What's Inside?

ADA and Education
DOJ Update
Access Board News
Employment Update
Regional News
Building Your Rolodex
Design Solutions
Frequently Asked Questions
Great Web Sites
Publications
Events

FEATURE ARTICLE

ADA and Educational Programs

The Americans with Disabilities Act prohibits discrimination against people with disabilities in a wide range of educational programs and services. The law covers public elementary, secondary and post secondary schools as part of Title II, state and local government programs and services. Private schools from day care to colleges and technical schools are covered under Title III, private entities which serve the public. Title III also covers private entities who offer credentialing programs and examinations and courses related to admissions, licensing or certification. This article features pro-active accessibility in a private school in Maine and highlights a number of enforcement agreements which illustrate the impact of the ADA in educational settings.

Access Modifications at Gould Academy

Hindsight can be valuable to decision-makers, and given what we now know, the process of eliminating some of the physical barriers at Gould Academy might have happened earlier. This 160 year old boarding school in western Maine looked long and hard at the cost of making nine traditional Georgian brick and wood buildings accessible to wheelchair users before making the commitment in 1995. A four stop elevator in the main classroom building was the big ticket, but all nine buildings would require re-design of entrances, bathroom, and living accommodations.

There is still plenty of work to do, but the resolve to continue doing it has been reinforced by the unanticipated benefits pointed out by students, faculty, employees, vendors, and visitors to the school whom we did not originally consider as beneficiaries. To cite a few examples we note:

• students and faculty who are temporarily disabled by knee and ankle injuries
• faculty who find they have comfortable access to audio visual equipment that was formerly three floors away and therefore get better use of it
• maintenance personnel who can safely move floor polishers, books, and chairs from floor to floor without risking back injuries on stairways
• elderly or disabled alumni who are pleased to return to School when before they may have been daunted by physical barriers
• delivery personnel who can drop off or pick up heavy packages without disrupting normal stairway routines

The cost of making these improvements, both in terms of dollars and planning time, seemed so high in the early stages that we could barely see around it in order to anticipate all the benefits. The view from the rear view mirror helps make our decision look quite sensible and helps us to look down the road in front of us with wider perspective.

By William Clough, Headmaster, Gould Academy

Enforcement Agreements

The agreements were reached through formal and informal settlements and mediation. They include:

1. KinderCare, the nation's largest proprietary child care provider, reached an agreement with DOJ that will allow children with diabetes to enroll at any of KinderCare's 1100 centers nationwide. The agreement, which serves as a model for the child care industry throughout the country, requires KinderCare to perform finger-prick tests at the request of parents in order to monitor the blood sugar level of their children and to take appropriate action. It does not require that KinderCare administer insulin injections.
2. The Liberty Central School District agreed to provide paper ballots for all future school district elections and to provide notice of their availability. The agreement resolved a complaint alleging that the machine voting system in use prevented some individuals with mobility and manual dexterity impairments from casting write-in votes in a school board election.
3. A Missouri college agreed to develop a plan to provide access to a historical building, including installation of a ramp. Until these changes are implemented, the college agreed to provide assistance for individuals in entering the building and to make a video describing the historical information about the building available for individuals who prefer that format. The college also agreed to install a ramp to provide access to the bleachers in its sports facility, to provide van accessible parking spaces with appropriate signage, and to train personnel to assist individuals with disabilities.
4. Becker CPA Review, the largest CPA review course agreed to provide sign language interpreters and other auxiliary aids to students who need them, in a settlement with the Department of Justice.

The above agreements are from DOJ press releases and status reports. For full text, go to the DOJ ADA HomePage, linked from www.adaptiveenvironments.org.
 
Back to top

DOJ UPDATE

Friendly's to make Retaurants Accessible

The Friendly Ice Cream Corporation, one of the nation's largest family restaurant chains, will make its 704 restaurants more accessible to diners with disabilities under a settlement reached with the Justice Department.

The agreement, filed on May 19, 1997 in U.S. District Court in Boston, affects more restaurants than any other agreement the Justice Department has ever reached under the Americans with Disabilities Act. It sets out the steps the company will take to ensure that patrons with disabilities will have full access to Friendly's restaurants across the country. (see the full press release on the DOJ ADA Home Page, linked at www.adaptiveenvironments.org).
 

