[Arizona-students] Disability Issues in Employment
Arielle Silverman
arielle71 at gmail.com
Sat Aug 25 19:20:31 CDT 2007
>From - Ollie D. Cantos VII, Esq.
Special Counsel to the Assistant Attorney General
Civil Rights Division
U.S. Department of Justice
I have written the piece below in such a way that provides basic
concepts to
those who may wish to gain a broader understanding of disability-related
issues within an employment context. In addition, through a series of
more
than 60 endnotes, readers are able to delve more deeply into the topics
discussed. Geared toward a national audience, these links will show you
how
to find more than 600,000 resources, connect you to thousands of
organizations in the disability field, and spotlight attention on
existing
policies and programs both within and outside the federal government,
the
totality of which you may not have heard before. I especially want to
direct your attention to resources relating to Schedule A Hiring
Authority,
which enables people with disabilities to be brought into the federal
government non-competitively as a way to increase the number of
qualified
individuals with disabilities working at all levels of leadership within
the
federal sector.
You will readily notice that, though I am a leader in the Justice
Department
whose work does not typically surround enforcement of Title I of the
Americans with Disabilities Act (since that is most typically covered by
the
U.S. Equal Employment Opportunity Commission), we have dedicated time
toward
developing this information piece. Our reasoning is simple. In a
spirit of
partnership, we want to be of support to those endeavoring in the
employment
arena in the same way that these and other stakeholders have been
supportive
of DOJ's civil rights enforcement efforts. I fully recognize that there
may
have been some reference resources that I have missed. But, I intend
periodically to release updated versions of this piece as feedback from
leaders in the field so warrants. Though this piece is not exhaustive,
it
is nevertheless an effort to centralize information to arm people with
the
practical information they will need to attain gainful employment and/or
to
help secure such a direct and positive outcome in the lives of others.
I
can promise you that, as you study the contents of what follows
(including
the material cited in the endnotes), you will be prepared more than ever
to
forge the kind of difference that will contribute collectively to more
people with disabilities being gainfully employed than ever before.
Indeed,
we are ALL part of the solution.
My warmest wishes to you, and my deepest thanks for your distributing
the
following far and wide. It will be yet the latest way, Bob, that you
may
help leverage your power to make a lasting difference.
--Ollie
- - - - - - - - - -
A SYSTEMIC APPROACH TO ARMING
STUDENTS AND JOB SEEKERS WITH DISABILITIES AND
THEIR ADVOCATES IN SECURING
MEANINGFUL EMPLOYMENT
July 21, 2007
Introduction
Disability will touch the lives of most Americans at some point
during
their lives either through firsthand experience or acquaintance with
someone
who has a disability. Census figures indicate that, in 2002, more than
one
in six Americans had a disability involving limitations in seeing,
hearing,
speaking, walking, learning, or undertaking other major functions
central to
daily life.[1]
As career and guidance counselors, vocational rehabilitation
professionals, social service providers, for-profit headhunting firms
and
career placement organizations, federal government officials, governors'
committees on people with disabilities,[2] disability rights advocates,
and
others seek to empower students and job seekers with disabilities to
maximize employment opportunities available to them and as people with
disabilities themselves are armed with the tools they need to succeed in
the
workplace, of utmost importance is the need effectively to understand
both
the social context within which members of the disability community must
be
viewed and the various support network elements that have been put into
place to enable them to reach their full economic potential. A working
comprehension of these concepts[3] will allow stakeholders to know how
to
utilize a myriad of approaches which, when examined either alone or in
their
aggregate, will lead to real-world employment outcomes for people with
disabilities.
A Brief History of the Disability Rights Movement
For centuries, people with disabilities were viewed on the fringes
of
mainstream society. As a class of individuals, they were economically
disadvantaged, socially segregated, politically excluded, and almost
universally regarded as being less capable than others. In fact, the
term
"handicap" is said to have originated from the old practice of people
with
disabilities holding "cap in hand" as they begged for a pittance just to
survive from one day to the next.[4] Those who were not on the streets
and
who were not cared for by family or other loved ones (most typically,
individuals with severe psychiatric and developmental disabilities) were
placed in institutions, and many spent their lives in such settings
whose
conditions would be considered inhumane by today's standards. But, as
the
result of a series of documented events that date back to 1817 to the
present, both people with disabilities and their families eventually
built
what is collectively known today as the disability rights movement.[5]
That movement has spawned landmark pieces of civil rights
legislation
including the Rehabilitation Act of 1973, the Education of All
Handicapped
Children Act of 1975 (which was renamed the Individuals with
Disabilities
Education Act in 1990), the Air Carrier Access Act of 1986, the Fair
Housing
Act being amended in 1988 to include people with disabilities as a
protected
class, the Americans with Disabilities Act of 1990, the Assistive
Technology
Act of 1998, and the Help America Vote Act of 2002.
