REASONABLE ACCOMMODATION PROCESS December 2013. WHAT YOU CAN EXPECT! PRH Changes Communicating...
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Transcript of REASONABLE ACCOMMODATION PROCESS December 2013. WHAT YOU CAN EXPECT! PRH Changes Communicating...
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REASONABLE ACCOMMODATION PROCESS
December 2013
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WHAT YOU CAN EXPECT!
PRH Changes Communicating with
People with Disabilities Step-by-Step Review of
the Reasonable Accommodation Process
Special Considerations Red Flags within the RA
Process Reasonable
Accommodation Resources
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WHAT IS NOT INCLUDED
■ Reasonable Accommodation in the file review process• Center Applicant File Review webinars - quarterly
■ Changes to the Americans with Disability Amendments Act (ADAAA)• Disability Coordinator’s Orientation webinars -
quarterly
■ Reasonable Accommodation Committee (RAC) Guidance• RAC webinars - semi-annually
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WHAT IS NOT INCLUDED
■ Completing funding requests for students who need accommodations exceeding $5000.00 or more• Contact your Regional Disability Coordinator, as
needed• Additional training available in SIMON (pending)
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SYMBOLS KEY
Let’s Review!
PRH Change – Language/
Form Updated!
PRH Change – New Form
and/or Language!
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Special Considerations!
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Communicating with Individuals with Disabilities
Legal Obligations
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LEGAL OBLIGATIONS Communicating with Individuals with Disabilities
■ Communication requirements are separate from accommodation requirements. • Your obligation to communicate effectively with
people with disabilities – whether those people are students, staff, applicants for admission or employment, parents, guardians, or members of the public – is separate from your obligation to provide reasonable accommodations for qualified people with disabilities.
o PRH 6: Appendix 606
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LEGAL OBLIGATIONS Communicating with Individuals with Disabilities
■ The Workforce Investment Act (WIA) nondiscrimination regulations, distinguish between these two obligations, for a very simple reason: • without clear, accurate, effective communication, any
encounter between a person with a disability and a program from which he or she is seeking services, such as Job Corps, will be literally meaningless.
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KEY CONSIDERATIONS FOR COMMUNICATION
■ When a person with a disability that affects his or her ability to communicate approaches Job Corps, the first thing you should do is find out how to communicate as effectively with that person as you do with people without disabilities.
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KEY CONSIDERATIONS FOR COMMUNICATION
■ Under the law, the burden is on Job Corps to provide the auxiliary aids and services (communication aids) that are needed for equally effective communication with a particular person with a disability.
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KEY CONSIDERATIONS FOR COMMUNICATION
■ In deciding what type of aid or service is appropriate and necessary in order for you to communicate equally effectively with a particular person with a disability, the law requires you to “give primary consideration to” the requests of that person.
Why do you think the law does this?
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Because the individual with a disability is the best source of information about his or her own needs. Not everyone who appears to have “the same” disability, or type of disability, is able to use and understand the same communication method.
For example, while some people with hearing impairments understand American Sign Language, others communicate in Signed English, while still others do not understand sign language at all, and need a different communication method such as Computer Assisted Reat-Time Transcription (CART).
WHY IS PRIMARY CONSIDERATION GIVEN TO THE INDIVIDUAL?
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Let’s try it! www.signingsavvy.com
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PRE-TEST OF YOUR RA KNOWLEDGE!
■ What is the policy reference for the reasonable accommodation (RA) process and SOP requirement?• 6.14 • R3
■ What is the “go to” document for policy guidance with RA requests and the RA process in general?• Appendix 605
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Appendix 605 UpdatePRH Change Notice 13-05, October 1, 2013
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Appendix 605Process for an
Applicant or Student with a
Disability to Request
Reasonable Accommodation to participate in the Job Corps (JC)
Program
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PRH CHANGE NOTICE 13-05
■ Appendix 605 has been REVISED!• Background section has been updated to reflect
current Americans with Disabilities Amendments Act (ADAAA) requirements
■ Clarifications• Expanded information on documentation needed to
support accommodations for standardized testing• Expanded information about the functions of the
Reasonable Accommodation Committee (RAC)• Clarified the Accommodation Effectiveness Process
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APPENDIX 605 CHANGES!
