series on employment of persons with disabilities - tripartite

Series on Employment of Persons with Disabilities - EMPLOYER’S GUIDE

Series on Employment of Persons with Disabilities

EMPLOYER’S

Series on Employment of Persons with Disabilities - JOBSEEKER’S GUIDE1

Produced bySNEF- Projects

All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems without permission in writing from the publisher.

PROJECTS

Series on Employment of Persons with Disabilities - EMPLOYER’S GUIDE2

Series of Employment of Persons with Disabilities 3

Introduction 4

Incorporating Diversity In Your Workplace 5

Part 1 - The Hiring Process 10

Part 2 - Getting To Work 35

Conclusion 44

Appendix A 45

Appendix B 54

Job-ODF Portal User Guide 57


SERIES ON EMPLOYMENT OF

PERSONS WITH DISABILITIESThis is one of a series of separate guidebooks that provide information and practical tips to various groups:

• Prospective or existing employers of persons with disabilities

• Job seekers with disabilities

For EmployersMany employers may be unfamiliar with hiring persons with disabilities. However, the experience is often similar to that of employing people without disabilities, with the addition of several issues to be considered. This includes taking into account the effects of a person’s disability on his/her work and the use of appropriate terms.

For Job Seekers With DisabilitiesSeeking and retaining work is not much different for persons with disabilities than for persons without disabilities. Nevertheless, there are other considerations, such as how and when to inform an employer about their disability.

These guidebooks are meant to supplement career development and human resources materials, and are not intended as a replacement of such materials. Our aim is to provide helpful suggestions and best practices on employability and hiring across various disabilities. References to specific disabilities are made where applicable.

The appendices found at the back of this guidebook provide more useful information.

Appendix A:Summary of Disabilities provides an overview of the different kinds of disabilities.

Appendix B:

Reference links on employing persons with disabilities.

3


At present, more persons with disabilities are joining the workforce and more companies are hiring them. In this guidebook, you will find practical and handy tips written for businesses, and solutions to common questions asked by existing or potential employers.

If managing a staff member with a disability is your concern, the information in this guidebook will help clarify your perceptions and expectations, and guide you through the process from job placement to employee retention.Useful ideas and practical suggestions are also included.

If you are already employing persons with disabilities, the information in this guidebook will help affirm the right path you have taken, and offer more tips to improve your current approaches.

If you are working alongside persons with disabilities, the information in this guidebook will provide valuable suggestions for supporting them to enhance their contribution to the team.

Why are companies looking towards hiring persons with disabilities? Apart from the skills and value they can contribute to the organisation, businesses can:

• Boast a workforce that reflects the diversity of society

• Be ready when equal access and multiplicity of work options become standard practice

• Mine an often overlooked resource pool

INTRODUCTION

4


INCORPORATING DIVERSITYIN YOUR WORKPLACE

Workforce DiversityJust as a sharp investor would diversify his/her investment portfolio, it pays for employers to diversify their workforce to achieve growth through diversity.

Over the years, the work environment has evolved, as organisational structures, technology and markets have changed. Where many companies used to be made up of staff with similar backgrounds, now employees come from a range of backgrounds, with different skill sets.

Corporate CultureCorporate culture comprises the attitudes and values that an organisation subscribes to, and more companies are realising the impact of corporate culture on the success of their business.

Today, many businesses are aspiring towards corporate cultures that reflect a healthy work-life balance and respect for employee needs and interests, better communication, a higher level of teamwork and ownership, and increased innovation. There is also an increasing focus on diversity and continuous skills upgrading.

Apart from living up to proposed values, businesses that employ persons with disabilities evidently show their commitment to diversifying their workforce.

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6


“Due to their life experiences,many persons with disabilities areadept at problem-solving. This canhelp businesses discover alternativesolutions and improve customersatisfaction.”


Reasons For DiversityBelow are reasons for businesses to diversify their workforce:

1. Increased talent pool With the advancement of technology and greater access to higher education, persons with disabilities are much more equipped and capable today. Overlooking such talent and expertise can mean missed opportunities for the employer.

2. Alternative perspectives Due to their life experiences, many persons with disabilities are adept at problem-solving. This can help businesses discover alternative solutions and improve customer satisfaction.

3. Competitive edge A diverse workforce reflects the reality of a company’s diverse prospective customer base, and can help businesses capture promising niche sectors and adjust to changing consumer needs.

4. Ageing population In the face of an ageing population, employers who have experience with persons with disabilities can apply their expertise to similar mobility, communication and learning issues that arise from an ageing workforce.

5. Corporate image The community tends to have a positive image of businesses that employ persons with disabilities.

6. Common access Common access due to employment of persons with disabilities spells advantages for other employees. For example, larger print and monitors and better lighting helps decrease eyestrain, not just for employees with disabilities, but for everyone. Ergonomic workstations, telecommuting and flexi-work schemes also benefit other employees. Auto doors installed for employees with disabilities are a relief as well to other employees or customers with accompanying children or heavy goods.

