NOND Board Directors Participate in National Disability Leadership Alliance (NDLA) Retreat in DC on June 6, 2016
NDLA is led by 15 national organizations run by people with disabilities with identifiable grassroots constituencies across the United States. The NDLA steering committee includes: ADAPT, the American Association of People with Disabilities, the American Council of the Blind, the Association of Programs for Rural Independent Living, the Autistic Self Advocacy Network, the Hearing Loss Association of America, Little People of America, the National Association of the Deaf, the National Coalition for Mental Health Recovery, the National Council on Independent Living, the National Federation of the Blind, the National Organization of Nurses with Disabilities, Not Dead Yet, Self Advocates Becoming Empowered, and the United Spinal Association.
The NDLA Steering Committee held its annual full day retreat on June 6 in Washington, DC in order to discuss issues and challenges facing the disability community, to set priorities directed to policies, action steps to confront discrimination and, positive aspects of the coalition working together. Two members of NOND’s Board of Directors, Karen McCulloh and Leenie Quinn attended the retreat. Read More...
The Job Accommodation Network (JAN) has published a new document in its Accommodation & Compliance Series: Monitoring Reasonable Accommodations. Employers frequently disregard the importance of monitoring reasonable accommodations after they have been implemented to ensure that they continue to be effective. Accommodations can stop being effective for various reasons, such as: the employee's limitations change, workplace equipment changes, the job changes, the workplace itself changes, or the accommodation becomes an undue hardship for the employer to continue to provide. This publication offers JAN's tips for employers to follow and provides a sample form for monitoring accommodations
Medical and Allied Health Careers: Technical Standards and Individuals who are Deaf or Hard of Hearing
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National League for Nursing Publishes Vision for Achieving Meaningful Inclusion in Nursing Education
National League for Nursing Publishes Vision for Achieving Meaningful Inclusion in Nursing Education
Calls on Nursing Education Community to Lead Efforts to Expand Diversity Among Faculty and Students
Lessons in Increasing Access to Care: Symposium at Rush brings together disability and health care leaders
By Kevin McKeough, Anne Burgeson and Kathleen Ziemer
Illinois Attorney General Lisa Madigan observed that “at almost any moment, any of us could be living with a disability, whether through our life circumstances or as we age. This is an issue that is personal to all of us, whether we realize it our not.”
Madigan the was the featured speaker at the Rush ADA 25 Symposium, held on Oct. 6 at Rush University Medical Center. The event celebrated the 25th anniversary of the Americans With Disabilities Act, which became law on July 26, 1990.
She was among more than a dozen disability rights leaders who shared their expertise with an audience of more than 100 Chicago area health care and disability rights leaders. Rush held the symposium to provide them with information and guidance about how to make programs and policies more inclusive of individuals with disabilities. As of 2010, approximately 56.7 million people in the U.S. — 19 percent of the population — had a disability, according to the U.S. Census Bureau.
The Disability Rights bureau in the Office of the Attorney General fields 1,200 calls a year and currently has 250 investigations of disability rights violations pending, Madigan said. These problems extend to health care providers.
“We find doctor’s offices that are too high for somebody with a wheelchair. We find doctor’s offices where the examination rooms are too small to access if you are in a wheelchair,” she said. “Shockingly, event the entities where a significant percentage of their clientele have disabilities have not been able to get up to standard.”
Obstacles to care lead people with disabilities not to seek out care, which in turn can cause health problems to go untreated and become life threatening, said Marca Bristo, the co-founder, president and CEO of Access Living, a Chicago-based disability rights organization.
“The physical environment can create the most tangible of barriers,” said Bristo, who is a member of the Rush Board of Trustees and helped author the ADA.
Leading by example
In contrast, Rush long has been recognized as a leader in accommodating people with disabilities. Within a year of establishment of the ADA, Rush established an ADA committee to guide the institution’s accessibility efforts.
This commitment is reflected in the numerous design features in the hospital Tower Rush opened in 2012 that make it accessible to people with disabilities; the recent hiring of an employment recruiter focusing specifically on hiring military veterans and people with disabilities; and many other initiatives.
