The Individualized Learning Plans How-to-Guide is designed for schools, educators, and other professionals who assist youth with college and career readiness and transition planning. This guide was developed in response to feedback from schools indicating a need for curriculum and implementation guidelines to support whole-school buy-in for implementing individualized learning plans (ILPs). A key goal of the guide is to help schools develop a bridge between college and career readiness efforts through the use of ILPs and help youth achieve prosperous and productive lives. The career development activities and resources in this guide are also useful for youth service professionals in the workforce development system. To access this guide, Please click on View Page Now or go to: http://www.ncwd-youth.info/ilp/how-to-guide
This Webinar is hosted by the National LEAD Center and is scheduled for January 20, 2016, from 3:00 to 4:30PM, EST. http://www.leadcenter.org/webinars Section 188 of the Workforce Innovation and Opportunity Act (WIOA) prohibits discrimination against people who apply to, participate in, work for, or come into contact with programs and activities of the workforce development system. WIOA also requires that American Job Centers be fully accessible physically and programmatically, offering accommodations as needed and incorporating Universal Design wherever possible. LEAD Center has been working with the Missouri Division of Workforce Development, who have committed to improving access to their services statewide. Join this webinar to: -- Hear from the leaders in U.S. Department of Labor’s Civil Rights Center, Employment and Training Administration and Office of Disability Employment Policy, who jointly issued Promising Practices in Achieving Universal Access and Equal Opportunity: A Section 188 Disability Reference Guide on July 6, 2015. -- Learn about the commitment to Equal Opportunity in Missouri, and the work being done using the 188 Disability Reference Guide and based on information collected from surveying their American Job Center staff statewide, and surveying jobseekers and employers who use their services. To register for this webinar, please click on View Page Now or go to: https://leadcenter.webex.com/leadcenter/onstage/ g.php?MTID=e43b23dfd1ceb61e4c5532e0514956d8a
Learn Psychology has produced several guides that include information and actionable advice that students can utilize to maintain mental well-being in college. With more students taking on more rigorous academic loads, now, more than ever, the need for student access to mental health resources is imperative. Key elements of Learn Psychology resources include: -- A comprehensive look at the some issues that college students may experience during their academic career; -- Tips for how to identify and cope with warning signs of mental health issues with peers; -- A list of top mental health organizations and resources students can utilize; -- Advice from a number of experts who have excelled in assisting college students with mental health issues. To access these guides, please click on View Page Now or go to: http://www.learnpsychology.org/mental-health/
The Employer Assistance and Resource Network (EARN) has issued Disability Etiquette in honor of National Disability Awareness Month. The norms for being courteous and respectful to people with disabilities, including co-workers, are generally the same as those for being courteous and respectful to all people. National Disability Employment Awareness Month is an opportune time to ensure employees, especially those who may be new to an organization, understand this. To help in doing so, the Employer Assistance and Resource Network offers a primer, including tips for communicating with people with different types of disabilities. To access this resource, please click on View Page Now or go to: http://askearn.org/refdesk/Inclusive_Workplaces/Etiquette
The ADA (Americans with Disabilities Act) National Network has updated and redesigned this guide, which provides information from industry experts to assist planners, managers, operators, and building owners in making temporary events, such as festivals, concerts, and sporting events, accessible to people with disabilities. The updated guide is a collaboration of the ADA Knowledge Translation Center and the ADA National Network Regional Centers. To access the full guide, please click on View Page Now or go to: https://adata.org/sites/adata.org/files/files/EventPlanningGuide_Final_2015.pdf
This is a Power Point presentation on the Advisory Committee on Increasing Competitive Integrated Employment for Individuals with Disabilities (ACICIEID)that was formed as part of the Workforce Innovation and Opportunity Act (WIOA). The Rehabilitation Services Administration (RSA) has published this on their website. To view the Power Point, please click on View Page Now.
