Accommodations for Persons with Intellectual and Developmental Disabilities

Transcription

1 Accommodations for Persons with Intellectual and Developmental Disabilities Melanie Whetzel, Lead Consultant Cognitive/Neurological Team Kelsey Lewis, Consultant Cognitive/Neurological Team JAN is a service of the U.S. Department of Labor s Office of Disability Employment Policy. 1

2 Agenda About Intellectual Disabilities Situations and Solutions Job Accommodations Q & A 2

3 Overview Established in 1983 as a national, free service. Specialize in job accommodations and the employment provisions of the ADA. Assist with the interactive process. Give targeted technical assistance. Provide comprehensive resources. Maintain confidentiality. Communicate via telephone, chat, text, TTY, relay, , Skype, and social networks. Offer live and archived training. Work as a partner in making model employers. 3

4 An intellectual disability is a disability characterized by significant limitations both in intellectual functioning adaptive behaviors that affect many everyday social and practical skills 4

5 ADAAA and Intellectual / Cognitive Disabilities There are some impairments that will virtually always constitute a disability because they substantially limit brain function. An intellectual / cognitive disability is one of them because of limitations in the functions of learning, reading, and thinking. 5

6 Accommodations for Limitations in Cognitive Abilities Motor Abilities Social Abilities 6

7 Accommodations for Limitations in Cognitive Abilities Reading Writing Performing Calculations Memory Organization Time Management/Performing or Completing Tasks 7

8 Situation: A bus garage employee who had difficulty reading, but had excellent listening comprehension skills often missed instructions and important announcements that were sent via . 8

9 Reading Provide pictures, symbols, or diagrams instead of words Read written information to employee Provide written information on audio Use voice output on computer Use line guide to identify or highlight one line of text at a time 9

10 Solution: The employee was provided with screen-reading software that allowed him to listen to the s that he received. His performance greatly improved, as well as his attendance at meetings and gatherings. 10

11 Situation: A janitorial employee is unable to write well and accurately document the work she completed because the form the employer required her to use necessitated writing out the tasks she completed. Her documentation made it appear as if she did nothing during her shift. 11

12 Writing Provide templates or forms to prompt information requested Allow verbal response instead of written response Allow typed response instead of written response Use voice input on computer Use spell-check on computer Use a scribe to write the employee s response Provide ample space on forms requiring written response 12

13 Solution: The employer accommodated the employee by making a change to the form she used so that she had the same opportunity as others to document the work she completed. Her form included pictures of the tasks that only required her to check off each one as it was completed. 13

14 Situation: A baker s assistant is unable to count to twelve when filling a baking sheet with cookie dough. 14

15 Performing Calculations Allow use of calculator Large-display calculator Talking calculator Use counter or ticker Make pre-counted or pre-measured poster or jig Provide talking tape measure Use liquid level indicators Mark the measuring cup with a fill to here line 15

16 Solution: A plastic template that fit the baking sheet was created with twelve holes in which to place the cookie dough. Once the holes are filled, the assistant removed the template and baked twelve cookies each time. 16

17 Situation: A grocery store stocker was having difficulty remembering what tasks to return to when he was interrupted by customers asking for assistance or when he was called to another task such as cleaning up a spill. 17

18 Memory Use voice-activated recorder to record verbal instructions Provide written information Provide checklists Prompt employee with verbal cues (reminders) Post written or pictorial instructions on frequentlyused machines 18

19 Solution: The stocking clerk was given a small voice recorder that he kept in his pocket. When the current task he was engaged in was interrupted, he would record exactly what he was doing and where he was so that he could return to the task. 19

20 Situation: An office worker at an elementary school was responsible for receiving copy orders and providing the completed copies to teachers within two days. He was unable to complete the handwritten orders on time with no organizational system. 20

21 Organization Minimize clutter Color-code items or resources Provide A-B-C chart Provide chart Divide large tasks into multiple smaller tasks Avoid re-organization of workspace Label items or resources Use symbols instead of words Use print labels instead of hand-written labels 21

22 Solution: The school secretary provided a typed form that required the teachers to supply a uniform amount/type of information, while at the same time setting up daily labeled baskets that the teachers placed their orders and materials in. The baskets allowed the employee to see which orders needed to be done first, allowing the copy orders to be completed in the two-day time frame. 22

23 Situation: A mail clerk had difficulty remembering to go for his second mail collection run when he was involved in other tasks. 23

24 Time Management/Performing or Completing Tasks Provide verbal prompts (reminders) Provide written or symbolic reminders Use alarm watch or beeper Use jig for assembly to increase productivity Arrange materials in order of use Use task list with numbers or symbols Avoid isolated workstations Provide space for job coach Provide additional training or retraining as needed 24

25 Solution: The mail clerk was provided with a watch that had a timer set for when he needed to start his run. The watch vibrated to alert him it was time to go. 25

26 Accommodations for Limitations in Motor Abilities Using Computer Using Telephone Accessing Workspace Handling or Grasping Objects 26

27 Situation: An activities aide in an extended living facility had difficulty writing documentation in the daily log for the groups she assisted. 27

28 Using Computer: Use key guard Use alternative input devices speech recognition speech output trackball joystick touchscreen 28

29 Solution: The aide was provided speech to text software that allowed her to dictate her notes from a computer, print them out, and then place them in the log / binder. 29

30 Situation: A maintenance worker had difficulty reading commonly called phone numbers from a chart, then dialing the numbers correctly. 30

31 Using Telephone: Use large-button phone Use phone with universal symbols (fire, police, doctor) Use phone with speed-dial, clearly labeled Use receiver holder Use headset 31

