Tuesday, September 30, 2014

As Sheltered Workshops close, what could happen next for people with disabilities?

great article By Halle Stockton | PublicSource | Sept. 28, 2014

Vermont closed workshops for people with disabilities; what happened next?

A PublicSource investigation found that at least 13,000 Pennsylvanians with disabilities are working for an average of $2.40 an hour in sheltered workshops. A sheltered workshop provides low-skill work for people with disabilities. There is a deep divide in opinions about whether the workshops are of benefit or harm.

Bill Villemaire, 58, has been employed at the Sweet Clover grocery store for four years. Before that, Villemaire, who has an intellectual disability, worked for less than minimum wage in the last sheltered workshop to close in Vermont. (Photo courtesy Champlain Community Services)

The sheltered workshops that are still prevalent in Pennsylvania were shut down in Vermont more than a decade ago. And now, the employment rate of people with developmental disabilities in the New England state is twice the national average.

Vermont resident Bill Villemaire, who has an intellectual disability, benefitted from the state’s major policy shift, a change that states throughout the nation are mulling.

Villemaire, 58, said he felt claustrophobic and worn out while working for a pittance at a sheltered workshop. He is now a seasoned employee at a Sweet Clover grocery store, checking for products that have expired or have been damaged.

With that paycheck, he enjoys trying new restaurants and buying Christmas gifts for friends and family. “My life has taken a turn for the better,” he said.

Michelle Paya can vouch for that. As the employment director at Champlain Community Services, where Villemaire received help in finding the job, she remembers the day he got his first paycheck.

“He actually copied it three times and put it up on the wall of my office,” Paya said. “He had so much pride of what he was doing and wanted to show off his accomplishments.”

How and why did Vermont close sheltered workshops?

Vermont closed its last sheltered workshop in 2002, four years after the state told workshop providers that they were being carved out of the system.

But the shift actually began in the 1980s, when the University of Vermont received a grant to build programs for integrated employment in partnership with state disability agencies. The movement grew and policymakers eventually decided sheltered workshops no longer fit the state's values on the treatment of people with disabilities.

Integrated employment rate of people with developmental disabilities

National: 18%
Vermont: 38%
Pennsylvania: 15%

Note: Includes only people receiving services by disability agencies in fiscal year 2012

Source: The 2013 national report on employment services and outcomes. University of Massachusetts Boston, Institute for Community Inclusion

The Vermont Developmental Disabilities Services Division started by not allowing new people in sheltered workshops, where people with disabilities work only with other people like them.

“We closed the front door,” said Jennie Masterson, the agency’s supported employment services coordinator.

The next step was to cut funding to sheltered workshops over time.

The state partnered with workshop providers. “We were very careful not to say, ‘Just figure this out,’” Masterson said. “We wanted to be at the table and help.”

All this change took place outside of the state’s legislative process. The agency rewrote how it would deliver developmental disability services. “We didn’t make it a big political process,” Masterson said.

Ultimately, no public dollars were used for anything less than integrated employment. That also eliminated enclaves, which are work programs that take people with disabilities into regular workplaces with close supervision.

What was the reaction and what happened to those in workshops?

The families were initially scared for their adult children who had worked in sheltered workshops. They couldn’t envision a job in the community that their child could fill, and parents thought they’d be unsafe and lonely without their peers.

“It was a really trying time to help families understand the value of inclusion and the value of community work because they had a place of safety for their adult children and they didn’t want to give it up,” Paya said.

Within three years, about 80 percent of people who’d worked in the last sheltered workshop to close found jobs. Those who didn’t got other services based in the community.

Eventually, families’ opinions started changing.

Bryan Dague, research associate at the University of Vermont Center on Disability and Community Inclusion, interviewed families of workshop participants before and after the closure.

He recalled one parent who was very much opposed. Four years later, she had done a 180.

She saw a “tremendous benefit” to her adult daughter getting out into the community, Dague said. “She made new friends and she started to blossom.”

Another young woman who had been in a sheltered workshop began to work at a daycare, supervising the children and preparing their lunches, Paya said.

“She had been nonverbal all her time in the workshop,” she said. “She started talking in her new job, and she now has great communication with her employer and the community.”

What does the employment picture look like for Vermont residents with disabilities today?

The number of employed Vermonters with developmental disabilities continues to climb.

Of more than 3,000 people who received funding and services from the state in fiscal year 2013, about 1,140 were employed, according to state figures.