8


Beyond Dollars & CentsWith their skills and drive, persons with disabilities can make good employees just like anyone else. Employees with disabilities often reveal this to be the reason for which they felt businesses should employ them.

In addition, employers observed other benefits for the organisation, such as an increased perception among employees of co-workers as unique individuals.


Important information used during the hiring process- perception, communication and recruitment, are presented in the following sections.

PerceptionUpbringing, education and experiences can contribute to our learning, but they can sometimes also prevent us from being open to change. Being aware of our own perceptions is key to working with people who are different from us. This awareness puts us in a better position to understand their needs and circumstances.

LanguageOur beliefs and perceptions are often formed by positive or negative cues picked up from our environment or through the media. These beliefs often express themselves as messages or phrases, representations and terminologies.

Common MisconceptionsIn deciding whether to hire a person with a disability, employers may have some apprehensions. A few common misconceptions are that persons with disabilities are:

• Limited to only particular roles at work • Harder to communicate with • Difficult to supervise • Unpopular team mates • Slower • Not motivated to work • More likely to have a high rate of absence from work • More accident-prone in the workplace • Difficult to lay off when they do not fulfil their roles • Too costly to employ due to the expenses of accommodation

PART 1- THE HIRING PROCESS

10


The above are assumptions or generalisations about persons with disabilities, and they do not hold true. It is important to educate oneself to overcome these misconceptions. As we become aware of the impact of our beliefs on our attitudes and behaviour towards persons with disabilities, we are more likely to refrain from making assumptions and passing judgment.

Paving The WayEmployers often develop a management philosophy based on their role perception, expectations of staff, and their beliefs about drive and needs and about employee behaviour and expectations. This philosophy in turn determines how you lead. Your behaviour and treatment of employees communicate a message, and employees and customers will likely follow suit.

Steps ForwardSome ways to inform your perceptions and beliefs:

• Obtain more information about persons with disabilities and the types of disabilities, such as through online or printed resources

• Participate in diversity training or education for disability awareness

• Get in touch or volunteer with community agencies working with persons with disabilities

• Arrange for a guest speaker from a community agency who focuses on community education or employment assistance for persons with disabilities


“Participate in diversitytraining or education for

disability awareness.”


• Be open to constructive new experiences with persons with disabilities, such as by communicating openly with a co-worker with disabilities

“Participate in diversitytraining or education for

disability awareness.”


Instead of Say

Suffering from, a victim of, Has a disabilityor afflicted with a disability Retarded or slow Has a developmental disability

Insane, crazy or mad A person with a mental illness

Wheelchair-bound Uses a wheelchair

Crippled or lame Has a mobility impairment

Communication

Appropriate TerminologyThe words we use reflect our perceptions and beliefs, and often we may not think twice before speaking, and neglect how our words may come across to others. In addition, terms that were commonly used in the past may not be acceptable today. Some words may be degrading or reinforce the wrong impression that persons with disabilities are helpless, pitiable or useless.

13

“Often, it is not necessaryto refer to a person’s disability.”


When in doubt about using the right language, ask the person what his/her preferences are, especially since not everyone may be of the same opinion. As long as you demonstrate respect and a willingness to learn, the person will appreciate your efforts.

Often, it is not necessary to refer to a person’s disability. If it is not relevant to the conversation, refrain from bringing it up. One can stop at saying, “He is good at crafting with his hands”, without adding, “… even though he is handicapped.”

Below are examples of some terms used today, and suggestions to help you use appropriate language:

• “Disability”” or “impairment” refers to a condition which interferes with normal body structure or function.

• “Handicap” no longer refers to a person, but to a social and/or environmental barrier that inhibits a person from full participation in normal, daily activities.

• Do not use group references, nor use the disability to characterise these persons such as by using “the deaf” or “a schizophrenic”. Instead, say “people who are deaf” or “a person who has

schizophrenia.”

• When talking about persons with disabilities, put the person before the disability. For example, say “a person who is blind” instead of “a blind person.”


Communicating With Persons With DisabilitiesCommunication with persons with disabilities may not be easy, but it can be learned. Here are some helpful tips:

• Treat people with disabilities as individuals, who do not all act, think or move alike.

• Don’t patronise people with disabilities, or tell them you admire their courage and strength, unless they have achieved something you would compliment anyone on.

• Remember that a person is more than his/her disability. Like you would with other employees without disabilities, keep to work-related topics. The disability is irrelevant except when discussing accommodation issues.

• Be conscious about what you say, but at the same time, do not worry about using expressions that seem related to the person’s disability, such as “see you later” or “got to run”. It is not necessary to avoid common everyday phrases.

• Address the person directly, even when an attendant or interpreter is present.

• Make eye contact, doing otherwise would only heighten the tension or awkwardness.


“Treat people with disabilitiesas individuals, who do not all act, think or move alike.”


Phy

sica

l Dis

abili

ties

In the following section, we highlight additional points to note when dealing with persons with specific disabilities (for general information on the different types of disabilities, refer to Appendix A):

• Ask before assisting, and listen attentively to their response. Assist only when your offer is accepted, and ask how you can best help.

• Do not make assumptions about their limitations or abilities. Let them decide what they can or cannot do.

