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Work disabilities pose complex challenges

Watertown Daily Times - 12/10/2017

Dec. 10--Have you ever made an accommodation to your workspace, or an assigned task, so you could better perform your job?

According to the Bureau of Labor Statistics, in 2016, 17.9 percent of people with a reported disability were employed. Those who reported employment without a disability were 65.3 percent. The unemployment rate for people with a disability, 10.5 percent, was relatively unchanged from the previous year, and the rate for those without a disability declined to 4.6 percent. These numbers stem from a survey of 60,000 households. While they do not represent the country as a whole, the numbers are a good indication of why good quality career counselors, educators, human resources professionals, business administrators and kindhearted employers/coworkers are so crucial.

Not all disabilities are physical. Health and Human Services defines "disability" under six basic categories: visual, hearing, ambulatory, self-care, independent living, and cognitive, or serious difficulty concentrating, remembering or making decisions because of a physical, mental or emotional condition.

A study conducted by the Institute on Disability for the state of New Hampshire found that working-age adults with cognitive disabilities are less likely to live in poverty and are more likely to report that they feel healthier when they work for wages or are self-employed. But there are many mental/emotional and physical, as well as financial, benefits to retaining employment despite disability.

Addressing barriers to employment helps to improve the workforce. Perhaps an employee is no longer able to work in an office setting, and the employer allows him or her the option to work from home. Or maybe the employee needs scheduled breaks to test blood sugar. Some employees require their desk be near a restroom, or with a certain level of lighting; others may need handicapped accessibility. Each case is different. It could be something as simple as needing a new chair for improved posture, or a speakerphone rather than a handset. Reasonable accommodations are made daily to ensure qualified employees can remain on the job.

The U.S. Equal Employment Opportunity Commission states Title I of the Americans with Disabilities Act of 1990 requires an employer to provide reasonable accommodation to qualified individuals with disabilities who are employees or applicants for employment, unless to do so would cause undue hardship. The three types of accommodations are modifications or adjustments to a job application process that enable a qualified applicant with a disability to be considered for the position the applicant desires; modifications or adjustments to the work environment, or to the manner or circumstances under which the position held or desired is customarily performed, that enable a qualified individual with a disability to perform the essential functions of that position; and modifications or adjustments that enable a covered entity's employee with a disability to enjoy equal benefits and privileges of employment as are enjoyed by its other similarly situated employees without disabilities.

Human resources professionals explained there are many factors to determine the lengths an employer may go to for a qualified employee; and the factors may depend on the size of the business.

Some of the major ailments or barriers reportedly addressed are mental disability, cognitive impairment, visual or hearing impairment and physical or ambulatory limitation.

When it comes to business education, Mark A. Lukens -- adjunct lecturer for the School of Business and Economics at SUNY Plattsburgh -- understands the importance of teaching about a productive and inclusive workplace.

"I teach across a variety of disciplines from marketing through management, including human resources management," he said. "Through an increased awareness and dialogue regarding said matters, we are better positioned to create work environments that are inclusive and engaged."

Mr. Lukens earned his MBA from Eastern University, and is a Lean Six Sigma; a board member of several organizations; a consultant and co-founder of Method3, helping clients achieve business objectives; a paramedic and an educator. He has more than 20 years of experience in business operations, market strategy and business consulting.

He said, "leading businesses understand the importance of an employee-oriented, productive workplace in which employees are energized and engaged. ... Recruiting people, training them, performance appraisals, motivating employees as well as workplace communication, workplace safety, and much more, are all disciplines of human resources and applicable across the business enterprise."

He added that strong employees create value and competitive differentiation.

"People, or employees, create the culture which is the essence of an organization, and HR monitors the culture," he said.

As far as diversity and inclusion in the workplace are concerned, Mr. Lukens said he thinks these are beneficial for success.

"Diversity and inclusion are fundamentals of engaged workforces. ... Diversity beyond ethnicity and gender to include diversity of thought, etc."

He added, "Through a focus on the history of these topics and the changes that occurred (i.e. changes in language from "handicapped" to "people with disabilities," for example) and reinforcement of human rights/constitutional rights, we can continue a dialogue that is beneficial for business around such topics as prejudice, stigma and fundamental rights and freedoms."

The Americans with Disabilities Act is living; changes are made all the time. It is recommended for those seeking formal education or training on business administration to keep up with news and updates as they occur. Learning does not end with the receipt of a diploma; lawsuits and Supreme Court decisions effect ADA changes constantly.

