Handout

ABSTRACT

The following information is provided to assist agencies with an overview of resources available to assist with hiring, retaining and including individuals with disabilities in the workforce.

Florida’s State Personnel System

HR Professionals Training

2017 HR Professionals Training

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Table of Contents Promoting Individuals with Disabilities .................................................................................................................................................................................................. 2

Agency Plan for Employment of Individuals with Disabilities Sample Activities .................................................................................................................................. 3

Sample Assessment of Outreach and Recruitment Activities for IWD............................................................................................................................................. 7

Job Training Opportunities ...................................................................................................................................................................................................................... 8

Internships ............................................................................................................................................................................................................................................ 8

On-the-Job Training .......................................................................................................................................................................................................................... 8

Unpaid Work Experience.............................................................................................................................................................................................................. 9

Situational Assessments ......................................................................................................................................................................................................... 9

Abilities Work Help Desk and Web Portal ....................................................................................................................................................................... 10

Division of Vocational Rehabilitation and Department of Economic Opportunity Flow Chart ............................................................................... 13

Accessibility ............................................................................................................................................................................................................................................ 15

Architectural /Physical Workplaces ................................................................................................................................................................................................... 15

Programmatic Accessibility ............................................................................................................................................................................................................ 16

Technology/ Virtual Workplaces ............................................................................................................................................................................................... 17

Communication/ Alternate Formats ..................................................................................................................................................................................... 18

Equipment Resources ....................................................................................................................................................................................................... 19

Technology and Virtual Places (cont.) ................................................................................................................................................................................................... 22

Mentoring ............................................................................................................................................................................................................................................... 27

How to Promote Individuals with Disabilities ..................................................................................................................................................................................... 27

Disability Etiquette.......................................................................................................................................................................................................................... 27

State and Community Partners Resources ............................................................................................................................................................................................ 28

Glossary ................................................................................................................................................................................................................................................. 31

Contacts .................................................................................................................................................................................................................................................. 32

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PROMOTING INDIVIDUALS WITH DISABILITIES (IWD)

Establish Agency Commitment Activities

• Appoint senior-level agency officials responsible for overseeing implementation of the plan

• Issue a notice from Agency Head encouraging managers and supervisors to recruit, hire and retain IWD

• Include hiring IWD in the agency performance goals

• Conduct training for senior leadership, hiring managers and employees on the employment of IWD

Administer an Effective Reasonable Accommodation Program

• Conduct reasonable accommodation training for supervisors and hiring managers on a biannual basis

• Develop online training to inform employees of the proper procedures for requesting reasonable accommodation

• Establish a centralized budget for reasonable accommodations

Outreach and Recruitment Activities

• Review potential sources for candidates with disabilities and initiate at least two partnerships to expand recruitment efforts

• Create a distribution list of organizations that assist IWD in finding employment and post vacancy announcements with those organizations

• Participate in job fairs focusing on IWD

• Establish an internal network of recruiters agency-wide to assist with the recruitment and retention of IWD

Increase Hiring and Retention Activities

• Establish a partnership to fill vacancies with the:

Divisions of Vocational Rehabilitation (VR) and Blind Services

Disabled Veterans Outreach Program through Career Source Centers

• Create job training opportunities for IWD in the form of internships, on-the-job training, and unpaid work experience

• Coordinate with VR to enable job shadowing and situational assessment opportunities

• Meet with managers and supervisors of current and past employees with disabilities to identify barriers to retention and strategies to increase

retention of employees

• Identify injured employees on workers’ compensation and determine who would benefit from reasonable accommodations and reassignment to

allow them to return to work

• Develop strategies to increase return to work outcomes

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AGENCY PLAN FOR EMPLOYMENT OF INDIVIDUALS WITH DISABILITIES SAMPLE ACTIVITIES

1. Ensure a collaborative effort is established among Senior Leadership, HR, EEO and hiring managers

Activity Timeframe Office/ Person(s) Responsible

Activity Description Performance Outcomes

1. Establish an internal network of recruiters agency-wide to assist with the recruitment and retention of individuals with disabilities.

January 2017 Director of Human Resources

Train staff through various formats e.g., conference calls, newsletters, meetings, or classroom instruction on recruitment activities.

Interdepartmental committee established to assist with outreach and recruitment strategies.

2. Issue notice from Agency Head encouraging managers and supervisors to recruit, hire, and retain individuals with disabilities.

December 2016

Equal Employment Opportunity / Affirmative Action Officer (EEO/AA Officer)

Issue notice encouraging managers and supervisors to recruit, hire, and retain people with disabilities, describing the agency's obligation to do so under section 110.112, F.S.

Executive leadership, managers and supervisors will demonstrate a shared commitment to the employment of individuals with disabilities.

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AGENCY PLAN FOR EMPLOYMENT OF INDIVIDUALS WITH DISABILITIES SAMPLE ACTIVITIES

2. Increase outreach and recruitment efforts for individuals with disabilities

Activity Timeframe Office/ Person(s) Responsible

Activity Description Performance Outcomes

1. Participation in Divisions of Vocational Rehabilitation (VR) and Blind Services (BS) annual Job Fair.

March 2017 Recruitment Manager Job Fair was hosted by the Divisions of VR and BS, with more than 250 participants.

Identify at least four qualified individuals with disabilities for current vacancies.

2. Meeting with Division of Vocational Rehabilitation (VR).

January 15, 2017

Recruitment Manager and EEO/AA Officer

Provide information regarding agency job vacancies and discuss their client support services.

a. Build direct relationship with VR to assist with identifying qualified candidates for job vacancies.

b. Provide job shadowing, internships and on-the-job training opportunities.

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AGENCY PLAN FOR EMPLOYMENT OF INDIVIDUALS WITH DISABILITIES SAMPLE ACTIVITIES

3. Ensure tools used within the selection process support the employment of individuals with disabilities

Activity Timeframe Office/ Person(s) Responsible

Activity Description Performance Outcomes

1. Review job announcement boiler plates of the most populous classes.

FY 2016-2017

Recruitment Manager and ADA Coordinator

a. Eliminate non-essential physical requirements and add “with accommodation when necessary”.

b. Distribute any revised “boiler plates.”

c. Promote the use of the revised announcements.

All agency job announcements will welcome individuals with disabilities and make any physical requirements clear.

2. Ensure that job announcements are clear on the required qualifications, especially any essential physical requirements.

FY 2016-2017

Recruitment Manager and ADA Coordinator

a. Review announcements to ensure that when physical requirements, such as lifting, are essential to the job, they are clearly stated.

b. Include disability accommodation language.

c. Distribute any revised “boiler plates.”

d. Promote the use of the revised announcements.

Applicants will understand what is needed to perform the essential functions of the position and how to request accommodation.

3. Verify information in all job announce-ments are job related.

FY 2016-2017

Recruitment Manager and EEO/AA Officer

a. Update vacancy announce- ments to ensure information is job related and consistent with business necessity and does not create unintended barriers.

Job announcements do not create unnecessary barriers for individuals with disabilities.

