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WORKPLACE ISSUES
SHHH POSITION PAPER -- Vocational Rehabilitation of Persons Who Are Hard of Hearing
Hearing
Loss, March-April, 1997
The United States government operates an extensive vocational rehabilitation (VR) program that
provides a wide range of services and job training to people with disabilities who want to work. To be eligible for VR services,
a person must have a physical or mental impairment that is a substantial impediment to employment; be able to benefit from
VR services in terms of employment; and require VR services to prepare for, enter, engage in, or retain employment . Priority
is given to people with the most severe disabilities.
A 1992 report on underserved populations found that hard
of hearing people, who represent one of the highest incidence of disability groups, are significantly unserved and underserved
by the current VR system. This finding is buttressed by extensive anecdotal experience among people with hearing loss.
SHHH believes this inadequate record of service to hard of hearing people is due primarily to two factors. First, few
VR counselors have been appropriately trained in the unique needs of hard of hearing people. Often, they fail to make the
crucial distinction between being hard of hearing and being deaf, and thus inadequately consider the unique needs of each
group. In fact, the typical VR office has no one on staff who is adequately trained regarding the most important issues affecting
people with hearing loss. Most notably, too many VR counselors lack:
Awareness of, and sensitivity to, the communicative,
psychosocial and adjustment consequences of partial hearing loss.
A general knowledge of hearing health and relevant
professional services.
Knowledge of the ever-increasing selection of assistive technology and related services
that can reduce communication barriers in employment situations.
The second significant factor hindering the
provision of rehabilitation services to people with hearing loss is that hard of hearing people are too often denied services
because they are not deemed to be severely disabled. Although the determination of severity of disability is supposed to be
made on a case-by-case basis, VR agencies tend to rank hard of hearing clients almost exclusively on objective audiological
criteria (i.e.. degree of hearing loss measured in decibels). In so doing, VR counselors ignore a variety of factors affecting
the severity of disability for hard of hearing people. There are people with mild hearing losses who are more disabled by
their hearing loss than some profoundly deaf individuals.
SHHH Recommendations:
To improve the quality
and quantity of vocational rehabilitation services to hard of hearing people, SHHH recommends that the Rehabilitation Services
Administration (RSA) dramatically increase the amount of training provided to VR counselors about the differences and unique
needs of people exhibiting a range of hearing loss.
SHHH also recommends that the criteria used to determine
severity of disability include standardized self-assessment scales as well as degree of hearing loss. Both of these types
of measures are necessary in order to determine the extent to which the hearing loss constitutes a barrier to full employment
for a particular individual.
Further, SHHH suggests that the government sponsor or conduct research projects
to evaluate the nature of current barriers to full employment faced by hard of hearing people, and the kind of "reasonable
accommodations" that can be made to eliminate or minimize these barriers.
Finally, SHHH recognizes the
important role played by consumer advocacy organizations in ensuring the adequate provision of rehabilitation services to
various populations. SHHH therefore encourages its affiliated chapters and state associations to participate in state VR advisory
councils, and will provide the information necessary to ensure their effective participation in these bodies.
Approved
November 2nd, l996
PANEL DISCUSSION AT SHHH NATIONAL CONVENTION 2001
A panel of three women
well-advanced in their careers, moderated by
Larry Littleton:
Judy Viera of Wynd Communications
Jane
Schlouer, assistant principal of special education in a New York state high school
Sharaine Rawlinson, formerly
Midwest Center for Postsecondary Outreach, recently became job placement counselor in New Mexico
Judy has been
deaf since age 17; Jane's hearing loss began during a time in her career when she was striving for promotions; and Sharaine
became deaf at age 14 from meningitis.
Moderator's question: How do you handle hearing loss during the job interview?
Sharaine: Her reputation helped her get her present job; she works as a job placement counselor. She said it depends
on the situation whether or not you should disclose your hearing loss in a cover letter prior to an interview.
Jane:
Her husband told her she advocated for her students in special education; she should be able to advocate for her own needs,
which, in this instance, was an amplified telephone. When she applied for a job in a school for disabled children, she fully
disclosed her hearing loss.
Judy: When she lived and worked in Europe, she dealt with hearing people whose only
experience with deaf people was individuals with cards bearing the finger spelling alphabet in airports. She prefers not to
tell a prospective employer before the interview that she's deaf.