ADA Mediation Program Gets Results

Under a technical assistance grant from the Department of Justice, the Key Bridge Foundation is accepting referral of complaints under titles II and III for mediation by professional mediators. The Foundation has trained over 300 professional mediators in 45 States in the legal requirements of the ADA. Over 70 percent of the cases in which mediation has been completed have been successfully resolved.

Mediation is an informal process where an impartial third party helps disputing parties to find mutually satisfactory solutions to their differences. Mediation can resolve disputes quickly and satisfactorily, without the expense and delay of formal investigation and litigation. Mediation proceedings are confidential and voluntary for all parties. Mediation typically involves one or more meetings between the disputing parties and the mediator. It may also involve one or more confidential sessions between one party and the mediator.

Representation by an attorney is permitted, but not required, in mediation. While mediators may not give legal advice or interpret the law, they will refer parties to impartial outside experts within the disability and legal communities when questions or issues needing clarification arise. A successful mediation results in a binding agreement between the parties. If mediation is unsuccessful and an agreement can not be reached, parties may still pursue all legal remedies provided under the ADA, including private lawsuits. Complaints under both title II (public entities) and title III (private entities) can be mediated. Disputes involving barrier removal or program accessibility, modification of policies, and effective communication are most appropriate for mediation.

The Department refers appropriate ADA disputes to mediators at no cost to the parties. A list indicating the cities with mediators currently participating in the Department's program may be obtained through the ADA Home Page on the World Wide Web or the ADA Information Line (800-514-0301 Voice or 800-514-0383 TTY). In addition, the Key Bridge Foundation is conducting ongoing mediator training sessions.

If you want a mediator in the Department's program to work with you and the other party to resolve an ADA dispute, you simply follow the usual procedure for filing a complaint with the Department and note on the complaint that you want to take your dispute to mediation. While we cannot guarantee that everyone who wants mediation will be able to participate in the program, the Department will make every effort to comply with requests for mediation. See Regional News on page 5, New England Mediation Programs.
 
Back to top

ACCESS BOARD NEWS

Final Rules on Children's Elements and ADAGG 11 and 12

The Access Board anticipates publishing Final Rules by the end of September on two guidelines: Children's Elements and ADAAG Sections 11 and 12. The rules had been voted on earlier by the Access Board and then sent to the Office of Management and Budget (OMB) for review prior to publishing.

Children's Elements: Final Rule Will Provide Option

At their July meeting, the Access Board voted on a final rule on accessible elements designed and constructed primarily for use by children. The rule will provide an option-but not a mandate-for the use of provisions based on children's dimensions and anthropometrics where appropriate. In other words, where ADAAG requires a specific element to be accessible, it will still be required to be accessible, but now ADAAG will include provisions that may be followed if the primary users of that element are children.

With the new option, the designer of an elementary school, for example, will have clear guidelines for where to mount the accessible water closet so that it is appropriate for use by small children, instead of at the current ADAAG-required height of 17-19". ADAAG has always included a provision for equivalent facilitation that allows departures from the guidelines so long as equal or greater access is provided.

Final Rule on State and Local Government Facilities: 
Board Votes on ADAAG Sections 11 and 12

At their May meeting, the Access Board voted to approve a final rule on sections 11 and 12 of ADAAG. The new sections will provide additional guidance for the new construction and alteration of judicial, legislative, and regulatory facilities (section 11) and detention and correctional facilities (section 12) that are covered by the ADA.

Section 11 includes provisions for elements in judicial facilities such as jury boxes and witness stands, assistive listening systems, jury assembly areas, and courthouse holding facilities. In addition, it will address accessibility in legislative facilities including town halls, city council chambers, city or county commissioners' meeting rooms, and State capitols. Regulatory facilities are those which house State and local entities whose functions include regulating, governing, or licensing activities such as public meeting rooms, hearing rooms, and chambers. Section 12 will provide specific accessibility guidelines for a number of unique elements within detention and correctional facilities, including holding cells, housing cells, and visiting areas.

A final rule on the remaining two sections applying to State and local government, sections 13 and 14 will not be part of this rulemaking, in order to allow for further coordination with other standards-setting bodies. The Access Board is committed to coordinating its guidelines with private sector standards and model codes to the maximum extent possible.

Play Reg Neg Committee Recommendations Adopted as Proposed Rule

The Play Facilities Regulatory Negotiation Committee presented its report to the Access Board at the Board's July meeting. The Board voted to adopt the report without changes, as a proposed rule. It now must be reviewed by the OMB. The Access Board anticipates that it will be published as the proposed rule, along with several other sections on recreation, in the Federal Register this fall.
 
