Banner for Monday Morning in Washington, DC

Volume 07 Issue 48 December 3, 2007

Welcome to Monday Morning in Washington, D.C., published weekly by The Arc of the United States. We will bring to you news of interest to self advocates and their families, volunteers, professionals, and supporters of the disability movement. Please send any comments to mmwdc@thearc.org. You are welcome to reproduce and distribute items from Monday Morning in Washington, D.C., but please credit Monday Morning in Washington, D.C. (The Arc of the United States, 2007).

The Arc of the United States advocates for the rights and full participation of all children and adults with intellectual and developmental disabilities. Together with our network of members and affiliated chapters, we improve systems of supports and services; connect families; inspire communities; and influence public policy.

[NOTE: Having trouble reading this newsletter? Read it online.] [Past Issues]

IN THIS ISSUE:

More on MR/DD and Nursing Facilities.  Information Bulletin # 229 (11/07)

In July 2007, we wrote "Isn't Twenty Years Enough Time - MR/DD and Nursing Facilities?" [See Information Bulletin #219].  We pointed out that in 2007 there were about 33,000 people with a MR/DD diagnosis who resided in nursing facilities.  We reviewed Congress' mandates in the 1987 Medicaid Nursing Home Reform Act, including the requirements to identify and provide specialized services for these 33,000 people.

We also broke down the 33,000 and provided by State the number of persons who have a MR/DD diagnosis, but were nevertheless in a nursing facility.

When "Twenty Years" was written, we were not aware that the Office of Inspector General, in the United States Department of Health and Human Services had recently issued a report entitled "Preadmission Screening and Resident Review for Younger Nursing Facility Residents with Mental Retardation." [#OEI-07-05-00230]

The OIG noted that Congress in 1987 had "mandated preadmission screening for individuals suspected of having ... mental retardation to ensure that:

  1. nursing facilities admit only individuals needing nursing facility care,
  2. these individuals' needs for specialized services are determined, and
  3. these individuals obtain the services identified though the preadmission screening. The PASSRR is the primary mechanism used to meet these objectives."

The "intent of the PASRR is to ensure that individuals with mental retardation are appropriately screened, thoroughly evaluated, and placed in nursing facilities when appropriate, and that they receive all necessary services" for their Mental Retardation.

The OIG's findings are devastating.

First, even though everyone who applies to a Medicaid nursing facility is supposed to receive a "Level I PASRR screen to identify suspected mental retardation," far from everyone received a Level I screen and, of those people who did receive a screen, "one fourth were not completed ... prior to or on the date of admission."  Of those done late, on average they were completed 40 days after the resident was admitted.

So much for diverting people with MR/DD from inappropriate institutionalization!

Second, more than half the persons "suspected" of having mental retardation did not have either a Level II evaluation or Level II determination.  It's at the Level II evaluation stage that suspected MR/DD is confirmed and a determination made whether the applicant requires specialized services and requires nursing facility services.

One state had no Level II evaluations.  Of the half where a Level II was completed, many were not completed prior to or on the date of admission.

So much for States "determining whether an individual with mental retardation requires a nursing facility level of services and whether specialized services are needed."

Third, despite the OIG's recognition that the Supreme Court in Olmstead held that "the treatment, services and habilitation for a person with developmental disabilities ... should be provided in the setting that is least restrictive of the person's personal liberty'," nearly a quarter of the Level II evaluations contained no "evidence that the evaluator assessed whether the individual's total needs could be met in a community setting."

So much for the Olmstead decision providing protections for unnecessary institutionalization.

If the Level II evaluations had been done correctly, OIG noted that Medicaid's waiver program services should have been considered as appropriate placement!!!!

Since every State has a MR/DD Medicaid waiver program, which serves the mirror image of the 33,000 people with MR/DD in nursing facilities, why are these people still inappropriately in nursing facilities?

OIG stated that "If an individual's needs can be met in the community, then nursing facility services are not needed"!!!!!  While that is not rocket science and something disability advocates have been stating for the last nine years, at least, it's still great that OIG stated it.