These and other federal laws have formed the tapestry of civil
rights
protections afforded to people with disabilities, paving the way for
full
participation in every aspect of societal life and enabling the United
States to serve as a model for other countries around the world to
follow.
Driven by a philosophy of self-determination, the old medical model
which
focused on curing individuals with disabilities has now significantly
been
replaced by an approach that entails promotion of equality of rights and
responsibilities.
Steps for Easing Smooth Transition Into Employment
STEP 1 - LEARN ABOUT HOW BEST TO WORK WITH PEOPLE WITH DIFFERENT TYPES
OF
DISABILITIES.
Often, when members of the general public envision whom would be a
"person with a disability," they tend to think of disabilities that are
visible. In reality, disabilities are both visible and invisible.[6]
Examples of the former include people who have mobility impairments, are
blind or visually impaired, are deaf or hard-of-hearing, have
developmental
disabilities, or have muscular or neurological conditions. Invisible
disabilities include psychiatric disability, asthma, arthritis, heart
disease, HIV/AIDS, Attention Deficit Hyperactivity Disorder, or learning
disabilities.
That is why close collaboration with organizations of and for
people
with disabilities plays such a critical role. As career counselors and
other job placement professionals build strong working partnerships with
those serving physical,[7] psychiatric,[8] developmental,[9] and
learning[10] disability constituencies, new possibilities will arise for
building cohesive cross-agency/cross-organizational clusters to advance
mutual goals.
STEP 2 - ASSIST IN ENHANCING UNDERSTANDING OF EMPLOYMENT-RELATED CIVIL
RIGHTS LAWS.
Let students and job seekers with disabilities know that Title I of
the
Americans with Disabilities Act[11] requires employers with 15 or more
employees to provide qualified individuals with disabilities[12] an
equal
opportunity to benefit from the full range of employment-related
opportunities available to others. "For example, it prohibits
discrimination in recruitment, hiring, promotions, training, pay, social
activities, and other privileges of employment. It restricts questions
that
can be asked about an applicant's disability before a job offer is made,
and
it requires that employers make reasonable accommodation to the known
physical or mental limitations of otherwise qualified individuals with
disabilities, unless it results in undue hardship. Religious entities
with
15 or more employees are covered under Title I."[13] The federal
government
is covered under Sections 501 and 504 of the Rehabilitation Act of
1973.[14]
STEP 3 - GIVE STUDENTS AND JOB SEEKERS ASSESSMENT TOOLS THAT WILL HELP
THEM
DECIDE THEIR CAREER PATH, AND STRENGTHEN CONFIDENCE THROUGH EXPOSURE TO
SUCCESSFUL ROLE MODELS.
For people with disabilities, career goals are just as diverse as
members of the disability community themselves. Many students and job
seekers have found different career assessment tools[15] to be helpful
such
as the Myers-Briggs test as a basis for determining personality
type,[16]
whose results are then cross-referenced with careers that have often
been
associated with different classifications.[17]
However, these assessment tools must be considered but a part of an
overall approach to assist people in deciding their own career path.
Here,
within a disability rights context, it is critical that one remains
mindful
of possible perceived limitations based on old and outdated stereotypes
about disability.[18] As such, identification of successful role
models,[19] both those who are well known[20] and those who are not as
much
so[21], may assist in bolstering the confidence of those seeking either
to
enter or re-enter the workforce, including in the fields of law[22] as
well
as science, engineering, and mathematics[23] (among others). For youth,
"Guideposts To Success" in making the transition into adulthood include
school-based preparatory experiences, career preparation and work-based
learning experiences, youth development and leadership, connecting
activities (such as mental and physical health services, transportation,
tutoring, financial planning and management, post-program supports, and
other services), and family involvement and support.[24]
STEP 4 - ENCOURAGE GREATER EXPOSURE TO CAREER OPTIONS THROUGH
FACILITATING
JOB SHADOWING AND HANDS-ON CAREER EXPLORATION.