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AGENCY PLAN FOR EMPLOYMENT OF INDIVIDUALS WITH DISABILITIES SAMPLE ACTIVITIES

4. Encourage the use of Telework and Flexible Schedules as a disability accommodation

Activity Timeframe Office/ Person(s) Responsible

Activity Description Performance Outcomes

1. Work with the agency HR to include disability issues in the guidance on Telework.

FY 2016-2017

Director of Human Resources and EEO/AA Officer

a. Specify when Telework should be allowed.

b. If possible, include scenarios.

Official agency guidance will inform managers that employees with disabilities should be allowed to Telework when their work can be performed from home.

2. Create guidance for supervisors and Local ADA Coordinators on the use of Telework and Flexible Schedules as an accommodation tool.

FY 2016-2017

Director of Human Resources and EEO/AA Officer

a. Guidance is created jointly with the ADA Coordinator.

b. Obtain support for annual reporting of Telework used.

Agency increases the use of Flexplace and Flextime as disability accommodations. Data will show results of guidance.

3. Encourage the use of Telework and Flexible Schedules as an accommodation.

1/1/2017 Director of Human Resources and EEO/AA Officer

Review the Agency Policy. Ensure that we are not limiting individuals with physical or mental impairments.

4. Monitor results of initiative to increase the use of Telework and Flex Schedules for IWD.

1/1/2017 EEO/AA Officer Conduct quarterly monitoring and share quarterly updates with agency leadership.

To ensure compliance with agency initiative to increase retention of employment of individuals with disabilities.

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SAMPLE ASSESSMENT OF OUTREACH AND RECRUITMENT ACTIVITIES FOR IWD

Outreach/Recruitment Activity

Date of Activity Description Evaluation

Participation in Divisions of Vocational Rehabilitation (VR) and Blind Services (BS) annual Job Fair

March 2017 Job Fair was hosted by the Divisions of VR and BS, with more than 250 participants.

Received 20 applications from IWDs, six were interviewed and two were hired. Resumes were retained for future job opportunities.

Meeting with Division of Vocational Rehabilitation (VR) Specialist

August 15, 2016 Provide information regarding DMS career openings and discuss their support services for clients.

Identified support services VR could provide for two current employees with disabilities to assist agency with retention efforts.

Partner with Able Trust to support their programs for youth

Recurring Become an agency partner to offer career exploration opportunities for high school students in the form of job shadowing, internships and on-the-job training.

Provided five job shadowing opportunities first two quarters of fiscal year. Scheduled to host three interns during fourth quarter of fiscal year 2016-2017.

Briefing of Local Disability Advocates (LDA)

September 1, 2016 Briefed representatives of LDA, at advocacy group meeting, regarding DMS’s career opportunities, and provided a DMS facility tour.

Established relationship with contact for three new advocacy groups that assist clients with a disability find employment.

Criteria for Evaluation: 1. To what extent did the activity attract qualified applicants with disabilities? 2. To what extent did the activity result in the hiring of qualified individuals with disabilities? 3. To what extent did the activity expand DMS’s outreach to individuals with disabilities in the community?

4. To what extent did the activity increase DMS’s capacity/capability to include individuals with disabilities in its applicant pool and workforce?

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Description Benefits Developing Laws/Resources

Inte

rnsh

ips

• An internship refers to the type of work experience for entry-level job seekers during which individuals gain valuable experience working in a particular field for a defined term. Internships are hands-on, practical learning experiences.

• Internships are viewed as a form of experience-driven education affording participants an opportunity to apply learned skills in a practical setting.

• Traditional internships are distinct from the typical employer-employee relationship.

• Internships are temporary positions with an emphasis on job training.

• Access a pool of motivated individuals who bring fresh thinking and innovation to the workplace.

• Promotes an inclusive Workplace.

• Provides organizations the opportunity to evaluate a group of individuals for future employment before a permanent offer is made.

• Reduces the risk of a poor hiring choice.

• Provides employers with skilled workers at a modest cost while serving as a valuable recruiting tool.

• Enables an organization/business the opportunity to see firsthand how an individual with a disability can fit into your workforce as a productive contributor.

• Reduces recruitment costs through expansion of the talent pipelines.

• Identify Leadership.

• Determine the mission and goals of the program.

• Determine the need of the program and the role of existing staff.

• Promote Inclusion throughout the process.

• Inclusive Internship Programs: A How-to Guide for Employers

http://www.dol.gov/odep/pdf/InclusiveInternshipPrograms.pdf

• Employer Internship guide: http://www.abletrust.org/sites/default/files/media/docs/Internship-Guide-10-13.pdf

• Creating an Internship Program

http://www.dms.myflorida.com/content/download/129869/806947/Able_Trust_Internship_Program_Comprehensive_Coursebook.pdf

On

-th

e-Jo

b T

rain

ing

• On-the-Job Training (OJT) is an opportunity for you, the employer, to mentor a person with a disability.

• By participating in an OJT, you have the opportunity to see if the job and your business are a good fit with trainee.

• Gain access to a new and vital talent pool of workers.

• A healthy workforce includes people with different abilities.

• Adds new ideas, viewpoints and approaches to solving your business challenges.

• Your employees and customers appreciate diversity.

• Employing individuals with disabilities makes good business sense because it has a direct impact on your bottom line.

• Contact the Abilities Work Help Desk to find an individual with a disability for an On-the-Job training experience.

• Federal Laws explaining how employment law protects individuals with disabilities.

https://www.dol.gov/odep/pubs/fact/laws.htm

• Abilities Work Help Desk

AbilitiesWorkHD@vr.fldoe.org (email)

(844)-245-3405

• Information on what works in Job Training: https://www.dol.gov/asp/evaluation/jdt/jdt.pdf

• On-the-Job Training (Federal Regulation Requirements under Workforce Investment Act):

https://www.dol.gov/asp/evaluation/jdt/jdt.pdf

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• Retention rates among people with disabilities are higher than average thus reducing training costs.

• People with disabilities are loyal customers to businesses who support them.

• The Florida Department of Education Division of Blind Services

http://Dbs.myflorida.com

• The Able Trust offers on-the-job coaching, supported employment, job skills-training, job development, employer outreach, ADA facility compliance, skills evaluation and programs leading to employment.

www.abletrust.org

Un

pai

d W

ork

Exp

erie

nce

• Under certain circumstances, individuals with disabilities are permitted to work for a short period at any type of business without pay for job exploration, assessment, and training purposes.

• This is permitted only within very specific parameters.

• Provides experience for the individual while allowing the employer to assess skills.

• Contact the Abilities Work Help Desk to provide an individual with a disability for an unpaid work experience.

• For general guidelines on Unpaid Work Experiences you may access the link below. http://static.smallworldlabs.com/umass/content/Public%20Docs/unpaid-work-and-volunteer-SELN-nov2015.pdf

• Abilities Work Help Desk

AbilitiesWorkHD@vr.fldoe.org (email)

(844)-245-3405

S

itu

atio

nal

Ass

essm

ents

• A Situational assessment places an individual with a disability in a simulated work condition and environment that resembles the actual job that the person will be placed in.

• This approach focuses on assessment and information gathering on the general employability skills and adaptive work behaviors.

