From the web site http://www.pcepd.gov
OPENING DOORS TO ABILITY
July 1998
President's Committee on Employment of People with Disabilities
1331 F Street, NW, Washington, DC 20004-1107
http://www.pcepd.gov
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Education Kit 1998
Included in this Kit:
* Cover
* A Message From Chairman Tony Coelho
* Introduction
* About the President's Committee
* JAN: Opening Doors to Job Accommodation
* Affirmative Action and People with Disabilities
* Recruitment Resources
* Self-Employment Profiles
* Providing Quality Services to Customers with Disabilities
* Recruiting Disabled Veterans: A Primer
* Disability and Cultural Diversity
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A MESSAGE FROM CHAIRMAN TONY COELHO
"Opening Doors to Ability." The theme of this year's education
and awareness program signifies the President's Committee's
ultimate objective: the removal of attitudinal and structural
barriers to employment in order for all Americans to be judged
by their abilities and given an opportunity to contribute to our
nation's workforce.
Eight years after the passage of the Americans with Disabilities
Act (ADA), doors are opening, however slowly. More and more
places of business are accessible to both customers and
employees with disabilities. Curb cuts are facilitating mobility
for everyone from wheelchair users to in-line skaters. People
with disabilities abound among our nation's commuters, many
using accessible mass transit to get to work. Our country is in
the midst of transforming the proverbial ladder of success for
some Americans into a ramp of opportunity for all Americans.
In the ADA's preamble, Congress laid out four goals for
individuals with disabilities: equality of opportunity, full
participation, independent living, and economic
self-sufficiency. Adopting these goals in our nation's policies
and workplaces requires a profound philosophical shift --- from
the presumption that people with disabilities are either
incapable or less capable of work --- to a presumption that all
individuals have the ability to contribute to our country's
economy.
People with disabilities have a right to work, a right to take
care of ourselves and our families, a right to contribute to our
communities, and a right to participate in the political
process. We also have a responsibility to do so.
Earning a paycheck symbolizes economic and social independence.
People with disabilities are the only group in society who want
to pay their taxes. We want to work. We want to be contributors
to our nation's economy.
Yet, little more than half of working age Americans with
disabilities are employed; and only one-quarter of those with
severe disabilities hold a job. Many of the rest receive Social
Security Income or Social Security Disability Income, costing
the federal government $72 billion annually. With Medicaid,
Medicare, and other direct and indirect costs of unemployment
factored in, the price tag becomes $300 billion a year. The
tragedy is that most individuals with disabilities in these
programs are capable of employment.
Who pays for them to stay home? All working Americans do,
through our taxes. Employers do, through FICA payments. And too
many people with disabilities do, by collecting monthly checks
at the expense of their self-worth.
We as a society cannot afford to continue shutting people with
disabilities out of the workforce. Employers, government
officials, organized labor, service providers, people with
disabilities and their families must work together to remove all
remaining barriers to employment for Americans with
disabilities. Together we must open doors to welcome the
contributions and abilities of all.
Tony Coelho
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INTRODUCTION
The materials in the 1998 Educational Kit can be used to foster
employment opportunities for people with disabilities throughout
the year. The materials are to be utilized for programs held to
celebrate the anniversary of the Americans with Disabilities Act
(ADA) in July and National Disability Employment Awareness Month
(NDEAM) in October. In addition, local community events linked
to Martin Luther King Jr. Day in January, Labor Day in September
and Veterans Day in November offer opportunities to focus on
employment of people with disabilities.
The ADA signed into law on July 26, 1990, clearly prohibits
discrimination on the basis of disability. This law is opening
the door of opportunity in the workplace for millions of
Americans with disabilities.
Forty-five years intervened between Congressional enactment of
Public Law 176 in 1945 and the passage of ADA. Public Law 176
designated the first week in October each year as "National
Employ the Physically Handicapped Week," and the President's
Committee was charged with carrying out the intent of this Act.
In 1962, the word "physically" was removed from the week's name
to recognize the employment needs of all persons with
disabilities. Congress in 1988 expanded the week to a month and
changed its name to "National Disability Employment Awareness
Month." October has become the kick off month for year-long
programs that highlight the abilities and skills of Americans
with disabilities.
The theme for this year's educational program is " Opening Doors
to Ability. "
The American challenge for the 21st century is to become a
nation in which all citizens have the opportunity for full
employment. The ability of a diverse workforce provides the
framework to meet this challenge. Persons with disabilities want
to be a vital component of the diverse workforce. America is in
an excellent position to be a winner in the global economy of
the 21st century because of the strength of its diversity, the
power of the economy and the depth of the nation's values.
Nevertheless, we must not overlook the abilities of the 54
million Americans with disabilities. And that means inclusion,
not exclusion. Persons with disabilities have demonstrated their
abilities to work in all venues from Pennsylvania Avenue to Wall
Street to Main Street. By opening doors to ability, employers
gain the skills and talents of persons with disabilities.
Listed below are samples of activities to foster employment of
individuals with disabilities carried out in 1997. The
President's Committee encourages you to adopt or adapt similar
activities for an exciting and profitable year-long educational
campaign:
* SAFECO Corporation utilized materials from the kit to train
recruiters and managers regarding the employment of persons
with disabilities.
* The Access Center Partnership in San Diego, CA, started an
information and referral hotline to help employers locate
qualified people with disabilities to employ.
* Burbank, CA, city government promoted National Disability
Employment Awareness Month on a bumper sticker, prominently
displayed on all city-owned vehicles during October.
* The Bluegrass Assistive Technology Center, Paducah, KY,
conducted an ADA Training Workshop.
* The Council for the Arts, Gaithersburg, MD, presented a
performance of the Cleveland Ballet Dancing Wheels. The
company, which includes artists with and without
disabilities, works to dispel myths regarding individuals
with disabilities as performers.
* The Diversity Council of the U.S. Department of Commerce
included fact sheets from educational kits in a resource
guide for senior department officials entitled "Advancing
the Employment of People with Disabilities."
* At Mesa State College in Colorado materials from the kit
were used to teach an upper level college class on
Disability Employment Law to students majoring in Human
Resource Management.
* The Mayor's Office for People with Disabilities, Chicago,
IL, distributed a message with paychecks in October in which
the mayor called on city employees to "celebrate and utilize
the many abilities of people with disabilities." The city
also featured Donald Dalton, president of Mico Overflo
Corporation, on its "Disability Focus" cable TV program to
discuss self employment and entrepreneurial opportunities
for people with disabilities.
