With the passage of the
Americans with Disabilities Act (ADA), an increasing need has developed
to be knowledgeable about reasonable accommodations for people who
have disabilities. Knowledge about reasonable accommodations can
assist employers in hiring, retaining and promoting individuals
with disabilities. Some employers have the misperception that people
who have disabilities are difficult to accommodate. However, this
is not necessarily true. Accommodations are typically low cost and
easy to implement. Data collected by the Job Accommodation Network
(JAN), provides evidence that employers who have instituted accommodations
for people who have disabilities have benefited financially. Reports
show that more than half of all accommodations cost less than $500
and that most employers report benefits in excess of $5,000.
When considering accommodations
for teachers or educational personnel who have disabilities, it
is important to remember that this process must be conducted on
a case by case basis with input from the person with the disability.
The person's abilities and limitations should be considered and
problematic tasks must be identified. Limitations and accommodations
will vary from person to person. Variations may occur even if employees
have the same type of disability. Note that not all people with
disabilities will need accommodations to perform their job, while
many others may only need a few. Also, not all impairments are covered
under the ADA.
Under the ADA, an individual
with a disability is a person who has:
a physical or mental
impairment that substantially limits one or more major life activities;
record of such an impairment; or
is regarded as having such an impairment.
The statute and EEOC's
regulations provide examples of common types of reasonable accommodation
that an employer may be required to provide, but other accommodations
may be appropriate for particular situations. Also, a reasonable
accommodation need not be the best accommodation available, as long
as it is effective for the situation.
The following are some
examples of accommodations from the ADA Technical Assistance Manual
(Title I, Section
3):
making facilities readily accessible to and usable by an individual
with a disability;
restructuring a job by reallocating or redistributing marginal
job functions;
altering when or how an essential job function is performed;
part-time or modified work schedules;
obtaining or modifying equipment or devices;
modifying examinations, training materials or policies;
providing qualified readers and interpreters;
reassignment to a vacant position;
permitting use of accrued paid or unpaid leave for necessary treatment;
providing reserved parking for a person with a mobility impairment;
allowing an employee to provide equipment or devices that an employer
is not required to provide.
Questions
to Consider when Determining, Implementing & Maintaining Accommodations
1. What limitations are
being experienced by the person with the disability?
2. To what degree do
these limitations affect the person and job performance?
3. What specific job
tasks are problematic as a result of these limitations?
4. What accommodations
are available to reduce or eliminate these problems? Are all resources
such as the Job Accommodation
Network being utilized to find or discover possible accommodations?
5. What are the potential
workplace hazards and what measures can be taken to correct them?
6. Are regular meetings
being held with the person with the disability to evaluate the effectiveness
of existing accommodations and to
determine if others are needed?
7. Are accommodations
being provided to assist the person in dealing with the psychological
aspects as well as the physical aspects of
their disability?
Motor/Mobility Issues
(Note: Only typical problematic tasks are listed with a few accommodation
ideas. Also note that not all people who have disabilities will
need accommodations to perform their job, and many others may only
need a few. This of course will need to be decided on an individual
basis)
Difficulty standing in
front of class
Sit/stand stool
Anti-fatigue mat/ carpeting with extra padding
Counter height stool
Alternating often between sitting and standing
Rearrange student seating so that teacher may sit, but yet still
be viewed easily by all students. Ex. Semi-circle
Difficulty bending to
assist students
Have student come to teacher when needed or when directed to do
so
Utilize teacher's aid and student teachers
Utilize student assistants to help others.
Difficulty bending to obtain materials or access files
Use automatic shelves and file systems so that materials
are brought to appropriate height with a push of a button
Have most commonly used materials on most easy to access shelves
or drawers
Have student helpers to assist with tasks
Difficulty sitting for
long periods of time at desk
Use ergonomic chair so that seat can be adjusted to fit the person
using it
Use adjustable height desk for the option to sit or stand while
working
Take frequent rest breaks and alternate between sitting and standing
Difficulty moving around
room due to mobility impairment
Make sure appropriate mobility aids are being used for the condition
experienced by the person with a disability and for the environment
Have accessible path of travel and make sure it is clear at all
times
Make sure floor surface is appropriate. It should be even flooring
and slip resistant. If carpeted, it should be no more than 1/2 inch
thick, securely attached with firm padding underneath.