■ New Forms• Reasonable Accommodation Review/Documentation
of Disability Form • Job Corps Reasonable Accommodation
Supplemental Funding Request Form
■ Updated Forms• Job Corps Reasonable Accommodation Request
Form–Program • Job Corps Reasonable Accommodation Funding
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REASONABLE ACCOMMODATION PROCESS CHANGES
■ Some reasonable accommodation process requirements have changed• Determining the Need for Accommodation• Funding High Cost Accommodations• Recommending Denial of Accommodation• Notifying Staff/Viewing the Accommodation Plan• Documenting the Accommodation Process• Storage of Non-Health Disability Documentation, No
Accommodation Plan
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Reasonable Accommodation Basics
Defining & Understanding Reasonable Accommodation
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WHAT ARE REASONABLE ACCOMMODATIONS?
Any changes to the environment or in the way
things are customarily done, that gives a person with a disability an opportunity to
participate in the application process, job, program or
activity that is equal to the opportunity given to
similarly situated people without disabilities
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ID THE TYPE OF MODIFICATION
Policy, program or procedure
Academic environment
Work environment
• Allowing the use of headphones during the training day as an accommodation.
• Providing documents in alternate formats.
• Allow student 30 minutes of access to fitness equipment prior to training day.• Extended time to perform a task
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Reasonable Accommodation Process
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REASONABLE ACCOMMODATION PROCESS
■ Some names of components in the process section have changed and the center’s SOP should be updated to reflect these changes
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REASONABLE ACCOMMODATION PROCESS DEFINED IN SOP
Click icon to add chart
25Reasonable Accommodation Process
Requesting Accommodation
Determining the Need for
Accommodation
Ensuring Appropriate
Documentation
Reviewing a Request
Determining Reasonableness
Entering the Accommodation
Plan
Notifying Staff/Viewing the Accommodation
Plan
Determining Accommodation
Effectiveness
Documenting the Accommodation
Process
Maintaining the Accommodation File
Storing Accommodation and
Disability Documentation
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REASONABLE ACCOMMODATION PROCESS
26STEP 1
Requesting Accommodation
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REQUESTING ACCOMMODATION
■ A reasonable accommodation request can be communicated in any form (e.g., oral, written, sign language).
■ Request for accommodations must be documented on Reasonable Accommodation Request Form – Program (RARF).• This form cannot be changed, and must be used to
document the request.
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REQUESTING ACCOMMODATION
• If an applicant, the AC informs of the right to request accommodation and assists with the completion of the form, if needed.*
• If a student, the DC provides the form and assists with the completion, if needed.
■ All requests for accommodations to participate in the Job Corps program are reviewed at the center level.
*Don’t forget to start using the NEW forms and it might be helpful to forward to your partnering Admissions Counselors!
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Job Corps Reasonable
Accommodation Request Form – Program (RARF)
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REASONABLE ACCOMMODATION PROCESS
32STEP 2
DETERMINING THE NEED FOR
REASONABLE ACCOMMODATION
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DETERMINING THE NEED FOR REASONABLE ACCOMMODATION
■ There must be an interactive process between the center and applicant/student (and or guardian/parent, when appropriate) to determine accommodation needs
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DETERMINING THE NEED FOR ACCOMMODATION
■ Interactive reasonable accommodation process takes place if 1 of 4 scenarios occur:• An applicant:
1. Requests accommodation by completing the RARF-Program;
2. Indicates on the RARF that s/he would like to discuss the need for accommodations with the DC; or
3. Provides documentation that s/he may be an individual with a disability who may need reasonable accommodation to participate in Job Corps.
• A student:4. Requests accommodation to any staff person and/or
completes the RARF-Program.
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DOCUMENTATION OF DISABILITY
■ If an applicant/student provides documentation that indicates s/he may be an individual with a disability who may need reasonable accommodation to participate in Job Corps, the DC must engage the applicant in an interactive process even if the applicant did not request accommodation. • The applicant/student would complete the
Reasonable Accommodation Review/Documentation of Disability Form (RAR/DoDF)
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Reasonable Accommodation
Review/ Documentation of
Disability Form (RAR/DoDF)
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PROCESS CHANGES – DETERMINING NEED
■ Prior to Update:• When applicant/student declined accommodation, it
was required to be documented, but no specific process was required.
