people with disabilities
civil rights similar to those that were available on the basis of
race, color, sex, national origin, and religion through the Civil
Rights Act of 1964. It prohibits discrimination on the basis of
disability in private sector employment, activities of State and
local governments (including employment), places of public
accommodation, transportation, and telecommunication
services.
The ADA has five titles.
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N O T E S
 Show PowerPoint:
The Americans with
Disabilities Act (ADA)
• Title I: Employment
• Title II: Public Services
• Title III: Public Accommodations
• Title IV: Telecommunications
• Title V: Miscellaneous
The Americans with Disabilities Act (ADA):
 Title I: Employment
 Title II: Public Services
 Title III: Public Accommodations
 Title IV: Telecommunications
 Title V: Miscellaneous
TITLE I: EMPLOYMENT
The ADA prohibits discrimination against a qualified individual
with a disability in employment and includes specific features
related to reasonable accommodation, qualification standards,
and other labor management issues.
The law specifically says “no covered entity shall discriminate
against a qualified person with a disability because of the
disability of such individual in regard to job application
procedures, the hiring, advancement, or discharge of
employees, employee compensation, job training, and other
terms, conditions and privileges of employment” [Section 102
(a)]. 1
Generally, employers must provide “reasonable
accommodations” to qualified employees with disabilities,
unless providing the accommodation would be an undue
hardship. Title I defines “qualified person with a disability,”
“reasonable accommodation,” and “undue hardship.”
TITLE II: PUBLIC SERVICES (STATE AND LOCAL
GOVERNMENT)
The ADA addresses services and activities of State and local
governments, including public transportation provided by public
entities. The transportation provisions of the Act are intended
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N O T E S
to improve access in vehicles, facilities, and systems.
Title II requires that all public entities provide “program
accessibility” to people with disabilities. It also requires that
State and local governments modify policies, practices, and
procedures to prevent discrimination against people with
disabilities. Finally, Title II requires public entities to ensure
effective communication with people with sensory disabilities
(e.g. blindness, deafness, etc.).
TITLE III: PUBLIC ACCOMMODATIONS
The ADA addresses public accommodations, also known as
businesses and services operated by private entities. Title III
covers different types of public accommodations, such as
hotels and motels, movie theaters, grocery stores, retail stores,
and many others. Privately owned transportation services are
also included.
The ADA specifically states "no individual shall be
discriminated against on the basis of disability in the full and
equal enjoyment of the goods, services, facilities, privileges,
advantages or accommodations of any place of public
accommodation" [Section 302(a)]. 1
Businesses may need to modify their policies and practices
and remove barriers to improve access. Public
accommodations must also ensure effective communication for
people with sensory disabilities. Title III also contains the ADA
Accessibility Guidelines (ADAAG), which include the
specifications for architectural accessibility.
TITLE IV: TELECOMMUNICATIONS
The ADA mandates that companies offering telephone service
to the general public must offer telephone relay services to
individuals with communication disabilities who use TTYs or
similar telecommunications devices. Every state must have a
relay system in place.
The law specifically states the requirement to... "ensure that
interstate and intrastate telecommunications relay services are
available... to hearing impaired and speech impaired
individuals..." [Section 225(b)(1)]. 1 The relay system enables
people with communication disabilities who cannot use a
regular telephone to communicate with anyone.
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N O T E S
For example, Sally, who is deaf, wants to order pizza. Using a
TTY, she calls the relay service by dialing 7-1-1. Once the
relay operator answers, Sally types a message that she wants
to call a pizza restaurant and types in the number for the
operator to dial. The operator then calls the restaurant. The
operator reads to the restaurant employee what Sally types,
and then types back the reply from the restaurant to Sally. The
operator continues to relay the questions, answers, and
comments until the conversation is completed.
 Show PowerPoint:
Understanding RELAY
Understanding RELAY: This PowerPoint slide is a graphic
which illustrates a typical relay conversation. One picture
shows a woman using a TTY. There is an arrow pointing
towards a male communication assistant who has both a TTY
and a voice telephone. Another arrow points to a woman who
is speaking into a telephone.
TITLE V: MISCELLANEOUS
Title V addresses the relationship between the ADA, Section
504 of the Rehabilitation Act, and state laws. Whichever law
provides the most protections to people with disabilities takes
precedent over the other laws. In addition, the Act provides for
administrative remedies comparable to those of Title II and VII
of the Civil Rights Act of 1964. Perhaps the most significant
part of Title V is that it covers Congress and other agencies of
the legislative branch of government.
The ADA was passed to protect civil rights for people with
disabilities. The law does not mandate preferential treatment.
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N O T E S
CIVIL RIGHTS ACT OF 1964 AND THE REHABILITATION
ACT OF 1973 (BEFORE THE ADA)
The Civil Rights Act of 1964 laid the earliest groundwork for
disability rights by establishing a framework prohibiting
discrimination on the basis of race, religion, national origin, and
sex. It addresses private employment, public accommodations
and programs and activities receiving federal funds. The Civil
Rights Act does not talk about disability.
Disability rights came to the forefront when the Section 504 of
the Rehabilitation Act was enacted in 1973. The Rehabilitation
Act prohibits discrimination against people with disabilities in
programs and activities receiving federal funds. For the first
time, people with all kinds of disabilities were recognized as
belonging to a protected class.
Now that you have a general overview of the law, we are going
to talk in more detail about the employment provisions.
After providing the brief ADA overview, you may wish to
include more detailed information, depending on the needs of
your audience. (Do not attempt to address these issues if
you are not knowledgeable about the ADA).
Let’s look at who is protected by Title I, the employment
provisions of the ADA.
 Show PowerPoint:
Definition of Disability
An individual with a disability is one
who:
 has
 has a record of, or
 is regarded as having
a physical or mental impairment that
substantially limits a major life activity.
Definition of Disability:
An individual with a disability is one who:
 has
 has a record of, or
 is regarded as having
a physical or mental impairment that substantially limits a
major life activity.
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N O T E S
 Show PowerPoint:
Definition of Disability
Continued
An individual with a disability is one
who has a physical or mental
impairment that substantially limits a
major life activity.
Definition of Disability Continued - An individual with a disability
is one who has a physical or mental impairment that
substantially limits a major life activity.
Emphasize: "Substantially limits" is a very high standard.
Basically, it means that the person must have a disability that
really limits their ability to perform a major life activity.
Can anyone tell me some major life activities?
Field responses from the audience. One method for soliciting
information would be to ask participants to list the physical or
mental tasks they needed to arrive at this training. You can
compare the responses with the information.
 Show PowerPoint:
Major Life Activities
These are basic activities that the average person in the general
population can perform with little or no difficulty.
•
•
•
•
•
•
Caring for Oneself
Performing Manual Tasks
Walking
Seeing
Hearing
Speaking
•
•
•
•
•
•
•
Breathing
Concentrating
Learning
Working
Sitting
Standing
Lifting
Major Life Activities:
These are basic activities that the average person in the
general population can perform with little or no difficulty.
 Caring for Oneself
 Performing Manual Tasks
 Walking
 Seeing
 Hearing
 Speaking
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N O T E S







Breathing
Concentrating
Learning
Working
Sitting
Standing
Lifting
Let’s examine some disabilities that we are familiar with and
the major life activity that is substantially limited.
 Individuals who are deaf are substantially limited in their
ability to hear.
 Individuals who use wheelchairs are substantially limited
in their ability to walk.
 Individuals who have cerebral palsy may be
substantially limited in their ability to perform manual
tasks.
The key is to look at each person individually. Not all cases are
clear-cut. There are some individuals with impairments that
may or may not be covered by the ADA. It all depends on how
the impairment affects the individual.
For example, what about individuals with asthma? Whether
they are considered a person with a disability depends on how
the asthma affects their ability to perform major life activities. It
is important to remember that people with the same disability
may function very differently—some may be substantially
limited and some may not.
We now know the ADA’s definition of who a “person with a
disability” is. The ADA only protects a qualified person with a
disability. Let’s look at the ADA’s definition of qualified.
 Show PowerPoint:
Qualified Individual with a Disability
A qualified individual with a disability means
one who satisfies the requisite skill,
experience, education, and other job-related
requirements of the position such individual
holds or desires, and who:
• with or without reasonable accommodation
can perform
• the essential functions of such a position
Qualified Individual with a Disability: A qualified individual with
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N O T E S
a disability means one who satisfies the requisite skill,
experience, education, and other job-related requirements of
the position such individual holds or desires, and who:
 with or without reasonable accommodation
 can perform the essential functions of such a position
Always remember you never have to consider anybody who is
not qualified for the job!! The person, regardless of disability,
must be qualified and the employer determines who is
qualified.
Let’s see what the term reasonable accommodation means.
 Show PowerPoint:
A Reasonable Accommodation is:
• Any change in the work environment
or way things are done that enables a
person with a disability to enjoy equal
employment opportunity
• Must be provided to qualified
individuals unless it poses an undue
hardship
A Reasonable Accommodation is:
 Any change in the work environment or way things are
done that enables a person with a disability to enjoy
equal employment opportunity
 Must be provided to qualified individuals unless it poses
an undue hardship
 Show PowerPoint:
Reasonable Accommodation Means:
• Modification to the job application process
• Modification to the work environment or the
manner under which the position held is
customarily performed
• Modification that enables an employee with
a disability to enjoy equal benefits and
privileges of employment
Reasonable Accommodation Means:
 Modification to the job application process
 Modification to the work environment or the manner
under which the position held is customarily performed
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N O T E S

Modification that enables an employee with a disability
to enjoy equal benefits and privileges of employment
The term reasonable means plausible or feasible in this
context. We are discussing accommodations that are effective
for both the individual and the employer. Employers must make
effective accommodations to the known physical or mental
limitations of a qualified applicant or employee with a disability,
unless the employer can demonstrate that the accommodation
would pose an undue hardship.
 Show PowerPoint:
Reasonable Accommodations are
Dependent Upon:
• The specific requirements of the job
• The particular needs of the employee or
applicant
• The extent to which modifications or aids
are available without causing undue
hardship
Reasonable Accommodations are dependent upon:
 The specific requirements of the job
 The particular needs of the employee or applicant
 The extent to which modifications or aids are available
without causing undue hardship
Accommodations are made to alleviate or lessen the effects of
a specific barrier. Obviously, accommodations are dependent
on the disability and the specific job requirements. Let’s look at
some examples:
 Show PowerPoint:
Reasonable Accommodations
can include
• Flexible work schedules
• Providing qualified readers or interpreters
• Adjustment or modifications of examinations,
training materials, or policies
• Rearranging workspace to accommodate
necessary equipment
• Reassignment to vacant positions
Reasonable Accommodations can include:
 Flexible work schedules
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N O T E S




Providing qualified readers or interpreters
Adjustment or modifications of examinations, training
materials, or policies
Rearranging workspace to accommodate necessary
equipment
Reassignment to vacant positions
Have you ever known an employer to make provisions to help
their employees be more productive? Try to think of some
examples of non-disability related accommodations.
Prompt:
 for people who work at computers—glare guards
 for people who answer several phones—headsets
 for parents with child care needs—flexible schedules
All of these are examples of accommodations that employers
may currently provide for all workers.
Who is the first consultant or expert you should talk to about
providing an effective accommodation?
the accommodation!
The Job Accommodation Network (JAN) is an information and
consultation service providing individualized accommodation
solutions via a dedicated 800 line and website. JAN’s purpose
is to make it possible for employers and others to share
information about job accommodations. Their website is an
excellent resource of accommodation ideas for specific
disabilities. The telephone number is 1-800-ADA-WORK
voice/TTY or on the web at www.jan.wvu.edu.
JAN conducted a survey of employers to examine the cost of
reasonable accommodations. It found that:
 Show PowerPoint:
Reasonable Accommodations
Average Cost of Job Accommodations:
– 20% of all accommodations suggested had no cost
– 51% cost between $1 and $500
– 11% cost between $501 and $1,000
– 3% cost between $1,001 and $1,500
– 3% cost between $1,501 and $2,000
– 8% cost between $2,001 and $5,000
– 4% cost more than $5,000
Source: Job Accommodation Network Survey
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N O T E S
Average Cost of Job Accommodations
 20% of all accommodations suggested had no cost
 51% cost between $1 and $500
 11% cost between $501 and $1,000
 3% cost between $1,001 and $1,500
 3% cost between $1,501 and $2,000
 8% cost between $2,001 and $5,000
 4% cost more than $5,000
(Source: Job Accommodation Network) 7
There is a four-step process used to determine a reasonable
accommodation. The most important step is consulting with the
individual with the disability while keeping an open mind.
 Show PowerPoint:
Determining Reasonable
Accommodation:
 Review the particular job and determine its
purpose and the essential functions
 Consult with the individual with a disability to
determine his or her need for accommodation
 Identify potential accommodations in consultation
with the individual
 Should alternatives be discovered in the
accommodation process, consider the preference
of the individual and select the method that best
serves both the individual and the employer
Determining Reasonable Accommodation:
 Review the particular job and determine its purpose and
the essential functions
 Consult with the individual with a disability to determine
his or her need for accommodation
 Identify potential accommodations in consultation with
the individual
 Should alternatives be discovered in the accommodation
process, consider the preference of the individual and
select the method that best serves both the individual
and the employer
The Equal Employment Opportunity Commission emphasizes
that this process should be an interactive one between the
employer and the employee.
The ADA says that you are obligated to consider providing a
reasonable accommodation only for a qualified person with a
disability who discloses the need for an accommodation.
Generally, it is the individual’s responsibility to request an
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N O T E S
accommodation.
Now we are going to review exactly what an employer can and
cannot ask during an interview according to the ADA. First let’s
looks at what questions an interviewer may ask.
 Show PowerPoint:
Disability Related Inquiries
Interviewer May Ask Questions
About:
• An applicant’s ability to perform jobrelated duties
• An applicant’s previous job
experience
• Skills required to perform the job
• Educational background
Disability Related Inquires:
An Interviewer May Ask Questions About:
 An applicant’s ability to perform job-related duties
(e.g. Please look at the attached job description. Can
you perform these tasks with or without an
accommodation?)
 An applicant's previous job experience
(e.g. What were your responsibilities at your previous
place of employment?)
 Skills required to perform the job
(e.g. Tell me about your skills and how they will allow
you to perform this job.)
 Educational background
(e.g. Where did you attend school? What did you
study?)
Emphasize: Basically, you can ask anything you need to know
about the applicant’s skills and ability to perform the job.
Always ask questions that focus on the job and its essential
functions. Concentrate on the individual’s ability rather than
disability.
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N O T E S
 Show PowerPoint:
Disability Related Inquiries
Interviewer May Not Ask About:
• The nature or extent of the applicant’s disability
• If the applicant or anyone in his/her family has a disability
• The applicant’s health
• If the applicant has a history of emotional illness
• If the applicant has ever had an injury or disease
• If the applicant has ever seen a psychiatrist
• If the applicant has ever had a drug or drinking problem
Disability Related Inquiries:
Interviewer May Not Ask About:
 The nature or extent of the applicant’s disability
 If the applicant or anyone in his/her family has a
disability
 The applicant’s health
 If the applicant has a history of emotional illness
 If the applicant has ever had an injury or disease
 If the applicant has ever seen a psychiatrist
 If the applicant has ever had a drug or drinking problem
The law says that you cannot make any disability-related
inquiries before a conditional offer of employment is made.
Keep the focus on the job and the requirements for the job.
Generally, these questions can be asked post-offer and before
employment begins, as long as they are asked of all
applicants. All policies prohibiting current illegal drug use,
drinking alcohol on the job, or administration of drug tests are
permissible.
It is important to remember that many people with disabilities
are already on the job, and may need accommodations at any
point during employment.
 Show PowerPoint:
Disclosure
Under the ADA, an employer
must provide reasonable
accommodations to the known
physical or mental limitations of
a qualified applicant or employee
with a disability.
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N O T E S
Disclosure: Under the ADA, an employer must provide
reasonable accommodations to the known physical and mental
limitations of a qualified applicant or employee with a disability.
It is important to remember that employers do not have to
provide accommodations for disabilities that they do not know
about. If an individual wants an accommodation, he or she
must disclose their disability (assuming it is not apparent).
For many individuals with hidden disabilities, disclosure is a
tough and personal decision. One potential benefit is improved
communication with a supervisor. Another is that once an
individual discloses a disability, he or she is entitled to request
a reasonable accommodation, which often results in increased
satisfaction in the workplace and the ability to maintain and
exceed professional goals.
Still, there are possible risks for disclosure. While the ADA
regulates how medical documentation can be used and
demands confidentiality, it is unable to regulate attitudes and
discrimination does sometimes follow disclosure.
Individuals can disclose their disability during any point in the
employment process. However, if an individual is having
trouble meeting performance or conduct standards in the
workplace because of the disability, it is not advisable for the
employee to wait until problems become serious, as employers
are not required to rescind any legitimate disciplinary actions
that are taken prior to disclosure. An employer only has to
provide reasonable accommodations that may enable the
individual to meet the requirements after gaining the
knowledge about the disability.
The ADA does not say how an employee should disclose or
request an accommodation. However, requesting an
accommodation in writing and in person keeps communication
clear.
Of course, for individuals who do not need a reasonable
accommodation, there is no need to disclose a disability.
In circumstances when a disability is hidden or not obvious, the
employer can ask for documentation to verify that the person
has an ADA disability.
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
2-24
N O T E S
 Show PowerPoint:
Disclosure:
Reasonable Documentation
• Documentation from an appropriate
professional concerning the
individual’s disability and functional
limitations
• To verify the existence of a disability
and the need for an accommodation
Disclosure: Reasonable Documentation
 Documentation from an appropriate professional
concerning the individual’s disability and functional
limitations
 To verify the existence of a disability and the need for an
accommodation
Keep in mind the purpose of the documentation is to confirm
that the individual has a disability and determine how to
accommodate the individual on the job, not to find out
everything about the person’s health and medical history.
Therefore you are limited in what you can ask for, specifically,
confirmation of disability and some explanation of the
limitations imposed by the disability that are be relevant to the
job and accommodation issues.
Once a person discloses their disability, it is important to keep
this information confidential.
 Show PowerPoint:
Disclosure: Confidentiality
• An employer must keep all information
concerning the medical condition or history
of its applicants or employees confidential
and separate from personnel files
• This includes medical information that an
individual voluntarily tells his/her employer
Disclosure: Confidentiality:
 An employer must keep all information concerning the
medical condition or history of its applicants or
employees confidential and separate from personnel
files
 This includes medical information that an individual
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
2-25
N O T E S
voluntarily tells his/her employer
Finally, let’s look at the options a person with a disability has if
they feel they have been discriminated against.
 Show PowerPoint:
Title I Enforcement
• File a complaint
• EEOC
• State FEPA
• File a lawsuit
• Alternative Dispute Resolution
Title I Enforcement
 File a complaint (EEOC, State FEPA)
 File a lawsuit
 Alternative Dispute Resolution
There is what’s called an exhaustive requirement under Title I
of the ADA. A person must file a complaint with EEOC or the
state FEPA (Fair Employment Practices Agency) before he or
she can file a lawsuit. Once the EEOC or FEPA has
investigated the complaint, they may issue a right to sue letter.
At that point, the person can file a lawsuit. Finally, there is an
option called Alternative Dispute Resolution. Both parties have
to agree to have their case resolved by an ADA-trained
mediator. Both EEOC and the Department of Justice have
successful mediation programs.
You may want to go into more detail on the employment
provisions depending on the needs of your audience. (Do not
attempt to address these issues if you are not knowledgeable
about how the ADA applies to them.) Supplementary
publications are available for most of these topics.
The ADA & IT Information Center can provide you with this
material (800-949-4232 voice / TTY and www.adata.org) Some
other topics you might consider covering follow:




Tax credits for employers
Direct threat
Qualification standards
Illegal use of drugs and alcohol
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
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N O T E S





