The PRH requires each center to establish a disability program that meets certain minimum requirements. Click on each requirement to see PRH citation and guidance on how to meet the requirement.

Orientation | Training | Disability Coordinator | Policies and Procedures | Data Collection
Networking/Partnerships/Community Involvement | Accessibility

Orientation

Requirement: Include information about disability program during introduction to center life (PRH 2, Section 2.2, R1 (b10)).

To meet this requirement, during orientation, the disability coordinator should:

• Introduce him/herself
• Discuss or provide information about disability program
• Provide reasonable accommodation request form

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Training

Requirement: Conduct yearly disability training for all center staff (PRH Chapter 5, Exhibit 5-4).

Ongoing and comprehensive training for both staff and students is critical to the success of any center program. Training provides both staff and students with the tools necessary to effectively fulfill their roles while assisting in the reduction and elimination of fear-based prejudices (i.e., prejudices formed because of a lack of knowledge and/or experience).

To meet this requirement the disability coordinator should:

• Conduct general staff training
• Conduct advanced staff training
• Conduct general student training
• Conduct advanced student training

Conduct general staff training

1. Develop training modules or contact local disability organization partners to conduct training.

• Conduct general awareness training during the employee's orientation and throughout the first 90 days of employment.

Suggested training topics:

• Awareness
• Disability Coordinator Training
• Accommodations - What Are They and How Do We Provide Them?
• Developing and Maintaining an Inclusive Environment
• Accessibility
• Safety Considerations in Serving Students with Disabilities
• Equal Opportunity Responsibilities

(See Training Materials section)

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Conduct advanced staff training

1. Conduct advanced staff training throughout the program year.

Some suggested training topics:

• What to Do When You Suspect a Student Has a Disability?
• Incorporating Instructional Strategies Proven Successful for Use with Students with Disabilities in the Traditional Classroom
• Transition Services
• Placing Students with Disabilities
• Workplace Accommodation
• Use of Technology to Achieve Inclusion
• Demonstrations of the Use of Specialized Technology
• Attention Deficit Disorder

(See Training Materials section)

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Conduct general student training

1. Conduct general awareness training in the career preparation period.

Some suggested training topics:

• Awareness Training
• Accommodations - General Overview
• Basic Signing
• Equal Opportunity Rights and Responsibilities
• Center Disability-Related Policies

See (Training Materials section)

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Conduct advanced student training

1. Conduct advanced training during the career development period.

Some suggested training topics:

• Self-Advocacy
• Disability-related issues in the workplace (e.g., workplace rights, disclosure, accommodation)
• Advanced Signing

See (Training Materials section)

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Disability Coordinator

Requirement: Appoint Disability Coordinator to oversee program (PRH 6: Section 6.11, R7 (a)):

To meet this requirement each center director should appoint a disability coordinator. At most centers this person is the health and wellness manager or the duties of the position are shared by the health and wellness manager and a non-health staff person, often the academic manager.

The disability coordinator is the team leader for the center's disability program. As the team leader, the disability coordinator :

• Coordinates all aspects of center's disability program
• Demonstrates commitment to the disability initiative (leadership)
• Delegates responsibilities
• Encourages all staff to take ownership of the program

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Policies and Procedures

Requirement: Develop written policies and procedures related to (PRH 6: Section 6.11, R7 (b)):

• Center review of applicant files
• Reasonable accommodation process
• Formation of an interdisciplinary team to review accommodation requests

Click here for a generic disability center operating procedure that can be adapted to meet the needs of the center.

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Data Collection

Requirement: Method to accurately collect and submit all required disability data (PRH 6: Section 6.11, R7 (c))

To meet this requirement the disability coordinator should:

• Review Program Instruction 04-02 and the attachment to the Program Instruction 04-02 for tips on ensuring accurate data collection

• Review Information Notice 04-33, Computer Information System (CIS) Disability Data Collection Screen, for step-by-step instructions on entering disability data in CIS.

• Review CIS Release Notes July 19, 2004 , CIS Release Notes September 20, 2004 and CIS Release Notes May 12, 2006 for technical instructions for completing the CIS data collection screen.

• Review FAQs about CIS Data Collection.

JCDC Training

The JCDC offers center staff a one-hour training session on the CIS disability screens. All disability coordinators should participate in this training. Training dates and times will be announced on the JCDC training calendar, http://training.jobcorps.org/calendar/calendar.htm .

If you wish to participate in a particular training session, send an email at least 1 business day in advance to deployment@jobcorps.org with the following information:

• Which class(es) you wish to attend
• What center or office you are affiliated with

Once you have signed up for a training session, you may connect to it using these instructions.

The training is available to view or download at the Data Center training site.

Notes:

• Effective July 1, 2004, disability data will now be collected in CIS and centers will no longer be required to submit data in January and July using the online system.

• Questions about access to CIS or problems using CIS should be directed to your center point of contact for the data center or directly to the data center (800-598-5008 option 2 or by e-mail: Helpdesk-JCDC-TAC@jobcorps.org).

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Networking/Partnerships/Community Involvement

Requirement: Written plan to develop and maintain partnerships with outside agencies and programs that will assist the center in serving students with disabilities (PRH 6: Section 6.11, R7 (d)).