Is there any State where disability advocates think that their folks' (with MR/DD in a nursing facility)  needs cannot be met in the community? That nursing facilities are needed for them?

Fourth, OIG stated there was at most limited oversight of preadmission screening processes at both the Federal and State levels. Only one of the States which OIG evaluated "reported specific oversight practices aimed at ensuring compliance with PASRR."

So the States are not in compliance with federal regulations for having a tracking system. But it's not just the States. CMS, the federal funding agency, also does not conduct reviews of the States' PASRR
compliance.

So obviously the States know they can get away with violating Olmstead, the Medicaid Nursing Home Reform Act, and mandatory federal regulations.  No consequences. Great scam!  Only people with disabilities get injured.

Most of the OIG's recommendations were quite lite, e.g., "CMS hold State Medicaid agencies accountable for ensuring compliance with Federal requirements."

Wow, that's a novel suggestion.

However, there was one OIG recommendation that disability advocates should use in your State. OIG recommended that "CMS hold States accountable for considering community placements during the Level II PASRR process." If that were really done, we would not have 33,000 people with MR/DD in nursing facilities.

Let's try to give some teeth to this last OIG recommendation. Disability advocates could file administrative complaints against both your State and CMS for violating Section 504 and the ADA, if they do not appropriately consider community placements.  You could file litigation because the people in your State in nursing facilities could and should be in the community.

We all know that nursing facilities do not and cannot provide "habilitation" services that persons with MR/DD need.  It's really an outrage that there is anyone with a MR/DD diagnosis still in a nursing facility.  They should all be in a waiver program in the community!

Steve Gold, The Disability Odyssey continues

Back issues of other Information Bulletins are available online at http://www.stevegoldada.com with a searchable Archive at this site divided into different subjects.  To contact Steve Gold directly, write tostevegoldada@cs.com or call 215-627-7100.

CMS Lists Poorest-Quality Nursing Homes on Web Site in Effort To Encourage Improvements

AP/Minneapolis Star Tribune  (Requires free, one-time registration) http://www.kaisernetwork.org/fe.cfm?id=7685

Social Security Reform:  Issues for Disability and Dependent Benefits.  GAO-08-26, October 26.

http://www.gao.gov/cgi-bin/getrpt?GAO-08-26 Highlights - http://www.gao.gov/highlights/d0826high.pdf

Stateline.org Daily - Nov. 26, 2007
Neediest kids live in rich states

By Wendy Koch, USA Today
Low-income children who fare the worst in health care, education and family structure live in some of the nation's wealthiest states, including Massachusetts, Rhode Island, New York, New Jersey, Maryland and Delaware, a study to be released next week reveals. Read More - http://www.usatoday.com/news/nation/2007-11-22-needychildren_N.htm

NECTAC eNotes - November 30, 2007
Grant Notice - Personnel Development to Improve Services and Results for Children With Disabilities

Source: Office of Special Education and Rehabilitative Services, U.S. Department of Education - November 27, 2007

On November 27, 2007, the Office of Special Education and Rehabilitative Services (OSERS) at the U.S. Department of Education published an announcement in the Federal Register for four separate competitions under the Special Education - Personnel Preparation to Improve Services and Results for Children with Disabilities program for Fiscal Year (FY) 2008. These include:

For complete information go to http://www.ed.gov/legislation/FedRegister/announcements/2007-4/112707b.html

Data from the National Survey of Children with Special Health Care Needs, 2005-2006

Source: Data Resource Center - Retrieved November 30, 2007

Data from the National Survey of Children with Special Health Care Needs (CSHCN) for 2005-2006 is now available online. To see state profiles and compare indicators from 2001 vs. 2005-2006 go to http://cshcndata.org/Content/Default.aspx. To learn about additional data that will be added soon go to http://cshcndata.org/Viewdocument.aspx?item=182

New Brief on Investing in Parents so Children and Youth Succeed

Source: National Human Services Assembly - Retrieved November 30, 2007

Strengthening parents and their connections to resources can help children thrive. A recently published brief from the National Human Services Assembly looks at how a "parenting success" strategy can be used to strengthen families and communities. It discusses delivering effective family-centered services and provides recommendations for community groups, agencies, funders and policymakers on how to maximize impact . It is available at http://www.nassembly.org/fspc/documents/FSPPolicyBrief2210-30.pdf

