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 6.14 DISABILITY PROGRAM

 
 

 Purpose

 

P1. To provide individualized and coordinated services to all students with disabilities.

P2. To provide a Disability Program with a center-wide focus.

P3. To ensure equal opportunity for all students, including those with disabilities.

P4. To ensure all policy and legal requirements related to serving students with disabilities are met.

P5. To ensure access for students with disabilities that focuses on employability and independent living.

 

 Requirements

 

R1. Disability Coordinators​

a. The Health and Wellness Manager (or a health staff designee) and Academic Manager (or an academic staff designee) will function as Disability Coordinators (DC) to oversee the program. Additional DCs may be appointed. Centers may choose to hire a full or part time DC to oversee the program rather than or in addition to appointing an academic and health DC.

b. The roles and responsibilities of each DC will be defined in a standard operating procedure (SOP).

R2. Applicant File Review Process

a. To ensure equal opportunity for all applicants, including those with disabilities, all centers are required to follow the same applicant file review process. This process will be described in an SOP (See Exhibit 5-1) that describes in detail how an applicant file is processed, from the time it is received from the admissions contractor, until the applicant is accepted into the program and assigned a start date, or recommended for denial and a final disposition is made by the Regional Office.

b. The applicant’s file must be processed within 30 calendar days from receipt by center. If the center reasonably can substantiate needing longer than 30 days to complete the file review process, then an extension may be discussed with the respective Regional Office Project Manager.

c. While each center file review procedure may have unique aspects, all center procedures must incorporate the following requirements:

1. Location where files are sent and logged in upon arrival to the center and the method of tracking the movement of the file to include an explanation of the center’s disposition of the file

2. Responsibilities and roles of applicant file review team members to include the Health and Wellness Manager, the Center Clinicians, and the center’s Disability Coordinator(s) which usually will include the center’s Health and Wellness Manager

3. Procedures for reviewing an applicant file to include the acceptable reasons for recommending denial of an application

4. Procedures for reviewing and determining reasonable accommodation

5. Procedures for processing application withdrawals both before and after submitting a file for regional review

6. Timeframe the center establishes to complete the file review process to ensure it meets the PRH required timeframe of 30 calendar days

7. Storage, transmission and maintenance of the applicant file information (see Appendix 607)

See PRH Chapter 1, Section 1.4, R1-R3 and Appendix 107.

R3. Reasonable Accommodation Process

a. An applicant or student with a disability may request and receive reasonable accommodation to participate in the Job Corps program at any time during the admissions process or enrollment. Each center will have a process for ensuring applicants/students with disabilities who request accommodation, indicate they may need accommodation, and/or provide documentation of a disability are engaged in an interactive process to consider/determine the functional limitations resulting from their disability and the potential accommodations that would allow them to participate in the Job Corps program. An SOP describing this process is required (see Exhibit 5-1) and the center’s reasonable accommodation process will include all the components outlined in Appendix 605.

b. The DCs will coordinate the center’s reasonable accommodation process.

c. During Career Transition Readiness all students will receive information about workers’ rights and responsibilities including reasonable accommodation in the workplace (see PRH Chapter 3, Section 3.22, R2, g).

R4. Introduction to Center Life

a. Centers must provide new students with information that will lead to an understanding of the opportunities and benefits available as part of the center’s Disability Program (see PRH Chapter 2, Section 2.2, R1, b11).

b. Centers must provide a variety of opportunities for new students to meet and interact with the DCs (see PRH Chapter 2, Section 2.2, R1, d4).

c. The student handbook will include information about the Disability Program (see PRH Chapter 2, Sections 2.2, R1, b and 2.2, R2).

