The 411 on Accommodating Students in Residential Living

1. The 411 on Accommodating Students in Residential Living

2. AGENDA Disability Defined Functional Limitations Accommodation Basics Resources Accommodation Practice & Review Objectives & “Why Us?” 2

3. Objectives

4. Residential Staff Why might it be important for Residential Staff to understand the basics of various disorders and conditions such as: • Sensory Processing Disorder/Sensitivities • Mental Health Conditions • Spectrum Disorders • Traumatic Brain Injuries • Post Traumatic Stress Disorder • And more…

5. What Must I Know? An awareness of my own perceptions and misperceptions about disability Legal obligations for effective communication Basic facts about reasonable accommodation Common functional limitations – how the disability impacts the particular student Awareness of the types of accommodations that may assist students with disabilities Where I can get support or resources? What do I really needto know?

6. You Can Help! • Residential Staff often have more interactions, and therefore more experience, with students in an informal setting • Residential Staff are often very creative in meeting the needs of all students—especially when it comes to de-escalating difficult behavior situations • Residential Staff know the structure and task requirements for dorm life/living and can provide valuable input for identifying needed supports and services in developing APs • Students often feel more comfortable disclosing to Residential Staff

7. Disability Defined 7

8. Disability Defined • “Has a physical or mental impairment that substantially limits a major life activity.” • Some conditions essentially always considered a disability. • Term “substantially limits” should be construed broadly in favor of expansive coverage. • Does not require extensive documentation.

9. Major Life Activities • An activity that is “of central importance to daily life” • Examples of major life activities include, but are not limited to: • Learning • Reading • Concentrating • Thinking • Communicating • Interacting with others • Caring for oneself

10. Functional Limitations

11. Functional Limitations (Defined) The inability to perform an action or set of actions, either physical or mental, because of a physical or emotional restriction. Brodwin, M., Tellez, F., Brodwin, S. (1993). Medical, Psychosocial and Vocational Aspects of Disability. Athens, GA: Elliott and Fitzpatrick, Inc.

12. Functional Limitations: Examples

13. Functional Limitations • What are some of the most challenging limitations due to disabilities that you have encountered in Residential Living? • How did you deal with them? • Who or what helped you?

14. Communication Accommodations • Your obligation to communicate effectively with people with disabilities – whether those people are students, staff, applicants for admission or employment, parents, guardians, or members of the public – is separate from your obligation to provide reasonable accommodations for qualified people with disabilities. (See Appendix 606) • Examples of students who may need communication accommodations (list is not all inclusive): applicants with intellectual disabilities, who are blind or deaf, who are on the autism spectrum; student with a disability who also is an English Language Learner (ELL), etc.

15. What is a Communication-related Accommodation? • Examples might include such things as: • Simplification of language. • Repeated phrases and giving extra time for processing. • Interviewing face-to-face in lieu of phone. • Using pictures or other symbols to convey meaning. • Interpreters, hearing assisted devices, text to speech technology. Any adjustment or modification, support, and so forth that enables the individual to be able to both receive and express information in a way that is meaningful to them.

16. Communication in Residential Living • What are some of the communication barriers that you have encountered with students with disabilities? • What are some ways we can overcome those communication barriers? • Provide multiple ways of communicating (pictures, videos, posters, repetition, …) • Peer mentors or buddies • Ask student how best to communicate with them • Use forms of technology (voice recordings, apps, accessibility features) • Break down information in to smaller units/parts 16

17. TextGrabber Example of Assistive Technology (AT) that can be used in Residential Living as a communication tool/device. With this AT, a student or staff member can scan, digitize, and translate books, notes, lists, magazines, manuals, computer or TV screen… The text can then be read using VoiceOver.

18. Accommodation Basics

19. Poll: Job Corps Accommodation Plans I am able to access Accommodation Plans (APs), but do not see a need to do so. I am able to access Accommodation Plans (APs), and review them as needed. I am not able to access Accommodation Plans (APs) I do not know what you are talking about.

20. What is an Accommodation? 20 Any changes to the environment or in the way things are customarily done, that gives a person with a disability an opportunity to participate in the application process, job, program or activity that is equal to the opportunity given to similarly situated people without disabilities.

21. Developing an Accommodation Plan

22. Types of Accommodations

23. Accommodation Plan Content Restrictions Accommodation Plans (APs) will not contain any medical or diagnostic information. This may include: References to treating provider or facility (AA meetings, therapy appointments) Symptoms related to the disability (e.g. “stress,” “erratic behavior…”) • Disclosure of disability • Reference to types of documentation (IEP, Evaluations) • Prescription information • Psychological or medical evaluations/test results • Health-related case management notes 23

24. Accommodation Reminders 24 • There is no list of accommodations appropriate for a particular condition. • Individualized approach • Accommodations are determined on a case-by-case basis. • Functional limitations • Strengths • Student input • Observations • Individuals with the same diagnosis may (and often do) have needs that are unique to them. • The same disability may manifest in different ways in different people.

25. How to Access Accommodation Plans (APs) To access the Accommodation Plan Reportfrom the CIS 3G Menu bar select: Menu > Wellness and Accommodation > Disability > Reports > Disability Reports > Accommodation Plan

26. Poll: APs and Residential Living Support I have seen Accommodation Plans(APs) that include support for Residential Living.

27. Sample Accommodation Plan

28. Special Notice – Emergency Plans • Please include special considerations for evacuating, etc. students with disabilities in your center’s emergency plans. • Alert local emergency services personnel that a student is on center in a specific dorm who may need additional/special assistance in an evacuation. • Train staff. • Remember, staff are responsible for ensuring all students exit safely – not student or peer buddies.