[FCTD] Nov. News & Notes - Accessing Literacy AT In the Classroom

In this Issue...http://www.fctd.info/resources/newsletters/index.php

At home and at play children, including those with disabilities, have access to an array of technology unimagined even five years ago. Trouble is that at school, technology, both assistive and educational, is nearly absent. Also nearly absent among a percentage of classroom teachers is a comfort level with technology. Like their students, many teachers find themselves caught between two eras.  The result is often a cultural and educational standoff that benefits tradition, not progress. Nevertheless, forward looking and resourceful professionals remain determined to find ways to insert literacy AT into the classroom environment.

This issue examines current technology aimed at improving literacy instruction and the ways students and their teachers can access it.  Joining us, we have Sam Sennott,  Special Educator and Assistive Technology Specialist from Nova Southeastern University.  He*s a young, earnest and caring teacher whose mission is to bring the latest assistive and educational technology to bear in order to provide the best possible literacy instruction to children with disabilities. As he pushes forward in the field, Sam Sennott hopes to narrow the digital divide by creating and promoting training programs that help teachers enter a new era.

Supporting our interview with Sam Sennott are resources aimed at enhancing access to literacy technology and integrating technology into the classroom. We also feature members of our Knowledge Network. The members spotlighted this month focus on literacy instruction supported by assistive technology. We invite you to contact these members for further information. Please share this newsletter with other organizations, families and professionals who may benefit from it. We invite you to visit us at http://www.fctd.info. We welcome feedback, new members and all who contribute to our growing knowledge base.   

Family Center on Technology and Disability (FCTD), 1825 Connecticut Ave. NW, Suite 700S, Washington, DC 20009, email: fctd@aed.org, web: www.fctd.info

FVND Share the Wealth Week of Nov. 26th
JOURNAL HIGHLIGHTS NEW EVIDENCE ON ADHD IN PRESCHOOL CHILDREN

A special section in the November 2007 issue of the Journal of Child and Adolescent Psychopharmacology presents seven papers reporting new findings from the six-site Preschoolers with ADHD Treatment Study (PATS).  The articles included in the journal's special section address the following selected topics: clinical presentation of ADHD in preschool children, predictors of treatment response, MPH effects on functional outcomes, and parent vs. teacher ratings of ADHD symptoms in preschool children referred for the PATS study. Abstracts are available at http://www.liebertonline.com/toc/cap/17/5.

SECRETARY SPELLINGS ANNOUNCES NEW GUIDANCE TO IMPROVE EMERGENCY PREPAREDNESS IN SCHOOLS

Secretary Spellings recently announced the availability of new brochures that provide guidance on the Family Educational Rights and Privacy Act (FERPA) to enable schools to better balance students' privacy rights with school safety concerns. The brochures - one for K-12 educators, one for higher education officials, and one for parents - are a timely refresher to help appropriately balance student privacy and school safety. The FERPA guides can be found at http://www.ed.gov/policy/gen/guid/fpco/ferpa/safeschools/.

VIDEOS TO HELP PERSONS WITH DISABILITIES PREPARE FOR DISASTER

People with disabilities may need to make specific preparations for emergencies. A new Homeland Security video provides helpful information on how to do so. http://www.ready.gov/america/getakit/disabled.html

ACCOMMODATING PEOPLE WITH DISABILITIES IN DISASTERS: A REFERENCE GUIDE TO FEDERAL LAW

Summarizes equal access requirements for people with disabilities as they relate to disaster care, housing and human services. This guide explains how applicable Federal laws relate to government entities and non-government, private sector and religious organizations. The reference guide can be found at http://www.fema.gov/news/newsrelease.fema?id=38990

Doing What Works (DWW) is a new Web site sponsored by the U.S. Department of Education

dedicated to helping educators identify and make use of effective teaching practices. Much of the DWW content is based on the Institute of Education Sciences’ What Works Clearinghouse (WWC), which evaluates research on practices and interventions to let the education community know what is likely to work. For more information go to http://dww.ed.gov/