• Do not be afraid to shake hands, including the left hand, with a person with a disability-most people with limited hand use or with a prosthesis are able to do so. But for those who are unable to do so, touch the person on the shoulder or arm to welcome or acknowledge their presence.

• If you will be talking for sometime to a person in a wheelchair, sit or kneel down and face them, so they do not have to look up at you.

• Do not reach for, lean or hang onto mobility aids such as wheelchairs, walkers or crutches, as they are considered part of the individual’s personal space.

“Do not make assumptions about their limitations or

abilities. Let them decide what they can or cannot do.”

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Sp

eech

Imp

airm

ents

or

No

n-S

pea

king • Speak in a normal tone using everyday

language; it is not necessary to speak loudly.

• Face the person while talking.

• Keep paper and a pencil on hand.

• Ask the person to repeat himself/herself if you are unable to understand. If you still can’t understand, request for him/her to spell or write the words.

• Be patient and avoid interrupting or finishing the person’s sentences.

“Speak in a normal tone

using everyday language; it is not necessary to

speak loudly.”18


“Ask about the person’scommunication preferences.

He may be using acombination of methods

to understand you, such as lipreading or interpreting

body language.”


Hea

ring

Imp

airm

ents • Address the person, not the interpreter.

• Have the interpreter sit behind or beside you, so that you may maintain eye contact with the person with a hearing impairment.

• Position yourself or the interpreter where there is good lighting, not in front or next to bright lights or windows, so as to assist the person in lip reading.

• When speaking to the person, select a relatively quiet area, with minimal distractions.

• Indicate that you wish to speak to the person by touching him/her gently on the shoulder or elbow.

• Speak slowly and clearly, in a normal tone of voice. Do not “mouth” your words, as this makes speech reading difficult.

• Re-phrase if you are not understood.

• Use pantomime to aid in communicating your message.

• Have paper and a pencil on hand. Use written notes to supplement verbal communication or provide basic information.

• Ask about the person’s communication preferences. He/she may be using a combination of methods to understand you, such as lipreading or interpreting body language.

• Do not worry about using words like “hear” or “listen”.

• For clarity, ask just one question at a time.

• When in a group, ensure that only one person speaks at a time.

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Vis

ual I

mp

airm

ents • Talk in a normal tone of voice, it is not necessary to

shout.

• When talking to the person, you may wish to touch him/ her lightly on the shoulder as you begin to speak, as an indication that you are addressing him/her.

• Announce your arrival and exit, and introduce your companion, if any.

• When you first meet, identify yourself by name. • Do not worry about using words like “look” or “see”.

• Be specific when referring to direction. Use “left”, “right”, “front”, or “behind”, instead of “there” or “that way.” For distance, specify the estimated number of paces.

• When accompanying a person with a visual impairment, be prepared to move more slowly through an area than you ordinarily would. Make it a point to highlight any potential obstacles.

• Avoid petting, leading or speaking to a guide dog unless invited. The dog is responsible for the owner’s safety and should not be disturbed while at work.

“When you first meet,identify yourself by name.”

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• Use clear language and keep your sentences short.

• Avoid abstract or difficult concepts.

• Keep instructions simple, and explore alternative forms of job instruction, such as by using pictures or colour coding.

• Have them repeat your instructions, or demonstrate their understanding of your instructions.

• Do not resort to “baby talk”, broken English, or raise your voice.

• Use concrete examples when clarifying questions.

Dev

elo

pm

enta

l Dis

abili

ties

“Keep instructions simple,and explore alternative

forms of job instruction,such as by using pictures

or colour coding.

22


• Communicate in a variety of ways, by speaking, writing, drawing or demonstrating.

• Set aside more time for discussing the topics you wish to cover.

• Refrain from jumping from one subject to another. Focus on one thing at a time.

• Provide instructions step by step, and where necessary, repeat them using different words, or by drawing a diagram or map.

• Give directions from the person’s point of view, for example, say “to your right” instead of “to my left.”

• Minimise distracting sounds and background noises.

• Be aware that a person with a learning disability may stare at you or stand close to you when you are talking, due to over-attentiveness or the need to block out competing noises.

• Where there is inappropriate behaviour, discuss the problem calmly, instead of ignoring it. Accusations may cause unnecessary tension and worsen the situation.

Lear

ning

Dis

abili

ties

23


“Communicate in avariety of ways,

by speaking, writing,drawing or demonstrating.”


Recruitment

Hiring FactorsWhen filling a position, employers seek the right candidate who has the skills and abilities to perform the job, possesses the motivation and drive to succeed, and is a good team player.

These factors likely remain unchanged when employers are hiring persons with disabilities. However, what may differ is the employer’s ability to consider these skills and abilities. When hiring, consider these factors: bona fide occupational requirements (BFOR), skills, knowledge and individual fit, and accommodation.

Bona Fide Occupational Requirements (BFOR)A bona fide occupational requirement is the actual occupational requirements of the job based on its present work description. Bona fide occupational requirements prevent applicants from being screened out due to outdated or inaccurate job requirements.