Moderator: Do you ask the interviewer whether
there are any people with hearing loss in his company?
Judy: Prefers not to dwell on deafness. Instead her focus
is on the essential function of the job, what the position requires of a successful candidate. Hearing loss is a secondary
issue. In her present job, everyone communicates via email. She can go for days without anyone knowing she's deaf. She herself
brings up communication issues, is upfront with people.
Sharaine: In interviewing for her present job, she used
Microsoft Messenger; everyone involved in the interview signed on, and everything was in writing.
Jane: In the
interview she shows she has the knowledge to do the job she's being interviewed for. The interviewer can't directly ask her
about her disability. Her whole job involves communication: with parents, administrators, faculty. She advised making your
resume "come alive" and to tell the interviewer matter of factly about your hearing loss and about your career strengths.
Moderator: Co-workers are very important people to work with. You often find
out about job-related stuff during
coffee breaks. How do you put your co-workers at ease about you as a hearing impaired person?
Jane: She's the only
deaf school administrator in the mainstream. In meetings
she couldn't sit where she wanted to, because of her interpreter.
She's there as an administrator, not as a hearing impaired person. She is constantly reminding people to face her. Her co-workers
have seen her go from being hard of hearing to being deaf, noticing the changes in her facial expressions. She finally wrote
her boss a letter asking for all the accommodations she needed. Now she has more accommodations than what she originally
asked for.
Sharaine: She went to monthly meetings with directors of the United Way. It
was "scary"
for her to go because she couldn't follow everything going on.
She tried to ask people what was being said. She has
always felt a connection with people of color because they know what discrimination is.
Judy: She gets lost in
a group of two or three people. She doesn't want
people to feel they can't talk to deaf people without an interpreter
present.
She tries to talk to people one on one.
Jane: The first time CART was used, she was nervous because
she stood out
like a sore thumb. She has trained her teachers to face her. Once you train
one colleague, it becomes
much easier to train others.
Moderator: How do you deal with asking people to repeat?
Jane: She supervises
40 teachers. She wants THEM to ask her if she understood them. It's THEIR responsibility to make sure she understands them.
Moderator: How do you get to the point where you feel you are in control of
the situation?
Sharaine:
Partly through learning the hard way. She experienced the supercilious attitude toward her on the part of co-workers 25 years
older than she is. When one said "She's so cute," she looked at him and said "I am also bright." The
gentleman was floored. Sharaine also told the workshop audience that we all are guilty of not advocating for ourselves, and
admitted she still bluffs sometimes.
Judy: You need to know your limits. She tries to anticipate what will occur
at work that day. But sometimes she can't deal with it. She mentioned
"self-abuse."
Jane:
In her job she HAS to know what people tell her, so she is tired all the time, and her family bears the brunt of it. She referred
to "Mirroring": sometimes she gives people with whom she deals little tips on how to deal with her. Before her hearing
loss, her tone of voice was often misinterpreted; but now she can't control the tone, so she just does
the best she
can.
Audience Comment: People ask her how to request accommodations. The ADA is
there, but is vague. An employer
can deny you a phone, saying they will have
other employees make your calls.
Jane: The public sector is very
different from the private. There is less awareness of the ADA in the private sector. If you are the best person for the job,
your hearing loss is secondary. You need to time carefully when you ask your employer for accommodations.
Audience:
Sometimes alternative strategies will work, like showing them they
can't understand the same voice mail you can't understand,
so how can they
expect YOU to understand it? You have to outsmart them.
Moderator: How do you deal with stress?
What do you do for fun?
Sharaine: She thrives on stress and chaos.
Jane: She was crazed because of so
much job stress. The bathroom is the only
place where people don't bother her! Sometimes the same situation is easy
to
deal with, other times you just can't cope. She just tries to do her best.
Judy: Travel and camping are
her releases. She enjoys state parks. Also, she
creates a home environment that is relaxing and calming for her, with
no clutter.
Audience Comment: I am not fluent in ASL, so I can't work with deaf and hard
of hearing people.
That's not fair; why can't interpreters be used in reverse? What about people in their 50s, wanting to reenter the job marker
and finding barriers?