Rush also promotes the cause of disability rights with its annual Eugene J-M.A. Thonar, Ph.D., Award, which is presented to a member of the Rush community who helps Rush further its commitment of offering opportunities to individuals with disabilities. It is named for a retired Rush professor of biochemistry and orthopedic surgery who himself overcame a disabling illness and become an internationally renowned researcher.
This year’s honoree is Tania Friese, an assistant professor in the Rush University College of Nursing who is a member of the ADA Committee and has a disability herself. Friese received the award in a ceremony at Rush on Oct. 13.
In addition to Madigan and Bristo’s opening remarks, the symposium also included an “Accessibility 101” session providing an overview of disability issues, panel discussions and a concluding lunch keynote address.
During the Accessibility 101 session, Laura Paul, JD, chief if the Disability Rights Bureau in the Office of the Illinois Attorney General, noted the universality of disability. “If you don’t personally identify as having a disability today, you may have aging parents who do, a relative who was born with a disability or someone you know who was in an accident and now has disabilities,” Paul said. “The bottom line is disability affects us all.”
Shestressed the importance of making medical facilities easily accessible to people with disabilities, delving particulars such as exam room tables and grab bars. “Work with your architects to make sure accessibility is a priority," Paul said. "Make sure it’s a place where people can easily get in and navigate.”
Paul was followed by John Wodatch, whom she dubbed "the Moses of the ADA." The retired chief of the Disability Rights Section of the U.S. Department of Justice, he put the ADA in the larger context of civil rights during the session.
“The ADA recognized that people with disabilities are entitled to rights, they are entitled to nondiscrimination. Disability rights are human rights,” said Wodatch, who oversaw all interpretation, technical assistance and enforcement of the ADA at the Department of Justice.
Wodatch stressed that effective communications, such as sign language interpreters and video communications equipment, are equally important as removing architectural barriers. He also said that one priority for the next 25 years of the ADA will be increasing opportunities for employment with people for disabilities.
Opening doors and more
Wodatch also was the moderator of a panel discussion titled Facilities Requirements and Best Practices. Organizations must abide by three standards to ensure their building(s) provide accessibility, explained John H. Catlin, FAIA, partner, LCM Architects. Those standards are the Illinois Accessibility Code, the Chicago Building Code (or the relevant city code) and the ADA. Under the codes, building plans for new construction and renovations must undergo inspection before permits are issued.
Catlin noted, however, that all buildings – old and new – must abide by the ADA, which is. Also, ADA is the only act that requires all buildings to be made accessible for people with disabilities. He added that the Illinois Accessibility Code ensures that at least five percent of all individual work areas be accessible, which is not part of the ADA.
Irene Bowen, JD, founder of consulting firm ADA One, provided a framework for organizations to put in place to allow for people with disabilities to express preference, make choices and be given equal opportunity. Bowen’s framework suggests that all organizations have an ADA coordinator who insures accessibility is part of how all business is done; proper technology, equipment, and information for people of all abilities; established policies; self-assessment and training.
Accessibility is about information technology too, observed Robin Jones, MPA, project director and principal investigator of the Great Lakes ADA Center, which provides training and assistance in ADA compliance. For example, the U.S. Department of Justice is revising regulations to establish specific requirements for state and local governments and public entities to make accommodations to their websites for individuals with disabilities.
“To fix a website to make it accessible is as complicated as building a building,” Jones said. “You have to look at the infrastructure first, before you look at what you put into it.”
Making sure their voices are heard
The members of the Disability From the Patient’s Perspective panel noted that progress in health care for people with disabilities has been made thanks to the ADA, but that barriers to care still exist. Moderator Karen Tamley, who uses a wheelchair, noted that she was weighed in a health care setting for the first time just two years ago. Tamley is the commissioner of the City of Chicago’s Mayor’s Office for People With Disabilities.
Judy Panko Reis, MA, MS, recalled that prior to the ADA pap smears and mammograms were more frequent for women with disabilities, resulting in more diagnoses of cancer later. Even today, though, “people (with disabilities) get turned down for appointments all the time,” she said.
A health care policy analyst at Access Living who uses a wheelchair, Panko Reis recommended health care providers screen patients when they make appointments to determine what accommodations they need and seek their input. “We do have experience,” she said.