As a creative way of providing students and job seekers with
opportunities to see what life is like in an actual workplace setting
and at
a real-world level, career-oriented mentoring[25] by those in their
chosen
profession provides future potential employees with invaluable exposure
to
others in the field, paves the way for greater understanding about the
abilities and aspirations of people with disabilities, and may lead to
internships that could result in job offers. Events such as Disability
Mentoring Day,[26] most typically held during October which is annually
declared by the President as National Disability Employment Awareness
Month,[27] may prove quite useful as people endeavor to learn as much
about
chosen career pursuits. Assisting students and job seekers with career
preparation and work-based learning experiences is an effective tool for
helping them to enhance economic opportunity.[28] Promoting real-world
experience through service learning is also an effective tool for people
with disabilities to gain a multitude of experiences far outside the
classroom.[29]
STEP 5 - EXPOSE STUDENTS AND JOB SEEKERS WITH DISABILITIES TO EXISTING
WORK
INCENTIVES THAT WILL ENABLE THEM TO KNOW HOW TO ENHANCE THEIR ECONOMIC
SELF-SUFFICIENCY.
Many students and job seekers with disabilities receive federal
government benefits such as Supplemental Security Income (SSI) and
Social
Security Disability Insurance (SSDI)[30] and, according to the 2005
American
Community Survey of the U.S. Census Bureau, the domestic employment rate
among people with disabilities ages 21-64 is only 38.1%.[31] However,
this
figure need not necessarily remain this low.
Indeed, a number of work incentives have been put into place by the
Social Security Administration to assist people in easing themselves
away
from economic dependency.[32] With particular rules being applied
respectively to SSI and SSDI recipients, these work incentives include
deduction of Impairment Related Work Expenses, the value of "subsidies"
and
"special conditions," and, in the case of self-employed individuals,
unincurred business expenses from net earnings.[33] Other special rules
entail consideration of Unsuccessful Work Attempt and, for individuals
who
lose benefits eligibility under Social Security rules, they may continue
to
receive benefits through Continued Payment Under a Vocational
Rehabilitation
Program (otherwise known as Section 301 Payments), testing of one's
ability
to work through the Trial Work Period, and an extended period of
eligibility
for benefits if successfully completing the Trial Work Period at the
"Substantial Gainful Activity" level."[34] In addition, particularly
for
people with disabilities who rely on medical benefits such as Medicare
or
Medicaid,[35] knowledge of work incentives is essential.[36] After all,
health and wellness are important, including to people with
disabilities.[37] Through this nation's network of more than 16,000
one-stop career centers designed to provide employment services,
administered by the Employment and Training Administration of the U.S.
Department of Labor, those seeking employment may receive additional
assistance.[38] In fact, Disability Program Navigator grantees have
been
provided with specific tools and resources to assist them in providing
services that are physically and programmatically accessible.[39]
A prudent move for vocational rehabilitation counselors and other
career placement professionals in helping those with disabilities on
government benefits to know the range of possibilities available to
facilitate long-term employment is to recommend that they take full
advantage of Work Incentive Planning and Assistance Programs that exist
in
every state to provide guidance on what to do.[40] "Benefits
Calculators"
are also available to be of assistance to government benefits
recipients.[41]
STEP 6 - SHARE INFORMATION ABOUT OPPORTUNITIES TO WORK FOR THE FEDERAL
GOVERNMENT.