Submitted by Mardie Younglof
HOW TO WORK WITH A DEAF OR HARD-OF-HEARING
PERSON
WOKING SIDE BY SIDE WITH DEAF / HARD OF HEARING PEOPLE
This article was prepared by and reprinted with
permission of:
Rochester Institute of Technology
National Technical Institute for the Deaf
Center on Employment
Lyndon Baines Johnson Building
52 Lomb Memorial Drive
Rochester, NY 14623-5604
ONE
ON ONE COMMUNICATIONS
COURTESIES
Ask deaf employees about their communication preferences
Make sure
that deaf employees know the topic of the conversation and cue them when the topic changes
Encourage deaf employees
to let you know if your communication is unclear
Be patient
Be prepared to repeat and rephrase information
Have pencil and paper available and use them if necessary
Remove pencils, gum, and cigarettes from your mouth
Consider trimming your beard or mustache so that deaf employees can more easily speechread you
Give deaf employees
your full attention
Use eye to eye contact.
FEEDBACK
Use facial expressions and body language
to communicate the emotion of a message, such as displeasure or approval
Ask deaf employees to review key points of
the conversation to ensure understanding
Watch deaf employees' eyes to ensure understanding-do not depend on affirmative
head nodding only.
SPACE AND ENVIRONMENT
Reduce environmental distractions, such as background noise
and movement
Refer to working drawings, diagrams, blueprints, and photographs during conversations
Position
yourself in appropriate lighting so that your speaking and/or signs can be seen.
EQUIPMENT
Use computers and
electronic mail to communicate
Use telephone relay systems for interoffice and external communication.
EDUCATION
Take a basic sign language course and encourage co-workers to do likewise. Manual sign communication courses are taught
in most communities at places like recreation centers, local colleges and universities, and associations and clubs for deaf
people Learn Some Sign Language
Ask deaf employees, if they use sign language, to teach co-workers some basic signs
and fingerspelling.
GROUP MEETINGS
COURTESIES
Ask deaf employees if
they prefer an interpreter
Let deaf employees determine the best seating arrangement in order for them to see the speaker
and interpreter
Assign a person to inform deaf employees of important public address announcements
Point to
the person who is speaking
Watch for signals that deaf employees wish to contribute
Ensure that one person speaks
at a time
Do not pace while giving a presentation
Speak clearly and slowly
Do not talk with your back
to the audience while writing on a blackboard.
SPACE AND ENVIRONMENT
Consider the layout of the room (e.g.,
circular seating) in order to provide good communication
Install assistive listening systems
Hold meetings in
a quiet, well-lit room.
REVIEW
Have minutes or notes taken for later reference
Review critical
issues introduced in a meeting to ensure understanding.
EQUIPMENT
Incorporate visual aids, demonstrations, flip
charts, written agendas, and handouts in presentations.
1. STRENGTHEN YOUR TEAM
Many successful employers
have derived benefits from hiring more than one deaf individual. Experienced deaf employees can serve as effective mentors,
trainers, and team leaders of new deaf hires, co-op students and interns. This approach fosters professional growth, strong
commitment to the team and a "win-win" situation for employer and employees. Full integration of deaf employees
in all aspects of worklife enables them to contribute the maximum to your organization, a model of success and strength in
diversity. In turn, this model will create a positive image among a large and growing consumer group, persons who are deaf
and hard-of-hearing.
2. PRE-EMPLOYMENT
Before hiring deaf employees
Ensure that upper-level management
will support the presence and contributions of deaf employees.
Ensure that all job requirements are carefully and clearly
defined in job descriptions to attract an appropriate pool of applicants. Consider modifying job descriptions to reflect accurately
the skills needed to perform the job, rather than the skills held by previous job-holders.
Establish a TTY phone line
in your Human Resources Department. Have your Human Resources staff include this number on business cards and employment-related
materials.
Train all staff in the Human Resource Department to use the TTY effectively.
Establish a 24-hour
TTY Job Line.
Select competent, technically qualified applicants.
Expect the same quality of work from all employees.
Before and during the interview
Provide organizational literature for deaf applicants to review before the interview
Provide a written itinerary if applicants will be interviewed by more than one person
Inform your receptionist
or secretary beforehand that you are expecting a deaf applicant for an interview
Ask deaf applicants if they would
like an interpreter, and provide one if necessary.