For an employer to establish that a requirement is bona fide, and not discriminatory:

• The requirement must be rationally related to the performance of the job, for example, there would be a rational relation between the requirement to operate the computer for an office clerk, but not for a warehouse worker.

• The requirement must be imposed in the employer’s honest and good faith belief that it is essential for the position, and not with the intention to discriminate against any group.

• It must be proven that it is impossible to

25


accommodate the employee’s needs without imposing undue hardship (includes health, safety and cost considerations) on the employer. For instance, a swimming complex will find it impossible to accommodate a lifeguard who cannot swim.

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Some questions to ask when considering undue hardship:

o Can the organisation implement alternative, or less demanding, standards? o Do all employees have to meet the same standard?

o Is there an alternative way to perform the job tasks?

o Have other employees assisted in the search for alternatives?


“Highlight the factthat you are an equal

opportunity employerand encourage

persons with disabilitiesto apply.”


Skills, Knowledge and Individual FitThe employer will need to take into consideration the skills and knowledge that the candidate can contribute to the position, and how well he/she will be able to fit in with the organisation’s culture and his colleagues.

AccommodationThe organisation will also have to consider the support changes, such as to technology, equipment or work processes, that may be required to ensure job success. It is important to bear in mind that every individual and situation is unique.

Tips For RecruitingAdaptations made to the recruitment process will help draw out the best candidates, as well as highlight the best in every candidate.

Posting a Job AdvertisementWhat are some considerations in deciding where and how to advertise the position?

• Liaise with employment agencies or voluntary welfare organisations (VWOs) that help place persons with disabilities.

• Highlight the fact that you are an equal opportunity employer and encourage persons with disabilities to apply.

• Compose the job description using terms that are applicable to all, keeping in mind the desired outcomes of the role, the required skills and abilities (bona fide occupational requirements), and current duties and responsibilities.


Shortlisting IntervieweesIn deciding who to interview, the applicant’s work experience and skills has to be compared against the job description. Especially for applicants with disabilities, it is essential to consider transferable skills- skills used in another job that can be easily transferred to the new position.

Applicants with disabilities may or may not reveal the nature of their disabilities on their applications or résumés. If the applicant has opted to disclose his/her disability, this should not disqualify him/her from the position. Be prepared to change your perceptions and look beyond the assumption that he/she is unable to perform the job due to his/her disability.

Interviewing

• AccommodationConsider if there are any accommodations to be made during the interview by asking the interviewee if any workplace accommodations are necessary for a successful interview. Asking this question may also help encourage disclosure.

Address any requests, such as by choosing an accessible interview room, giving directions to accessible entrances and elevators, and allowing extra time during the interview for discussion of possible accommodation requirements.

• Interview QuestionsWhen interviewing a candidate with a disability, ask the same questions as you would to any other applicant- to assess his knowledge, skills, abilities and individual fit. Useful questions seek behavioural-based responses drawn from concrete experiences, focus on the interviewee’s work


experience (volunteer or paid), and are based on bona fide occupational requirements.

If you ask about the interviewee’s disability, particularly to determine its impact on job performance, ensure that the questions are asked in the context of the job, such as “Are there any limitations to the work you can do?”, “Is there anything that may influence your ability to do the job?” or “Is there any part of this job you will have difficulty performing?” Avoid questions like “What happened to you?”, “Why did you end up having to use a wheelchair?” or “Just how much vision do you have?”

To assess if a question is relevant, ask yourself why you are asking it. If the answer relates to the interviewee’s ability to perform the job, then the question is legitimate. But if it does not provide any information necessary for you to make a hiring decision, refrain from asking the question.

• Conducting the InterviewDisabled or not, every applicant will come to the interview with different levels of comfort, anxiety and readiness. From the start, your words and actions can play an important role in putting the interviewee at ease.

At the beginning of an interview, you may or may not be aware that the interviewee has a disability. If the disability is visible, other than remembering the points to note when dealing with persons with specific disabilities (listed in an earlier section):

• Shake hands with the interviewee to demonstrate your acceptance of him/her as a person, even if it may feel awkward, and let him/her determine the type and strength of the handshake.

• You may ask about a guide dog to help break the ice, but do not distract, pet or feed it.

• Offer to open the door, get a chair, or carry materials etc. when the interviewee arrives. Do not assume that help is required, but provide the opportunity for the interviewee to comfortably accept assistance


“Keep any questionsabout accommodation

to the end if the intervieweeseems hesitant to discuss

his disability.”


Some questions you may ask:

o How was his/her performance?

o Was he/she able to complete all the job requirements and carry out his/her job successfully? What are some examples?

o How was his/her attendance? How much sick leave was taken?

o Would you hire him/her again?

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• Keep any questions about accommodation to the end if the interviewee seems hesitant to discuss his disability.

• If either you or the interviewee discusses the disability, ensure that any questions asked are relevant to job performance. Explain the purpose of the question and its relevance to the position. If you request for disclosure of the disability, clarify that it is needed to determine accommodations for a conducive work environment.