Medical exam requirements
General non-discrimination requirements
Relationships with other laws
Insurance
Worker's Compensation enforcement
In summary, the ADA was passed to protect the civil rights of
people with disabilities, the one minority group that anyone can
join at any time. It cuts across national origin, gender,
socioeconomic level, profession, race, religion and all other
demographic factors.
If you have not already, you may choose to distribute the ADA
Summary at this point.
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
2-27
The AMERICANS WITH DISABILITIES ACT
GET THE FACTS!
TRUE / FALSE
1. ____ The Americans with Disabilities Act (ADA) mandates the hiring of
individuals with disabilities.
2. ____ Businesses with 15 or more employees are covered by Title I (the
employment provision) of the ADA.
3. ____ Sixty-five percent (65%) of working age individuals with disabilities are
unemployed.
4. ____ There is a toll-free number that I can call to discuss the ADA and get
confidential technical assistance to help my business.
5. ____ Governments must make all of their facilities fully ADA accessible.
6. ____ Two out of three unemployed people with disabilities would prefer to be
working.
7. ____ Employees with disabilities are unable to meet performance standards.
8. ____ Employees with disabilities are more likely to have accidents on the job
than employees without disabilities.
9. ____ Companies report that employees with disabilities have better retention
rates, reducing the high cost of turnover.
10. ____ There is a forty percent (40%) chance of acquiring a disability if you live to
the age of 80.
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 Handouts
THE AMERICANS WITH DISABILITIES ACT
GET THE FACTS!
ANSWERS
1. FALSE – The ADA says you should hire the most qualified applicant. It does not
mandate that you hire individuals with disabilities; it just ensures equal access to
the employment process.1
2. TRUE - Businesses with 15 or more employees are covered by Title I (the
employment provision) of the ADA.1
3. TRUE - Among working-age individuals with disabilities, only 35% work full or
part-time (2004 National Organization on Disability / Harris Survey).2
4. TRUE - The ADA & IT Information Centers (also known as the DBTACs) have a
toll-free number and provide free technical assistance! 800-949-4232 Voice /
TTY
5. FALSE - Governments need to provide full program access. Their programs and
services must be accessible when examined as a whole. This does not mean
that each building must be fully accessible.1
6. TRUE - Two out of three unemployed people with disabilities would prefer to be
working (2000 National Organization on Disability / Harris Survey).3
7. FALSE - According to a 1990 DuPont survey, 90% of employees with disabilities
rated average or better in job performance compared to 95% for employees
without disabilities. A similar 1981 DuPont study found that 92% of employees
with disabilities rated average or better in job performance compared to 90% of
employees without disabilities.4
8. FALSE - In the 1990 DuPont study, the safety records of employees with and
without disabilities were identical.4
9. TRUE - Companies report that employees with disabilities have better retention
rates, reducing the high cost of turnover (Unger, 2002).5
10. FALSE - There is a 73.6% chance of acquiring a disability if you live to age 80
(U.S. Census Bureau, 1997).6
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 Handouts
The Americans with Disabilities Act
(ADA) mandates the hiring of
individuals with disabilities.
TRUE
FALSE
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 Handouts
Businesses with 15 or more
employees are covered by Title I
(the employment provision) of the
ADA.
TRUE
FALSE
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 Handouts
Sixty-five percent (65%) of
working age individuals with
disabilities are unemployed.
TRUE
FALSE
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 Handouts
There is a toll-free number that I
can call to discuss the ADA and
get confidential technical
assistance to help my business.
TRUE
FALSE
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 Handouts
Governments must make all of
their facilities fully ADA
accessible.
TRUE
FALSE
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 Handouts
Two out of three unemployed
people with disabilities would
prefer to be working.
TRUE
FALSE
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 Handouts
Employees with disabilities are
unable to meet performance
standards.
TRUE
FALSE
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 Handouts
Employees with disabilities are
more likely to have accidents on
the job than employees without
disabilities.
TRUE
FALSE
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 Handouts
Companies report that
employees with disabilities have
better retention rates, reducing
the high cost of turnover.
TRUE
FALSE
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 Handouts
There is a forty percent (40%)
chance of acquiring a disability if
you live to the age of 80.
TRUE
FALSE
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 Handouts
AMERICANS WITH DISABILITIES ACT
SUMMARY
TITLE I: EMPLOYMENT
The ADA prohibits discrimination against a qualified individual with a disability in
employment and includes specific requirements related to reasonable accommodation,
qualification standards, and other labor management issues.
The law specifically says “no covered entity shall discriminate against a qualified person
with a disability because of the disability of such individual in regard to job application
procedures, the hiring, advancement, or discharge of employees, employee
compensation, job training, and other terms, conditions and privileges of employment”
[Section 102 (a)].1
Generally, employers must provide “reasonable accommodations” to qualified
employees with disabilities unless providing the accommodation would be an undue
hardship. Title I defines “qualified person with a disability,” “reasonable
accommodation,” and “undue hardship.”
TITLE II: PUBLIC SERVICES (STATE AND LOCAL GOVERNMENT)
The ADA addresses services and activities of State and local governments, including
public transportation provided by public entities. The transportation provisions of the Act
are intended to improve access in vehicles, facilities, and systems.
Title II requires that all public entities provide “program accessibility” to people with
disabilities. It also requires that State and local governments modify policies, practices,
and procedures to prevent discrimination against people with disabilities. Finally, Title II
requires public entities to ensure effective communication with people with sensory
disabilities (e.g. blindness, deafness, etc.).
TITLE III: PUBLIC ACCOMMODATIONS
The ADA addresses public accommodations, or businesses and services operated by
private entities. Title III covers different types of public accommodations, such as hotels
and motels, movie theaters, grocery stores, and retail stores, among others. Privately
owned transportation is also included.
The ADA specifically states "no individual shall be discriminated against on the basis of
disability in the full and equal enjoyment of the goods, services, facilities, privileges,
advantages or accommodations of any place of public accommodation" [Section
302(a)].1 Businesses may need to modify their policies and practices and remove
barriers to improve access. Public accommodations must also ensure effective
communication for people with sensory disabilities. Title III also contains the ADA
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 Handouts
Accessibility Guidelines (ADAAG) which include the specifications for architectural
accessibility.
TITLE IV: TELECOMMUNICATIONS
The ADA mandates that companies offering telephone service to the general public
must offer telephone relay services to individuals with communication disabilities who
use TTYs or similar telecommunications devices. Every state must have a relay system
in place.
The law specifically states the requirement to..."to ensure that interstate and intrastate
telecommunications relay services are available... to hearing-impaired and speechimpaired individuals..." [Section 225(b)(1)].1 The relay system enables people with
communication disabilities who cannot use a regular telephone to communicate with
anyone.
For example, Sally, who is deaf, wants to order pizza. Using a TTY, she calls the relay
service by dialing 7-1-1. Once the relay operator answers, Sally types a message that
she wants to call a pizza restaurant and types in the number for the operator to dial. The
operator then calls the restaurant. The operator reads to the restaurant employee what
Sally types, and then types back the reply from the restaurant to Sally. The operator
continues to relay the questions, answers, and comments until the conversation is
completed.
TITLE V: MISCELLANEOUS
Title V addresses the relationship between the ADA, Section 504 of the Rehabilitation
Act, and state laws. Whichever law provides the most protections to people with
disabilities takes precedent over the other laws. In addition, the Act provides for
administrative remedies comparable to those of Title II and VII of the Civil Rights Act of
1964. Perhaps the most significant part of Title V is that it covers Congress and other
agencies of the legislative branch of government.
The ADA was passed to protect civil rights for people with disabilities. The law does not
mandate preferential treatment.
CONTACT YOUR REGIONAL DBTAC FOR MORE INFORMATION ABOUT THE ADA
(800) 949-4232 VOICE / TTY
www.adainfo.org
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 Handouts
Module Two Acknowledgements
1. The Americans with Disabilities Act of 1990. Public Law. www.ada.gov/pubs/ada.txt.
All specific references are quoted in text of Module.
2. 2004 National Organization on Disability / Harris Survey. “Landmark Disability Survey
Finds Pervasive Disadvantages.” www.nod.org/index.cfm?fuseaction=pa
ge.viewPage&pageID=1430&nodeID=1&FeatureID=1422&redirected=1&CFID=32
44897&CFTOKEN=30732700. Information dated 6/25/04. Information retrieved
2/24/05.
3. 2000 National Organization on Disability / Harris Survey of Americans with Disabilities.
“Executive Summary: 2000 N.O.D./Harris Survey of Americans with Disabilities.”
www.nod.org/index.cfm?fuseaction=page.viewPage&PageID=861. Information
dated 7/10/02. Information retrieved 2/24/05.
4. DuPont Corporation Study: U.S. Department of Labor. “Myths and Facts about People
with Disabilities.” www.dol.gov/odep/pubs/fact/mythfact.htm. Information dated
October 1994. Information retrieved 2/24/05.
5. Department of Education / Unger. “Disability Employment 101: Introduction.”
www.ed.gov/about/offices/list/osers/products/employmentguide/introduction.html.
Information dated 2/1/01. Information retrieved 2/24/05.
6. U.S. Census Bureau. “Meeting the Challenge: Americans with Disabilities, 1997.”
www.census.gov/population/pop-profile/2000/chap19.pdf. Internet Release 2000.
7. Job Accommodation Network. “Accommodation Benefit / Cost Data.”
www.jan.wvu.edu/media/Stats/BenCosts0799.html. Information tabulated through
7/3/99. Information retrieved 2/24/05.
Quiz
The Americans with Disabilities Act -- Get the Facts!
Compiled by TransCen, Inc. “The Americans with Disabilities Act -- Get the Facts!”
www.transcen.org. Specific facts from quiz cited individually above. Compiled
February 2005.
Handout
The Americans with Disabilities Act – Summary
Compiled by TransCen, Inc. “The Americans with Disabilities Act – Summary”
www.transcen.org. Compiled November 2004.
Legal Implications: An Overview of the Americans with Disabilities Act
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 Acknowledgements
Slide 1
___________________________________
Module 2
___________________________________
Legal Implications:
An Overview of the
Americans with Disabilities
Act (ADA)
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 2
Module Goals
• To understand the history of the
Americans with Disabilities Act
(ADA) and related legislation
•
9
• To increase comprehension of the
Americans with Disabilities Act
and its employment provisions
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 3
Laws created in order to
“level the playing field”
• Architectural Barriers Act of 1968
• Rehabilitation Act of 1973
• Individuals with Disabilities Education Act
(IDEA) formerly Education for All Handicapped
Children’s Act of 1975
• Fair Housing Act, as amended in 1988
• The Americans with Disabilities Act of
1990
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
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Slide 4
___________________________________
TRUE OR FALSE?
QUESTION #1
The Americans with
Disabilities Act (ADA)
mandates the hiring of
individuals with disabilities.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 5
___________________________________
FALSE
___________________________________
ANSWER #1
The ADA says you should hire the
most qualified applicant. It does not
mandate that you hire individuals
with disabilities; it just ensures equal
access to the employment process.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 6
TRUE OR FALSE?
QUESTION #2
Businesses with 15 or more
employees are covered by
Title I (the employment
provision) of the ADA.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 PowerPoint Handouts
Slide 7
___________________________________
TRUE
___________________________________
ANSWER #2
Businesses with 15 or more
employees are covered by
Title I (the employment
provision) of the ADA.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 8
___________________________________
TRUE OR FALSE?
QUESTION #3
Sixty-five percent (65%) of
working age individuals
with disabilities are
unemployed.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 9
___________________________________
TRUE
___________________________________
ANSWER #3
Among working-age individuals
with disabilities, only 35% work
full or part-time.
(2004 National Organization
on Disability / Harris Survey)
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 PowerPoint Handouts
Slide 10
___________________________________
TRUE OR FALSE?
QUESTION #4
There is a toll-free number
that I can call to discuss the
ADA and get confidential
technical assistance to help
my business.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 11
___________________________________
TRUE
___________________________________
ANSWER #4
The ADA & IT Information Centers
(also known as DBTACs) have a
toll-free number and provide free
technical assistance!
800-949-4232 Voice / TTY
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 12
TRUE OR FALSE?
QUESTION #5
Governments must
make all of their
facilities fully ADA
accessible.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 PowerPoint Handouts
Slide 13
___________________________________
FALSE
___________________________________
ANSWER #5
Governments need to provide full
program access. Their programs and
services must be accessible when
examined as a whole. This does not
mean that each building must be fully
accessible.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 14
TRUE OR FALSE?
QUESTION #6
Two out of three
unemployed people with
disabilities would prefer to
be working.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 15
___________________________________
TRUE
___________________________________
ANSWER #6
Two out of three unemployed
people with disabilities would
prefer to be working.
(2000 National Organization on
Disability / Harris Survey)
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 PowerPoint Handouts
Slide 16
___________________________________
TRUE OR FALSE?
QUESTION #7
___________________________________
___________________________________
Employees with disabilities
are unable to meet
performance standards.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 17
___________________________________
FALSE
___________________________________
ANSWER #7
According to a 1990 DuPont survey, 90% of
employees with disabilities rated average or
better in job performance compared to 95%
for employees without disabilities.
A similar 1981 DuPont study found that 92% of
employees with disabilities rated average or
better in job performance compared to 90%
of employees without disabilities.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 18
TRUE OR FALSE?
QUESTION #8
Employees with disabilities
are more likely to have
accidents on the job than
employees without
disabilities.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 PowerPoint Handouts
Slide 19
___________________________________
FALSE
___________________________________
ANSWER #8
In the 1990 DuPont study,
the safety records of
employees with and
without disabilities were
identical.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 20
___________________________________
TRUE OR FALSE?
QUESTION #9
Companies report that
employees with disabilities
have better retention rates,
reducing the high cost of
turnover.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 21
___________________________________
TRUE
___________________________________
ANSWER #9
Companies report that
employees with disabilities
have better retention rates,
reducing the high cost of
turnover.
(Unger, 2002)
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 PowerPoint Handouts
Slide 22
TRUE OR FALSE?
QUESTION #10
There is a forty percent
(40%) chance of acquiring
a disability if you live to the
age of 80.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 23
___________________________________
FALSE
___________________________________
ANSWER #10
There is a 73.6% chance of
acquiring a disability if you
live to age 80.
___________________________________
___________________________________
___________________________________
(U.S. Census
Bureau, 1997)
___________________________________
___________________________________
Slide 24
The Americans with
Disabilities Act (ADA)
• Title I:
Employment
• Title II: Public Services
• Title III: Public Accommodations
• Title IV: Telecommunications
• Title V: Miscellaneous
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
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Slide 25
___________________________________
Understanding RELAY
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 26
___________________________________
Definition of Disability
An individual with a disability is one
who:
 has
 has a record of, or
 is regarded as having
a physical or mental impairment that
substantially limits a major life activity.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 27
___________________________________
Definition of Disability
Continued
An individual with a disability is one
who has a physical or mental
impairment that substantially limits a
major life activity.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 PowerPoint Handouts
Slide 28
Major Life Activities
These are basic activities that the average pers on in the general
population can perform with little or no difficulty.
•
•
•
•
•
•
Caring for Oneself
Performing Manual Tasks
Walking
Seeing
Hearing
Speaking
•
•
•
•
•
•
•
Breathing
Concentrating
Learning
Working
Sitting
Standing
Lifting
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 29
___________________________________
Qualified Individual with a Disability
A qualified individual with a disability means
one who satisfies the requisite skill,
experience, education, and other job-related
requirements of the position such individual
holds or desires, and who:
• with or without reasonable accommodation
can perform
• the essential functions of such a position
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 30
___________________________________
A Reasonable Accommodation is:
• Any change in the work environment
or way things are done that enables a
person with a disability to enjoy equal
employment opportunity
• Must be provided to qualified
individuals unless it poses an undue
hardship
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 PowerPoint Handouts
Slide 31
___________________________________
Reasonable Accommodation Means:
• Modification to the job application process
• Modification to the work environment or the
manner under which the position held is
customarily performed
• Modification that enables an employee with
a disability to enjoy equal benefits and
privileges of employment
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 32
___________________________________
Reasonable Accommodations are
Dependent Upon:
___________________________________
• The specific requirements of the job
___________________________________
• The particular needs of the employee or
applicant
___________________________________
• The extent to which modifications or aids
are available without causing undue
hardship
___________________________________
___________________________________
___________________________________
Slide 33
Reasonable Accommodations
can include
• Flexible work schedules
• Providing qualified readers or interpreters
• Adjustment or modifications of examinations,
training materials, or policies
• Rearranging workspace to accommodate
necessary equipment
• Reassignment to vacant positions
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 PowerPoint Handouts
Slide 34
___________________________________
Reasonable Accommodations
Average Cost of Job Accommodations:
– 20% of all accommodations suggested had no cost
– 51% cost between $1 and $500
– 11% cost between $501 and $1,000
– 3% cost between $1,001 and $1,500
– 3% cost between $1,501 and $2,000
– 8% cost between $2,001 and $5,000
– 4% cost more than $5,000
Source: Job Accommodation Network Survey
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 35
Determining Reasonable
Accommodation:
___________________________________
___________________________________
 Review the particular job and determine its
purpose and the essential functions
___________________________________
 Consult with the individual with a disability to
determine his or her need for accommodation
___________________________________
 Identify potential accommodations in consultation
with the individual
 Should alternatives be discovered in the
accommodation process, consider the preference
of the individual and select the method that best
serves both the individual and the employer
___________________________________
___________________________________
___________________________________
Slide 36
___________________________________
Disability Related Inquiries
Interviewer May Ask Questions
About:
• An applicant’s ability to perform jobrelated duties
• An applicant’s previous job
experience
• Skills required to perform the job
• Educational background
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
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Module 2 PowerPoint Handouts
Slide 37
Disability Related Inquiries
___________________________________
___________________________________
Interviewer May Not Ask About:
• The nature or extent of the applicant’s disability
• If the applicant or anyone in his/her family has a disability
___________________________________
• The applicant’s health
• If the applicant has a history of emotional illness
• If the applicant has ever had an injury or disease
• If the applicant has ever seen a psychiatrist
• If the applicant has ever had a drug or drinking problem
___________________________________
___________________________________
___________________________________
___________________________________
Slide 38
___________________________________
Disclosure
___________________________________
Under the ADA, an employer
must provide reasonable
accommodations to the known
physical or mental limitations of
a qualified applicant or employee
with a disability.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 39
Disclosure:
Reasonable Documentation
• Documentation from an appropriate
professional concerning the
individual’s disability and functional
limitations
• To verify the existence of a disability
and the need for an accommodation
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
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Module 2 PowerPoint Handouts
Slide 40
Disclosure: Confidentiality
___________________________________
___________________________________
• An employer must keep all information
concerning the medical condition or history
of its applicants or employees confidential
and separate from personnel files
• This includes medical information that an
individual voluntarily tells his/her employer
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 41
Title I Enforcement
• File a complaint
___________________________________
___________________________________
___________________________________
• EEOC
___________________________________
• State FEPA
• File a lawsuit
• Alternative Dispute Resolution
___________________________________
___________________________________
___________________________________
Legal Implications: An Overview of the Americans with Disabilities Act (ADA)
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 2 PowerPoint Handouts
Module 3
Reasonable
Accommodation
MODULE GOALS:
 To understand the concept of reasonable accommodation, its
process, and the circumstances under which it is required
 To learn how to problem-solve situations where reasonable
accommodation might be necessary in the workplace
EQUIPMENT:
 PowerPoint Presentation (or alternate format)
 LCD Projector




Computer / Laptop
Flip Chart
Flip Chart Markers
Masking Tape
MATERIALS:
 Handout: EEOC Reasonable Accommodation Process (in 6, 12, and 18
point fonts.
 Quiz: Famous People with Disabilities
 Handout: Famous People with Disabilities
 Quiz: Facts and Figures
 Quiz: Crossword Puzzle
 Handout: Accommodation Worksheet (with and without scenarios)
 Handout: JAN Accommodation Solutions for Functional Limitations
TIME
45-60 minutes (time may vary)
Reasonable Accommodation
3-1
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N O T E S
Review module before training and prepare necessary materials.
 Show PowerPoint:
Module 3
Reasonable
Accommodations
Module 3: Reasonable Accommodations
Before we begin, I’d like for you to review the following handout
about the EEOC’s recommendations for the reasonable
accommodation process.
Distribute handouts in 6 point font. Wait for “grumbles” in the group
and tell the group you have the same material in a larger font. Ask
for a show of hands for those who would like a larger font.
(Distribute 12 point font for those requesting). After distribution, tell
the participants you also have the handout in an even larger font.
Ask for a show of hands for those who would like an even larger
font. Then distribute the handout in 18 point font.
How many of you found a larger font easier to read?
This example shows how some people who are experiencing vision
problems might be accommodated when reading is required. Most
reading material is provided in 10-12 point fonts. The last handout
was in 18 point font, which is considered “large print,” and may be
a form of reasonable accommodation.
Many employers provide accommodations for their employees.
Can you think of some examples?
Prompt:
 flexible work schedules
 ergonomic office chairs
 PDAs
 desktop calendars
 changes of lighting
These are all accommodations that make doing the job a bit easier.
Reasonable Accommodation
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N O T E S
Why do employers do this? So that employees can be more
productive and business can be more successful.
The Americans with Disabilities Act requires that employers provide
reasonable accommodation for qualified individuals with
disabilities. So although employers have been accommodating
their workers for many years, the law formalizes this process for
people who may need an accommodation to perform the essential
functions of their job. This module provides the definition and
examples of reasonable accommodation, as well as actual
scenarios where we will use a proven process to identify effective
accommodations.
 Show PowerPoint:
Module 3 Goals
• To understand the concept of
reasonable accommodation, its
process, and the circumstances
under which it is required
• To learn how to problem-solve
situations where reasonable
accommodation might be necessary
in the workplace
Module Goals:
 To understand the concept of reasonable accommodation,
its process, and the circumstances under which it is required
 To learn how to problem-solve situations where reasonable
accommodation might be necessary in the workplace
----- If you are using Module 3 as a stand alone section and have
not discussed the definition of disability materials from Module 2, it
would be helpful to introduce this concept before proceeding with
this section. Determining whether or not an individual is considered
to be an “individual with a disability” under the ADA is the first step
in the reasonable accommodation process. Although employers
may choose to provide accommodations for any employees, the
ADA only requires that employers provide reasonable
accommodations for employees who meet the statutory definition
of disability.
----- If you have already discussed the definition of disability in a
previous module, or choose not to discuss it in Module 3, please
skip to page 6 on this module.
Reasonable Accommodation
3-3
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N O T E S
Let’s look at who is covered by Title I, the employment provisions
of the ADA.
 Show PowerPoint:
Definition of Disability
An individual with a disability is one
who:
 has
 has a record of, or
 is regarded as having
a physical or mental impairment that
substantially limits a major life activity.
Definition of Disability:
An individual with a disability is one who:
 has
 has a record of, or
 is regarded as having
a physical or mental impairment that substantially limits a major life
activity.
 Show PowerPoint:
Definition of Disability
Continued
An individual with a disability is one
who has a physical or mental
impairment that substantially limits a
major life activity.
Definition of Disability (continued) - An individual with a disability is
one who has a physical or mental impairment that substantially
limits a major life activity.
Emphasize: "Substantially limits" is a very high standard. Basically,
it means that the person must have a disability that really limits
their ability to perform a major life activity.
Can anyone tell me some major life activities?
Field responses from the audience. One method for soliciting
information would be to ask participants to list the physical or
mental tasks they needed to arrive at this training. You can
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N O T E S
compare the responses with the information.
 Show PowerPoint:
Major Life Activities
These are basic activities that the average person in the general
population can perform with little or no difficulty.
•
•
•
•
•
•
Caring for Oneself
Performing Manual Tasks
Walking
Seeing
Hearing
Speaking
•
•
•
•
•
•
•
Breathing
Concentrating
Learning
Working
Sitting
Standing
Lifting
Major Life Activities: These are basic activities that the average
person in the general population can perform with little or no
difficulty.
 Caring for Oneself
 Performing Manual Tasks
 Walking
 Seeing
 Hearing
 Speaking
 Breathing
 Concentrating
 Learning
 Working
 Sitting
 Standing
 Lifting
Let’s examine some disabilities that we are familiar with and the
major life activity that is substantially limited.
 Individuals who are deaf are substantially limited in their
ability to hear.
 Individuals who use wheelchairs are substantially limited in
their ability to walk.
 Individuals who have cerebral palsy may be substantially
limited in their ability to perform manual tasks.
The key is to look at each person individually. Not all cases are
clear-cut. There are some individuals with impairments that may or
may not be covered by the ADA. It all depends on how the
impairment affects the individual.
For example, what about individuals with asthma? Whether they
Reasonable Accommodation
3-5
Copyright © 2004 by TransCen, Inc.
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N O T E S
are considered a person with a disability depends on how the
asthma affects their ability to perform major life activities. It is
important to remember that people with the same impairment may
function very differently, some may be substantially limited and
some may not.
----- If you chose to skip the definition of disability, please
resume here. Suggested language for the transition: Now that
you all already know the ADA’s definition of disability from our
previous workshop…
Let’s take a minute to look at our list of major life activities in a
slightly different way. Which of these activities might individuals
with hidden disabilities have substantial limitations in?
Elicit responses
Are individuals with hidden disabilities entitled to reasonable
accommodation under the ADA?
Elicit responses
The ADA protects all people with impairments whether hidden or
visible that meet the definition of disability. Simply put, a hidden
disability is exactly that – a disability that is not recognizable from
the outside. We may never know if some of our coworkers,
acquaintances, or friends have hidden disabilities, if they choose
not to tell us.
Did you know that these famous people all have disabilities?
Pass out Famous People Quiz and have participants complete it.
After everyone is finished, go over the answers with the group.
 Show PowerPoint:
Answers
to the
Quiz
A
B
C
D
E
F
7
4
8
6
10
5
G
H
I
J
K
2
11
9
3
1
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N O T E S
Answers to the Quiz: A-7, B-4, C-8, D-6, E-10, F-5, G-2, H-11, I-9,
J-3, K-1.
Was any of this information a surprise to you? Does this
information make you feel any differently about these people?
Why? Why not?
You may wish to distribute the supplementary handout about
famous people with disabilities now to review with the group. You
may also choose to distribute it at the end of the module to prevent
distractions during the training.
Depending on the needs of your audience, you may choose to
highlight the prevalence of different diseases and disabilities in
today’s society by distributing the Facts and Figures Quiz.
Suggested language to accompany this quiz: Just like celebrities,
many individuals have hidden disabilities. Please complete this
quiz to fully comprehend the prevalence of these disabilities in our
society.
Many celebrities, just like other people, have disabilities that we are
not aware of. Hidden or invisible disabilities may include emotional
or behavioral disorders, learning disabilities, chronic or episodic
illnesses, impairments of hearing, vision or speech, and the list
goes on. Of course, the ADA’s definition of disability includes
individuals with various impairments, who are limited in different
major life activities. What is important is that they have an
impairment which causes a substantial limitation.
We now know the ADA’s definition of who a “person with a
disability” is, and we know that it includes individuals with both
visible and hidden disabilities. The ADA only protects a qualified
person with a disability. Let’s look at the ADA’s definition of
qualified.
 Show PowerPoint:
Qualified Individual
with a Disability
A qualified individual with a disability means one
who satisfies the requisite skill, experience,
education, and other job-related requirements of
the position such individual holds or desires, and
who…
Reasonable Accommodation
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N O T E S
Qualified Individual with a Disability:
A qualified person with a disability means one who satisfies the
requisite skill, experience, education, and other job-related
requirements of the position such individual holds or desires, and
who…
 Show PowerPoint:
With or without
reasonable
accommodation can
perform the essential
functions of such a
position.
With or without reasonable accommodation can perform the
essential functions of such a position.
Essential functions mean job tasks that are fundamental—not
marginal.
 Show PowerPoint:
What makes a job task
essential?
• If the position exists to perform the
function
• If there are a limited number of
employees among whom the task can be
distributed
• If the function is highly specialized
What makes a job task essential?
 If the position exists to perform the function
 If there are a limited number of employees among whom the
task can be distributed
 If the function is highly specialized
The employer has the right to determine the essential functions,
educational training requirements, and the performance standards
of the job, as long as standards and requirements are consistently
applied and are not established specifically to discriminate against
people with disabilities.
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 Show PowerPoint:
Evidence of Essential Functions
• Employer's judgment as to which
functions are essential
• Written job descriptions prepared
before advertising or interviewing
applicants
• Amount of time spent performing
the function
Evidence of Essential Functions:
 Employer's judgment as to which functions are essential
 Written job descriptions prepared before advertising or
interviewing applicants
 Amount of time spent performing the function
 Show PowerPoint:
Evidence of Essential Functions
Continued
• Consequences of not performing the function
• The terms of a collective bargaining
agreement
• Work experience of past incumbents on the
job
• Current work experience of incumbents in
similar jobs
Evidence of Essential Functions (continued):
 Consequences of not performing the function
 The terms of a collective bargaining agreement
 Work experience of past incumbents on the job
 Current work experience of incumbents in similar jobs
When the functions of a particular job are being performed by a
new employee, with or without a disability, barriers may exist that
prevent that person from performing the job effectively. These
barriers may, for example, include inexperience or may, in fact, be
related to disability. In the case of disability, the ADA requires
employers to consider whether a reasonable accommodation could
remove the barrier.
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N O T E S
 Show PowerPoint:
Accommodations are:
Any changes in the work
setting that enable qualified
workers to accomplish their
tasks.
Accommodations are: Any changes in the work setting that enable
qualified workers to accomplish their tasks.
 Show PowerPoint:
Scope of Reasonable
Accommodation:
• Modification to the job application
process
• Modification to the work environment or
the manner in which the position held is
customarily performed
• Modification that enables an employee
with a disability to enjoy equal benefits
and privileges of employment
Scope of Reasonable Accommodation:
 Modification to the job application process
 Modification to the work environment or the manner in which
the position held is customarily performed
 Modification that enables an employee with a disability to
enjoy equal benefits and privileges of employment
The term “reasonable” means plausible or feasible in this context.
The accommodation must be effective for the employer and
effective for the employee.
 Show PowerPoint:
Accommodations are
dependent upon:
• The specific requirements of the job
• The particular need(s) of the employee
or applicant
• The extent to which modifications or
aids are available without causing an
undue hardship on the employing
organization
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N O T E S
Accommodations are dependent upon:
 The specific requirements of the job
 The particular need(s) of the employee or applicant
 The extent to which modifications or aids are available
without causing an undue hardship on the employing
organization
Who is the first consultant or expert you should talk to about
providing an effective accommodation?
The person needing the accommodation!
When we start to think about possible reasonable
accommodations, we are often too focused on the medical aspect
of the disability. It is more important to focus on how a disability
affects an individual rather than the medical diagnosis. This is
especially significant when determining reasonable
accommodation for individuals with hidden disabilities.
When we think about how a hidden disability affects an individual,
we are thinking about the individual’s functional limitations. As a
large group, let’s work together to think of common functional areas
in which individuals with hidden disabilities may face limitations.
Using a flip chart, ask the audience to name functional limitations. If
they need prompting, you can name a hidden disability and ask the
audience what the functional limitation may be for an individual with
a certain disability.
If the audience finds this too difficult, you can use the PowerPoint
Slides to explain the concept of functional limitations.
 Show PowerPoint:
•
•
•
•
•
Possible Areas of
Functional Limitations
Reading
Writing
Mathematics
Organizational Skills, Memory
and Time Management
Managing the Physical
Environment
Possible Areas of Functional Limitations:
 Reading
 Writing
Reasonable Accommodation
3-11
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N O T E S



