Assistive Technology

“Do your job or you’re fired”: Job accommodations for people with disabilities

Kyla

Gary works as a Credit Analyst for a mid-sized company. About a year ago, Gary suffered a brain injury during a car accident. Since then, he has trouble staying focused and alert during tasks, and some assignments take longer than usual to complete. His supervisor notices the changes in his work and calls Gary into the office. His supervisor tells him that his work performance has “tanked” and that he needs to “pick up the slack”. Gary tries to explain that he’s had difficulty concentrating since the accident, but his supervisor cuts him off, saying, “we hired you to do a job, and if you can’t do it, we will find someone else.”

Gary walks out of the meeting hurt and frustrated. He likes his job and believes that he can continue doing the work. He doesn’t think it’s fair that his boss is punishing him for something that’s out of his control.

THE AMERICANS WITH DISABILITIES ACT 

Gary, luckily, has the law on his side. Under the Americans with Disabilities Act (ADA), employers are prohibited from discriminating against employees on the basis of disability. Furthermore, the ADA requires that employers provide reasonable accommodations in the workplace that enable a qualified employee with a disability to perform his or her job. Reasonable accommodations are any changes to the workplace or the way a job is performed that allows an employee to do the job despite his or her disability. They level the playing field and should not be considered unfair advantages.

REASONABLE ACCOMMODATIONS

Accommodations are based on specific barriers rather than the underlying disability. In Gary’s situation, he has trouble with concentrating and staying on task. Some reasonable accommodations could include written instructions, a color-coding system with tabs and sticky notes, or breaking down a task into multiple steps. Other examples of reasonable accommodations can include:

  • Improving access to the workplace, such as installing a ramp or modifying the bathrooms, for an employee with limited mobility
  • A flexible work schedule allowing periodic breaks for an employee with clinical depression
  • Text-to-speech and speech recognition software for an employee who is blind or has low-vision
  • Modifying a “no animals” policy to allow an employee to bring his or her service animal to work

Employees may receive a reasonable accommodation if he or she is a qualified employee and the requested accommodation would not be an undue hardship on the employer. To be a “qualified” employee, an individual must be able to do perform the essential functions – or fundamental duties – of the job with or without accommodations. Employers must provide reasonable accommodations to a qualified employee with a disability regardless of whether he or she is full-time or part-time.

An accommodation is an “undue hardship” only if it is too costly or would be significantly difficult to implement. Employers must determine whether an accommodation is an undue hardship on a case-by-case basis; they cannot make decisions based on stereotypes or generalized conclusions.  Employers are NOT, however, required to eliminate or significantly change an essential function of the job as an accommodation.

REQUESTING ACCOMMODATIONS

Employees can request reasonable accommodations from their supervisors or their organization’s Human Resources office. If the disability or need for an accommodation is not obvious, employers may ask for medical documentation verifying the existence of a disability and its functional limitations. An employee’s preferred accommodation will be given consideration, however, the employer may choose among reasonable accommodations so long as the chosen accommodation is effective.

RELATED RESOURCES

Job Accommodations – U.S. Department of Labor

https://www.dol.gov/general/topic/disability/jobaccommodations#:~:text=A%20job%20accommodation%20is%20an,to%20work%20schedules%20or%20responsibilities

Reasonable Accommodations in the Workplace – ADA National Network

https://adata.org/factsheet/reasonable-accommodations-workplace

The Job Accommodation Network

https://askjan.org/

Kyla Bishop is an attorney with Disability Rights Arkansas. Email her at kbishop@disabilityrightsAR.org.

Removing barriers with assistive technology

“For most people technology makes things easier. For people with disabilities, however, technology makes things possible. In some cases, especially in the workplace, technology becomes the great equalizer and provides the person with a disability a level playing field on which to compete.”

  • Mary Pat Radabaugh, Director of IBM National Support Center for Persons with Disabilities, 1988

Assistive technology allows thousands of individuals with disabilities across the country to live healthy, safe, and independent lives. This post will explain what assistive technology is, how to choose the right type for you or your loved one, and resources to help pay for assistive technology.