The federal government is actively seeking qualified individuals
with
disabilities to fill job vacancies[42] at all levels of leadership
through
what is known as the Excepted Service appointment process, which
literally
means that agencies may accept resumes without being required to post
job
notices.[43] Through the U.S. Office of Personnel Management,
prospective
employees as well as human resource professionals alike may learn about
supports that have been established to help members of the disability
community join the federal workforce.[44] Of significant importance is
the
need to become familiar with U.S. Office of Personnel Management's
Schedule
A[45] hiring authority which supports the hiring of people with physical
disabilities, psychiatric disabilities, and "mental retardation"[46] in
cases where physicians/medical professionals, federal government
agencies
issuing or providing disability benefits, state vocational
rehabilitation
agency counselors,[47] or private vocational rehabilitation or other
counselor issuing private disability benefits may certify disability and
job
readiness.[48] Veterans may receive appointment through Veterans
Recruitment Appointment, the 30% or More Disabled Veterans Program, and
Veterans Employment Opportunity Act appointments.[49] Veterans may also
receive vocational rehabilitation assistance through the U.S. Department
of
Veterans Affairs[50] and a whole host of other programs including for
job
seekers[51] and entrepreneurs.[52]
As a way of facilitating coordinated expansion of the use of these
various hiring authorities by bringing together stakeholders including
people with disabilities, hiring managers,[53] selective placement
program
coordinators[54] whom (among other things) seek qualified applicants
with
disabilities, and others, the U.S. Equal Employment Opportunity
Commission
in June 2006 launched the LEAD (Leadership for the Employment of
Americans
with Disabilities) Initiative.[55] These efforts are dovetailing quite
well
with the efforts of the Federal Disability Workforce Consortium, a
cross-agency working group of federal agencies that comes together on a
regular basis to take action on recruitment, hiring, retention, and
career
advancement strategies for people with disabilities.[56]
STEP 7 - ENCOURAGE STUDENTS AND JOB SEEKERS TO INVESTIGATE CAREER
POSSIBILITIES IN THE NON-PROFIT WORLD OR IN THE PRIVATE SECTOR.
More than 600,000 non-profit organizations of every description
exist
in the United States and are dedicated to causes of every description,
and
information about each of these and where they are located is readily
accessible online, free of charge.[57] As students and job seekers
delve
into endless possibilities, they may decide to consider factors such as
salary,[58] proximity to one's residence, and possibilities for upward
advancement.
Assisting in the expansion of career opportunities in the private
sector should also be considered. An effective approach to helping to
educate the business community about disability issues would be to
direct
them to the Americans with Disabilities Act Homepage, organized and
maintained by the Civil Rights Division of the U.S. Department of
Justice,
at
http://www.ada.gov
. In particular, they should be directed to the
Division's ADA Business Briefs, information about the ADA Business
Connection, and free online training available to small businesses.
Business owners may also have an interest in learning about the tax
credits
and tax deductions that are available for making access improvements
including architectural adaptations, equipment acquisition, services
such as
sign language interpreters,[59] and transportation adaptations.[60]
Both in the non-profit and private sectors, innovative efforts have
been afoot to expand career possibilities for people with all types of
disabilities, and the approaches have evolved from a charity-oriented
approach to one that is more focused on the business case for including
more
people with disabilities in jobs of every description, including in
tasks
that may not have been seen as being practical or possible for those
with
certain types of disabilities.[61]
For situations in which individuals wish instead to start
businesses of
their own,[62] the Small Business Administration, in joint collaboration
with the Office of Disability Employment Policy (ODEP) of the U.S.
Department of Labor, has assembled information to assist entrepreneurs
with
disabilities to become successful through the New Freedom Small Business
Initiative.[63] At a national level, private businesses have joined
forces
to promote greater employment opportunities and physical and
programmatic
access for people with disabilities, and they are successfully sharing
and
implementing best practices among themselves and encouraging other
businesses to do the same.[64]
STEP 8 - MAKE SURE TO ARM STUDENTS AND JOB SEEKERS WITH INFORMATION
ABOUT
JOB ACCOMMODATION POSSIBILITIES.
Perhaps surprising to some, most job-related accommodations are not
expensive, and 71% cost less than $500; 69% of workers with disabilities
do
not need adaptive equipment at all; and, job accommodations may reduce
workers' compensation and other insurance costs, increase the pool of
qualified employees, be as simple as rearranging equipment, and increase
opportunities for people with functional limitations.[65] An effective
strategy for helping to remove attitudinal barriers to employment would
be
to utilize valuable informational resources available at the Job
Accommodation Network, [66] supported by ODEP. In addition, for people
with
disabilities working for the federal government, they may receive
work-related adaptive technology through the Computer/Electronic
Accommodations Program (CAP),[67] spearheaded by the U.S. Department of
Defense which has cooperative agreements with more than 60 federal
agencies.
