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II. Becoming an Inclusive Corps: Steps to be Inclusive

Pre-Season Program Preparation

Step 1: Organizational Accessibility Self-Assessment

Key Points:

Use an accessibility self-assessment tool, such as the “Access AmeriCorps Checklist” developed by United Cerebral Palsy (UCP), to determine your organization’s current level of accessibility. Assign specific sections of the tool to appropriate staff and set a target date for completion. Review the results with staff and develop an action plan to correct deficiencies. A solid action plan is based on establishing priority areas to address, then identifying specific and manageable tasks that address the priority areas. Next, a reasonable timeline is developed for the completion of each task to keep your organization moving forward.

Helpful Hints:

More Information:

Step 2: Partners and Projects

Key Points:

All programs and projects should be as physically accessible as possible and inclusive of the varied abilities of Corpsmembers. Before selecting project sponsors and securing projects, make sure that the sponsor understands that the project must involve active participation from all crew members, regardless of their physical or cognitive abilities. Provide the project sponsor with information on inclusion and disability awareness. Explain to the project sponsor that all Corpsmembers should be able to complete the essential functions of the job and should be held accountable. Schedule a pre-season meeting with the project sponsor and crew to discuss the project goals, accommodations, and individual responsibilities.

Many well-meaning project sponsors assume that if the project is located in an accessible area, it’s an accessible project. Although that’s a good start, it’s not enough. The project goals must include all crew members. Job carving, or developing new job descriptions based on combining or reorganizing existing job descriptions to better fit the abilities of an individual while still meeting the needs of the project, is a very effective way to include all crew members in project goals (see the example below in the Helpful Hints section). If the project does not utilize the strengths and abilities of all Corpsmembers, we are merely reinforcing old stereotypes that make individuals with disabilities feel like excess baggage rather than a contributing team player. As an inclusive program, the goal is to move beyond outdated stereotypes and embrace the diversity of abilities that different Corpsmembers bring to the project.

Remember, if an inclusive project is to be sustainable, it must address a real and important need for the agency and/or community. The last thing you want to do is create a token inclusive project.

Helpful Hints:

UCC Project Selection:

UCC Projects are selected based upon the following criteria:

  • Physical accessibility
  • Project goals can be accomplished by people with varied physical abilities
  • Adaptive equipment is provided/developed and utilized so that Corpsmembers with physical disabilities can maximize their participation
Job Carving:

Job carving is a way to create a job where certain duties from one or more existing jobs are selected and combined into a new position to better fit the abilities of an individual crew member (http://www.realworkstories.org/glossary). If the project requires crew members with specific physical abilities, such as lifting heavy objects and swinging hand tools, make sure that the crew members who do not have the physical abilities are given equally important alternative responsibilities that contribute to the overall project goal. For example, if the crew is working on an accessible trail project, the members with disabilities can be given the responsibilities of surveying the trail, making recommendations, designing interpretive information and signage in alternative formats, etc., while the members without disabilities can be given the physical responsibilities of trail construction. Throughout the trail construction, crew members with disabilities can provide feedback on grade, width, tread material, etc. In this example, the Corpsmembers with disabilities have a unique and important role that strengthens the project. After all, who better to design accessible trails than trail users with disabilities?

Successful Partnerships:

The U.S. Forest Service has been extremely satisfied with the work the UCC inclusive crew has accomplished. The UCC continues to work with the Uinta-Wasatch-Cache National Forest on the development of transition plans for campgrounds and trails and the implementation of many of the suggested changes. The Forest Service National Accessibility Program Manager, Janet Zeller, has given the inclusive crew project her full support and has been instrumental in expanding the program on the national level. In 2009, the UCC inclusive crew partnered with Yellowstone and Grand Teton National Parks.

The key to the success of these relationships is that the projects are inclusive of Corpsmembers of all abilities and address real and important needs of the partner agencies.

More Information

More detailed descriptions of inclusive projects and successful partnerships can be found in Appendix A and Appendix B.

Step 3: Develop Project Schedule

Key Points:

Once suitable projects have been determined, a calendar with specific dates and logistics should be developed. For many individuals with disabilities, information about travel and logistics is needed well in advance of the start date so that arrangements can be made for accessible transportation, personal aids, interpreters, etc.

Make sure that your project calendar and all other program information can be made available in alternative formats such as audio, braille, or large print. Disability Resource Centers at local colleges and universities can often assist with making materials available in alternative formats.