• The goal of a situational assessment is to help people get exposure to various jobs, while identifying their strengths along the way.

• Provides experience for the individual while allowing the employer to assess skills.

• Situational Assessments are preferable and considered the most appropriate for people with disabilities, especially those with severe disabilities and limited work histories.

• It requires the rehabilitation professional to conduct observation of the client's work behavior in the simulated situations, and it often takes two or more weeks.

• Due to the length required for assessment, this method is usually most time-consuming and expensive.

• The Florida Department of Education’s Division of Vocational Rehabilitation can assist with setting up a situational assessment.

http://rehabworks.org

• This document provides guidelines for performing a Situational Assessment, a valuable tool for assisting a person with a disability to make choices about the types of jobs and work environments that they would enjoy that uses real work and community settings.

http://www.https://www.thinkcollege.net/administrator/components/com_resdb/files/SituationalAssessFactSheet.pdfncset.org/publications/essentialtools/flsa/default.asp

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ABILITIES WORK HELP DESK AND WEB PORTAL

ABILITIES WORK HELP DESK

For a referral to the Division of Vocational Rehabilitation (VR) to recruit qualified candidates with disabilities contact the Abilities Work Help Desk by phone at (844) 245-3405 or by email at AbilitiesWorkHD@vr.fldoe.org.

1. Employers should have the following information accessible prior to contacting the Abilities Work Help Desk:

a. Employing Business (Agency Name) b. Contact person’s name c. Contact person’s phone number, email address, or both d. Requisition Number e. Employ Florida Marketplace(EFM) Job Order Number (if applicable) f. Job Title g. Job Type (e.g. Full-time, Part-time, Temporary, Internship, OPS, Career Service, Select Exempt Service, Contracted, etc.) h. Street address of the jobsite, including city, state, and zip code i. Job Description j. Required and/or preferred knowledge, skills, abilities, education, and experience k. Application instructions (How to Apply) l. Job closing date

2. Information that may be helpful to identify qualified candidates, but not relevant to every job, includes:

a. Drug Testing requirements b. Background Screening requirements c. Most important attributes an ideal candidate would have d. Which knowledge, skills, or abilities are most important e. Tests or performance tasks administered during the application and/or interview process f. Qualifying questions used to screen applicants

3. The first time an agency refers a specific job vacancy to the Abilities Work Help Desk, they may request to schedule a phone conversation to

discuss in detail the:

a. Essential functions, job duties, tasks, knowledge, skills, abilities, work environment, and desired employee characteristics for the position,

along with application instructions.

b. Determination of whether the hiring manager, HR staff, or other local staff person(s) requires technical assistance or training related to

recruiting, hiring, or retaining an employee with a disability. Customized employer services may be available at the job location from

specialized, professional staff such as: VR’s Business Relations Representatives, Division of Blind Services Employment Placement Specialists,

and Agency for Persons with Disabilities Employment Liaisons.

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4. After providing the detailed information to Help Desk staff, send an email request including the employing agency, contact person, job site street

address, job title, closing date, requisition number, Employ Florida Marketplace/Abilities Work Job Order# (if other than requisition number.),

application instructions and a hyperlink to the People First posting, if available.

5. The Abilities Work Help Desk will provide an email confirmation of the Abilities Work Help Desk request and begin an applicant search among

Help Desk partner agencies such as Vocational Rehabilitation, Blind Services, Department of Economic Opportunity, Agency for Persons with

Disabilities, and CareerSource. Partner agencies will search among their current clients and contact those who appear to be qualified. The

clients will be instructed to complete the application for the job vacancy based on the instructions provided by the state agency.

NOTE: An employer may contact a VR Business Representative directly to find a qualified job candidate. There are 12 Business Relations

Representatives (BRR) throughout the state. An employer can get in contact with a BRR by using the email VRBusinessRep@vr.fldoe.org. This

email is sent to all 12 BRR. The BRR will follow up with the employer based on the location of the advertisement. The BRR will send an email to

the counselors with URGENT in the subject line and a description of the position. The BRR then requests that counselors identify qualified

candidates.

6. After searching for qualified candidates with disabilities, the Help Desk will inform the State Agency requestor via email, of the results of the

applicant search by the closing date or deadline (not to include personal identifying information unless consent has been obtained from the

client).

NOTE: When an employer posts a job in the Employ Florida Marketplace/Abilities Work Web Portal, the job is automatically assigned a Job Order Number. The number can be found on the top, left side of any job found in Employ Florida Marketplace.

ABILITIES WORK WEB PORTAL:

Agencies may also conduct virtual recruiting through the Abilities Work Web Portal. This portal allows you to establish criteria to search for qualified candidates who have self-identified as having a disability.

1. Login to the Abilities Work Web Portal. When the account is created, check each special characteristic that applies to your agency: “Disability Friendly

and/or Veteran Friendly”.

https://abilitieswork.employflorida.com/vosnet/Default.aspx

2. Once logged in, agencies can do a targeted review of job-seekers with disabilities if they indicated that they are disability-friendly and indicate a

disability-hiring preference on their job order; this designation will allow the employer to see if a jobseeker voluntarily disclosed their disability.

For additional step by step information on how to use the virtual recruiting site go to: https://abilitieswork.employflorida.com/refcards/includes/pdf/employer.pdf

3. People First does a nightly feed to Employ Florida Marketplace (Jobs posted to Employ Florida Marketplace are automatically posted to Abilities Work

Web Portal).

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ON-THE-JOB TRAINING, INTERNSHIPS, AND UNPAID WORK EXPERIENCES

PROVIDED THROUGH DIVISION OF VOCATIONAL REHABILITATION AND DEPARTMENT OF ECONOMIC OPPORTUNITY

I. The Division of Vocational Rehabilitation (VR) can assist state agencies in providing on-the-job training, internship and unpaid work experience

opportunities for clients of VR. A VR Client is an individual with a disability who has been determined eligible and approved for VR services.

A. On-the-Job Training and Internships for Division of Vocational Rehabilitation’s Clients:

1. Contact the Abilities Work Help Desk.

For a referral to the Division of Vocational Rehabilitation to recruit qualified candidates with disabilities contact the Abilities Work Help Desk by

phone at (844) 245-3405 or by email at AbilitiesWorkHD@vr.fldoe.org.

Employers should have the following information accessible prior to contacting the Abilities Work Help Desk: a. Employing Business (Agency Name)

b. Contact person’s name

c. Contact person’s phone number, email address, or both

d. Job Title

e. Street address of the jobsite, including city, state, and zip code

f. Job Description

g. Required and/or preferred knowledge, skills, abilities, education, and experience

h. Application instructions (How to Apply)

i. Job closing date

2. Register as a New Vendor.

Before participating in on-the-job training or an internship, vendor registration is required. Visit the New Vendors page on VR’s website to begin

the registration process: www.Rehabworks.org. The state agencies’ Federal Employment Identification Number, address, and the three-digit

agency sequence number are needed for registration.

3. Develop an agreement with VR staff and the trainee or intern.

The agreement will establish the wages, the type and the length of training or internship, and list any other costs associated with training or

internship.

