1. April 14, 2009

2.  New Tools  Partnership tool  Reasonable accommodation student pamphlet  Sample student handbook language  Coming Soon  Disability training for new hires  Updated JAN/Job Corps partnership document  Reasonable accommodation team meeting guide 2

3.  Directive providing clarification on differences between reasonable accommodation and health case management is in review process at the National Office  Disability data collection-several drop down choices in the accommodation field have been eliminated, these choices were actually case management  Outcomes  Ensure more accurate reporting of reasonable accommodation information  Save staff time being devoted to creating and maintaining accommodation plans as some information being documented as part of these plans is actually health case management and is already captured using other methods (e.g., student health record, chronic care management plans, other center/regional health forms, and case notes) 3

4. Possible Health Case Management  Symptom action plan for current and/or recurring behaviors and symptoms which may include sensory and motor difficulties  Self-care plan to monitor and cope with Asperger’s symptoms with a focus on personal strengths  Educate staff and students about Asperger’s to increase positive interactions  Educate staff about Asperger’s and behavioral techniques  Encourage participation in social skills training  Refer to CMHC as needed  Monitor medication for co-existing mental health conditions, if applicable Possible Accommodations  Visual supports to aid understanding such as videotapes of instruction  Notify student ahead of time about a change in schedule  Earplugs or noise-cancelling headsets for managing transitions between classes, during lunch, or for use in other noisy environments  Allow testing in a private or small group setting  Provide written copies of notes  Break instructions down into chunks or provide digital voice copy 4 Asperger’s Syndrome

5.  An applicant does not request accommodation, yet an IEP provided in the file indicates that she needs accommodation. What should we do? 5

6.  For various reasons most applicants/students with disabilities usually do not “request” accommodations, particularly during the admissions process.  After the applicant file review process is complete, the Disability Coordinator (and other staff as needed) should contact/meet with the applicant to explain reasonable accommodations and the importance of getting the support she needs to successfully participate in the program.  It may also be helpful to discuss with the applicant accommodations she had in the past (from the IEP) and explain to her how these accommodations may also benefit her while in Job Corps.  The applicant must then decide if she will need accommodations. If she does, an accommodation plan is created. If she does not, the DC should document the process and let the applicant know if she decides accommodations may be needed, a request can be made at any time. 6

7.  A student states that he has ADHD and is obviously hyperactive; there is no IEP in the file. The applicant did not ask for accommodations, but obviously needs them. What should we do? 7

8.  If the student discloses ADHD, but has provided no documentation, the first step would be to determine what documentation of the condition exists. Is there an IEP? Is there documentation from a health care provider?  If there is no documentation, can the CMHC or the center physician provide a diagnosis?  Assuming documentation of the condition exists and it is being considered a disability:  The Disability Coordinator (and other staff as needed) should meet with the student to explain reasonable accommodations and the importance of getting the support he needs to successfully participate in the program.  The CMHC may also want to meet with the student to develop a case management plan and may also be able to suggest accommodations that may help him.  Either an accommodation plan is created or the student does not want accommodations. If not, the DC should document the process and let the student know if he decides accommodations may be needed, a request can be made at any time. 8

9.  A student discloses he had an IEP in the past. We are unable to get the IEP because the student is 22 and the school no longer has it. What should we do? Can we provide accommodations without the IEP? 9

10.  Was there other documentation in the file that would have been sufficient to substantiate the disability?  Dependent upon the type of disability that the student has, the CMHC or the center physician may be able to provide a diagnosis and recommendations for support.  Does the student have insurance resources that would enable him to secure testing at home or in the community or would the Division of Vocational Rehabilitation Services be able to assist and if so, in a timely manner? Other local resources for testing? 10

11.  Job Corps’s policy requires documentation of a disability in order to accommodate with the exception of instances where the disability is obvious (i.e., visual or mobility impairment, etc.), so the center should not provide accommodations without appropriate documentation. 11

12.  If an applicant needs a medical, mental evaluation and he/she can not pay for the evaluation, whose budget on center is responsible for it? 12

13.  This is a center director decision. 13

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