“Too many of us don’t get services that make us better, and sometimes make us worse,” said Fred Friedman, JD, co-founder of Next Steps, an organization that advocates for the inclusion of people who have experienced mental illness, substance abuse and homelessness are involved in policy decisions affecting their care.
Communicating via sign language with assistance from an interpreter, Benro Ogunyipe cautioned about health care providers using family members to interpret for hearing and speech impaired patients, noting they may misunderstand medical terms and may have difficulty conveying bad news about a medical condition to a family member. For those reasons, Ogunyipe prefers the use of video remote interpreting, which uses web cameras or videophones to provide interpreting services.
Lingering discrimination against people with disabilities despite the ADA also was a theme the Disability Inclusion –Students and the Workforce panel discussion. Ben Lumicao, JD, senior attorney at Allstate Insurance Company and chair of the Board of Directors of Access Living, served as the panel moderator.
“I was told, ‘you can’t be a nurse – you can’t see,’ recalled Karen McCulloh, RN, co-founder and co-director of the National Organization of Nurses with Disabilities. “I said under my breath, ‘you just wait and see.’”
McCulloh also discussed her organization’s work with a community college applicant who was forced to withdraw when the school discovered she had a significant hearing disability. “Sometimes the barrier to admission is based on, ‘you have to see, you have to hear, you have to bend, you have to reach,’ she said.”
This type of discrimination is based on misunderstanding of the true potential for inclusion of people with disabilities in the health sciences and a misunderstanding of the laws, said Lisa Meeks, PhD, assistant professor of medicine and director of medical school disability services, UCSF School of Medicine.
Like Rush, UCSF provides accommodations for students who need them and has several faculty who have disabilities. Meeks said they work to convey to students the importance of being open about what they need.
“I attend every orientation and we very clearly say, ‘if you’ve had accommodations in past, or, if you haven’t and need them, let us know,’” said Meeks, who also is co-founder of the Coalition for Disability Access in Graduate Health Sciences and Medical Education. “’This is not necessarily the time to keep hiding disability. We have built a program to support you. We want to engage with you and ensure that their information will be confidential.’”
The tendency to underestimate what people with disabilities can do extends to the workplace, according to Melissa Reishus, founder of the Sea Glass Group, a firm that specializes in recruiting people with disabilities to work for corporate clients. She recalled a Fortune 500 company being surprised by the number of qualified candidates she was able to provide.
“Many people make these assumptions that candidates aren’t out there, but people with evident and non-evident disabilities are going to college in record numbers and are highly qualified,” Reishus said.
Who gets to judge?
The importance of better understanding of the health needs of people with disabilities extends to ethical issues in health care, which were the topic of the concluding keynote address, “Ethical Challenges for the Next 25 Years: Tackling Ignorance, Prejudice and Funding Priorities.” Kristi Kirschner, MD, a physiatrist at Schwab Rehabilitation Hospital and clinical professor of disability and human development and of medical education at the University of Illinois at Chicago, gave the address.
“Health care professionals are not good at judging the quality of life of people with disabilities,” Kirschner said. “They don’t know what they don’t know. Incorporating more people with disabilities into the health care workforce can make a difference.”
The Guide to Assisting Students With Disabilities Equal Access in Health Science and Professional Education
The Guide to Assisting Students With Disabilities Equal Access in Health Science and Professional Education
Lisa M. Meeks, PhD Neera R. Jain, MS, CRC Editors
We highly recommend using this guide with students and the information in the accompanying book chapter for faculty training. We are also in process of developing a faculty training module which should be ready in January.
We would love your feedback on this guide, especially if you are already using it as an intervention or proactive measure.
I have placed specific questions below. We plan to use your responses to adjust this tool and to report on its potential as an intervention or proactive approach to improving communication between students and faculty/administration.
I appreciate any and all feedback, especially direct responses to the following questions (responses will be de-identified, summarized and reported back to this list-serv):
Questions for administrators and faculty:
1. What are the major concerns you and your colleagues have about communication with and from students with disabilities?