That’s an increase of about 115 people over the previous year, Masterson said. “It’s small, incremental growth, but it’s always increasing. That means people retained their jobs and more people are going to work.”

Vermont has a supported employment program in each of its 14 counties to help people with disabilities find and apply for jobs as well as learn the jobs. Unlike many states, the support of a job coach does not fade over time, which helps to improve retention.

The state and employment programs say businesses have been receptive to hiring people with disabilities.

Champlain Community Services alone has formed partnerships with 40 employers, educating them on hiring and retaining people with disabilities, Paya said. “It’s educating to eliminate fear. We’re helping an employer see value in all individuals.”

The wages in Vermont also reflect the attitude of the state and its business community. In fiscal year 2013, the average wage for supported employees was $9.26, more than 50 cents above the state’s minimum wage and $2 above the federal minimum wage.

Some work a couple of hours a week and some 50 hours a week. The average workweek for people with intellectual disabilities in Vermont is 16 hours, according to a 2013 Institute for Community Inclusion report.

The part-time hours remain a concern for families in Vermont as well as Pennsylvania because the individuals may not be supervised during the downtime. Dague said the state has been successful in using the Medicaid waiver to provide services to people who need more structure outside of their work hours.

Overall, sheltered workshops have become a blip in Vermont’s history.

“Young parents with high school students ready to graduate don't even know what a sheltered workshop is,” Masterson said. “It’s just typical now that you graduate and you go to college or you go to work.”

What else is available for people with disabilities in Vermont?

The focus is getting people with disabilities into the community.

While sheltered workshops used to be the natural transition after high school, there is a renewed emphasis on education. Five Vermont colleges, with grant funding, have developed post-secondary education programs for people with disabilities that have been successful in leading to employment.

Employment programs are also trying less traditional ways of immersing people with disabilities into the community.

Champlain Community Services, for instance, established a public access television show, where its clients with disabilities invite guests on air for an interview.

Many providers are also helping people with disabilities secure memberships to gyms and arranging volunteer opportunities.

What lessons can other states take from Vermont?

Some states say Vermont is unique because it is small and other states couldn’t do the same.

Still, about 300 people representing 39 states, including Pennsylvania, have participated in four Conversion Institutes to find out just how Vermont did away with sheltered workshops. The institute covers how the state changed its policy and culture.

One of the first steps: Throw out the argument that some people are too disabled to be employed.

“Many of the people we place in jobs had been labeled as unemployable,” Masterson said. “We have seen people who’ve had all sorts of significant disabilities and they're working. … It enriches their lives.”

She suggests challenging supported employment programs to develop new approaches to employment of people with disabilities.

“Start with a pocket of creativity in the state,” she said. “Start with a place where you already have good employment services and build some enthusiasm around an innovative pilot program.”

http://publicsource.org/investigations/vermont-closed-workshops-for-people-with-disabilities-what-happened-next#.VCsNZNUa5Sm

Autistic Self Advocacy Network is looking for a full-time Technical Assistance Coordinator

as shared by Autistic Self Advocacy Network

The Autistic Self Advocacy Network is looking for a full-time Technical Assistance Coordinator.

The Technical Assistance Coordinator will play an integral role on ASAN’s community engagement team and will work closely with ASAN leadership to supervise the Pacific Alliance on Disability Self Advocacy, provide support to ASAN’s chapter network, assist in the planning and coordination of ASAN’s leadership trainings, and coordinate national self-advocacy efforts in conjunction with the Director of Programs, Leadership Programs Coordinator, and other ASAN staff. The job is a salaried position based out of ASAN's Washington, DC office.

To learn more about the position, click here.

Familiarity with the disability rights, self-advocacy, and neurodiversity movements, and ASAN’s work is a must. Prior experience with grassroots organizing and event planning and coordination is strongly preferred. We strongly encourage applicants with disabilities, as well as applicants of color, to apply.

Interested parties should send their resume, cover letter, and 2 references to jbascom@autisticadvocacy.org.

