Law, Health Policy & Disability Center
University of Iowa College of Law
http://disability.law.uiowa.edu/dpn/
and
The Burton Blatt Institute
Syracuse University
http://bbi.syr.edu
One–Stop Toolkit
Resources of the Week Technical Assistance Project E–Mail listserv
8 June 2007
Good morning everyone,
Below please find the web site and publication of the week, as well as other resources that we hope will be useful as you work on systems change activities to help improve employment opportunities for persons with disabilities.
To subscribe and / or view past resources of the week archives, access: www.onestoptoolkit.org and click on the link to "Resources of the Week" on the right hand side of the home page.
To view an indexed list of the resources of the week by subject matter, visit the L.P.H.D.C. web site at http://disability.law.uiowa.edu/lhpdc/resources/wig/default.asp. It currently includes 20 categories, covering over 300 annotated references. Each category opens to a new window with each Resource of the Week which covered material in that area.
Have a good day and weekend!
Laura Farah
Program Associate
Law, Health Policy & Disability Center
University of Iowa College of Law
P: 617–489–0086
F: 617–489–1374
[ E–mail Lgleneck@mail.law.uiowa.edu ]
[ E–mail LFarah8@aol.com ]
[ http://www.onestoptoolkit.org ]
[The full announcements (Two New Guides, Facts for Features) are located under the section heading “Resources of Interest.”]
On May 25, 2007, President Bush signed a spending bill that, among other things, amended the Fair Labor Standards Act (FLSA) to increase the federal minimum wage in three steps: to $5.85 per hour effective July 24, 2007; to $6.55 per hour effective July 24, 2008; and to $7.25 per hour effective July 24, 2009. The Institute for Community Inclusion has developed two new publications on how the minimum wage increase is relevant and provide guidance for both people with disabilities and service providers. These fact sheets will assist service providers and people with disabilities through the minimum wage change and its affect on benefits and other issues.
The federal government has passed legislation that increases the minimum wage, the first increase in the national minimum wage in a decade. In addition, a number of states have recently increased the minimum wage beyond federal requirements. Given that many individuals with significant disabilities earn wages at or near the minimum wage, they are likely to be impacted by these changes. The increased minimum wage is a welcome opportunity for many individuals to increase their income from working. However, questions may arise regarding the increase in minimum wage, and service providers are encouraged to assist and guide the individuals they support to deal with any concerns they may have. There are additional issues that service providers also must consider, particularly if they pay consumers for work. The purpose of this fact sheet is to help guide service providers in this process.
The purpose of this fact sheet is to review how minimum wage increases are relevant for people with disabilities and provide guidance on how to deal with the impact of the minimum wage on benefits and other issues.
Each year, the U.S. Census Bureau comes out with a Fact for Features in recognition of the July 26th anniversary of the signing into law of the Americans with Disabilities Act, guaranteeing equal opportunity for people with disabilities in public accommodations, commercial facilities, employment, transportation, state and local government services and telecommunications. It includes some recent statistics on people with disabilities in different facets of life, work and community.
The Disabilities Team, Older Worker/Disability Unit (National DPN Program Office), would like to highlight several provisions that specifically mention people with disabilities and/or would be beneficial to them, as follows:
[The following is excerpted from the announcement. If you would like to receive an electronic copy of the announcement in MS Word, please send an e-mail to: E-mail laura-farah@uiowa.edu. It includes the sets of questions that NCD is asking the public to respond to.] [ Get Microsoft Office C.D., free trial, S / H applies ] [ Get free Word Viewer ]
NCD is using a public consultation process to identify local best practices in the areas of homeland security, emergency preparedness, and disaster relief and recovery. The expectation is that the local communities can offer workable solutions and advice to help the Federal Government (and its state and private partners) establish policies, disseminate information, and support best practices for those most immediately affected by natural and man-made disasters. This public consultation is specifically designed to identify proven examples of community efforts that successfully address programs and practices which successfully take into account the needs of people with disabilities in the areas of homeland security, emergency preparation, and disaster relief and recovery.
Why are we using a public consultation process? Running a consultation is not simply about more open-government. We want to make our national policies more effective by listening and taking onboard the views of the public and interested groups. Listening to the public has a number of specific benefits for us; it allows us to tap the widest source of information possible and thus improves the quality of the information it receives, and the advice it provides to Federal Government leaders; it alerts us to any concerns and issues and data not picked up through existing evidence or research; and, it helps to us to monitor existing policy and determine whether changes are potentially needed.
How can you participate in our public consultation process? Request a copy of the announcement (E-mail laura-farah@uiowa.edu) which briefly outlines the background, key issues, relevant research and best-practices themes around the topic of interest - i.e., homeland security, emergency preparedness, and disaster relief and recovery. If you have been affected by a disaster or emergency, and are interested in participating in this public consultation, you may want to respond or react to any of the “best practice themes.”