For individuals with disabilities, transportation is often the primary barrier to participation in community living and employment. It is a key logistical concern for your program to be aware of. As you consider your project calendar, think ahead about possible transportation needs for Corpsmembers with disabilities. If your program transports field crews to project sites, you will need to make lift equipped vehicles available to those who need them. If your program does not have funds to purchase or rent an accessible vehicle, you may be able to partner with another agency or non-profit in your local community and share a lift-equipped vehicle. If your program is community-based and does not require travel to field sites, make sure that project locations are accessible using public transportation or call-a-ride services.

Helpful Hints:

In 2007, the Utah Conservation Corps (UCC) rented a lift-equipped van through Wheelchair Getaways, http://www.wheelchair-getaways.com/ or (866) 886-3100. In 2008 and 2009, the UCC rented a state motorpool lift-equipped van through Utah State University where the UCC program is currently located. UCC members were responsible for getting themselves to and from the main office every day, which is located across the street from a bus stop.

More Information:

Section III: Challenges, Opportunities, and Lessons Learned and Section IV: Resources of this toolkit address additional transportation issues and resources in more detail.

Step 4: Essential Functions of the Job

Key Points:

Including Corpsmembers with disabilities in service programs sometimes requires no modification at all or it may require purchasing a piece of adaptive equipment, hiring an interpreter, or utilizing job coaches. In making decisions about appropriate accommodations, it is important to first develop a position description that outlines the “essential functions” of the job and assess individuals based on their ability to perform the job rather than assumptions about disability.

An “essential function” is a task or service duty that is critical to the position. If it is not performed, then the nature of the position is fundamentally changed. For example, in order for a Corpsmember on a backcountry trail crew to complete the essential functions of the job, they must be able to carry a 50 lb. backpack for up to 10 miles in mountainous terrain, use trail tools such as shovels and pulaskis, and spend long days outside. A Corpsmember conducting accessibility surveys must be able to pay attention to detail, collect and enter data, and camp in a developed campground.

Consideration of Essential Function Guidelines provides the program and participant many benefits, including:

Quality of Experience:

Knowing that they have the necessary skills and behaviors to perform a particular task or duty, with or without accommodations, can provide individuals with a sense of self-worth, heightened esteem, and a realization that they are making legitimate and valued contributions to the organization. This positive affect and sense of accomplishment will also be felt by the others on the crew, individually and as a group, as they see each person pulling their own weight and contributing to the planned outcomes. Finally, the community as a whole, especially the business and agency partners which involve the Corps crew, will see the contributions of the Inclusive Crew and their value.

Safety:

Knowing that the individual has the necessary skills and behaviors to perform a particular task or duty assures the program manager that the right person is paired with the right task. Risks associated with performing that task are minimized as a result. If an unqualified person attempts a task and fails, the result could be injury to themselves and others. This opens the corps to potential legal liability suits, as well as presents them with a public relations concern.

Meets the Spirit and Intent of the ADA:

The purpose of the ADA is to assure that people with disabilities have an equal opportunity to participate in all aspects of their communities. The intent is to assure that these opportunities occur within integrated settings (people with and without disabilities together). It is further assumed that if individuals with disabilities are able to fully access programs and settings in their communities, an increase in social integration will occur as a result. Relationships and friendships between people who have differing abilities can occur if given the chance - the “spirit” of the ADA.

Helpful Hints

Example Position Description
Service Position Title:

Inclusive Crew Member (full-time summer AmeriCorps position)

Time Commitment and Pay:
  • May 26 – August 14, 2010
  • $1,240/month AmeriCorps Living Allowance
  • $1,250 AmeriCorps Education Award
Immediate Supervisor:

Kate Stephens, UCC Assistant Director

Service Position Summary:

The Utah Conservation Corps (UCC) is seeking eight crew members of varied physical abilities to serve as AmeriCorps members on the 2010 Inclusive Crew. Crew members will conduct accessibility surveys of trails, campgrounds, and facilities within national parks and forests, and work closely with agencies to develop transition plans and make changes on the ground. Crew members will enter survey data into a U.S. Forest Service database for use by the agency and the public. The inclusive crew will also design and develop accessible features within the Cache Valley Community Garden and provide community education through public speaking and information dissemination.

Essential Functions:
  • Participate in on-site accessibility surveys of developed campgrounds, facilities, and trails within national parks and forests
  • Enter accurate survey data into U.S. Forest Service database
  • Provide land managers with professional reports and feedback, enabling them to improve disability access on public lands
  • Participate in the planning and implementation of an accessible community garden
  • Participate in group presentations to community organizations, school groups, land managers, and public officials
Marginal Functions:
  • Transport equipment and tools to and from project site
  • Conduct trail maintenance to make trails more accessible
  • Set up tents
  • Cook meals
Principal Working Relationships:
  • Work as a team with other crew members with and without disabilities to complete project tasks
  • Work in partnership with agency sponsors (National Park Service and Forest Service)
Knowledge, Skills, and Abilities:
  • High School Graduate (minimum)
  • Computer skills
  • Camping experience
  • People skills
Service Conditions:

Accessibility surveys will be conducted outdoors and data entry will be performed in an office. Service at the community garden will be performed outdoors.