4. Determine Employer of Record.

a. If the state agency is the employer of record, gross wages paid by the agency are reimbursed by VR via journal transfer.

b. If an employment provider is the employer of record, the employment provider pays the trainee or intern’s salary. An employment

provider is contracted directly through VR. They provide various types of employment services to VR customers such as arranging

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transportation, placement, training or retraining the supported worker, developing natural supports and assistive technology, if needed,

to perform job duties.

5. Complete Progress Reports.

The agency must complete a monthly progress report that includes dates and hours worked, and gross wages for reimbursement. The agency

will submit this report to the trainee’s or intern’s VR counselor via email.

To access the progress report, go to: http://www.rehabworks.org/docs/manual/OJT_form.rtf

NOTE: An unpaid or a volunteer worker provided by VR is covered by Workers’ Compensation if an employment provider is the employer of

record. If they do not have an employment provider, they would not be covered by Workers’ Compensation.

B. Unpaid Work Experience for Division of Vocational Rehabilitation’s Clients:

1. Contact the Abilities Work Help Desk.

For a referral to the Division of Vocational Rehabilitation to recruit qualified candidates with disabilities contact the Abilities Work Help Desk by

phone at (844) 245-3405 or by email at AbilitiesWorkHD@vr.fldoe.org.

Employers should have the following information accessible prior to contacting the Abilities Work Help Desk: a. Employing Business (Agency Name)

b. Contact person’s name

c. Contact person’s phone number, email address, or both

d. Job Title

e. Street address of the jobsite, including city, state, and zip code

f. Job Description

g. Required and/or preferred knowledge, skills, abilities, education, and experience

h. Application instructions (How to Apply)

i. Job closing date

2. The State Employment Leadership Network (SELN) provides some general information on unpaid work experiences:

http://static.smallworldlabs.com/umass/content/Public%20Docs/unpaid-work-and-volunteer-SELN-nov2015.pdf

NOTE: An unpaid or a volunteer worker provided by VR is covered by Workers’ Compensation if an employment provider is the employer of

record. If they do not have an employment provider, they would not be covered by Workers’ Compensation.

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II. The Department of Economic Opportunity can assist agencies in providing On-the-Job Training and Internship Opportunities through CareerSource

Centers and the Abilities Work Web Portal.

A. On-the-Job Training:

1. Contact a CareerSource Center in your local area: http://www.floridajobs.org/onestop/onestopdir/

2. Costs and reimbursements may or may not be applicable.

3. DEO has a Workers’ Compensation waiver that covers on-the-job training.

B. Internships:

State agencies can post internship opportunities and view applicants seeking these opportunities by accessing the Abilities Work Web Portal:

https://abilitieswork.employflorida.com/vosnet/Default.aspx

Note: An unpaid or a volunteer worker is covered by workers’ compensation if an employment provider is the employer of record. If they do not

have an employment provider, they would not be covered by Workers’ Compensation.

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Description Benefits Developing Laws/Resources

Acc

essi

bili

ty

• A disability-inclusive workplace is an accessible workplace. This includes physical accessibility and digital accessibility, where information and communication technology is accessible to all and/or compatible with assistive technology devices.

• The key is to ensure doors are open—literally and figuratively—to all qualified individuals, including people with disabilities.

• Accessibility encompasses five different areas:

• Architectural.

• Programmatic.

• Technology.

• Communication.

• Alternate Formats.

Arc

hit

ectu

ral /

Ph

ysic

al W

ork

pla

ces

• The Architectural Barriers Act requires buildings and facilities be accessible to people with disabilities if they were constructed or altered by, or on behalf of, the federal government or with certain federal funds, or leased for occupancy by federal agencies, after 1968.

• Architectural accessibility ensures buildings and facilities are accessible to individuals with disabilities.

• Removing architectural barriers provides for a more engaged and all-inclusive work environment.

• Ensure architectural/physical workplaces provide accessible:

• Parking spaces.

• Curb ramps.

• Entrance ramps.

• Restrooms.

• Drinking fountains.

• Signs with raised lettering.

• Emergency exits.

• Conference rooms.

• Work spaces.

• Hallways.

• Elevators.

• Architectural Barriers Act

https://www.gpo.gov/fdsys/pkg/CRI-2015/html/CRI-2015-ARCHITECTURAL-BARRIERS-ACT.htm

• U.S. Access Board - This is a federal agency that promotes equality for people with disabilities through leadership in accessible design and the development of accessibility guidelines and standards for the built environment, transportation, communication, medical diagnostic equipment, and information technology.

https://www.access-board.gov

• Guide to ADA Standards

https://www.access-board.gov/guidelines-and-standards/buildings-and-sites/about-the-ada-standards/guide-to-the-ada-standards

• ADA National Network - The ADA National Network is also a good source for guidance about accessibility; employers can contact one of 10 regional ADA Centers for one-on-one assistance.

https://adata.org/find-your-region

• Title II Checklist for Emergency Management - The U.S. Department of Justice produced the ADA Best Practices Tool Kit to assist state and local governments with ADA compliance. This checklist is designed for use as a preliminary assessment of state or local emergency management programs, policies, procedures, and shelter facilities.

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https://www.ada.gov/pcatoolkit/chap7emergencymgmtadd1.htm

Pro

gram

mat

ic A

cces

sib

ility

• Programmatic access refers to a program’s eligibility requirements, policies, or operating procedures and whether or not they allow full access for individuals with disabilities. This includes ensuring accessibility when planning meetings or events, including sign language interpreters, as well as access to and within event facilities.

• Examples of successful strategies and practices include:

• Modifying policies, practices or procedures especially those related to eligibility requirements.

• Acquiring adaptive equipment or a communication devices.

• Creating an environment of involvement, respect and connection.

• Establishing a disability employee resource group (ERG) aligned with the agency’s diversity program and composed of existing employees with disabilities and employees with family members or friends with disabilities. The purpose of this group should include helping to identify policies and procedures that support a positive work environment for individuals with disabilities.

• Including disability-friendly policies in the employer’s policy manual and employee handbook.

• Ensuring that individuals with disabilities are among those

• Guide to Planning Accessible Meetings offers tips that can assist with factors such as site selection, audio-visual materials, meeting room layouts, accommodations, etc.

http://www.adahospitality.or/accessible-meeting-events-conferences-guide/book

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represented agency-wide teams.

Tech

no

logy

/Vir

tual

Wo

rkp

lace

s

• Accessibility of virtual workplaces requires that computers, web sites, and telephone systems are all accessible to and useable by individuals with a range of disabilities including visual, hearing, mobility and cognitive disabilities.

• Technology is an extremely valuable way to increase inclusion for people with a range of disabilities. Augmentative communication devices and screen readers which “speak” what is on the computer screen are examples of personal technology used by individuals with disabilities to increase accessibility and inclusion.

• Areas to address include:

• Web-based intranet and internet information and applications.

• Email and other electronic correspondence.

• Software applications and operating systems.

• Telecommunications Products.

• Video and multimedia products.

• Desktop and portable computers.