Job responsibilities:
Coordinate and support the activities of ASAN’s national chapter network, providing:

Vetting & quality control for current and prospective chapters;
Resource dissemination as needed;
Technical assistance for chapter activities as needed;
Project coordination for national chapter projects;
Support in integrating ASAN’s chapter network with the rest of ASAN’s advocacy work;

Coordinate, track, and expand ASAN’s overall resource dissemination;
Facilitate ongoing resource dissemination for the Pacific Alliance, including:

Monthly webinars and accompanying written guides;
Regular website updates to reflect new resources, opportunities, and developments;
Regular email updates to a variety of constituencies on an as-needed basis;

Conduct ongoing outreach to a variety of Pacific Alliance stakeholders:

Moderate the Pacific Alliance online community of practice;
Lead systematic outreach to state groups, individual self-advocate leaders, and TA partners;
Manage relations with and connect self-advocates to existing leadership and advocacy opportunities in Pacific Alliance states and support Pacific Leadership Academy participants and alumni in their advocacy development following trainings;
Facilitate regular meetings among individuals involved in the Pacific Alliance consultant pool and mini-grant program, state TA partners, the advisory council, and other relevant parties;

Supervise and coordinate the Pacific Alliance consultant pool and mini-grant program;
In conjunction with the Leadership Programs Coordinator:

Undertake and coordinate preparations for ASAN’s annual Pacific Leadership Academy;
Assist in the preparation of other ASAN leadership trainings as needed;

In collaboration with the Director of Programs and in conjunction with other Community Engagement team members, work to integrate ASAN’s technical assistance programming with the organization’s broader activities and mission.

Skills needed:

Proficiency with Microsoft Office Suite and Google Apps;
Familiarity with the GoToWebinar platform;
Knowledge of Doodle scheduling tools;
Strong phone, email, and written communication skills;
Strong interpersonal skills
Superb organizational skills;
Ability to take direction and work in a team;
Ability to juggle multiple projects at once;
Ability to deliver assignments on a deadline

Autistic Self Advocacy Network | Washington, DC 20035

Monday, September 29, 2014

U.S. Legislation implementation of guidelines could mean equal digital access for disabled students

Bills in Congress could mean equal digital access for disabled students

article by By: Ben Sheffler | USA TODAY | September 28, 2014

Imagine not being able to access your course materials online because you have a print disability such as dyslexia or blindness. The technology and capability for access is out there, but your college has no rubric to follow to use the tools that provide it.

That’s reality for some students with print disabilities, but recent legislation in Congress could mean an implementation of guidelines that would provide equal access to information in educational technology, such as a college’s online library database. It would also provide equal access to digital instructional materials, such as handouts scanned into a PDF, online quizzes or lab assignments.

The Technology, Education and Accessibility in College and Higher Education Act (TEACH Act), introduced late last year, and an August proposal to rewrite the Higher Education Act would, if passed, require the U.S. Access Board to create guidelines for the educational technology used at colleges, giving students with print disabilities the same access as everyone else. Universities could use technology that doesn’t conform to the guidelines, but they’d still have to provide equal access to materials for all students.

While this Congressional session is nearly over, supporters of the bill, including the National Federation of the Blind, are hopeful it passes soon.

“We know for a fact that blind students can’t afford to wait,” says Lauren McLarney, government affairs specialist at the NFB.

Currently, digital instructional materials either have to be reformatted or read aloud to students at their respective disability services center. But students sometimes have to go without access.

Jamie Principato, a blind student who attended Florida State University as a sophomore, says when she started her algebra class, it did not provide a Braille textbook, any electronic materials to use and all of the tests, quizzes and homework assignments were on an online system that were not compatible with her screen-reading software she uses on her computer.

Principato has since transferred to Arapahoe Community College in Littleton, Colo., and due to credits not transferring and a change in major, she’s a freshman Her course materials are still not entirely accessible.

“We’re getting to a point where technology is growing faster than we can keep up with it in the accessibility industry, and it needs to start being developed accessible from the start,” she says.

Kyle Shachmut, president of the National Federation of the Blind (NFB) of Massachusetts, says it’s hard to describe what access to digital information looks like right now, but that’s why the guidelines would help.

“There are (no accessibility guidelines) for educational technology, which is why we so desperately need them, because there’s nothing stimulating the market to say, ‘we aiming for this standard of accessibility.’”

As the use of technology in the classroom has rapidly evolved, it’s left some students behind.

“There’s a whole host of technologies that are employed in the classroom,” Mark Riccobono, president of the NFB, says. “The problem is that right now, the universities are often implementing these technologies without real attention to whether or not they’re accessible to people with disabilities.”

Riccobono uses the analogy of a new building, which would require access for the disabled, to point out the need to make educational technology accessible at its conception.