The National Disability Institute and Consumer Financial Protection Bureau (CFPB) are hosting this webinar on Wednesday, April 8, 2015, from 3:00 to 4:00 PM EST. The webinar will explore defining financial needs and evaluating one's own financial health. In January 2015, CFPB issued a report titled "Finanical Well-being, The Goal of Financial Education," that included a working definition of financial well-being and identified four elements that it includes. To register for this webinar, please click on View Page Now.
In early December, 2014, the Wage and Hour Division of the U.S. Department of Labor issued a Fact Sheet on Raising the Minimum Wage for Workers with Disabilities Under Executive Order 13658. Executive Order 13658, “Establishing a Minimum Wage for Contractors” was signed by President Obama on February 12, 2014. This Order establishes a minimum wage to be paid to workers performing on or in connection with a covered contract with the Federal Government. Workers covered by this Executive Order, including workers with disabilities whose wages are determined pursuant to certificates issued under section 14(c) of the Fair Labor Standards Act (FLSA). Every covered worker performing work on or in connection with a covered contract must be paid no less than $10.10 per hour beginning January 1, 2015. Beginning January 1, 2016, and annually thereafter, this amount may be increased to an amount determined by the Secretary of Labor based on inflation. For an overview of the general provisions of the final rule implementing Executive Order 13658, including coverage requirements, see Fact Sheet: Final Rule to Implement Executive Order 13658, To access a PDF version of this Fact Sheet, please click on View Page Now or go to: http://www.dol.gov/whd/flsa/eo13658/EO-factsheet.htm
The Computer/Electronics Accommodations Program (CAP)is funded to provide accommodation solutions for Federal employees. In addition, CAP has developed expertise and training protocols for Assistive Technology (AT) solutions across the spectrum of disability. The CAP website lists commonly requested accommodation solutions under five disability categories: Blind/Low Vision, Cognitive, Communication, Deaf/Hard of Hearing, and Dexterity. Under each category individuals can browse the different types of accommodations commonly provided by CAP. Each piece of technology offers a short description of the AT equipment and an estimate of how long it could take to provide it to the Federal employee. Accommodations that are outside of CAP’s scope, meaning CAP is unable to provide these kinds of accommodations to employees. CAP offers several ways to learn about the assistive technologies available to improve an individual’s capabilities. Whether through a needs assessment, a demonstration video, or by browsing the CAP website, CAP has resources available to provide information on technologies that can be used to maintain, increase, or improve a person’s ability to perform on the job. To learn more about accommodations provided by CAP and to browse the different types of AT available, please click on View Page Now or go to: http://www.cap.mil/Solutions/Index.aspx. ________________________________________
In early November 2014, the US Department of Justice’s Civil Rights Division and the US Department of Education’s Office for Civil Rights and Office of Special Education and Rehabilitative Services issued joint guidance about the rights of public elementary and secondary students with hearing, vision or speech disabilities to effective communication. The guidance includes a letter to educators, a Frequently Asked Questions document, and a summary Fact Sheet, and is intended to help schools, parents, and others understand schools’ obligations under Federal law to meet the communications needs of students with disabilities. The guidance documents can be found by clicking on View Page Now or going to:http://www.ada.gov/ta-pubs-pg2.htm#doe_doj_eff_comm