Before the first day on the job
Prepare and gather orientation
materials
Prepare co-workers
Hold a meeting for managers and supervisors to discuss the best ways to facilitate
integration
Determine deaf employees communication preferences and arrange to retain an interpreter, if appropriate.
3. NEW EMPLOYEE ORIENTATION
During the first day
Provide name tags for everyone
Familiarize
deaf employees with the work environment
Review schedules for lunch times and breaks
Give a guided tour of the
facility
Affirm your availability to answer questions and provide support
Use an interpreter for the first day
Discuss appropriate work behavior and dress code
Rely on an employee who knows sign language
Provide an
organizational chart
Provide written policies of the organization.
When explaining job benefits
Give deaf employees information to read before the benefits meeting
Introduce deaf employees to the benefits specialist
Use captioned films or videotapes, if available, that explain benefits
Have an interpreter present when benefits
are explained
Review benefits booklet with deaf employees
Keep deaf employees up-to-date on policy changes
Make sure that all benefits terminology is clear.
4. ON THE JOB
When getting attention
Ask deaf employees how they prefer to be approached, such as from the front or side, so that they are not startled
Consider flashing lights and tapping the desk or floor instead of using your voice
Install a light on the telephone
to signal incoming calls.
When training and explaining tasks
Rely on demonstration
Allow extra time
for communication when establishing time required for training
Refer to clear, concise written instructions
Provide an outline of the training session
Get scripts of films and videos from the manufacturer and provide them for
deaf employees in advance or consider captioning films and videos
Assign a willing individual to work directly with
deaf employees during the training period
Offer frequent breaks to mitigate visual fatigue from speechreading and watching
the interpreter.
When dealing with promotions and career advancement
Be sensitive to deaf employees communication
needs in accessing information about career opportunities; help pass on information spread through networking and the grapevine
Provide equal access to regular training required for promotions
Consider tailoring training to the specialized
needs of deaf employees.
In social situations
Include deaf employees in conversations
Share informal
information that other employees receive through the grapevine
Include deaf employees in work break activities
Distribute a memo that includes the time, date, place, and contributions to social events
Ask deaf employees to organize
social events
Provide opportunities for deaf employees to get to know fellow employees
Invite deaf employees
to join you at lunch and coffee breaks.
When dealing with safety
Develop a buddy systemespecially
crucial in alerting deaf employees to emergency situations
Install flashing lights to work in conjunction with auditory
alarms
Review safety procedures, including exits, alarms, buddy system, extinguishers, and hazards
Encourage
deaf employees to wear specially colored hard hats in constructions areas
Use TTY (teletypewriter) or vibrating beeper
to contact deaf employees in the event of an emergency
Notify security if deaf employees are alone in work areas.
SERVICES
Interpreters
Telecommunications Relay System
Notetaking
Debriefing
Captioning
INTERPRETERS
Consider hiring interpreters for occasions when communication is difficult,
critical, or lengthy, such as during interviews, staff meetings, performance appraisals, and training. Interpreters facilitate
communication in a variety of ways: oral, sign language, and cued speech.
Hiring Interpreters:
Your local deaf
services or vocational rehabilitation agency can assist you in identifying qualified interpreters. When hiring an interpreter,
be certain to select one who meets the standards established by the profession, and is certified by the Registry of Interpreters
for the Deaf and therefore bound by the Code of Ethics.
If you are unable to secure interpreting services locally,
remote video interpreting is a service that may be available.
Working with Interpreters:
Interpreters are professionals
and should be provided the same privileges as other group members. Plan to meet with them about 15 minutes before a program
to explain what will be covered. They should be introduced before the program begins. They also should be given a glass of
water and a straight-back chair. If they are to interpret during a slide show, film, or theatrical production, they should
have a small light to illuminate them.
If the meeting, class, or lecture will take longer than an hour and a half,
two interpreters should be retained to take turns interpreting. Scheduled breaks are helpful.
The speaker should speak
directly to deaf employees, not the interpreter. The interpreter is not part of the conversation and is not permitted to voice
personal opinions or enter the conversation.
Interpreters work a few words behind the speaker and should be given time
to finish the speakers sentences. Speaking should include normal tones, complete sentences, and steady pacing and enunciation.