Reasonable accommodations are made by employers when an employee becomes ill or injured.

"Our first questions are what is the medical need? Can we accommodate it? Every situation is completely different," said Lisa Storey, director of human resources for Samaritan Health.

She stated there are a few different programs, with the goal of returning employees to duty.

"We have a limited-duty return-to-work program, if an employee is disabled and returns to work with restrictions, we look at the restrictions and if we can accommodate them either in their department or another department," she said. "If they qualify for modified duty, we will allow them to do that from 12 to 26 weeks."

She said each case is linked to the employees' home departments and whether they meet the criteria.

"For example," she said, "we may have a registered nurse who gets injured and gets cleared for work with restrictions; if we can accommodate them in their home department, we will."

Some of the modifications, she said, could be chart reviews, policy and procedure reviews or other non-nursing functions the employee could do that will allow continuing to work under modified duty.

"The other area we have accommodations for are employees who come into the organization looking for an accommodation under the Americans with Disabilities Act. ... Typically these are situations where someone may have a hearing impairment and need a device added to their phone or may have a medical condition requiring them to only work eight hours, we make those accommodations, when possible."

Ms. Storey said while some cases are permanent, others are only temporary.

"We need to be sure the employee can perform the essential functions of their job, and each situation is reviewed independently," she said.

Because each person is different, each case is treated differently.

"We may have two employees with the same medical condition and same restrictions, but work in two different departments with different job functions, and we can accommodate one and not the other," she said.

Ms. Storey added that accommodations are made on a regular basis.

Working while facing personal challenges has been easy for Fort Drum employee Robin D. Moore, as her employer focuses on teamwork to accomplish each mission.

"When I came over to work for the library, I started noticing my legs and my hands and arms were starting to feel kind of numb. ... There were moments where I would be standing up talking, and next thing you know, would fall on the ground," Ms. Moore said.

She began work at the McEwen Library in 2015, as the program coordinator for the children's library and supervisory library technician. Prior to the position at the library, she worked with the Child and Youth Services activities for 26 years.

Ms. Moore reported she noticed holding objects was also becoming problematic, and her writing became very preschool-like.

"I thought, OK, something is wrong here," she said.

She reported to doctors that something was wrong as she was losing her abilities to walk and function.

"With a lot of testing ... they discovered that my nerves were crushed from my C-2 down to my T-3 and in my back I had stenosis and bulging discs resting on my sciatic nerve," she said.

She and the doctors scheduled surgery to repair her ability to be mobile. She said the medical professionals believed that, with time, she would have been fully paralyzed.

"They did emergency surgery on me and took care of the problem with my neck," Ms. Moore said.

After the surgery, she was out of work for four months.

"I was in occupational therapy, physical therapy and speech therapy. ... They had to move my esophagus out of the way to get to my spine and I had to endure intensive therapy to strengthen my limbs and body so I could function again," she said.

She needed total care as she could not dress herself, swallow or even talk as she had before.

"I needed to learn all that again," she said.

After months of retraining her body and regaining physical strength, doctors cleared her to return to work, with certain stipulations, at a part-time status.

Ms. Moore said, "Once I got cleared to come back to work part-time, Mr. Allen (her supervisor) was very gracious and very helpful in making sure I could make my appointments without any problem. ... He worked well with me to make sure I made my appointments."

She recognized her supervisor's desire to help ease the transition.

"He made sure it was safe for me to be here. ... Words can't express the gratitude I have for him because he ensured the work environment was safe for me to be here," she said.

She was impressed not only by her supervisor's actions, but by her coworkers and work friends.

"Everybody here, we focus on working together and teamwork," she said. "If I needed something, the team was sure they were there to assist me."

She said all of her coworkers offered friendly reminders of what she should and should not be doing, based on her doctor's recommendations.

"They made sure I was comfortable completing my tasks. If I needed assistance they were there to assist me," she said.

As a team, they were all able to achieve their own tasks, while helping Ms. Moore face her challenges.

"They were very helpful, the whole team, from the volunteers to the staff -- Allen, Brenda, Tim, Sharon, Wendy. ... I never felt like a burden to them," she said. "I don't think I would have been able to function normally at work if it weren't for them. ... They were phenomenal in assisting me and making sure I was comfortable."

She said accommodations were made, by way of adaptive equipment, to eliminate strain on her neck and back.

"I am ecstatic to be at work," she said.

"I still have therapy and doctors' appointments to go to," she said. "We are on part two. ... They fixed the first part, and now we're working on my lower back."