“If the university was going to build a new building, they wouldn’t put up a new building and then later say, ‘you know, we really should’ve put in an elevator, let’s see how we can accommodate getting students in wheelchairs to the third floor,’” he says. “That’s kind of what some universities have been doing with technology.”

Without the access to digital information, students with disabilities at the University of Florida have to be accommodated in a less-efficient manner.

“Currently, we meet individually with students who may need specific access to course materials or textbooks, and we have several different options to find the best solution for them,” says Jim Gorske, assistant dean of students and director of the Disability Resource Center at UF.

Gorske, who says about 1,500 students use the center’s services each year, 20-25 of whom need visual services, supports the TEACH Act.

“It gives the university guidelines of what needs to be put in place,” he says. “Not that disability services offices don’t do a good job of addressing that now, but it sometimes winds up being more of a retro-fit … rather than being able to be proactive.”

But not everyone is convinced the TEACH Act is the best solution for providing equal digital access.

Ron Zwerin, director of marketing for EDUCAUSE, a non-profit association of higher education information technology (IT) leaders and professionals, says while the organization agrees with supporters of the bill about the importance of improving the needs of students with disabilities, they believe “it would have a significant impact on the ability of higher education institutions to advance teaching and learning and provide the best possible learning opportunities for all students.”

“(The TEACH Act) would impose only on higher education a new standard for accessibility that colleges and universities can’t meet for all students, disabilities and technologies,” he says. “The use of this new standard makes the bill’s proposed voluntary IT guidelines de facto IT standards, and at the same time denies institutions the flexibility provided under existing law to meet student’s individual needs when technology alone can’t.”

And while the bill says that updates in guidelines would be made every three years, Zwerin says the process by which they’d be developed has yet to produce updated federal IT accessibility standards in eight years.

Zwerin says EDUCAUSE hopes to work with the bill’s supporters “to advance our shared goal of improving accessibility where reasonably possible.”

“We would welcome a discussion about voluntary guidelines based on the flexibility provided in current law, which has existed for decades,” he says.

*Ben Sheffler is a junior at University of West Florida.

http://college.usatoday.com/2014/09/28/bills-in-congress-could-mean-equal-digital-access-for-disabled-students/

Tamekia Hall of East St. Louis, Illinois Pleads Guilty To Medicaid Funds Fraud

Press Release | Sept 26, 2014
United States Attorney for the Southern District of Illinois

Stephen R. Wigginton, United States Attorney for the Southern District of Illinois, announced that on September 25, 2014, Tamekia Hall, 38, of East St. Louis, Illinois, pled guilty to submitting false and fraudulent bills in relation to personal assistant services in the Home Services Program, a Medicaid Waiver Program designed to allow individuals to stay in their homes instead of entering a nursing home. The investigation determined that Hall was falsifying time sheets in order receive personal assistant payments during times when the customer was actually in the hospital. Also, on today’s date, Stephen R. Wigginton, United States Attorney for the Southern District of Illinois, announced that Maketa Davis 33, of East St. Louis, Illinois, pled guilty to submitting false and fraudulent bills in relation to personal assistant services in the Home Services Program, a Medicaid Waiver Program designed to allow individuals to stay in their homes instead of entering a nursing home. The investigation determined that Davis was falsifying time sheets in order receive personal assistant payments during times when she was actually working at Lessie Bates Home.

Both of these cases resulted from United States Attorney Wigginton’s emphasis on targeting those involved in the blatant theft of funds from cash-strapped programs designed to help persons in need. “These are just another two prosecutions in the long line of successes stemming from these operations, dubbed, ‘Home Alone.’ While not representing enormous thefts, the importance of these cases lies in the recovery of the funds and in the message sent to potential thieves – do so at your peril.” United States Attorney Wigginton noted.

The investigation was conducted by the U.S. Department of Health and Human Services, Office of Inspector General and the Illinois State Police’s Medicaid Fraud Control Bureau. These cases are being prosecuted by Special Assistant United States Attorney Michael Hallock.

http://www.justice.gov/usao/ils/News/2014/Sep/09262014_Hall%20Press%20Release.html

###

June 5, 2014

14 More Personal Health Care Assistants Indicted

To date, 43 have been indicted

BELLEVILLE, Ill. (KMOX) - U.S. Attorney for the Southern District of Illinois Stephen Wigginton announced 14 new indictments for alleged Medicaid fraud.

The fraud involves personal health care assistants who claim to take care of patients but do not, and continue to get paid through the program. So far there have been 43 indictments and 26 convictions.