2. Do you see the Communication Guide as a useful tool for students? If so, how? If not, why not?
3. Have you used the Guide with students? If so, what have been the results?
4. Have you seen improvements in communication among students who have been given the Guide
Lisa M. Meeks, PhD
UCSF School of Medicine
Director, Medical Student Disability Services
Assistant Professor of Medicine
505 Parnassus Avenue, U266, Box 0454
San Francisco, CA 94143 | Phone (415)-502-5759
firstname.lastname@example.org | http://sds.ucsf.edu/
NOND participates in a meeting convened by the Illinois Center for Nursing for Illinois nurses associations to meet with Secretary Bryan Schneider and Professional Regulation Director Jay Stewart of the Illinois Department of Financial and Professional Regulation (IDFPR).
Attention-Deficit/Hyperactivity Disorder and Successful Completion of Anesthesia Residency: A Case Report Attention-Deficit/Hyperactivity Disorder and Successful Completion of Anesthesia Residency: A Case Report Attention-Deficit/Hyperactivity Disorder and Successful Completion of Anesthesia Residency: A Case Report
Cognitive and physical disabilities among anesthesia residents are not well studied. Cognitive disabilities may often go undiagnosed among trainees, and these trainees may struggle during their graduate medical education. Attention-deficit/hyperactivity disorder (ADHD) is an executive function disorder that may manifest as lack of vigilance, an inability to adapt to the rapid changes associated with anesthesia cases, distractibility, an inability to prioritize activities, and even periods of hyperfocusing, among other signs. Programs are encouraged to work closely with residents with such disabilities to develop an educational plan that includes accommodations for their unique learning practices while maintaining the critical aspects of the program. The authors present the management of a case of an anesthesia resident with a diagnosis of ADHD, the perspectives of the trainee, program director, clinical competency director, and the office of general counsel. This article also provides follow-up in the five years since completion of residency.
(C) 2015 by the Association of American Medical Colleges
This exciting community-wide celebration will be the largest ADA Anniversary event in the United States. Please pledge your support today! Sponsor packages are available at all levels and include great visibility to demonstrate your support for the disability community! Sponsorship information and ticket sales are available on the National Disability Leadership Alliance's website at http://www.disabilityleadership.org/index.php?option=com_content&view=article&id=96&Itemid=40.
Please join disability rights leaders and activists, Members of Congress, Administration Officials, and others as we gather to celebrate the 25th Anniversary of the Americans with Disabilities Act. This community wide celebration is being hosted by the National Disability Leadership Alliance (NDLA). Individual tickets can be purchased for $50.
A CELEBRATION OF PRIDE, POWER, AND PROMISE AMERICANS WITH DISABILITIES ACT 25TH ANNIVERSARY
Date: Monday, July 27, 2015
Time: 7:00 PM 11:00 PM
Location: Grand Hyatt
1000 H Street, NW
Washington, DC 20001
SPONSORSHIP LEVELS AND BENEFITS
If you are interested in becoming a sponsor of NDLA's ADA 25th Anniversary event please contact:
Leslie Neal-Boylan, PhD, APRN, CRRN, FAAN
& Michelle D. Miller, JD, MPH, RN
Purpose: The purpose of this legal case review and analysis was to determine what kinds of cases involving nurses with disabilities are typically brought to attorneys, which cases tend to be successful, and how and when a nurse with a disability should pursue legal action.
The review u sed the standard legal case analysis method to analyze legal cases that have been brought by registered nurses (RNs) with physical or sensory disabilities from 1995 to 2013. The cases span the period following the enactment of the Americans With Disabilities Act (ADA) of 1990 through the ADA Amendments Act (ADAAA) of 2008.
A nurse attorney reviewed the background material to find every case involving an RN with a disability, excluding those with mental health disabilities or substance abuse issues. Case analysis was conducted using standard legal case analysis procedures. Fifty-six cases were analyzed.
The cases were categorized into five types of legal claims: (a) disability discrimination (84%); (b) failure to accommodate (46%); (c) retaliation (12.5%); (d) association (3.6%); and (e) hostile work environment (7%). The cases were largely unsuccessful, particularly those brought under the ADA instead of the ADAAA.