During group discussions, only one person should speak at a time; it is difficult for an interpreter to follow several
people speaking at once. Brief pauses between speakers permit the interpreter to finish before the next speaker begins.
An interpreter should be appropriately located. In a one-to-one conversation or with a single speaker, the interpreter
sits or stands to the side and a little behind the speaker. In a group discussion or meeting, seating should be arranged in
a circle or semicircle so that the interpreter, who indicates the person who is speaking, can see all participants.
Good lighting is an integral part of effective interpreting. In addition, a neutral or dark background behind the interpreter
improves deaf employees ability to see and understand.
As a final courtesy, the interpreter should be thanked after
the program is over. In addition, it is polite to inform the referral service of deaf employees satisfaction or dissatisfaction
with an interpreter.
TELECOMMUNICATIONS RELAY SYSTEM
Consider using a telephone relay
system to help deaf and hearing colleagues communicate over the telephone. A relay service provides simultaneous, three-way
communication among a deaf person with a TTY (also called TDD), another person without a TTY, and a communication assistant.
Using two independent phone lines, one connected to a TTY or TTY-compatible equipment and the other to a voice telephone,
the communication assistant types (relays) what is spoken to the TTY user and voices what is typed to the non-TTY user. Phone
calls to relay services can be initiated by either deaf or hearing people.
A deaf or hard of hearing person may also
use a feature of the relay which allows the person to speak directly to a hearing person instead of typing their part of the
conversation on the TTY ("voice carry-over").
NOTETAKING Consider asking hearing colleagues
to take notes during meetings, lectures, and other presentations so that deaf colleagues have a written transcript of the
information.
DEBRIEFING Immediately after meetings and other presentations, consider meeting one-to-one with deaf
colleagues to ensure that everything is clear.
CAPTIONING Captioning is the process of converting the audio portion
of a video production including dialogue and sounds into text, which is displayed on a television screen. The captions are
typically white upper-case letters against a black background, similar to subtitles.
ASSISTIVE
EQUIPMENT
Telecommunications
Computers
Personal Amplification
Assistive Listening Systems
Signalers
A variety of equipment can help deaf people perform their jobs independently and safely. Technological advances
are improving current and creating new equipment; this guide lists only some of the tools available today.
TELECOMMUNICATIONS
Telecommunications encompasses a range of communication technologies that involve the use of telephone lines.
Teletypewriter
(TTY): These devices look similar to typewriter keyboards; to communicate directly, each caller must have a TTY in order to
type and read the messages printed on the display. There are a wide variety of devices to choose from. If one party doesnt
have a TTY, the telecommunications relay service (TRS) may be used. TTY's may also be called Telecommunication Devices for
the Deaf (TDD) or Text Telephone (TT).
FAX machines: Detailed information and graphics can be transmitted accurately
and rapidly with a fax machine or by fax software.
Pagers: Vibratory pagers with alphanumeric display screens offer
a new way to contact deaf people. Some pagers can receive messages from touch-tone phones, personal computers, and TTY's.
Cellular Phones: Cellular phones are wireless telephones that can be used by some deaf and hard-of-hearing individuals.
When using a hearing aid or TTY, special equipment may be needed to enhance the reception. However, not all cell phones are
compatible with hearing aids or TTY's.
Answering Machines/Services:
There are Voice/TTY answering machines which
will accept TTY signals. The machines can play TTY tones back through a TTY, making the message on the display readable as
well as printable.
Voice/TTY Mail Service - Most voice mail/auto attendant services are not compatible with TTY's.
Therefore, TTY callers must use the Telecommunications Relay Service to leave and retrieve messages. However, companies are
now offering equipment which allows voice mail services to become TTY-compatible. The TTY caller has the same option as a
person using voice mail. Instead of hearing a voice message, the TTY caller will read a message of directions for contacting
the right person. At that point they can choose whether to leave a message. TTY users who have a TTY electronic mailbox can
also retrieve messages left for them.
Video conferencing:
Video conferencing is a technology that lets two people
see and hear each other when making a telephone call. Some video conferencing systems are computer-based and utilize high-speed
ISDN lines, while others use hardware that connects to a standard television and analog phone line.