What is Assistive Technology?

Assistive technology (AT) is any item, piece of equipment, or product system that is used to increase, maintain, or improve the functional capabilities of an individual with a disability. For example, both eyeglasses and prosthetics are a type of AT.

AT includes a variety of both low and high-tech devices, such as:

  • Adapted pencil holders
  • Graphic organizers
  • Talking calculators
  • Braille and braille embossers
  • Walkers
  • Wheelchairs
  • Screen-Reader software
  • Powerlifts
  • Specialized keyboards

Even an app can count as AT! Did you know that most phones come programmed with AT apps?

AT does not include devices that are surgically implanted, sign language interpreters, and service animals.

How Do I Choose the Right Type of Assistive Technology?

When deciding on what type of AT to go with, it is important to focus on the area of difficulty rather than the underlying disability. This is because many different disabilities can all affect our cognitive, sensory, and motor/mobility functioning. It is also important to bear in mind that AT is not a “one size fits all” – what works for one person may not work for another.

Doctors, speech therapists, occupational therapists, and rehabilitation specialists are also good sources for recommendations on AT.

Another great resource for choosing AT is iCAN’s Tools for Life Demonstration Center. iCAN allows all Arkansas residents, regardless of income, to try out their available products and attend demonstrations on how to use them. Free of charge!

Who Pays for Assistive Technology?

Payment for assistive technology will depend on the user and his or her situation. At DRA, we often handle AT in the context of special education and employment.

Special Education

Special education is specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability. Children with a disability may require AT to fully participate in the classroom. AT can help students in a variety of academic areas, such as reading, writing, math, and organization. The school must pay for any AT that is identified in the child’s Individualized Education Plan (IEP).

Employment

Employers must pay for AT that allows an employee to work so long as it isn’t too expensive or otherwise burdensome. Some common AT used in the workplace include:

  • An ergonomic or adapted keyboard
  • Screen readers
  • Screen magnifiers

Arkansas Rehabilitation Services

Arkansas Rehabilitation Services (ARS) can assist with paying part of or the full cost of AT that is necessary for maintaining employment. ARS provides job training and career preparation programs designed to help individuals with disabilities secure and maintain employment. The agency’s Access and Accommodations department assists individuals in both accessing and learning how to use AT.

iCAN

iCAN is the Arkansas statewide AT program designed to make technology available and accessible for everyone who needs it. While iCAN cannot pay for AT, it does offer a variety of services to help individuals find the right type of AT for them, such as loaning AT products. They also offer:

  • Information assistance
  • AT device demonstrations and training on how to use AT devices
  • AT device exchange
  • AT device reuse

These services are free for individuals with disabilities regardless of age, geographic area, disability, income, or eligibility for any other service. You can check iCAN’s stock of available AT by clicking here.

Other Assistive Technology Resources

The Alternative Financing Program – The Alternative Financing Program (AFP) is a resource designed to provide individuals with disabilities access to extended-term, at or below market-rate loans for the purchase of assistive technology. Arkansas residents with a certified disability and in need of assistive technology can apply for a loan through this program. Family members, guardians or authorized representatives may also apply on behalf of the individual with a disability. Applicants must be age 18 or older or have a co-signer age 18 or older.

The Center on Technology and Disability – The Center on Technology and Disability (CTD) hosts a library with various resources and webinars on AT, particularly regarding special education. (This website is available through 2021)

AbleData – AbleData is the premier source for impartial, comprehensive information on products, solutions and resources to improve productivity and ease with life’s tasks. AbleData provides a wealth of information to assist domestic and international customers and their family members, vendors, distributors, organizations, professionals and caregivers in understanding assistive technology options and programs available.

Telecommunications Access Program – The Telecommunications Access Program (TAP) provides free telecommunication equipment to eligible Arkansans who are deaf, hard of hearing, deafblind, or who have a speech, visual, mobility, or intellectual impairment. Click here to see if you meet the eligibility criteria.