New TRACE Practice Guide - Universal Checklist for Identifying Infants and Toddlers Eligible for Early Intervention

Source: Tracking, Referral and Assessment Center for Excellence - November 20, 2007 The Tracking, Referral and Assessment Center for Excellence (TRACE) has released a new practice guide entitled Universal Checklist for Identifying Infants and Toddlers Eligible for Early Intervention by Carl J. Dunst, Carol M. Trivette, & Glinda Hill. The guide describes the development and use of a universal checklist designed to be used by primary referral sources for identifying infants and toddlers who may be eligible for early intervention. For more information and to access the practice guide go to http://www.tracecenter.info/practiceguides/practiceguides_vol2_no1.pdf

A new report from the National Center for Children in Poverty (NCCP), entitled Who are America’s Poor Children? The Official Story

by Sarah Fass and Nancy K. Cauthen, states that close to 13 million children in the U.S. live in families with incomes below the federal poverty level, which is $20,650 a year for a family of four. There are 1.2 million more children living in poverty today than in 2000, an increase of 11 percent. Black, Latino, and American Indian children are disproportionately poor, while white children comprise the largest group of poor children. 20% of children under age 6 live in poor families. To read the full report go to http://www.nccp.org/publications/pub_787.html

Center for Disease Control and Prevention
Youth Violence Prevention - New Technology and Youth Violence

http://www.cdc.gov/ncipc/dvp/electronic_aggression.htm

DisabilityInfo.gov
Sports & Fitness Update: Jubilee Sailing Trust (JST)

The JST is a UK based charity that aims to promote the integration of people with and without physical disabilities through adventure tall ship sailing holidays. The JST welcomes people from all over the world onto its tall ships.

This information has recently been updated, and can be accessed by visiting the following link:
http://www.disabilityinfo.gov/digov-public/public/DisplayPage.do?parentFolderId=206

Employment News & Events Update:  EARN Recruiting Jobseekers with Disabilities for Careers with EEOC

The Employer Assistance & Recruiting Network (EARN) is a free service that connects employers looking for quality employees with skilled job candidates. EARN is currently recruiting individuals with disabilities to fill jobs with the Equal Employment Opportunity Commission (EEOC) in several cities nationwide.

This information has recently been updated, and can be accessed through the following link:  http://www.disabilityinfo.gov/digov-public/public/DisplayPage.do?parentFolderId=10

Transportation News & Events  Update:  Easter Seals Project ACTION's Distance Learning Seminar Series

This seminar will be held on January 23, 2008 from 2:00-3:00 p.m. EST. Presenters will discuss steps a transit agency can take to secure funding for new travel training programs. Easter Seals Project ACTION promotes cooperation between the transportation industry and the disability community to increase mobility for people with disabilities.

This information has recently been updated, and can be accessed by visiting the following link:  http://www.disabilityinfo.gov/digov-public/public/DisplayPage.do?parentFolderId=5010.

Research & Statistics in Health Update:  NIMH Draft Strategic Plan

In May 2007 the National Institute of Mental Health (NIMH) launched the process to develop a new Strategic Plan that will serve as a guide to the Institute for advancing mental health science over the next 3-5 years. The Institute has now completed a draft of this Strategic Plan, and is seeking public feedback before the main text is finalized.

This information has recently been updated, and can be accessed by visiting the following link:  http://www.disabilityinfo.gov/digov-public/public/DisplayPage.do?parentFolderId=161

Tax Information for Employment Update: Tax Benefits for Businesses Accommodating People with Disabilities

Information on tax benefits in the forms of credits and deductions for businesses that accommodate people with disabilities, including: the Disabled Access Credit, Architectural Barrier Removal Tax Deduction and Work Opportunity Credit.