Checking ReferencesReferences are often people who are able to comment directly on the interviewee’s previous work experience. Through reference checking, additional information may be gathered about the interviewee’s ability to perform the job, which may verify or supplement any information gathered during the interview.

Questions to the referee should focus on the interviewee’s ability to perform the job, based on previous experiences and situations.


Offering the PositionOnce the interviewee is deemed to be suitable, the employer will make a job offer. When doing so, ensure that you have determined any accommodations required for job success, if any, as well as how these will be managed.

Hiring Alternatives

Partnerships With VWOsMany voluntary welfare organisations (VWOs) help place persons with disabilities. These organisations provide services throughout the recruitment process to both employers and persons with disabilities, such as:

• Initial contact with employer to identify employment opportunities. • Presentation of clients’ skills and abilities. • Disability-specific education for the employer. • Interview support for the client. • Accommodation determination assistance. • Job coaching. • Client and employer follow-up.

While VWOs may make the initial contact, you are encouraged to take a proactive approach in contacting them. If you are considering hiring a person with a disability, he/she may be able to refer you to a VWO that can provide you with the necessary assistance.

Job CarvingIn situations where potential employees do not fit into existing positions, or where existing employees are no longer able to perform their role due to an injury or new disability, job carving, or role creation, allows an employer to identify specific tasks to create a newly defined position. A custom-built position enables individuals with disabilities to contribute uniquely to the organisation.


Employers can also extract responsibilities, such as repetitive work, from various positions to create a new role. This not only allows existing employees to focus on other tasks, but also better utilises the strengths of employees with disabilities.

Organisations may seek the assistance of a VWO to match the potential employee’s abilities to job tasks within the employing organisation. The VWO may also provide continual support for both the employee and employer through the initial stages following the job carving process.

Below are some pointers for successful job carving:

• Involve a VWO that can help define new roles and assist in training.

• Specify time parameters for work experience.

• Involve co-workers for greater support.

• Be positive and be prepared to handle co-workers’ negative perceptions about “make work” projects and limited opportunities in the short-term.

• Explore alternative methods of job instruction and of increasing job responsibilities.

• Modify supervision requirements such as more frequent instruction and guidance.


PART 2- GETTING TO WORK

Having gone through a successful hiring process, you now have an employee with a disability on board. What comes after?

OrientationAs it is for any new employee, preparations are necessary to facilitate job success and to help new workers understand their work environment and expectations. This will include:

• Providing the new worker with company information or literature • Preparing or allocating a workspace • Informing co-workers

Discussing AccommodationDiscuss the work situation with the new employee and identify accommodations to be made, if any. Here are some points to note:

• Be open to suggestions from the employee and encourage him/her to bring them up as and when the need arises.

• Discuss accommodations prior to the first day of work, so that any accommodations required will be in place by then.

• Reassess work procedures and practices to identify accommodations to help maximise job success.

35


“Be open to suggestions

from the employee and

encouragehim to bring them up as

and when the need arises.”

“Reassess work proceduresand practicesto identifyaccommodationsto help maximisejob success.”



“Develop a buddy systemto help the new employeeintegrate more easily.The new worker may approach the buddy if he/she is hesitantto go to the boss withwork-related questions.”


• As workplace safety is vital, be sure to cover safety issues such as fire alarms, emergency evacuation, and any particular support needed.

• Talk about employee health and safety concerns.

For more information on Accommodation, refer to the following section.

Notifying Co-WorkersSupervisors who involve co-workers from the start are often able to facilitate a more effective transition for the new worker. But the decision on how or what to tell co-workers should be made on a case-by-case basis.

Here are some considerations:

• To enhance acceptance and productivity, conduct an awareness session for existing employees. However, discuss it first with the new employee, who may have ideas to suggest or may wish to be involved. • Develop a buddy system to help the new employee integrate more easily. The new worker may approach the buddy if he/she is hesitant to go to the boss with work-related questions. • You may wish to provide the opportunity for the new employee to have a mentor, perhaps a long-term employee who can provide guidance and help the new employee understand the organisation’s culture.

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• Inform co-workers of any accommodations that will affect them. Apart from involving the new worker, affected existing employees should also be involved when planning accommodations so that there is greater ownership. Moreover, existing employees who are familiar with the work in question can offer valuable input.

• Do not disclose the new employee’s specific disability related information so as not to breach his/her right to confidentiality. Limit discussion with co-workers to building a supportive work environment. Any further disclosure should be initiated by and discussed with the new worker.

Retaining EmployeesSome keys to successful employee retention:

OrientationEffective orientation often leads to higher employee retention and productivity. This includes:

• Sharing organisation and team information such as vision, mission, values and structures.

• Explanation of procedures, resources and expectations, including performance measurements and evaluation.

• Introductions to co-workers.

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“Sharingorganisation

and teaminformation

such as vision, mission,

values andstructures.”

“Explanation of procedures,resources andexpectations,includingperformancemeasurements and evaluation.”

Series on Employment of Persons with Disabilities - TIPS FOR EMPLOYERS40


“All employeeswant to fit in

and be treatedwith respect.”