Mathematics
Organizational Skills, Memory and Time Management
Managing the Physical Environment
 Show PowerPoint:
Possible Areas of
Functional Limitations
Continued
• Working at Full Productivity
• Maintaining Stamina
• Working Effectively with
Supervisors
• Interacting with Coworkers
Possible Areas of Functional Limitations (continued):
 Working at Full Productivity
 Maintaining Stamina
 Working Effectively with Supervisors
 Interacting with Coworkers
 Show PowerPoint:
Possible Areas of
Functional Limitations
Continued
• Handling Stress and Emotions
• Concentrating on Work Details
• Completing Projects and Meeting
Deadlines
• Maintaining Tasks/Sequences
and Maintaining Daily Information
Possible Areas of Functional Limitations (continued):
 Handling Stress and Emotions
 Concentrating on Work Details
 Completing Projects and Meeting Deadlines
 Maintaining Tasks/Sequences and Maintaining Daily
Information
After we finish this workshop, I will distribute a handout with
possible accommodation solutions for each of these functional
limitations.
Here is a relatively simple way to categorize accommodations:
Reasonable Accommodation
3-12
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 Show PowerPoint:
Categorizing Accommodations
• Physical Modifications
• Managerial Action
• Provision of Services
Categorizing Accommodations:
 Physical Modifications
 Managerial Action
 Provision of Services
For example, physical modifications can include:
 changes to facility
 changes to equipment
Managerial Action can include:
 providing a flexible schedule
 providing unpaid leave
 restructuring job tasks
Provision of Services can include:
 qualified interpreters
 qualified readers
 job coaches
There are as many different accommodations as there are
disabilities. Some examples include:
 Show PowerPoint:
Examples of Reasonable
Accommodation:
• Making existing facilities used by
employees readily accessible and usable
by individuals with disabilities
• Job restructuring
• Part-time or modified work schedules
Examples of Reasonable Accommodation:
Reasonable Accommodation
3-13
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N O T E S



Making existing facilities used by employees readily
accessible and usable by individuals with disabilities
Job restructuring
Part-time or modified work schedules
 Show PowerPoint:
Examples of Reasonable
Accommodation:
Continued
• Adjustment or modifications of
examinations, training materials, or policies
• Providing qualified readers or interpreters
• Reassignment to vacant positions
Examples of Reasonable Accommodation (continued):
 Adjustment or modifications of examinations, training
materials, or policies
 Providing qualified readers or interpreters
 Reassignment to vacant positions
Remember, a reasonable accommodation must work for both the
employer and the person with the disability. The best person to
identify the most effective accommodation may be the person with
the disability.
 Show PowerPoint:
The Job Accommodation
Network is:
An information and consultation service
providing individualized accommodation
solutions via a website and an 800 number.
JAN’s purpose is to make it possible for
employers and others to share information
about job accommodations.
The Job Accommodation Network is:
An information and consultation service providing individualized
accommodation solutions via a website and an 800 number. JAN’s
purpose is to make it possible for employers and others to share
information about job accommodations.
JAN conducted a survey of employers to examine the cost of
reasonable accommodations. The survey indicated the following:1
Reasonable Accommodation
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 Show PowerPoint:
Average Cost of Job
Accommodations
–
–
–
–
–
–
–
20% of all accommodations suggested had no cost
51% cost between $1 and $500
11% cost between $501 and $1,000
3% cost between $1,001 and $1,500
3% cost between $1,501 and $2,000
8% cost between $2,001 and $5,000
4% cost more than $5,000
Source: Job Accommodation
Network Survey1
Average Cost of Job Accommodations
– 20% of all accommodations suggested had no cost
– 51% cost between $1 and $500
– 11% cost between $501 and $1,000
– 3% cost between $1,001 and $1,500
– 3% cost between $1,501 and $2,000
– 8% cost between $2,001 and $5,000
– 4% cost more than $5,000
(Source: Job Accommodation Network Survey)1
You may be surprised to learn that 82% of accommodations cost
under $1,000.
There is a four-step interactive process that the Equal Employment
Opportunity Commission recommends employers follow to
determine accommodations for employees. This is the same
information that we distributed earlier in font size 6, 10, and 12.
 Show PowerPoint:
Determining Reasonable
Accommodation
• Determine the essential functions of the job
• Consult with the employee to determine his or her
abilities and specific needs
• Identify potential accommodations in consultation
with the individual
• If two or more possible accommodations exist,
consider the preference of the individual, and then
select the method that best serves both the
individual and the business
Determining Reasonable Accommodation
 Determine the essential functions of the job
 Consult with the employee to determine his or her abilities
and specific needs
 Identify potential accommodations in consultation with the
individual
Reasonable Accommodation
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N O T E S

If two or more possible accommodations exist, consider the
preference of the individual, and then select the method that
best serves both the individual and the business
Emphasize that the most important steps are consulting with the
individual with the disability and keeping an open mind.
The ADA says that you are obligated to consider providing
accommodations only for a qualified person with a disability who
discloses the need for an accommodation.
Distribute crossword puzzle to group.
 Show PowerPoint:
CROSSWORD PUZZLE
1
2
2
3
4
3
4
Across:
1. Mosquitoes do it
2. Dogs do it
3. Horses do it
4. Children do it
Down:
1. Insects that sting
2. Organs of vision
3. Big brothers do it to
little sisters
4. Without effort
This PowerPoint slide shows a blank crossword puzzle with four
vertical columns intersecting four horizontal columns. It does not
look like a typical crossword puzzle; rather it looks like one big
square divided into 16 smaller squares. To fill in the puzzle, the
clues for the across squares are: (1) Mosquitoes do it, (2) Dogs do
it, (3) Horses do it, and (4) Children do it. The clues for the down
squares are: (1) Insects that sting, (2) Organs of vision, (3) Big
brothers do it to little sisters, and (4) Without effort.
Take a few minutes to complete this simple crossword puzzle.
After participants have spent 2-3 minutes on the crossword puzzle,
walk around room to see how they are doing. Some participants
may seem frustrated because a “logical” solution is not evident.
Has anyone completed the puzzle yet?
The answer should be “no.”
Who would like to review the correct answers?
Distribute answer sheet for the crossword puzzle and review.
Reasonable Accommodation
3-16
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N O T E S
 Show PowerPoint:
CROSSWORD PUZZLE
1
2
3
4
B
I
T
E
B
I
T
E
B
I
T
E
B
I
T
E
2
3
4
Across:
1. Mosquitoes do it
2. Dogs do it
3. Horses do it
4. Children do it
Down:
1. Insects that sting
2. Organs of vision
3. Big brothers do it to
little sisters
4. Without effort
This PowerPoint slide shows the completed crossword puzzle. It
includes the same clues as a reminder. The clues for the across
squares are: (1) Mosquitoes do it, (2) Dogs do it, (3) Horses do it,
and (4) Children do it. The clues for the down squares are: (1)
Insects that sting, (2) Organs of vision, (3) Big brothers do it to little
sisters, and (4) Without effort. Each horizontal row spells out the
same word, “BITE.” To this effect, the first vertical row contains four
Bs, the second row contains four Is, the third four Ts, and the fourth
four Es.
First – how would you typically complete a crossword puzzle –
what do you already KNOW about crossword puzzles? Although
the solution to this crossword puzzle was not found in the “typical”
way, there was a solution. This puzzle illustrates one situation
which could not be solved using prior knowledge and experience.
Rather, you need to look at it in a new and different way.
After I told you the correct answers, many of you said, “Ah ha!”
Although the solution really was easy, it was not what immediately
came to mind. This exercise shows that the more experiences we
have, the greater our ability to think broadly, and expand our
knowledge and experience in order to create easy solutions.
Things are not always as difficult as we fear.
Activity: Identifying Accommodations
Now that you have practiced “thinking outside the box,” we will now
complete an activity that involves determining reasonable
accommodations based on different scenarios.
Divide participants into groups and distribute two or three
reasonable accommodation scenarios to each group.
Prior to the training, read the scenarios below and pick which ones
Reasonable Accommodation
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N O T E S
you would like to use. Trainers can either pick one category, mix
and match from different categories, or complete them all. Base
this decision on the needs of your audience. They have been
categorized based on type of disability.
The handouts have one accommodation per page, so you can
decide the variety in quantity and disability-based variation each
group should discuss. The group can use the extra space on each
piece of paper to brainstorm different ideas.
There is also a PowerPoint slide for each of the accommodation
scenarios.
Direct each group to:
(1) Review the steps necessary to provide reasonable
accommodation;
(2) Identify the barrier(s) in the scenario and at least one
possible accommodation;
(3) Categorize each solution under the appropriate
heading (i.e., physical, managerial, services);
and
(4) Identify the resources possible to assist with
implementation of these accommodations.
As you work together, remember that there are multiple solutions.
Many accommodations fall under "managerial action." Remember
to focus on the individual’s functional limitations, not just their
disability.
Remind the groups to focus on a specific barrier, not disability. Do
not assume the disability is the real barrier. Stress the need for
creativity.
This activity will take approximately 20 minutes (or more,
depending on the size of your audience and how many scenarios
you choose to use). Remember to leave time to discuss the Undue
Hardship Section.
When the small groups have finished, bring the whole group
together again. Have each of the small groups present their
accommodation plan using flip chart paper. Put all the suggested
accommodations in the appropriate category.
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N O T E S
Deaf / Hard of Hearing
#1
Juanita is a 32-year-old Postal Worker who communicates
through handwritten notes, gestures and partial lip reading. She is
in line for a promotion to the position of Time and Attendance
Clerk. In the past, the person who was the Time and Attendance
Clerk answered the telephone as a back up to the regular
receptionist in addition to other duties. Juanita's supervisor is
concerned about her ability to do the job and is considering
denying Juanita this promotion because of his concerns.
Possible Solution: Reassignment of telephone duties.
#2
Saundra, who is applying for a position as a Data Process
Entry Clerk, requires a sign language interpreter for the interview.
The supervisor has some concerns that the company will need to
hire a full-time interpreter for the employee to successfully perform
her job duties.
Possible Solution: Provide the interpreter for the interview, analyze the job and
ask the applicant how he or she will perform the essential functions of the job.
Possible Solution: Provide an occasional interpreter for such activities as
trainings or staff meetings.
#3
Laverne works in a formal, corporate office. The office staff
communicates with each other through the use of an office
intercom. Laverne is hard of hearing and finds the intercom difficult
to use. She continually chooses not to use the office intercom to
talk to her supervisor, as requested. Instead, she frequently poses
questions to him in a loud boisterous voice that is an irritating
disruption for her co-workers and supervisor.
Possible Solution: Suggest that Laverne write her questions and then take them
to her supervisor at a pre-arranged time.
Possible Solution: Based on the level of Laverne’s hearing loss, a telephone
amplifier may allow her to use the office intercom effectively.
Mobility Impairments
#4
Roberto, who uses a wheelchair, has just been hired by an
accounting firm. His office is accessible but the conference room
where all the staff meetings and trainings are held is not
accessible.
Possible Solution: Hold meetings and trainings in another, accessible location.
Possible Solution: Depending on the size of the business and the costs involved,
make the conference room accessible.
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N O T E S
#5
Shirley uses a wheelchair and desires a job in the field of
video and film. Shirley has several years of experience, but the
only available position is entry-level labeling and packaging film
cartridges. She feels this position is beneath her capabilities.
Possible Solution: No accommodation required. She either chooses to accept
the position or she doesn't.
#6
Brian uses a wheelchair. His Mail/Messenger job also
includes major photocopying jobs. He is unable to reach the
selection button mounted on the rear of the photocopier.
Possible Solution: Construct a stick with a rubber-tip to push the button or
purchase a device that could be used for that purpose.
#7
Jonathan, a Chef, is a paraplegic and uses a wheelchair
needs to access several different areas in the restaurant kitchen.
His co-workers prefer to continue standing as they cook.
Possible Solution: The restaurant could install adjustable height workstations.
They could also purchase a stand-up wheelchair, allowing the chef to remain in
his wheelchair but work at standing height when necessary. (JAN solution)
Speech Disability
#8
Joe has a significant speech and articulation problem. His
speech is considered unintelligible at times; he stutters and has
many involuntary facial movements. Joe's supervisor is very patient
and understanding, but shares the concern of others about the
extra amount of time required of her and co-workers to understand
and direct Joe.
Possible Solution: Talk to Joe and ask for his suggestions, which might include
the purchasing of a communication board or having Joe write his responses.
Visual Impairment
#9
An employer is interested in hiring Adam as a Paralegal. As
a Paralegal, Adam would be responsible for conducting
background research on various legal issues. Adam would also
edit his supervising attorney’s cases, interview potential plaintiffs,
and draft legal briefs. Adam has had experience doing this type of
work in two previous positions. He is blind and the employer is
concerned about how he could perform these tasks.
Possible Solution: A screen reader might need to be purchased to enable Adam
to conduct all of his computer work. The potential employer should discuss with
Adam what types of programs have worked for him in the past and then adopt or
create a similar effective accommodation.
#10
Jeanette is a Radio Broadcast Announcer. She is blind and
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N O T E S
needs to read the Associated Press wire news which she receives
over the phone lines connected to a printer.
Possible Solution: The station could supply the announcer with a Braille printer,
which could be connected to the Associated Press wire. A switch would allow
any user to quickly move between the Braille and regular printer. (JAN solution)
Heat Sensitivity
#11
Maya has multiple sclerosis and is extremely sensitive to
heat. When she requests that the office thermostat be adjusted to
meet her needs, her colleagues explain that they will be very cold.
The company is unable to provide her with a private office.
Possible Solution: The individual could be provided with a cool vest that keeps
her body temperature down without affecting her colleague’s comfort. (JAN
solution)
Hidden Disabilities (Learning, Psychiatric)
#12 Mohammed has held his position as Manager of the
Communications Department for five years. His boss notices that
he has become withdrawn in meetings, his work is late and he
appears preoccupied while discussing business matters. When his
supervisor shares his concerns, Mohammed explains that his
doctor recently diagnosed Mohammed with depression.
Possible Solution: Ask Mohammed how you can work together to adjust his
workplace to accommodate him. Mohammad might need a flexible work
schedule or a job coach.
#13
Mark experiences a stress disorder and becomes easily
overwhelmed. His company recently received a large work order
and everyone is working under deadline to fill the order.
Possible Solution: First, talk with Mark and solicit accommodations ideas from
him. Then, consider dividing his responsibilities into smaller tasks that would be
easier to handle one at a time.
Possible Solution: Plan a schedule to prevent bottleneck of workflow and to allow
adequate breaks for Mark.
#14 Susie is applying for a job as a Stock Clerk. Part of the
application process involves taking a multiple-choice test. Susie
meets all of the qualifications for this job. However, she has a
learning disability and has difficulty taking written tests.
Possible Solution: Give an oral test or job try-out as an alternative.
#15 William has a variety of tasks to perform at the plant nursery
where he works. His duties consist of sweeping the floors, dusting
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N O T E S
the shelves, restocking, watering the plants and collecting and
restocking the carts from the parking lot. He often forgets to do
some of his tasks.
Possible Solution: Prepare a daily checklist of job duties and have William check
them off as he completes them.
Possible Solution: Pair William with a co-worker to act as a mentor.
#16
Bob has Attention-Deficit / Hyperactivity Disorder. He is
easily distracted on the job site and has a history of frequently
engaging in loud, inappropriate conversation. Bob's work area
faces a busy walkway into the office. Due to lack of office space
and other factors, Bob can not move to another cubicle.
Possible Solution: Re-arrange the way his desk faces, if possible.
Possible Solution: Partition off his work area.
Possible Solution: Instruct co-workers not to respond to inappropriate behavior
and to reinforce appropriate behavior.
#17 Tovah has mild mental retardation. She has the basic skills
necessary for the job of Administrative Assistant, likes the work and
shows potential. When she finishes one task, however, she tends
to stand in one place and look around, unsure of what to do next.
One of her co-workers has noticed this and will periodically give her
small assignments to keep her busy.
Possible Solution: Prepare a daily checklist of duties that Tovah can check off
after completing and which will act as a prompt to begin the next activity.
Possible Solution: Designate a co-worker as someone she can consult with
when her supervisor is not around to answer questions or provide instruction.
#18 Chen's job mandates a higher production rate than he is
currently achieving. He was hired with the understanding and
intention that his production rate would increase over a threemonth period. After several weeks, however, Chen is still
performing below the mandated production rate for the position,
and errors are increasing.
Before determining an accommodation, the supervisor must identify the reasons
for the decreased productivity and increased errors (e.g. skill issue,
communication issue, training issue, etc.)
Possible Solution: Provide re-training, as necessary.
Possible Solution: Set realistic production goals that can be achieved gradually.
If problems cannot be resolved, follow company procedures for termination.
Reasonable Accommodation
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N O T E S
#19 Jane has a learning disability, but her supervisor thinks that
she has the skills to succeed. Lately, however, Jane has had
problems with dressing inappropriately and making personal
telephone calls during work. Her supervisor has discussed these
problems with Jane and she made some improvements in her
dress, although she still wears inappropriate shoes. Jane also
continues making personal calls during work time. The supervisor
admits that they do not have a formal company policy, but insists
that Jane only use the phone during her breaks. Jane expresses
her confusion, as she sees her co-workers making and receiving
personal calls during work time.
Possible Solution: Prepare a formal company policy and hold all employees in
compliance.
Possible Solution: Address each inappropriate behavior (telephone usage,
dress, etc.) individually instead of together and devise a plan for achieving
performance standards.
#20 Given a specific mailing job duty that occurred only once a
week, Rayford has difficulty remembering all the steps involved
with the process. His supervisor is tired of having to repeat the
directions each week.
Possible Solution: Mark the mailing dates on a calendar and prepare written
directions.
Possible Solution: If the mailing tasks in this job are a marginal function, reassign task.
#21 A Job Coach had been on the job site with Connie for two
weeks, giving constant support to the supervisor and to Connie.
The entire office was supportive of Connie and responded well to
the Job Coach. It is now time for the Job Coach to reduce her time
from the job site and let the supervisor assume more of a support
role for Connie. The Job Coach senses panic from the supervisor
and receives several calls each day with complaints like "Connie
just walked into our boss's office and sat down at his desk."
Possible Solution: Decrease working time with Connie and increase training time
with the supervisor. Prepare a schedule for reducing the time the Job Coach will
spend at the job site.
#22 Sally, who has a developmental disability, works at a
warehouse. For two weeks, Sally’s Manager trained her and
directed her when to take a lunch break. At the end of the second
week, the Manager was transferred. On that same day, her new
manager did not direct her to take a break and so she worked six
hours without a lunch break. Sally is very concerned that she may
never be given an opportunity to take lunch breaks.
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N O T E S
Possible Solution: Provide an orientation and training for her new manager.
Possible Solution: Provider Sally with a watch/timer device.
Possible Solution: Designate a co-worker to act as a "buddy" telling Sally when it
is time for her to go on break.
#23 Rebecca, who has a spinal cord injury, loves her job, her coworkers and her supervisor. Recently, however, she has had
difficulty making it to work on time and has been missing days due
to problems with childcare.
Possible Solution: It appears that the problem is unrelated to disability and
specific to childcare. Rebecca’s employer does not have an obligation under the
ADA to accommodate her childcare needs. However, if other employees are
allowed consideration for childcare or other needs, Rebecca cannot be denied
equal consideration.
 Show PowerPoint:
Undue Hardship
Significant Difficulty or
Expense
Undue Hardship: Significant Difficulty or Expense
It is important to note in any discussion about reasonable
accommodation that an employer must provide the accommodation
unless it would pose an undue hardship. Undue hardship means
significant difficulty or expense. The concepts of reasonable
accommodation and undue hardship depend on the specifics of the
particular situation and personnel involved.
When determining whether a particular accommodation would pose
an undue hardship, the employer must base the decision on an
individualized assessment. The Equal Employment Opportunity
Commission (EEOC) states that the following factors must be
considered when determining undue hardship:


the nature and cost of the accommodation needed;
the overall financial resources of the facility making the
reasonable accommodation; the number of employees at this
facility; the effect on expenses and resources of the facility;
Reasonable Accommodation
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N O T E S