■ After the Update:• Now when an applicant/student declines
accommodation(s), it must be documented using the RAR/DoDF (if documentation was present in the applicant file, but no request was made) or the RARF (if applicant/student makes a request or indicates s/he may need an accommodation)
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Request for Accommodation Form - Program
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Reasonable Accommodation Review/ Documentation of Disability Form
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REASONABLE ACCOMMODATION PROCESS
40STEP 3
Ensuring Appropriate Documentation
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ENSURING APPROPRIATE DOCUMENTATION
■ If an applicant/student has requested accommodation, the AC or DC, respectively, may ask the applicant for reasonable documentation about his/her disability and functional limitations.
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FUNCTIONAL LIMITATIONS
Functional Limitation Examples
Self Care activities of daily living like bathing, dressing
Mobility walking or getting around the center
Difficulty with medication side effects
drowsiness, dry mouth, slowed response times
Screening out environmental stimuli
unable to screen out sounds, sights, odors, etc. which interferes with managing daily tasks and sometimes results in emotional/physical responses as the individual becomes overwhelmed with the sensations
Sustaining Concentration
restlessness, distraction, shortened attention span, memory difficulties, etc.)
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ENSURING APPROPRIATE DOCUMENTATION
■ The AC and/or DC may only secure limited documentation that is needed to establish that• A person has a disability.• The disability necessitates
a reasonable accommodation.
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DOCUMENTATION EXAMPLES TO ESTABLISH ACCOMMODATION NEEDCondition/ Disability
Type(s) of Documentation*
Consideration(s)
Learning IEP/504 Plan Was the student released from
services?
ADHD Psychological, IEP/504 Plan
Generalized Anxiety Disorder
Psychological, CCMPs, General Medical
Records
Is there a diagnosis? What are the
functional limitations? Are there medication side-effects impacting
the person?
Seizure Disorder or Diabetes
CCMPs, General Medical Records
*These lists are examples and not all inclusive.
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ENSURING APPROPRIATE DOCUMENTATION
■ DC should not spend a lot of time analyzing whether that applicant’s/student’s condition meets the definition of a disability or requesting extensive documentation.
■ Instead the focus should be on the accommodation:• Is it reasonable?• Are there other accommodation alternatives that can
be considered?
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SOURCES OF DISABILITY-RELATED DOCUMENTATION
■ Appropriate health care or rehabilitation professionals, that could include:• Physicians• Psychiatrists • Psychologists• Nurses• Physical/Occupational/Speech Therapists
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TYPES OF SUPPORTING DOCUMENTATION
■ Might include:• IEPs and 504 Plans• Psychological evaluations• Doctor’s notes/records – Medical disability• Hospital records• Treatment center report• Social Security documentation
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ACCOMMODATIONS SUPPORTED BY THE DOCUMENTATION?
■ Review the documentation to determine whether or not the applicant or student’s functional limitations resulting from the impairment or condition are relevant to the accommodations being considered or provided.
■ Does the accommodation match the manifestation of the individual’s disability?
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ACCOMMODATIONS SUPPORTED BY THE DOCUMENTATION?
• For example, a student who has a mobility impairment would not be entitled to the use of a calculator on the non-allowable portions of the TABE unless there was also a corresponding disability in the area of math calculations.
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NO DOCUMENTATION PROVIDED
■ If an applicant fails or refuses to provide the reasonable documentation requested, and the disability is not obvious (i.e., not a person who is blind or deaf, etc.), then he or she may not be entitled to accommodations.
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DO’S & DO NOT’S OF DOCUMENTATION
True or False■ If an applicant or student has given you documentation
that substantiates their disability, you can still ask for additional disability documentation.
FALSE
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DO’S & DO NOT’S OF DOCUMENTATION
True or False● Determining whether an applicant or student is a
person with a disability requires extensive documentation and a lot of analysis.
FALSE
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REASONABLE ACCOMMODATION PROCESS
53STEP 4
Reviewing a Request
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REVIEWING A REQUEST
■ Simple Accommodation Request• If the accommodation request is
straightforward and does not involve significant expense, the review can be an informal meeting (phone or face-to-face) between a DC and the applicant/student.
• Agreed upon accommodations can be determined at this meeting and approved by a DC.
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REVIEWING A REQUEST
■ Complex Accommodation Request• If the request involves complex accommodation
issues and/or significant expense, a RAC meeting may be required.