Physical and Mental Requirements:

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

  • Be 18 years old or older
  • Be able to manage all personal care and mobility
  • Work successfully as part of a mixed-ability team
  • Be outdoors for extended periods during the summer months
  • Be able to use a computer
  • Be able to communicate clearly and consistently
  • Be able to record accurate information and pay attention to detail
  • Travel in lift equipped van for up to six hours to/from job sites
  • Camp overnight with crew
Equipment Used:

Smart Tool level*, inclinometer* (measures running slope), scale, camera, GPS unit, roll-a-wheel* (measures longer distances), tape measure*, gardening tools*
*These tools have been adapted so that they are usable by people of all abilities.

The Utah Conservation Corps (UCC) is an equal opportunity employer. Other than completion of marginal functions, the above functions may be completed with or without accommodations. This description lists the minimum duty requirements.

More Information

CNCS “Inclusion Handbook” Section III: Inclusive Service Descriptions. www.serviceandinclusion.org/handbook/inclusion.pdf

Step 5: Recruiting and Marketing

Key Points:

Promotional materials, including website, brochures, and flyers are necessary for recruiting and publicity. If your website is not currently accessible (see www.webaim.org), develop a plan to make it accessible so that program information is available to everyone. Likewise, make sure that any materials your program develops are available in alternative formats upon request.

Here are some general tips to help you get started:

  • Make your website accessible! See the "Helpful Hints" section below for a summary of web accessibility principles.
  • Include photos of people with disabilities in all marketing/recruiting materials.
  • Make all materials available in alternative formats.
  • All materials should enlarge well and have sufficient contrast for individuals with visual impairments.
  • Develop position announcements/descriptions in your recruiting material that outline the "Essential Functions" (Step 4) of the job so that expectations are clearly spelled out from the beginning. Remember, Corpsmembers must be able to fulfill the essential functions of the job with or without reasonable accommodations to be hired. Position descriptions should not only state that projects are physically accessible, they should describe what that means. For example, "The first project will take place in Logan Canyon on the Riverside trail, a hardened trail with accessible restroom facilities located at the trailhead. A lift-equipped van will be available for transportation to and from the Utah Conservation Corps main office. Funding is available for reasonable accommodations." This is critical information for individuals with disabilities that will assist them in making a decision about whether or not to apply.
  • Make applications available online through an accessible website.
  • Include disability specific information in your recruiting material, such as how national service program benefits impact other disability benefits (See Section III: Challenges, Opportunities, and Lessons Learned) and information on accommodations (adaptive equipment, interpreters, personal assistants, or counselors.
  • In addition to your typical recruiting locations, you will also want to recruit through organizations who work with individuals with disabilities. Establish contacts at Independent Living Centers (see www.ilru.org for a list), University Disability Resource Centers (www.ahead.org), and University Centers for Excellence in Developmental Disabilities(www.aucd.org), adaptive recreation programs and sports teams, schools for the deaf, spinal cord injury rehabilitation programs, etc.

Helpful Hints

Principles of Accessible Website Design:

Below you will find a list of some key principles of accessible design developed by WebAim, a project of the Center for Persons with Disabilities (http://www.webaim.org/) at Utah State University. Most accessibility principles can be implemented very easily and will not impact the overall “look and feel” of your website.

Provide Appropriate Alternative Text:

Alternative text provides a textual alternative to non-text content in web pages. It is especially helpful for people who are blind and rely on a screen reader to have the content of the website read to them.

Provide Headings for Data Tables:

Tables are used online for layout and to organize data. Tables that are used to organize tabular data should have appropriate table headers (the <th> element). Data cells should be associated with their appropriate headers, making it easier for screen reader users to navigate and understand the data table.

Ensure Users Can Complete and Submit all Forms:

Ensure that every form element (text field, checkbox, dropdown list, etc.) has a label and make sure that label is associated to the correct form element using the <label> tag. Also make sure the user can submit the form and recover from any errors, such as the failure to fill in all required fields.

Ensure Links Make Sense Out of Context:

Every link should make sense if the link text is read by itself. Screen reader users may choose to read only the links on a web page. Certain phrases like “click here” and “more” must be avoided.

Caption and/or Provide Transcripts for Media:

Videos and live audio must have captions and a transcript. With archived audio, a transcription may be sufficient.