29. Accommodation Practice and Review Applications in Residential Living 29

30. Accommodations are not a crutch, do not get an unfair advantage, etc. Quite the opposite – they level the playing field so that student’s with disabilities can adequately access and participate in the Job Corps program. Accommodations must be individualized. Should be related to the student’s functional limitation(s).

31. Accommodation FormatsExample: Written List for Residential Task Task: Cleaning the Toilet • Go to the storage supply cabinet and get cleaning supplies. • Spray cleaner under rim of toilet bowl and let sit for 5 minutes. • Use scrub brush and scrub inside of toilet bowl. • Flush toilet and make sure bowl is clean. • Use disinfecting wipe and wipe down outside of toilet.

32. Accommodation FormatsExample: Visually Supported List for Residential Task Task: Cleaning the Toilet

33. More Examples: Other Visually Supported Lists

34. Video Clip: Dorm Tips 101 34 Tips for Living in a Dorm: Dorm 101 https://www.youtube.com/watch?v=0pToQPNmuC4 • Student-created YouTube Video • Communal bathroom tips • Room décor • Making friends • Note: Show brief clips of specific info that you want to emphasize • Have mentor students create short info-videos

35. APs: What is my Responsibility? • To implement the accommodations that you are responsible for implementing • A DC should email all staff who interact with students a list of student with new or updated plans at least bi-weekly. • To monitor those accommodations and document the effectiveness of them • Your center should be tracking the effectiveness of accommodations though the ESP process. Ask your manager how you are to let him/her know whether or not the accommodation(s) is/are working.

36. Case StudySam – Seizure Disorder • Sam is a 23 year old Office Administration student at Job Corps. • He has epilepsy and experiences difficulties with fatigue, anxiety, and balance. • His trade instructor reported on an accommodation effectiveness review that he appears forgetful and struggles with remembering everyday tasks and assignment due dates. • The accommodations currently in Sam’s plan include pass to wellness as needed, a schedule adjustment to allow for off center appointments, and bottom bunk in the dormitory. Who should participate in a RAC for Sam? Given the functional limitations Sam experiences and the information provided by the trade instructor, what additional accommodations should be discussed with Sam?

37. Sam’s Accommodations • Likely Reasonable Accommodation Committee (RAC) Composition: • If minimal accommodations needed: Sam, Health and Wellness Manager (HWM)/DC, the Center Physician • If more complex accommodation needs: Sam, Health and Wellness Manager (HWM)/DC, the Center Physician, Academic Manager (AM)/DC, Career Technical, and Residential

38. Accommodations Functional Limitations Seizure Disorder • Provide information in writing or through pictorial instructions • Provide checklists/outlines of task steps • Use charts/graphics/visual aids • Video tape instruction for the student to play back later • Utilize a monitor glare guard for the student computer • Allow frequent breaks from tasks involving computer work • Balancing • Fatigue • Safety in the Workplace or other areas on center • Memory • Stress Management • Time Management • Photosensitivity • Sensory Impairments (seeing/hearing/speaking) 38

39. Accommodations Functional Limitations Seizure Disorder • Keep aisles, halls, classrooms, trades clear of clutter • Provide a flexible work schedule • Modify schedule to allow for appointments • Provide fluorescent light tube covers in the rooms the student will use most frequently on center • Allow extended time to complete work • Provide a bottom bunk • Balancing • Fatigue • Safety in the Workplace or other areas on center • Memory • Stress Management • Time Management • Photosensitivity • Sensory Impairments (seeing/hearing/speaking) 39

40. Sample Accommodation Plan Entries for Sam

41. Sample Accommodation Plan Entries for Sam

42. Case StudyAnna – Anxiety • Anna is a 19-yr-old residential student enrolled in the CNA trade. • She has anxiety and experiences difficulties with social interactions, frustration, and sleep. • Her CNA instructor reported on an accommodation effectiveness review that she appears withdrawn, and struggles with task completion, memory and noise tolerance. • The accommodations currently in Anna’s plan include pass to wellness as needed, and extended time on assignments and tests. Who should participate in a RAC for Anna? What are some of Anna’s functional limitations that might impact her ability to be successful in Residential? What are some possible accommodations that could be added to her AP?

43. Accommodations Functional Limitations Anxiety Functional Limitations • Peer mentor/buddy • White noise or soothing music apps with earbuds for bedtime • Leave class early to get to next class • Sit near exits in assemblies/group meetings • Breaks (to use self-management techniques) • Noise cancellation headphones • Task checklists or apps for task management • Use a combination of visual, auditory, and kinesthetic approaches when providing new information • Difficulty with social interactions • Sleep difficulties • Frustration tolerance • Noise tolerance • Task completion • Memory 43

44. Assistive Technology (AT)Self-monitoring Applications The Mindfulness App By MindApps Diabetes monitoring and tracking CALM DOWN NOW

45. Assistive Technology (AT) CanPlan App

46. Review: True or False Residential Living staff do not have a need to see students’ accommodation plans. There is a list of accommodations appropriate for each particular condition. Accommodation plans should always contain names of medications and types of conditions. Residential staff can provide meaningful input and ideas on APs. APs should only be accessed my department managers.

47. Resources 411 on Accommodating Students in Residential Living

48. Job Corps Disability Website https://supportservices.jobcorps.gov/disability/Pages/default.aspx

49. Job Accommodation Networkhttp://askjan.org

50. JAN: Searchable Online Accommodation Resource (SOAR)