• RAC participants will vary depending on the nature of the request, but must always include a DC (chairperson) and applicant/student.
o Who else might need to serve as participants on the RAC?
• A DC provides information on the applicant’s/ student’s accommodation request, functional limitations, and manifestations of the disability.
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REVIEWING A REQUEST
■ Complex Accommodation Request• If appropriate accommodations can be developed/
agreed to at RAC meeting, an accommodation plan can be developed.
• If there are concerns about reasonableness, then the center may need to submit one of the following to the Regional Office, dependent upon which is appropriate:
o Accommodation Recommendation of Denial Form, or a o Reasonable Accommodation Request for Funding
Assistance Form. See Determining Reasonableness.
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CONSIDERATIONS IN REVIEWING REQUESTS
■ If the applicant or student is requesting accommodation but is unsure of their specific accommodation needs, what should the RAC do first?
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DEVELOPING AN ACCOMMODATION PLAN
■ Determine the functional limitations the individual may have as a result of the disability• Example – If an applicant or student is blind, one
functional limitation would be that s/he cannot see
■ Determine barriers to the program, if any, and accommodations needed to alleviate barriers
■ Review existing documentation■ Obtain input from the applicant
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DEVELOPING AN ACCOMMODATION PLAN
■ Use expertise of staff and other resources• JAN or other community resources (Centers for
Independent Living, VR, Universities, etc.)
■ Determine what accommodations are necessary and appropriate for the applicant/student in the Job Corps setting
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REASONABLE ACCOMMODATION PROCESS
60STEP 5
Determining Reasonableness
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DETERMINING REASONABLENESS
■ Job Corps does not have a specific list of accommodations that will or will not be provided.• Each request is evaluated individually and assessed
for reasonableness.
■ Assessing for reasonableness:• Did the applicant request accommodations that may
be unreasonable?o Unduly Costlyo Fundamental Alteration to the Program
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EVALUATING THE REQUEST
■ The RAC convenes and considers the following:• What are the accommodation requests of the
applicant/student?o Are there specific communication needs? Remember, those are
given priority consideration.
• What are the costs associated with the applicant/ student’s request?
• Are there local resources available that could assist the center?
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EVALUATING THE REQUEST
• Are there equally effective alternatives that would be appropriate to use or to supplement the accommodation or is there an alternate solution that would permit the applicant/student to participate in the program?
• Will there be accommodation costs that exceed $5000.00?
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MAKING A DECISION
■ The Center Director, supported by the RAC, reviews the collected information and makes a decision. The center may either:• Recommending denial of the accommodation
or
• Request assistance for funding if the specific criteria have been met
■ The accommodation/funding review process must be completed within 30 days of request.
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DETERMINING REASONABLENESS
■ If granting a requested accommodation would pose an undue hardship or result in a fundamental alteration to the program, Job Corps is not obligated to provide it.
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IF RECOMMENDING DENIAL OF ACCOMMODATION
■ Complete the Accommodation Recommendation of Denial Form and submit to the Regional Office along with supporting documentation and notes.
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ACCOMMODATION RECOMMENDATION OF DENIAL FORM
■ Prior to Update: Was released as a part of Program Instruction 11-16.
■ After Update: The Accommodation Recommendation of Denial Form has not changed but it is now located within Appendix 605 of the PRH.
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RECOMMENDATION OF DENIAL OF AN ACCOMMODATION
■ No accommodation can be denied at the center level• If the center determines that providing the
accommodation would be an undue hardship or a fundamental alteration, and no alternate accommodation can be agreed upon, then an Accommodation Recommendation of Denial Form must be submitted to the Regional Office for review
Applicants must not be denied admission based solely on the need to provide reasonable accommodation or modification.
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REGIONAL OFFICE DISPOSITION
What happens after the
applicant/student receives a letter
denying their accommodation?
Region Grants
Accommodation
Center Provides
Accommodation
Region Does Not Grant Accommodation
Applicant/Student
Receives a Letter from the
Region
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IF REQUESTING FUNDING ASSISTANCE
■ Complete the Job Corps Reasonable Accommodation Funding Request Form and submit it to your Regional Disability Coordinator.