The case analysis revealed that several cases brought by RNs with disabilities using the ADA might have been successful under the ADAAA. In addition, the case analysis has provided vital information for administrators, leaders, and clinical nurses regarding when a case is appropriate for legal action. These findings from this review will help nurses recognize when they are being treated in a discriminatory way in the workplace, what their legal rights and responsibilities are, and at what point they should pursue legal action.
This review has relevance to all RNs working in clinical and academic settings who may have a congenital or acquired physical or sensory disability.
Recently, I represented NHNA in a monthly American Nurses Association’s Nursing Practice & Work Environment (NP&WE) conference call. With the goal of “promoting the health, safety, and wellness of the nurse and the nursing profession,” this call served to educate and disseminate information of interest to nurses. ANA members included Marie Barry, MSN, Senior Policy Analyst; Holly Carpenter, Senior Staff Specialist; Jaime Dawson, MPH, Senior Policy Analyst and Ruth Francis, MPH, MCHES, Sr. Administrative Assistant. Current projects of the ANA NP&WE include HealthyNurseTM, Safe Patient Handling and Mobility, Fatigue, Safe Staffing and Care Coordination.
This is interesting research suggesting that many people are not able to perform effective CPR because of the amount of force required. This researcher is working on this with the hope that the American Heart Association will start teaching people to do compressions with their foot, which is more effective and less exhausting. His data might be useful to someone with a disability who has been told that they cannot be a nurse without being certified in CPR.
Here's a little more info if you're interested:
http://www.slicc.org/ReSS_2013_030.pdf Read More...
Attitudes of staff nurse preceptors related to the education of nurses with learning disabilities in clinical settings
This dissertation presents a quantitative study of the attitudes of staff nurse preceptors toward nursing students with learning disabilities. There are an increased number of nursing students with learning disabilities. These students may have additional challenges in clinical settings, particularly if clinical settings do not understand or support their educational needs. Stigma exists towards people with learning disabilities, and it is unclear if staff nurse preceptors are accepting of nursing students with learning disabilities and willing to serve as a preceptor.
Attitude was measured with the following four constructs developed for this study: perceived levels of preceptor preparedness, level of confidence in implementation of preceptor role, preceptor beliefs of student potential, and agreement with the provision of reasonable accommodations. These constructs were developed through a review of the literature and found to best represent the dynamic relationship between the preceptor and the preceptee.
Donna Glass Smith is a Disability Services Counselor at Northern Virginia Community College (NOVA). She is assigned to the Medical Education Campus in Springfield, Virginia. With the continued growth in enrollment of students with disabilities in postsecondary institutions, Ms. Smith believe that it is important for educators to champion efforts that will enhance learning environments for nursing students with disabilities.
In her job, she assists students, faculty, and administration in examining and addressing barriers to student success. Donna Smith is a 2008 graduate of The University of Alabama, with a Master’s Degree in Rehabilitation Counseling. Prior to earning her master’s degree, she worked in retail operations management for ten years for Walgreens and Staples. As a store manager, she often hired and made accommodations for employees with disabilities. Having grown up with an older brother who is deaf, she understood the role of vocational rehabilitation and the struggles of adults with disabilities seeking employment. After graduating with her master’s degree, she’s worked at the Office of Disability Services at The University of Alabama and is currently a Disability Services Counselor for Northern Virginia Community College, Medical Education Campus in Springfield, Virginia. She’s currently working on the completion of her Ed.S. Degree in Counselor Education and she enjoys hiking and reading and writing fiction. She lives in Alexandria, Virginia with 2 dogs, 3 birds, and one hamster.
The U.S. Equal Employment Opportunity Commission (EEOC) has settled a disability discrimination lawsuit with Angel Medical Center, Inc. of Franklin, NC. The hospital was charged with violating the Americans with Disabilities Act (ADA) by denying an employee an accommodation that would have allowed her to get cancer treatments while working full time. The hospital allegedly refused the accommodation request and then fired the nurse.
To learn more about the ADA and other laws that protect the rights of people with disabilities read “Disability.gov’s Guide to Disability Rights Laws.”