• Self-contained, closed products such as calculators, copy machines and printers.

• Documents and Media.

• Technical Accessibility Standards.

Refer to Technology/Virtual Workplaces handout.

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Description Benefits Developing Laws/Resources

Co

mm

un

icat

ion

/ A

lter

nat

e Fo

rmat

s

• Communication access means providing the technology or services necessary to facilitate equivalent communication for persons with hearing, speech, cognitive, or learning disabilities.

• For some types of disabilities, including visual impairments, written materials need to be available upon request in alternate formats including Braille, text file, large print, audiotape, or video captioning, and others.

• Ensures that individuals with speech, hearing and vision disabilities understand what is said or written and can communicate effectively.

• The type of auxiliary aid or service necessary to ensure effective communication depends on:

• The method of communication used by the individual;

• The nature, length, and difficulty of the communication taking place; and

• The complexity of what is being communicated.

• Auxiliary aids and services must be provided in accessible formats, in a timely manner, and in a way that protects the privacy and independence of the individual with a disability. A public entity cannot impose a surcharge on an individual with a disability to cover the costs of the auxiliary aid or service provided.

• Public entities must give primary consideration to the request of the individuals with disabilities. An agency should consult with individuals with disabilities whenever possible to determine what type of auxiliary aid is needed, but the final decision rests with the agency as long as the method chosen results in effective communication.

• A public entity is financially responsible for the cost of the auxiliary aid or service provided unless it can demonstrate that it would be an undue financial burden. Even if a particular auxiliary aid or service is found to

• Examples of Common Auxiliary Aids and Services:

• Qualified sign language interpreters in person or through video remote interpreting (VRI) services

• Note takers or exchange of written notes

• Real-time computer-aided transcription services

• Telephone handset amplifiers

• Assistive listening devices and systems

• Telephones compatible with hearing aids • Closed caption decoders

• Open and closed captioning, including real-time captioning

• Voice, text, and video-based telecommunications products and systems, including text telephones (TTYs), videophones, and captioned telephones or equally effective telecommunications devices

• Videotext displays

• Taped texts

• Audio recordings

• Brailled materials and displays • Screen reader software

• Magnification software

• Optical readers

• Secondary auditory programs (SAP)

• Large print materials

• Examples of Auxiliary Aids and Services by Disability:

http://www.usabilityfirst.com/about-usability/accessibility/types-of-accessibility-aids/

• State of Florida Department of Education’s Division of Blind Services provides information, programs and services to assist employers and visually-impaired applicants and employers:

• Do’s and Don’ts for Word Processing.

• Creating Accessible PDF Files, Forms and Tables.

• Assistive Technology. http://dbs.myflorida.com/Blindness%20Resources/

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be an undue financial burden, the entity must still provide effective communication using a different auxiliary aid or service.

• Public entities must also provide effective communication to companions who are individuals with disabilities. The term “companion” means a family member, friend, or someone else with whom the state or local government agency or private business would usually communicate.

• State of Florida Department of Children and Families Statewide Auxiliary Aids and Service Plan for Persons with Disabilities provides guidance and templates for:

• In-Person Communication Etiquette Guide.

• Interpreter and Translation Services.

• Florida Relay – communications link for people who are deaf, hard of hearing, deaf and blind or speech impaired.

• Assistive Listening Devices.

• Communication Access Real-time Translation (CART) Provider Directory.

• Video Remote Interpreting.

• Directory of Agencies and Organizations.

http://www.dcf.state.fl.us/admin/servicedelivery/docs/DCFStatewideAuxiliaryAidsandServicesPlan.pdf

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• Florida Alliance for Assistive Services and Technology (FAAST):

• Provides assistive technology products and services which will enable persons with disabilities to participate in independent living, education, work and recreation.

• Provides assistive technology demonstrations, short-term device loans, and trainings.

• Assistive technology demonstrations will allow employees to see what technology is available and how it can assist an employee. After the demonstration, the technology can be used at the worksite on a short-term trial period through the various FAAST device loan programs.

https://www.faast.org/

• Florida Coordinating Council for the Deaf and Hard of Hearing:

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• Serves as a resource for deaf and hard of hearing Floridians who need assistance with everyday needs including employment, education and access to services.

• Provides technical assistance and resources to individuals, governmental agencies, private and public organizations.

http://www.floridahealth.gov/provider-and-partner-resources/fccdhh/communication-and-assistive-technology/cart.html

• National Court Reporters Association (NCRA) is a certifying body for Communication Access Real-time Translation (CART) providers. The NCRA provides the Communication Access Information Center https://captioningmatters.org/, a website that contains information regarding CART specifically for CART consumers and those who decide whether or not the service will be provided. NCRA also provides an online Sourcebook to locate providers: http://www.ncrasourcebook.com/

• AbleData provides information on assistive technology options, programs, products, solutions and resources to improve productivity and ease with life’s tasks.

http://www.abledata.com/

• Job Accommodation Network provides the Searchable Online Accommodation Resource which allows users to obtain accommodation ideas by type of disability and provides a product listing by certain impairments.

http://askjan.org/soar/disabilities.html

• Employer Assistance and Resource Network (EARN) provides resources for employers on business strategies that incorporate accessible technology.

www.askearn.org

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• Accessible Technology Coalition provides access to assistive technology by various categories such as activity; age; features; technology and products.

http://atcoalition.org/

• U.S. Department of Health and Human Services provides information on assistive devices for people with hearing, voice, speech, or language disorders.

https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders

• Florida Department of Education’s Division of Blind Services provides links to various resources.

• Adaptive Technology and Visual Aids

http://dbs.myflorida.com/Blindness%20Resources/Web%20Links/adaptive-technology.html

• Braille Advocacy

http://dbs.myflorida.com/Blindness%20Resources/Web%20Links/braille-advocacy.html

• Florida Telecommunications Relay, Inc. administers the Specialized Telecommunications Equipment Distribution Program for citizens of Florida who are deaf, hard of hearing, deaf/blind and speech impaired.

http://www.ftri.org/

• Agency for Persons with Disabilities Community Resource Directory.

http://apd.myflorida.com/

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TECHNOLOGY/VIRTUAL WORKPLACES

Technology is an extremely valuable way to increase inclusion for people with a range of disabilities. Augmentative communication devices and screen readers which “speak” what is on the computer screen are examples of personal technology used by individuals with disabilities to increase accessibility and inclusion. Remember that technology access is not always complex electronic devices; it can be as simple as a rubber pen grip.

Accessibility of virtual workplaces requires that computers, web sites, and telephone systems are all accessible to and useable by individuals with a range of disabilities including visual, hearing, mobility and cognitive disabilities.

The use of technology in everyday life whether for living, playing or working has become critically vital to each individual’s or businesses’ success. The Internet and information and communication technology all contribute to living and working more efficiently. These tools are very beneficial to individuals with a disability and serve an extremely important role for employees and employers.