This information has recently been updated, and can be accessed by visiting the following link:
http://www.disabilityinfo.gov/digov-public/public/DisplayPage.do?parentFolderId=50

Health News & Events  Update:  Ranking of the Nation's Poor-Performing Nursing Homes

The Centers for Medicare & Medicaid Services (CMS) today released the first ranking of the nation's poor-performing nursing homes. Release of the national list of facilities, identified as special focus facilities (SFFs), is expected to offer individuals seeking long-term health care services, and their families, powerful new information when choosing nursing homes. A list of SSFs not showing significant improvement may be downloaded here - http://www.cms.hhs.gov/CertificationandComplianc/Downloads/SFFList.pdf

This information has recently been updated, and can be accessed by visiting the following link:  http://www.disabilityinfo.gov/digov-public/public/DisplayPage.do?parentFolderId=138.

hcbs.org > Clearinghouse CLIPS: November 28, 2007
State Perspectives on Emerging Medicaid Long-Term Care Policies and Practices

Summary: The purpose of this survey analysis is to provide states with an overview of the implementation of these DRA changes across the country, specifically in terms of Long-Term Care services and the steps the states have taken. Findings address eligibility, Children with Disabilities, Money Follows the Person, HCBS State Plan Amendments, Transition from Institutions, Managed Care, SPA for Personal Care Services, Cash & Counseling, Care Coordination, Disease Management and Long-Term Care Reform.

Topic(s): Aging Issues, Children and Family Services, Consumer Direction, Deficit Reduction Act, Developmental/Psychiatric Disabilities, Financing HCBS, Long-Term Care, Money Follows the Person, Physical Disabilities, Transition/Diversion from Institutions, Waiver
Source: National Association of State Medicaid Directors, NASMD
More Info: http://www.hcbs.org/moreInfo.php/nb/doc/2094

Gauging The Use Of HCBS Support Waivers For People With Intellectual And Developmental Disabilities: Profiles Of State Supports Waivers

Summary: This project was funded to a) gather descriptive information on HCBS waivers, both comprehensive and supports, operated for people with I&DD in 17 states with the supports waivers b) determine how supports waivers have emerged as separate and distinct HCBS waivers c) better understand the range of participant characteristics and experiences that distinguish supports waivers from other HCBS waivers d) more fully appreciate how states view supports waivers as a way to address demand for HCBS.

Topic(s): Developmental/Psychiatric Disabilities, Financing HCBS, Waiver
Source: HSRI, RTI - Systems Change Evaluation, ASPE,
More Info: http://www.hcbs.org/moreInfo.php/nb/doc/1910

The ABCs of SCHEDULE A

Free brochures on the "Schedule A" hiring process from the United States Equal Employment Opportunity Commission (EEOC)

The United States Equal Employment Opportunity Commission (EEOC) recently published three helpful brochures that describe the Schedule A hiring process. Schedule A is special appointing or hiring authority that can be used to facilitate hiring individuals with disabilities into federal jobs. Federal agencies fill jobs two ways, competitively and noncompetitively. Persons with disabilities may apply for jobs filled either way. Jobs filled competitively are advertised through vacancy announcements. Jobs that are filled
noncompetitively do not have to be advertised. Instead, a selecting official can select a person with a disability who has a Schedule A certification and is qualified for the job.

The three EEOC publications listed below are available in electronic (.pdf and Word) form and in hard copy as well. To order one or more of these Schedule A quick reference guides send an e-mail to: LEAD.Initiative@eeoc.gov . Please indicate which guide(s) you are interested in, and whether you would like a hard copy or an electronic copy. For hard copies, please provide the mailing address to which you would like the brochures shipped.

For information about EEOC’s LEAD initiative (Leadership for the Employment of Americans with Disabilities) visit the following link: http://www.eeoc.gov/initiatives/lead/index.html

For additional resources on recruiting qualified job candidates with disabilities see the fact sheet Strategic Connections: Recruiting Candidates with Disabilities located at: http://www.dol.gov/odep/pubs/fact/connect.htm

New products on the Quality Mall web site:

"Speaking In Front of Groups" - http://www.qualitymall.org/products/prod1.asp?prodid=4164

"It's Not Just a Job! Exploring a Career as a Personal Assistant" - http://www.qualitymall.org/products/prod1.asp?prodid=4237

"Applied Psychology in Human Resource Management (6th ed.)" - http://www.qualitymall.org/products/prod1.asp?prodid=4239

C-SPAN StudentCam

About The Competition - www.studentcam.org

WHAT IS "C-SPAN StudentCam"? C-SPAN StudentCam is an annual documentary competition that encourages students to think seriously about issues that affect our communities and our nation. C-SPAN StudentCam invites students to identify a current political topic of interest and produce a short (up to ten minute) video documentary which creatively explores an issue while integrating C-SPAN programming. Watch a short video about the 2008 StudentCam Competition.