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REQUEST FOR FUNDING FORMS
■ Prior to Update: There was 1 form.• Job Corps Reasonable Accommodation Funding
Request Form■ After Update: There are now 2 forms.
• Job Corps Reasonable Accommodation Funding Request Form
• Job Corps Reasonable Accommodation Supplemental Funding Request Form
o The Supplemental Form will be used to request any additional funding needed once an initial request has been approved and those monies committed.
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Job Corps Reasonable
Accommodation Funding Request
Form
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Job Corps Reasonable
Accommodation Supplemental
Funding Request Form
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ADDITIONAL FUNDING NEEDED
Need to Request More Funding After Initial Request
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REASONABLE ACCOMMODATION PROCESS
75STEP 6
ENTERING THE ACCOMMODATION PLAN
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ENTERING THE ACCOMMODATION PLAN
■ When testing accommodations are required, TABE accommodations are entered prior to first administration of the TABE test.
■ Exceptions:• Student did not disclose disability
and need for accommodation until after testing.
• Student declined accommodations until a later time.
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ENTERING THE ACCOMMODATION PLAN
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ENTERING THE ACCOMMODATION PLAN
■ Accommodation Plans should not contain:• Diagnosis• Medication needs• Other health information
■ DCs print out and sign the plan along with the student
■ DCs provide student with a copy of the signed plan • The original signed plan is stored in the student’s
accommodation file
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REASONABLE ACCOMMODATION PROCESS
80STEP 7
Notifying Staff/Viewing the Accommodation Plan
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NOTIFYING STAFF/VIEWING THE ACCOMMODATION PLAN
■ Prior to Update:• Email staff a list of students with new or updated
plans on a weekly basis.
■ After Update:• As necessary (i.e., when accommodation plans are
added or updated in CIS), but at least biweekly, a DC should e-mail all staff members who interact with students a list of students with accommodation plans available in the CIS.
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NOTIFYING STAFF/VIEWING THE PLAN
Sample list 1
Sara Jane Parker
Laura Linney – NP
Sheera Jenkins
Bob Marley – UP
NP – New Accommodation Plan
UP – Updated Accommodation Plan
Sample List 2
Melissa Gilbert
Tony Machado*
Ethel Mertz
Hillary Clinton*
* New or Updated Plan
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REASONABLE ACCOMMODATION PROCESS
83STEP 8
Determining Accommodation Effectiveness
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DETERMINING ACCOMMODATION EFFECTIVENESS
■ Monitor effectiveness of the student’s accommodations • All staff who interact with student
have a responsibility to provide feedback on accommodation effectiveness
■ Review and modify plan• As needed, but at least every 60 days
as part of student performance panel reviews
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DETERMINING ACCOMMODATION EFFECTIVENESS
■ Counselor should: • Check with student about effectiveness of plan at
each meeting• Gather information from appropriate staff about the
effectiveness of accommodation prior to panel• Forward information to DCs to update plan or
resolve issues
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REASONABLE ACCOMMODATION PROCESS
88STEP 9
Documenting the Accommodation Process
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DOCUMENTING THE ACCOMMODATION PROCESS
■ All interactions with the applicant/student and activities related to the provision of reasonable accommodation should be documented.
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DOCUMENTING THE ACCOMMODATION PROCESS
■ Prior to Update:• Documenting the accommodation process could be
managed via handwritten or via CIS Notes Tab.
■ After Update:• Documenting the accommodation process in the CIS
Notes Tab is required.
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DOCUMENTING THE ACCOMMODATION PROCESS
■ Date, purpose for call or meeting, outcome• 6/18/13 - made initial call with
applicant to discuss accommodation needs; draft plan developed pending enrollment.
• 7/14/13 - first meeting with student, signed accommodation plan, gave copy of plan.
• 9/16/13 – ESP review with panel/student stating AP review needed; scheduled RAC for 9/20/13.
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DOCUMENTING THE ACCOMMODATION PROCESS
Another CIS Notes EXAMPLE
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REASONABLE ACCOMMODATION PROCESS
93STEP 10
Maintaining the Accommodation File
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MAINTAINING THE ACCOMMODATION FILE
■ A separate accommodation file should be maintained for each student receiving accommodation.
■ All originals relating to the reasonable accommodation request should be located in this file.
■ Only appropriate staff with a reasonable “need to know” should have access to the information; medical records must be stored separately.
