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[ Music ]

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[Narrator] It's a long way from the classroom

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to that first job interview.

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And for students with disabilities,

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there may be some awkward moments when they get there.

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[Interviewer] Tell me.

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How did you happen to go blind?

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[Interviewer] Gosh, you're such an inspiration.

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But computer programming's really demanding.

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[Interviewer] So you probably can't use a computer, right?

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'Cause you're crippled, right?

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[Interviewer] So, how'd you happen to go blind?

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[Interviewer] Don't you get sick a lot?

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[Interviewer] Right?

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[Interviewer] Hmmm, tell me.

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How'd you happen to go blind?

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[Narrator] Well, of course they aren't supposed

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to ask those questions.

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As a career counselor

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or work-based learning coordinator, you know that.

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But it does happen, and some potential employers may be

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thinking those things even though they'd never say them.

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Learning to deal with employers' concerns

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and assumptions is essential.

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[Randy] Interviews, to begin with, are a game in psychology.

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You're showing them that you are the greatest thing in the world

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and they want you so badly that they can't stand it.

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For the disabled person it's a little more tricky,

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because you have to prove to them

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that you are the hottest thing in the world

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and they can't stand not having you,

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and you can do the job even though you have the disability.

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[Co-worker] Did you want to do the Airborne thing tonight?

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[Todd] Yes, let's get it together before I go.

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[Co-worker] Okay, I'll be here for a little bit longer.

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[Todd] Okay, great.

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[Co-worker] All right.

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[Todd] Thanks.

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[Co-worker] See you, Todd.

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[Narrator] The ADA, or American with Disabilities Act,

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prohibits discrimination in the workplace.

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[ Phone dialing beeps ]

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[Narrator] People with disabilities need to be aware

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of their legal rights.

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But they also have to consider the impact of their disabilities

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as they plan their career-seeking strategies.

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You can help with that process.

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[Vic] We've found that internships, co-op programs,

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and other work-based programs are very effective in terms

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of students learning how to interview, learning how and when

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to disclose disabilities,

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and learning what accommodations students might need

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in different work situations.

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[Supervisor] There's this mailing project

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that I need you to work on.

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[Minda] Okay.

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[Supervisor] It's going to go to about 20 or 30 people?

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[Narrator] Unfortunately,

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students with disabilities don't enter work-based learning

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programs as often as other students.

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Inclusion in those programs may take some specific

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recruiting efforts.

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[Minda] I think students with disabilities think that maybe

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that those opportunities aren't for them,

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that maybe that those programs internships

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or things aren't geared toward people with disabilities,

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so maybe they just don't want to apply or think

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that they're applicable.

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[Narrator] One way to reach those students is

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to ask the Disabled Student Services Office

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to help you advertise your activities and services.

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They might be able to distribute information about your programs

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and connect you to student groups

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that would appreciate a presentation.

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Then, once you have people's attention, they have to be able

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to access your services.

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Your clients may have learning, visual, hearing, speech,

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or mobility impairments.

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Taking steps to make sure your facilities, services,

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and resources are welcoming and accessible to individuals

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with a broad range

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of characteristics is an application

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of the principles of universal design.

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For example:

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[Narrator] Using electronic formats may help make your

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materials more accessible,

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but there are challenges there as well.

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For people who are blind, critical information presented

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as graphics must be duplicated in a text format to be readable

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by speech output software.

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[Computer] At first,

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the quaternions were regarded as pathological.

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[Narrator] And for students who are deaf,

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audio information must be captioned or transcribed.

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The important thing is to plan ahead,

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to know how to produce materials

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in alternative formats before someone needs them.

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Be prepared to produce them quickly when asked.

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[Dyane] What is essential is that you do know how to go

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about getting those accommodations in place

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in a timely manner when they're requested.

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And a real good resource for that,

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for the Career Services Office,

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is the Disabled Student Services Office.

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They can contact that office any time

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and they'll help them figure out how to fulfill

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that requested accommodation.

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[Narrator] And then think about how you can work effectively

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with a person who has a disability.

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Here are some tips for success:

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[Dyane] When a student with a disability goes to any office

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on campus, but certainly the Center for Career Services,

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you'd want to treat them like you would any other student,

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provide them with the same services

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as you would any other student,

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have the same expectations as any other student.

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However, if the student has disability-related needs,

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you'd certainly want to consider them

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as you provide them the service and respond accordingly.