It’s called operation “Home Alone.”

Wigginton announced 14 indictments of home health aids in nine different communities:

Connie D. Evans, age 50, Belleville
Quincy O. Gamble, age 39, Cahokia
Jody R. Wooters, age 46, Centralia
Felicia M. Gibson, age 47, East St. Louis
Beatrice L. Randall, age 59, East St. Louis
Charlietta M.Lee, age 51, Marion
Tamekia L. Hall, age 39, East St. Louis
Maurice L. Burks, age 43, East St. Louis
Christopher W. Spivey, age 30, Olney
Angel D. Jones, age 50, Collinsville
Lawrence M. Thigpen, age 53, Collinsville
Lakeshia W. White, age 23, Centreville
Margaret R. Teriet, age 31, Mt. Vernon
Maketa N. Davis, age 33, East St. Louis

The charges carry a maximum penalty of 10 years in prison and a $250,000 fine, along with up to three years of supervised release.

Wigginton said the Home Alone operations will continue.

“Many of these individuals just don’t get it,” he said. “They either don’t care or don’t believe me when I say we will continue to investigate and root out those defrauding the program.”

Those charged in the latest wave of indictments include four defendants where the personal assistant or customer were in jail during the times the services were supposed to be performed. In six cases the personal assistant or the customer was in the hospital. In one case the customer was dead and the personal assistant continued billing for months after the death.

“We will continue to do Home Alone rounds three, four, and five, I look at it this way, it could be round three of a 15-round championship fight, and I like fights,” Wigginton told KMOX.

There are some 20,000 personal health care assistants in Illinois. The cost of the program in Illinois for one year is about a half-billion dollars.

(TM and © Copyright 2014 CBS Radio Inc. and its relevant subsidiaries. CBS RADIO and EYE Logo TM and Copyright 2014 CBS Broadcasting Inc. Used under license. All Rights Reserved. This material may not be published, broadcast, rewritten, or redistributed.)

Illinois First medical marijuana licenses issued to patients

as reported by BECKY SCHLIKERMAN | Chicago Sun-Times | Sept 28, 2014

Seriously ill Illinoisans are starting to find out if they'll be able to legally use medical marijuana.

Army vet. Jim Champion, who has multiple sclerosis, was the first person to apply to be part of the state’s Medical Cannabis Pilot Program. He got an acceptance letter last week telling him he’s in the program, he said. | Supplied photo

Jim Champion, who was the first person to apply to be part of the state’s Medical Cannabis Pilot Program, got an acceptance letter last week telling him he’s in the program, he said.

“I was shocked it came so fast,” said the 48-year-old Army veteran who has multiple sclerosis. “I’m very excited.”

Champion, of Somonauk, led the pack of more than 2,000 seriously ill Illinoisans who applied to the program in the first few days applications were accepted.

Those accepted into the program will receive registration cards, which will be needed to buy marijuana at a dispensary. No dispensary is yet open.

People with qualifying conditions whose last names begin with the letters A through L can submit their applications for the program until Oct. 31.

Then patients whose last names begin with the letters M through Z can send in their information Nov. 1 through the end of the year.

Last week, state officials announced more than 350 entrepreneurs applied to grow and sell medical marijuana.

There were 158 applications submitted for those seeking to operate cultivation centers, according to the state. Only 22 licenses will be granted statewide. And 211 applied to open dispensaries, according to state. Only 60 of those licenses will be granted.

The state netted $5 million in non-refundable application fees from those potential business owners.

Officials hope legal medical marijuana will be available to patients — who suffer from predetermined conditions like ALS, severe fibromyalgia and Tourette’s syndrome — in early 2015.

http://politics.suntimes.com/article/chicago/first-medical-marijuana-licenses-issued-patients/sun-09282014-158pm

Sunday, September 28, 2014

Illinois Community-based care people with intellectual and developmental disabilities | voice of an advocate

wanted to share a well written 'Letter To The Editor': The Southern Illinois News | Sept 27, 2014

To the Editor:

I am writing to applaud the court's ruling of July 21, supporting the closure of the Murray Developmental Center in Centralia. This is a victory for the disability community and allows people with intellectual and developmental disabilities the opportunity to live beyond a state-operated developmental center (SODC) and be a part of a community of choice closer to family and friends.