On November 12, 2014, the U.S. Department of Transportation (DOT) published a Federal Register Notice regarding proposed additions and revisions to their Circulars for transportation providers to assist them in meeting requirements of the Americans with Disabilities Act (ADA). DOT is proposing the following seven new circular chapters: Chapter 3 - Transportation Facilities; Chapter 6 - Fixed Route Service; Chapter 7 - Demand Responsive Service; Chapter 9 - ADA Paratransit Eligibility; Chapter 10 - Passenger Vessels; Chapter 11 - Other Modes; and Chapter 12 - Oversight, Complaints, and Monitoring. Comments on change are due by January 12, 2015. To view the Federal Register Notice, please click on View Page Now or go to: http://www.gpo.gov/fdsys/pkg/FR-2014-11-12/pdf/2014-26665.pdf
The Health and Human Services (HHS) Centers for Medicare and Medicaid Services (CMS) has produced a Statewide Transition Plan .for Alignment with the Home and Community-Based Services (HCBS) Final Regulation's Settings Requirements to assist states as they implement the final HCBS rule released in January of this year, the Centers for Medicare and Medicaid (CMS) created the Statewide Transition Plan Toolkit for Alignment with the HCBS Final Regulation's Settings Requirements. This document provides information on the content and process of the transition plan requirements. To access the toolkit, please click on View Page Now or go to: http://www.medicaid.gov/Medicaid-CHIP-Program-Information/By-Topics/Long-Term-Services-and-Supports/Statewide-Transition-Plan-Toolkit-.pdf
These 30 Second Trainings provide information on employment basics that assist business on their requirements under the Americans with Disabilities Act. These include separate trainings on: I’ve hired a person with a disability. Now what? (Overview of legal requirements and practical strategies? Under the ADA, can I discipline or fire an employee with a disability? What are some ways I can accommodate ALL my employees? What is a reasonable accommodation? What should I do when my employee asks me for an accommodation? What tax incentives are available for employers who hire people with disabilities? To access any of these 30 Second Trainings, please click on View Page Now or go to: https://disability.workforce3one.org/page/tag/1001325235377236027
The Department of Education's (DOE) Rehabilitation Services Administration (RSA) has published the thirty-day notice on the Annual Performance Report for the State Grant for Assistive Technology Program in today’s Federal Register on September 10, 2014. Section 4 of the Assistive Technology (AT) Act of 1998, as amended, requires states to submit annual data reports. This instrument helps the grantees report annual data related to the required activities implemented by the State under the AT Act. This data is used by RSA in order to prepare required annual reports to Congress. RSA calls this data collection an Annual Progress Report. Comments on the FRN are due by October 10, 2014. To access the FRN, please click on View Page Now or go to: http://www.gpo.gov/fdsys/pkg/FR-2014-09-10/pdf/2014-21535.pdf
The Americans with Disability Act (ADA) National Network is a wonderful resource to obtain the latest news and resources for business owners to facilitate ADA compliance. The ADA National Network is comprised of ten regional ADA Centers who are available to provide personalized advice, technical assistance and training to the business community. The Department of Education's (DOE) National Institute on Disability Rehabilitation Research funds the ADA National Network to provide information, guidance and training on the Americans with Disabilities Act (ADA), tailored to meet the needs of business, government and individuals at local, regional and national levels. Serves as a supportive resource, not an enforcement agency. The Network can answer questions, practical tips for compliance, popular publications, and web-based resources from the business community. In addition, guidance on establishing a fully accessible and accommodating place of business for customers and employees is available without oversight and compliance as the focus. Their website includes a drop-down menu to obtain state level ADA Center connections. The ADA National Network is available by phone at 1-800-949-4232 (V/TTY)ONLINE: To link to their website, please click on View Page Now or go to: http://adata.org/contact-us.