The U.S. Department of Justice (DOJ) is one of the lead federal agencies that administers and enforces the Americans with Disabilities Act (ADA). They have taken the position that the ADA covers Internet website access, mobile applications and other forms of information and communication technology. DOJ has implemented rules and published guidance on Accessibility of State and Local Government Websites to People with Disabilities. (https://www.ada.gov/websites2.htm)

The U.S. Department of Labor’s Office of Disability Employment Policy and the Rehabilitation Engineering and Assistive Technology Society of North America formed the Partnership on Employment and Accessible Technology (PEAT). PEAT is a multi-faceted initiative to foster collaboration and action around accessible technology in the workplace. Guided by a consortium of policy and technology leaders, PEAT works to help employers, information technology companies, and others to understand why it pays to build and buy accessible technology, and how to go about doing so. (http://www.peatworks.org)

AREAS TO ADDRESS ACCESSIBILITY

o Web-based intranet and internet information and applications.

o Email and other electronic correspondence.

o Software applications and operating systems.

o Telecommunications Products.

o Video and multimedia products.

o Desktop and portable computers.

o Self-contained, closed products such as calculators, copy machines and printers.

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TERMS AND DEFINITIONS

Accessible Technology - technology that can be used successfully by individuals with a wide range of abilities and disabilities. When technology is accessible, each user is able to interact with it in ways that work best for him or her. Accessible technology is either directly accessible, whereby it is usable without additional assistive technology (AT), or it is compatible with AT. For example, a mobile smartphone with a built-in screen reader is directly accessible, whereas a website that can be navigated effectively by people with visual impairments using a screen reader is AT-compatible.

Assistive Technology - any item, piece of equipment, or system, whether acquired commercially, modified or customized, that is used to increase, maintain, or improve functional capacities of individuals with disabilities. Examples include voice recognition, used instead of a mouse or keyboard; alternative input devices that enable control of computers through means other than a standard keyboard or mouse (e.g., head-operated pointing devices and “sip and puff” systems controlled by breathing); and screen readers, which allow users who are blind to hear what is happening on their computer by converting the screen display to digitized speech.

Information and Communication Technology - Information and communications technology (ICT) refers to any technology designed to impart information or communicate. This includes hardware such as computers, phones, and copiers; software, such as those used to create documents, databases, and spreadsheets; multimedia of all types; and Internet technologies such as webinar platforms and websites.

UNDERSTANDING THE FOUR PRINCIPLES OF ACCESSIBILITY (http://www.w3.org/TR/WCAG20/)

The following four principles lay the foundation necessary for anyone to access and use Web content. Anyone who wants to use the Web must have content that is:

Perceivable - Information and user interface components must be presentable to users in ways they can perceive. o This means that users must be able to perceive the information being presented (it can't be invisible to all of their senses).

Operable - User interface components and navigation must be operable.

o This means that users must be able to operate the interface (the interface cannot require interaction that a user cannot perform).

Understandable - Information and the operation of user interface must be understandable.

o This means that users must be able to understand the information as well as the operation of the user interface (the content or

operation cannot be beyond their understanding).

Robust - Content must be robust enough that it can be interpreted reliably by a wide variety of user agents, including assistive technologies.

o This means that users must be able to access the content as technologies advance (as technologies and user agents evolve, the

content should remain accessible).

If any of these are not true, users with disabilities will not be able to use the Web.

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TECHNICAL ACCESSIBILITY STANDARDS

There are several different sets of technical standards to guide technology developers in their efforts to improve a product's accessibility.

Standards and guidelines usually cover specific technologies; the most well-known is the family of guidelines for web technologies, produced by the World Wide Web Consortium’s (W3C) Web Accessibility Initiative. W3C issued the Web Content Accessibility Guidelines (WCAG) 2.00 AA that are utilized by the U.S. Department of Justice. These guidelines cover a wide range of recommendations for making Web content more accessible. Following these guidelines will make content accessible to a wider range of people with disabilities, including blindness and low vision, deafness and hearing loss, learning disabilities, cognitive limitations, limited movement, speech disabilities, photosensitivity and combinations of these. Following these guidelines will also often make your Web content more usable to users in general. (http://www.w3.org/TR/WCAG20/)

Other Common Accessibility Standards (http://www.peatworks.org/technical-standards)

o User Agent Accessibility Guidelines (UAAG).

o Authoring Tool Accessibility Guidelines (ATAG).

o Non-web Information and Communication Technology.

o Section 508 of the Rehabilitation Act.

o Section 255 of the Telecommunications Act of 1996 and the 21st Century Communications and Video Accessibility Act.

WEB ACCESSIBILITY TRAINING MATERIALS AND HOW-TO GUIDES

A wide range of free web accessibility training materials and how-to guides are available online:

o The W3C Web Accessibility Initiative (WAI) Education and Outreach Working Group has created many of its own materials. It's a natural home

for collecting and evaluating both curricula and materials on accessible web tools.

o WebAIM offers many online training materials, including a basic introduction to web accessibility.

o The Accessibility Project provides many free trainings and how-to guides.

o 18F provides an excellent introductory overview to building an accessible website.

o The TeachAccess initiative provides a basic training tutorial for developers and designers for making accessible mobile and web apps.

o Section 508.gov: Creating Accessible Websites provides a guide to creating websites compliant with Section 508 of the Rehabilitation Act, and

WebAim likewise maintains a handy Section 508 checklist.

o 2016 Federal Accessibility Forum Resources provides PowerPoint presentations and handouts on various accessibility component

http://www.peatworks.org/federalforum.

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o Improving the Accessibility of Social Media in Government Toolkit (https://www.digitalgov.gov/resources/improving-the-accessibility-of-

social-media-in-government/).

o Job Accommodation Network’s Technical Series: Tips for Designing Accessible Websites: Including Self-Assessment SNAP Tool

(http://askjan.org/media/webpages.html)

o U.S. Department of Justice Toolkit: Website Accessibility under Title II of the ADA

(https://www.ada.gov/pcatoolkit/chap5toolkit.htm)

SOFTWARE ACCESSIBILITY

In many ways, software accessibility is similar to web accessibility; they both concern user interface issues, and they are m erging in terms

of how they are developed and implemented. Large mainstream software tool makers are increasingly aware of accessibility and many

have developed materials that can guide your staff, often via just -in-time training. (http://www.peatworks.org/content/knowledge-power-

training-your-staff-accessible-technology-issues)

Here are a few examples:

o Microsoft Developers’ Network – Accessibility Tools

o Oracle’s Java Accessibility Guide

o Adobe Acrobat Accessibility Support

o IBM Developer Guidelines on Accessibility

o U.S. Department of Justice Software Accessibility Checklist (https://www.justice.gov/crt/software-accessibility-checklist)

DOCUMENTS AND MEDIA

As with software, content (e.g., word processing documents or multimedia) accessibility depends on user interface features that parallel the web. For example, the web requirement for alternative text for images carries over to a word processing document with an embedded image: it too needs alternative text. The techniques depend on the platform you are creating content on, and some of the major vendors provide centralized support for creating accessible content:

o W3C Web Accessibility Initiative has created a task force to translate its Web Content Accessibility Guidelines (WCAG) into non-web terms.

WCAG2ICT is a useful tool for creating accessible software and content.

o Adobe offers resources about creating accessible PDFs using different versions of Acrobat, and creating accessible Flash.