Judge Marvin E. Aspen stated that the "community can provide the same if not better services than state-operated institutions," and I couldn't agree more. Supported by individualized, person-centered supports and services, community living offers all people with disabilities the opportunity to thrive and lead fulfilling lives in the community There are many true stories of self-advocates all over Illinois who have have moved from SODC's and are now living full lives in communities they call home.

The transition process provides each individual with a customized, person-centered plan to meet individual needs that include 24-hour care, 365 days a year. Judge Aspen further adds, "The initiative seeks to make community-based treatment a reality for more Illinois citizens who need and desire it, using the ACCT (Active Community Care Transition) process to help determine whether the community can accommodate a particular individual."

Even after the closure of Murray, Illinois will still have six state-operated facilities serving over 1,500 people with disabilities-continuing to make Illinois one of the most institutionalized states in the nation. Judge Aspen's ruling will help guide Illinois in the right direction and is in line with the national trend. People with disabilities should not be separate and deserve to live with choices, freedoms and equality.

Krescene Beck

Blue Tower Training

Advocate

Decatur

http://thesouthern.com/news/opinion/mailbag/voice-of-the-reader-community-based-care/article_bd5c822c-1900-531c-8179-4048cbe4d01f.html

Illinois Sec of State’s office Check Disabled Placards Of Cars Parked At Chicago's Soldier Field at Bears game

as reported by CBS Chicago..

CHICAGO (CBS) — The Bears versus the Packers meant the parking lots filled up quickly and officers were watching to see who was taking the handicapped spots.

The Illinois Sec of State’s office had been on a campaign to let Bears fans know they will pay dearly if they park in a handicapped spot when they shouldn’t. Officers were out checking every vehicle that parked in a handicapped spot to make sure the person who the placard was issued to had to match up.

Bill Bogdan is in a wheelchair and says it’s a matter of safety for those with disabilities and convenience too.

“It gives me enough room so that I can open up my door wide enough and I can get my wheelchair directly out of the car where I don’t have to worry about car door bumping up against another car or what have you,” Bogdan said.

Since the state started the crackdown there have been fewer tickets. It used to be about a dozen were handed out each Sunday but now it’s just one or two.

If you’re caught illegally using someone’s disability placard the fine is $600 and it could mean a six month suspension of your driver’s license.

http://chicago.cbslocal.com/2014/09/28/officers-check-handicap-placards-of-cars-parked-at-soldier-field/

For more information on Illinois Disability Placard programs, visit: http://www.cyberdriveillinois.com/services/persons_with_disabilities/disabilities.html

Friday, September 26, 2014

Legal Requirements for Accessible Doors

as posted by ADA National Network (2013)

Opening Doors To Everyone

People with disabilities are the largest and fastest-growing minority in the U.S. They control $1 trillion in total annual income. They have friends, family members, and business colleagues who accompany them to events and outings. And they use businesses and facilities that are accessible to them.

How can businesses provide access to people with disabilities? They can begin by opening their doors, literally. Accessible doors welcome everyone – and they’re required by law.

Legal Requirements for Doors

The Basics

The Americans with Disabilities Act (ADA) covers a wide variety of private businesses, as well as all the agencies of state and local governments. The ADA requires that these entities provide access to their programs, goods and services.

Businesses or buildings that are open or offer services to the general public are called “places of public accommodation” by the ADA. Places of public accommodation and buildings constructed by state or local governments must be fully accessible to people with disabilities if built after January 26, 1992.

Places of public accommodation built before that date must undertake “readily achievable barrier removal.” This consists of activities that can be easily carried out without much difficulty or expense. What is readily achievable will vary from one business to another, and will depend on a number of factors, including existing structural conditions and the financial resources of the business. Tax incentives may help defray some of the costs (more info: http://www.ada.gov/taxincent.htm).

State and local governments must also take steps to ensure access to the programs and activities they offer in inaccessible facilities. In addition, state and local building codes may require different or additional accessibility features.

Door Accessibility Requirements

Which doors should be accessible?

At least one door should be accessible at these locations:

Each accessible entrance (at least 60% of public entrances in newly built facilities must be accessible to individuals who use wheelchairs or have mobility impairments).
Each tenant space in a mall or other building with multiple business tenants.
Accessible rooms and spaces within buildings.
Entrances to buildings from all parking structures, tunnels or elevated walkways.
At least one restricted or secured entrance (if applicable).
Along each building’s required route of escape or evacuation.
Public entrances serving different fixed routes within transit facilities.