Back to top

EMPLOYMENT UPDATE

EEOC Releases Policy Guidance Concerning the Application of the ADA to Persons with Psychiatric Disabilities

The U.S. Equal Employment Opportunity Commission (EEOC) recently announced the release of a policy guidance that answers various questions concerning the application of the employment provisions of the Americans with Disabilities Act (ADA) to persons with psychiatric disabilities. The enforcement guidance is entitled The Americans with Disabilities Act and Psychiatric Disabilities.

In releasing the document, EEOC Chairman Gilbert F. Casellas said, The guidance answers the most commonly asked questions about how the ADA affects persons with psychiatric disabilities. It provides practical instruction to employers and persons with psychiatric disabilities on their respective rights and responsibilities.

The guidance addresses the issue of what constitutes a psychiatric disability that is protected by the ADA. It makes clear that a qualified individual with a psychiatric disability is covered by the ADA even if medication is taken to control the effects of the disability.

Other issues addressed in the guidance include:

• when an employer may ask applicants or employees about psychiatric disabilities or require medical examinations (including psychiatric examinations);
• what types of reasonable accommodations may be effective for persons with psychiatric disabilities; and
• when an employer may hold a person with a psychiatric disability to workplace conduct standards.

The text of this 39- page question and answer format guidance is available on EEOC's web-site at www.eeoc.gov , or may be ordered from our Center by calling 800-949-4232 (V/TTY).
 

Selected questions and answers from The ADA and Psychiatric Disabilities

Q: May an employer ask questions on a job application about history of treatment of mental illness, hospitalization, or the existence of mental or emotional illness or psychiatric disability?

No. An employer may not ask questions that are likely to elicit information about a disability before making an offer of employment. Questions on a job application about psychiatric disability or mental or emotional illness or about treatment are likely to elicit information about a psychiatric disability and therefore are prohibited before an offer of employment is made.

Q: May someone other than the employee request a reasonable accommodation on behalf of an individual with a disability?

Yes, a family member, friend, health professional, or other representative may request a reasonable accommodation on behalf of an individual with a disability. Of course, an employee may refuse to accept an accommodation that is not needed.

Q: May an employer discipline an individual with a disability for violating a workplace conduct standard if the misconduct resulted from a disability?

Yes, provided that the workplace conduct standard is job-related for the position in question and is consistent with business necessity. For example, nothing in the ADA prevents an employer from maintaining a workplace free of violence or threats of violence, or from disciplining an employee who steals or destroys property. Thus, an employer may discipline an employee with a disability for engaging in such misconduct if it would impose the same discipline on an employee without a disability. Other conduct standards, however, may not be job-related for the position in question and consistent with business necessity. If they are not, imposing discipline under them could violate the ADA.

Example: An employee steals money from his employer. Even if he asserts that his misconduct was caused by a disability, the employer may discipline him consistent with its uniform disciplinary policies because the individual violated a conduct standard - a prohibition against employee theft - that is job-related for the position in question and consistent with business necessity.
 
Back to top

REGIONAL NEWS

New England Celebrates 7th Anniversary of the ADA

During the week of July 21, 1997, Americans with disabilities throughout New England celebrated the 7th anniversary of the enactment of the Americans with Disabilities Act, (ADA). Each New England State had events and activities to celebrate the success of the ADA in their states and to give recognition to the organizations who had contributed to this success.

In Maine the Governor's Mansion was the site of a tea and awards ceremony for businesses and community groups on July 24, 1997. On July 26, 1997, the anniversary date, Vermont held an outdoor festival in Bennington, Vermont with wheelchair accessible hayrides, Boston's Copley Square was the site of Disability Pride Day and New Hampshire spent A Day At the Beach where they demonstrated new access over the sand to the Atlantic Ocean. Rhode Island prepared an insert in the RI Business News targeted toward 12,000 business owners and Massachusetts and Connecticut governors issued proclamations acknowledging statewide accomplishments under the ADA.

Mediation Projects in New England

Rhode Island has an ADA Mediation Service provided by the RI Governor's Commission on the Handicapped and the ADA Coalition of Rhode Island. The General Assembly authorized the Commission to provide this service for both government agencies as well as private businesses. For state agencies it is a required process, and used as the state's internal ADA complaint resolution process. Local governments and private businesses can use this service on a voluntary basis. For more information, call 401-277-3731 V/TTY.