Difficulty writing on
chalkboard
Writing aid to hold chalk
PC projector
Overhead projector
Difficulty writing on
papers
Writing aid to assist in holding writing device
Frequent rest breaks and alternate between tasks
Writing line guides, clip board/paper holders, tactile paper with
raised lines typewriter
Difficulty keyboarding
Keyguards
Voice recognition software
Ergonomic keyboard
Other alternative input.....Head stick, scanning systems etc...
Wrist rests
Ergonomic chair with arm/elbow support
Frequent rest breaks/alternate between tasks
Sensory Issues
(Note: Only typical problematic tasks are listed with a few accommodation
ideas. Also note that not all people who have disabilities will
need accommodations to perform their job, and many others may only
need a few. This of course will need to be decided on an individual
basis)
Difficulty viewing computer
screen due to low vision
Larger sized monitor
External Magnification (Fits over existing monitor)
Screen Magnification Software
Reduce glare via glare guards, blinds on windows or adjusting lighting
in the area
Monitor with high resolution, high contrast and flicker free features
Difficulty viewing papers due to low vision
Hand/Stand/Optical magnifiers
Closed circuit television systems
Electronic magnifiers
Enlarge information on copier
Task lighting
Reduce glare in area, via overhead lights, windows etc...
Frequent rest breaks for eyes
Difficulty obtaining
information from computer screen due to no vision
Screen reading software
Braille display terminal
Reader (Clerical staff etc...)
Difficulty viewing papers
due to no vision
Optical character recognition systems
Use of reader/assistant
Difficulty communicating
with others due to hearing loss or no hearing
Assistive listening devices (FM, Infrared, Power loop)
Real time captioning via computer/PC projector
Use of hearing aids
Appropriate positioning and lighting to assist with lip reading
Reduce background noise and improve acoustics by shutting classroom
doors and windows, adding carpet and acoustical wall/ceiling coverings
and by reducing air rush sound from air and heating ducts
Written communication
Use of interpreter
Electronic mail (via computer)
Accessing information
from video tape
Have equipment capable of providing closed captioning when it is
available (new television, decoder)
Use of assistive listening devices
If video is not closed captioned have it done either in house or
by using a service that can add captioning
Difficulty communicating over the telephone due to hearing impairment
Text Telephone
Telephone amplification via amplified phone, handset or via in-line
or portable amplifiers
Relay Service
Difficulty responding to fire and emergency signals
Add visual signals to auditory alarms
Use vibrating pager
Have students or another teacher alert person that alarm has sounded
Difficulty speaking loudly
enough for others to hear
Portable voice amplifier
Communication board with speech
Use of signals with special meaning to reduce amount of speaking
needed.
Allergies/Multiple
Chemical Sensitivities
(Note: Only typical problematic tasks are listed with a few accommodation
ideas. Also note that not all people who have disabilities will
need accommodations to perform their job, and many others may only
need a few. This of course will need to be decided on an individual
basis)
Allergies to chalk
Use overhead projector
PC projector
Dry erase board
Large tablet/easel
Good ventilation/air purification devices
Sensitivities to cleaning
agents, smoke, pesticides, perfumes, paint, carpet and other building
furnishings
Use air purification device
Avoid the irritant to the extent possible
Use non-toxic paint and other cleaning products that are
less irritating alternatives
Remove, replace or detoxify existing carpet and select other less
toxic building furnishings and supplies
Improve ventilation within the worksite
Pre-notification of painting or use of pesticides so that alternative
work arrangements can be made
Educate others concerning the nature of Multiple Chemical Sensitivities
and how fragrances can effect the condition
Have placement of work area away from such areas as the shop class
or parking lot
Psychological/Neurological
(Note: Only typical problematic tasks are listed with a few accommodation
ideas. Also note that not all people who have disabilities will
need accommodations to perform their job, and many others may only
need a few. This of course will need to be decided on an individual
basis)
Difficulty handling stress,
emotions & change
Have mentor teacher to assist when stress levels become high
Administrative and coworker support with open communication
Time off for counseling and stress management support groups
Limit number of subjects needed to be taught. Specialize in one
or two subjects
Limit number of students in class
Have plan period at the same time everyday
Have own classroom instead of having to change rooms
Utilize stress management techniques effectively
Use soothing music or environmental sound machine to block out background
noise when doing paperwork
Additional time and training to learn new responsibilities
Telephone calls to emotional supports
Scheduled meetings with supervisor to discuss workplace issues,
production levels, effectiveness of accommodations etc...