* Fact sheets from the President's Committee's educational
kits were used in a seminar American Express Financial
Advisors presented to human resource professionals in
Minneapolis and St. Paul, MN, on disability awareness,
etiquette and interviewing guidelines.
* Region 10 of the Rehabilitation Services Administration,
Seattle, WA, conducted an employment conference and job fair
at which copies of the 1997 Educational Kit were distributed
to employers, service providers and persons with
disabilities.
* The New York State Regional Employment Alliance presented
statewide and regional awards to employers and entrepreneurs
with disabilities at programs in 10 regions across the state.
* The Center for Independence, Grand Junction, CO, used
material in the kit to provide disability awareness training
to local public and private businesses.
Remember: These examples provide only a starting point. Let your
imagination be your guide. Employment of persons with
disabilities is a year-long concern.
ADDITIONAL MATERIALS
Here is a sampling of materials that you may order from the
President's Committee on Employment of People with Disabilities
to assist you with your educational program.
Booklets
ADA and the Health Professional
Worklife: ADA commemorative issue, Fall 1990
ADA Focus Brochures
* Focus on Key Provisions
* Focus on Telecommunications
* Focus on Disabled Veterans
* Focus on Employment
* Focus on Public Accommodations
* Focus on Transportation
Fact Sheets
* Basic Facts (1997)
* Hiring People with Disabilities (1997)
* Marketing to Customers with Disabilities (1997)
* Workplace Accommodation Process (1997)
* Personal Assistance Services in the Workplace (1997)
* What to Do if You Have Been Discriminated Against (1997)
* Essential Elements of an Effective Job Search (1997)
* What Does Business Really Think About the ADA? (1996)
* Cost and Benefits of Accommodations (1996)
* Dispelling Myths About the Americans with Disabilities Act
(1996)
* Diversity and Disabilities (1996)
* What You Should Know About Workplace Laws (1996)
* Insurance and Benefits (1996)
* Employment Checklist for Hiring Persons with Disabilities
(1996)
* Pre-Employment Inquiries (1996)
* Communicating With And About People with Disabilities (1995)
* Supported Employment (1995)
* Worker's Compensation: Developing Company Policies (1995)
* Facts About the Americans with Disabilities Act - Public Law
101-336 (1992)
* Employer Profiles (1995, 1994)
* Job Analysis, An Important Employment Tool (1994)
* Interviewing Tips for the Job Applicant (1993)
* Guidelines for Conducting a Job Interview (1993)
Acknowledgments: Members of the President's Committee's
Employer, Disabled Veterans, and Employees with Disability
Concerns subcommittees provided valuable assistance in
developing the fact sheets contained in this kit.
This publication is available in alternate formats.
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ABOUT THE PRESIDENT'S COMMITTEE
WHAT IS THE PRESIDENT'S COMMITTEE ON EMPLOYMENT OF PEOPLE WITH
DISABILITIES?
The President's Committee on Employment of People with
Disabilities is a small federal agency based in Washington, DC.
The Committee's mission is to communicate, coordinate and
promote public and private efforts to enhance the employment of
people with disabilities.
WHO SERVES ON THE PRESIDENT'S COMMITTEE?
The President of the United States appoints a Chairman and Vice
Chairs. The Chairman, in turn, appoints members to the Executive
Board and to six standing subcommittees. Some 300 members, who
serve without compensation, represent various industries and
groups that impact employment: the business community; labor
unions; disabled veterans groups; educators; rehabilitation
professionals; service providers; Governor's Committees in
states and U.S. territories; more than 600 Mayor's Committees;
and disability community leaders throughout the country.
WHEN WAS THE PRESIDENT'S COMMITTEE CREATED?
During World War II, people with disabilities filled many
positions left open by the labor shortage and showed their
capability in the workforce. Following the war, veterans, many
of them disabled, were eager to return to civilian jobs. This
combination of factors encouraged President Harry Truman to
appoint a committee of prominent citizens to promote employment
for people with disabilities. Thus, the President's Committee
was born. Every succeeding President has endorsed the Committee.
For over 50 years the President's Committee has provided the
leadership necessary to ensure that disability employment issues
remain high in the public consciousness.
WHAT DOES THE PRESIDENT'S COMMITTEE DO?
The Committee provides information, training and technical
assistance to America's business leaders, organized labor,
rehabilitation and service providers, advocacy organizations,
families and individuals with disabilities. Toward these ends,
the Committee:
* Provides information on the Americans with Disabilities Act
(ADA).
* Spearheads a number of projects and initiatives, intended to
increase the number of people with disabilities in the
workplace.
* Sponsors periodic employment fairs for job seekers with
disabilities.
* Makes available a number of free publications and fact
sheets on disability employment-related issues.
* Reports to the President on the progress and problems of
maximizing employment opportunities for people with
disabilities.
Each year, the President's Committee develops and implements
various projects that have the potential to improve work
opportunities for people with disabilities. Building
partnerships with public and private sector organizations is the
hallmark of the Committee's success. Here are a few recent
examples:
* The Business Leadership Network (BLN) is a business-led
nationwide partnership among the President's Committee,
employers and state Governor's Committees. Localized to meet
the needs of the particular geographic area, each BLN
includes a coalition of employers who are committed to
hiring employees with disabilities. This program offers
employers pertinent disability employment information; a
network of companies sharing information on specific
disability employment issues; the opportunity to provide
training and work experience for job seekers with
disabilities; and recognition for best disability employment
practices. This employer-to-employer effort has as its
national CEO the President and Chief Executive Officer of
the U. S. Chamber of Commerce.
* The Youth Leadership Forum for Students with Disabilities is
a career leadership training program for high school juniors
and seniors. The President's Committee has worked closely
with the California Governor's Committee for Employment of
Disabled Persons, which developed the forum, to replicate
this initiative around the nation. The Social Security
Administration has provided key financial support to make
this goal a reality and the American Legion has committed
its national support to the program.
* High School/High Tech encourages secondary students with
disabilities to consider careers in engineering, science and
high technology fields. Cooperative efforts with public and
private funding sources, businesses and school districts
throughout the United States make paid internships and
mentoring opportunities possible. Significant funding for
this program has been made available through the National
Aeronautic and Space Administration (NASA). Other major
sponsors include the Mitsubishi Electric America Company and
the National Oceanic and Atmospheric Administration (NOAA).