U.S. Secretary of Labor Elaine L. Chao has announced that "Workers with Disabilities: Talent for a Winning Team!" will be the official 2007 theme for National Disability Employment Awareness Month, which is observed in October. "The 2007 'Talent for a Winning Team' theme captures the heart of the president's New Freedom Initiative, which is that Americans with disabilities are an underutilized reservoir of ambition, talent and skill ready to make great contributions in the workplace," said Secretary Chao.
Each October is National Disability Employment Awareness Month by congressional designation. The Labor Department's Office of Disability Employment Policy (ODEP) leads the nation's activities and produces materials to increase the public's awareness of the contributions and skills of American workers with disabilities. Typically, private sector; federal, state and local government; and advocacy organizations piggyback on the same theme to plan events and programs that showcase the abilities of employees and job candidates with disabilities.
On May 25, 2007, President Bush signed a spending bill that, among other things, amended the Fair Labor Standards Act (FLSA) to increase the federal minimum wage in three steps: to $5.85 per hour effective July 24, 2007; to $6.55 per hour effective July 24, 2008; and to $7.25 per hour effective July 24, 2009. A separate provision of the bill brings about phased increases to the minimum wage in the CNMI and American Samoa, with the goal of bringing the minimum wage in those locations up to the general federal minimum wage over several years. More information will be available at this site in the coming weeks.
Moderator: Martha Shirk, Author, On Their Own: What Happens to Kids When They Age Out of the Foster Care System
Many young people, especially those from disadvantaged communities, have not acquired the skills necessary to succeed in the workplace. As a result, many employers are reluctant to hire at-risk youth or lack the resources to train them. While program providers support the idea of engaging employers in youth workforce preparation activities, a Chapin Hall study shows that program providers, employers, and schools often work at cross purposes, despite sharing the same fundamental goal.
This Web conference, offered by the Chapin Hall Center for Children and the National Conference of State Legislatures, will discuss how policymakers, community groups, and employers can better prepare youth for success in the workforce. Speakers will review research that explores the effect of misalignment between employers and youth program providers on expanding employer involvement, and discuss state and federal initiatives that address youth workforce development. An organization that has created community partnerships among various stakeholders to ensure that youth have access to quality educational and career opportunities will also be highlighted. Participation is free, but registration is required.
REGISTRATION: The web conference is free for attendees and space is limited. To join the web conference, you need a computer with an Internet connection. The audio portion of the conference is available by telephone or over the Internet. To learn more about what you need to participate in the web conference and to register, please access the website.
At the National Council on Disability’s (NCD) summer quarterly board meeting, which is open to the public, NCD will conduct panel discussions on emergency preparedness and livable communities/best practices. NCD also will release two reports: The Impact of the Americans with Disabilities Act: Assessing the Progress Toward Achieving the Goals of the ADA, and Implementation of the Americans with Disabilities Act: Challenges, Best Practices, and New Opportunities for Success.
This meeting is open to the public. People with disabilities are encouraged to attend and participate in the daily public comment segments of the meeting.
Two new publications from the Institute for Community Inclusion (ICI) review how the minimum wage increase is relevant and provide guidance for both people with disabilities and service providers. These fact sheets will assist service providers and people with disabilities through the minimum wage change and its affect on benefits and other issues.
[The following information is included in its entirety from the Facts for Features special edition]
On this day in 1990, President George H.W. Bush signed into law the Americans with Disabilities Act (ADA) [PDF], guaranteeing equal opportunity for people with disabilities in public accommodations, commercial facilities, employment, transportation, state and local government services and telecommunications.
Number of people who have some level of disability. They represent 18 percent of the population. Of all people with disabilities, 32.5 million, or 12 percent of the total population, had a severe disability.
Percentage of children 6 to 14 who have a disability, about 4 million children.
Percentage of people 80 and older with disabilities, the highest of any age group.
Percentage of females with a disability, compared with 17 percent of males. On the other hand, among children younger than 15, boys were more likely than girls to have a disability (11 percent versus 6 percent).
Number of disabled people 6 and older who need personal assistance with one or more activities of daily living (such as taking a bath or shower) or instrumental activities of daily living (such as using the telephone). This group amounts to 4 percent of people in this age category.
Number of people 15 and older who use a wheelchair. Another 9.1 million use an ambulatory aid such as a cane, crutches or walker.
Number of people 15 and older who report being unable to see.
Number of people 15 and older who report being unable to hear.
Number of people 15 and older who have some difficulty having their speech understood by others. Of this number, 610,000 were unable to have their speech understood at all.