Performance Expectations & FeedbackPerformance expectations should be discussed and mutually agreed upon. Persons with disabilities often appreciate expectations that are challenging yet realistic. Similar performance expectations should exist for employees, with or without a disability. Do not be afraid to give feedback or provide fair and accurate appraisals.

AccommodationBe open to discussing accommodation throughout the worker’s term of employment, as ideas to improve productivity can occur as the individual performs his/her job.

Development & TrainingProvide equal access to career development, training and advancement opportunities for employees with disabilities.

Social IntegrationAll employees want to fit in and be treated with respect. Be aware that there may be an initial awkwardness, especially if the supervisor or co-workers have never worked with a person with a disability. But this should not stop you from including the new employee in group activities. Ensure that accessibility and accommodation arrangements are made when planning formal or informal, social or training events, just as you would consider dietary restrictions. Where possible, check out the location personally, prior to the event, and ask the new employee for suggestions.

Support GroupA support group, such as an Abilities Committee, for employees with disabilities, allows them to share their concerns and challenges. It also helps the employer identify opportunities to improve the work environment and enhance workplace diversity.

AccommodationAccommodation refers to the implementation and adaptation of work processes, equipment and technology to create a work environment conducive to an individual’s job success. Accommodation aims to enhance employee productivity, and includes support such as new keyboards or software, ergonomic furniture or flexi-work schemes to accommodate employee commitments.

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Accommodation for individuals with disabilities is no different. Most accommodations are inexpensive and can be introduced easily. It is important to discuss accommodation with the employee, and also involve co-workers where appropriate. Employers should also be aware that accommodation has to be an ongoing process so to continually enhance productivity and the working environment.

Types Of AccommodationSome of the various types of accommodation are as follows:

• Job restructuring • Adapting work schedules • Employee retraining or reassignment • Job relocation • Ensuring accessible workplace facilities • Acquiring assistive technology or equipment, or adapting existing tools • Engaging support services or trained assistants

Reasons for AccommodationSome may view accommodation as compensation for an employee’s disability. But more appropriately, accommodation should be viewed as an enhancement of a person’s ability. To ensure employees’ comfort and productivity, some measure of accommodation, such as raising the height of a chair or desk, is necessary.

With an ageing workforce, many employers are exploring various accommodations, such as telecommuting for enhanced effectiveness, job redesign based on skills, abilities and interests, and equipment modifications to lessen work stress, such as larger computer screens, better lighting and ergonomic chairs. Such accommodations enable companies to hire and retain skilled and experienced mature workers.

So it is the same for persons with disabilities, who remain a valuable sector of the workforce, for whom accommodations should be made to ensure job success.

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Today, more businesses are recognising the value that individuals with disabilities can contribute to their organisations. Many seek to tap on the skills and experience of this underutilised sector, especially since these individuals often possess many skills and talents, and the drive to overcome challenges.

Often, the process of recruiting and retaining an employee with a disability is not as difficult as some employers think. We hope this guidebook has helped broaden your perceptions about persons with disabilities, and that the numerous tips and ideas offered will aid you in your recruitment of these individuals.

Your organisation holds many opportunities for every employee. What is needed to fulfil these opportunities is an open attitude and readiness to explore the potential of individuals with disabilities.

For more information and resources on employing persons with disabilities, please refer to APPENDIX C.

CONCLUSION

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APPENDIX A:

Summary of disabilitiesThis section provides an overview of the different kinds of disabilities.

Physical disabilities limit an individual’s movement and his/her ability to perform manual tasks or participate in certain activities. People with physical impairments may experience paralysis, weakness, or fatigue, and have difficulty controlling or coordinating muscles, grasping, reaching, or manipulating.

While some physical disabilities are present at birth (e.g. cerebral palsy and spina bifida, others may be brought on by accident (e.g. spinal cord injury) or disease (e.g. multiple sclerosis).

The degree of impairment varies, and instances of physical disabilities include loss of extremities (hands or arms) through amputation or congenital conditions, and paraplegia or quadriplegia, where there is partial body paralysis requiring the use of a wheelchair.

Individuals with physical disabilities may use assistive devices such a cane or wheelchair. Regarding individuals who use wheelchairs, it is important to remember that not all these individuals are chronically ill or contagious, nor bound to a wheelchair for life.

Examples of Employer Support:• Improve accessibility by constructing wheelchair ramps and accessible washrooms

• Provide assistive support such as computers, telephone

headsets and prosthetic devices

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Hearing impairments range from mild hearing loss to profound deafness. “Hard of hearing” describes individuals who have mild (able to hear everything except very high-pitched sounds) to moderate hearing loss (unable to hear a conversation without amplification). “Deaf” refers to individuals with severe to profound hearing loss, who are unable to hear anything apart from the loudest sounds such as an airplane.

Hearing impairments may occur due to injury, illness, genetic factors, ageing, medication or prolonged exposure to loud noises. Many individuals with hearing impairments have some residual hearing.

