ADA for Employers

This course is designed for employers. They should register in the non-MRS employee category. The story line involves an employer, a counselor, and a business services representative.

The course objectives include:

• Reviewing the language and basic concepts presented in the ADA;
• Practicing the application of key concepts of the ADA; and
• Examining the current implementation of the ADA using case law.

The basic language and concepts covered in this course include: "person with a disability", "qualified person with a disability", "essential job function", "reasonable accommodation", "undue hardship", "fundamental alteration", and "readily achievable".

The course requires approximately 3.5 hours to complete; participants can complete only those sections of interest to them.

Disability Awareness (Public)

This mini-course is designed to sharpen your awareness about attitudes, language, etiquette, and common sense issues related to disability.

After you have completed the course, you should be able to:

• Identify language in the Americans with Disabilities Act and the Rehabilitation Act Amendments designed to address the discrimination faced by people with disabilities
• Describe the term "people first language"
• Identify proper etiquette in situations where you are talking with or working with a person who has a disability.
• Consider how the media and mainstream culture influence perceptions of disability
• Challenge your personal assumptions regarding people who have disabilities.

FMLA/ADA Changes

This course is a collection of materials related to recent changes in the Americans with Disability Act and the Family and Medical Leave Act. The materials include video (with audio and captioning) presentations on these topics as well as links to additional materials.

FINDIT (Public)

Read the above description for FINDIT to learn about this course.

Partnerships

Transition (Public)

The Transition course is divided into three units. The units are independent of one another and you may select the units that will be useful to you

Unit 1: Ten Things You Should Know about Transition
Objectives

• Define the term transition.
• Cite federal legislation that mandates transition planning.
• Cite at least three issues that make transition services important for students in special education.
• Describe the student's role in transition planning
• Identify when transition planning may begin, and when it is required to begin by law.

Unit 2: Planning for Transition
Objectives

• Describe the steps in the transition process, including eligibility, identifying transition service needs, and documenting transition services
• Describe the importance of student self-awareness and self-determination.
• Identify career planning tools that are available to students, including the Michigan Career Preparation System, Career Pathways, and the Education Development Plan.
• Describe how the Individual Educational Plan, transition planning requirements, and the Education Development Plan are used in the transition process:

Unit 3: Transition to College - What Everyone Needs to Know
Objectives

• Explore the importance of fact-based planning and vocational counseling
• Examine the differences between the way in which accommodations are provided in high school and the ways in which they are provided in colleges.
• Consider ways to work with customers to build support networks
• Examine ways to continue to promote and explore self-determination and self-awareness.
• Review ADA and 504 requirements for accommodation in college settings.
• Examine accommodation resources available to individuals who attend two and four-year colleges