Kyla Bishop is a staff attorney at Disability Rights Arkansas. Email her at kbishop@disabilityrightsAR.org.

Web accessibility case could have a “Domino” effect for people with disabilities

As we await a Supreme Court decision that will determine whether the Americans with Disabilities Act (ADA) applies to websites as well as to physical locations, it’s worth revisiting why accessibility of online content is so critically important for people with disabilities.

There’s an excellent article in Slate about the case before SCOTUS, Robles v. Domino’s Pizza, LLC, and its implications for people with disabilities. A California man, who is blind, alleges that he was unable to order a pizza from Domino’s because neither the Domino’s Pizza website nor their mobile application are accessible via screen readers. Visually impaired people rely on screen reading software to navigate the web and applications on phones and other devices.

Basically, Domino’s is arguing that while they have no desire to discriminate against potential customers, the accommodations for accessibility required by the ADA do not apply to websites, only to physical “places.” An appellate court ruled that Domino’s is required to make their website accessible. A decision is expected any time now by the Supreme Court that will settle the matter – and it’s not just about satisfying a late-night pizza craving. The consequences for people with disabilities are far-reaching. That’s why so many disability rights advocates are paying close attention to how SCOTUS comes down on this case.

The internet was still very new when the ADA became law in 1990, so websites aren’t specifically addressed in the legislation. However, the U.S. Department of Justice has long held that the language in the ADA is broad enough to cover websites for business. Title II of the ADA “prohibits disability-based discrimination on the part of state and local governments”; and Title III “prohibits disability-based discrimination for ‘places of public accommodations’”. These include private businesses such as restaurants, hotels, movie theaters, museums, and doctor’s offices.

Think about how much of our daily business is now done online. We shop, work, register for school, pick up tickets to the latest Hollywood blockbuster, renew car registrations, make doctor appointments, conduct our personal banking and pay our bills online. All of us depend on accessible and navigable websites and apps to conduct not only commerce, but increasingly, activities of daily life. And for people who are blind, the ability to use screen-reading software is essential.

Screen-reading software isn’t the only technical consideration when making a website accessible. The commonly accepted technical standard for accessibility of websites is the Web Content Accessibility Guidelines (WCAG) 2.0. These guidelines define how to make online content more accessible to people with a wide range of disabilities. Some of these guidelines include providing text alternatives for non-text content; making content easy to read, understand and navigate; and ensuring that content is not designed in a way that might cause seizures. People with disabilities depend on these accommodations to be able to fully participate in a modern world in which more and more of our essential functions are performed online.

Kerri Michael is the Communications and Outreach Manager at DRA. 

Consumer Affairs Research Guide to Choosing a Wheelchair

Consumer Affairs published an article earlier this year that compared electric wheelchairs.  This article also provided a lot of generalized information about electric wheelchairs.  Disability Rights Arkansas does not make recommendations about the purchase of goods or services, but is providing this information as a resource.  Click the link below to go to the article:

Consumer Affairs Guide to Electric Wheelchairs

Let’s Dispel Myths About Augmentative and Alternative Communication (AAC)

Many individuals, particularly those with intellectual and developmental disabilities, are not given the opportunity to access augmentative and alternative communication (AAC) because of common myths that don’t hold water.  These individuals, particularly children receiving education services, have complex communication needs, and yet are not able to access AAC because it is thought their cognitive skills are too low, or their “behaviors” might cause a device to be damaged or broken, or their motor skills are too poor.

Speech-language pathologists hear these- and other- myths constantly.  So much so, in fact, that one, Heidi LoStracco, decided to address the six most common myths.  Published on the website Speak For Yourself, this article is a great way to dispel those myths, which should increase opportunities for students (and others!) to access AAC.

Read the article here:  The Myth of Augmentative and Alternative Communication (AAC) Pre-Requisite Skills