ACCESS SERIES
Assistive Technology (AT) & the One-Stop: Part 2
Hosted/Facilitated by:
Laura Gleneck, NDI Consulting, Inc.
Presented by:
Miranda Kennedy and Brian Ingram, NDI
Consulting, Inc.
2011 Training Series
1

Local WIBs participating in the DEI must verify that they are in
compliance with physical, programmatic, and communication
accessibility requirements established in the non-discrimination
regulations at Section 188 of the Workforce Investment Act (WIA).
DOL expects that DEI projects and LWIBs will continue to review
and upgrade access to their One-Stop Career Center system as
part of their ongoing administration and compliance obligations.

Training and Technical Assistance to DEI Projects to increase
accessibility within the One-Stops is provided under U.S. DOLETA
contract with NDI Consulting, Inc. and the National Disability
Institute (NDI).

Evaluation of the impact of the DEI Projects implementation and
outcomes around access issues will be provided under U.S. DOL
ODEP contract with Social Dynamics.
2
2
Upon completion of this training webinar, DEI
grantees and participants from the public
workforce system will have:
◦ An understanding of the roles that state level DEI Project staff and
local level Disability Resource Coordinators can play in bringing
about increased knowledge and use of Assistive Technology
◦ Strategies for working with Interagency Committees, AT Projects
and other partners on Assistive Technology issues
◦ Strategies for Marketing Assistive Technology
◦ An understanding of how Assistive Technology can be integrated
into Core, Intensive and Training Services within the One-Stop
3

Role of the DEI Project Lead and DRC related to
AT in the One-Stop

Partners and Strategies to help implement AT
within the One-Stop

Strategies for Marketing AT in the One-Stop

Integrating AT into the Core, Intensive and
Training Services at the One-Stop
4
Assistive Technology &
The ROLE of
The DEI Project Lead &
Disability Resource Coordinator
5







Oversee the development and execution of an audit
process to determine the DEI pilot sites current AT
status within the One-Stops.
Partner with the state AT Project for assistance in
determining types of AT upgrades and new equipment
(software & hardware) needed within One-Stops.
Monitor efforts at the state level around DEI purchase
and installation of new AT equipment at One-Stops.
Facilitate additional state level Train-the-Trainer training
on AT to DRCs and local level AT – Teams.
Consider engaging other state level partners for
ongoing AT assessment and support.
Engage in state level marketing efforts of One-Stop AT.
Support DRC efforts to integrate & promote AT in their
local areas.
6





Oversee local level efforts to audit current AT
equipment, usage level and unmet needs within
the One-Stop.
Engage local level Interagency Committee for
assistance in identifying AT needs and
implementing AT into practices, policies, and
procedures within the One-Stop.
Develop and serve on local level AT – Team to
problem-solve issues around physical AT
installation, use and maintenance.
Work with One-Stop marketing efforts to include
references to available AT in brochures,
handouts, and on local One-Stop website, etc…
Serve as One-Stop “trainer” on AT.
7
Implementing
Assistive Technology
into the One-Stop:
PARTNERS & STRATEGIES
8
Partners
Strategies
Interagency Committee
Initial or Sub-Committee
Project to support AT
implementation
AT-Team
Monitoring AT in One-Stop
State AT Project
Train-the-Trainer
Independent Living
Center
Audit / Secret Shopper /
Marketing
Vocational
Rehabilitation, Job
Accommodation
Network, AT Project,
etc…
Additional support and
information on AT needs for
intensive, training services
9
Possible roles for the Interagency
Committee or subcommittee:




Contribute personnel/resources to perform
audit of existing AT in One-Stop
Support and contribute resources towards
training One-Stop staff and Partner on the
AT in the One-Stop
Develop recommendations on One-Stop AT
policies, practices & procedures
Assist with Marketing & Outreach Efforts to
Community on availability of AT in One-Stop
10

DRC, designated IT staff member(s) at One-Stop, and as a
consultant a designated contact at state AT project

The AT-Team would be the go-to people for any problems or
questions related to the physical installation, usage, tracking,
storage and/or loss of AT equipment at the One-Stop.
11

DEI Project Lead sets up state level “Train-the-Trainer” Event
with state AT Project for DRCs and others (e.g. AT-Team).