WHAT CONTENT SHOULD MY VIDEO INCLUDE? Video documentaries may include different elements-i.e. straight documentary, interviews, entertainment, promotional, news report, magazine style, or public service, but must also include C-SPAN programming. Limited use of copyrighted material would be permitted in an entry so long as it is a lawful or so-called "fair" use, and so long as such use does not overwhelm the contribution of the student(s). In addition to creatively exploring a current political topic of interest, successful entries will also follow C-SPAN's editorial principles by giving appropriate weight to opposing views of the chosen topic. The videos in this competition must also incorporate clips of C-SPAN programming.

HOW CAN I OBTAIN THE C-SPAN FOOTAGE? In order to find the content you need, check the C-SPAN schedule online - http://inside.c-spanarchives.org:8080/cspan/schedule.csp or sign up to receive C-SPAN Alert - http://www.c-span.org/watch/cspanalert.asp?code=Watch, a daily email with up to date programming information. These resources will help you identify air dates and times of programs or events related to your issue. Once you have identified a program you think you might be able to use, make a copy when it airs. C-SPAN-produced programming is copyright cleared - http://www.c-spanclassroom.org/CopyrightPolicy.aspx to copy (in either analog or digital forms) for use in educational applications like StudentCam. However, if the program you need has already aired, you may obtain a copy from the C-SPAN Archives - http://www.c-spanarchives.org/library/index.php?main_page=index&tID=5.

WHAT MEDIA FORMAT CAN I USE? VHS or DVD.

WHAT IS THE VIDEO TIME LIMIT? Up to 10 minutes in length.

WHO CAN COMPETE? Middle school students (grades 6-8) and high school students (grades 9-12) in the United States as individuals, or teams of students may create and submit entries. Teams are limited to 3 students. Videos must be the original work of students, however, teachers may provide guidance and critiques. Teachers of top winners will receive money for digital media equipment for their schools.

HOW WILL THE VIDEOS BE JUDGED? We recognize that students have varying degrees of access to video production equipment and encourage all to apply! Entries will be judged on the following criteria: success in capturing the contest's themes; quality of expression, use of C-SPAN programming, inclusion of multiple viewpoints, and creativity.

WHAT IS THE DEADLINE? Entries must be received in the C-SPAN offices by 5:00pm ET on Monday, December 31, 2007.

WHEN WILL THE PRIZE RECIPIENTS BE ANNOUNCED? Friday, February 15, 2008.

WHAT ARE THE PRIZES? A Grand Prize of $5,000 will be awarded to the best overall entry. Multiple cash prizes of $250, $750, $1,000 and $3,000 will be awarded in both middle and high school categories.

WHERE DO I SEND MY ENTRY?
C-SPAN "StudentCam 2008" Video Competition, c/o C-SPAN Classroom, 400 N. Capitol St., NW, Suite 650
Washington, DC 20001

WHAT DO I NEED TO INCLUDE WITH MY ENTRY? You must submit an official entry form - http://www.studentcam.org/entryform.pdf with your video. Read the complete Contest Rules here - http://www.studentcam.org/Rules.html.

HOW CAN I OBTAIN ANSWERS TO QUESTIONS I STILL HAVE ABOUT THE CONTEST? Review the Getting Started page. If you still have questions, contact C-SPAN Classroom at educate@c-span.org or between 8:00am-6:00pm ET at 202-737-3220

New Report from Kaiser Commission on Medicaid and the Uninsured Explores Medicaid's Current and Future Challenges in Providing Long-Term Care

Medicaid has evolved to become the primary payer for long-term care (LTC) services and supports to low-income elderly and disabled individuals, financing nearly half (42 percent) of the nation’s spending on long-term care services.  The structure and cost associated with the program’s role are key considerations as states begin to implement some of the changes passed as part of the Deficit Reduction Act of 2005. 