the overall financial resources, size, number of employees, and
type and location of facilities of the employer (if the facility
involved in the reasonable accommodation is part of a larger
entity);
the type of operation of the employer, including the structure
and functions of the workforce, the geographic separateness,
and the administrative or fiscal relationship between the facility
involved in making the accommodation and the employer;
the impact of the accommodation on the operation of the facility.
The next slides list examples of accommodations that are not
considered to be reasonable.
 Show PowerPoint:
Examples of Accommodations
that are NOT REASONABLE
• Placing an applicant with a disability in a job for
which he/she did not specifically apply
• Placing an individual with a disability into a job if
doing so would create a direct threat to the health
or safety of the individual or others
• Maintaining the salary of an employee reassigned
from a higher-paying job to a lower-paying job, if
the employer does not do so for other employees
Examples of Accommodations that are NOT REASONABLE:
 Placing an applicant with a disability in a job for which he/she
did not specifically apply
 Placing an individual with a disability into a job if doing so
would create a direct threat to the health or safety of the
individual or others
 Maintaining the salary of an employee reassigned from a
higher-paying job to a lower-paying job, if the employer does
not do so for other employees
 Show PowerPoint:
Examples of Accommodations
that are NOT REASONABLE
Continued
• Eliminating essential functions of the job
• Lowering production standards
• Providing personal use items (e.g. prosthetic limb,
eyeglasses, hearing aids, wheelchair, hot pot or
refrigerator)
• Creating a job
• Promoting an employee
• Bumping another employee from his/her job
Reasonable Accommodation
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N O T E S
Examples of Accommodations that are NOT REASONABLE
(continued):
 Eliminating essential functions of the job
 Lowering production standards
 Providing personal use items (e.g. prosthetic limb,
eyeglasses, hearing aids, wheelchair, hot pot or refrigerator)
 Creating a job
 Promoting an employee
 Bumping another employee from his/her job
Undue hardship is an extremely high standard and this decision is
best left to management or the head of the company and should be
documented.
It is important to put the concept of reasonable accommodation in
perspective and remember that most employers are providing
accommodations for their workers all the time just by being “good”
employers. Since the ADA went into effect, we have seen that
providing reasonable accommodation is generally not difficult for
employers.
Most employers who engage in the interactive process find it to be
beneficial. When employers engage in this process, they often are
able to provide very effective reasonable accommodations for their
employees. Even if an employer eventually concludes that a
reasonable accommodation does not exist, all parties involved
typically feel confident that the decision was made in good faith
and without haste.
Employers should be aware that if the accommodations do not
enable the person to do the job, or if work is not performed
adequately, and all other avenues for providing accommodations
have been exhausted, the same disciplinary actions taken with any
employee should be enforced.
It is important to understand the intent of the law with regard to
reasonable accommodation so that when the issue does arise in
the workplace everyone will be well equipped to address it.
If you did not already do so, you should distribute the additional
handouts / quizzes for this Module. (Handout: Famous People with
Disabilities. Quiz: Facts and Figures, JAN: Example
Accommodation Solutions for Functional Limitations).
Reasonable Accommodation
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A Process for Identifying a Reasonable Accommodation
Recommendations from the Equal Employment Opportunity Commission
1. Look at the particular job involved. Determine its purpose and its essential functions.
2. Consult with the individual with a disability to find out his or her specific physical or mental abilities and limitations as they relate to the essential job functions. Identify the
barriers to job performance and assess how these barriers could be overcome with an accommodation.
3. In consultation with the individual, identify potential accommodations and assess how effective each would be in enabling the individual to perform essential job functions. If
this consultation does not identify an appropriate accommodation, technical assistance is available from a number of sources, many without cost. There are also financial
resources to help with accommodation costs.
4. If there are several effective accommodations that would provide an equal employment opportunity, consider the preference of the individual with a disability and select the
accommodation that best serves the needs of the individual and the employer.
Reasonable Accommodation
Module 3 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
A Process for Identifying a Reasonable Accommodation
Recommendations from the Equal Employment Opportunity Commission
1. Look at the particular job involved. Determine its purpose and its essential functions.
2. Consult with the individual with a disability to find out his or her specific physical or
mental abilities and limitations as they relate to the essential job functions. Identify the
barriers to job performance and assess how these barriers could be overcome with an
accommodation.
3. In consultation with the individual, identify potential accommodations and assess how
effective each would be in enabling the individual to perform essential job functions. If
this consultation does not identify an appropriate accommodation, technical assistance
is available from a number of sources, many without cost. There are also financial
resources to help with accommodation costs.
4. If there are several effective accommodations that would provide an equal
employment opportunity, consider the preference of the individual with a disability and
select the accommodation that best serves the needs of the individual and the
employer.
Reasonable Accommodation
Module 3 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
A Process for Identifying a Reasonable
Accommodation Recommendations from the
Equal Employment Opportunity Commission
1. Look at the particular job involved. Determine its
purpose and its essential functions.
2. Consult with the individual with a disability to find out his
or her specific physical or mental abilities and limitations
as they relate to the essential job functions. Identify the
barriers to job performance and assess how these barriers
could be overcome with an accommodation.
3. In consultation with the individual, identify potential
accommodations and assess how effective each would be
in enabling the individual to perform essential job
functions. If this consultation does not identify an
appropriate accommodation, technical assistance is
available from a number of sources, many without cost.
There are also financial resources to help with
accommodation costs.
4. If there are several effective accommodations that
would provide an equal employment opportunity, consider
the preference of the individual with a disability and select
the accommodation that best serves the needs of the
individual and the employer.
Reasonable Accommodation
Module 3 Handouts
Copyright © 2004 by TransCen, Inc.
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FAMOUS PEOPLE QUIZ
The following famous personalities are individuals with hidden disabilities. Identify the paragraph that
describes each person. Write the number next to the person’s name on the blank to the left of the paragraph.
1.
2.
3.
4.
Thomas Edison
Vincent van Gogh
Albert Einstein
Winston Churchill
5.
6.
7.
8.
Abraham Lincoln
Patty Duke
Tom Cruise
Walt Disney
9. Leonardo DaVinci
10. Harriett Tubman
11. Earvin “Magic” Johnson
a. _____ I am currently a very popular movie star. Some of the movies I have starred in are “Top
Gun,” “Rain Man,” “A Few Good Men,” and “Jerry Maguire.” I learn my lines by listening to a tape
because I have dyslexia.
b. _____ I struggled through grade school and lived with bipolar disorder. I later served as the Prime
Minister of England.
c. _____ I was slow in school and had a hard time doing my work. I didn’t do anything well until I
realized a real strength of mine was drawing. I became a well-known cartoonist and movie
producer. Some famous amusement parks have my name.
d. _____ In the 1960s, I starred in a television show bearing my own name. I’m also an academy
award winner. I co-authored a book and made for TV movie about my bipolar disorder.
e. _____ As a child, an overseer struck me. The blow fractured my skull causing me to have
narcolepsy for the rest of my life. I rescued hundreds of slaves through the Underground Railroad.
f.
_____ As the sixteenth president of the United States, I contributed to the end of slavery. I also
suffered from a severe and incapacitating depression, which often led to thoughts of suicide.
g. _____ I was a brilliant artist with several famous paintings, including my own self portrait. I had
severe mental illnesses, including bipolar disorder.
h. _____ I played NBA basket for 13 years with the LA Lakers. I played in 12 NBA All-Star games and
won three MVP awards. In the early 1990s, I was diagnosed with HIV.
i.
_____ I always had trouble learning. My teachers said I was “obnoxious” and had “artistic talent.”
During my lifetime my artistic talent was expressed through architecture, painting, sculpture, and
engineering. One of my best-known paintings is the Mona Lisa.
j.
_____ My teachers thought I was slow and a dreamer. I didn’t learn to read until I was nine. I
couldn’t get into college until I spent an extra year in preparation. After many failed jobs, I
developed the theory of relativity.
k. _____ Because my head was very large at birth, people thought I was abnormal. My mother took
me out of school and taught me. As an adult, I invented the electric light bulb and the phonograph.
Adapted from

Everybody’s Different: Understanding and Changing our Reactions to Disabilities, Miller, Nancy B. and
Sammons, Catherine C. (1999)

Original Source: Unknown. Reproduced from Take A Walk In My Shoes - A Guide Book for Youth on Diversity
Awareness Activities. Also found on: www.ldonline.org/kidzone/inter_act/celebrity_quiz.html. Page last modified
2/22/05. Information retrieved 2/24/05.

With information from NAMI: People with Mental Illness Enrich Our Lives. www.nami.org/Template.cfm?Secti
on=Helpline1&template=/ContentManagement/ContentDisplay.cfm&ContentID=4858. Information retrieved
5/2/05.
Reasonable Accommodation
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Copyright © 2004 by TransCen, Inc.
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FAMOUS PEOPLE QUIZ
Answers
a.
7 - Tom Cruise
b.
4 - Winston Churchill
c.
8 - Walt Disney
d.
6 - Patty Duke
e.
10 - Harriett Tubman
f.
5 - Abraham Lincoln
g.
2 - Vincent van Gogh
h.
11 - Earvin “Magic” Johnson
i.
9 - Leonardo DaVinci
j.
3 - Albert Einstein
k.
1 - Thomas Edison
Reasonable Accommodation
Module 3 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Famous People with Disabilities
Jim Abbott
Stephen Hawking
Terence Parkin
Franklin Roosevelt
Leo Tolstoy
Lionel Aldridge
Henry Holden
Itzhak Perlman
Marla Runyan
Heather Whitestone
Chris Burke
Marlee Matlin
Christopher Reeve
Mike Utley
Virginia Wool
Jim Abbott
Jim Abbott has thrown a no-hitter, won Olympic gold in 1988, and been on “Letterman”. He is one of a handful
of professional players who never once put on a minor-league uniform, jumping instead straight from college
baseball to the big league. But those aren’t the only reasons we know Jim Abbott. He is the only player in
major league baseball who was born with one hand.
Abbott was able to reach the major league without having a right hand, and he quickly became one of the
better pitchers in the game during the early 1990s.
Lionel Aldridge
A defensive end for Vince Lombardi's legendary Green Bay Packers of the 1960s, Aldridge played in two
Super Bowls. In the 1970s, he suffered from schizophrenia and was homeless for two and a half years. Until
his death in 1998, he gave inspirational talks on his battle against paranoid schizophrenia. His story was
featured in numerous newspaper articles.
Chris Burke
Chris Burke, best known for the character Corky, played for four years on the television series, Life Goes On,
and became one of America’s favorite personalities. Through his work, he was able to transform America’s
image of people with disabilities. Ever since Chris spoke his first word, it became clear that he was a
remarkable individual with many talents.
Chris Burke was the first person with Down syndrome to star in a weekly television series. Currently, he
serves as the National Down Syndrome Society (NDSS) Ambassador. Chris had the faith in his own abilities
and the courage to face prejudice as he pursued his dream to become an actor.
Today Chris travels all around the country delivering inspirational speeches to various groups of children,
students, parents, and professionals. He not only serves as editor-in-chief of the NDSS magazine for teens
and young adults with Down syndrome, but also writes a column and responds to readers and
correspondence in a regular question-and-answer feature in the magazine.
Stephen Hawking
Stephen Hawking knew what he wanted to do by the time he was eight years old. He did not want to study
medicine, a career his parents hoped he would follow. Instead, Hawking decided to be a scientist and chose
physics. Stephen was interested in studying the universe. He attended Oxford University in England as an
undergraduate student. He received his PhD in 1966 from Cambridge University. By the time he was 35 years
old, Hawking was Cambridge’s first Gravitational Physics professor and received the Lucasian Professor of
Mathematics award.
Stephen Hawking has also published a book called A Brief History of Time: From the Big Bang to Black
Holes. The book tries to explain many of Hawking’s physical and mathematical ideas and calculations without
using math. The book became a best seller and was made into a movie.
When Stephen Hawking was 21 years old, he was diagnosed with amyotrophic lateral sclerosis (ALS), also
know as Lou Gehrig’s disease. This disease attacks the nerves that control a body’s voluntary movements. It
affects walking, speaking, breathing, swallowing, etc. At the time of his diagnosis, the doctors gave Hawking
Reasonable Accommodation
Module 3 Handouts
Copyright © 2004 by TransCen, Inc.
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two years to live. Hawking has defied this time frame and is still working. Today, Stephen uses a wheelchair,
cannot move much at all, has trouble holding his head up, and cannot speak. He now uses a special
computer that displays the text he types and speaks what he types with an electronic voice.
Henry Holden
From the time he was a young child, Henry Holden’s dream was that of becoming an actor. To date Henry
has numerous acting credits to his name. He has made appearances on T. J. Hooker, M.A.S.H.,
AFTERmash, Hill Street Blues, Knots Landing, Hunter, Dear John, and Kids Incorporated. Henry also starred
in a rock video, entitled, "I Got News for You." In addition to acting, Henry is an athlete, stand-up comic, and
activist. Henry’s athletic accomplishments include downhill skiing, certified scuba diving, bowling a high score
of 196 in league competition, flying gliders and single engine airplanes, riding at the National Horse Show at
Madison Square Garden in New York City, and finishing in the Los Angeles Marathon. Finishing the New York
City Marathon is on Henry’s "To Do" list!
Henry Holden contracted polio during the 1952 epidemic. He was four years old at that time. His disability has
never stopped him from pursuing a path of excellence in his life, even though he wears leg braces and uses
crutches. In addition to his acting career he now speaks on the guest lecture circuit on college campuses
across the country. Henry is a tireless advocate for the inclusion of people with disabilities in all forms of
entertainment and media. He is the founder of Performers with Disabilities for the Screen Actors Guild, and
recently, he was the recipient of the very first American Scene Award given by the Screen Actors Guild and
the American Federation of Television and Radio Arts for the rock video he starred in entitled "I Got News for
You." Henry’s motto is "Attitudes are the Real Disability!"
Marlee Matlin
Marlee Matlin is an actress. Some of her films include Dead Silence, It’s My Party, Hear No Evil, Bridge to
Silence, Walker, and Children of a Lesser God. In 1987, she captivated the world by winning the Academy
Award for Best Actress in the film Children of a Lesser God.
Marlee Matlin became deaf in infancy due to Roseola infantum. However, deafness has not disabled her or
her career.
Terence Parkin
Many swimmers competed in multiple events during the 2000 Olympics in Sydney, Australia. One of them
was Terence Parkin of South Africa. Terence's events included the 200 and 400 meter individual medley, the
4x100 meter free relay, and the 100 and 200 meter breaststroke. He swam in a total of eight different
qualifying and final races in five days during the Olympics. Terence finished fifth in the 400 meter individual
medley. In the 200 meter breaststroke, he finished second to win the silver medal.
What makes this 20-year-old Olympic swimmer somewhat unique is that he has never been able to hear a
race starter's signal. Born deaf, Terence uses a strobe light similar to a camera flash to signal the beginning
of the race. The Olympic competitor only began swimming at age 14. Now he holds three national records in
South Africa and owns a silver medal from the Sydney Olympics.
Itzhak Perlman
Perlman began his music career at the Academy of Music in Tel-Aviv, Israel. In 1958, at the age of 13, Itzhak
Perlman won an Israeli talent competition. This win made it possible for Perlman to travel to the United States
to tour and appear on television. He then stayed in the U.S. and continued his musical training at the Juilliard
School in New York City. In 1964, Perlman won a contest among young musicians known as the Leventritt
Competition. Winning this competition opened the door for young Perlman to perform his violin music all over
the world.
Itzhak, now one of the most acclaimed violinists of his generation, has performed with every major orchestra
and in recitals and festivals the world over. In 1986, he received the nation’s Medal of Liberty from U.S.
President Ronald Reagan. His joy in making music has captivated audiences and earned Perlman a great
level of respect and admiration among people of many nations. Great violin concertos make up the core of
Perlman’s recorded music, ranging from the baroque to the contemporary. Most recently, Perlman is featured
in the hit new movie "Music of the Heart."
Reasonable Accommodation
Module 3 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Born (1945) in Tel Aviv, Israel, Itzhak Perlman contracted polio at age 4, permanently paralyzing his legs. He
performs his music while seated and walks with crutches. Itzhak is a well known advocate for people with
disabilities, actively promoting laws to ease access to buildings and transportation.
Christopher Reeve
Christopher Reeve grew up in Princeton, New Jersey, with his mother and his stepfather. In 1977 Reeve was
chosen from 200 hopefuls to star in Superman, for which he won the British Academy Award as best actor.
During a cross-country event in May 1995, his horse balked at a rail jump, pitching Reeve forward where he
landed head first. His injuries left the actor paralyzed, unable to use any of his limbs or even to breathe
without the help of a respirator.
Reeve dedicated much of his life to increasing public awareness about spinal cord injury and to raising money
for research for a cure. He chaired the American Paralysis Association and served as vice chairman of the
National Organization on Disability. Furthermore, Reeve founded the Christopher Reeve Foundation in 1996
to raise research money and provide grants to local agencies which focus on the quality of life of people with
disabilities.
Franklin Roosevelt
In 1928, Franklin Roosevelt was elected as the governor of New York. He then started campaigning for the
presidency, and he became the 32nd president of the United States in 1932. Furthermore, by defeating Alfred
Landon in 1936, Wendell Wilkie in 1940, and Thomas Dewey in 1944, he became the only American
President to serve more than two terms.
In 1921, Franklin Roosevelt contracted a near fatal case of polio that left him with limited physical mobility. He
established a foundation at Warm Springs, Georgia to help other people who had polio, and he directed the
March of Dimes Program that eventually funded an effective vaccine. As a result of polio, Roosevelt used a
wheelchair and stood with the aid of steel leg braces. He tried numerous treatments, but was never able to
walk on his own again.
Marla Runyan
One of the women representing the United States in the 1500 meter track event at the 2000 Olympics was
Marla Runyan. The American runner finished seventh in her preliminary heat and rose to sixth in the
semifinals to qualify for the finals. During the final race, Marla lost track of the major competitors. She finished
in eighth position, 3.20 seconds behind the gold medal winner.
In 1996, Marla set several track and field records at the Paralympics in Atlanta, Georgia. Following that
success, Marla wanted to compete in the 2000 Olympics in Sydney -- even though she is legally blind. The
31-year-old runner has been diagnosed with Stargardt disease. This is a condition that leaves her with a
limited ability to see what is in front of her. In Sydney, Marla became the first legally blind athlete to compete
in an Olympics.
Leo Tolstoy
Author of War and Peace, Tolstoy revealed the extent of his own mental illness in the memoir Confession. His
experiences are also discussed in The Dynamics of Creation by Anthony Storr and The Inner World of Mental
Illness: A Series of First Person Accounts of What It Was Like by Bert Kaplan.
Mike Utley
Mike Utley was the greatest football player in the history of John F. Kennedy High School in Seattle,
Washington. He became only the second player at Washington State University to earn consensus first team
All American Honors. During the Rams game in November 1991, he fractured his 6th and 7th cervical
vertebrae and became paralyzed.
Through his own fight to walk again, Utley founded the Mike Utley Foundation in 1991. The Foundation is
dedicated to supporting research to cure paralysis and to help all people with spinal cord injuries.
Reasonable Accommodation
Module 3 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Heather Whitestone
“The new Miss America for 1995 is...(drum roll)...Heather Whitestone of Birmingham, Alabama! There she
is...Miss America.” But unlike other Miss America crown holders, Heather never actually heard those words in
1995 as she was crowned. Miss Whitestone was the first person with a disability ever to be selected as Miss
America. Heather had been deaf since the age of 18 months. Doctors told Heather’s parents that she would
never read beyond the third grade level, nor learn to speak. In response to the judges’ question about her aim
in life, she replied that she would like to assist children from all backgrounds to reach their fullest potential in
life, to set high goals, and achieve them, as she had done. Heather’s special talent for the Miss America talent
portion of the contest was ballet.
Heather Whitestone is currently the spokesperson for the Helen Keller Eye Research Foundation and the
Starkey Hearing Aid Foundation. She has also authored a book entitled, Listening with My Heart. Ms.
Whitestone is a motivational speaker who believes in and promotes following your dreams.
Virginia Woolf
The British novelist who wrote To the Lighthouse and Orlando experienced the mood swings of bipolar
disorder characterized by feverish periods of writing and weeks immersed in gloom. Her story is discussed in
The Dynamics of Creation by Anthony Storr.
If you are interested in information about other people with disabilities, check out the following resource: Hent, D. &
Quinlan, K. A. 1996. Extraordinary People with Disabilities. Danbury, CT: Children's Press, a Division of Grolier
Publishing.
Adapted from Indiana Institute on Disability and Community: Center for Disability Information and Referral. “Famous
People with Disabilities.” www.iidc.indiana.edu /cedir/kidsweb/fpwdinfo.html. Page last modified 7/29/02.
Information retrieved 2/24/05.
With information from NAMI: People with Mental Illness Enrich Our Lives. www.nami.org/Template.cfm?Secti
on=Helpline1&template=/ContentManagement/ContentDisplay.cfm&ContentID=4858. Information retrieved
5/2/05.
Reasonable Accommodation
Module 3 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Facts and Figures
From the choices below, fill in the appropriate answer to complete the statement:
Anxiety Disorders
Asthma
Cancer
Diabetes
Major Depression
Arthritis
Blind
Chronic Kidney Disease
HIV / AIDS
Schizophrenia
1) _____________ is a chronic disease resulting from the inability of a body to efficiently use or
create insulin. It usually manifests itself as one of two major types and about 800,000 new cases
are diagnosed each year, or 2,200 per day.
2) This chronic pain condition called _________ affects more than 15 percent of the U.S.
population—over 43 million persons—and more than 20 percent of the adult population, making it
one of the most common conditions in the U.S.
3) ___________ is the second leading cause of death in the United States. During 2000, an
estimated 1,220,100 persons were expected to be diagnosed with this.
4) Current estimates indicate approximately 10 million persons aged 12 years and older have some
form of __________. Dialysis and transplantation are common treatments of this disease.
5) ________ has been reported in virtually every racial and ethnic population, every age group, and
every socioeconomic group in every State and most large cities in the U.S. Estimates of the
number of people with this disease in the U.S. range from 800,000 to 900,000. This infectious
disease was first identified in the United States in 1981.
6) With modern treatments, increasing numbers of persons with __________ can and do view
recovery as an achievable goal. More than 2 million people are affected by this disorder that is
characterized by profound disruption in cognition and emotion.
7) _________affect as many as 19 million people in the U.S. annually. They encompass several
discrete conditions, including panic disorder, obsessive-compulsive disorder, post-traumatic stress
disorder, and phobia.
8) About 6.5 percent of women and 3.3 percent of men will have _______ in any year. It differs both
quantitatively and qualitatively from normal sadness or grief.
9) An estimated 14.9 million persons in the U.S. have _______. The worsening of this disease has
been associated with exposure to tobacco smoke, sulfur dioxide, nitrogen dioxide, and acid
aerosols.
10) An estimated 80 million people have potentially blinding eye diseases, 3 million have low vision,
1.1 million people are legally ______, and 200,000 are more severely visually impaired.
Reasonable Accommodation
Module 3 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Facts and Figures
Answers
1) Diabetes
2) Arthritis
3) Cancer
4) Chronic Kidney Disease
5) HIV / AIDS
6) Schizophrenia
7) Anxiety Disorders
8) Major Depression
9) Asthma
10) Blind
Compiled by the ADA & IT Information Center.
Statistics from Center for Disease Control: Healthy People 2010.
www.healthypeople.gov/document/html/volume1/toc.htm.
Compiled December 2004.
Reasonable Accommodation
Module 3 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
CROSSWORD PUZZLE
1
2
3
4
2
3
4
Across:
1. Mosquitoes do it
2. Dogs do it
3. Horses do it
4. Children do it
Down:
1. Insects that sting
2. Organs of vision
3. Big brothers do it to little sisters
4. Without effort
Reasonable Accommodation
Module 3 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
CROSSWORD PUZZLE
1
2
3
4
B
I
T
E
B
I
T
E
B
I
T
E
B
I
T
E
2
3
4
Across:
1. Mosquitoes do it
2. Dogs do it
3. Horses do it
4. Children do it
Down:
1. Insects that sting
2. Organs of vision
3. Big brothers do it to little sisters
4. Without effort
Reasonable Accommodation
Module 3 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Reasonable Accommodation Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodation
Module 3 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Example Accommodation Solutions for Functional
Limitations
Reading
 Books on tape (people with learning
disabilities qualify for this service)
 Tape-recorded directives, messages,
materials
 Reading machines
 Screen reading software for
computer use
 Colored mylar templates for reading
and scanning
 Color-coded manuals, outlines,
maps
 Scanners, which allow the user to
enter hard copies into the computer
system
Writing
 Personal computers/laptop
computers
 Voice output software that highlights
and reads (via a speech synthesizer)
what has been keyed into the
computer.
 Voice input software that recognizes
the user's voice and converts it to
text on the computer screen.
 Locator dots for identification of
letters/numbers on the keyboard
 Word processing software
 Spell checking software/electronic
spell checkers
 Software with highlighting
capabilities
 Grammar checking software
 Word prediction software
 Form producing software that
computerizes order forms, claim
forms, applications, credit histories,
equation and formula fields
 Carbonless notetaking systems
Mathematics
 Fractional, decimal, statistical,
scientific calculators
 Talking calculators
 Computer Assisted Instruction (CAI)
software for arithmetic/mathematics
 Computer Assisted Design (CAD)
software for architecture/engineering
 Large display screens for
calculators, adding machines
 Colored mylar templates, colored
coding for maintaining ledger
columns
Organizational Skills, Memory, and
Time Management
 Day planners
 Electronic organizers/schedulers
 Software organizers with/without
highlighting capabilities
 LCD watches, data bank watches,
timers, counters, alarms
 Personal Information Managers
(P.I.M.S.)
 Use of electronic mail (E-mail) for
memory deficits
Managing the Physical Environment
 Room enclosures/cubicles to reduce
auditory and visual distractions
 A private office space
 Use of "white noise" by using a
sound soother/environmental sound
machine
 Use of colored files
 Mapping of the workspace/office
Working at full productivity
 A self-paced work load and flexible
hours
Reasonable Accommodation
Module 3 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
 Backup coverage for when the
employee needs to take breaks
 Time off for counseling
 An environment that encourages
supportive employment and job
coaches
 Work from home during part of the
day or week
Maintaining stamina
 A self-paced work load and flexible
hours
 Flexible scheduling
 Longer or more frequent work breaks
 Additional time to learn new
responsibilities
 Job sharing opportunities
Working effectively with supervisors
 Establish written long term and short
term goals
 Recognize that a change in the office
environment or of supervisors may
be difficult
 Maintain open channels of
communication between the
employee and the new and old
supervisor in order to ensure an
effective transition
 Provide weekly or monthly meetings
with the employee to discuss
workplace issues and productions
levels
Interacting with coworkers
 Educating all employees on their
rights to accommodations
 Not mandating that employees
attend work-related social functions
 Encouraging all employees to move
non-work related conversations out
of work areas.
Handling stress and emotions
 Provide praise and positive
reinforcement
 Refer to counseling and employee
assistance programs
 Allow telephone calls during work
hours to doctors and others for
needed support
 Provide sensitivity training to
coworkers
Concentrating on work details
 Providing written job instructions
when possible
 Allowing periodic rest breaks to
reorient
 Minimizing distractions with sound
absorption panels, cubicle walls and
doors, and environmental sound
machines
 Moving to a private office or area
with fewer distractions
 Using watches and timers with
prompts
 Allowing employee to use headset to
listen to music.
Completing projects and meeting
deadlines
 Make daily TO-DO lists and check
items off as they are completed
 Use several calendars to mark
meetings and deadlines
 Remind employee of important
deadlines
 Use electronic organizers
 Divide large assignments into
smaller tasks and steps
Remembering tasks/sequences or
maintaining daily information
 Allow the employee to tape record
meetings
 Provide type written minutes of each
meeting
 Provide written instructions
 Allow additional training time
 Provide written checklists
From JAN (Job Accommodation Network)
http://www.jan.wvu.edu
Reasonable Accommodation
Module 3 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Examples for Hidden Disabilities
A computer programmer with a learning disability experienced difficulty with reading, mathematics,
and spelling. As an accommodation, her employer provided a schematic chart which summarized
procedures to assist with her tasks. The programmer was an “auditory learner” and had problems with
visual discrimination, so her employer also provided tutorial readers and "talking back" tapes. The total
cost of the accommodations was $30.
A clerk with a learning disability needed to maintain files, but had difficulty categorizing and sorting
paperwork. As a result, the office was rearranged to eliminate visual distractions and task sequencing
was utilized. The employer also provided reading templates, colored marker tabs, and incandescent
lighting for the clerk. The total cost for these accommodations was $20.
A rehabilitation counselor for a state agency had Obsessive Compulsive Disorder (OCD). He had
difficulty completing paperwork on time because he continually checked and rechecked it. The
employer encouraged him to make a checklist for each report and to check off items as they are
completed. This way, when the counselor felt the urge to recheck the report, he could do this quickly by
using his checklist. Additionally, the counselor was allowed a certain amount of time away from the
telephone each day to allow time to complete paperwork and file information.
An administrative assistant with a learning disability had difficulty taking notes. His employer provided
him with a tape recorder to record meetings and allowed the tape to be transcribed at the assistant's
own pace. The cost of the accommodation was $60 for the tape recorder.
A clerk/receptionist with a learning disability had difficulty typing from the printed original, as she often
skipped lines. To avoid this problem, her employer provided an automatic “line guide” to avoid skipping
lines. The total cost of the accommodation was $256 for the copyholder/line guide, and also for a lamp
and magnified cursor.
An administrative assistant in a social service agency had bipolar disorder. Her duties included
typing, word processing, filing, and answering the telephone. Her limitations included difficulties with
concentration and short-term memory. Her employer provided her with assistance in organizing her
work and a dual headset for her telephone that allowed her to listen to music when not talking on the
telephone. This accommodation minimized distractions, increased concentration and helped her relax.
Also, the employee and her supervisor held meetings once a week to discuss workplace issues. Each
meeting was recorded so the employee could remember issues that are discussed and replay the
information to improve her memory.
A typist with dyslexia was having trouble typing telephone numbers accurately. The typist was given
verbal verification of the phone numbers and extra time to proofread letters. These accommodations
were at no cost to the employer.
A clerk needed extra reinforcement when performing duties, which included answering the phone,
distributing pamphlets, entering "leads" into the computer, and answering questions. His employer
provided a job coach for two weeks, with follow-up as needed for reinforcement. This accommodation
was at no cost to the employer.
A repairperson with severe depression needed to attend periodic work related seminars. The person
had difficulty taking effective notes and paying attention in the meetings. The accommodation
Reasonable Accommodation
Module 3 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
implemented was to provide a coworker with a notebook that made a carbon copy of each page written.
At the end of the session, they would tear out the second copy of the notes and provide it to the
repairperson. Since he was able to give full attention to the meetings, he was able to retain more of the
information.
A record maintenance clerk with a learning disability and epilepsy was responsible for filing claims,
searching for materials, and classifying material. The employee was provided a job trainer, and was retrained on many aspects of the job. There was no cost to the employer for this accommodation.
An office manager who has been treated for stress and depression was unable to meet crucial
deadlines. She had difficulty maintaining her concentration and staying focused when trying to
complete assignments. She discussed her performance problems with her supervisor and
accommodations were implemented that allowed her to organize her time. By scheduling "off" times
during the week where she could work without interruptions. She was also provided a flexible schedule
that gave her more time for counseling and exercise. The supervisor trained her coworkers on stress
management and provided information about the company employee assistance program.
Adapted from JAN (Job Accommodation Network)
http://www.jan.wvu.edu
Reasonable Accommodation
Module 3 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #1
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
Juanita is a 32-year-old Postal Worker who communicates through handwritten notes,
gestures and partial lip reading. She is in line for a promotion to the position of Time and
Attendance Clerk. In the past, the person who was the Time and Attendance Clerk
answered the telephone as a back up to the regular receptionist in addition to other
duties. Juanita's supervisor is concerned about her ability to do the job and is considering
denying Juanita this promotion because of his concerns.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #2
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
Saundra, who is applying for a position as a Data Process Entry Clerk, requires a sign
language interpreter for the interview. The supervisor has some concerns that the
company will need to hire a full-time interpreter for the employee to successfully perform
her job duties.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #3
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
Laverne works in a formal, corporate office. The office staff communicates with each
other through the use of an office intercom. Laverne is hard of hearing and finds the
intercom difficult to use. She continually chooses not to use the office intercom to talk to
her supervisor, as requested. Instead, she frequently poses questions to him in a loud
boisterous voice that is an irritating disruption for her co-workers and supervisor.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #4
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
Roberto, who uses a wheelchair, has just been hired by an accounting firm. His office is
accessible but the conference room where all the staff meetings and trainings are held is
not accessible.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #5
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
Shirley uses a wheelchair and desires a job in the field of video and film. Shirley has
several years of experience, but the only available position is entry-level labeling and
packaging film cartridges. She feels this position is beneath her capabilities.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #6
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
Brian uses a wheelchair. His Mail/Messenger job also includes major photocopying jobs.
He is unable to reach the selection button mounted on the rear of the photocopier.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #7
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
Jonathan, a Chef, is a paraplegic and uses a wheelchair needs to access several
different areas in the restaurant kitchen. His co-workers prefer to continue standing as
they cook.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #8
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
Joe has a significant speech and articulation problem. His speech is considered
unintelligible at times; he stutters and has many involuntary facial movements. Joe's
supervisor is very patient and understanding, but shares the concern of others about the
extra amount of time required of her and co-workers to understand and direct Joe.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #9
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
An employer is interested in hiring Adam as a Paralegal. As a Paralegal, Adam would be
responsible for conducting background research on various legal issues. Adam would
also edit his supervising attorney’s cases, interview potential plaintiffs, and draft legal
briefs. Adam has had experience doing this type of work in two previous positions. He is
blind and the employer is concerned about how he could perform these tasks.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #10
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
Jeanette is a Radio Broadcast Announcer. She is blind and needs to read the Associated
Press wire news which she receives over the phone lines connected to a printer.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #11
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
Maya has multiple sclerosis and is extremely sensitive to heat. When she requests that
the office thermostat be adjusted to meet her needs, her colleagues explain that they will
be very cold. The company is unable to provide her with a private office.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #12
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
Mohammed has held his position as Manager of the Communications Department for five
years. His boss notices that he has become withdrawn in meetings, his work is late and
he appears preoccupied while discussing business matters. When his supervisor shares
his concerns, Mohammed explains that his doctor recently diagnosed Mohammed with
depression.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #13
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
Mark experiences a stress disorder and becomes easily overwhelmed. His company
recently received a large work order and everyone is working under deadline to fill the
order.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #14
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
Susie is applying for a job as a Stock Clerk. Part of the application process involves
taking a multiple-choice test. Susie meets all of the qualifications for this job. However,
she has a learning disability and has difficulty taking written tests.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #15
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
William has a variety of tasks to perform at the plant nursery where he works. His duties
consist of sweeping the floors, dusting the shelves, restocking, watering the plants and
collecting and restocking the carts from the parking lot. He often forgets to do some of his
tasks.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #16
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
Bob has Attention-Deficit / Hyperactivity Disorder. He is easily distracted on the job site
and has a history of frequently engaging in loud, inappropriate conversation. Bob's work
area faces a busy walkway into the office. Due to lack of office space and other factors,
Bob can not move to another cubicle.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #17
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
Tovah has mild mental retardation. She has the basic skills necessary for the job of
Administrative Assistant, likes the work and shows potential. When she finishes one task,
however, she tends to stand in one place and look around, unsure of what to do next.
One of her co-workers has noticed this and will periodically give her small assignments to
keep her busy.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #18
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
Chen's job mandates a higher production rate than he is currently achieving. He was
hired with the understanding and intention that his production rate would increase over a
three-month period. After several weeks, however, Chen is still performing below the
mandated production rate for the position, and errors are increasing.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #19
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
Jane has a learning disability, but her supervisor thinks that she has the skills to succeed.
Lately, however, Jane has had problems with dressing inappropriately and making
personal telephone calls during work. Her supervisor has discussed these problems with
Jane and she made some improvements in her dress, although she still wears
inappropriate shoes. Jane also continues making personal calls during work time. The
supervisor admits that they do not have a formal company policy, but insists that Jane
only use the phone during her breaks. Jane expresses her confusion, as she sees her coworkers making and receiving personal calls during work time.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #20
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
Given a specific mailing job duty that occurred only once a week, Rayford has difficulty
remembering all the steps involved with the process. His supervisor is tired of having to
repeat the directions each week.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #21
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
A Job Coach had been on the job site with Connie for two weeks, giving constant support
to the supervisor and to Connie. The entire office was supportive of Connie and
responded well to the Job Coach. It is now time for the Job Coach to reduce her time
from the job site and let the supervisor assume more of a support role for Connie. The
Job Coach senses panic from the supervisor and receives several calls each day with
complaints like "Connie just walked into our boss's office and sat down at his desk."
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #22
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
Sally, who has a developmental disability, works at a warehouse. For two weeks, Sally’s
Manager trained her and directed her when to take a lunch break. At the end of the
second week, the Manager was transferred. On that same day, her new manager did not
direct her to take a break and so she worked six hours without a lunch break. Sally is very
concerned that she may never be given an opportunity to take lunch breaks.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Accommodation Scenario #23
Read each scenario. Identify the problem(s) and any possible solutions to the problem(s).
Rebecca, who has a spinal cord injury, loves her job, her co-workers and her supervisor.
Recently, however, she has had difficulty making it to work on time and has been missing
days due to problems with childcare.
Worksheet
1. Do you have enough information to determine a reasonable accommodation?
2. Potential barriers:
3. Three Potential Solutions:
Physical ModificationsManagerial ActionProvision of Services-
4. Resources:
Reasonable Accommodations
Module 3 Accommodation Scenarios
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module Three Acknowledgements
Acknowledgements
1. Job Accommodation Network. “Accommodation Benefit / Cost Data.”
http://www.jan.wvu.edu/media/Stats/BenCosts0799.html. Information tabulated
through July 30, 1999. Information retrieved 2/24/05.
General information about the ADA and reasonable accommodations can be found in two
publications from the Equal Employment Opportunity Commission (EEOC):
a) EEOC. “Title I Technical Assistance Manual.”
www.adaportal.org/Employment/Browse_TAM_I/Browse_TOC.html. Manual dated
January 1992.
b) EEOC. “Enforcement Guidance: Reasonable Accommodation and Undue Hardship
under the Americans with Disabilities Act.”
www.eeoc.gov/policy/docs/accommodation.html. Guidance dated 10/17/02.
Quizzes
Facts and Figures:
Compiled by the ADA & IT Information Center. Statistics from Center for Disease Control:
Healthy People 2010. www.healthypeople.gov/document/html/volume1/toc.htm.
Compiled December 2004.
Famous People:
Adapted from:
 Everybody’s Different: Understanding and Changing our Reactions to Disabilities,
Miller, Nancy B. and Sammons, Catherine C. (1999)
 Original Source: Unknown. Reproduced from Take A Walk In My Shoes - A Guide
Book for Youth on Diversity Awareness Activities. Also found on:
www.ldonline.org/kidzone/inter_act/celebrity_quiz.html. Page last modified 2/22/05.
Information retrieved 2/24/05.
 With information from NAMI: People with Mental Illness Enrich Our Lives.
www.nami.org/Template.cfm?Section=Helpline1&template=/ContentManagement/
ContentDisplay.cfm&ContentID=4858. Information retrieved 5/2/05.
Crossword Puzzle:
Original author unknown. Modified by TransCen, Inc. www.transcen.org. Modified
December 2004.
Handouts
Famous People with Disabilities:
 Adapted from Indiana Institute on Disability and Community: Center for Disability
Information and Referral. “Famous People with Disabilities.”
www.iidc.indiana.edu/cedir/kidsweb/fpwdinfo.html. Page last modified 7/29/02.
Information retrieved 2/24/05.
Reasonable Accommodation
Module 3 Acknowledgements
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]