The goal of Train-the-Trainer is to teach DRCs (and/or ATTeams) how to train staff and partners on:
◦
◦
◦
◦
◦

What AT is available at the One-Stop
Where the AT is located/stored
Who the AT might help
How to turn it on, or get it set up
The “basic concept” of how each piece of AT works
Emphasis is placed on the fact that: If the customer needs
actual “training” on AT, the DRC will train the One-Stop staff to
refer them to Vocational Rehabilitation or AT Project.
12
Example of possible AT Training
sequence of events
1.
2.
3.
AT Project provides overview of AT to One-Stop staff (1x)
AT-Team (DRC, IT) receive training from AT Project.
DRC sets up and begins to implement AT training schedule
for One-Stop staff and partners. This includes strategies to
train staff/partners basics on:
◦
◦
◦
◦
◦
4.
What AT equipment is available
When AT equipment might be useful (problem-solve case studies)
Where AT equipment (and simple direction guide) is located
Why AT equipment makes a difference (highlight AT success stories)
How to turn the AT equipment on (reference simple direction guide)
DRC accesses local AT-Team, state AT Project as needed.
13
Possible AT training schedule for One-Stop Staff
DISCLAIMER: This is just an example. Your experience may vary!

60 minutes of training every other month in small groups
◦ Example: 5 group sessions a day for 2 days once every 2 months
◦ Schedule with staff weeks/months in advance and be FLEXIBLE!

Each session covers “groupings” of similar AT.
◦ Examples include:
 Low Vision: Zoom Text, CCTV, Pocket-Magnifier, Large Print Keys
 Hard of Hearing: Pocket-Talker, Hearing-Helper, Digital-Recorder,
Amplified Phone

Each session includes:
◦ Hands-on time with AT and practice referencing quick start guide
◦ Discussion of One-Stop customer scenarios where AT might be helpful
◦ Reiteration of AT & accommodation resources (e.g. VR, JAN, AT Project)
14
Responses from One-Stop Staff who receive
ongoing training/exposure to AT:






“57% of Working Age Adults would benefit from AT”
– Staff will come forward and request AT for themselves.
Staff will be able to assist customers, w/o coming to you/DRC.
Staff may request additional training time, assistance, and information
on AT as they become more familiar with it.
Staff will begin to access other AT and accommodation related
resources on their own as familiarity increases (e.g. JAN and VR).
Staff will begin to feel more comfortable and excited about AT and begin
sharing information on the benefits of AT with One-Stop customers,
One-Stop employers, as well as friends & family members.
Staff will ultimately experience better outcomes for customers.
15
Consider accessing your local Independent
Living Center and other local disability
organizations to:
◦ Partner w/ the AT-Team to assist with the initial
audit of the existing AT within the One-Stop
◦ Help get a baseline for AT awareness; answering
the questions:
 “How well do staff access current AT for customers?”
 “How well did past marketing efforts work in terms of
raising knowledge of AT in One-Stop?”
 “What AT marketing efforts might be useful in future?”
◦ Serve as Secret-Shoppers to see how well One-Stop
staff access AT for customers after going through AT
Training/Awareness & provide helpful feedback.
16
17
AT MARKETING MENU
ITEM
$$
Assess Existing AT Marketing Efforts & Explore New Ones
ITEM
$$
Post AT references & lists on state DOL & local One-Stop websites.
Put up AT Posters and Signage in the One-Stop.
ITEM
$$
Include info on AT in One-Stop Handouts, Brochures, and at every
One-Stop Orientation.
ITEM
$$
Access Local Media to Market NEW AT available at the One-Stop:
Newspaper articles / Press Releases / Radio / Local Cable Channel
ITEM
$$
Promote and Provide Walking Tours of One-Stops that include demos
of AT. Target these efforts to local disability groups & employers.
ITEM
$$
Word of Mouth Marketing via One-Stop staff, partners, WIB, customers
18
Examples from Alaska DEI
19
Front Desk Sign
Universal Computer Poster
Examples from Virginia DEI
20

AT and Core Services

AT and Intensive Services

AT and Training Services
For those of you who are not
handy, these are “levels”.
Get it?
Multiple Levels of Service!
21
Assistive Technology
& CORE SERVICES
22
Assistive Technology can be critical in
ensuring access to:



Registration processes
Assessment
Core service workshops
23
Registration processes

Registration is the initial activity for any
customer at the One-Stop,

Customers will often hesitate to disclose at
registration

If the registration is unsuccessful the
customer is unlikely to access any services at
the One-Stop
24
Assessment

Assessment is a key element in determining
the service track of a newly registered
customer in the One-Stop

Performance on assessments is often an
eligibility criteria for referral to trainings or job
opportunities

One-Stop staff are often uneasy about
allowing AT in an assessment situation
25
Core Service Workshops

Core Service Workshops often involve instruction
around specific job search activities critical to a
customer reaching program outcomes

Core Service Workshops are frequently used as a
part of the eligibility process for intensive and
training services

Providing AT in a workshop environment is often
more challenging to both customers and staff than
providing AT in a resource room environment
26
Example:
Read & Write

For people with low vision or learning
disabilities.