The Foundation's Kaiser Commission on Medicaid and the Uninsured has released a report that presents an overview of Medicaid as a provider of LTC and highlights policy challenges facing the Medicaid program today.  The report can be accessed at http://www.kff.org/medicaid/7671.cfm. Some of the issues addressed include:

The report is based on a roundtable discussion of policymakers and experts and drawn from a body of health services research.  By gathering evidence and presenting data to address key Medicaid policy issues, the report can serve as a foundation for the current and ongoing policy debate regarding Medicaid’s future role as a provider of LTC services and supports for low-income elderly and disabled Americans. 

For more information on this report, please contact Rakesh Singh at rsingh@kff.org or 202-347-5270 or Kirran Syed at ksyed@kff.org or 202-347-5270. For more information on these issues, contact us at kcmu@kff.org.

JFA Disability Potpourri

Folks can subscribe themselves and elect to receive html or text-only versions of the email by going to http://www.aapd.com/JFA/index.php and entering in their email address in the box in the left-hand column.

One-Stop Toolkit Resources of the Week Technical Assistance Project
Emergency Preparedness:  People with Disabilities and Other Special Needs

ReadyAmerica.gov - http://www.ready.gov/america/getakit/disabled.html

In order to encourage Americans to prepare themselves, their families and their communities, the U.S. Department of Homeland Security, in partnership with The Advertising Council, has sponsored public service advertisements (PSAs) that educate and empower Americans to prepare for and respond to all kinds of emergencies. The Ready Campaign asks individuals to do three key things to prepare for the unexpected: get an emergency supply kit, make a family emergency plan, and be informed about the different types of emergencies that could occur and their appropriate responses.

This section of the website includes helpful hints and resources, including a video and brochure on emergency preparedness for people with disabilities.

Resource Guide for Serving Refugees with Disabilities

U.S. Committee for Refugees and Immigrants - http://www.refugees.org/article.aspx?id=1965

The Resource Guide for Serving Refugees with Disabilities is written as a how-to for caseworkers and advocates who serve refugees with disabilities. It was developed in an effort to improve access to services for newly arrived refugees with disabilities. With an increasing number of refugees with disabilities resettled in the U.S., there is a greater need for effective and coordinated care. Funding for this project was provided through the U.S. Department of Health and Human Services, Office of Refugee Resettlement.

This resource guide includes a section on benefits for refugees with disabilities, housing, citizenship and disabilities, laws related to disabilities, other sections on disability-related topics as well as additional resources of interest.

GAO Report of Interest:  Workforce Investment Act -- One-Stop System Infrastructure Continues to Evolve, but Labor Should Take Action to Require That All Employment Service Offices Are Part of the System

GAO-07-1096 – September 2007 - http://www.gao.gov/new.items/d071096.pdf

In 1998, Congress passed the Workforce Investment Act (WIA), requiring states and localities to bring together employment and training programs into a single workforce system, the One-Stop system. States have flexibility in how they provide these services—co-located within the One-Stop—through electronic linkage or referral. WIA did not provide funds to pay for the infrastructure costs, but programs must share the costs of operating One-Stop centers. As Congress considers reauthorization of WIA, GAO assessed (1) the current composition of states’ One-Stop systems and how this has changed, (2) what funds are primarily used to support states’ One-Stop system infrastructure and how this has changed, and (3) the extent to which states are monitoring customer satisfaction. GAO’s work was primarily based on a 50-state survey of state workforce officials, updating work it previously did in 2000 and 2001.

