This orientation provides the new disability coordinator with information and tools necessary to create an effective center disability program that meets the needs of student's with disabilities and disability-related requirements in the PRH.

Inclusion

Perhaps the first step toward creating a successful center disability program is creating an inclusive center environment. For Job Corps, successful inclusion means that the individual with a disability is fully participating in the program, is welcomed and embraced as a student who belongs by staff, and is regarded as an equal and peer by other students. Some general strategies for successful inclusion are discussed below (during OA, upon entry, ongoing).

During Outreach and Admissions

If the applicant requests accommodation or provides information indicating the need for accommodation is likely, the disability coordinator should contact the applicant to discuss the possible need for accommodation. If the accommodation is straightforward, the disability coordinator may arrange the accommodation. If the accommodation is complex or affects many areas of the center, the disability coordinator should arrange a meeting for the applicant with the IDT team. This meeting may be conducted at the center or by telephone. Whenever possible, accommodations should be in place when the student arrives on center. A student who arrives without his/her requested accommodation in place may soon become frustrated or even bored if they cannot fully participate in the requirements of the program. If this occurs, the student is more likely to prematurely leave the program (e.g., student requests testing accommodation but finds they are not in place during initial placement testing; subsequently, the student is improperly placed in the academic program, possibly at levels far lower than the ability of the student). It is critical that this process is expedited as efficiently and as conscientiously as possible to ensure that all students receive an equal opportunity to participate and succeed in the program.

Contacting the student prior to arrival also allows the disability coordinator to explain the accommodation process, answer any questions, and allay any concerns the student may have.

The disability coordinator should also invite applicants to tour the center and discover any unanticipated physical barriers and/or other barriers to participation in the program.

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Upon Entry into the Job Corps Program

• Be prepared for the student's entry into the program. If accommodation has been requested and approved prior to arrival, ensure that the accommodation is in place when the student arrives on center. This allows the student to fully participate in the program from the onset.

• Include the student in all required activities. Do not exclude the student because of assumptions that he or she is automatically unable to participate due to a disability.

• Do not ask the student to discuss his or her disability or explain it to other students unless the student with a disability has expressed a desire to do so.

Ongoing

• Realize that the needs of a student with a disability may change as he/she participates in the program. Engaging in ongoing and open dialog with the student enables staff to anticipate potential problems. If a question or concern arises, consult the individual with a disability. He/she is the best source of information about his/her disability and what assistance, if any, is needed to participate in the program.

• Process requests for accommodation in a timely and efficient manner. If approved, implement as quickly as possible to enable the student to fully participate in the program.

• Conduct small group and center wide disability awareness training in conjunction with other types of diversity training throughout the year. Special sensitivity training may be necessary in certain circumstances (e.g., students share a room with a student who has a personal care assistant), but this should be done, whenever possible, with the student's consent and developed with is/her input.

• Model appropriate behaviors including those behaviors that promote an inclusive environment for students with disabilities. By using appropriate language and including students with disabilities in activities and discussions, staff are demonstrating inclusive behavior that students are likely to model. This also helps the individual with a disability and other students become more comfortable in what may be a new situation for both.

• Contact local disability organizations for information, tips, and strategies that will assist with the inclusion process.

If at any point, it becomes evident that a student is experiencing difficulty becoming in involved in the program, take steps to intervene. Youth with disabilities may see their disability as a negative and since they do not want to be set apart or seen as different, they may have developed a wide array of masking behaviors to cover up the fact that they may not be able to do what is expected of them in the manner in which it has been asked. Some students may not have the social skills and maturity to recognize that they are masking. Allowing an individual with a disability to meet a lower standard of behavior will not benefit him/her when he/she seeks employment.

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