Agencies such as the Social Security Administration, due primarily to
their
size, provide their own electronic accommodations to their employees
separately.
STEP 9 - IF ON A COLLEGE OR UNIVERSITY CAMPUS, BRIDGE THE GAP BETWEEN
CAREER
PLACEMENT OFFICES AND OFFICES FOR STUDENTS WITH DISABILITIES.
Far too frequently, as college and university students seek to
complete
their post-secondary education with the ultimate goal of securing
gainful
employment, they experience a disconnect between the office for students
with disabilities designed to meet their academically-related
accommodation
needs and the on-campus career services office whose role is to serve
all
students, including those with disabilities. For this reason, efforts
by
administrators of both offices should be geared toward providing more
seamless services as is accorded to students without disabilities. To
be
sure, such efforts have already been underway across the country on
hundreds
of college and university campuses.[68] Taking active part in this
trend
toward greater coordination will only result in expansion of opportunity
for
students with disabilities whom, like others, are simply seeking to
obtain
gainful employment.
STEP 10 - LEVERAGE TIME BY DISTRIBUTING THIS ARTICLE TO OTHERS.
The myriad of resources discussed and endnoted here are but a
sampling
of what is available to help students and job seekers with disabilities
to
enter or re-enter the world of employment. Delving into resources
provided
herein will enable readers to be armed with what they need to know what
next
steps should be taken.
Conclusion
Various stakeholders play such a pivotal role in the lives of those
they serve, including those with visible and invisible disabilities.
Now
armed with a number of informational resources, the next step is
immediately
to put into action the suggestions made here, utilizing the vast array
of
agency and organizational references that have been provided, many of
which
are portals to countless other resources. When combined with a positive
belief in the abilities of members of the disability community who
themselves are pushing forward to shatter limited expectations about
what
they can do, the only real bounds are those of the imagination.
[END OF ARTICLE.]
[Note: Olegario "Ollie" D. Cantos VII, Esq., a 17-year leader in the
disability community, is Special Counsel to the Assistant Attorney
General
for Civil Rights in the U.S. Department of Justice and is the immediate
past
Associate Director for Domestic Policy at the White House, serving as
the
President's key staff lead in implementing the New Freedom Initiative,
which
was launched on February 1, 2001.]
----------
ENDNOTES
[1] See
http://www.census.gov/hhes/www/disability/sipp/disable02.html.
More
recent data on the characteristics of those with a disability are
available
from the American Community Survey, though these statistics are based on
a
less detailed set of questions. For more information on the American
Community Survey, see
http://factfinder.census.gov.
[2] See the National Association of Governors' Committees on People with
Disabilities:
http://www.nagcpd.com/.
[3] The U.S. Department of Justice does not necessarily endorse the
views
expressed or the facts presented on any website or other resource
mentioned
in this article that fall outside the federal government. Further, the
Department does not endorse any commercial products that may be
advertised
or otherwise available on such sites or through such cited resources.
[4] See "A Brief History of the Disability Movement,"
http://www.vsarts.org/x537.xml.
[5] For a general timeline of pivotal events that led to the rise of the
disability rights movement which itself includes those with physical,
developmental, and psychiatric disabilities, see
http://www.sfsu.edu/%7Ehrdpu/chron.htm.
[6] The U.S. Office of Personal Management has put together a piece
entitled
"Working with People with Different Types of Disabilities." See
http://www.opm.gov/disability/appempl_4-09.asp#people_with_invisible.
[7] Throughout the country in communities of every size, organizations
known
as "independent living centers" have been formed to serve people with
all
types of disabilities and are often most noted for their work in serving
people with physical disabilities. To view a complete list of these
organizations, along with their contact information, visit the website
of
the Independent Living Resource Utilization Project at
http://www.ilru.org,
which also lists the Statewide Independent Living Councils (SILCs) whose
members are appointed by the governor of each state.
[8] A detailed list of local organizations serving those with
psychiatric
disabilities may be found at the website of the National Alliance on
Mental
Illness (formerly, the National Alliance for the Mentally Ill) at
http://www.nami.org.
[9] To reach the State Developmental Disabilities Council (or "DD
Council")
for each state, visit the website of the National Association of State
Developmental Disabilities Councils at
http://www.nacdd.org.