* The Workforce Recruitment Program for College Students with
Disabilities, which is co-sponsored with the U.S. Department
of Defense, identifies college and university students with
disabilities seeking summer and permanent jobs. Each year, a
free CD-ROM database containing information about
pre-screened candidates is made available to interested
employers in both the private sector and the federal
government. Approximately 10 federal agencies provide
recruiters to visit schools nationwide and hire summer
interns from the program on an annual basis.
* The Cultural Diversity Initiative is a major effort to
develop leadership in minority communities in order to
improve job opportunities for individuals with disabilities
from minority backgrounds. With significant financial
support from the U.S. Department of Education, the
President's Committee is working closely with the National
Association for the Advancement of Colored People (NAACP)
and other minority organizations to achieve the goals of
this project.
HOW CAN THE PRESIDENT'S COMMITTEE HELP ME?
The President's Committee provides a variety of resources to
help both employers and job seekers.
* Chief among the Committee's resources is the Job
Accommodation Network (JAN), a toll-free information service
on workplace accommodations and the employment provisions of
the Americans with Disabilities Act. Anyone may call JAN at
(800) 232-9675 (V/TDD) or (800) 526-7234 (V/TDD). Hours of
operation are 8:00 a.m. to 8:00 p.m., Monday through
Thursday, and 8:00 a.m. to 7:00 p.m. on Friday, Eastern
Standard Time. The JAN Website also contains extensive
information and links to other sites related to disability
and employment issues. Visit JAN at
http://www.jan.wvu.edu/english/homeus.htm .
* The Committee produces an annual Educational Kit containing
fact sheets on timely disability employment issues. Recent
topics include "What To Do if You Think that You Have Been
Discriminated Against," "Essential Elements in an Effective
Job Search," and "Pre-Employment Inquiries." A particular
publication, or a list of available publications, may be
requested by calling (202) 376-6200, Extension 60 (V) or
(202) 376-6205 (TDD).
* The Committee's Website on the Internet http://www.pcepd.gov
provides visitors direct access to President's Committee
publications, speeches and press releases, as well as to
information on statistical data, workplace laws, job
accommodations, interviewing, hiring and communicating with
people with disabilities, among other topics. A special
"business Focus" section responds to information generally
requested by the business sector and has links to a number
of government agencies that provide additional resources. A
"Job Links" page takes job seekers directly to lists of job
openings at companies seeking to hire people with
disabilities.
Neither the President's Committee nor its Job Accommodation
Network is a job placement service. The Committee does not have
the authority to regulate or enforce any laws, nor is it
permitted to advocate any federal action on behalf of any
individual or group. However, to the degree possible, staff will
provide referrals to the most appropriate agencies and
organizations.
HOW MAY I GET MORE INFORMATION ABOUT THE PRESIDENT'S COMMITTEE?
* Visit our Web site at http://www.pcepd.gov
* E-mail us at [log in to unmask]
* Call us at (202) 376-6200 (V)
or (202) 376-6205 (TDD)
* Write to us at 1331 F Street NW, Washington, DC 20004
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JAN: OPENING DOORS TO JOB ACCOMODATION
WHAT IS JAN?
The Job Accommodation Network (JAN), a service of the
President's Committee on Employment of People with Disabilities,
is a toll-free resource for anyone who has questions about job
accommodations, or about the employment sections of the
Americans with Disabilities Act (ADA). Trained consultants
respond to questions, discuss specific job accommodations, and
suggest additional resources to assist you.
WHO SHOULD USE JAN ?
Employers, persons with disabilities, service providers,
rehabilitation counselors, or anybody involved in helping a
person with a disability obtain or retain a job.
HOW DOES JAN WORK ?
All calls to JAN are kept confidential. If you are calling about
accommodating an individual on the job, the more you tell the
consultant about the required tasks and the functional
limitations and abilities of the individual, the better the
consultant will be able to help. When you call, the following
steps occur:
* The receptionist listens to each question and transfers the
caller to the JAN consultant who is most knowledgeable in
that particular area.
* The consultant asks questions to obtain the information
needed in order to develop the best solution(s).
* The consultant searches a database of previous
accommodations and provides as many potential accommodation
options as possible. These may include:
* different approaches to job tasks
* proposed policy changes
* commercially available products
* different ways to use existing products
* resources for device modification/fabrication.
* The consultant provides methods of implementing and
maintaining the accommodation(s) and recommends processes
for reviewing the effectiveness of the accommodation(s).
* JAN staff will prepare and send materials in the format
requested. Information can be sent electronically, faxed or
mailed using the U.S. Postal Service.
* As follow-up, the caller may be asked to complete a
questionnaire regarding the recommended accommodation(s) and
their usefulness. This feedback helps JAN improve services
and assist future callers with accommodation solutions.
WHAT HAS BEEN THE RESULT OF JAN SERVICES ?
Following are examples of accommodations recommended by JAN that
have assisted companies and agencies in hiring, retaining and
promoting people with disabilities.
Call Request: A teacher with a hearing impairment had
difficulties hearing the students' voices over the squeaks of
chairs and desks moving over the linoleum floor. Also, the
teacher could not see some of the students' faces and therefore
could not effectively lip read.
Accommodation Used: To eliminate noise, used tennis balls were
cut and attached to the feet of the chairs and desks. The
teacher rearranged the desks in a horseshoe in order to see the
faces of all students. COST: $0 (The tennis balls were donated
by an avid tennis player who would have thrown them away.)
Call Request: Because of low reading skills a child care
assistant with a learning disability had difficulty preparing
lessons based on children's books.
Accommodation Used: The employee was given a videotape of
various children's stories and effective hand motions to review.
COST: $50
Call Request: A new restaurant employee who is legally blind
used a service dog to travel to and from work. The employee did
not need the dog to perform her job duties.
Accommodation Used: A dog crate was placed in a back office with
a clear path of travel in and out of the facility. The dog was
crated during the work day and was out of any contact with food
products or supplies used in the restaurant. COST: $75
Call Request: A company vice president with arthritis had
difficulty maintaining stamina during the workday.
Accommodation Used: The employer provided flexibility in the
vice president's work hours and a recliner for her office so
that she could change body positions to cut down on fatigue.
COST: $750
Call Request: A cashier with mild mental retardation had
difficulty making change.
Accommodation Used: The worker used a talking calculator and a
chart of bills and coins. COST: $150
Call Request: A worker who is deaf was responsible for
inspecting underground water utilities. When the employee was
underground alone, co-workers above ground needed to communicate
with him.