Allen R. Goudie, administrative librarian/director of library services, said, "We worked on her coming back based on regulations and policies, and working with her doctors' orders."

When it comes to the team and camaraderie at the library, he said, "Acknowledging the fact that there's one member who cannot work an eight-hour-day, we have had to readjust how our mission works, but still complete the mission. ... At the same time, supporting the team member who is working to come back to full-time employment ... that's very important."

The Board of Cooperative Educational Services was created by the New York State Legislature in 1948 to provide school districts with shared educational programs and services. In Watertown, the Jefferson-Lewis-Hamilton-Herkimer-Oneida BOCES programs offer high school students, and adult learners, an opportunity to achieve training and educational goals through a hands-on approach, suitable for all who wish to learn.

Pamela Thomas, coordinator of work-based learning programs, said, "Our programs for grades 11 and 12 are career and tech, which focus on a job or skill area."

Students apply to the programs of their choice, through their home school's guidance office, and depending on applicants and space, students are placed in one of their career choice program selections.

"I go out to the school districts and explain what the programs are like, what we have to offer, what our expectations are and what a typical day looks like," Ms. Thomas said.

Students are given a card to complete after the presentation to note which course they would be interested in learning more about during the home school's field trip to the BOCES campus.

"They come out with their school and spend 30 minutes in two different programs which they have chosen. If they don't like either, the school would set up another time for the prospective student to examine another course selection," Ms. Thomas said. "The visits are important because we want it to be a good fit for the student."

The programs provide possibilities for students who may learn better with hands-on training -- but everyone who enters one of the many programs available will leave with skills and experience beyond traditional education.

"Our programs have project-based learning components, so they are working on real projects for real people," she said. "For example, if I wanted a new furnace put in our house, I might share that information with the plumbing and HVAC instructor, who would then work with the students to say, 'Here's the client and here's what they want to do,' then the students may work individually or in a team to come up with a system and market it to the client."

The instructors and students work through every step of the process, from customer service, to research, to proposal, and more.

"They have real-life experience they can put on their resume, because they are doing this real work experience," Ms. Thomas said.

Some of the programs also allow for students to take certification exams, which, coupled with a high school diploma, will potentially help the students secure employment in that field.

"We have work-based learning as a component to all of our programs. We want our students to get the work experience they need, and they participate in internships within the community," Ms. Thomas said. "Local businesses have been extremely supportive of our students."

Most of the students who participate in the work-based training are successfully placed in a job upon completion of the program, whether part-time, temporary, full-time or permanent.

"About 40 percent of our students go on to college, about 40 percent go into the workforce and about 5 percent enter the military," she said. "Our placement rate is close to 90 percent, based on who we could get ahold of or follow up with after the end of their learning here. Some of the students also obtain college credit."

Ms. Thomas said the experience also provides an opportunity for students to see what they truly want to pursue in college or employment.

Some of the students who enter the BOCES programs have an individualized education program through their home school. These programs are designed based on the needs of each student. Some students with such a program need assistance with reading, some with extended time allotment for testing, and so on. The staff at BOCES applies accommodations based on the student's plan accordingly. This includes certification testing.

"Sometimes we have to be creative with how we help the students. Our goal is for them to be successful," she said. "We work with the school and the student to meet their needs."

Nicholas M. has faced some challenges in life, as he is "on the spectrum." But thanks to family, educators, friends and his own determination, Nicholas has full-time employment and is proudly pursuing other passions.

"He went to BOCES, when he was in 10th grade, for the building maintenance program. He got to do things outside and learn hands-on," said Nicholas's mother, Sarah.

His mother had advocated throughout Nicholas's education for adaptive equipment and assistance with class and homework.

"He is a hands-on learner, he is not a sit down and learn from a book or lecture person. ... He needed the BOCES programming," she said.

Nicholas was diagnosed with Asperger's syndrome, which is a neurobiological disorder on the high-functioning end of the autism spectrum. People's symptoms vary, but most have issues with social cues and communication. Many with the disorder have normal IQs, but some are exceptionally higher. Their way of processing information can differ from any person, at any given time.

"It was important to our family that Nicholas receive his diploma from high school so that when he did apply for a job, he could mark that he had his degree," Mrs. M said.

With his parents' desire to complete education, and Nicholas's drive to learn more skills, he went back to BOCES upon graduation for another program -- this time for carpentry and masonry.

"He was able to go to school until he was 21. This allowed him to go back into the BOCES program," she said.