Good to know: Although automatic doors can provide greater accessibility, they are not required by the ADA Standards.

Common Door Accessibility Issues

Clear width

Accessible doors should provide at least 32 inches of clear width. Clear width is measured between the face of the door itself and the opposite stop.

Hardware

Door hardware must not require more than 5 lbs. of force to operate. It must also be operable with one hand and without tight grasping, pinching, or twisting of the wrist. Lever handles and some other types comply with this requirement. Traditional round doorknobs are not accessible, as they require tight grasping and twisting to turn.

Thresholds

Thresholds cannot be higher than ½ inch at accessible doors, including sliding doors. However, ¾ inch is allowed at all existing doors when beveled on each side with a slope not steeper than 1:2. Thresholds higher than ¼ inch must be beveled at 1:2 slope maximum.

Maneuvering space

Doors require a certain amount of clear space around them to allow individuals using wheelchairs or other mobility devices to:

Approach the door;
Reach the door or door hardware;
Open the door while remaining outside the swing of the door (if it’s a swinging type);
Maneuver through the doorway; and
Close the door behind themselves.

The space required varies depending on the type of door and the direction of approach. In all cases, the maneuvering space should have a level surface, that is, a maximum slope of 1:48.

“Peepholes”

Lowered peepholes are not typically required. However, in certain types of accessible rooms, such as a hotel guest room, it’s considered best practice to provide two peepholes. One peephole should be at “typical” height, and the other located 43 inches above the floor.

Closing speed

Doors that snap closed quickly make it difficult for users, particularly those with disabilities, to get through safely. Doors with closers should take at least 5 seconds to move from the open position at 90 degrees to 12 degrees from the latch. Doors with spring hinges should take at least 1.5 seconds to close from the open position of 70 degrees. Closing times for automatic doors vary depending on the type of door (swinging, sliding or folding) as well as the dimensions and weight of the door. American National Standards Institute (ANSI) A156.10 covers the requirements for “full power” automatic doors; ANSI A156.19 addresses “low energy” or “power assisted” doors.

Force

Interior accessible doors should require no more than 5 lbs. of force to open. This applies to interior hinged doors and gates, as well as sliding and folding doors. The ADA Standards do

not specify the opening force for exterior doors, though some state and local building codes may have requirements. Typical maximum opening force for exterior doors ranges from 8.5 to 10 lbs. Doors designated as fire doors must have the minimum opening force allowed by the local authority.

Smooth Door Surfaces

Canes, wheelchairs and other mobility devices can snag on projections on door surfaces. The push side of new swinging doors and gates that are within 10 inches of the finish floor or ground must have smooth surfaces. The smooth surface should extend the full width of the door. Any spaces created by the addition of kick plates should be capped. These requirements do not apply to sliding doors and some tempered glass doors.

https://adata.org/factsheet/opening-doors-everyone

Content was developed by Northwest ADA Center, and is based on professional consensus of ADA experts and the ADA National Network.

This information product was developed under a grant from the Department of Education, NIDRR grant number H133A110014 and H133A110015. However, the contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

DogFest Chicago Walk fundraiser for 'Canine Companions' - Oct 18th

Haven’t registered for DogFest Walk ‘n Roll yet? No problem – there’s still time!

Register online at cci.org/dogfestchicago. We encourage you to raise money and earn great DogFest incentive prizes while helping Canine Companions match more highly-trained assistance dogs with people with disabilities free of charge.

Grab a leash and be part of Canine Companions DogFest Walk ‘n Roll in Naperville on Saturday, October 18, 2014!

DogFest Walk 'n Roll is a family friendly one-mile dog walk that is open to the community and supports the mission of Canine Companions for Independence.

Join us for a fun day of activities at the beautiful Naperville Riverwalk. Prizes will be awarded to the best dog costume and best team (dog and human) costume.

You can register as an individual walker or put together a team of friends, family members and coworkers. Once registered, you can begin fundraising to earn a cool DogFest prize. If you raise $100, you'll get a DogFest bandana to sport at DogFest. Click the Event Info tab to view rules regarding dogs on event day.

Schedule of Activities

Registration: 10:00 - 11:00 am

Canine Companions Demonstrations: 10:45 am

Walk: 11:15 am

Lunch: Available for purchase beginning at 12:00 pm

Dog Tracking Demonstration: 12:00 pm

Costume Contest/Service Dog Games: 12:30 pm

Raffle Prize Announcements following the Games