Accommodation Used: A wireless portable vibrating paging system
was purchased for the employee. COST: $445
Call Request: A department store retail clerk with multiple
sclerosis used a scooter and had problems with stamina.
Accommodation Used: The employee was reassigned to a department
on the first floor, provided with space for the scooter, given a
sit/lean stool at the register, and scheduled for first shift
with every third day off. COST: $200
Call Request: A technical editor in the publishing industry had
a spinal cord injury and needed to work lying on his back.
Accommodation Used: A work station was provided that enabled the
editor to work on a computer while in a supine position. COST:
$2,000
Call Request: An insurance claims adjuster became ill when
exposed to certain chemicals in the air (chemical sensitivity).
Accommodation Used: The ventilation system in the employee's
office was modified, and co-workers were asked not to use
scented products. The employee was also permitted to attend
staff and training meetings remotely by speaker phone and to
wear a mask when needed. COST: $650
Call Request: A greenhouse worker with mental retardation had
difficulty correctly mixing various chemicals.
Accommodation Used: Measuring cups, a checklist, and the
chemicals were color-coded in a coordinated manner so the person
could accomplish tasks by matching colors. COST: $25
Call Request: A human resources manager has seasonal affective
disorder, a condition requiring adequate light during a
sufficient number of daytime hours to ward off depression.
Accommodation Used: A simple device called a sunlight box was
installed in the person's office. COST: $265
These accommodations are only a few examples of the types of
effective solutions provided by the President's Committee's Job
Accommodation Network. JAN staff has cumulatively over 100 years
of experience and has delivered information on over 100,000 job
accommodations since 1984.
HOW DO I REACH JAN?
Phone: (800) 526-7234 (V/TDD),
(800) 232-9675 (V/TDD)
Mail: President's Committees' Job Accommodation Network, 918
Chestnut Ridge Road, Suite 1, WVU PO Box 6080, Morgantown, WV
26506-6080
E-mail: [log in to unmask]
Website: Visit the President's Committee's Web site at
http://www.pcepd.gov . Then click on "Job Accommodation Network"
in the table of contents, or go directly to JAN at
http://janweb.icdi.wvu.edu/english/homeus.htm .
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AFFIRMATIVE ACTION AND PEOPLE WITH DISABILITIES
WHAT IS AFFIRMATIVE ACTION ?
Affirmative action is 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.
Affirmative action does not mean quotas and is not mandated by
the Americans with Disabilities Act.
WHY SHOULD PEOPLE WITH DISABILITIES BE INCLUDED IN AFFIRMATIVE
ACTION PROGRAMS?
* To increase the pool of qualified job applicants available
for hiring . Nearly one half of working age people with
disabilities are unemployed. Any one of these individuals
may be the best person for the job an employer is seeking to
fill.
* To obtain diverse skills, viewpoints and backgrounds in the
workforce that can lead to improvements in the bottom line.
Including employees with disabilities on product
development, marketing, advertising and sales teams can help
employers gain insight about how best to tap into and serve
the disability community.
* To demonstrate to customers a commitment to equal employment
opportunities. Consumers with disabilities control more than
$175 billion in discretionary income. They, like all
consumers, are more likely to patronize businesses where
they feel welcome. Accessible stores, products and services,
along with employees with disabilities, will help customers
with disabilities feel that their business is appreciated.
* To comply with the following laws. Section 503 of the
Rehabilitation Act of 1973, as amended, and Section 4212 of
the Vietnam Era Veterans' Readjustment Assistance Act of
1974 (VEVRAA), as amended, require federal contractors and
subcontractors to take affirmative action to ensure that all
individuals have an equal opportunity for employment,
without regard to disability or status as a Vietnam era or
"special disabled" veteran. Government contracts of more
than $10,000 must include a clause that a contractor agrees
to take affirmative action to employ, advance in employment,
and treat qualified individuals with disabilities without
discrimination in all employment practices. When a
government contractor has 50 or more employees and a
contract of $50,000 or more, the contractor also must
prepare and maintain an affirmative action program.
As part of this program, contractors are obligated to institute
outreach and recruitment efforts to employ and advance qualified
individuals with disabilities at all levels of employment,
including the executive level. The U.S. Department of Labor is
responsible for administering Sections 503 and 4212 through its
Office of Federal Contract Compliance Programs (OFCCP). If OFCCP
determines that a contractor has violated these provisions, it
may impose a variety of sanctions, including canceling,
terminating or suspending a contract or debarring the contractor
from future government contracts.
W HAT ARE THE COMPONENTS OF A SUCCESSFUL AFFIRMATIVE ACTION PLAN
TO RECRUIT, EMPLOY AND ADVANCE PEOPLE WITH DISABILITIES?
OFCCP regulations implementing Section 503 of the Rehabilitation
Act require covered federal contractors and subcontractors to
develop affirmative action plans that include the 10 major
components outlined below. These are equally effective for
employers that are voluntarily implementing affirmative action
plans. An employer should:
* Assign a company official to be responsible for the
implementation of affirmative action activities.
* Prepare and post an equal opportunity policy statement.
* Review personnel processes to ensure job applicants and
employees with disabilities are considered for all job
vacancies and training opportunities, and are not
stereotyped in a manner which limits their access to all
jobs for which they are qualified.
* Review all job qualification standards to ensure that they
are job-related for the position in question and consistent
with business necessity.
* Make reasonable accommodations to the known functional
limitations of otherwise qualified individuals with
disabilities.
* Develop and implement procedures to ensure that employees
with disabilities are not harassed because of disability.
* Undertake appropriate outreach and positive recruitment
activities such as:
a. establishing formal arrangements for applicant referrals
with recruitment sources such as state employment security
agencies, state vocational rehabilitation agencies, college
placement offices, labor organizations and organizations of
or for individuals with disabilities;
b. participating in work-study programs with schools which
specialize in training or educating individuals with
disabilities;
c. including current employees with disabilities in
promotional literature and career programs;
d. sending written notification of company affirmative
action policy to subcontractors, vendors and suppliers; and
e. considering applicants with known disabilities for all
available positions for which they may be qualified, not
just for which they have applied.
* Train all personnel involved in recruitment, screening,
selection, promotion, disciplinary action and related
processes to ensure that affirmative action steps are taken.
* Develop procedures to disseminate information about
affirmative action policies within a company in order to
ensure greater employee cooperation and participation.
* Design and implement an audit and reporting system to
measure the effectiveness of an affirmative action program.