Number of people with limitations in cognitive functioning, or a mental or emotional illness that interferes with their daily activities. This includes those with Alzheimer’s disease and mental retardation. This group comprises 6 percent of the population 15 and older.
Number of 16- to 64-year-olds who reported a medical condition that makes it difficult to find a job or remain employed. They comprise 6 percent of the population this age.
Percentage of people 21 to 64 having some type of disability who were employed in the past year. The rate ranged from 82 percent of those with a nonsevere disability to 43 percent with a severe disability. For those without a disability, the rate is 88 percent.
Percentage of people with a nonsevere disability who work full time, year-round. This compares with 53 percent without a disability and 13 percent with a severe disability.
Percentage of people 25 to 64 who have a nonsevere disability and report their health as being “very good” or “excellent.” This compares with 13 percent of those with a severe disability and 73 percent of those without a disability.
Median earnings for people with a nonsevere disability. This compares with $25,000 for those with no disability and $12,800 for those with a severe disability.
Percentage of people with a nonsevere disability with household incomes of $80,000 or more. By comparison, 26 percent of people without a disability had household incomes of $80,000 or more, with the same being true of 9 percent of those with a severe one.
The poverty rate for people 25 to 64 with a nonsevere disability. This compares with 26 percent for those with a severe disability and 8 percent of those without a disability.
Percentage of people 25 to 64 with a nonsevere disability who live in married-couple families. The corresponding rates are 68 percent for those without disabilities and 50 percent for people with severe disabilities.
Percentage of people with a nonsevere disability who live alone or with nonrelatives. This compares with 28 percent of those with a severe disability and 19 percent without a disability.
The percentage of people 25 to 64 who had a nonsevere disability and were college graduates. This compares with 43 percent with no disability and 22 percent with a severe disability.
The number of undergraduates with a disability, as of the 2003-04 school year. These students represented 11 percent of all undergrads. See Table 275 at
<http://www.census.gov/compendia/statab/>.
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Percentages of people 15 to 64 with a severe disability who use a computer and the Internet at home, respectively. The respective figures for those without a disability are 61 percent and 51 percent.
Number of veterans who received compensation for service-connected disabilities as of 2005. Their compensation for 2005 was $24.5 billion. See Table 510 and Table 511 at
<http://www.census.gov/compendia/statab/>.
[ Get Microsoft Office C.D., free trial, S / H applies ]
Percent of transit buses that were ADA lift- or ramp-equipped, as of 2004. This represents an increase from 62 percent in 1995. See Table 1094 at
<http://www.census.gov/compendia/statab/>.
[ Get Microsoft Office C.D., free trial, S / H applies ]
Unless otherwise indicated, all the data are from the Americans with Disabilities: 2002 report at
[ http://www.census.gov/Press-Release/www/releases/archives/aging_population/006809.html ].
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This resource kit aims to help educators navigate the changes related to specific learning disability (SLD) determination and responsiveness to intervention (RTI). It features general information for educators, “how-to” manuals to guide discussions of SLD determination and RTI, and briefs to help parents understand RTI and SLD determination changes.
Consider the following names: Buzz Aldrin, Theodore Roosevelt, Ted Turner and Winston Churchill, now consider this question, “If the opportunity presented itself, would you as an employer, hire any of them?” Most employers would welcome such talent, but what if you knew before you hired them that they all have one thing in common…a persistent mental illness, would your answer change? Consider what society would have been like if these individuals and others were never given the opportunity to work. This hot topic, shared by Leigh Jones, Disability Program Navigator with the State of Maryland DPN Project, includes myths and facts, and information on a mental health friendly workplace and promoting mental health, as well as additional resources.
Federal and state policies have promoted a shift away from segregated day programs for people with disabilities towards employment in integrated settings. This fact sheet explores why adults with disabilities choose to attend sheltered workshops and how this situation can be changed.
Never participated in a Workforce3 One webinar? Don't really know what a webinar is? Online learning events (webinars) highlight promising practices and provide a forum for policy discussions. All webinars are accessible from any computer with an Internet connection and are recorded and added to the Workforce3 One Web space, so you can easily see presentations you may have missed. Workforce3 One also offers self-paced media tools to help you build your skills or the skills of your employees. Learn more about registering and participating in the Webinar Support section of the Workforce3 One Web space. For dates and times of upcoming live webinars, or to find recorded webinar topics, visit the "Get Your Skills In Gear" section Workforce3 One. A complete listing of recorded webinars is available in the Self-Paced learning section when you click on Multimedia information.
This report summarizes important developments and trends in education using the latest available data. The report presents 48 indicators on the status and condition of education and a special analysis on high school course taking. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2007 print edition includes 48 indicators in five main areas:
It does include rich information/data on students with disabilities.