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o Microsoft documents ways to create accessible content (word processing, spreadsheets, and presentations) in detail for its Office 2010 and

product suites. The Texas Governor's Committee on People with Disabilities has also created a wide range of resources on creating accessible

content using Microsoft Office products.

o The National Center for Accessible Media develops and maintains numerous guidelines and tools on accessible multimedia. WC3 also provides

FAQS about multimedia accessibility, and the University of Washington’s DO-IT Center provides an excellent guide for creating video and

multimedia products for people with sensory impairments.

ACCESSIBLE TECHNOLOGY ACTION STEPS: A GUIDE FOR EMPLOYERS

Partnership on Employment and Accessible Technology (PEAT) provides a roadmap of resources to ensure that the technology in your workplace is accessible to all employees and job applicants.

Each action step includes a wealth of information including frequently asked questions and answers; toolkits; guides; etc. (http://www.peatworks.org/action-steps)

Step 1: Get the Basics – Learn why accessible technology matters to employers.

Step 2: Assess – Evaluate the accessibility of the technology in your workplace.

Step 3: Build Your Initiative – Explore how to create or fine-tune your accessibility initiative.

Step 4: Buy and Implement – Learn how to buy and use accessible technology in your workplace.

Step 5: Communicate – Communicate your commitment to accessibility.

Step 6: Measure – Evaluate the effectiveness of your initiative.

Step 7: Share What Works – Learn from the experiences of employers who are getting it right.

Step 8: Learn More – Access additional resources on innovative and profitable technology practices.

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Description Benefits Developing Laws/Resources

Men

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• Mentoring is an important personnel enhancement through various productive approaches that pairs employees to facilitate the transfer of knowledge and skills.

• Mentoring approaches include traditional one-on –one, peer mentoring, group mentoring, virtual mentoring and flash mentoring.

• Mentoring benefits both the employer and the individual with a disability.

• Increases diversity in the workplace.

• Reduced turnover.

• Transfer of knowledge, increase in self-awareness and self-discipline.

• Expands leadership abilities.

• Understanding of technical skills leading to career advancement opportunities.

• Conduct a Needs Assessment- create a case addressing why this program is needed and what the agency hopes to gain and what’s included.

• Include a project and implementation plan which should include needs assessment findings, project plans with key milestones and program description.

• Cultivating Leadership: Mentoring Individuals with Disabilities

https://www.dol.gov/odep/pubs/fact/cultivate.htm

• Best Practice: Mentoring https://www.opm.gov/policy-data-oversight/training- and-development/career-development/bestpractices-mentoring.pdf

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• Strive to become a model employer by improving their hiring and retention of individuals with disabilities in the workplace.

• Developing recruiting, hiring and retention strategies as part of the overall disability employment initiative.

• Increases diversity in the workplace, enhance staff morale.

• Increases the retention of existing employees including individuals with disabilities.

• Create a recruiting, hiring and promotion policy that includes individuals with a disability.

• Provide training to leadership, managers, and line staff about new recruiting and retention strategies.

• Ensure that advertisements for training/workshops in career development include language advising of the provisions of reasonable accommodations.

• Disability Discrimination https://www.eeoc.gov/laws/types/disability.cfm

• Promoting Employment of Individuals with Disabilities

https://www.eeoc.gov/federal/qanda-employment-with-disabilities.cfm

• Hiring practices

https://www.opm.gov/policy-data-oversight/disability-employment/hiring/

Trai

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• Disability etiquette training refers to respectful interaction with individuals with a disability.

• Disability etiquette training can help make employees feel more comfortable when interacting with coworkers and supervisors with a disability.

• Good disability etiquette training can expand job opportunities and help organizations serve customers more effectively.

• Create a more inclusive workplace, improve productivity, morale and avoid claims of discrimination and harassment.

• Incorporate training on disability related issues on an ongoing basis and establish annual quantitative goals.

• Implement a training module (in person training, webcast, etc.) which will include the statutes, acceptable disability language, and the various types of disabilities.

• Disability Etiquette: http://askjan.org/topics/disetiq.htm

• The Value Proposition for Engaging Individuals with Disabilities Webcast: http://webcast.askjan.org/value/

• Disability Awareness to Increase Your Comfort, Confidence and Competence Webcast: http://webcast.askjan.org/aware/

• Effective Interaction: Communication with and about Individuals with Disabilities in the Workplace: https://www.dol.gov/odep/pubs/fact/effectiveinteraction.htm

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State and Community Partner Resources

Agency for Persons with Disabilities (APD) www.apd.myflorida.com

The APD works in partnership with local communities and private providers to assist people who have developmental disabilities and their families. APD also provides assistance in identifying the needs of people with developmental disabilities for support and services.

The Able Trust The Able Trust supports a diversity of projects, including on-the-job coaching, supported employment, job skills-training, job development, employer outreach, ADA facility compliance, skills evaluation and programs leading to employment. Its mission is to be a key leader in providing Floridians with disabilities opportunities for successful employment.

CareerSource

careersourceflorida.com

Career Source assists job seekers with career exploration, finding employment accessing job training opportunities, advancing your current career, or finding a new career track.

Department of Economic Opportunity

http://floridajobs.org/

Department of Economic Opportunity facilitates the direct involvement of the Governor and the Lieutenant Governor in economic development and workforce development projects designed to create, expand, and retain businesses in this state, to recruit business from around the world, and to facilitate other job-creating efforts; recruit new businesses to this state and promote the expansion of existing businesses by expediting permitting and location decisions, worker placement and training, and incentive awards.

Disabled Veterans Outreach Program (DVOP) https://www.careersourcecapitalregion.com/job-seekers/programs/veterans

The Veterans Program at the Department of Economic Opportunity (DEO) works to help veterans statewide acquire the employment and job search skills needed to obtain employment. The Disabled Veterans Outreach Program (DVOP) Specialists work to facilitate and coordinate services for veterans, eligible spouses, and transitioning service members with special employment and training needs.

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Employ Florida Market Place

www.employflorida.com

The Employ Florida Marketplace web site is a powerful online tool designed to assist job seekers and students of all ages in search for the right job, and to help employers identify the best job candidates. The site serves as a hub for the state's workforce services while focusing on job openings and job candidates. The site is also a valuable resource for policy makers, researchers, and others seeking to explore and analyze local labor markets in Florida. Employ Florida Vets

https://www.employflorida.com/portals/veteran/default.asp?pg=about

This web portal is a gateway to information and resource links that will assist veterans, veterans' families and employers in accomplishing their employment goals.

Project Search

http://projectsearch.us Project Search is a unique, business led, one year school-to-work program that takes place entirely at the workplace. Total workplace immersion facilitates a seamless combination of classroom instruction, career exploration, and hands-on training through worksite rotations.

RESPECT of Florida

www.respectofflorida.org

RESPECT works with Florida not-for-profit organizations that employ persons with disabilities in the production of products including mops, desk calendars and computers, and such services as packaging, call centers, microfilming and janitorial services. The collective goal of RESPECT and its partner Employment Centers is to transition all individuals served into competitive and integrated employment in their communities.