Under the Individuals with Disabilities Education Act, his school needed to create an individualized education program, which is a legally binding document explaining services, classes, accommodations and assistance for students with disabilities. Students ages 3 to 21 may be eligible for an IEP if they require an unusual learning experience to achieve specific educational goals.

"After graduation, and when he picked up the three-hour programming at BOCES, he also started working part time with the Lyme Central School," Nicholas's mother said.

He attended school in the morning and then went to work in the afternoon. He continued this from school year 2016-17 until he received his carpentry and masonry certificate. At that point, the Lyme Central School District could see his desire, and ability to work, and hired him as a full-time employee.

"We were shorthanded and he stepped up to the plate and worked out well," said Todd LaSage, director of buildings and grounds for Lyme Central School. "He works right along with me, but also independently. ... He works on the lawn, lining fields, general cleaning and other things as needed."

He added, "He is a great worker. He always does what he is asked to do."

Nicholas also is able to drive and volunteers with the Brownville Fire Department.

"When he was 16, he took a test to become a volunteer firefighter," his mother said. "He recently bought himself a truck, now that he is working, and he wants to put a light bar on his truck for when he goes out on calls."

Nicholas is also interested in trains, and participates in the Watertown train club.

He gets very excited about things, but also has some anxiety that may or may not stem from the Asperger's.

"Many times we need to redirect and remind, but he can be very independent," his mother said.

Some examples of cognitive and mental health disabilities reported to the Department of Labor are:

--Depression, which affects a person's mood, concentration, sleep, activity, appetite, social behavior and feelings.

--Bipolar disorder (manic depression), which causes a person to experience extreme highs and lows in mood.

--Schizophrenia, which affects a person's ability to think clearly, manage emotions, make decisions and relate to others.

--Post-Traumatic Stress Disorder, which occurs after exposure to a terrifying event or ordeal.

--Obsessive-Compulsive Disorder, which causes intense, recurring unwanted thoughts or rituals.

--Panic Disorders, which cause unexpected and repeated episodes of intense fear accompanied by physical symptoms such as chest pain, heart palpitations, shortness of breath, dizziness or abdominal distress.

Korin Scheible, now Mountain View Prevention Services' new executive director in Lewis County, was the executive director of the Mental Health Association of Jefferson County from 2013 to fall of 2017.

The Mental Health Association works one-on-one with its clients looking for work to create resumes, practice and obtain job interviews, and even find the right work clothes. Once employed, the organization runs "Job Club," where members talk over workplace conflicts, learn how to address tough situations, and share their success stories.

Many of the Mental Health Association's clients face unique hurdles in the workplace. Everyone has good and bad days at work, but in the face of mental illness or cognitive challenges, bad days can feel insurmountable.

These kinds of disabilities can make maintaining regular attendance, dealing with the change, stress and emotions of starting a new job, anxiety in interacting with others, time management and organization, and maintaining focus added difficulties.

"As an employer myself, you make an investment in employees. So as long as it is possible to allow for flexibility, you want that person to succeed," Ms. Scheible said.

An employed client of the Mental Health Association, Tammy C. Gould, spoke to The Times last February.

Mrs. Gould has been treated on and off for anxiety, major depression and post-traumatic stress disorder. Six years ago, she got involved with the Mental Health Association of Jefferson County, both volunteering and taking part in its peer program.

"I've always loved to help others, but I could never help myself," Mrs. Gould said. "Helping others here has taught me to help myself."

Mrs. Gould has been homeless many times in her life, bouncing from place to place. She had just, for the first time in years, signed a second year's lease on her apartment.

"When I get sick, doctors always put me on disability. I hate not working, being idle, being broke," Mrs. Gould said.

The last time she was placed on disability, she took herself off by getting a job at Subway, and became a supervisor.

"You typically hire someone because you believe they can do the job well, with the intention that they will become a very beneficial and long-term employee," Ms. Scheible said.

She shared an example of a client who, after being offered a job on the spot, became overwhelmed, missing both work and appointments with the association. After getting in touch with her, counselors at the association helped her speak to her boss, and instead of losing her job, had her hours cut and went "forward positively on the same page" as her employer.

According to the Department of Labor, disclosing a disability in an employment setting is ultimately a personal decision and can change depending upon the situation and the need for an accommodation. Employees need to disclose a disability only if they want to ask for an accommodation to complete the application process or to do job-related tasks. Disclosure is necessary to receive a reasonable accommodation, because most employers are legally required to provide accommodations for a job applicant or worker with a known disability.

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