Disability agencies and organizations can provide information, services, and/or referrals for Job Corps students with disabilities. Potential partner benefits include screening/assessment services, accommodation assistance, student and staff training (including technology training), career development assistance, and career transition services (including workplace accommodation).

To meet this requirement the disability coordinator should:

• Develop relationships with organizations/persons with expertise and knowledge working with persons with disabilities
• Develop relationship with outreach and admissions (OA) contractor
• Involve the regional office in the development of the center's disability program
• Develop relationships and educate local employers.
• Develop relationships with organizations/persons with expertise and knowledge in job placement of individuals with disabilities

Develop relationships with organizations/persons with expertise and knowledge working with persons with disabilities

See (Web Resources section)

Contact and develop linkage agreements with:

• One-Stop centers
• VR (Program Instruction 99-03)
• JAN (Information Notice99-16 and Information Notice 00-13)
• DBTAC
• CILs (Information Notice 99-16)
• School system
• College/Universities Resource Centers (e.g., disability resource & transition
• Other disability organizations in the community

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Develop relationship with outreach and admissions (OA) contractor

(See Outreach and Admissions section)

• Meet (Center Director and disability coordinator) with OA contractor/staff to discuss coordination of services for applicants with disabilities.

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Involve the regional office in the development of the center's disability program

1. Meet (Center Director and disability coordinator) with project manager to discuss the support the regional office can provide as the center develops their program.
2. Include project manager on IDT, when appropriate.

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Develop relationships and educate local employers.

Employers may need preparation, orientation, and support to recruit and integrate students with disabilities into the workplace. For some employers, it is their first experience working with or hiring an individual with a disability, therefore center and career development staff should be prepared to educate the employer about disability issues in the workplace.

(See Career Development section)

1. Prepare a packet of information for employers about hiring people with disabilities.
2. Involve employers in center programs and activities.
3. Include disability organization representatives on the community relations and business industry councils.
4. Provide employers with resource information regarding workplace accommodation assistance (e.g., JAN).

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Develop relationships with organizations/persons with expertise and knowledge in job placement of individuals with disabilities

(See Web Resources section)

1. Contact and prepare a packet of information for employers about the Job Corps program.

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Accessibility

Requirement: Written self-assessment describing the current programmatic and architectural accessibility of the center with priorities and next steps (PRH 6: Section 6.11, R7 (e))

Accessibility considerations usually conjure up visions of the physical plant, which must be considered, but only as one component of the overall vision of the environment. Services must be accessible, architecturally, programmatically, and communication-wise. Beyond access, the environment must always be safe and secure with consideration for the installation of devices/inclusion of processes generally necessary for emergency evacuation of all individuals, regardless of disability. Beyond the physical plant, the environment should be inclusive, serving all qualified participants in the least restrictive environment with the appropriate supports and services available to all who may need them. Specific consideration should be given to the incorporation of those strategies/supports that are of benefit to all students even though traditionally used for targeted groups (e.g., the use of advanced technology to make the classroom accessible, inclusive, and assistive to both students with and without disabilities). Furthermore, students who may need accommodations but have yet to be identified will benefit from this type of environment by exposure to the very skills and technology that may be needed to accommodate their disability.

To meet this requirement the disability coordinator should:

• Assess and ensure architectural accessibility
• Assess and ensure programmatic accessibility
• Assess and ensure communication accessibility
• Modify center safety plan
• Develop a program that is inclusive for all participants

Assess and ensure architectural accessibility

(See Accessibility Section)

1. Conduct accessibility survey (use local disability partners, e.g., Center for Independent Living, to assist in the accessibility survey).
2. Make any changes that can be made using resources currently available.
3. Develop long-term plan.

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Assess and ensure programmatic accessibility

(See Accessibility Section)

1. Conduct self-evaluation of center accessibility.
2. Make changes, as appropriate, to achieve accessibility.

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Assess and ensure communication accessibility

(See Accessibility Section)

1. Determine communication needs (e.g., availability of TTY/TDD machine/use of the relay system, materials in alternate formats).
2. Make equipment purchases, as necessary.
3. Determine resources for developing materials in alternate formats.
4. Purchase and/or produce limited copies of items that are likely to be needed without delay (e.g., TABE in large print, etc.).
5. Provide training to staff on use of specialized equipment and materials.

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Modify center safety plan

(See Emergency Procedures Section and Training Materials section)

1. Add general provisions to plan that consider the needs of people with disabilities.
2. Consult with local emergency services and disability partner organizations to determine any special considerations for persons with disabilities.

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Develop a program that is inclusive for all participants

Develop a program that is inclusive for all participants

1. Review existing practices regarding service delivery to students with disabilities.
2. Incorporate instructional strategies often reserved for instruction to students with disabilities as well as the use of technology into traditional teaching methodologies (as appropriate).
3. House technology in each training/learning area so as not to segregate students requiring accommodation, unless the accommodation requires it.
4. Ensure center displays are representative of all students.
5. Produce alternate format communication mediums as a matter of standard practice when providing various commonly used center information notices (e.g., cafeteria menus produced and posted in large print versions with notice that copy is available on audio tape, etc.).
6. Establish high expectations for all students, regardless of disability.

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