Talent Acquisition Portal https://tapability.org/

The Talent Acquisition Portal® (TAP) is an online system which includes a national talent pool of individuals with disabilities looking for employment and a job posting system for businesses looking to hire.

Florida Developmental Disabilities Council http://www.fddc.org/

The purpose of the Florida Developmental Disabilities Council is to engage in advocacy, capacity building, and systemic change activities that contribute to a coordinated, consumer and family centered, consumer and family directed, comprehensive system of community services and individualized supports that enable individuals with developmental disabilities to exercise self-determination, be independent, be productive, and be integrated and included in all facets of community life.

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The Arc of Florida

http://www.arcflorida.org/

The Arc of Florida is a nonprofit organization whose mission is to improve the quality of life for persons with intellectual and developmental disabilities. The Arc of Florida works with local, state and national partners and advocates for people with intellectual disabilities, autism, spina bifida, cerebral palsy (CP), prader-willi syndrome and other developmental disabilities to be fully included in all aspects of their community.

Florida Alliance for Assistive Services and Technology

https://www.faast.org/

The Florida Alliance for Assistive Services and Technology, Inc. serves Floridians with disabilities by providing free access to information, referral services, educational programs, and publications in accessible formats on topics such as disability rights, laws, and policies. FAAST also provides assistive technology (AT) device loans as well as funding opportunities for AT.

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Glossary

Affirmative Action - A set of positive steps that employers use to promote equal employment opportunity and to eliminate discrimination. It

includes expanded outreach, recruitment, mentoring, training, management development, and other programs designed to help employers hire,

retain and advance qualified workers from diverse backgrounds, including persons with disabilities. Affirmative action means inclusion, not

exclusion.

Alternate Formats - For people with some disabilities, such as visual impairments, written materials need to be available upon request in alternate

formats including Braille, text file, large print, audiotape, or video captioning.

Americans with Disabilities Act (ADA) - The ADA and the ADA Amendments Act of 2008 recognizes and protects the civil rights of people with

disabilities and is modeled after earlier landmark laws prohibiting discrimination on the basis of race and gender. The ADA prohibits discrimination

against people with disabilities in employment, transportation, public accommodation, communications, and governmental activities.

Architectural Access - Architectural accessibility refers to the "built" environment and the means of getting to and from that built environment. An

architecturally accessible building considers the needs of persons with a range of disabilities including visual, mobility, hearing, and cognitive

impairments.

Communication Access - Communication access means providing the technology or services necessary to facilitate equivalent communication for

persons with hearing, speech, cognitive, or learning disabilities.

Disability Related Inquiry - A "disability-related inquiry" is a question (or series of questions) that is likely to elicit information about a disability.

Essential Function - Those job duties that are so fundamental to the position that the individual holds or desires that he/she cannot do the job

without performing them. A function can be "essential" if, among other things: the position exists specifically to perform that function; there are a

limited number of other employees who could perform the function; or the function is specialized and the individual is hired based on his/her

degree of expertise or skill required to perform the job.

Individual with a Disability - The American’s with Disabilities Act defines an individual with a disability as a person who has a physical or mental

impairment that substantially limits one or more major life activities; has a record of such an impairment; or is regarded as having such an

impairment.

Section 110.107, Florida Statutes, defines an Individual with a Disability as: a person who has a physical or intellectual impairment that

substantially limits one or more major life activities; a person who has a history or record of such an impairment; a persons who is

perceived by others as having such an impairment.

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Internship - A temporary position with an emphasis on on-the-job training to provide short-term practical experience. It can be paid or unpaid.

Job Shadowing – One-on-one job shadowing provides a short-term opportunity for an individual with a disability to learn what it is like to be a part

of a workplace. A business professional is matched with an IWD so the employee can share information about a typical workday at the business

and provide insight about how to prepare for a particular career field. The experience usually lasts a day and can lead to internships or mentoring

experiences.

Major Life Activity - Refers to activities that an average person can perform with little or no difficulty. Major life activities include, but are not

limited to: caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, sitting, reaching, lifting, bending,

speaking, breathing, learning, reading, concentrating, thinking, communicating, interacting with others, and working; and the operation of a major

bodily function, including functions of the immune system, special sense organs and skin; normal cell growth; and digestive, genitourinary, bowel,

bladder, neurological, brain, respiratory, circulatory, cardiovascular, endocrine, hemic, lymphatic, musculoskeletal, and reproductive functions.

Mentoring - Pairs a current employee with a new colleague or potential employee to facilitate the transfer of knowledge. Provides career guidance

to mentees and can also cultivate role models for leadership, interpersonal and problem-solving skills within the employer’s workplace.

On-the-Job-Training - An opportunity for the employer to mentor a person with a disability, supporting skill development and providing them with

work experience.

People First Language - “People” First Language is national terminology aimed at putting the person before the disability and eliminating

generalizations and stereotypes.

Programmatic Access - Programmatic access refers to a program's eligibility requirements, policies, or operating procedures and whether or not

they allow full access for individuals with disabilities. This includes ensuring accessibility when planning meetings or events, including sign language

interpreters, as well as access to and within event facilities.

Reasonable Accommodation - An adjustment or alteration that enables a qualified person with a disability to apply for a job, perform job duties, or

enjoy benefits and privileges of employment. There are three categories of reasonable accommodations:

• Modifications or adjustments to a job application process to permit an individual with a disability to be considered for a job (such as providing

application forms in alternative formats like large print or Braille)

• Modifications or adjustments to enable a qualified individual with a disability to perform the essential functions of the job (such as providing

sign language interpreters)

• Modifications or adjustments that enable employees with disabilities to enjoy the benefits and privileges of employment (such as removing

physical barriers in an office cafeteria)

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Situational Assessment - Places an individual with a disability in a simulated work condition and environment that resembles the actual job, and a

systematic observation for evaluation of work-related behaviors in an actual work environment.

Technology Access - An extremely valuable way to increase inclusion for people with a range of disabilities. Augmentative communication devices,

wheelchairs, and screen readers which "speak" what is on the computer screen are all examples of personal technology used by individuals with

disabilities to increase accessibility and inclusion. Remember that technology access is not always complex electronic devices, but can be as simple

as a rubber pen grip. Technology access also requires that computers, Web sites, and telephone systems are all accessible to and useable by people

with a range of disabilities including visual, hearing, mobility, and cognitive disabilities.

Unpaid Work Experience - Work for a short period of time, at any type of business without pay for job exploration, assessment, and training

purposes.

Marian Deadwiley, SHRM-SCP, SPHR® Human Resource Consultant

850-488-3923 Marian.Deadwiley@dms.myflorida.com

Libby Farmer

Workforce Strategic Planning, Research & Operations Manager 850-921-7931

Libby.Farmer@dms.myflorida.com

Shalottie Mosley, MAML, MAHS Senior Management Analyst I

850-487-1810 Shalottie.Mosley@dms.myflorida.com

Martina M. Rogers MASS, MS Human Resource Consultant

850-487-1812 Martina.Rogers@dms.myflorida.com