Video Relay Interpreting
(VRI) is a conferencing computer application for making relay calls with the assistance of a Video Interpreter Agent who is
a certified sign language interpreter. It links a deaf person using sign language and/or speechreading, a Video Interpreter
Agent and a standard phone user. During the relay call, both callers see only the Video Interpreter Agent, who interprets
the visual sign language of the deaf caller to spoken English for the hearing person and vice versa. This system enables a
more natural and faster telephone conversation than using the traditional relay system.
Remote Interpreting allows
a deaf and hearing person at the same location to work with an interpreter who is at a remote location, via video conferencing.
COMPUTERS
Computers and computer networks facilitate communication in the workplace in a variety of ways.
TTY Software: Such software enables people using personal computers and modems to communicate with ASCII-compatible TTY's
available. Some software coupled with particular modems can communicate with non-ASCII-compatible TTY's.
Conferencing:
Business/personal computers and networks allow users to contact one another in a variety of ways.
Synchronous conferencing
is on-line communication where users exchange text messages in real time. Examples include Internet chat, ICQ and computer-based
TTY calls.
Asynchronous conferencing is on-line communication where users send and receive messages, but communication
does not occur in real time. Examples include electronic mail (e-mail), listservs, and electronic bulletin boards.
Computerized
Speech
Speech synthesizers are communication aids that provide synthesized voice output of letters, phonemes, words,
or phrases typed on a keyboard. Some are capable of connecting with telephones in order to communicate with computers and
TTY's.
Automatic speech recognition is a technology that transcribes a single persons spoken message, voiced into a
microphone, into text displayed on a computer screen. It requires the speaker to have training in using the system, and to
speak clearly in a quiet environment.
C-print: This is a computer-assisted system for transcribing speech to print.
It involves a hearing captionist (transcriber) typing the words of the presenter and other persons as they are being spoken.
The system provides a real-time text display that the deaf person can read on a second laptop computer or a TV monitor to
understand what is happening in a group session.
Computer-assisted Notetaking: This is a unique application of personal
computers and word processing software that can benefit everyone in the room. Notes and graphics can be typed almost simultaneously
and displayed with overhead projectors for all to view.
PERSONAL AMPLIFICATION
These are mechanisms used
to increase the intensity (loudness) level of sound in the environment.
Hearing aid is any electronic device designed
to amplify and deliver sound to the ear consisting of a microphone, amplifier and receiver.
Cochlear implant is a medical
electronic device, part of which is worn on the body and part of which is surgically implanted in the ear. The cochlear implant
is designed to deliver auditory information to individuals with severe and profound sensorineural hearing loss by stimulating
the remaining auditory nerve fibers within the inner ear.
Vibrotactile aid is a device that converts sound into vibration
for tactile stimulation. It is designed as a replacement for auditory stimulation in cases of profound sensorineural hearing
loss.
ASSISTIVE LISTENING SYSTEMS
For people who have difficulty hearing (with or without a hearing aid)
in large groups, at a distance, or in noisy environments, assistive Listening Systems are helpful. They improve deaf peoples
reception of information in a variety of ways.
Telephone amplifiers enable some deaf and hard-of-hearing people to
use the telephone by raising the volume. The phone generates an induction signal that can be picked up by the "T"
setting (telephone switch) on a hearing aid.
An induction loop is a length of wire circling a given area and connected
to an amplifier and the speakers microphone; the magnetic field within the loop is picked up by the "T" setting
on hearing aids or by personal induction loop monitoring devices.
An FM system can be used with or without hearing
aids. It has a microphone/transmitter (placed near the speaker) and a receiver (placed near the listener, who uses either
a headset, earphone, or hearing aid with special neckloop), or a hearing aid which has a direct audio input boot.
Infrared
system does not require use of hearing aids, but utilizes an emitter and a special receiver headset that picks up infrared
light containing sound signals that are then directed into the ear. It can also be used with a hearing aid.
One-to-One
communicator is a basic assistive listening device that consists of a microphone, small amplifier, and headphone.
Sound
Field Amplification System typically includes a wireless microphone which transmits speech to speakers strategically placed
within a conference room. The system can be used with hearing, hard-of-hearing, and some deaf individuals.
SIGNALERS
Signalers use light or vibration to warn people when there is an important sound nearby. Examples of signalers
follow:
Telephone signalers flash a light when the telephone rings
Doorbell signalers flash a light when the
doorbell rings
Wake up alarms (lights, vibrators) flash lights or shake beds
Pagers can receive messages from
touch-tone phones, personal computers, and TTYs
Safety devices include strobe lights connected to fire alarms.