[10] For information about the nature of learning disabilities, along
with
local, state, and national resources that may assist people with
learning
disabilities and their families, see
http://www.ldonline.org.
[11] 29 C.F.R. Parts 1630, 1602.
[12] An individual with a disability is defined by the Act as a person
who
has a physical or mental impairment that substantially limits one or
more
major life activities, a person who has a history or record of such an
impairment, or a person who is perceived by others as having such an
impairment. The Act does not specifically name all of the impairments
that
are covered.
[13]
http://www.ada.gov/cguide.htm#anchor62335.
[14] See
http://www.ada.gov/cguide.htm#anchor65610.
[15] See
http://www.rileyguide.com/assess.html.
[16] See
http://www.quintcareers.com/career_assessment.html.
[17] See
http://www.geocities.com/lifexplore/mbcareer.htm
. Also see
http://www.personalitypage.com/careers.html.
[18] For a youth-oriented discussion on removal of attitudinal barriers
to
equal treatment, which would also be of interest to job placement
professionals, visit
http://www.ncwd-youth.info/resources_&_Publications/disability_Basics/at
titu
dinal_barriers.html.
[19] Students with disabilities in high school may gain invaluable
insight
by learning the ways of leadership through direct exposure to role
models
with different types of disabilities via a three- to five-day event
called a
Youth Leadership Forum. These are organized in many states. For the
Association of Youth Leadership Forums, see
http://www.montanaylf.org/?p=aylf
. Youth in post-secondary settings may
become involved in the National Youth Leadership Network. See
http://www.nyln.org.
[20] See
http://www.washington.edu/doit/Resources/role_model.html.
[21] With support from the Office of Disability Employment Policy of the
U.S. Department of Labor, InfoUse.com produced an interactive CD-ROM
entitled "Open Futures: Role Models for Youth with Disabilities" which
profiles everyday people with different types of disabilities, pursuing
different types of careers. See
http://www.infouse.com/openfutures/cd_overview.html.
[22] The American Bar Association Commission on Mental and Physical
Disability Rights Law offers a mentoring program for law students and
has
also produced a report, detailing the present status of employment of
people
with disabilities in the legal profession. See
http://www.abanet.org/disability/.
[23] The National Association for the Advancement of Science has
established
"Entry Point," a program designed to recruit people with disabilities
into
science and related fields. See
http://ehrweb.aaas.org/entrypoint/.
The
National Federation of the Blind has engaged in efforts most
particularly
for students who are blind or visually impaired. See
http://www.BlindScience.org.
[24] See
http://www.ncwd-youth.info/resources_&_Publications/guideposts/.
[25] Non-profit organizations that operate career-oriented mentoring
programs may benefit substantially from ensuring that these programs
also
serve individuals with disabilities. See
http://www.ncwd-youth.info/resources_&_Publications/mentoring.html.
[26] See
http://www.dmd-aapd.org.
[27] As an illustration, see the 2006 Proclamation by the President at
http://www.whitehouse.gov/news/releases/2006/10/20061003-7.html.
[28] See
http://www.dol.gov/odep/categories/youth/career.htm.
[29] See the National Service Inclusion Project of the Institute for
Community Inclusion at the University of Massachusetts, Boston:
http://nationalserviceresources.org/resources/tta/university_mass.php.
[30] See
http://www.ssa.gov.
[31] See
http://www.ilr.cornell.edu/edi/disabilitystatistics/StatusReports/2005-h
tml/ 2005-StatusReports_US.html?CFID=22539169&CFTOKEN=64997919#employment.
[32] See
http://www.socialsecurity.gov/disabilityresearch/workincentives.htm.
[33] See
http://www.socialsecurity.gov/disabilityresearch/wi/detailedinfo.htm.
[34] Id.
[35] See
http://www.medicare.gov/.
[36] Id. at Note 28.
[37] In July 2005, along with the Office on Disability of the U.S.
Department of Health and Human Services, the Surgeon General for the
first
time in history issued a Call to Action to Improve the Health and
Wellness
of People with Disabilities. The following year, a "People's Piece" was
issued to assist in knowing how to make this more of a reality. See
http://www.hhs.gov/od.
[38] See
http://www.doleta.gov/
. This page also discusses the awarding
of
millions of dollars in grants to expand the Disability Program Navigator
effort to serve job seekers with disabilities.