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[Interviewer] Can you give me an example of how,

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when you're working with the Big Brothers & Sisters,

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if there was a conflict between two of the children,

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how did you resolve it?

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[Narrator] Events outside your office need

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to be accessible, too.

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These may include interviewing workshops like this one,

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career fairs, and interviews between students and employers.

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[Interviewer] What kind of a background do you have

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that gets you interested in robotics?

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[Dyane] The Center for Career Services Office is responsible

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for providing any kind of requested accommodations

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that a student asks for, but it is the student's responsibility

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to request the accommodation, because the Center

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for Career Services folks won't know what the student is needing

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unless the student asks.

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[Narrator] In advertising your event,

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include a notice indicating who to contact

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to request disability-related accommodations.

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Some requests might include:

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[Narrator] For its own events,

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the Career Center would provide the accommodations.

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For employer interviews, even on campus, it's different.

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[Vic] The employer would provide the accommodations.

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In fact, we have had employers in the past

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who have interviewed students in our offices here,

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if it's for their business,

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we let them know what the opportunities are on campus

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to provide, say, an interpreter.

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They have the option to take advantage of that,

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or they can bring their own interpreter.

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But they would be the ones who would cover the cost.

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[Student] What should I be doing?

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[counselor] Well, it's just recognizing, first of all,

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that the transferrable kinds of skills?

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[Narrator] You can work with students on how and when

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to present those accommodation needs.

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However, if you want to talk to an employer

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about a specific student's disability,

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get written permission from the student first.

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[Vic] Employers are looking for skilled people.

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Whether they have disabilities or not, if people come

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across to them as someone who has strengths and abilities

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that will benefit their business,

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that's what they care about.

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They want people who are skilled.

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And if a student gets that across they're halfway there.

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[Narrator] The disability itself isn't supposed

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to be part of the job interview.

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Accommodations should be discussed

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after an offer of employment.

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But for students with obvious disabilities,

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this timing doesn't always work.

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It's an individual choice.

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[Caller] Thanks, Todd.

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Do appreciate it.

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[Todd] You're welcome, man.

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[Caller] Have a good afternoon

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[Todd] You too, bud.

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[Caller] Bye, bye [Todd] Bye bye.

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[Narrator] At Todd Stabelfeldt's first interview,

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it took a great flurry of activity,

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including moving the Interviewer's desk,

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to accommodate his wheelchair.

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Then, the first thing they talked

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about was Todd's disability.

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Todd prefers to get the discussion

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out of the way immediately.

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[Todd] It's a good icebreaker.

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People want to know.

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This is obviously an attraction.

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They're interested; they want to know as humans.

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And so I find that it's real easy for me to talk about it.

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I'll get it out in the open and get it over with,

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and then we can move on with our conversation.

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I don't mind, you know.

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[Interviewer] It looks like you've done a lot of fundraising

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with some non-profits.

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Can you tell me about that?

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[Applicant] Yes, I've handled many different tasks,

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ranging from building and maintaining databases to --

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[Narrator] Each situation and each student is different.

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It's the individual's choice whether

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to disclose a disability during the job interview.

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Once a student has a job, accommodations may be necessary.

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Work-based learning offers the opportunity

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to determine what those accommodations might be,

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and then to work with employers

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to implement those accommodations.

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[Todd] One, I obviously can't open the door.

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So basically, you know, you can set up automatic doors off

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of switches and things, so they set that up for my wheelchair,

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and that's how I open the door at home and at the office.

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And as far as computer working, it's real simple;

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on-screen keyboard with sort of a stick mouse sip and puff,

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you know, one puff single click, two puffs double click;

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and that's what I use.

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And then just a simple book stand and mouth wand

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for magazine turning, paper turning.

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And that's really it.

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[Narrator] Companies are responsible

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for providing reasonable accommodations

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to their employees with disabilities.

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In work-based learning placements, however, schools

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and businesses should work together to determine

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who will be financially responsible for accommodations.

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To help students and employers choose reasonable

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accommodations, you can use this four-step process:

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[Dyane] Ultimately, the student

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with the disability has the best knowledge

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about what their needs are.

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However, if students have not yet been in the workplace,

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they may not have a good idea about what they need

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and what's available to them.

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[ Music ]

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[Narrator] Finally, and most important,

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have high expectations for students with disabilities.

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Expect success.

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More and more people with disabilities are going

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to college, and you have the opportunity

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to help them meet their career goals.

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[ Music ]

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