ENVIRONMENTAL AND OTHER ACCOMODATIONS
Environmental/Architectural
Hearing Dogs
Workshops
Sign Language
ENVIRONMENTAL/ARCHITECTURAL
Environmental/architectural accommodations for deaf employees
are those that improve visibility and reduce vibrations and distracting noises. Each workplace will require different physical
adjustments depending on deaf employees tasks and communication preferences.
Examples include:
Changing/adding
lighting to enhance visibility
Blocking out extraneous noise to eliminate disturbances
Posting directional and
safety signs as well as room numbers
Adding peepholes or vision panels to doors and walls to improve lines of sight
Using round or oval tables for group discussions
Improving lines of sight without sacrificing workspace privacy
Convex mirrors allow pedestrians to see whats coming down hidden corridors
HEARING DOGS
Hearing dogs
assist with sound awareness, alerting their owners to important sounds such as doorbells, telephones, and fire alarms. Hearing
dogs have the same legal access rights as those accorded Seeing Eye dogs, including access to the workplace where the presence
of the dog would be necessary for the performance of essential job functions.
WORKSHOPS: Participate in a workshop
or purchase a training package.
SIGN LANGUAGE
The Law
Legal Guidance Implications
of ADA
Legal Definitions for Employers Telecommunications
LEGAL GUIDANCE Signed into law in July 1990, the Americans
with Disabilities Act (ADA) is a civil rights act for people with disabilities. The ADA guarantees equal access for people
with disabilities in places of public accommodation, employment, transportation, and telecommunications. It also requires
the provision of reasonable accommodations in state and local government services. It extends nondiscriminatory policies already
established in the federal employment sector to employment in the private sector.
IMPLICATIONS OF ADA
All
employers with 15 or more employees must comply with the law. Employers may not discriminate against qualified disabled individuals
in any part of the employment process, including job application procedures, hiring, compensation, job training, advancement,
employer-sponsored activities, and discharge. Employers can ask about an individuals ability to perform a job, but not whether
the person has a disability. Employers also cannot subject applicants to tests that tend to screen out those with disabilities;
tests or other selection criteria must be related to the job in question and consistent with business needs. Employers must
provide reasonable accommodation to people with disabilities unless undue hardship would result or significant risk of substantial
harm cannot be eliminated or reduced by reasonable accommodation.
LEGAL DEFINITIONS FOR EMPLOYERS
Disability:
A physical or mental impairment that substantially limits one or more of the major life activities of an individual, a record
of such impairment, or being regarded as having a substantially limiting impairment. Qualified Disabled Applicant: An individual
with a disability who, with or without reasonable accommodation, can perform the essential functions of the employment position.
Reasonable Accommodations: Measures may include making existing facilities used by employees readily accessible to and usable
by individuals with disabilities; job restructuring; part-time or modified work schedules; reassignment to a vacant position;
acquisition or modification of examinations, training materials, or policies; the provision of interpreters; and other similar
accommodations for individuals with disabilities. Undue hardship: This is defined as an action requiring significant difficulty
or expense for a business. Factors to be considered include the nature and cost of the accommodation; the overall financial
resources of the employer involved; the number of employees; and the effect on the expenses, resources, and operations of
the employing organization. Direct threat to health and safety: This refers to a significant risk of substantial harm that
cannot be eliminated or reduced by reasonable accommodation. The risk need not be eliminated entirely for it to fall below
the direct threat definition. The standard must apply to all individuals, not just those with disabilities. Any risk must
be measured by objective evidence, and not by subjective criteria, including bias or unwarranted assumptions. TELECOMMUNICATIONS
Companies offering telephone voice transmission service also must offer telephone relay services. All states have telephone
relay services in operation.
The foregoing article was prepared by and reprinted with permission of:
Rochester
Institute of Technology
National Technical Institute for the Deaf
Center on Employment
Lyndon Baines Johnson
Building
52 Lomb Memorial Drive
Rochester, NY 14623-5604
(716) 475-6834 or 475-6219 (voice/TTY)
(716)
475-7570 (fax)
EMAIL: NTIDCOE@RIT.EDU
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