Where an affirmative action program is found to be
deficient, actions must be taken to remedy the situation.
WHERE CAN I OBTAIN ADDITIONAL INFORMATION ?
* Office of Federal Contract Compliance Programs: Please
contact your nearest OFCCP regional office or the OFCCP
ombudsperson at (888) 376-3227 (V).
* OFCCP Public Education Kits are available at (202) 219-9475
(V) or (202) 208-0452 (TDD).
* Internet http://www.dol.gov/dol/esa .
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RECRUITMENT RESOURCES
"The cry of every employer is: I need people whose skills are
better matched with our needs," says Mitchell S. Fromstein,
Chairman of Manpower, Inc. Persons with disabilities represent
an untapped labor pool and may very well be the answer to this
critical need. Recent employer surveys clearly show that the
number one problem for American companies today is finding an
adequate supply of qualified employees. The high costs of
employee turnover coupled with the insufficient number of
qualified employees present a risk to America's businesses
maintaining the competitive edge.
One step an employer can take to find qualified applicants with
disabilities is to disseminate vacancy announcements to
disability-related agencies and organizations. Another is to
state clearly in job advertisements and on application forms the
company's interest in receiving applications from persons with
disabilities. Community based disability-related organizations
are listed in local telephone directories. The President's
Committee on Employment of People with Disabilities can also
provide information on recruitment sources and disability
organizations.
The following list of national agencies and organizations offers
a good starting point to employers looking for recruitment
sources to locate qualified people with disabilities.
Workforce Recruitment Program
President's Committee on Employment of People with Disabilities
Job Accommodation Network (JAN)
(800) 232-9675 (V/TDD)
Through JAN, employers may request a data base of pre-screened
college students with disabilities to fill summer or permanent
hiring needs. These candidates, from more than 140 colleges and
universities, represent all academic majors and range from
college freshmen to students in graduate school or law school.
Rehabilitation Services Administration
(202) 205-8719 (V)
The Rehabilitation Services Administration (RSA) oversees
programs that help individuals with physical or mental
disabilities obtain employment. RSA's major formula grant
program provides funds to state vocational rehabilitation
agencies to provide employment-related services for people with
disabilities. State and local vocational rehabilitation agencies
are listed under state government agencies in the telephone
directory.
Department of Veterans Affairs
(800) 827-1000 (V)
The Department of Veterans Affairs supports a nationwide
employment training program for veterans with service-connected
disabilities who qualify for vocational rehabilitation. Regional
or local offices are listed under federal government agencies in
the telephone directory.
Social Security Administration
Attn: Project ABLE
(757) 441-3362 (V), (757) 441-3374 (Fax), [log in to unmask]
Project ABLE is a national resume bank which offers employers an
accessible applicant pool of qualified individuals with
disabilities who are receiving Social Security or Supplemental
Social Security disability benefits. The resume bank operates
through the joint efforts of state vocational rehabilitation
agencies, Rehabilitation Services Administration, Office of
Personnel Management, Social Security Administration and
Department of Veterans Affairs.
State Governors' Committees on Employment of People with
Disabilities
http://www.pcepd.gov/state.htm (Internet)
The governors' committees serve as state liaisons to the
President's Committee on Employment of People with Disabilities.
The committees provide employment information and referral
service. Governors' Committees are listed under state government
agencies in the telephone directory.
Office of Special Education Programs (OSEP)
Division of Educational Services,
Secondary Education and Transitional Services Branch
(202) 205-8112 (V), [log in to unmask] (E-mail)
The Secondary Education and Transitional Services for Youth With
Disabilities program assists youth with disabilities in the
transition from secondary school to post-secondary environments,
such as competitive or supported employment. Through awards to
institutions of higher education, state educational agencies,
local educational agencies and other appropriate public and
private nonprofit institutions, the program ensures that
secondary special education and transitional services result in
competitive or supported employment for youth with disabilities.
Contact the Division for the location of transition programs in
your area.
I-NABIR, The Association of Projects with Industry
(202) 543-6353 (V) or [log in to unmask] (E-mail)
I-NABIR is an organization of federally funded programs that
provide employment preparation and job placement services for
persons with disabilities under the guidance of employers.
Contact I-NABIR for the location of projects with industry
programs in your area.
Association of Higher Education and Disability (AHEAD)
(614) 488-4972 (V/TDD), (614) 488-1174 (Fax)
AHEAD is a member organization involved in the development of
policy and in the provision of quality support services to serve
the needs of persons with disabilities in higher education
programs. The organization can provide the name and number of
the college and/or university coordinators of services for
students with disabilities in your area.
Goodwill Industries International
(301) 530-6500 (V),
http://206.135.232.3/index.htm (Internet)
Goodwill Industries of America offers employment, training and
placement services for people with disabilities in programs
throughout the United States. Contact Goodwill headquarters for
the programs in your area or visit the Web site at
http://206.135.232.3/states/map.htm .
Career and Employment Institute (CEI)
National Center for Disability Services
(516) 465-3737 (V), http://nestegg.iddis.com/ncds/ (Internet)
CEI offers education, training and job placement services. To
learn more about CEI visit the Web page at
http://nestegg.iddis.com/ncds/cei.html .
Material for this fact sheet was developed from a 1997
President's Committee's Employer Subcommittee forum "Recruitment
and Retention of Employees with Disabilities."
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SELF -EMPLOYMENT PROFILES
Changes in the global marketplace have resulted in companies
downsizing; reengineering; increasing their use of contingent,
temporary and contract employees; eliminating jobs; and
implementing new ways to deliver services and products. The
changing employment landscape and the need for more flexibility
in employment has led many to explore self employment or
entrepreneurial opportunities. Being self employed is an option
persons with disabilities may want to consider.
The following success stories feature entrepreneurs with
disabilities whose businesses have proven to be profitable.
Travel Headquarters, Inc.
Injured at age 16 from a gunshot wound, Heidi VanArnem was
paralyzed from the neck down. She completed high school, college
and law school. Not wishing to pursue a career in law, she tried
unsuccessfully to find a job. Discouraged with employers'
reactions to her disability, she launched a travel business in
1989 in Birmington, MI.
Travel Headquarters, Inc., has grown from a one-person to a
six-person operation and grosses $1.5 million in sales annually.
In addition to successfully managing the travel arrangements for
major events, the business specializes in making travel
arrangements for people with disabilities.