Ensure Accessibility of Non-HTML Content, Including PDF Files, Microsoft Word Documents, PowerPoint Presentations, and Adobe Flash Content:

In addition to all of the other principles listed here, PDF documents and other non-HTML content must be as accessible as possible. If you cannot make it accessible, consider using HTML instead or, at the very least, provide an accessible alternative. PDF documents should also include a series of tags to make it more accessible. A tagged PDF file looks the same, but it is almost always more accessible to a person using a screen reader.

Allow Users to Skip Repetitive Elements on the Page:

You should provide a method that allows users to skip navigation or other elements that repeat on every page. This is usually accomplished by providing a “Skip to Content,” “Skip to Main Content,” or “Skip Navigation” link at the top of the page which jumps to the main content of the page.

Do Not Rely on Color Alone to Convey Meaning:

Color can enhance comprehension, but do not use color alone to convey information. That information may not be available to a person who is colorblind and will be unavailable to screen reader users.

Make Sure Content is Clearly Written and Easy to Read:

There are many ways to make your content easier to understand: Write clearly, use easy-to-read fonts, and use headings and lists appropriately.

Make JavaScript Accessible:

Ensure that JavaScript event handlers are device independent (e.g., they do not require the use of a mouse) and make sure that your page does not rely on JavaScript to function.

Design to Standards:

HTML compliant and accessible pages are more robust and provide better search engine optimization. Cascading Style Sheets (CSS) allow you to separate content from presentation. This provides more flexibility and accessibility of your content.

This list does not present all accessibility issues, but by addressing these basic principles, you will ensure greater accessibility of your web content to everyone. You can learn more about accessibility by browsing the articles and resources at www.webaim.org.

Conclusion:

The web offers so many opportunities to people with disabilities that are unavailable through any other medium. It offers independence and freedom. However, if a website is not created with web accessibility in mind, it may exclude a segment of the population that stands to gain the most from the internet. Most people do not intend to exclude people with disabilities. As organizations and designers become aware of and implement accessibility, they will ensure that their content can be accessed by a broader population.

More Information

Step 6: Hiring Corpsmembers

Key Points:

Develop an interviewing protocol that will help you to be consistent with your interviewing and hiring process, whether an individual has a disability or not. A well-defined protocol will assist you in following the legal requirements for interviewing and hiring individuals with disabilities and avoid any discriminatory practices. The “Inclusion Handbook” (CNCS, 2004) is an excellent resource for more information on this topic. Additional technical assistance in this area is also available through the Disability and Business Technical Assistance Center (DBTAC) and the Job Accommodation Network (JAN). Contact information for these two national organizations is provided under “more information” below and in the Resources section of this toolkit.

Remember, establishing clear and accurate descriptions of the “essential functions” of the job for each position you post is a critical first step in your hiring protocol. Also, it is important that you conduct interviews in a fully accessible location and provide reasonable accommodations upon request.

To be considered for a position, an individual with or without a disability must be able to perform the essential functions of the job with or without reasonable accommodation. The three service and conservation programs that have been recently involved in The Corp Network Inclusion Project have developed and tested the following variations of program modification to accommodate individuals with disabilities and create inclusive crews. The Program Modification Decision Tree shows how these program variations were chosen and may be helpful to refer to as you develop your program plan for inclusion.

  • Inclusion without Modification: Service and conservation corps programs do not need to be modified to fully include people with disabilities.
  • Inclusion with Support Services: Interpreters, counselors, tutors, etc., assist individuals, but programs and projects are not altered.
  • Inclusion with Modification: Adaptive equipment or assistive devices, such as talking tape measures, vehicle hand controls, screen readers, and adaptive tools, are purchased or developed. Service projects are designed and selected to maximize inclusion of individuals with a variety of physical abilities.
  • A job coach will help the crew member with a disability learn the job, perform the job accurately, efficiently, and safely, and help acclimate the individual to the work environment. (See the more detailed discussion of job coaches in Step 7 below.
Program Modification Decision Tree
  1. Can the individual perform the essential functions of the job (with or without accommodation)?
    • If yes: Go to question #2
    • If no: They are not qualified to be hired for the job
  2. Can the individual participate without accommodation?
    • If yes: Inclusion without modification (traditional crew) is appropriate
    • If no: Go to question #3
  3. Can the individual participate with the assistance of an interpreter, counselor, etc., without modifying the program activities?
    • If yes: Inclusion with support services is appropriate
    • If no: Go to question #4
  4. Can the individual participate if adaptive equipment is provided and/or the program activities are modified to accommodate physical disabilities?
    • If yes: Inclusion with program modification/adaptive equipment is appropriate
    • If no: Go to question #5
  5. Can the individual serve if paired with a supportive, trained job coach?
    • If yes: Inclusion through the use of job coaches is appropriate
    • If no: This may not be an appropriate position for the individual; refer back to question #1

Helpful Hints

Hiring the right individuals to be crew leaders is essential to developing successful crews and having a productive season. Below are some additional points to consider when hiring crew leaders for an inclusive crew.