GAO recommends that Labor step up action to ensure that all stand-alone offices be affiliated with the One-Stop system. In its comments, Labor stated that the report would be useful, but disagreed with the findings and recommendation regarding stand-alone offices, asserting that all Employment Service offices are in compliance. GAO’s results are based on verified survey data; and it stands by its findings and recommendation.

earnworks.com
America's Choice for Qualified Workers
EARN Recruiting Jobseekers with Disabilities for
Federal Government Careers with Equal Employment Opportunity Commission
   
EARN - www.earnworks.com, a nationwide free service of U.S. Department of Labor’s Office of Disability Employment Policy, is here to connect employers with workforce talent and disability employment resources.     
Jobs Available In:

                   Atlanta, GA                               Dallas, TX                              Los Angeles, CA
                   Baltimore, MD                 Houston, TX                New York, NY
                   Birmingham, AL              Indianapolis, IN                   Phoenix, AZ
                    Charlotte, NC                           Kansas City, KS                    Seattle, WA
                   Chicago, IL                               Little Rock, AR            Tampa, FL
*Relocation expenses are not authorized. 

List of Jobs Available in Each City:
1) Information Intake Representative
Provide referral and counseling assistance to charging parties and/or their representatives regarding the filing of charges of employment discrimination in compliance with Federal laws and Equal Employment Opportunity Commission (EEOC) regulations and procedures.  Assistance is provided in person, by phone, or in writing. Qualifications:  High school graduation. Four years of education above high school is fully qualifying; or one year of specialized experience at the GS-4 level (or equivalent) that equipped the candidate with the knowledge, skills, and abilities to perform the duties of the position.
Experience in a customer service or call center setting helpful, but not required. Must be a U.S. citizen.

2) Information Intake Representative (Bilingual Spanish)
Provide referral and counseling assistance to charging parties and/or their representatives regarding the filing of charges of employment discrimination in compliance with federal laws and Equal Employment Opportunity Commission (EEOC) regulations and procedures.  Assistance is provided in person, by phone, or in writing.  Qualifications: High school graduation. Four years of education above high school is fully qualifying; or, one year of specialized experience at the GS-4 level (or equivalent) that equipped the candidate with the knowledge, skills, and abilities to perform the duties of the position.
Spanish fluency required.  Experience in a customer service or call center setting helpful, but not required.  Must be a U.S. citizen.

3) Lead Information Intake Representative
Provide lead duties and personally perform the full range of information related to referral and counseling assistance for charging parties and/or their representatives regarding the filing of charges of employment discrimination in compliance with federal laws and Equal Employment Opportunity Commission (EEOC) regulations and procedures.  Assistance is provided in person, by phone, or in writing.   Qualifications: High school graduation.  One year of specialized experience at the GS-5 level (or equivalent) that equipped the candidate with the knowledge, skills, and abilities to perform the duties of the position. Experience in a customer service or call center setting helpful, but not required.  Must be a U.S. citizen.

4) Lead Information Intake Representative (Bilingual Spanish)
Provide lead duties and personally perform the full range of information related to referral and counseling assistance for charging parties and/or their representatives regarding the filing of charges of employment discrimination in compliance with federal laws and Equal Employment Opportunity Commission (EEOC) regulations and procedures.  Assistance is provided in person, by phone, or in writing.   Qualifications: High school graduation.  One year of specialized experience at the GS-5 level (or equivalent) that equipped the candidate with the knowledge, skills, and abilities to perform the duties of the position.  Spanish fluency required.  Experience in a customer service or call center setting helpful, but not required.  Must be a U.S. citizen.

To Apply: Email resume, proof of schedule A eligibility, the job title and location you are applying for to earn@earnworks.com or 703-448-7545(fax).  Applicants must submit proof of Schedule A eligibility such as a letter or documentation from a state vocational rehabilitation agency, a medical professional, or records or letters from a Federal Government agency that issues or provides disability benefits to apply for these positions.

To view full job descriptions and search other jobs posted:jobsource.earnworks.com  

EARN Ph: 1-866-327-6669 (v/tty) Email: earn@earnworks.com, Website: www.earnworks.com

Until Next week

The Arc of the United States,1010 Wayne Avenue, Ste. 650,Silver Spring, MD 20910, Phone: 301-565-3842, Fax: 301-565-3843, Email: mmwdc@info.thearc.org, Web: www.thearc.org

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