With information from NAMI: People with Mental Illness Enrich Our Lives.
www.nami.org/Template.cfm?Section=Helpline1&template=/ContentManagement/
ContentDisplay.cfm&ContentID=4858. Information retrieved 5/2/05.
Accommodation Scenarios
JAN Example Accommodation Solutions for Functional Limitations:
Job Accommodation Network. www.jan.wvu.edu. Information retrieved December 2004.
Adapted from the Job Accommodation Network. www.jan.wvu.edu. Modified by
TransCen, Inc. www.transcen.org. Compiled June 2004.
Reasonable Accommodation
Module 3 Acknowledgements
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Slide 1
___________________________________
___________________________________
Module 3
___________________________________
Reasonable
Accommodation
___________________________________
___________________________________
___________________________________
___________________________________
Slide 2
Module 3 Goals
• To understand the concept of
reasonable accommodation, its
process, and the circumstances
under which it is required
• To learn how to problem-solve
situations where reasonable
accommodation might be necessary
in the workplace
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 3
___________________________________
Definition of Disability
An individual with a disability is one who:
 has
 has a record of, or
 is regarded as having
a physical or mental impairment that
substantially limits a major life activity.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Reasonable Accommodation
Module 3 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Slide 4
___________________________________
Definition of Disability
___________________________________
Continued
An individual with a disability is
one who has a physical or
mental impairment that
substantially limits a major life
activity.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 5
Major Life Activities
___________________________________
___________________________________
These are basic activities that the average pers on in the general
population can perform with little or no difficulty.
•
•
•
•
•
•
•
•
•
•
•
•
•
Caring for Oneself
Performing Manual Tasks
Walking
Seeing
Hearing
Speaking
Breathing
Concentrating
Learning
Working
Sitting
Standing
Lifting
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 6
___________________________________
Answers
to the
Quiz
A
7
B
C
4
8
D
6
E
10
F
5
___________________________________
G
2
H
11
I
9
J
3
K
1
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Reasonable Accommodation
Module 3 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Slide 7
Qualified Individual
with a Disability
___________________________________
___________________________________
___________________________________
A qualified individual with a disability means one
who satisfies the requisite skill, experience,
education, and other job-related requirements of
the position such individual holds or desires, and
who…
___________________________________
___________________________________
___________________________________
___________________________________
Slide 8
___________________________________
With or without
reasonable
accommodation can
perform the essential
functions of such a
position.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 9
What makes a job task
essential?
• If the position exists to perform the
function
• If there are a limited number of
employees among whom the task can be
distributed
• If the function is highly specialized
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Reasonable Accommodation
Module 3 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Slide 10
___________________________________
Evidence of Essential Functions
• Employer's judgment as to which
functions are essential
• Written job descriptions prepared
before advertising or interviewing
applicants
• Amount of time spent performing
the function
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 11
___________________________________
Evidence of Essential Functions
Continued
• Consequences of not performing the function
• The terms of a collective bargaining
agreement
• Work experience of past incumbents on the
job
• Current work experience of incumbents in
similar jobs
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 12
___________________________________
Accommodations are:
Any changes in the work
setting that enable qualified
workers to accomplish their
tasks.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Reasonable Accommodation
Module 3 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Slide 13
Scope of Reasonable
Accommodation:
• Modification to the job application
process
• Modification to the work environment or
the manner in which the position held is
customarily performed
• Modification that enables an employee
with a disability to enjoy equal benefits
and privileges of employment
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 14
Accommodations are
dependent upon:
• The specific requirements of the job
• The particular need(s) of the employee
or applicant
• The extent to which modifications or
aids are available without causing an
undue hardship on the employing
organization
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 15
•
•
•
•
•
Possible Areas of
Functional Limitations
Reading
Writing
Mathematics
Organizational Skills, Memory
and Time Management
Managing the Physical
Environment
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Reasonable Accommodation
Module 3 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Slide 16
Possible Areas of
Functional Limitations
___________________________________
Continued
• Working at Full Productivity
• Maintaining Stamina
• Working Effectively with
Supervisors
• Interacting with Coworkers
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 17
Possible Areas of
Functional Limitations
___________________________________
Continued
• Handling Stress and Emotions
• Concentrating on Work Details
• Completing Projects and Meeting
Deadlines
• Maintaining Tasks/Sequences
and Maintaining Daily Information
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 18
Categorizing Accommodations
___________________________________
___________________________________
• Physical Modifications
• Managerial Action
• Provision of Services
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Reasonable Accommodation
Module 3 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Slide 19
Examples of Reasonable
Accommodation:
• Making existing facilities used by
employees readily accessible and usable
by individuals with disabilities
• Job restructuring
• Part-time or modified work schedules
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 20
___________________________________
Examples of Reasonable
Accommodation:
Continued
• Adjustment or modifications of
examinations, training materials, or policies
• Providing qualified readers or interpreters
• Reassignment to vacant positions
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 21
___________________________________
The Job Accommodation
Network is:
An information and consultation service
providing individualized accommodation
solutions via a website and an 800 number.
JAN’s purpose is to make it possible for
employers and others to share information
about job accommodations.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Reasonable Accommodation
Module 3 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Slide 22
Average Cost of Job
Accommodations
–
–
–
–
–
–
–
20% of all accommodations suggested had no cost
51% cost between $1 and $500
11% cost between $501 and $1,000
3% cost between $1,001 and $1,500
3% cost between $1,501 and $2,000
8% cost between $2,001 and $5,000
4% cost more than $5,000
Source: Job Accommodation
Network Survey 1
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 23
Determining Reasonable
Accommodation
• Determine the essential functions of the job
• Consult with the employee to determine his or her
abilities and specific needs
• Identify potential accommodations in consultation
with the individual
• If two or more possible accommodations exist,
consider the preference of the individual, and then
select the method that best serves both the
individual and the business
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 24
___________________________________
CROSSWORD PUZZLE
1
2
3
4
2
3
4
Across:
1. Mosquitoes do it
2. Dogs do it
3. Horses do it
4. Children do it
Down:
1. Insects that sting
2. Organs of vision
3. Big brothers do it to
little sisters
4. Without effort
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Reasonable Accommodation
Module 3 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Slide 25
___________________________________
CROSSWORD PUZZLE
1
2
3
___________________________________
4
B
I
T
E
B
I
T
E
2
3
B
I
T
E
B
I
T
E
4
Across:
1. Mosquitoes do it
2. Dogs do it
3. Horses do it
4. Children do it
Down:
1. Insects that sting
2. Organs of vision
3. Big brothers do it to
little sisters
4. Without effort
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 26
___________________________________
Accommodation Scenario #1
• Juanita is a 32-year-old Postal Worker who
communicates through handwritten notes,
gestures and partial lip reading. She is in line
for a promotion to the position of Time and
Attendance Clerk. In the past, the person
who was the Time and Attendance Clerk
answered the telephone as a back up to the
regular receptionist in addition to other duties.
Juanita's supervisor is concerned about her
ability to do the job and is considering
denying Juanita this promotion because of
his concerns.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 27
___________________________________
Accommodation Scenario #2
• Saundra, who is applying for a position
as a Data Process Entry Clerk,
requires a sign language interpreter for
the interview. The supervisor has
some concerns that the company will
need to hire a full-time interpreter for
the employee to successfully perform
her job duties.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Reasonable Accommodation
Module 3 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Slide 28
___________________________________
Accommodation Scenario #3
• Laverne works in a formal, corporate office. The
office staff communicates with each other
through the use of an office intercom. Laverne is
hard of hearing and finds the intercom difficult to
use. She continually chooses not to use the
office intercom to talk to her supervisor, as
requested. Instead, she frequently poses
questions to him in a loud boisterous voice that
is an irritating disruption for her co-workers and
supervisor.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 29
___________________________________
Accommodation Scenario #4
• Roberto, who uses a wheelchair,
has just been hired by an
accounting firm. His office is
accessible but the conference room
where all the staff meetings and
trainings are held is not accessible.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 30
___________________________________
Accommodation Scenario #5
• Shirley uses a wheelchair and desires a
job in the field of video and film. Shirley
has several years of experience, but the
only available position is entry-level
labeling and packaging film cartridges.
She feels this position is beneath her
capabilities.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Reasonable Accommodation
Module 3 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Slide 31
Accommodation Scenario #6
• Brian uses a wheelchair. His
Mail/Messenger job also includes
major photocopying jobs. He is
unable to reach the selection button
mounted on the rear of the
photocopier.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 32
Accommodation Scenario #7
• Jonathan, a Chef, is a paraplegic
and uses a wheelchair needs to
access several different areas in
the restaurant kitchen. His coworkers prefer to continue
standing as they cook.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 33
Accommodation Scenario #8
• Joe has a significant speech and
articulation problem. His speech is
considered unintelligible at times; he
stutters and has many involuntary facial
movements. Joe's supervisor is very
patient and understanding, but shares the
concern of others about the extra amount
of time required of her and co-workers to
understand and direct Joe.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Reasonable Accommodation
Module 3 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Slide 34
Accommodation Scenario #9
• An employer is interested in hiring Adam as a
Paralegal. As a Paralegal, Adam would be
responsible for conducting background
research on various legal issues. Adam
would also edit his supervising attorney’s
cases, interview potential plaintiffs, and draft
legal briefs. Adam has had experience doing
this type of work in two previous positions. He
is blind and the employer is concerned about
how he could perform these tasks.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 35
Accommodation Scenario #10
___________________________________
___________________________________
• Jeanette is a Radio Broadcast
Announcer. She is blind and needs
to read the Associated Press wire
news which she receives over the
phone lines connected to a printer.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 36
___________________________________
Accommodation Scenario #11
• Maya has multiple sclerosis and is
extremely sensitive to heat. When
she requests that the office
thermostat be adjusted to meet her
needs, her colleagues explain that
they will be very cold. The company
is unable to provide her with a private
office.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Reasonable Accommodation
Module 3 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Slide 37
Accommodation Scenario #12
• Mohammed has held his position as Manager
of the Communications Department for five
years. His boss notices that he has become
withdrawn in meetings, his work is late and he
appears preoccupied while discussing
business matters. When his supervisor shares
his concerns, Mohammed explains that his
doctor recently diagnosed Mohammed with
depression.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 38
Accommodation Scenario #13
___________________________________
___________________________________
• Mark experiences a stress
disorder and becomes easily
overwhelmed. His company
recently received a large work
order and everyone is working
under deadline to fill the order.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 39
Accommodation Scenario #14
___________________________________
___________________________________
• Susie is applying for a job as a Stock
Clerk. Part of the application process
involves taking a multiple-choice test.
Susie meets all of the qualifications for
this job. However, she has a learning
disability and has difficulty taking
written tests.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Reasonable Accommodation
Module 3 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Slide 40
Accommodation Scenario #15
• William has a variety of tasks to
perform at the plant nursery where he
works. His duties consist of sweeping
the floors, dusting the shelves,
restocking, watering the plants and
collecting and restocking the carts
from the parking lot. He often forgets
to do some of his tasks.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 41
Accommodation Scenario #16
• Bob has Attention-Deficit / Hyperactivity
Disorder. He is easily distracted on the
job site and has a history of frequently
engaging in loud, inappropriate
conversation. Bob's work area faces a
busy walkway into the office. Due to lack
of office space and other factors, Bob can
not move to another cubicle.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 42
Accommodation Scenario #17
• Tovah has mild mental retardation. She
has the basic skills necessary for the job of
Administrative Assistant, likes the work
and shows potential. When she finishes
one task, however, she tends to stand in
one place and look around, unsure of what
to do next. One of her co-workers has
noticed this and will periodically give her
small assignments to keep her busy.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Reasonable Accommodation
Module 3 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Slide 43
Accommodation Scenario #18
• Chen's job mandates a higher production
rate than he is currently achieving. He
was hired with the understanding and
intention that his production rate would
increase over a three-month period. After
several weeks, however, Chen is still
performing below the mandated
production rate for the position, and errors
are increasing.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 44
Accommodation Scenario #19
• Jane has a learning disability, but her supervisor
thinks that she has the skills to succeed. Lately,
however, Jane has had problems with dressing
inappropriately and making personal telephone
calls during work. Her supervisor has discussed
these problems with Jane and she made some
improvements in her dress, although she still
wears inappropriate shoes. Jane also continues
making personal calls during work time. The
supervisor admits that they do not have a formal
company policy, but insists that Jane only use the
phone during her breaks. Jane expresses her
confusion, as she sees her co-workers making
and receiving personal calls during work time.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 45
Accommodation Scenario #20
• Given a specific mailing job duty
that occurred only once a week,
Rayford has difficulty remembering
all the steps involved with the
process. His supervisor is tired of
having to repeat the directions
each week.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Reasonable Accommodation
Module 3 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Slide 46
Accommodation Scenario #21
• A Job Coach had been on the job site with
Connie for two weeks, giving constant support to
the supervisor and to Connie. The entire office
was supportive of Connie and responded well to
the Job Coach. It is now time for the Job Coach
to reduce her time from the job site and let the
supervisor assume more of a support role for
Connie. The Job Coach senses panic from the
supervisor and receives several calls each day
with complaints like "Connie just walked into our
boss's office and sat down at his desk."
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 47
Accommodation Scenario #22
• Sally, who has a developmental disability,
works at a warehouse. For two weeks,
Sally’s Manager trained her and directed her
when to take a lunch break. At the end of
the second week, the Manager was
transferred. On that same day, her new
manager did not direct her to take a break
and so she worked six hours without a lunch
break. Sally is very concerned that she may
never be given an opportunity to take lunch
breaks.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 48
Accommodation Scenario #23
• Rebecca, who has a spinal cord
injury, loves her job, her co-workers
and her supervisor. Recently,
however, she has had difficulty
making it to work on time and has
been missing days due to problems
with childcare.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Reasonable Accommodation
Module 3 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Slide 49
___________________________________
___________________________________
Undue Hardship
Significant Difficulty or
Expense
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 50
Examples of Accommodations
that are NOT REASONABLE
• Placing an applicant with a disability in a job for
which he/she did not specifically apply
• Placing an individual with a disability into a job if
doing so would create a direct threat to the health
or safety of the individual or others
• Maintaining the salary of an employee reassigned
from a higher-paying job to a lower-paying job, if
the employer does not do so for other employees
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 51
Examples of Accommodations
that are NOT REASONABLE
Continued
• Eliminating essential functions of the job
• Lowering production standards
• Providing personal use items (e.g. prosthetic limb,
eyeglasses, hearing aids, wheelchair, hot pot or
refrigerator)
• Creating a job
• Promoting an employee
• Bumping another employee from his/her job
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Reasonable Accommodation
Module 3 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module 4
Etiquette:
Communication and Interaction
MODULE GOALS:
 To increase comfort levels for communicating and interacting with
people with disabilities
 To recognize the inherent “sameness” in people in order to promote a
greater inclusion of people with disabilities in the workplace
EQUIPMENT:
 Television
 VCR
MATERIALS / HANDOUTS:
 Quiz: Disability Awareness Activity
 Handout: Ten Commandments of Communicating with People with
Disabilities (in 6, 12, and 18 point fonts)
 Handout: Ten Commandments of Interacting with People with Mental
Health Disabilities
 Video: The Ten Commandments of Communicating with People with
Disabilities (Copyright 1994, Irene M. Ward & Associates, 4949 Hayden
Run Road, Columbus, OH 43221-5930, 614/889-0888)
TIME
45 – 60 minutes (time may vary)
Etiquette: Communication and Interaction
4-1
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
N O T E S
Review module before training and prepare necessary materials.
View “Ten Commandments of Communicating with People with
Disabilities” video, handout, and read over Disability Awareness
Survey.
Depending on the needs of your audience, you can also distribute
and discuss the Ten Commandments document which was
adapted specifically to address interactions with people with mental
health disabilities. The handout is included in this Module’s
handouts section.
This module will feature effective ways to communicate with people
with various disabilities. Participants will learn how to communicate
with people who have limitations in vision, hearing, speech, or
cognition.
Have you ever wondered how to refer to someone with a disability?
Words are very powerful and the language a society uses is
reflective of its values. At one time, it was acceptable to refer to
people with disabilities by their disability (e.g. epileptic, blind,
retarded). This reflected a focus on disability and devalued a
person’s abilities or individuality. No one wants to be stereotyped
based on one characteristic, especially when that characteristic is
usually pitied, feared, and or in some way causes discomfort.
The term “handicapped” came into use to describe people with
disabilities – any disability – in the early 20th century. Most people
with disabilities do not like this term. Many people believe that the
term handicapped derived from the time when people with
disabilities were limited to begging for a living, with their caps held
out in their hands. Today, although this version of the term’s origin
is widely regarded as inaccurate, use of the word has taken on a
negative connotation.
Today, referring to someone by his or her disability is thought of as
depersonalizing. The term "disabled people" or "the disabled" also
has problems, since it suggests that a disability is a person’s
defining feature. There is still no perfect term to use, but today,
“person first” language is recommended (i.e., “person with a
disability”). By putting the “person” before the “disability,” we tend
to focus on the individual. For example, "person with a spinal cord
injury" instead of "quadriplegic," or "person with diabetes" instead
of "diabetic,” or better still, just refer to people by their names (Tim,
Sharon, Carmen, etc.).
Let’s see how disability “savvy” you are.
Etiquette: Communication and Interaction
4-2
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
N O T E S
Distribute the Disability Awareness Activity.
Please take 10 minutes now to complete this activity. Be prepared
to discuss the correct answers after viewing the video.
When the group completes the survey (10-15 minutes), introduce
the video.
Depending on the needs of the group, and the amount of time you
have for the training, you may wish to focus on certain aspects of
the video. For example, if you do not have 26 minutes to watch the
whole video, you could show three commandments and ask
specific discussion questions about them.
The “Ten Commandments of Communicating with People with
Disabilities” is a video that has been developed as a tool to help
increase sensitivity about people with various disabilities. The goal
of the video is to provide an understanding of disability and for
viewers to recognize that all of us, no matter how different we may
appear to each other at first, share many of the same values,
interests, hopes, and dreams. In the workplace, it is these
commonalities that often serve as the first bridge between
employees with disabilities and their co-workers.
As you watch the video, please keep a few different questions in
mind.
For those of you who are new to this subject matter:
 With which characters do you feel the most comfortable?
 With which one do you feel the least comfortable?
 Do you know why you feel this way?
For our experienced viewers:
 What types of workplace accommodations would benefit
each of the characters?
After the video, we will discuss all of these questions.
View video (26 min) and allow time for discussion. It is
recommended to use the open captioned version of the video.
Review the questions listed above.
The following are possible discussion questions for each of the ten
commandments. Instead of using every question, you should pick
and choose based on the needs of your audience. You can
supplement the conversation with the additional topics listed below
Etiquette: Communication and Interaction
4-3
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
N O T E S
each commandment, as long as you are knowledgeable.
The Ten Commandments and potential discussion topics:
Commandment #1.
Speak directly to the individual rather than through a companion or
sign language interpreter who may be present.