The following leadership qualities and traits are traditionally discussed and explored in UCC Crew Leader Training...

Leadership Qualities:
  • Decision-making ability (sometimes unpopular decisions)
  • Knowledge of own strengths and weaknesses (know and develop yourself)
  • Selflessness
A successful service or conservation corps crew leader:
  • Has strong communication skills
  • Facilitates positive group dynamics
  • Provides valuable feedback
  • Recognizes problems and safety issues
  • Is resourceful
  • Gains the confidence of crew members
  • Leads without dominating
  • Exercises good judgment
  • Uses time efficiently
  • Is dependable
  • Is patient
  • Is cooperative
  • Is reliable
  • Has a positive attitude
  • Is organized
  • Is able to delegate
In addition, a successful crew leader of an inclusive crew must develop the following skills:
Open Mindedness:

The leader of an inclusive crew must treat their crew members equally and be open to working with a diversity of abilities. They must be open to developing non-traditional ways of accomplishing goals.

Awareness/Knowledge of Specific Disabilities:

The leader of an inclusive crew must have a basic understanding of common disabilities so that they can appropriately assign tasks and accommodate members.

Awareness of Community Resources:

It is important that the leader of an inclusive crew is familiar with community resources for people with disabilities. For example, the Utah Conservation Corps inclusive crew partnered with the Utah State University Center for Persons with Disabilities Assistive Technology Lab to develop adaptive tools and equipment; the Utah State University Disability Resource Center to create audio copies of course materials; Options for Independence, the local independent living center, to obtain contact information for personal aids and interpreters; and the Utah State Commission on Volunteers to obtain funding for reasonable accommodations.

Ability to Adapt Tools and Equipment:

Crew leaders of inclusive crews should be familiar with existing adaptive equipment and resources available to develop new adaptive equipment and tools.

Ability to Communicate Openly:

An inclusive crew leader must be able to create a safe space within which all voices are heard and members of all abilities feel comfortable openly communicating their needs. If an accommodation is needed or a task is not appropriate, crew members should be comfortable discussing this with their crew leader and adapting the situation.

Ability to Assess Abilities and Delegate Tasks:

The inclusive crew leader must be able to assess the skills and strengths of individual members and assign tasks that crew members can successfully accomplish with or without reasonable accommodation. Project goals are broken into tasks that fit individual abilities. All tasks must be meaningful contributions rather than just “busy work.”

Values Non-Physical Contributions:

The crew leader of a mixed-ability inclusive crew must emphasize the value of non-physical as well as physical contributions. It is important that the crew leader facilitates an environment in which every crew member plays an active role in accomplishing the goals of the project.

Ability to be Flexible:

Crew leaders of mixed-ability inclusive crews must be flexible and open to trying things in a new and creative way.

Ability to Identify and Facilitate Symbiotic Relationships Among Members:

Leaders of mixed-ability inclusive crews should encourage mutually beneficial relationships. For example, a UCC member who was blind worked with a member who used a wheelchair. The wheelchair user served as a guide for the blind Corpsmember and the blind Corpsmember pushed the chair when necessary. It was a mutually beneficial relationship that enabled them to get the job done.

More Information

Step 7: Program Modifications and Reasonable Accommodations

Key Points:

A reasonable accommodation is a modification or adaptation that enables a qualified person with a disability to perform the essential functions of the job. Modifications and adaptations can occur at the program level, as described in Step 6, and/or they can take place at the individual level. When providing reasonable accommodations at the individual level, it is important to remember that the needs of each person are unique and an accommodation that works for one person may not be appropriate for an individual that has the same or similar type of disability. If possible, it is best to determine and acquire the needed resources to provide reasonable accommodations before the project start date so that newly hired corpsmembers with disabilities can start their job on day one with the rest of the crew.

Funding for reasonable accommodations is available in each state through the State Commission on National and Community Service. The Utah Conservation Corps (UCC) was able to cover the cost of a trail wheelchair, voice recognition computer software, a personal aid, and rental of a lift-equipped van with funds available through the Utah Commission on Volunteers. The Minnesota Conservation Corps covered the cost of hiring interpreters through the Minnesota State Commission’s reasonable accommodation funds.

Additionally, the UCC has developed several pieces of adaptive equipment for their accessibility survey and community garden projects that can be made available to other service and conservation corps programs upon request for a nominal fee. More information and detailed descriptions with illustrations of these pieces of adaptive equipment can be found in Appendix B.