Nomad Art Glass
Tiffany-style lamps, door panels, signs and three dimensional
window hangings all attest to the talent and creativity of
Russell Jennings, Jr., a Columbus, OH, resident. Jennings
contracted Guillain-Barre Syndrome, a rare condition that
involves weakness of muscles in the upper body, and became a
client of the Ohio Rehabilitation Services Commission (ORSC).
In late 1995, he started Nomad Art Glass from his home. At
first, Jennings' friends and relatives provided word-of- mouth
advertising while ORSC arranged printing of business brochures
and cards. His first job was to make five lampshades for a
cocktail lounge. The owner was so pleased he ordered eight more
for another location. Local newspapers mentioned Jennings' work
in reviews of the establishment. Nomad Art Glass is growing and
making a profit.
Fishtales Marine Consultants
John McKinney was one of the first graduates of Maryland's
Reaching Independence Through Self-Employment (Project RISE)
initiative. With 16 years of experience in maintenance and yacht
repair, McKinney had attained the position of foreman,
supervising a staff of 28. A serious workplace injury left him
with a severe back injury and unemployed.
Project RISE assisted John by identifying the need for marine
consultants specializing in the maintenance, repair, purchase
and use of both recreational and commercial marine craft.
McKinney now operates Fishtales Marine Consultants with special
emphasis on the 3,700+ registered vessels and 30 marinas in
Southern Maryland along the Chesapeake Bay.
Lapidary
With the help of his Vocational Rehabilitation Counselor,
Charles Montenaro from Columbus, OH, was able to transform his
hobby into a profit-making venture. As a boy, he collecting
rocks and fossils. His father, who repaired watches, introduced
him to his acquaintances in the jewelry business. Montenaro's
interest in rocks and stones, coupled with his familiarity with
jewelers, evolved into a lapidary business.
Now Montenaro facets precious and semi-precious gems out of
rough blocks of quartz, topaz, garnet, and ruby."Each stone has
a life of its own," he says. From the work area in his basement,
he communicates via fax with suppliers and dealers in Thailand,
Israel and Africa. His hobby is now a full-time business which
provides a profitable livelihood.
Narrative Television Network (NTN)
NTN was launched in 1988 from a makeshift sound booth in James
Stovall's basement. The Tulsa, OK, company creates soundtracks
describing actions, settings and other visual elements of film
and television programming to make these media accessible to
persons who are blind or have low vision. Stovall conceived the
idea for audio described programming after he lost his sight at
age 29 and found that he could no longer follow a favorite
movie. He consulted technical experts, who discouraged him from
pursuing what they regarded as an impossible venture. Stovall
persevered, using equipment borrowed from a local company and
the limited eyesight of partner Kathy Harper, who is legally
blind. Harper labored to watch the television monitor and to
write the scripts for each production. From the scripts, she
recited lines to Stovall, who narrated them between sets of
dialogue.
Today, a staff of seven operates NTN, which reaches over 25
million homes around the globe. The network has achieved annual
sales in excess of $6 million.
Nova Sign & Design
Ed Terranova of Kettering, OH, was an award-winning master sign
maker who hand painted his designs. A stroke left him with
limited movement in his arm and hand and with no business to
which to return. After becoming a customer of Ohio
Rehabilitation Services, Terranova was referred to a
self-employment program, where he developed a business plan for
a computer-based design firm. Terranova learned how to create
everything from simple text signs to sophisticated designs.
Outgrowing his home, he moved his business into commercial space
and plans on training and hiring persons with disabilities.
RESOURCES
For information on self-employment for persons with
disabilities, contact:
* Small Business Development Centers (SBDCs)
The centers provide technical assistance to
new business start-ups and expansion of
existing businesses. These centers are often
funded in educational institutions. The
funding is from the Small Business
Administration (SBA), with a local partner
(e.g., chamber of commerce). Contact your
chamber of commerce for the program in your
area or visit the Small Business
Administration's Web site at
http://www.sba.gov
* The President's Committee on Employment of People with
Disabilities' Promoting Small Business and Self-Employment
Opportunities for People with Disabilities project
(202) 376-6200 (V), (202) 376-6205 (TDD),
[log in to unmask] (E-mail)
The goal of this project is to identify, on
a national level, appropriate resources for
planning, training, technical assistance,
and capital development for individuals with
disabilities who wish to start or expand
their own businesses.
* Rehabilitation Services Administration (RSA)
(202) 205-8719 (V)
The Rehabilitation Services Administration
(RSA) oversees programs that help
individuals with physical or mental
disabilities obtain employment through the
provision of such supports as counseling,
medical and psychological services, job
training, and other individualized services.
RSA's major formula grant program provides
funds to state vocational rehabilitation
agencies to provide employment-related
services for individuals with disabilities.
State and local vocational rehabilitation
agencies are listed under state government
agencies in the telephone directory.
* Yahoo Search Engine on Small Business Start-up Opportunities
http://www.yahoo.com/
Business-and-Economy-Small-Business-
Information (Internet)
This Internet site features a nationwide
service listing over 138 business start-up
Web sites.
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PROVIDING QUALITY SERVICES TO CUSTOMERS WITH DISABILITIES
POTENTIAL CUSTOMER BASE
The business community constantly tries to provide better
services to existing customers and to expand its market by
developing new customer bases. A large untapped customer market
is the disability market, which can be an economically
advantageous niche for business.
At 20 percent of the population, people with disabilities
comprise the nation's largest minority group. As the population
ages, approximately 40 percent of those over 65 will likely have
disabilities. According to the Census Bureau's 1997 edition of
"Current Population Reports," there are 54 million Americans
with disabilities, a figure which does not include friends or
relatives who wish to share business and entertainment
activities.
Serving customers with disabilities provides significant
opportunities for the business community. More than 20.3 million
families in the U.S. have at least one member with a disability.
Persons with disabilities themselves have a combined income of
nearly $700 billion. Of that figure, $175 billion is
discretionary income.
KEY TO QUALITY CUSTOMER SERVICE
The key to providing quality services to customers with
disabilities is to remember that all customers are individuals.
Persons with disabilities come in all shapes and sizes with
diverse personalities, abilities, interests, needs, and
preferences --- just like every other customer. Below are some
basic tips for interacting with customers who have disabilities.
However, in most cases, the best way to learn how to accommodate
customers with disabilities is to ask them directly.
Etiquette considered appropriate when interacting with customers
with disabilities is based primarily on respect and courtesy.
