University of Alabama at Birmingham ADA Settlement

“This Agreement resolves an investigation and compliance review of physical accessibility for individuals with disabilities at UAB under title II of the Americans with Disabilities Act of 1990, 42 U.S.C. §§ 12131 – 12134 (ADA), and the Department of Justice’s implementing regulation, 28 C.F.R. Part 35, including the 1991 Standards for Accessible Design, 28 C.F.R. Part 35 (2011) at Appendix D (1991 Standards), and the ADA 2010 Standards for Accessible Design, 28 C.F.R. § 35.104 (2010 Standards as the requirements set forth in appendices B and D to 36 C.F.R. part 1191 and the requirements contained in subpart D of 28 C.F.R. part 35)(collectively the Standards).”

Missouri’s Cooperative Work Experience Program (COOP)

“Successful transition planning for students with disabilities involves looking ahead, into the student’s future, preparing not just for graduation but also for life after graduation. One of the most important aspects of a student’s future involves employment. However, students often do not have any idea what type of work they would like to do or what type of career options are available. One of the best ways that a student can learn about different careers and employment is to be exposed to and participate in cooperative work experiences prior to graduation or exit from school. Cooperative work experiences provide students with direct exposure to and hands-on exploration of a variety of careers, assisting them in defining vocational choices and setting employment goals that actually seem attainable.”

Florida Department of Education “Technical Assistance Paper High School Graduation Options for Students With Disabilities” (2015)

“This technical assistance paper describes the high school graduation options for students with disabilities following the adoption of Rule 6A-1.009963, Florida Administrative Code, High School Graduation Requirements for Students with Disabilities”

New Jersey DHS DDD Organizational Rules (2016)

“The Division of Developmental Disabilities funds services for eligible individuals with developmental disabilities. The Division’s mission is to assure the opportunity for individuals with developmental disabilities to receive quality services and supports, participate meaningfully in their communities, and exercise their right to make choices. This mission and the Division’s goals are founded within these core principles: …2. To promote and expand community-based supports and services to avoid institutional, segregated, and out-of-state services;…5. To support provider agencies in achieving core principles;…9. To promote collaboration and partnerships with individuals, families, providers, and all other stakeholders…”

Missouri GCD Employment Position Paper (2016)

“The Governor’s Council on Disability (GCD) recognizes that employment is a life defining activity/event for each of us, disabled or not. Employment provides income, a sense of belonging, mental and tangible benefits to a human, and status. As such, it is the position of the Governor’s Council that employment policies, practices, and implementation be inclusive and competitive.”

Connecticut DOE Transition Bill of Rights

“This Transition Bill of Rights for parents of students receiving special education will help parents and students understand a student’s rights related to getting an education and other important issues regarding the transition to life after high school. School districts will provide this document annually at a planning and placement team meeting to all parents, guardians, and surrogate parents of students who are receiving special education services in Grades 6-12 as well as to students who are 18 years of age or older.”

Montana National Federation of the Blind Resolution… Integrated Employment (2015)

Resolution 2015-02 Regarding Competitive Integrated Employment in Montana
“WHEREAS The National Federation of the Blind of Montana believes that the blind and other people with disabilities can and should work in their communities for livable wages; and,
WHEREAS Montana and the nation far too frequently pipeline workers with disabilities into sheltered, crew, or sub-minimum wage jobs, rather than into competitive integrated employment; and,
WHEREAS The Workforce Innovation and Opportunity Act of 2014 (WIOA) requires that state vocational rehabilitation agencies support work in the community for minimum or higher wages: NOW, THEREFORE,
BE IT RESOLVED by the National Federation of the Blind of Montana in convention assembled on this Eleventh Day of October, 2015, in the city of Great Falls, Montana that this organization call upon the Disability Employment and Transitions Division (DET) of the Montana Department of Public Health and Human Services (DPHHS) to assure quality Vocational Rehabilitation Services grounded in high expectations for workers with > disabilities by championing the cause of competitive integrated employment for all, and by dropping support of any kind for segregated sub-minimum wage employment for workers with disabilities.”

Kentucky: University of Kentucky HDI, The Parent Involvement Initiative

“The Parent Involvement Initiative is part of the Kentucky Department of Education’s State Personnel Development Grant (SPDG), funded by the Office of Special Education Programs and managed by the University of Kentucky. It is designed to promote stakeholder engagement in Kentucky Department of Education initiatives (e.g. State Performance Plan and State Systemic Improvement Plan).”

Illinois DHS Rehabilitative Services: Real Work for Real Pay

“The Workforce Innovation and Opportunity Act (WIOA) requires state vocational rehabilitation agencies to reach out to individuals working under subminimum wage certificates and offer them the opportunity to pursue competitive integrated employment. The Division of Rehabilitation Services has begun an effort to engage approximately 14,000 individuals in Illinois currently working for subminimum wages. The U.S. Department of Labor has provided a list of over 150 employers with 14(c) subminimum wage certificates. DRS has surveyed those employers and received an estimate of the number of workers at each location.

Since DRS does not have a list of individual workers, we will be sending information packets to the employers and requesting that they provide a packet to each individual working for a subminimum wage. This packet of information includes a letter from DRS, as well as an informational flyer and a postage-paid post card. There are links to a web site and an e-mail address which offer these workers several options for responding to DRS.”

Montana MVR Tips for Workers with Disabilities

Tips for Workers with Disabilities starting on page 41 this publication has information on reasonable accommodation, disclosing a disability, what questions cannot be asked by an employer and resources that are available to persons with disabilities. “Montana Vocational Rehabilitation Services (MVR) helps Montanans with disabilities prepare for, obtain, retain, and advance in the same high-quality jobs and high-demand careers as persons without disabilities.”

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