On July 14, 2014, the Equal Employment Opportunity Commission 9EEOC) voted to adopt new enforcement guidelines that define impairments related to pregnancy as a disability. According to the new guidelines, "Although pregnancy itself is not a disability, impairments related to pregnancy can be disabilities if they substantially limit one or more major life activities." Although these guidelines are not binding in the courts, businesses should evaluate their policies and practices accordingly, as some courts may follow it and any EEOC investigations of charges alleging pregnancy-related discrimination will involve the new guidelines. The U.S. Supreme Court agreed to hear arguments in Young v. United Parcel Service on July 1, 2014, and once they deliver their opinion, there should be more clarification on this issue. This case compares disabilities from pregnancy with disabilities attributed to other ailments, such as on-the-job injuries. It asks the question whether an employer that provides accommodations to nonpregnant employees with work limitations must also provide similar work accommodations to pregnant employees. The EEOC Enforcement Guidance: Pregnancy Discrimination and Related Issues (No. 915.003), July 14, 2014, can be accessed by clicking on View Page Now or going to: http://www.eeoc.gov/laws/guidance/pregnancy_guidance.cfm
This booklet on the Americans with Disabilities Act (ADA) has been published by the ADA National Network and has been adapted from “The Americans with Disabilities Act Questions and Answers” document produced by the U.S. Equal Employment Opportunity Commission and U.S. Department of Justice, Civil Rights Division, October 2008 version. This publication was produced as a collaborative project by the ADA National Network, which is funded by the U.S. Department of Education, National Institute on Disability and Rehabilitation Research. The booklet is designed to provide answers to some of the most often asked questions about the ADA. To access a PDF version of the booklet, please click on View Page Now or go to: http://adata.org/sites/adata.org/files/files/ADANN_FAQbooklet_2-19.pdf
The Urban Institute’s Harry Hatry is a well-known expert in performance measurement and has written a guide to inform development of useful and applicable performance measures and goals. He writes in his new guide that the current performance measurement movement has entered “a major new phase” that embraces greater analysis of performance information as well as an increased emphasis on performance management—using performance information to make evidence-based decisions. The Guide suggests that there are three sets of limitations that tend to inhibit most existing performance measurement systems in organizations at all levels of government: - Data. Usable information produced by most performance measurement systems has been limited. - Analysis and Reporting. The data available has not be analyzed and interpreted to make it useful to decision-makers. - Use. Performance information is not fully used by public managers to make decisions, “most likely in part because of the limitation mentioned above.” He notes that advances in technology, the decreasing cost of collecting data, the widespread growth in the acceptance of performance measurement, and an increased demand for reliable evidence have cumulatively created a demand for more performance information to make informed decisions. To access an this Urban Institute Guide, please click on View Page Now or go to: http://www.urban.org/UploadedPDF/413197-Transforming-Performance-Measurement-for-the-21st-Centurys.pdf
On August 18, 2014, the Department of Education's Institute of Education Sciences requested feedback on the focus and work of their two research centers: the National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER). The mission of NCER is to support rigorous research that addresses the nation’s most pressing education needs, from early childhood to postsecondary and adult education. Similarly, NCSER sponsors a comprehensive program of special education research designed to expand the knowledge and understanding of infants, toddlers, children, and youth with disabilities. They are specifically seeking comment on the following questions: What are the characteristics of education and special education studies that have had the most influence on policy and practice during the past 10 years? What lessons can we draw from these studies to inform NCER’s and NCSER’s future work? What are the critical problems or issues on which new research is needed? How can NCSER and NCER target their funds to do the most good for the field? Comments should be sent to Comments.Research@ed.gov by October 31, 2014. To view the invitation for comment, please click on View Page Now or go to: http://ies.ed.gov/pdf/2014-NCERfeedback.pdf
More than 45 years after it was first created, the handicap symbol is getting a significant redesign, at least in New York. Gov. Andrew Cuomo (D) on July 25, 2014, signed into law the measure, making New York the first state in the nation to replace the universal symbol with the modified version above, according to the sponsors of the bill. “New York is again leading the way by being the first state in the Nation to update our outdated ‘handicap’ signs with a more active, engaging symbol. Working together we will continue to be a shining example for disability rights throughout the country,” Sen. David Carlucci (D) said in a statement. He and Assemblywoman Sandy Galef (D) co-sponsored the bill, which has no fiscal impact as it only requires new signs to carry the updated icon and which also drops the word “handicapped” from signs and communications in favor of the word “accessible.” To learn more about the NY State announcement and the new "accessible" icon, click on View Page Now or go to: http://www.washingtonpost.com/blogs/govbeat/wp/2014/07/29/the-handicap-symbol-gets-an-update-at-least-in-new-york-state/