When communicating, people with hearing impairments generally rely on visual cues to some degree, depending on the severity of the hearing loss, and whether they use a hearing aid. Many understand the content and context of what is being said by speech-reading- watching lip movements, facial expressions, eye movements and body gestures. However, note that the majority of such individuals are not excellent speech readers. Some sounds look the same when spoken, while 50 per cent of speech sounds are not visibly detectable.

People with hearing impairments often communicate by reading and writing. While those who were exposed to language before their hearing loss are more skilled in reading, those who were born deaf are seldom proficient in reading, as they do not have a language base to tap on.

Examples of Employer Support:• Provide assistive technology such as hearing aids, telephone devices for the deaf, or amplified telephone handsets

• Give written, not oral, instructions

• Engage a sign language interpreter

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Visual impairments range from total blindness to low vision (such as diminishing eyesight). Most individuals who are visually impaired have some degree of useful vision.

Visual impairments can be congenital, or caused by disease or injury. Individuals with accidental blindness (occurring after age 5) may use their visual memory for orientation, while congenitally blind individuals depend on their remaining senses.

Difficulties faced by individuals with visual impairments include recognising visual output and using controls that are vision-dependent (such as where hand-eye coordination is required). Because visual impairments may vary greatly, it is important to ask the person about his/her individual needs.

Examples of Employer Support:

• Provide assistive technology such as Braille scanners or

voice-activated software

• Introduce modifications such as to the size of computer

screens, or provide large type publications

• Encourage the use of guide dogs

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Developmental disabilities affect, or appear to affect, mental and/or physical development, resulting in significant limitation for the individual. A developmental disability manifests before age 18 and continues indefinitely. While the individual may become more independent or acquire learning skills and behaviours, the condition will still be present.

Developmental disabilities can arise from genetic disorders (e.g. Down’s syndrome), childhood accidents and trauma, metabolic disorders, lead or toxic substance and drug poisoning, or high-risk conditions in women and infants. Often, it may be difficult to determine the exact cause or time of the damage.

Developmental disabilities include the following:

• Cerebral Palsy Cerebral palsy is a group of movement disorders resulting from brain damage. It can range from mild (e.g. slight limp) to severe (total inability to control body movements). There are five types of cerebral palsy with different symptoms: o Spastic (most common): tense, contracted muscles o Athetoid: Constant, uncontrolled motion of arms, legs, head and eyes o Ataxic: Poor sense of balance, often leading to falls and stumbles o Rigidity: Tight muscles and inability to move them o Tremor: Uncontrollable shaking, interfering with coordination

Symptoms range from mild to severe, vary from person to person, and may change over time for the same individual. Individuals with cerebral palsy may also have a hearing or visual impairment, learning disability or mental retardation. Many will have some degree of speech impairment, ranging from difficulty in expressing themselves, to trouble with speaking, to no

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speech at all. It is important to note that there is no connection between speaking capabilities and the ability to understand. Some individuals who are unable to speak can understand all that they hear.

• Mental Retardation Mental retardation is marked by significantly below average intellectual functioning, and substantially limits an individual’s current functioning, such as in the areas of social skills, home living, self-care, self- direction, communications, community use, functional academics, leisure, work, and health and safety.

The majority of individuals with mental retardation have mild retardation. These people generally develop sufficient social, communication and academic skills to live and work independently. Many would have successfully integrated with the general public with minimal or no support upon reaching adulthood. Persons with moderate mental retardation often develop self-care skills, but have difficulty developing social, academic and job-related skills. These individuals typically work in sheltered employment situations, and may live independently or in supervised group homes.

Individuals with severe mental retardation may have very limited self-care and communication skills, but there is still a capacity for learning, usually for simple, repetitive tasks. These persons often live in a highly controlled environment.

Remember that individuals with mental retardation have varying abilities and limitations. Address and treat adults with mental retardation as adults, and do not make assumptions about the tasks they cannot

perform or their level of participation.

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• Epilepsy Epilepsy is a condition of abnormal brain activity that leads to a seizure, which may last from several seconds to several minutes. Signs range from staring into space to whole body convulsions. The person may or may not lose consciousness, depending on the type of seizure. While often controlled with medication, it is crucial to be familiar with first aid procedures for seizures. Epilepsy alone does not affect communication, but when combined with another disability, communication may be inhibited.

• Autism Autism is characterised by absence of speech, lack of responsiveness to others, extreme withdrawal, repetitive motor behaviours, and abnormal responses to sensations.


• Implement job restructuring

• Reduce environmental distractions

• Provide specially programmed computers for those with

speech impairment

• Give clear instructions

• Explore alternate forms of communication

• Use checklists and diagrams

• Assign job coaches

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Learning DisabilitiesLearning disabilities interfere with a person’s ability to store, process or produce information, and can affect his learning, performance and behaviour. The disability influences one’s ability to read, write, speak or compute math, and can compromise social skills. Often referred to as “invisible disabilities”, some visual clues may however indicate a learning disability.

Characteristics of learning disabilities include hyperactivity, hypoactivity, over-attention, memory disorder, perceptual difficulties, withdrawn behaviour and poor coordination or spatial problems. These characteristics may occur alone, or in conjunction with another, in varying degrees.