Has anyone used a sign language interpreter to interact
with an individual who is deaf? What was the experience
like?
Has anyone used message relay to communicate?
o 711 national number and service
What other accommodations might a person who is deaf
or hard of hearing need?
o A sign language interpreter
o Assistive listening devices
o TTY and TTY pay phones
o Captioning of videos or other audible info
o Access to voicemail phone system
o Written information
o Different types of communication used by people
with hearing disabilities including sign language,
speech reading, cued speech, writing, and typing.
Commandment #2.
Offer to shake hands when introduced. People with limited hand
use or an artificial limb can usually shake hands and offering the
left hand is an acceptable greeting.



Practice shaking hands with group not using primary
hand. Discuss this experience if appropriate.
What other accommodations might someone with limited
mobility need?
o Computer assistive technology
What are other appropriate greetings?
Commandment #3.
Always identify yourself and others who may be with you when
meeting someone who is blind or has low-vision. When conversing
in a group, remember to identify the person to whom you are
speaking. When dining with a friend who has a visual disability,
ask if you can describe what is on his or her plate.

Have group pair off and practice this tip. How does it feel
to be so conscious of yourself and your words?
Etiquette: Communication and Interaction
4-4
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
N O T E S



How are activities advertised and information
disseminated to ensure that persons with vision
disabilities have access to this information?
o Web site accessibility and assistive technology
issues.
o The use of Braille, CDs, large print, diskettes and
electronic methods.
Please note that many people who are blind prefer to feel
the food on their plate rather than asking for a description.
Share personal experiences if appropriate.
Commandment #4.
If you offer assistance, wait until the offer is accepted. Then listen
or ask for instructions.


What type of assistance are you comfortable providing?
What type of assistance might a person request?
Have you ever had assistance forced on you? How did
that make you feel?
Commandment #5.
Treat adults as adults. Address people with disabilities by their first
names only when extending that same familiarity to all others.
Never patronize people in wheelchairs by patting them on the head
or shoulder.





Discuss language and people first terminology.
How do we treat older persons? Is it similar?
How would you respond to the woman of short stature?
Would you think she would need an accommodation?
Other ideas.
What are ways to offer assistance?
Who feels comfortable having a door opened for you?
See the variety of responses. The same differences in
the disability community.
Commandment #6.
Do not lean against or hang on someone’s wheelchair. Bear in
mind that people with disabilities treat their chairs as extensions of
their bodies. And so do people with guide dogs and service
animals. Never distract a work animal from their job without the
owner’s permission.

When might it be helpful to make additional seating
available to provide opportunities to interact comfortably
Etiquette: Communication and Interaction
4-5
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
N O T E S

with people at different heights?
o Access to stage areas and podiums, etc.
What is the difference between a service animal and a
pet? Where are service animals permitted?
o Service animals are trained to perform specific
tasks on an individual’s behalf. They should not
be disruptive.
Commandment #7.
Listen attentively when talking to people who have difficulty
speaking and wait for them to finish. If necessary, ask short
questions that require short answers, or a nod of the head. Never
pretend to understand; instead repeat what you have understood
and allow the person to respond.

Discuss potential options to facilitate communication
o Speech-to-speech relay available at 711 national
phone #.
o Use of pen and paper or other tools.
o Importance of eye contact and nonverbal
communication.
Commandment #8.
Place your self at eye level when speaking with someone in a
wheelchair or on crutches.

Pair off the group and have one person in each pair
stand up and carry on a conversation with the other
person seated. How does this feel from each person’s
perspective?
o Integrated seating.
o Dispersed seating at cinemas, stadiums and other
venues.
Commandment #9.
Tap a person who is deaf or hard of hearing on the shoulder or
wave your hand to get his or her attention. Look directly at the
person and speak clearly, slowly, and expressively to establish if
the person can read your lips. If so, try to face the light source and
keep hands, cigarettes and food away from your mouth when
speaking. If a person is wearing a hearing aid, don’t assume that
they have the ability to discriminate your speaking voice. Never
shout at a person. Just speak in a normal tone of voice.

Tips to facilitate communication:
o Arrange office seating so a person with a hearing
Etiquette: Communication and Interaction
4-6
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
N O T E S





disability can see who enters the office area.
Discuss personal preferences about being touched and
ways to get the person’s attention.
Explain that speech reading is difficult.
o Example of “island view” and “I love you.”
Discuss:
o Some people with hearing disabilities use hearing
aids only to alert them of danger or loud noises.
o Effective communication under the ADA and
options.
It is important to get a person’s attention before beginning
to speak.
o Assistive listening devices.
Discuss the different types of hearing loss and variety of
accommodations.
Commandment #10.
Relax. Don’t be embarrassed if you happen to use common
expressions such as “See you later” or “Did you hear about this?”
that seem to relate to a person’s disability.
You may wish to tell stories about your personal interactions with
individuals with disabilities. Perhaps some individuals you know
prefer the guidelines explained in the video, and perhaps some do
not.
The purpose of this video is to introduce us to individuals with
different disabilities. The more individuals with disabilities we meet
and the closer we become, the more comfortable we will be. For
some of us, this video might be the first step towards feeling
comfortable around some individuals with disabilities.
Now let's go back and look at the Disability Awareness Activity.
After watching this video, perhaps some of our answers have
changed.
Review Activity with the group, referring to the answer sheet for
discussion points. Answer each question, spending as much or as
little time as necessary.
I’d like to distribute one last handout. Before we leave, please stay
in your seats and take a moment to read it.
If you are short on time, you may skip the following activity and
solely distribute the 10 commandments handout in the 12 point
font. Or, if you conducted Module 3 with the same audience and
Etiquette: Communication and Interaction
4-7
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
N O T E S
already used the 6, 12, 18 point font exercise, it may be best to
skip the following activity and just distribute the handout in the 12
point font.
Distribute handouts in 6 point font. Wait for “grumbles” in the group
and tell the group you have the same material in a larger font. Ask
for a show of hands for those who would like a larger font.
(Distribute 12 point font for those requesting). After distribution, tell
the participants you also have the handout in an even larger font.
Ask for a show of hands for those who would like an even larger
font. Then distribute the handout in 18 point font. You can explain
that 18 point font is typically considered large print.
How many of you found a larger font easier to read? Increasing the
font size is just one simple way to improve your ability to
communicate with an individual with a vision disability.
Both the video and etiquette exercise introduced great guidelines
for communication. Still, it’s important to remember that an
individual with disability is a person first. Just like people without
disabilities, individuals with disabilities have personal preferences
for communication. Always remember that communication is a lifelong learning process!
Etiquette: Communication and Interaction
4-8
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Disability Awareness Activity
People are often uncomfortable interacting with individuals who have disabilities. The discomfort often
stems from limited experience, and can be dispelled with increased knowledge and familiarity. This
activity is designed to provide you with some basic dos and don’ts when encountering someone who has
a disability.
Language:
Listed below are terms commonly used to describe people with disabilities. Match the
unacceptable term listed under the “Instead Of” column with the correct corresponding term in
the “Say” column.
Instead Of…
Say….
A. Handicapped or the disabled
___ Person with a learning disability
B. Mute or dumb
___ Person without a disability
C. Dwarf or midget
___ Person with autism
D. Emotionally disturbed
___ Person with epilepsy
E. Autistic
___ Congenital disability
F. Suffers from, victim of
___ Person with mental retardation
G. Learning disabled
___ Person who uses a wheelchair
H. Normal
___ Person with Down syndrome
I. Birth defect
___ Non-verbal
J. Retarded
___ Person with …
K. Handicapped parking
___ Person of short stature
L. Epileptic
___ Person with a developmental delay
M. Quadriplegic, paraplegic
___ Person with an emotional disability
N. Mongoloid or downs
___ Person with quadriplegia
O. Developmentally delayed
___ People with disabilities
P. Confined to a wheelchair
___ Accessible parking
Etiquette: Communication and Interaction
Module 4 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Personal and Professional Interactions:
1. As you are meeting or being introduced to someone, you notice they have a prosthesis and shake
with their right hand. You should:
___ A.
Withdraw your hand and continue to introduce yourself.
___ B.
Offer your right hand as you would with anyone.
___ C.
Offer your left hand.
2. When meeting someone who is deaf and accompanied by an interpreter, you should:
___ A.
Maintain eye contact with the person who is deaf.
___ B.
Maintain eye contact with the interpreter.
___ C.
Look back and forth between them.
3. You are speaking with someone who is deaf or hard of hearing and they ask you to repeat a
statement. You should:
___ A.
Repeat the statement in a louder voice.
___ B.
Repeat the statement more slowly.
___ C.
Rephrase the statement.
___ D.
Use gestures to act out your statement.
___ E.
Offer to write your statement.
4. You see someone who has a disability and they appear to be struggling. You should ignore them so
as not to embarrass, draw attention, or infringe upon their independence.
___ True
___ False
If your answer was True, move to question 6.
5. If your answer to the last question was false, what would you do in this situation?
___ A.
Watch for a while to determine if they need assistance.
___ B.
Offer to assist the person.
___ C.
Assist the person.
Etiquette: Communication and Interaction
Module 4 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
6. You are conversing with a person who has difficulty speaking. You are only able to understand a few
words and phrases. What should you do?
__ A. Pretend you understand what was said.
__ B. State what you understood and ask the person to repeat the rest of the information.
__ C. Smile and walk away as soon as you can.
7. When conversing with a person who uses a wheelchair, it is preferable to pull up a chair, if available
and convenient, and converse at eye level.
___ True
___ False
Employment Myths and Facts:
8. Review each of the statements below. Write a “T” next to each true statement, and an “F” next to
each one that is false.
___ A.
All people who are blind live in total darkness.
___ B.
People with mental retardation always enjoy jobs with repetitive tasks.
___ C.
People with quadriplegia are totally dependent on others for daily support.
___ D.
All people who are blind can read Braille.
___ E.
People who are deaf make ideal employees in a noisy work environment.
___ F.
People with emotional disabilities cannot work in a stressful environment.
___ G.
The unemployment rate for people with disabilities is equal to that of people without
disabilities.
___ H.
New workplace technologies make it more difficult for people with disabilities to secure
and maintain employment.
___ I.
Accommodating people with disabilities is often cost prohibitive.
___ J.
Employing and managing employees with disabilities requires unique skills.
Compiled by TransCen, Inc. “Disability Awareness Activity.” www.transcen.org.
Etiquette: Communication and Interaction
Module 4 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Disability Awareness Activity – Answers
Language
Instead Of…
Say….
A. Handicapped or the disabled
Person with a disability
B. Mute or dumb
Non-verbal
C. Dwarf or midget
Person of short stature
D. Emotionally disturbed
Person with an emotional disability
E. Autistic
Person with autism
F. Suffers from, victim of
Person has….
G. Learning disabled
Person with a learning disability
H. Normal
Person without a disability
I. Birth defect
Person with a congenital disability
J. Retarded
Person with mental retardation
K. Handicapped parking
Accessible parking
L. Epileptic
Person with epilepsy
M. Quadriplegic, paraplegic
Person with quadriplegia
N. Mongoloid or downs
Person with Down syndrome
O. Developmentally delayed
Person with a developmental delay
P. Confined to a wheelchair
Person who uses a wheelchair
Personal and Professional Interactions
1. Offer your hand as you would anyone. Discussion: The key is to treat people with disabilities as
you would anyone. Remember, however, that each person is an individual and how he or she will
react to a particular situation may differ. For example, in this situation, the person with a disability
may extend his/her prosthesis or may choose not to extend his/her hand at all.
Etiquette: Communication and Interaction
Module 4 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
2. Maintain eye contact with the person who is deaf. Discussion: You are speaking directly to the
person who is deaf; therefore it is appropriate to maintain contact with this person, not with the
interpreter.
3. Discussion: Any, a combination, or all of these answers may be appropriate, depending on the
person and the circumstances. The best recommendation is to use your judgment based on the
individual situation.
4. False. Discussion: The best response in this situation is to offer the person assistance and then
proceed according to his or her response. It is important to remember that each person is an
individual and some people may be grateful for the assistance while other may decline
assistance…as would anyone else.
5. Offer to assist the person. Discussion: See discussion in #4 above.
6. State what you understood and ask the person to repeat the rest of the information. Discussion:
It is always best to be honest and politely tell a person if you are having difficulty understanding
them. Stating what you think you understand is a way to make sure that your understanding really
is correct, then ask them to repeat the parts of the conversation that you did not understand.
7. True. Discussion: If possible, the appropriate response is to pull up a chair and converse with
this person at eye level. It is not appropriate, however, to kneel, bend over the person or lean on
the wheelchair as support. If a chair is not available, maintain a regular stance and continue the
conversation.
Employment Myths and Facts
A. False – Many people who are blind can see some levels of light and/or colors within various fields of
vision.
B. False – People with mental retardation are individuals and vary in ability, as do all individuals.
C. False – Different people with quadriplegia have differing levels of independence.
D. False – Only an estimated 10% of people who are blind read Braille.
E. False – Some people who are deaf have various types and levels of residual hearing, and some may
be bothered by noisy environments, just as some hearing people are. As always, the type of work a
person is suited for will depend on the individual’s preferences.
F. False – This answer will depend on a person’s definition of “stressful environment,” and how different
kinds of stress affect (or don’t affect) an individual.
G. False – The unemployment rate for people with disabilities is far greater than that of people without
disabilities.1
H. False – Technological advances have opened many doors for some individuals with disabilities.
I. False – The majority of accommodations required for the workplace cost under $1,000. Source: Job
Accommodation Network.2
J. False – Managing employees with disabilities requires the same kind of good management skills that
are needed to manage all workers.
Etiquette: Communication and Interaction
Module 4 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
The Ten Commandments of Communicating with People with Disabilities
1.
Speak directly rather than through a companion or sign language interpreter who may be present.
2.
Offer to shake hands when introduced. People with limited hand use or an artificial limb can usually shake hands and offering the left hand is an acceptable
greeting.
3.
Always identify yourself and others who may be with you when meeting someone with a visual disability. When conversing in a group, remember to identify the
person to whom you are speaking. When dining with a friend who has a visual disability, ask if you can describe what is on his or her plate.
4.
If you offer assistance, wait until the offer is accepted. Then listen or ask for instructions.
5.
Treat adults as adults. Address people with disabilities by their first names only when extending that same familiarity to all others. Never patronize people in
wheelchairs by patting them on the head or shoulder.
6.
Do not lean against or hang on someone’s wheelchair. Bear in mind that people with disabilities treat their chairs as extensions of their bodies. And so do people
with guide dogs and help dogs. Never distract a work animal from their job without the owner’s permission.
7.
Listen attentively when talking with people who have difficulty speaking and wait for them to finish. If necessary, ask short questions that require short answers, or
a nod of the head. Never pretend to understand; instead repeat what you have understood and allow the person to respond.
8.
Place yourself at eye level when speaking with someone in a wheelchair or on crutches.
9.
Tap a person who has a hearing disability on the shoulder or wave your hand to get his or her attention. Look directly at the person and speak clearly, slowly, and
expressively to establish if the person can read your lips. If so, try to face the light source and keep hands, cigarettes and food away from your mouth when
speaking. If a person is wearing a hearing aid, don’t assume that they have the ability to discriminate your speaking voice. Never shout to a person. Just speak in a
normal tone of voice.
10.
Relax. Don’t be embarrassed if you happen to use common expressions such as “See you later” or “Did you hear about this?” that seems to relate to a person’s
disability.
The Ten Commandments of Communicating with People with Disabilities
(Copyright 1994, Irene M. Ward & Associates,
4949 Hayden Run Road, Columbus,
OH 43221-5930, 614/889-0888.)
Etiquette: Communication and Interaction
Module 4 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
The Ten Commandments of Communicating with People with Disabilities
1. Speak directly rather than through a companion or sign language interpreter who
may be present.
2. Offer to shake hands when introduced. People with limited hand use or an
artificial limb can usually shake hands and offering the left hand is an acceptable
greeting.
3. Always identify yourself and others who may be with you when meeting someone
with a visual disability. When conversing in a group, remember to identify the
person to whom you are speaking. When dining with a friend who has a visual
disability, ask if you can describe what is on his or her plate.
4. If you offer assistance, wait until the offer is accepted. Then listen or ask for
instructions.
5. Treat adults as adults. Address people with disabilities by their first names only
when extending that same familiarity to all others. Never patronize people in
wheelchairs by patting them on the head or shoulder.
6. Do not lean against or hang on someone’s wheelchair. Bear in mind that people
with disabilities treat their chairs as extensions of their bodies. And so do people
with guide dogs and help dogs. Never distract a work animal from their job
without the owner’s permission.
7. Listen attentively when talking with people who have difficulty speaking and wait
for them to finish. If necessary, ask short questions that require short answers, or
a nod of the head. Never pretend to understand; instead repeat what you have
understood and allow the person to respond.
8. Place yourself at eye level when speaking with someone in a wheelchair or on
crutches.
9. Tap a person who has a hearing disability on the shoulder or wave your hand to
get his or her attention. Look directly at the person and speak clearly, slowly, and
expressively to establish if the person can read your lips. If so, try to face the light
source and keep hands, cigarettes and food away from your mouth when
speaking. If a person is wearing a hearing aid, don’t assume that they have the
ability to discriminate your speaking voice. Never shout to a person. Just speak
in a normal tone of voice.
10. Relax. Don’t be embarrassed if you happen to use common expressions such as
“See you later” or “Did you hear about this?” that seems to relate to a person’s
disability.
The Ten Commandments of Communicating with People with Disabilities
(Copyright 1994, Irene M. Ward & Associates,
4949 Hayden Run Road, Columbus,
OH 43221-5930, 614/889-0888.)
Etiquette: Communication and Interaction
Module 4 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
The Ten Commandments of Communicating with
People with Disabilities
1. Speak directly rather than through a companion or
sign language interpreter who may be present.
2. Offer to shake hands when introduced. People with
limited hand use or an artificial limb can usually
shake hands and offering the left hand is an
acceptable greeting.
3. Always identify yourself and others who may be
with you when meeting someone with a visual
disability. When conversing in a group, remember
to identify the person to whom you are speaking.
When dining with a friend who has a visual
disability, ask if you can describe what is on his or
her plate.
4. If you offer assistance, wait until the offer is
accepted. Then listen or ask for instructions.
5. Treat adults as adults. Address people with
disabilities by their first names only when extending
that same familiarity to all others. Never patronize
people in wheelchairs by patting them on the head
or shoulder.
6. Do not lean against or hang on someone’s
wheelchair. Bear in mind that people with
disabilities treat their chairs as extensions of their
bodies. And so do people with guide dogs and help
dogs. Never distract a work animal from their job
without the owner’s permission.
Etiquette: Communication and Interaction
Module 4 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
7.
Listen attentively when talking with people who
have difficulty speaking and wait for them to finish.
If necessary, ask short questions that require short
answers, or a nod of the head. Never pretend to
understand; instead repeat what you have
understood and allow the person to respond.
8. Place yourself at eye level when speaking with
someone in a wheelchair or on crutches.
9. Tap a person who has a hearing disability on the
shoulder or wave your hand to get his or her
attention. Look directly at the person and speak
clearly, slowly, and expressively to establish if the
person can read your lips. If so, try to face the light
source and keep hands, cigarettes and food away
from your mouth when speaking. If a person is
wearing a hearing aid, don’t assume that they have
the ability to discriminate your speaking voice.
Never shout to a person. Just speak in a normal
tone of voice.
10. Relax. Don’t be embarrassed if you happen to use
common expressions such as “See you later” or
“Did you hear about this?” that seems to relate to a
person’s disability.
The Ten Commandments of Communicating with People with Disabilities
(Copyright 1994, Irene M. Ward & Associates,
4949 Hayden Run Road, Columbus,
OH 43221-5930, 614/889-0888.)
Etiquette: Communication and Interaction
Module 4 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Ten Commandments
of Interacting with People
with Mental Health Disabilities
I. Speak Directly
Use clear, simple communication. Most people, whether or not they have a mental
health disability, appreciate it. If someone is having difficulty processing sounds or
information, as often occurs with people who have psychiatric disorders, you are more
likely to be understood if you use clear, simple communication. Speak directly to the
person; do not speak through a companion or service provider.
II. Offer to Shake Hands When Introduced
Always use the same good manners in interacting with a person who has a psychiatric
disability that you would use in meeting any other person. Shaking hands is a uniformly
acceptable and recognized signal of friendliness in American culture. A lack of simple
courtesy is unacceptable to most people, and tends to make everyone uncomfortable.
III. Make Eye Contact and Be Aware of Body Language
Like others, people with mental illness sense your discomfort. Look people in the eye
when speaking to them. Maintain a relaxed posture.
IV. Listen Attentively
If a person has difficulty speaking, or speaks in a manner that is difficult for you to
understand, listen carefully, then wait for them to finish speaking. If needed, clarify what
they have said. Ask short questions that can be answered by a "yes" or "no" or by
nodding the head. Never pretend to understand. Reflect what you have heard, and let
the person respond.
V. Treat Adults as Adults
Always use common courtesy. Do not assume familiarity by using a person 's first name
or by touching their shoulder or arm, unless you know the person well enough to do so.
Do not patronize, condescend, or threaten. Do not make decisions for the person, or
assume their preferences.
VI. Do Not Give Unsolicited Advice or Assistance
If you offer any kind of assistance, wait until the offer is accepted. Then listen to the
person's response and/or ask for suggestions or instructions. Do not panic, or summon
an ambulance or the police if a person appears to be experiencing a mental health
crisis. Calmly ask the person how you can help.
VII. Do Not Blame the Person
A person who has a mental illness has a complex, bio-medical condition that is
sometimes difficult to control, even with proper treatment. A person who is experiencing
a mental illness cannot "just shape up" or "pull himself up by the bootstraps." It is rude,
insensitive, and ineffective to tell or expect a person to do so.
Etiquette: Communication and Interaction
Module 4 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
VIII. Question the Accuracy of Media Stereotypes of Mental Illness
The movies and the media have sensationalized mental illness. In reality, despite the
overabundance of "psychotic killers" portrayed in movies and television, studies have
shown that people with mental illness are far more likely to be victims of crime than to
victimize others. Most people with mental illness never experience symptoms that
include violent behavior. As within the general public, about 1-5% of all people with
mental illness are exceptionally easily provoked to violence. (National Alliance for the
Mentally Ill, 1990).
IX. Relax!
The most important thing to remember in interacting with people with mental health
disabilities is to BE YOURSELF. Do not be embarrassed if you happen to use common
expressions that seem to relate to a mental health disability, such as "I'm CRAZY about
him" or, "This job is driving me NUTS." If you are afraid you have made a faux pas, ASK
the person how he feels about what you have said. Chances are, you'll get a flippant
remark and a laugh in answer.
X. See the PERSON
Beneath all the symptoms and behaviors someone with a mental illness may exhibit is a
PERSON who has many of the same wants, needs, dreams, and desires as anyone
else. Don't avoid people with mental health disabilities. If you are fearful or
uncomfortable, learn more about mental illness. Kindness, courtesy, and patience
usually smooth interactions with all kinds of people, including people who have a mental
health disability.
Adapted by Mary Lee Stocks, MSW, LISW, from The Ten Commandments of Communicating with People
with Disabilities, originally developed by the National Center for Access Unlimited/Chicago and United
Cerebral Palsy Associations/Washington, DC; and a video and script developed by Irene M. Ward &
Associates/Columbus, Ohio, partially supported through Ohio Developmental Disabilities Planning
Council Grant #92-13(1993).
Available online: www.abilitycenter.org/webtools/links/factsheets/tencommandments-mental.html
Document retrieved April 2005.
Etiquette: Communication and Interaction
Module 4 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module Four Acknowledgements
Quiz
Disability Awareness Activity:
Compiled by TransCen, Inc. “Disability Awareness Activity.” www.transcen.org. Compiled
November 2004.
Video and Handout
The Ten Commandments of Communicating with People with Disabilities (Copyright
1994, Irene M. Ward & Associates, 4949 Hayden Run Road, Columbus, OH
43221-5930, 614/889-0888.)
Handout
Ten Commandments of Interacting with People with Mental Health Disabilities.
Adapted by Mary Lee Stocks, MSW, LISW, from The Ten Commandments of
Communicating with People with Disabilities. (Copyright 1994, Irene M. Ward &
Associates, 4949 Hayden Run Road, Columbus, OH 43221-5930, 614/889-0888.
Available online: www.abilitycenter.org/webtools/links/factsheets/tencommandment
s-mental.html. Document retrieved April 2005.
Etiquette: Communication and Interaction
Module 4 Acknowledgements
Copyright © 2004 by TransCen, Inc.
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N O T E S
Module 5
Best Practices for
Trainers
MODULE GOALS:


To gain confidence by learning innovative training techniques, new
training principles, and addressing concerns about public speaking
To become more effective trainers through practice sessions and a
review of best practices
EQUIPMENT:
 PowerPoint Presentation (or alternate format)
 LCD Projector




Computer / Laptop
Flip Chart
Flip Chart Markers
Masking Tape
MATERIALS:
 Handout: Best Practices Handouts
 Handout: Training Prospect Information Sheet
 Handout: Materials Request Form
 Handout: Trainer’s Feedback Form
 Handout: Evaluation Forms (3)
 Handout: Sample Schedule for Training
 Handout: Training Tips: Ten Commandments of Communicating with
People with Disabilities
 Handout: Example Icebreakers
TIME:
45-60 minutes (time may vary)
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N O T E S
Review module before training and prepare necessary materials.
 Show PowerPoint:
Module 5
Best Practices
for Trainers
Module 5: Best Practices for Trainers
 Show PowerPoint:
Module Goals
• To gain confidence by learning
innovative training techniques,
addressing concerns about public
speaking, and learning new training
principles
• To become more effective trainers
through practice sessions and a review
of best practices
Module Goals:
 To gain confidence by learning innovative training
techniques, addressing concerns about public speaking, and
learning new training principles
 To become more effective trainers through practice sessions
and a review of best practices
This module will recommend best practices in training, provide an
opportunity for participants to discuss concerns about public
speaking, and, if time allows, provide a forum for delivering a
portion of this training for practice and feedback.
Have you ever noticed that your brain starts working the moment
you are born and stops the moment you stand up to give a
speech?
Many people are afraid of public speaking. Some individuals claim
to fear it even more than death.
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N O T E S
 Show PowerPoint :
When you think about
standing in front of a
group of people to
speak, what are some
of your concerns?
When you think about standing in front of a group of people to
speak, what are some of your concerns?
List concerns on a flip chart. If the group is having difficulty
identifying concerns, share some of these examples to get them
started:
 Participants asking questions that I cannot answer
 Participants interrupting my train of thought
 Not enough time for the planned activities
 Participants do not appear to be interested in the subject
material
After listing 1-5 pages of concerns, address each one of in turn.
Begin by turning the question or concern back to the audience. For
example: You are speaking and lose your train of thought. Ask the
audience, “Has this ever happened to anyone here?” “What
did/would you do?”
Let the audience provide some input, then summarize by providing
one or two methods that will alleviate this concern or question, and
then move on to the next concern. Remember, questions and
concerns will differ each time you conduct this module.
Experienced trainers will know most of the responses for the
questions and concerns, and will be able to give examples of how
they handled similar situations (and lived to train again!).
Distribute and review “Best Practices in Training – Tips for
Success” handout. The following discussion and activity will take
you through this handout.
Best Practices for Trainers
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Copyright © 2004 by TransCen, Inc.
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N O T E S
 Show PowerPoint:
Best Practices
• Planning and Preparation
• Opening and Introduction
• During your Training
• Closing Remarks and Evaluation
Best Practices:
 Planning and Preparation
 Opening and Introduction
 During your Training
 Closing Remarks and Evaluation
Planning and Preparation
Each participant should now have a copy of the handout, “Best
Practices in Training – Tips for Success.” Go through and highlight
the most important training tips about the planning process before
discussing needs assessments in greater detail.
One important part of the preparation process that trainers often
overlook is a “needs assessment.” This is a great tool to help you
develop a training.
There are various reasons that you might be called in to conduct a
training. It’s possible that a business wants to maximize their
customer service for people with disabilities. Maybe an employer
wants to understand their responsibilities. Or, sometimes, the
training is a result of a lawsuit. Your audience and their attitudes
will vary based on the reason for the training, so make sure you are
aware of this ahead of time!
As you prepare for your training, get answers to the following
questions!
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N O T E S
 Show PowerPoint:
Conduct a needs
assessment
• Why are you doing this training?
• Why are you doing this training NOW?
• What are the desired goals or
outcomes of the training?
• Is attendance at this training
mandatory?
Conduct a needs assessment:
 Why are you doing this training?
 Why are you doing this training NOW?
 What are the desired goals or outcomes of the training?
 Is attendance at this training mandatory?
 Show PowerPoint:
Don’t forget to ask…
• Substantive Questions
– What topic needs to be covered?
– Will there be time for a question and answer
period?
– How many people will make up my audience?
– What is the mix of people in the room?
Businesses? People with disabilities?
Employers?
Don’t forget to ask:
 Substantive Questions
– What topic needs to be covered?
– Will there be time for a question and answer period?
– How many people will make up my audience?
– What is the mix of people in the room? Businesses?
People with disabilities? Employers?
 Show PowerPoint:
Don’t forget to ask…
• Logistical Questions
– Who will be providing the equipment?
– How do I access the site?
– Is there parking?
– Do I have to pay for parking?
– Will you feed me?
– How should I dress?
Best Practices for Trainers
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Copyright © 2004 by TransCen, Inc.
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N O T E S
Don’t forget to ask:
 Logistical Questions
– Who will be providing the equipment?
– How do I access the site?
– Is there parking?
– Do I have to pay for parking?
– Will you feed me?
– How should I dress?
Activity: Planning Process
The purpose of the following activity is to have participants practice
asking questions necessary to complete a needs assessment.
Before the workshop, think about what type of training you will
pretend to request, its purpose, the audience make up, and its
logistics.
It’s time to role play – let’s pretend that I would like to schedule a
training for my business. You are the potential trainer and need to
conduct a needs assessment. You can ask me any question to
ensure that you have all of the information necessary to organize
this training.
Participants should now start to ask you questions and plan this
training. Make sure to mention any important questions that they
omit and explain what would happen if they forgot to ask that
question during a real needs assessment. For example, if I don’t
know how many participants are in the audience, I will not have
enough handouts. If I don’t ask if lunch is included, I might be
hungry during the training.
Great job! It is always helpful to have a “Training Prospect
Information Sheet” while discussing a prospective training. We
have one example of this type of information sheet, along with a
sample of a “Materials Request Form.” Feel free to use these forms
as you conduct a needs assessment.
At this time, you can distribute the example forms or tell the
participants where they are in the Manual.
Opening and Introduction
Most trainers do not immediately delve into their training’s content
when starting a training. By opening with an icebreaker and
housekeeping information, participants more comfortably transition
Best Practices for Trainers
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Copyright © 2004 by TransCen, Inc.
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N O T E S
into a training.
Providing housekeeping information answers logistical questions
typically on participants’ minds. Sharing information like where the
bathrooms are located, what time lunch will be served, even what
will be served for lunch are simple but important details to share
with your audience.
What are icebreakers? Why do we have them?
Elicit responses from audience
Exactly. Icebreakers are structured activities that are usually
unrelated to the training material. Icebreakers are one great way to
open a training because they create a positive group atmosphere.
They help audience members relax, energize and motivate them to
participate through the training. Depending on the type of training,
icebreakers can help participants think outside the box and
encourage them to get to know one another.
It is important to know who is in your audience when selecting an
appropriate icebreaker. Some icebreakers are inaccessible for
individuals with disabilities. For example, icebreakers based solely
on reading are inaccessible for individuals who are blind. It is
important to use an icebreaker that will be accessible for all
participants.
Examples of icebreakers are included in your manual. You may
choose to distribute the examples at this time. If you do, you can
then ask the audience if they have other example icebreakers to
share with the group.
You can highlight any other best practices about opening a training
here.
Best Practices for Trainers
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Copyright © 2004 by TransCen, Inc.
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N O T E S
During the presentation
 Show PowerPoint:
…and what about DURING
your presentation?
• Audience members…come in many “shapes
and sizes”
• PowerPoint presentations (or alternate
format)
• Using a Flip Chart
• Model disability etiquette
… and what about DURING your presentation?
 Audience members…come in many “shapes and sizes”
 PowerPoint presentations (or alternate format)
 Using a Flip Chart
 Model disability etiquette
This is a good time to discuss best practices for conducting the
presentation, specifically handling participant questions. It is also
an appropriate time to discuss the various types of audience
members (information can be found in the handout section).
Make sure to review disability etiquette and audio visual training
information.
Activity: Trainer Problem-Solving
Now that we are all becoming expert trainers, let’s put what we
have learned into practice.
Divide the audience into four small groups. Give each group a
scenario (below) and have them brainstorm solutions.
A. You have been invited to speak to a group of 50 high school
students about the Americans with Disabilities Act. Midway through
the presentation, a participant starts to argue with you and
continues to interrupt. How do you handle this?
Possible solution: Take a short break to speak with the person, or
tell the person that you need to move on, but offer to discuss the
person’s concerns at the next break.
Best Practices for Trainers
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N O T E S
B. You have been invited to address an employer group about
concerns related to employing people with disabilities. Do you have
any questions or concerns?
Possible Solution: Be prepared with information and resources.
Anticipate that the group will have questions about insurance
implications of hiring a person with a disability, tax credits, and
comfort level.
C. You are standing in front of a group – and midway through your
presentation on hidden disabilities, you lose your train of thought.
What do you do?
Possible Solution: Wait and try to find the thought. Make a joke
about it if you like. Be honest and communicate what is happening
with the group and move on.
D. You are presenting “Typecasting: Understanding Disability” and
you notice that there are many audience members with disabilities.
Any questions or concerns?
Possible Solution: Ask if anyone from the audience would like to
share their experiences or ideas, but do not draw attention to a
specific individual.
Bring the small groups back together and ask a representative of
each group to present the scenario and their solutions. Give other
participants a chance to provide feedback or suggest alternative
solutions.
If this is not a two-day workshop, skip ahead to section about
Evaluation and Closing Comments.
Participant Homework - (2-Day Workshop)
If you are conducting a 2-day “Train the Trainer” session, it is
advisable to have participants prepare a 5-10 minute “presentation”
from the manual to present to the group on Day 2.
Your homework assignment for tomorrow is to prepare a 5-10
minute presentation from this manual.
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N O T E S
 Show PowerPoint:
Homework
• Prepare a 10 minute presentation from
the manual
• Any topic from the manual
• Include a brief introduction,
presentation of topic, and a closing
• Prepare to provide and receive
feedback from peers
Homework:
 Prepare a 10 minute presentation from the manual
 Any topic from the manual
 Include a brief introduction, presentation of topic, and a
closing
 Prepare to provide and receive feedback from peers
Because this is a “Train the Trainer” session, we not only want to
provide you with the training materials and subsequent tips, but
also with an opportunity to actually stand before a group and
practice. Please pick a topic from the manual – the choice is yours.
Your presentation should include a brief introduction, presentation
of the topic, and a closing. This homework will provide you the
opportunity to review and use your manual. It will allow you to
practice, as well as obtain feedback from your peers.
Depending on your training site, you may or may not be able to
offer participants the use of audio visual equipment.
Tomorrow, you will be divided into smaller groups for your
presentations. After your presentation, you will receive immediate
feedback from your group members.
Pick a particular aspect of your presentation style that you want to
improve (e.g. voice projection, eliminating “uh”, handling a small
group activity). This is a great opportunity to get peer feedback.
On Day 2, divide your audience into smaller groups, preferably 510 per group. If possible, include both experienced and
inexperienced trainers in each group.
It is preferable to provide separate rooms for each group, in order
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N O T E S
to limit disruption. If this is not feasible, provide as much separation
as possible.
Each member will present to the group. After each presentation,
the group members will provide immediate feedback/critique.
Provide groups with enough Trainer’s Feedback Forms to evaluate
the presentation of each group member.
Explain that on the feedback form there are three lines for
“positives” and only one line for “in the future, you may wish to
consider.”
Ask each person to tell the group a particular aspect of their
presentation style on which they would like feedback. This will help
the group focus its attention on specific areas that the participant is
ready to address. When the “trainer” has finished presenting, give
him or her the first opportunity to do a self-critique to open up areas
for discussion. Then, as a role-model, you may want to provide a
comment as a way to demonstrate how the feedback should be
provided, with a focus on the positive and support for the areas
needing improvement. You may prefer to have the group provide
their written comments to the presenter as well as their verbal
comments so the person can look them over later.
During the presentations, the trainer should mingle within each
group.
After the small group presentations, gather the group back together
as a whole.
How was this exercise beneficial? What did you learn about your
own presentation style? Did it generate any other
questions/concerns about the manual and/or public speaking?
Address these questions/concerns as time allows.
Evaluation and Closing Comments
It is important to use this section, even if this is not a two-day
training.
Pass out all three evaluation forms.
Evaluation is a very important part of the training, but is usually
conducted in a hurried fashion as participants rush out the door. To
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N O T E S
prevent that from happening, sufficient time must be scheduled for
the evaluation process. Explanation is needed to ensure that the
evaluation forms are completed accurately and that the information
collected is of value.
Evaluation forms may serve a variety of purposes and for this
reason they should be customized for the specific training activity.
The first evaluation example shows a breakdown of each module
and requests specific information about knowledge of the subject
matter. This evaluation form is from a training session that was
conducted for the first time and the presenters wanted very specific
feedback about how to improve the modules.
The second evaluation is more general. It can be used for a variety
of types of workshops where the focus is more on the overall
quality of the program, than on specific learning objectives.
The third evaluation form is more extensive, asks many more
questions, and requires participants to rate their level of
understanding of specific information before and after the seminar.
As more and more agencies move towards an outcome based
evaluation approach this type of format is often needed. Many
grant programs also require this level of evaluation detail.
Along with evaluations, closing comments provide a wrap-up for
the day’s activities. The trainer may take a few moments to
summarize some of the learning from the day or ask participants to
share one thing they learned. It is important to end on a high note.
The trainer may also share ways in which they have learned from
the group or share a story that incorporates ideas from the training,
in order to leave the participants with a positive picture.
It is also helpful to stay after the session to speak with any
participants that might have had questions or comments that they
did not wish to share in front of the group. Make sure that you stick
to your time schedule, and if possible, end a couple of minutes
early. This will ensure that participants pay attention until the end
and are not worried about sitting in traffic.
You may wish to share any additional best practices tips about
closing a training at this time.
Remember—evaluation is an important part of the training. Always
leave sufficient time for participants to complete the evaluation
form. To guarantee that evaluation forms will be completed, the
trainer may stand by the door and collect them as participants
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leave the room. The trainer may also wish to reward each
participant with a small give-away type prize as evaluations are
collected.
 Show PowerPoint:
This PowerPoint slide is a graphic of a certificate with a red ribbon.
Remember, if you are conducting this Module as a “Train the
Trainer,” plan time to distribute your own evaluation. You can
modify any of the three included evaluations to meet your needs.
Of course, it is only appropriate for me to lead by example. Please
do not leave without completing my evaluation form. You may
exchange a completed form for a goodie in the back. Thank you!
Best Practices for Trainers
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Best Practices in Training – Tips for Success
TRAINING TIPS
PLANNING





Ask questions!!
Determine the motivation behind the training. There are various reasons that you
might be called in to conduct a training. It is possible that a business wants to
maximize their customer service for people with disabilities. Maybe an employer
wants to understand their responsibilities. Or, sometimes, the training is a result of a
lawsuit. Your audience and their attitudes will vary based on the reason for the
training, so make sure you are aware of this ahead of time!
Ask questions to help develop your training’s content: What topics need to be
covered? Will there be time for a question and answer period? How many people will
make up my audience? What is the mix of people in the room? Businesses? People
with disabilities? Employers?
Be sure to ask the following logistical questions so your training day runs smoothly:
Who will be providing the equipment? How do I access the site? Is there parking?
Do I have to pay for parking? Will you feed me? How should I dress?
Find out ahead of time if accommodations are needed for individuals with
disabilities. To accommodate individuals with learning disabilities and vision
impairments when using presentation slides, be sure to explain what is on the slide.
Highlight points and convey enough information to describe pictures to someone
who has no vision. Also, provide information in several types of alternative formats
(tapes, Braille, diskette) if needed for participants with disabilities. Watch for
inadequate lighting, which inhibits communication by persons who have hearing and
learning limitations.
APPEARANCE



The better you look the more comfortable you will feel.
Be careful with your dress. Anything too wild will distract from your presentation.
Avoid perfumes and scented lotions. Many audience members may experience
discomfort or hypersensitivity to fragrances.
ON THE DAY OF THE TRAINING






Expect to be nervous. Accept being nervous.
Arrive early, get used to the surroundings, and prepare the room.
Make sure all of your audiovisual equipment is functioning and ready to go.
Remember an audience rarely notices your anxiety.
Get to know your audience - what is their experience with disability?
Is this a voluntary or mandatory training (do the people want to be there?)
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Module 5 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]

The success with your presentation all depends on the relationship you establish
with the audience from the beginning. If they like you, they will like your presentation
and vice versa.
Opening Introductions
YOU MAY:
 Say something dramatic or news worthy
 Give a startling fact or statistic
 Compliment your audience
 Share a personal story or human-interest story
 Ask a rhetorical or challenging question
 Give historical background
 Cite a familiar quote
 Refer to the site, building, city of training
 Tell a joke (only if you can!!!)
HELPFUL HINT

If asked to send a bio or information for your introduction, offer to write your own
introduction. This way you will be sure the audience knows what you want them to
know about you.
DURING PRESENTATION














Remember that you are the subject matter expert and everyone in the room sees
you as such.
Maintain eye contact with group (don't face the screen).
Guide the group to where you want them to go.
Continually read your audience – do they understand what you are talking about?
Do they need a break, or even an end to the session? (If you see people stirring or
not being attentive, offer a break, even if it is not scheduled).
If you... are boring and uncomfortable, your audience … will be bored and
uncomfortable.
If you enjoy your presentation, your audience will enjoy your presentation.
Be very familiar with your objectives and keep in mind what you want your audience
to learn.
Ask open-ended questions, not yes or no questions.
After you ask a question, count to three. If there is no response, give a hint, if still no
response, give answer.
Provide participants with a name tag and/or table tent for their name.
Use people's names - it makes people feel comfortable.
Demonstrate friendliness towards your audience, laugh or smile at their jokes (even
if they are not funny).
Use proximity control, walk around the room, if two people are talking, go stand by
them (they will stop quickly).
Manage your time well. If you are running late, you may have to decide whether it’s
more important to cover all the material or address the audience's questions.
Best Practices for Trainers
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Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]