Tanya Friese, DNP(c), RN, CNL, Department of Community, Systems, and Mental Health Nursing, Rush University College of Nursing, Chicago, IL
Shelia Dugan, MD , Department of Neurosurgery and the Department of Preventive Medicine, Rush University Medical Center, Chicago, IL
Sarah Ailey, PhD, RN, CDDN, APHN-BC , College of Nursing, Community, Systems and Mental Health Nursing, Rush University, Chicago, IL
Paula Brown, MBA , Office for Equal Opportunity, Rush University Medical Center, Chicago, IL
In 1991, Rush University Medical Center (RUMC) chartered the ADA Task Force with a charge to implement policies for individuals with disabilities, champion inclusion, and educate people on how working with and hiring persons with disabilities enriches our global village.
The Task Force meets monthly with members including administrators, staff, faculty, and inter professional students. Purposefully the task force includes decision makers in human resources, patient services, transportation, building and maintenance, and curriculum, among others, in order to facilitate implementation of solutions to issues with access, discrimination, and accommodation.
Suzanne C. Smeltzer, RN, EdD, FAAN, College of Nursing, Villanova University, Villanova, PA
Bette Mariani, PhD, RN , College of Nursing, Villanova University, Villanova, PA
Elizabeth Petit de Mange, PhD, RN , College of Nursing, Villanova University, Villanova, PA
Colleen Meakim, RN, MSN , College of Nursing, Villanova University, Villanova
Jennifer Ross, RN, PhD , College of Nursing, Villanova University, Villanova
Elizabeth Bruderle, RN, PhD , College of Nursing, Villanova University, Villanova, PA
Serah Nthenge, RN, MSN , College of Nursing, Villanova University, Villanova, PA
The use of standardized patients (SPs) with disabilities is largely unknown in nursing education. Anecdotal reports have suggested that use of SPs with disabilities is coercive and takes advantage of this “vulnerable population.” After two years of having SPs with disabilities interacting with undergraduate nursing students, we assessed the perceptions of SPs with disabilities and strategies to improve the experience through a qualitative study. A focus group and one phone interview were conducted with nine SPs with disabilities including post polio syndrome, spina bifida, stroke and amputation; their ages ranged from 32 to 82. Following IRB approval, SPs were asked about their motivation to participate, positive and negative experiences as SPs, and what could be improved about the experience.
Content analysis revealed themes: Read More...
It was midnight in the emergency department of my hospital, and the chief resident was on a roll. Clad in green scrubs — two sizes too small for his body, they emphasized his muscular physique — he dashed between the ambulance bay and the critical care rooms.
“Wen!” he barked at me, the medical intern. “Come over here to do the ‘rule-out-heart-attack’ in 3.” Two medical students grabbed their notepads and followed the chief resident and me into the room.
The patient did not look as if he were having a heart attack. Dressed in a tailored suit, a young man with a neat ponytail sat in bed, texting on his BlackBerry. The nurse’s note said the 31-year- old was having chest pain. His vital signs and electrocardiogram were normal.
“Good evening!” boomed the chief. We formed an imposing circle around the stretcher. “How are you doing?”
- Roles and responsibilities
- Essential skills
- Common and recommended educational paths
- Career advancement
- Salary by state and level
- Related careers
The new guide was researched and written by Marijke Durning, a nurse educator, administrator, and former clinical nurse with years of medical education and experience. To read through the guide and learn more about Marijke, please visit the following page:
Nursing degrees and careers:
Registered Nurse degrees and careers: Read More...
Think College is a national organization dedicated to developing, expanding, and improving inclusive higher education options for people with intellectual disability. With a commitment to equity and excellence, Think College supports evidence-based and student centered research and practice by generating and sharing knowledge, guiding institutional change, informing public policy, and engaging with students, professionals and families. Click to learn more about our various grant projects. Read More...
If you’ve ever seen the “Because” public service announcement from the Office of Disability Employment Policy, you’ve seen Kayla Woolridge swim. While filming the PSA, Kayla, who has spina bifida and uses a wheelchair, got to chatting with my staff about her career goals. Although still a few years out from college, Kayla has been thinking about becoming a neonatal intensive care unit nurse. When I heard this, I thought how great it would be if she does indeed pursue that path — because the nursing industry is going to need her.