Some individuals with learning disabilities may hear or read words or letters out of sequence, are unable to remember half of a sentence they just heard, or are unable to see how two objects are alike or different. Dyslexia is an example of a learning disability.

Learning disabilities: • Create a gap between the person’s learning potential and actual learning achievement, due to perception or memory disorders.

• Stem from information processing problems presumably caused by neurological dysfunction, and not as a result of environmental factors, economic disadvantage or cultural differences.

• Affect one or more areas of development. Individuals with learning disabilities can have particular difficulties with certain tasks while excelling at others.

• Are not the same as mental retardation, autism, blindness or behavioural disorders.

• Are not related to IQ. Some of the brightest people in history, like Thomas Edison and Albert Einstein, had learning disabilities.

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Persons with learning disabilities can learn, but they have to be taught in a variety of ways, such as through hands-on instruction, so that they can use their abilities to make up for their weaknesses.


• Conduct more comprehensive or extended training

• Implement a buddy system with a co-worker

• Minimise distractions at the workplace

• Allow flexi-work

• Provide tape recorders, typewriters or word processors

• Use written or typed instructions and demonstrations

Brain Injury DisorderAccidents, disease, cardiac arrest, strokes and tumours can result in brain damage, with effects varying according to the degree of the injury and the particular area of the brain that is damaged. Although brain injuries can lead to physical disability, the individual may sometimes be more affected by cognitive, speech, emotional and behavioural problems.


• Implement job restructuring

• Eliminate distracting noises

• Provide tape recorders and computers

• Ask about the individual’s preferred form of

communication

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Illnesses which may be slowly progressing, and/or in remission, such as lupus, chronic fatigue syndrome and multiple sclerosis, may affect an individual’s strength, and energy and concentration level.


• Introduce flexi-work schemes

• Minimise stress levels

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Summary of reference linksThis section provides reference links on employing persons with particular disabilities.

National Council of Social Serviceshttp://www.ncss.org.sg

Association for Persons with Special Needshttp://www.apsn.org.sg

Disability Information and Referral Centrehttp://www.disability.org.sg

Jobs-ODF Portalhttp://www.jobs-odf.com.sg

Movement for the Intellectually Disabled of Singaporehttp://www.minds.org.sg

Singapore Association for the Deafhttp://www.sadeaf.org.sg

Singapore Association of the Visually Handicappedhttp://www.savh.org.sg

Society for the Physically Disabledhttp://www.spd.org.sg

APPENDIX B:

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How to Log In

1. Go to www.jobs-odf.com.sg, type user ID and Password to log in

2.

3. Click LOGIN to submit your resume.

4. After log in user will have the following menu to access: a. My Profile b. Job Posting Management c. Job Application Management d. Contribute Articles

5. And user may also have the following information on: a. About Us - About OPEN DOOR Fund b. Resources - Interview Tips and Other Information c. Links - Useful Links d. FAQ - Frequently Ask Questions e. Contact Us - Contact and Feedback

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How to Register

1. If the user is not a member yet, go to Home Post a job opening (Registration Free)

2. Complete the form; fill in all the compulsory field and click SUBMIT.

3. Once user click on SUBMIT, user will receive an email to verify the account.

4. Once user verifies the email address using the link provided, user can start using the portal.

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How to View My Profile

1. Home page menu, go to My Profile

2. User can only view/edit their profile.

3. Fill in the entire compulsory field.

4. Click UPDATE after user has filled in any update information.

5. Click DELETE MY ACCOUNT to permanently delete user’s account.

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How to Update Job Posting Management

1. Home page menu, go to Job Posting Management

2. User can search for the job posted within the dates or add new job(s) by clicking “ADD NEW JOB”.

3. After filling in all the compulsory field, click ADD to create new job position open.

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How to Update Job Application Management

1. Home page menu, go to Home Job Application Management

2. Under Job Application Management employer, user has the option to reject or hire the applicant after interview.

3. User can also send an email to the applicant for interview.

Click on the drop downmenu to view the list ofapplicant

• Click on the applicant name to Select for Interview• Employer can fix the schedule for interview

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How to Contribute Articles

1. Homepagemenu,gotoHome ContributeArticles

2. Usercanaddthearticlestocontributeifany.

3. ThereisadropdownmenutochoosetheCategory.Suchas a. AssistiveTechnologies b. CaseStudies c. DigitalPamphlets d. EmployersResources e. InterviewTips f. MustRead g. SupportGroups h. Survey i. TestimonialCorner

DropdownmenutochooseCategory

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General Pages

1. Under general pages user can find the following information: a. About Us - About OPEN DOOR Fund b. Resources - Interview Tips and Other Information c. Links - Useful Links d. FAQ - Frequently Ask Questions e. Contact Us - Contact and Feedback

a. About Us • A brief description about OPEN DOOR Fund and Enabling Employers Network.

b. Resources • A collection of useful and interesting information for user.

c. Links • Links of supporting organisations

d. FAQ • Frequently ask questions and answers

e. Contact Us • Feedback, enquires and contact information

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NOTES

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series on employment of persons with disabilities - tripartite

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