Because reasonable accommodations at the individual level are unique and specific to the person, a list of general accommodations, based on disability type, is not always helpful. The individual with a disability who is requesting a reasonable accommodation is the expert on what they need and should be the first source of information in this area. However, there are several national and local organizations that can provide additional technical assistance in this area if you are unsure of how to proceed after consulting with the individual requesting the accommodation. These include JAN, DBTAC, the National Service Inclusion Project, and local Centers for Independent Living. Contact information for these resources is listed in the “More Information” section below. In the “Helpful Hints” section you will find some broad examples of accommodations by categories that are based largely on the actual experiences of the UCC.

Helpful Hints:

Adaptive Equipment:

The Utah Conservation Corps has developed and acquired several pieces of adaptive equipment that enable Corpsmembers with disabilities to participate in programs more fully and independently. For example, a trail wheelchair with knobby tires is used by a Corpsmember with a spinal cord injury to access rugged areas that are technically inaccessible and voice recognition computer software (Dragon Naturally Speaking) is used by a Corpsmember who is blind to enter trail data. Many reasonable accommodations are simple and inexpensive, requiring only creativity. When conducting trail surveys, a UCC member who has limited use of his hands, simply attaches an inclinometer to his helmet with Velcro and duct tape to measure the slope of trails and pathways. This UCC member also uses an adapted gardening trowel with a bent blade and padded handle. Once reasonable accommodations have been identified and equipment has been developed or purchased, it is important that all members are given training on proper equipment use and maintenance.

Transportation:

For people with disabilities, transportation is often the primary barrier to participation in community life and employment. If your program transports field crews to project sites, you will need to make lift-equipped vehicles available to those who need them (see the Transportation heading in Section III. Challenges, Opportunities, and Lessons Learned for more information about arranging accessible transportation).

Personal Aids:

An aid or paid staff who is hired to assist with dressing, bathroom transfers, personal care needs, etc., is sometimes needed by individuals with physical disabilities, especially when overnight camping. If Corpsmembers are working together as a crew, it is inappropriate to require them to assist their fellow crew members with disabilities with dressing, bathroom needs, etc. This does not respect the dignity of each individual and can make people with disabilities feel out of control of their own life and independence. On the other hand, if a personal aid is on-site and available, the individual with a disability does not have to be placed in the awkward position of asking their friends for assistance. When hiring a personal aid, it is best to involve the individuals who will be utilizing this service in the interview and hiring process. The person who uses an aid may want to hire someone they have hired in the past.

Interpreters:

If your program works with individuals who are deaf or have hearing impairments, it may be necessary to hire a sign language interpreter. Detailed information and resources about accommodations for individuals who are deaf or hard of hearing can be found in the Resources section and in the example of Inclusive Crews Partnering with Land Management Agencies in Appendix A.

Job Coaches:

A job coach is a person who provides specialized on-site training to an employee who is disabled. Individuals with intellectual or cognitive disabilities are the most likely to utilize job coaching as an accommodation. Typically, a job coach will help the employee with a disability learn the job, perform the job accurately, efficiently, and safely, and may also help acclimate the employee to the work environment. The best place to find out about job coaching resources is your local or state vocational rehabilitation agency.

(Adapted from: Job Accommodation Network [JAN] http://www.jan.wvu.edu/cgi-win/OrgQuery.exe?Sol547)

More Information:

Step 8: Development of Disability Awareness Training

Key Points:

Developing training around disability awareness is an important step toward building a culture of inclusion. It is an opportunity to be proactive in addressing negative or uninformed attitudes around disability, which are often more difficult barriers to address than those related to physical access to programs and projects. As people gain more awareness of disability issues, outdated stereotypes and attitudinal barriers begin to disappear. A general disability awareness training presentation, developed by the UCC and the Center for Persons with Disabilities, is included in this toolkit in Appendix B. We would encourage you to use this training in its entirety or as a foundation for the training you may wish to develop for your specific program. You are welcome to adapt the training materials to better meet the needs of your program.

If you prefer to develop your own disability awareness training, consider including at least the following topics in that training:

  • History of Disability Rights Movement
  • Core Precepts of Disability Policy
  • People-First Language
  • Disability Etiquette
  • Inclusion Strategies

When developing training, make sure that all activities are adapted to include corpsmembers with disabilities. Examples of how to do this are provided in Step 9.