Read and Write software provides a suite
of functions that can assist customers by
incorporating voice to text, visual
organizational cues, and spelling and word
meaning cues. Read and Write is designed
to be self-directed and easily applied even
by first-time users.
27
Example:
Read & Write

Assistance and support in filling out registration forms
independently when in a virtual format

Assistance and support in completing assessments and
increasing the accuracy of such assessments for customers
with learning disabilities or low vision

Assistance and support in reaching workshop outcomes
independently when workshop curriculum includes computer
based or online components
28
Assistive Technology
& INTENSIVE SERVICES
29
Assistive Technology can be
critical in ensuring access to:

Enrollment procedures and processes

Job search supports available at the OneStop

Enhance the effectiveness of Case
Management services
30
Enrollment procedures and processes
Enrollment in WIA intensive services often will
involve a process that can include:

Assessment

Development of a training/placement (service)plan

Demonstration of readiness determined by prolonged
engagement with core service activities and/or
successful completion of assigned next steps
31
Accessing job search supports at the
One-Stop

An increasing number of job search
activities are performed online

Wagner-Peyser Programs often require the
development of profiles to access their job
matching services.
32
Effective Case Management services
Assistive Technology can increase the effectiveness of
communication between the customer and the WIA case
manager which is critical to a customers success because:

WIA case managers will often give customers numerous next
steps and schedule follow up appointments bi-weekly or even
further apart

WIA case managers often make referrals to other systems
each of which will engage the customer in eligibility and
planning activities
33
Example: Portable Digital Audio Recording Device
For customers with hearing
impairments, low vision, learning
disabilities or customers who are blind.
Allows a customer to review verbal materials at a higher
volume or can substitute for written notes for the purpose of
review.
34
Example: Portable Digital Audio Recording
Device

Can record complex instructions around forms
or next steps allowing for independent review
or additional explanation from One-Stop staff
or whomever the customer prefers to use in
this role.

Can allow a customer to review instructions or
presentations at a higher volume allowing for
additional and more effective comprehension of
materials or information.
35
Assistive Technology
& TRAINING SERVICES
36
Assistive Technology can be critical in
ensuring:

Development of a training plan

Communicating progress and needs to Case
Manager as a training and placement plan
progresses.

Accessing, benefiting, and reaching the
outcomes associated with WIA funded training.
37
Development of a training plan

The development of WIA training plans often involve a
customer researching local labor market trends, and the
curriculum and outcomes associated with local training
providers then reporting back to the WIA Case Manager.
38
Communicating progress and needs
to Case Manager as a
training and placement
plan progresses.

The development of a WIA training plan often involves
the customer developing and communicating a plan to
access additional resources and a budget that maps out
how critical supports will be maintained during the
training.
39
Accessing, benefiting, and reaching the
outcomes associated with WIA funded
training.

Developing an AT strategy that takes into
account all the steps associated with the
development and implementation of a WIA
training plan can both facilitate enrollment in
WIA training services, and increase the
likelihood a customer will attain the outcomes
associated with those services.
40
Example:

Dragon Naturally Speaking
Provides voice to text support and is
voice activated. It can allow customers
with low vision or learning disabilities to
become computer literate and
independently perform computer based
activities.
41
Example:
Dragon Naturally Speaking




Allows customers to independently access resource materials and
research labor market, and training provider information while
developing a training plan.
Allows a customer to participate and benefit from WIA funded trainings.
Enhances a customers ability to communicate and maintain
engagement with WIA case managers as training/placement plan is
implemented.
Assists a customer in placement activities post training and enhance
their capacity to learn and perform specific job duties once placed.
42

Role of the DEI Project Lead and DRC related to
AT in the One-Stop

Partners and Strategies to help implement AT
within the One-Stop

Strategies for Marketing AT in the One-Stop

Integrating AT into the Core, Intensive and
Training Services at the One-Stop
43
44

Designing a Universally Accessible Electronic Work Station & Kiosk
http://www.onestops.info/article.php?article_id=90

Universal Design and Assistive Technology in the Workplace
http://www.jan.wvu.edu/media/udatfact.doc

Access and Accommodations section of the One-Stop Toolkit –
http://www.onestoptoolkit.org/statelocalbytopic.cfm

The United States General Service's Administration (GSA), Center for
Information Technology Accommodation (CITA), Assistive Technology
Showcase of the leading edge assistive technology equipment and devices,
and ergonomic workplace solutions –
http://www.gsa.gov/Portal/gsa/ep/channelView.do?pageTypeId=8203&chan
nelPage=%2Fep%2Fchannel%2FgsaOverview.jsp&channelId=-13127
45
Miranda Kennedy
(720) 890-3990
mkennedy@ndi-inc.org
Brian Ingram
(503) 913-6139
bingram@ndi-inc.org
46