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REASONABLE ACCOMMODATION PROCESS
95STEP 11
Storing Accommodation and Disability Documentation
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A DISABILITY, “NO ACCOMMODATIONS FILE”
■ Prior to Update:• If a student with a disability did not want
accommodations, his or her non-health disability documentation, such as an IEP, might be maintained and stored in one file with other student’s IEPs who might require a disability review at a later date.
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A DISABILITY, “NO ACCOMMODATIONS FILE”
■ After Update:• A “disability, no accommodations” file must be
created for each student that has a disability, but no accommodation plan. This file will contain the documentation of disability form and any non-health disability-related documentation such as the IEP.
• In other words, each student entered into disability data has ONE file all stored in the same location. That file is either going to be a disability file or an accommodation file.
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A DISABILITY, “NO ACCOMMODATIONS FILE”
■ After Update (cont.):• If a student has an accommodation plan, then their
file will be accommodation file.• If the student refused accommodations, then their
file will be a “disability, no accommodations file.”o All health information remains stored in the student health
record.
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ORGANIZING DISABILITY, “NO ACCOMMODATION” PLAN FILES
The files should be stored in the same
location as the accommodation files,
but should be differentiated (e.g.,
stored as a group in a separate area of the
cabinet or color coded).
AlphabetizingA –
Accom FileD –
Disability File
Color CodingGreen –
Accom FileYellow –
Disability File
Status CodesActive –
Accom FileInactive –
Disability File
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ACCOMMODATION FILE VS. DISABILITY FILE LAYOUT COMPARISON
Accommodation File Disability File
■ Documentation of a disability■ Job Corps Reasonable
Accommodation Request Form–Program or Reasonable Accommodation Review/ Documentation of Disability Form
■ Signed accommodation plan■ Documentation of the process (CIS
notes tab printout)■ Accommodation Effectiveness
Review Forms■ Referral Form (if process occurred
after student is enrolled)
■ Documentation of a disability■ Job Corps Reasonable
Accommodation Review/ Documentation of Disability Form
■ Notes of meetings (formal or informal) such as an initial conference or RAC
■ Referral Forms (e.g., if student is not progressing or having difficulties)
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TRANSMISSION AND STORAGE AT SEPARATION
■ When the student separates, the student accommodation or the student disability file, whichever applies, must be sealed and sent to the Records Department to be combined with the other records for the individual (e.g., SHR, etc.) into the student’s personnel record.• All protected health and disability information must
remain in sealed envelopes and labeled accordingly.
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REASONABLE ACCOMMODATION PROCESS
102STEP 12
Confidentiality
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CONFIDENTIALITY
■ To maintain confidentiality, documentation is made available on a need-to-know basis only and participants in the process should not discuss information about the request outside of the process.
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RED FLAGS in the RA PROCESS
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RED FLAGS IN THE RA PROCESS
■ Can you name some of the more commonly occurring “Red Flags” in the RA process that might exist?
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RED FLAGS IN THE RA PROCESS
1. Failing to engage applicants or students in the interactive process if they didn’t request an accommodation but provided documentation of their disability
2. Failing to engage students with mental health and medical disabilities in the interactive process
3. Considering case management supports as accommodations
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RED FLAGS IN THE RA PROCESS
4. Entering “cookie cutter” accommodation plans instead of individualized the RA review process
5. Notifying staff of accommodation plan via email and including attachments of the plan
6. Providing too broad of access to documentation of a disability
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Resources
Websites, Tools, & Technical Assistance
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JOB CORPS DISABILITY WEBSITE
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REASONABLE ACCOMMODATION COMMITTEE GUIDE
A Comprehensive Guide to Engaging
Applicants and Studentsin the
Interactive Reasonable
Accommodation (RA) Process,
Implementing Accommodations,
and Monitoring Accommodation
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JOB ACCOMMODATION NETWORKASKJAN.ORG
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TALKING ABOUT REASONABLE ACCOMMODATION
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REASONABLE ACCOMMODATION BROCHURE
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REGIONAL DISABILITY COORDINATORS
■ Boston, Atlanta and Philadelphia Regions – Kristen Philbrook
[email protected] ■ Dallas Regions - Laura Kuhn
[email protected] ■ Chicago and San Francisco Regions - Kim
Jones
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QUESTIONS?