Listen and learn from what the customer tells you regarding his
or her needs. Remember, customers with disabilities will
continue to patronize businesses that welcome them, are helpful,
are accessible and provide quality products and/or services at
competitive market prices.
SERVING CUSTOMERS WHO ARE BLIND OR VISUALLY IMPAIRED
* Speak to the customer when you approach her or him.
* State clearly who you are; speak in a normal tone of voice.
* Never touch or distract a service dog without first asking
the owner.
* Tell the customer when you are leaving; never leave a person
who is blind talking to an empty space.
* Do not attempt to lead the customer without first asking;
allow the customer to hold your arm and control her or his
own movements.
* Be descriptive when giving directions; give the customer
verbal information that is visually obvious to persons who
can see. For example, if you are approaching steps mention
how many and the direction.
* If you are offering a seat, gently place the customer's hand
on the back or arm of the chair and let her or him sit down
by her or himself.
* When dealing with money transactions, tell the customer the
denominations when you count the money he or she is
receiving from you.
* Make sure the customer has picked up all of her or his
possessions, before leaving.
* Ask if the customer needs assistance signing forms. Offer to
guide her or his hand to the appropriate space for
signature.
* Offer assistance if the customer appears to be having
difficulty locating a specific service area.
SERVING CUSTOMERS WHO ARE DEAF OR HARD OF HEARING
* Gain her or his attention before starting a conversation
(i.e., tap the person gently on the shoulder or arm).
* Identify who you are (i.e., show them your name badge).
* Look directly at the customer, face the light, speak
clearly, in a normal tone of voice, and keep your hands away
from your face; use short, simple sentences.
* Ask the customer if it would be helpful to communicate by
writing or by using a computer terminal.
* If the customer uses a sign-language interpreter, speak
directly to the customer, not the interpreter.
* If you telephone a customer who is hard of hearing, let the
phone ring longer than usual; speak clearly and be prepared
to repeat the reason for the call and who you are.
* If you telephone a customer who is deaf, use your state
telecommunications relay service. The number is listed in
the front of the telephone directory. Consideration should
also be given to purchasing a TDD.
* Discuss matters that are personal (e.g., financial matters)
in a private room to avoid staring or eavesdropping by other
customers.
SERVING CUSTOMERS WITH MOBILITY IMPAIRMENTS
* Put yourself at the wheelchair user's eye level. If
possible, sit next to the customer when having a
conversation.
* Do not lean on a wheelchair or any other assistive device.
* Do not assume the customer wants to be pushed --- ask first.
* Provide a clipboard as a writing surface if counters or
reception desks are too high; come around to the customer
side of the desk/counter during your interaction.
* Offer assistance if the customer appears to be having
difficulty opening the doors.
* Make sure there is a clear path of travel.
* If a person uses crutches, a walker, or some other assistive
equipment, offer assistance with coats, bags, or other
belongings.
* Offer a chair if the customer will be standing for a long
period of time.
* If you telephone the customer, allow the phone to ring
longer than usual to allow extra time for her or him to
reach the telephone.
SERVING CUSTOMERS WITH SPEECH IMPAIRMENTS
* If you do not understand something do not pretend that you
do; ask the customer to repeat what he or she said and then
repeat it back.
* Be patient; take as much time as necessary.
* Try to ask questions which require only short answers, or a
nod of the head.
* Concentrate on what the customer is saying; concentrate on
listening and communicating.
* Avoid barriers like glass partitions and distractions, such
as noisy, public places.
* Do not speak for the customer or attempt to finish her or
his sentences.
* If you are having difficulty understanding the customer,
consider writing as an alternative means of communicating,
but first ask the customer if this is acceptable.
* If no solution to the communication problem can be worked
out between you and the customer, ask if there is someone
who could interpret on the customer's behalf.
* Discuss matters that are personal (e.g., financial matters)
in a private room to avoid staring or eavesdropping by other
customers.
SERVING CUSTOMERS WITH COGNITIVE DISABILITIES
* Be prepared to provide an explanation more than once.
* Offer assistance with and/or extra time for completion of
forms, understanding written instructions, writing checks,
and/or decision-making; wait for the customer to accept the
offer of assistance; do not "over-assist" or be patronizing.
* If a customer has difficulty reading or writing, she or he
may prefer to take forms home to complete.
* Be patient, flexible, and supportive; take time to
understand the customer and make sure the customer
understands you.
* Consider moving to a quiet or private location, if in a
public area with many distractions.
REMEMBER
* Provide access to facilities and services.
* Relax.
* Listen to the customer.
* Maintain eye contact without staring.
* Make the customer feel comfortable.
* Treat the customer with dignity, respect, and courtesy.
* Offer assistance but do not insist.
* Ask the customer to tell you the best way to help.
* Deal with unfamiliar situations in a calm, professional
manner.
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RECRUITING DISABLED VETERANS : A PRIMER
Each year, in service to our nation, thousands of former
military personnel join the ranks of disabled veterans. Overall,
there are approximately 2.5 million disabled veterans. Disabled
veterans represent a rich talent pool that is too often
overlooked. Consider this.
* Disabled veterans have proven their ability. They have been
trained in various military specialties that often offer
knowledge and experiences transferable to the civilian
workforce.
* Disabled veterans have proven their loyalty. They
volunteered to serve their nation and have proven they can
commit to a job and an organization.
* Disabled veterans know the meaning of discipline and
teamwork. From following orders to watching out for their
buddies, they are serious and mature workers.
* Disabled veterans come with support systems that enhance
their employability. A grateful nation acknowledges their
sacrifice by offering disabled veterans special employment
and training services.
RECRUITMENT RESOURCES
1. Vocational Rehabilitation
The U.S. Department of Veterans Affairs supports a nationwide
employment training program for service connected disabled
veterans who qualify for vocational rehabilitation. There are 56
regional offices which administer this program. These offices
are a good place to recruit qualified disabled veterans. For the
number of the vocational rehabilitation office nearest you call
the VA's national toll free number (800) 827-1000 (V) or visit
the VA Web site at http://www.va.gov .
In addition to employment and educational training programs,
these offices can provide eligible disabled veterans with job
specific and job related training. Therefore, employers may be
able to work with these offices to develop training programs
that suit their employment needs.
2. State Veterans Employment Services
The U.S. Department of Labor (DOL), through its Veterans
Employment Training Service (VETS), helps support a network of
local employment service professionals dedicated to assisting
disabled veterans with locating and securing employment. A corps
of 1400 local area Disabled Veteran Outreach Personnel (DVOPs)
stands ready to provide employers with qualified job candidates
who are disabled veterans. To contact them, call your area's
employment or job service office and ask for the DVOP.