Helpful Hints:

In In the past, some organizations have conducted “Disability Simulations” as part of their awareness training. Before proceeding with a simulation event, please consider the points made in the following article from the National Service Inclusion Project (NSIP):

Disability Awareness:

Beyond the Day. Sometimes national service and disability organizations use “disability awareness days” to teach service members and volunteers about the disability experience. These days may use simulations to convey what it’s like to live with a disability. Participants are blindfolded, for example, or put into a wheelchair and told not to use their legs. However, many disability advocates feel that simulations are the wrong way to go.

What’s Wrong with Simulations?
  • Simulations are unrealistic. A person who’s been blind for 25 years has the coping skills to handle their environment, but a sighted person who is blindfolded doesn’t have those skills. This gives participants a false idea of what it’s like to live with a disability. In fact, some find the simulated experience terrifying, which can lead to pity or other stereotypes about people with disabilities.
  • Simulations promote pity or “superperson” stereotypes. Stuck in a situation they haven’t learned how to handle, participants may react with amazement that people with disabilities can accomplish everyday tasks: To think you can drive without using your arms! On the other hand, simulations can evoke pity. Participants may find the experience so unpleasant that it makes them think that life with a disability is miserable. A Joliet, Ilinois high school student reported, “At the end of the day, I took off the blindfold. I was so grateful because so many people do not have the option of taking off the blindfold.”

When a person with a disability is seen as helpless, barriers go up in the minds of the people around them. People with disabilities want to be included in their communities and be treated like anyone else–with dignity and respect. In reality, people with disabilities do everything others do, just differently.

Bottom line: National service organizations should sensitize participants to the disability experience, but there are better ways to do it.

Better Ideas

The key to increasing understanding is to have people see what it’s like to have a disability first-hand -- from people in the disability community, not a blindfold.

  • Read books and magazines written by people with disabilities. These publications give a uniquely “for us/by us” perspective. Magazines include Ragged Edge, Mouth, and Braille Monitor. For books, check out the recommended reading list at the end of this brief.
  • Invite people with disabilities to talk to service groups. Ask persons who have had a disability from birth or a longtime disability to speak about their experiences. Encourage service members to ask questions.
  • Include people with disabilities as service members, volunteer leaders, and employees. More likely than not, you already do! Organizations benefit from everyone’s contributions. Having people with disabilities in your organization helps everyone keep the disability perspective in mind.
  • Learn about disability culture. Yes, there is such a thing! The history of the disability rights movement, how people with disabilities have been viewed and treated over time, civil rights laws, heroes such as Ed Roberts, Gini Laurie (grandmother of the Independent Living Movement), and Justin Dart (father of the Americans with Disabilities Act). The disability community has a rich and illuminating history. Some websites to start with:
  • Attend meetings of disability consumer groups, where people with disabilities take leadership roles. Nothing illustrates the “independent living” philosophy like a group of people who live it.

These experiences send service members the message that despite a disability, a person can cope, learn, and contribute to society. Attitude change doesn’t happen overnight, but these doses of real-life experience can open doors for service members. (NSIP, 2009).

Article available at: www.serviceandinclusion.org/index.php?page=simulations

More Information:

  • The UCC Disability Awareness training materials and the “Creating an Inclusive Service Program” DVD with discussion questions are included with this toolkit. Electronic copies of the PowerPoint slides are available. To obtain copies, e-mail kate.stephens@usu.edu.
  • Check with your local disability related organizations, such as centers for independent living (www.ilru.org), university affiliated centers (www.aucd.org), disability resource centers (www.ahead.org) or others regarding disability awareness training that they may have available. Often local disability-related organizations will provide training designed to meet your needs free of charge.

Step 9: Staff and Crew Leader Training

Key Points:

It is important to provide disability awareness training to permanent program staff and project leaders prior to the arrival of new Corpsmembers. This will help them to be more aware of issues to consider as they welcome new Corpsmembers who may have a disability. Receiving training prior to the start of the project year will also allow staff and project leaders to be prepared to assist with providing a similar training to new Corpsmembers at the start of the project (See the “In-Season Implementation” section below).

The UCC crew leaders, who led the inclusive crew, spent time before the field season preparing for inclusive crew projects. They also received additional training on accessibility surveys, data reports, accessible gardening, and job carving. Crew leaders for the inclusive crew must possess the same leadership skills as other crew leaders and also have a desire to lead mixed-ability crews. One of the most important project goals is to involve people with disabilities in positions of leadership whenever possible. By placing qualified people with disabilities in positions of leadership, outdated stereotypes are lifted and attitudes toward people with disabilities evolve and change in fundamental ways.

Helpful Hints:

As you prepare to offer your disability awareness training, here are some additional tips to consider to help make your training not only about accessibility and inclusion, but an actual practical demonstration of these concepts.

“Tips for Presenting in Audiences with People with Disabilities”

Taken from (CNCS, 2004, Appendix C).