R5. CIS Disability Data Collection and Accommodation Plans

a. A DC will accurately enter the required data in the disability data collection and accommodation plan icons in CIS as soon as possible after the student enters the program.

b. For students who require TABE testing accommodations, this data will be entered prior to the administration of the first TABE test.

c. Only the DCs will have access to the disability data collection entry screen, disability data report, and the accommodation plan report with notes report in CIS.

d. Generally only the DCs will have access to the accommodation plan entry screen; however, if a designee is appointed to enter accommodation plans, this staff person can have access.

e. All center staff responsible for providing accommodations will have access to the accommodation plan report in CIS.

f. Accommodation plans will not contain any medical or diagnostic information.

R6. Partnerships/Resources

a. Each center must develop resources and partnerships with outside agencies and programs that will assist the center in serving students with disabilities. Special focus should be given to developing resources and partnerships that can assist the center in identifying or providing accommodation support that promotes student independence and employability.

b. The Business and Community Liaison staff and other appropriate staff should be involved in this process.

c. Each center will document efforts to develop resources/partners by completing the Disability Partnership Tool available on the Job Corps Disability website or their customized Disability Partnership Tool available from their Regional Disability Coordinator.

R7. Referral Process

a. A written referral/feedback system must be established to document a referral to the DCs when a student discloses a disability and may want reasonable accommodation or staff suspects a student may have a disability that is impacting his/her success in the program and should meet with the DCs to consider reasonable accommodation.

b. All referral forms will be stored in the student’s accommodation file or in the student health record if no accommodation file exists.

R8. Readily Achievable Barrier Removal

Each center must consider readily achievable barrier removal—things center staff can do to make the center more accessible that are easily accomplishable and able to be carried out without much difficulty or expense. To accomplish this, centers must:

a. Determine potential improvements to the physical accessibility (e.g., ramps, elevators, adjustable work stations, restrooms, etc.) of the center, by completing the ADA Checklist for Readily Achievable Barrier Removal (a link to this checklist is available on the Job Corps Disability Web site).

b. Determine potential improvements to the programmatic accessibility (e.g., communication options such as audio tapes, large print, etc.; center’s public materials contain a statement that reflects a commitment to providing reasonable accommodations for all of their programs, etc.) of the center, staff by completing the program Center Accessibility Tool (this document is available on the Job Corps Disability website).

c. Develop an accessibility plan with priorities and next steps based on the results of the ADA Checklist for Readily Achievable Barrier Removal and Center Accessibility Tool. The plan will be used as a tool for center staff to think about the simple things that can be done to ensure that students with disabilities can access/participate in the program on an equal basis with students without disabilities. This plan is not intended to be used to determine compliance for new construction or facilities being altered and is separate from the center’s facility survey requirement in PRH Chapter 5, Section 5.10​.

d. The accessibility plan will be reviewed and updated annually by June 30th (see Exhibit 5-2) and submitted to the Regional Office.

e. The safety and facilities maintenance staff should play a primary role in completing the plan with support from managers in all areas.

R9. Staff Training

Centers will provide disability-related staff training in accordance with Exhibit 5-4 (Required Staff Training)​.

Additional guidance and tools for meeting all Disability Program requirements are available on the Job Corps Disability website.

R10. Biannual Disability Program Compliance Assessments

The National Office of Job Corps will:

a. Provide subject matter experts to conduct biannual compliance assessments to evaluate the delivery of Disability Program services on centers in accordance with Federal laws and regulations, as well as requirements in PRH Chapter 6, Section 6.14. Assessments will be conducted on a schedule set by the National Office of Job Corps.

b. Provide a written report to the Job Corps Regional Director and Center Director within 30 days after completion of assessment.

 

 Exhibits

 
  
Exhibit 5-1 Standard Operating Procedures
Exhibit 5-2 Plan and Report Submission Requirements
Exhibit 5-4 Required Staff Training
 

 Appendices

 
  
Appendix 107 Applicant File Review Guidance - Center Process
Appendix 605 Definitions and Documentation Requirements Related to Reasonable Accommodations
Appendix 607 Transmission, Storage, and Confidentiality of Medical, Health, and Disability-Related Information