For more information on this program, contact DOL's national Web
site at http://www.dol.gov/dol/vets/welcome.html .
3. Veteran Service Organizations (VSOs)
Many of the National Veteran Service Organizations (VSOs), such
as the American Legion, Veterans of Foreign Wars, Disabled
American Veterans, AMVETS, Paralyzed Veterans Association,
Blinded Veterans Association, Military Order of the Purple
Heart, Vietnam Veterans of America and Non-Commissioned Officers
Association, offer employment related services for disabled
veterans (and in many cases all veterans) in various localities.
They can be excellent resources for locating disabled veteran
job seekers. Contact your area's local post or chapter and ask
about their services.
THE LEGAL FRAMEWORK
Several federal laws support the employment of disabled
veterans. Here is a brief overview:
Title I of the Americans with Disabilities Act (ADA)
The ADA establishes nondiscrimination
practices for the employment of people with
disabilities. Disabled veterans are
considered people with disabilities and,
therefore, are covered by this Act. For more
information on Title I of the ADA, contact
your area's EEOC office or call the National
EEOC number (800) 669-4000 (V) or (800)
669-6820 (TDD). In addition, the President's
Committee on Employment of People with
Disabilities' Job Accommodation Network
(JAN) offers basic information on the
employment provisions of the ADA. Call JAN
at (800) 232-9675 (V/TDD).
Vietnam Era Veterans' Readjustment Assistance Act (VEVRAA)
Under this law, employers with federal
contracts or subcontracts of $10,000 or more
are required to provide equal employment
opportunity, take affirmative action, and
comply with mandatory job listing
requirements to employ and advance protected
veterans. This means that federal
contractors must take positive steps in all
employment practices to enable protected
veterans to be considered for employment
opportunities, including hiring, promoting,
and training. Protected veterans include
Vietnam era and qualified "special" disabled
veterans. A qualified "special" disabled
veteran is:
(1) a veteran who is entitled to
compensation (or who but for the receipt of
military retired pay would be entitled to
compensation) under the laws administered by
the U.S. Department of Veterans Affairs for
a disability rating of 30% or more; or,
rated at 10% to 20% if it has been
determined that the individual has a serious
employment disability; or,
(2) a veteran who was discharged or released
from active duty because of a service
connected disability.
This law is enforced by the Office of Federal Contract
Compliance Programs (OFCCP) of the U.S. Department of Labor. For
more information, contact OFCCP at (888) 376-32227 (V) or visit
the OFCCP Web site on www.dol.gov/dol/esa .
State Laws
Many states have employment laws covering either veterans or
disabled veterans. For more information, contact your State
Veterans Employment Service, a department of the State
Employment Service. The agency is listed under state government
agencies in the telephone directory.
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DISABILITY AND CULTURAL DIVERSITY
According to the U.S. Census Bureau's 1994-95 data approximately
72.2% of African Americans with disabilities and 51.9% of
Hispanics with disabilities are not working.
The data further show that 85.5% of African Americans and 75.4%
of Hispanics with severe disabilities are not working.
Individuals with disabilities who are members of other minority
groups are also disproportionately represented among the
unemployed. The employment circumstances facing minorities with
disabilities are bleak. Attention to this issue must become a
priority for the nation.
In response to these unacceptably high unemployment statistics
for persons with disabilities from culturally diverse
backgrounds, the President's Committee on Employment of People
with Disabilities has been working with Howard University, the
National Association for the Advancement of Colored People, the
National Urban League, ASPIRA and other minority organizations
in an effort to respond to this challenge. It will take the
efforts of many organizations and employers to reverse the
negative employment picture for minorities with disabilities.
F ACTORS THAT CONTRIBUTE TO HIGH UNEMPLOYMENT
Here are some factors that help to perpetuate the high
unemployment rates of persons with disabilities from culturally
diverse backgrounds:
* People with disabilities from culturally diverse backgrounds
experience twice the discrimination experienced by
non-disabled people in the minority community. Both
disability and race complicate the situation.
* There is disparity in rehabilitation services provided to
minority persons with disabilities.
* Educational opportunities are less available and affordable
to individuals with disabilities from culturally diverse
backgrounds.
* Inadequate transportation and housing in disadvantaged
communities intensify the employment barriers for minority
people with disabilities.
* There is a lack of mentors and role models for minority
individuals with disabilities in the workplace.
* Mainstream job coaching, on the job training and internships
are often not readily available to minority individuals with
disabilities.
* Both mainstream and minority communities and religious
organizations tend to overlook their capability to support
the employment of minority individuals with disabilities.
* Cultural differences are not clearly understood by
individuals or organizations designing programs to support
the employment of minority persons with disabilities.
ACTIONS THAT CAN HELP IMPROVE THE EMPLOYMENT PICTURE
Here are some actions that businesses and organizations can take
to help reduce the level of unemployment of individuals with
disabilities from culturally diverse backgrounds:
* Learn More.
Focus on public awareness by learning more about minority
disability issues.
* Change Attitudes.
Conduct sensitivity training and awareness sessions for
staff.
* Reach Out.
Involve minority persons with disabilities in organizational
programs.
* Make a Commitment.
Designate an organization official to serve as a disability
specialist.
* Help Tell the Story.
Publicize stories about this issue, whenever possible, in
company and organization newsletters, newspapers and
magazines. Focus on minority individuals with disabilities
who are working successfully.
* Educate.
Help improve employment opportunities for minority persons
by addressing this problem at all minority-related
conferences and other events.
* Furnish Role Models.
Identify role models and mentors for minority persons with
disabilities.
* Recruit Wisely.
Utilize local recruiting sources such as area minority
organizations, religious institutions and disability related
organizations to identify qualified job applicants with
disabilities from culturally diverse backgrounds.
* Advance Training.
Include minority persons with disabilities in job training
and upward-mobility training programs.
* Provide Employment Opportunities.
Develop targeted internships and job programs for minority
persons with disabilities.
Resources
* President's Committee on Employment of People with
Disabilities' Cultural Diversity Initiative
(202) 376-6200 (V), (202) 376-6205 (TDD), (202) 376-6219
(Fax)
* Howard University Research and Training Center
2900 Van Ness Street, NW, Washington, DC 20008
(202) 806-8086 (V), (202) 224-7628 (TDD), (202) 806-8148
(Fax)
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