The US Department of Labor's Office of Federal Contract Compliance Programs (OFCCP) has released a new interactive tool to help federal contractors assess their compliance with the affirmative action program (AAP) requirements of Section 503 of the Rehabilitation Act. The Checklist for Compliance with Section 503 of the Rehabilitation Act of 1973 was developed by OFCCP in coordination with the US Department of Labor Office of Disability Employment Policy. While contractors are not required to use it (and using it doesn't ensure compliance), doing so may prove beneficial in enhancing awareness of AAP obligations and flagging potential problem areas in need of correction. To access this interactive tool on Section 503, please click on View Page Now or go to: http://www.dol.gov/ofccp/regs/compliance/ChecklistforCompliancewithSection503_JRF_QA_508c.pdf
Assets for Independence Demonstration Program is sponsored by the U.S. Department of Health and Human Services (HHS), Office of Community Services. The AFI program awards grants to organizations seeking to improve the lives of low-income communities through accumulation of assets using a matched savings program, provision of financial education, and other asset-building services. HHS has developed a guide that provides comprehensive instructions and guidelines on how to successfully plan, implement and request an Assets for Independence (AFI) award for individual development account (IDA). ADI projects help low-income and working families build their assets, increase their economic security and plan and save for the future.Asset building means change. It offers new tools to reduce poverty including matching savings, financial education, and asset attainment – all change behavior that diversify the resources needed to handle life’s emergencies for low-income families.To access this guide, please go to: http://idaresources.acf.hhs.gov/servlet/servlet.FileDownload?file=015700000025fH4
This document from the One-Stop Ticket Success Project discusses two Social Security Disability Programs: Supplemental Security Income (SSI) and Social Security Disability Insurance (SSDI). The document represents a one-page side by side chart that includes information for both on: requirements to qualify, medical coverage, effect of income on cash benefits, effect of income on medical benefits, and examples of available work incentives to manage benefits.
DEI Grantee Abstracts represent one page outlines of each project based on the DEI funded proposal. Each grantee had the opportunity to review their respective draft abstract and make edits/additions.
This needs assessment tool, developed by the One-Stop Ticket Success Project, is to be used at the beginning of the technical assistance process to determine current One-Stop capacity to serve individuals under the Ticket program, and identify areas to be addressed for the workforce investment system to successfully operate as an Employment Network. In using this tool, the overall goal is to gain a sense of the general operation of the workforce investment system/One-Stop, as well as specific areas pertinent to services for customers with disabilities and the Ticket to Work. A key objective is determining how the Ticket program can be integrated within the existing service and administrative structures.
Assessment and Screening Tools for Measuring Mental Health, Substance Abuse, and Independent Living Skills in Adolescents. The screening and assessment tools developed by the National Clearinghouse on Families and Youth (NCFY), are designed specifically for youth ages 14 to 21, and measures one (or more) of three categories relevant to runaway and homeless youth programs: mental health, substance abuse, and independent living skills. To view the tools, visit: http://ncfy.acf.hhs.gov/publications/assessment-screening.
How Students with Disabilities Can Prepare for College Disabilities, Opportunities, Internetworking, and Technology (DO-IT) Program https://www.washington.edu/doit/Brochures/Academics/college.html This publication addresses issues surrounding the transitions from high school to college and beyond for people with disabilities. It covers three phases: Preparing for college while in high school. Staying in college, which requires numerous self-management skills. Preparing to move beyond college and into a career. Preparing for College: An Online Tutorial https://www.washington.edu/doit/Brochures/Academics/cprep.html College Survival Skills: Tips for Students with Disabilities to Increase College Success https://www.washington.edu/doit/Brochures/Academics/survival.html
This guide is a comprehensive analysis of hiring employees with disabilities that includes information about how to: Find qualified workers with disabilities, Put disability and employment research into practice, and How to model what other businesses have done to successfully integrate individuals with disabilities into the workforce. It also includes checklists and various other resources to aid employers as they prepare to employ people with disabilities.
The Checklist is designed to ensure meaningful participation of people with disabilities in programs and activities operated by recipients of financial assistance under the Workforce Investment Act of 1998 (WIA), including those that are part of the One-Stop delivery system. Section 188 of WIA (WIA Section 188) ensures nondiscrimination and equal opportunity for various categories of persons, including persons with disabilities, who apply for and participate in programs and activities operated by recipients of WIA Title I financial assistance. WIA Section 188 Disability Checklist: Appendix – Examples of Practice This Appendix to the Section 188 Disability Checklist includes examples of policies, procedures and other recommended steps that local workforce investment area (LWIA) grant recipients can take to ensure that people with disabilities have equal access to WIA Title I programs and activities. These "examples of practices" suggest ways in which LWIA grant recipients might meet their obligations to ensure that individuals with disabilities have equal access to those programs and activities.