The following are some tips to ensure that your presentation is accessible to everyone in your audience. Remember that everyone in your audience is there because your workshop has value to them. Everyone should have access to all of the information, comments, and questions that are part of a good workshop.

  1. Before you begin, make sure that everyone has the accommodations they need: Are the listening systems working? Is large print/Braille available? Can everyone see the interpreters?
  2. Face the audience.
  3. Keep your mouth and face free of obstructions such as hands, microphone, and papers.
  4. If you tend to speak quickly or softly, please slow down and speak up. There is a short delay when using interpreters or captioners.
  5. If you are using visual aids – PowerPoint, flip charts, slides – take a moment to describe the visual message, e.g., “This chart compares the number of apples to the number of oranges.” “There is a flower in the upper-right-hand corner.”
  6. Use “people-first” language, e.g., “people with disabilities,” or “people with developmental disabilities.”
  7. If someone who is speech-impaired is speaking, wait calmly for him or her to finish. Do not interrupt them. If you do not understand them, ask them to repeat their statement or question. If you still do not understand, restate what you did understand, and ask for more information.
  8. If interpreters are being used, face the person using the interpreter, not the interpreter.
  9. If someone has a personal attendant, address him or her, not the attendant.
  10. Restate questions before answering.

More Information:

Step 10: Pre-Service Meeting

Key Points:

Because there are often more logistics and adaptive equipment involved with an inclusive program, it is beneficial to have the entire crew meet before the start of the field season to discuss project goals, job carving (determining who is responsible for specific tasks), program modifications and adaptations, transportation, and camping equipment. If these questions and concerns can be addressed before the start of the season, the crew will be much more organized and efficient during the first project week.

Helpful Hints:

It is the crew leader’s responsibility to facilitate the pre-service meeting. The following checklist can be used to organize the meeting. If the crew leader does not have sufficient information about the following topics, they should contact program staff for further information and clarification.

Pre-Service Meeting Checklist:

Before Your Pre-Project Meeting:

  • Obtain pre-project information sheets, summer project calendar, weekly report forms, accessibility conditions survey forms, time sheets, and accident/incident report forms.
  • Gather information on the area in which you will be working: maps, hospital locations, emergency contacts, facility descriptions.
  • Review tools and equipment. Make sure that they are in good repair and all crew members know how to properly use them. Demonstrate adaptive equipment options.
  • Obtain information on job carving.
  • Develop an itinerary for each project with departure/arrival time, meeting times with project sponsor, etc.
  • Formulate alternative plans in case of weather, transportation difficulties or medical issues.
  • Have menu planning information. (recipe ideas or cookbooks)
  • Plan your safety talk: consider the type of work, equipment, and the location of the project.
  • Plan to distribute copies of:
    • Summer Project Calendar
    • Pre-Project Info Sheets
    • Gear List
    • Adaptive Equipment Information and Resources
    • Bus Schedule (if needed)
    • Information on Support Services: Personal Aids,
    • Interpreters and Counselors
    • Recipes
    • LNT Principles (specific to project site)
    • Time Sheets
    • Incident Report Forms
  • Outline your meeting!
During Your Pre-Service Meeting:
  • Open the meeting with a simple icebreaker or team building activity such as “Fear-In-a-Hat”.
  • Distribute and discuss project information, summer calendar, and gear list. Work through the project information sheets and itineraries with crew members. Explain clothing, gear, and equipment they must bring. Inform members about campground and bathroom facilities. Discuss expectations, physical exertion levels, weather, and safety considerations.
  • Show your crew where you are going on a map.
  • Discuss the emergency response plan.
  • Discuss job carving and assign individual responsibilities.
  • Discuss accommodations and adaptive equipment. Make sure that all crew members have appropriate accommodations before the start date.
  • Remind members about the zero tolerance drug and alcohol policy.
  • Distribute Leave-No-Trace information specific to the project location. Some crew members may not have much wilderness experience and what may seem obvious to you may need to be explained.
  • Distribute recipes and discuss menu planning and cooking for a crew.
  • If you’re planning a multi-week project, make suggestions for weekend excursions close to the project site.
  • Distribute and discuss time sheets and incident report forms.
In-Season Implementation
  1. Distribute Member Pre-Service Questionnaire
  2. Disability Awareness Training for Members
  3. Engage in Service
    • Skill Development
    • Personal Development
    • Individualized Goal Planning
    • Document progress through member evaluations
  4. Post-Service Questionnaire & Exit Interview
  5. Review & Revise Program for Next Year!

Back to “A Model for Inclusion of Corpsmembers with Disabilities: Pre-Season Program Preparation”    |    Proceed to: “In-Season Implementation”