[39] See the One-Stop Toolkit for Serving People with Disabilities:
http://www.onestoptoolkit.org/.
[40] See
http://www.socialsecurity.gov/work/ServiceProviders/WIPADirectory.html#s
ervi
ce.
[41] See
http://www.disabilitybenefits101.org/planning/(S(m4egvevwocgutmqoq3g1sba
v))/
index.aspx.
[42] See
http://www.JSAJobs.gov
. Each federal agency also has internal
websites posting current job vacancies.
[43] See
http://www.opm.gov/disability/appointment_disabilities.asp.
[44] See
http://www.opm.gov/disability.
[45] See 5 C.F.R. Part 213.3102(u):
http://www.opm.gov/fedregis/2006/71-072606-42246-a.htm.
[46] The term "mental retardation" is used instead of "cognitive
disability," "developmental disability," or "intellectual disability,"
because it is the official terminology used in the authorized Executive
Order 12215, dated March 15, 1979. See Id. at Note 34.
[47] To view a national directory of state vocational rehabilitation
agencies, see
http://www.jan.wvu.edu/SBSES/VOCREHAB.htm.
[48] Id. at Note 34.
[49] See
http://www.opm.gov/veterans/html/vetsinfo.asp#Special.
[50] See
http://www.va.gov.
[51] See
http://www.vetsuccess.gov/.
[52] See
http://www.vetbiz.gov.
[53] For a useful Question and Answer document for hiring managers
within
the federal government, see
http://www.opm.gov/disability/appointment_disabilities.asp.
[54] An online directory of Selective Placement Program Coordinators in
every state as submitted by agencies to the U.S. Office of Personnel
Management may be found at
http://apps.opm.gov/sppc_directory/
. Any
information found either to be inaccurate or out of date should be
brought
to the attention of Kitty Kobert at
Kitty.Kobert at opm.gov.
[55] See
http://www.eeoc.gov/press/10-4-06.html.
[56] The Consortium is led by a steering committee, currently comprised
of
five co-equal agencies: The U.S. Department of Commerce (Jennifer Croft
-
JCroft at doc.gov
), U.S. Department of Education (Joseph DePhillips -
Joseph.DePhillips at ed.gov
), U.S. Department of Labor (Akinyemi Banjo -
Banjo.Akinyemi at dol.gov
), U.S. Department of Transportation (Alison Levy
-
Alison.Levy at dot.gov
), and U.S. Department of the Treasury (Jay Young -
Jay.Young at occ.treas.gov).
[57] See
http://www.Guidestar.org.
[58] See
http://salaries.com.33496.fb.dbbsrv.com/.
[59] To locate a national registry of certified sign language
interpreters,
located in communities around the country, see
http://www.rid.org.
[60] See
http://www.ada.gov/taxpack.htm.
[61] See
http://www.boozallen.com/about/article/16575149.
[62] See
http://www.dol.gov/odep/pubs/ek00/small.htm
. Also see
http://www.smallbusinessnotes.com/interests/disabled.html.
[63] See
http://www.dol.gov/opa/media/press/odep/ODEP2003858.htm.
[64] See the homepage of the U.S. Business Leadership Network, a
national
organization of for-profit businesses that is committed to doing its
part to
remove physical, programmatic, and attitudinal barriers to full
participation by people with disabilities based on the business case for
marketing to and serving the disability community:
http://www.usbln.org.
[65] See
http://www.jan.wvu.edu/media/JANFacts.html.
[66] See
http://www.jan.wvu.edu.
[67] See
http://www.vetsuccess.gov/.
[68] In order to facilitate greater coordination between offices for
students with disabilities and career services offices, Career
Opportunities
for Students with Disabilities was founded to centralize best practices,
exchange information and ideas, and spawn greater opportunity for people
with disabilities to participate in the economic lives of their
communities.
See
http://www.cosdonline.org.
- - - - - - - - - -
Olegario D. Cantos VII, Esq.
Special Counsel to the Assistant Attorney General
Civil Rights Division
U.S. Department of Justice
950 Pennsylvania Avenue, NW
Room 5539
Washington, DC 20530
(202) 514-8191 (Voice)
(202) 514-0716 (TTY)
(202) 307-2839 (Fax)
Ollie.Cantos at usdoj.gov
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