32 Solution: The employee was provided a large button phone that allowed for photos to be inserted in place of the numbers. The phone numbers were programmed in, so the employee only had to press the button with the photo of the person he was calling for the call to go through. 32

33 Situation: A parts sorter in a distribution center had difficulty standing for his shift with only a thirty-minute lunch and short afternoon break. His work became sloppy in the afternoons due to his fatigue. 33

34 Accessing Workspace: Place anti-fatigue mats at workstation Use motorized scooter Use stools at workstations Move items within reach Provide frequent rest breaks 34

35 Solution: The employee was provided with a both an antifatigue mat to help his back and legs and a stand/lean stool that allowed him the ability to work in an upright position while his weight rested on the padded seat. 35

36 Situation: A production worker had difficulty grasping a plastic bottle to accurately apply an adhesive label. 36

37 Handling or Grasping Objects: Use ergonomic tools, handle build-ups, or other tool adaptations Use orthopedic writing aids Use grip aids Use jig or brace 37

38 Solution: JAN suggested making a wooden jig, which secured the bottle, thus allowing the employee to use both hands when applying the label. 38

39 Accommodations for Limitations in Social Abilities Emotional Support Interacting with Co-Workers Working Effectively with Supervisors 39

40 Situation: A new employee who had passed the probationary period with flying colors was now experiencing the gradual withdrawal of the job coach who had been instrumental in the employee s success. The supervisor was seeing a few issues resurface. 40

41 Emotional Support: Give positive feedback Use visual performance charts Provide tangible rewards Use co-workers as mentors Use Employee Assistance Program (EAP) Provide job coach 41

42 Solution: The employer recruited a co-worker that had formed a positive relationship with the new employee to function as a natural support to the employee after the job coach was gone, providing the same type of support. 42

43 Situation: An employee who had difficulty making and sustaining eye contact had the habit of sliding his eyes down to co-workers chest area when he was conversing with them. Female co-workers felt this was highly inappropriate. 43

44 Interacting with Co-Workers: Provide sensitivity training (disability awareness) to all employees Use role-play scenarios to demonstrate appropriate behavior in workplace Use training videos to demonstrate appropriate behavior in workplace 44

45 Interacting with Co-Workers (cont.): Model appropriate social skills Where to eat at work When to eat at work When to hug other co-workers How to pay for coffee What to do if you are mad Who to ask for help When to leave your workstation 45

46 Solution: The employee was provided a mentor, someone whom he felt comfortable with to help guide him with personal/social skills. They worked on practicing the skill of looking at an alternative location near the coworker s ear when the employee couldn t maintain eye contact while talking to coworkers. 46

47 Situation: An employee who was having difficulty performing her job functions, even right after her manager had given her instructions called JAN for suggestion on communication strategies. 47

48 Working Effectively with Supervisors: Communicate one-to-one with employee Deal with problems as they arise Keep job coach informed Train supervisors on communication etiquette Discuss disciplinary procedures Monitor effectiveness of accommodations currently provided 48

49 Solution: JAN suggested strategies for communication that included speaking more slowly, using clear short sentences, and asking the employee to repeat back the information to help determine if she has understood. 49

50 Situations and Solutions 50

51 Situation An employee who had difficulty with a few of his least preferred tasks was leaving them until the last minute. This method of task completion was causing him to miss deadlines. 51

52 Solution His supervisor worked with him to structure his day so that he worked on the tasks he had the most trouble with first thing in the morning when his focus was at its best. He was then able to complete more enjoyable tasks after that, enabling him to meet deadlines. 52

53 Situation An employee who works outside landscaping has trouble with time management and staying focused on the tasks he needs to complete. He works for a smaller employer who cannot provide the direct supervision he needs. He was using his phone to assist him, but the employer felt it made him look like he was off task. 53

54 Solution A JAN consultant recommended a daily written list of tasks, and purchasing a watch with multiple settings that can be programmed to varying amounts of time. The watch was set to vibrate or alarm, and the task needing to be completed or started appeared on the face of the watch. The employee was trained to set the watch for the tasks he has to complete daily. 54

55 Situation A new warehouse custodial employee is working successfully with a job coach. The job coach spoke with the manager about getting the employee into a routine as quickly as possible, but the manager kept changing the directions he had given the employee. 55

56 Solution JAN suggested that the job coach help the employee make an ordered list of tasks the employee needs to complete before leaving each room and ask the manager to okay the order of the list. Since variations in the routine were going to be the biggest challenge for the employee, the job coach has asked that she stay with the employee until the routine has been set, and gradually reduce her time with him. The manager agreed to accommodate the employee in this way. 56

57 Situation A hotel employee worked in the basement of a very large hotel. He was great at performing the tasks of his position, but had great difficulty finding his way to the worksite location because of the twists and turns in the old hotel. 57

58 Solution The employer put up colored slips of paper with arrows at certain intervals where the twists were occurring to direct the employee. Once he got off of the elevator at the basement level, the employee followed the arrows with no problems. 58

59 Situation An employee at a fast food restaurant was doing a great job of cleaning tables when needed, but in-between times left him standing around getting in the way. 59

60 Solution The crew manager determined that a more senior member of the crew had developed a rapport with the new employee, and worked with the senior member to develop an informal mentoring program. A mentoring relationship did develop and the new employee was able to learn the full scope of his job tasks, get questions answered, and become a more focused, diligent employee. 60

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65 Questions 65

66 Contact (800) (V) & (877) (TTY) AskJAN.org & (304) via Text janconsultants via Skype 66