Develop strategies to deal with problems before they arise
Obtain clear expectations of responsibilities and the consequences
of not meeting them
Difficulty with organization,
staying on task, finishing paperwork, managing time
Organization tools such as electronic schedulers, pace setters,
memo recorders, software organizers, calendars...
Own classroom instead of having to change rooms
Structured plan period at the same time everyday
Color code: files, papers, books...
Create detailed lesson plans and outlines
Limit number of subjects and classes to be taught
Divide large assignments into smaller tasks and steps
Sample
Accommodation Examples
To
preserve the confidentiality of JAN callers the following scenarios
are a compilation of
JAN cases and do not portray one specific situation.
A high school guidance counselor, who has ADD, is having problems
with concentration due to the noise outside the office. His school
provided him with a phone light, sound proofing, and a floor fan
for white noise. The accommodation was very successful and the cost
was under $600.
A counselor who was having difficulty keyboarding and entering cases
because of her dyslexia was accommodated with a voice recognition
program for her computer. The total cost was $250.
A social work instructor for a college has Chronic Fatigue Syndrome
and a psychiatric disability. As a result, the instructor had difficulties
in getting to work on time and handling a large workload. As an
accommodation, the job was restructured. This included a self-paced
workload, flexible work hours and an exchange of work duties with
another employee. Cost of accommodation was $0.
A sixth grade teacher for a public elementary school has Attention
Deficit Disorder. As a result, the teacher had difficulties finishing
paperwork, staying on task, straying from the subject being taught,
getting to work on time and managing his time appropriately. The
teacher is now using a computer with a day planning calendar software
package which assists him with organization, time management, scheduling
and planning. He also carries around a file folder box with labeled
colored folders. Written reminders, notes and memos are kept in
these organized folders. Support from a co-worker is also being
provided. Approximate cost of accommodation $40.
A public school
employee in a clerical position was having difficulty communicating
on the telephone due to a hearing loss. Since the employee benefited
from amplification, a telephone amplification device was purchased
and considered very effective. The employer reported that the device
cost approximately $90 which allowed them to retain a qualified
employee and eliminated the costs involved in training a new employee.
A teaching assistant injured her back while working with children
who have severe disabilities. As a result of the injury, she had
great difficulty in assisting the children with toileting and mobility
from class to therapy. The teacher was accommodated with a flexible
schedule to attend extensive physical therapy sessions. A lift is
currently being considered to assist the employee in lifting students.
Approximate cost of lift is $6,400.
A technician/educator with a school system has low vision and was
having difficulty viewing information from a computer screen. Since
the employee benefited from magnification, an inexpensive screen
magnification software package was purchased. The employer reports
that the accommodation is effective and that it allowed the school
system to save between $1,000 and $5,000 in insurance costs, worker's
compensation and in retraining a new employee.
A teacher with an ankle impairment was very limited in her ability
to walk up and down stairs. As an accommodation, the school reassigned
her to another building that was single level. The total cost of
the accommodation was $0 and both the employee and employer were
very satisfied with the accommodation.
RESOURCES
FOR EDUCATORS WITH DISABILITIES