Never tell your audience you are behind schedule or that you are moving ahead and
skipping portions of your training. (This may make the audience resentful that they
are missing much needed information.) If you move ahead or skip portions of your
training, no one will know.
Keep things moving, nothing is deadlier than a dragged-out presentation.
Remember: you cannot expect to cover everything about a particular topic.
Handling Questions
 Repeat audience questions if necessary to ensure that all audience members have
heard the question.
 During question and answer sessions, remember, you are in control.
 Always stay calm and reasonable. Never get into an argument or shouting match.
 Listen to each question without reaction.
 Take questions from the whole audience.
 Treat each question equally.
 Repeat positive questions.
 If a participant makes a negative comment, consider ways to address it positively.
 Answer questioner by first looking at him/her, then the whole audience.
 Respond simply and directly (Example: Don't tell someone how to build a clock if
they have only asked "what time is it?").
 Don't announce, "This is the last question." What if it is negative? When you want to
conclude, simply don't ask for more questions.
 If you don't know the answer, say so, promise to get it–and follow up.
Closing Remarks
 This may be the only thing the audience remembers.
 Challenge, call to action.
 Make a stirring statement.
 Predict the future.
 Give a quotation.
 Share a personal story or anecdote.
 Make a declaration.
 Refer to or repeat parts of the opening introduction.
 Offer a piece of advice.
AUDIENCE MEMBER TYPES
The informal leader is the person in the group who people automatically look to – a
powerful person, not an enemy. It is important to establish a relationship here; and
acknowledge their power.
The eternal pessimist sees everything from a negative perspective. Don't ignore the
detractor, take the negative comments and turn them into positive questions. If they
become too obnoxious, the group will usually gang up on them.
The big shot, know-it-all will announce at the beginning that they have as much or more
expertise than you do. Realize they are scared or uncomfortable; they feel that they are
Best Practices for Trainers
Module 5 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
above your training. Fall all over them and make them feel special. ("I'm so happy you
are in this workshop.") Wait until the first break and ask the person to "go along with you
during your exercises." Also ask him/her to write down ways you can improve your
presentation - then ask them to share their ideas with you after the presentation. This
should keep them quiet during your presentation.
The introvert - don't try to pull out the introvert.
The talker is the most dangerous person during a presentation. S/he will try to take over
your workshop, will dominate the conversation, and won't allow you to move along with
your agenda. If they make a comment that you do not want to deal with at that time
state: "I will get back to that comment." If they want you to deal with it then, you must do
so. If you deal directly with the chatterbox and they continue to argue with you, you
have the rest of the group on your side. If they are still not satisfied with your response,
ask them to wait until the next break and talk to them then.
Best Practices for Trainers
Module 5 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
ADDITIONAL TIPS FOR TRAINING SUCCESS:
Overhead Transparencies/PowerPoint
1. Use active words and short phrases (rather than sentences that go on for several
lines)
2. Read everything on the screen, and highlight key points.
3. Focus a single idea on one visual.
4. Generally follow the 4 by 6 rule: Try to use a maximum of 4 lines per transparency
and up to 6 words on a line.
5. Use both upper and lower case letters except for headings when you may want to
use upper case only.
6. Use at least 18 point type.
7. Apply the 6 foot rule: If it can be read from 6’ away, then it can be used.
8. Use bullets, not numbers for non-sequential items.
9. Use, but do not overuse, color. Blue and yellow make good contrast.
10. Always make your overheads or PowerPoint presentation part of your hand-out
packet.
Using a flip chart – Flipping with flair
Make sure your chart is readable / legible. Letters should be at least 1 ½ inches high
and you should leave 2 inches between lines. Use as few words as possible and center
your message.
Brighten visual appeal. Underline and box key words. Use color, graphic designs and
geometric shapes.
Use flip charts to record information. For example, during a brainstorming session,
quickly write key words that reflect contributors’ ideas. Use different colored markers to
alternate ideas. Hang flip chart pages around the room.
Be careful about using strongly scented markers. Some audience members may
experience discomfort or hypersensitivity to smells.
Best Practices for Trainers
Module 5 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
TRAINING PROSPECT INFORMATION SHEET
Date _________________________ Trainer _________________________________________
Contact Information
Name ______________________________ Company _________________________________
Telephone __________________________ E-mail_____________________________________
Address ______________________________________________________________________
City _____________________________________ State _______ Zip _____________________
Billing address, if different _______________________________________________________
How did you hear about us? _______________________________________________________
Training Information
Sponsoring organization _________________________________________________________
Date(s) of training _________________________ Length/Time _________________________
Topics to be covered ____________________________________________________________
Why do you want / need this training? ______________________________________________
What is your desired goal / outcome for this training? __________________________________
What is the makeup of the audience (Businesses? People with disabilities?) ________________
Is attendance in this training mandatory? __________________ Audience size ______________
Location ________________________________ Directions _____________________________
Materials (Can use materials request form) ___________________________________________
Alternate formats? Braille_____ LP _____ Disk_____ Tape_____ Other___________________
Bring? ___________ Mail? (write address below) __________ Date Needed ________________
If mailed, address _______________________________________________________________
Audio visual: TV/VCR ____ Laptop ____ LCD Projector ____ Bring? ____ Provided? _____
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[Ver. 10/05]
MATERIALS REQUEST FORM
Materials Needed by: _____________________________________________________
Date of Activity: _________________________________________________________
Name of Group: _________________________________________________________
Location: _______________________________________________________________
Trainer/Presenter: _______________________________________________________
Publication
Name/Number
Number of Copies
Requested
Number of Copies
Returned
Number of
Copies Used
Other instructions (if requesting more items, use a second request form:)
______________________________________________________________
______________________________________________________________
Trainer/Presenter: Remember alternate formats, evaluation forms, sign-in/mailing
list forms, regional/national rolodex cards, regional/national brochures,
publications lists, newsletters, quiz book exercises, CDs, videos/DVDs,
business cards, samples, displays, flip charts, and giveaways.
** Remember alternate formats **
Best Practices for Trainers
Module 5 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
TRAINER’S FEEDBACK FORM
TRAINER’S NAME / TOPIC:
POSITIVES
IN THE FUTURE, YOU MAY WISH TO
CONSIDER:
 ____________________

____________________
 ____________________
 ____________________
TRAINER’S FEEDBACK FORM
TRAINER’S NAME / TOPIC:
POSITIVES
IN THE FUTURE, YOU MAY WISH TO
CONSIDER:
 ____________________

____________________
 ____________________
 ____________________
Best Practices for Trainers
Module 5 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Workforce Discovery: Diversity and Disability (Evaluation Form #1)
Feedback and Evaluation Form
Help us to make this training better! Please give us your comments/ideas.
The training was divided into six modules, please rate each one.
SCALE: 4 = Substantial
3 = Moderate
2 = Limited
1 = None
Module 1: Typecasting: Understanding Disability
Did your knowledge of the subject increase as a result of participation in this
activity?
4
3
2
1
List strengths:
List weaknesses:
Module 2: Legal Implications: An Overview of the ADA
Did your knowledge of the subject increase as a result of participation in this
activity?
4
3
2
1
List strengths:
List weaknesses:
Module 3: Reasonable Accommodation
Did your knowledge of the subject increase as a result of participation in this
activity?
4
3
2
1
List strengths:
List weaknesses:
Turn over please………………………………………………………..
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[Ver. 10/05]
SCALE: 4 = Substantial
3 = Moderate
2 = Limited
1 = None
Module 4: Etiquette: Communication and Interaction
Did your knowledge of the subject increase as a result of participation in this
activity?
4
3
2
1
List strengths:
List weaknesses:
Module 5: Best Practices for Trainers
Did your knowledge of the subject increase as a result of participation in this
activity?
4
3
2
1
List strengths:
List weaknesses:
Other Comments:
Thank you for your time and assistance!
Best Practices for Trainers
Module 5 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
SAMPLE EVALUATION FORM
Feedback and Evaluation Form (Evaluation Form #2)
Please take a few minutes to give us your feedback. Your comments are
anonymous, confidential, and greatly appreciated. Thanks!
Participant information:
Please put a check mark next to your role as a participant in the training activity:
(Check all that apply)
__ Business Owner
__Employer
__Service Provider/Advocate
__Person with a Disability
__ Other, please specify____________________
Please circle your responses:
None
Limited
Amount
Moderate Substantial
Amount
Amount
1. Did your knowledge of the subject increase as a result of participation in
this activity?
1
2
3
4
2. To what extent will you be able to apply this information?
1
2
3
4
Poor Fair Good Excellent
3. The overall quality of the program.
1
2
3
4
4. Knowledge/ability of the facilitator.
1
2
3
4
5. The strengths of the program were:
6. The weaknesses of the program were:
7. Other comments and suggestions:
Best Practices for Trainers
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[Ver. 10/05]
Reasonable Accommodation Training Survey
(Evaluation Form #3)
The <insert name> Center is seeking the following information as part of our on-going evaluation of the
effectiveness of the program we provide. This information will be utilized as part of the reporting
requirements to our funding agency (US Department of Education, National Institute on Disability
Rehabilitation and Research). Please assist us by completing this survey. All responses are confidential.
1. How would you describe your role at the training seminar? (circle one)
a. Private employer
b. Public employer
c. Other (please specify) ______________________
Section 1. Note that a rating of 1 is “strongly disagree” and 6 is “strongly agree”
Rate your level of agreement with these statements as a result of this training.
Strongly
Disagree
Disagree
Disagree a
Little
Agree a
Little
Agree
Strongly
Agree
The meeting rooms were
professional and comfortable
1
2
3
4
5
6
The presentation was
accessible to me
1
2
3
4
5
6
The pacing of the training was
appropriate
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
Statement:
1.
2.
3.
4.
5.
6.
7.
8.
9.
The presenters stimulated the
interest and involvement of
participants
The goals for the training were
well presented
The content of the training
was relevant to my situation or
interests
The training increased my
understanding of the ADA and
employment issues
I plan to review Reasonable
Accommodations policies and
practices for compliance
I plan to modify or enhance
Reasonable Accommodations
practices
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[Ver. 10/05]
Section 2. Note that a rating of 1 is “None” and 5 is “Very high”
In the 1st column, rate your level of understanding BEFORE the training. In the 2 nd column, rate your
understanding to show any improvement AFTER the training.
My Level of Understanding
TOPIC:
BEFORE the Seminar
None
1. The topic of Reasonable
Accommodations
2. How to determine the purpose
and essential functions of a
particular job
3. How to identify abilities and
limitations, barriers, and
appropriate accommodations
4. The definition of disability
5. The definition of reasonable
accommodation
6. The definition of undue
hardship
7. The definition of direct threat
8. Responsibilities of employer
and employee in the reasonable
accommodations process
9. Responsibility of the
employer to ensure that the
choice of a reasonable
accommodation is effective.
Very
Low
Moderate
High
AFTER the Seminar
Very
High
None
Very
Low
Moderate
High
Very
High
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Section 3.
1. How would you rate your overall satisfaction with the training seminar? (Circle one)
a. Very Satisfied
b. Satisfied
c. Somewhat Satisfied
d. Dissatisfied
e. Very Dissatisfied
2. Do you have any other comments on the training? Please write them here or on back of
this page:
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Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Workforce Discovery: Diversity and Disability in the Workplace
Train-the-Trainer Workshop
SAMPLE SCHEDULE
DAY ONE –
9:30 a.m. –
9:00 a.m. –
9:30 a.m. –
9:40 a.m. –
10:10 a.m. –
10:30 a.m. –
11:30 a.m. –
4:00 p.m.
9:30 a.m.
9:40 a.m.
10:10 a.m.
10:30 a.m.
11:30 a.m.
12:00 p.m.
12:00 p.m. – 1:00 p.m.
1:00 p.m. – 2:00 p.m.
2:00 p.m. –
2:15 p.m. –
2:30 p.m. –
3:45 p.m. –
2:15 p.m.
2:30 p.m.
3:45 p.m.
4:00 p.m.
DAY TWO –
9:30 a.m. – 4:00 p.m.
9:00 a.m. – 9:30 a.m.
9:30 a.m. – 9:40 a.m.
9:40 a.m. – 10:45 a.m.
10:45 a.m. – 11:00 a.m.
11:00 a.m. – 12:00 p.m.
12:00 p.m. – 1:00 p.m.
1:00 p.m. – 2:30 p.m.
2:30 p.m. – 2:45 p.m.
2:45 p.m. – 3:30 p.m.
3:30 p.m. – 4:00 p.m.
Continental Breakfast
Review Agenda and Housekeeping Items
Introduction - Ice Breaker Activity
The Purpose of Ice Breakers Discussion (Module 5)
Module 1: Typecasting
Small Group Discussions on Adapting Module 1 for
Individual Needs
Lunch Break
Module 2: Legal Implications – An Overview of the
ADA
Supplemental ADA Materials and Resources
Break
Module 3: Reasonable Accommodation
Review and Questions
–Homework Assignment
–Evaluation Form for Day One
Continental Breakfast
Check-In Activity
Module 4: Etiquette: Communication and Interaction
Break
More ADA Materials and Resources
Lunch Break
Presentations and Feedback Activity
Break
Best Practices (Module 5)
Evaluation and Closing Comments
–Evaluation Form for Day Two
Thought for the day:
“You must do the very thing you think you cannot do” ~Eleanor Roosevelt
Best Practices for Trainers
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Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
TRAINER’S TIPS:
Ten Commandments of Communicating with People with Disabilities
The following are possible discussion questions for each of the ten commandments.
Instead of using every question, you should pick and choose based on the needs of
your audience. You can supplement the conversation with the additional topics listed
below each commandment, as long as you are knowledgeable.
Commandment #1.
Speak directly to the individual rather than through a companion or sign language
interpreter who may be present.



Has anyone used a sign language interpreter to interact with an individual
who is deaf? What was the experience like?
Has anyone used message relay to communicate?
o 711 national number and service
What other accommodations might a person who is deaf or hard of hearing
need?
o A sign language interpreter
o Assistive listening devices
o TTY and TTY pay phones
o Captioning of videos or other audible info
o Access to voicemail phone system
o Written information
o Different types of communication used by people with hearing
disabilities including sign language, speech reading, cued speech,
writing, and typing.
Commandment #2.
Offer to shake hands when introduced. People with limited hand use or an artificial limb
can usually shake hands and offering the left hand is an acceptable greeting.



Practice shaking hands with group not using primary hand. Discuss this
experience if appropriate.
What other accommodations might someone with limited mobility need?
o Computer assistive technology
What are other appropriate greetings?
Commandment #3.
Always identify yourself and others who may be with you when meeting someone who
is blind or has low-vision. When conversing in a group, remember to identify the person
to whom you are speaking. When dining with a friend who has a visual disability, ask if
you can describe what is on his or her plate.

Have group pair off and practice this tip. How does it feel to be so conscious
of yourself and your words?
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Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]



How are activities advertised and information disseminated to ensure that
persons with vision disabilities have access to this information?
o Web site accessibility and assistive technology issues.
o The use of Braille, CDs, large print, diskettes and electronic methods.
Please note that many people who are blind prefer to feel the food on their
plate rather than asking for a description.
Share personal experiences if appropriate.
Commandment #4.
If you offer assistance, wait until the offer is accepted. Then listen or ask for
instructions.


What type of assistance are you comfortable providing? What type of
assistance might a person request?
Have you ever had assistance forced on you? How did that make you feel?
Commandment #5.
Treat adults as adults. Address people with disabilities by their first names only when
extending that same familiarity to all others. Never patronize people in wheelchairs by
patting them on the head or shoulder.





Discuss language and people first terminology.
How do we treat older persons? Is it similar?
How would you respond to the woman of short stature? Would you think she
would need an accommodation? Other ideas.
What are ways to offer assistance?
Who feels comfortable having a door opened for you? See the variety of
responses. The same differences in the disability community.
Commandment #6.
Do not lean against or hang on someone’s wheelchair. Bear in mind that people with
disabilities treat their chairs as extensions of their bodies. And so do people with guide
dogs and service animals. Never distract a work animal from their job without the
owner’s permission.


When might it be helpful to make additional seating available to provide
opportunities to interact comfortably with people at different heights?
o Access to stage areas and podiums, etc.
What is the difference between a service animal and a pet? Where are
service animals permitted?
o Service animals are trained to perform specific tasks on an individual’s
behalf. They should not be disruptive.
Commandment #7.
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[Ver. 10/05]
Listen attentively when talking to people who have difficulty speaking and wait for them
to finish. If necessary, ask short questions that require short answers, or a nod of the
head. Never pretend to understand; instead repeat what you have understood and
allow the person to respond.

Discuss potential options to facilitate communication
o Speech-to-speech relay available at 711 national phone number.
o Use of pen and paper or other tools.
o Importance of eye contact and nonverbal communication.
Commandment #8.
Place your self at eye level when speaking with someone in a wheelchair or on
crutches.

Pair off the group and have one person in each pair stand up and carry on a
conversation with the other person seated. How does this feel from each
person’s perspective?
o Integrated seating.
o Dispersed seating at cinemas, stadiums and other venues.
Commandment #9.
Tap a person who is deaf or hard of hearing on the shoulder or wave your hand to get
his or her attention. Look directly at the person and speak clearly, slowly, and
expressively to establish if the person can read your lips. If so, try to face the light
source and keep hands, cigarettes and food away from your mouth when speaking. If a
person is wearing a hearing aid, don’t assume that they have the ability to discriminate
your speaking voice. Never shout at a person. Just speak in a normal tone of voice.






Tips to facilitate communication:
o Arrange office seating so a person with a hearing disability can see
who enters the office area.
Discuss personal preferences about being touched and ways to get the
person’s attention.
Explain that speech reading is difficult.
o Example of “island view” and “I love you.”
Discuss:
o Some people with hearing disabilities use hearing aids only to alert
them of danger or loud noises.
o Effective communication under the ADA and options.
It is important to get a person’s attention before beginning to speak.
o Assistive listening devices.
Discuss the different types of hearing loss and variety of accommodations.
Commandment #10.
Relax. Don’t be embarrassed if you happen to use common expressions such as “See
you later” or “Did you hear about this?” that seem to relate to a person’s disability.
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[Ver. 10/05]
You may wish to tell stories about your personal interactions with individuals with
disabilities. Perhaps some individuals you know prefer the guidelines explained in the
video, and perhaps some do not.
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Module 5 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
EXAMPLE ICEBREAKERS
Icebreaker
Move around the room and practice introducing yourself, making eye contact, and
shaking hands with each person you encounter. Without mentioning your profession or
education, find one thing you both have in common and one thing you do not. You
cannot use the same characteristic more than once.
Scavenger Hunt
The Scavenger Hunt in this case is a hunt for information. Find the person
who meets the criteria.
For example:
1. Find a person that traveled here from West Virginia. ______________
2. Find a person who knows sign language._______________________
3. Find a person who is wearing the same color shoes that you are
wearing._________________________________________
4. Find a person who went to college in Maryland._________________
5. Find a person who has a pet monkey.________________________
6. Find a person who was born in the south._____________________
7. Find a person who has visited China.________________________
8. Find a person who loves to garden.__________________________
It is helpful to know your audience and plan the topics around areas that they represent
and that are not controversial or too personal. Design the form so that people can sign
when they match so that each person can sign only once.
Famous people/cities
As each participant arrives, tape a 3 x 5 index card on their back with the name of a
famous person or city. They must circulate in the room and ask questions that can
ONLY be answered with a YES or NO to identify clues that will help them find out the
name of the person or city on their index card.
Ex: Paris, Madonna, Santa Claus, John Wayne, Casablanca
Comic Strip Chaos
Each participant takes a turn at picking a comic frame out of the large container. After
the entire group has each chosen one, the participants begin to search for others with
the same comic strip sequence. After the participants have found everyone in their
group, they must arrange themselves so that the sequence of frames are in
chronological order to form the comic strip correctly. Upon completion of sequence, the
newly formed group sits down together.
This is a great exercise to break large group into smaller groups.
Best Practices for Trainers
Module 5 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Alphabetic Introductions
Each participant is asked to choose a letter of the alphabet. Duplicate letters are
permitted. They are then given five minutes in which to describe themselves using
single words beginning only with that letter. You could award a small prize for the
person with the most number of words.
A further optional stage is to ask participants to write down their chosen words on a
sheet of paper with their name at the top and display it on the wall for the duration of the
event. Others could be asked later on in the event as to whether the words accurately
describe the individual.
Non-verbal Introductions
Divide the group into pairs. Taking turns, each member of the pair should communicate
to their partner as much about themselves as they can without speaking or writing
(drawing pictures is allowed). For example they might point to a wedding ring or draw a
picture of their house. To make the exercise slightly easier, and to keep the group to
time, the facilitator could call out the topics and when to changeover.
Finish the exercise by having everyone introduce their partner (verbally). Also allow the
partner to make corrections and fill in missing details.
Leave Your Baggage at the Door
Make a flip chart sheet so that, when folded, it resembles a suitcase. Distribute paper
cutouts in the shape of clothing, workfiles, etc. and explain that they represent baggage.
Explain that you understand outside distractions, but today you are asking them to
“leave your baggage at the door.”
You can demonstrate with your own contribution (ex: “I’m behind on my performance
reviews.”) Then tape your note to the “suitcase” flip chart sheet. Invite participants to
take their own notes to the suitcase – as participants post their notes, ask them to
explain what it is they are leaving at the door – and why. Then fold the suitcase so that
all of the items are inside and leave it at the door.
This technique gives everyone a chance to vent and say that they don’t have time for
the training. Participants at least know that you are aware and sympathetic, and might
be more receptive to training.
Best Practices for Trainers
Module 5 Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module Five Acknowledgements
Handouts
Best Practices Handouts:
TransCen, Inc. www.transcen.org. Modified October 2004.
Training Propsect Information Sheet
TransCen, Inc. www.transcen.org. Modified April 2005.
Materials Request Form
TransCen, Inc. www.transcen.org. Modified April 2005.
Presenter’s Feedback Form:
TransCen, Inc. www.transcen.org. Modified February 2005.
Evaluation Forms:
TransCen, Inc.www.transcen.org. Compiled January 2005.
Best Practices for Trainers
Module 5 Acknowledgements
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Slide 1
___________________________________
Module 5
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___________________________________
Best Practices
for Trainers
___________________________________
___________________________________
___________________________________
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Slide 2
Module Goals
• To gain confidence by learning
innovative training techniques,
addressing concerns about public
speaking, and learning new training
principles
• To become more effective trainers
through practice sessions and a review
of best practices
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
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Slide 3
___________________________________
When you think about
standing in front of a
group of people to
speak, what are some
of your concerns?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Best Practices for Trainers
Module 5 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Slide 4
___________________________________
Best Practices
___________________________________
• Planning and Preparation
___________________________________
• Opening and Introduction
___________________________________
• During your Training
• Closing Remarks and Evaluation
___________________________________
___________________________________
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Slide 5
Conduct a needs
assessment
• Why are you doing this training?
• Why are you doing this training NOW?
• What are the desired goals or
outcomes of the training?
• Is attendance at this training
mandatory?
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Slide 6
Don’t forget to ask…
• Substantive Questions
– What topic needs to be covered?
– Will there be time for a question and answer
period?
– How many people will make up my audience?
– What is the mix of people in the room?
Businesses? People with disabilities?
Employers?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Best Practices for Trainers
Module 5 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Slide 7
Don’t forget to ask…
• Logistical Questions
–Who will be providing the equipment?
–How do I access the site?
–Is there parking?
–Do I have to pay for parking?
–Will you feed me?
–How should I dress?
___________________________________
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Slide 8
…and what about DURING
your presentation?
• Audience members…come in many “shapes
and sizes”
• PowerPoint presentations (or alternate
format)
• Using a Flip Chart
• Model disability etiquette
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Slide 9
___________________________________
Homework
• Prepare a 10 minute presentation from
the manual
• Any topic from the manual
• Include a brief introduction,
presentation of topic, and a closing
• Prepare to provide and receive
feedback from peers
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Best Practices for Trainers
Module 5 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Slide 10
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___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
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Best Practices for Trainers
Module 5 PowerPoint Handouts
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]
Module Review
Name of Module _______________________________________________________
Date of Training ________________________________________________________
It is our goal to create the most effective ‘Train-the-Trainer’ program possible. We
genuinely value your opinion and appreciate your feedback.
Which part of this module was the most effective?
What part of this module might you change or adapt?
What other resources or information might you use in this module?
Please use this space to provide any additional feedback.
Thank you.
Module Review
Copyright © 2004 by TransCen, Inc.
[Ver. 10/05]