The ADA Coalition of Connecticut's/Better Business Bureau mediation project has just released a new video, A Win-Win Solution to ADA Disputes. It explains what types of complaints they will handle and depicts a simulated mediation in progress. The 20 minute film is available on loan at CT libraries and CT Independent Living Centers, or by purchase for $25.00. For information call 203-269-2700 extension 125.

In Massachusetts, the Massachusetts Association of Mediation programs and Practitioners (MAMPP) accepts referrals for Title II and Title III. Anyone who has a disability, owns a business, or provides a government service may request mediation services through the MAMPP ADA Project. Call 617 451 2093 voice or 800 439 2370 TTY Mass Relay, for information.

Incentive Grants Awarded

Four grants that addressed priorities identified by the ADA Regional Advisory Board were recently awarded by the New England ADA Technical Assistance Center. The priority topics and recipients:

ADA Education for Small Business awarded to ADA Coalition of Connecticut (ADACC)
The ADACC will be collaborating with the Office of Protection and Advocacy for Persons with Disabilities, the state Department of Economic Development's Tourism Division, eleven regional tourism districts and local chambers of commerce. The project will demonstrate how revenue can increase and customer satisfaction improve when places of public accommodation are accessible.

ADA Education for Employers awarded to Vermont Association of Business, Industry and Rehabilitation (VABIR)
VABIR co-sponsored its annual conference with the Vermont Business Exposition, in Burlington on May 21st and 22nd, 1997. Together with the Vermont State Chamber of Commerce, they produced workshops, and an awards presentation ceremony and featured John Hockenberry, NBC correspondent as keynote speaker.

ADAA Education for Employers awarded to Cape Organization for Rights of the Disabled (CORD)
The Cape Organization for Rights of the Disabled is collaborating with Cape Cod Healthcare, Inc. and the Hospital Workers Union, Local 767 SEIU in an effort to disseminate ADA information via five presentations to, perhaps, the most important players in the Cape Cod job market: the human resources and personnel staff of Cape Cod Healthcare and the staff and stewards of the Hospital Workers Union.

ADA Outreach/Under-served Populations awarded to Northeast Independent Living Program, Inc. (NILP)
The NILP is collaborating with the Lawrence, Methuen, and North Andover Councils on Aging, and the Massachusetts Office on Disability (MOD) in an effort to provide ADA leadership training for a total of thirty seniors. The goal of the project is to increase an awareness among seniors with and without disabilities and frail elders about how a basic knowledge of the ADA can personally benefit them in their daily lives in the Merrimack Valley.

Deaf Rights Conferences in Maine

Two Deaf Rights Conferences were held in Maine during March '97. Nearly 200 people participated in workshops, presentations and discussions focusing on Deaf and hard-of-hearing civil rights in the courts, on the job, in schools and medical settings.

The conferences were organized and presented by members of the Deaf Advocacy Group, a statewide coalition of advocates, service providers, private attorneys and interpreters. Public and private sponsors included the New England ADA Technical Assistance Center. For more information, contact Jim McGurty at Maine Advocacy Services, 207-626-2774 or via e-mail at advocate@gwi.net.

Medford, MA Wins National Award

Medford, Massachusetts was honored by the National Organization on Disability this spring for their ongoing, comprehensive efforts to educate the community about disabilities and the ADA. The award citation included the awareness work in public schools, the brochures created for local business owners about the ADA and work with the police department.
 
Back to top

BUILDING YOUR ROLODEX

Parent Information Centers in each state receive federal funds to provide assistance, information and referrals to parents and professionals. Many have lending libraries, newsletters, parent trainers and advocates. (Many 800 numbers listed here are in-state numbers only; call us if you need local numbers for these centers.)

• CT  Connecticut Parent Advocacy Center, Inc.
• 
  800-445-2722 Voice, 860-445-2722 TTY
• MA  Federation for Children with Special Needs
• 
  800-331-0688 V/TTY
• ME Special-needs Parent Information Network
• 
  800-870-7746 V/TTY
• NH Parent Information Center
• 
  800-232-0968 V/TTY
• RI  Rhode Island Parent Information Network, Inc.
• 
  800-464-3399 Voice, 401-727-4151 TTY
• VT Vermont Parent Information Center
• 
  800-639-7170 Voice, 802-658-5315 TTY

ADA National Access for Public Schools Project Hotline
800-893-1225 V/TTY
For answers to questions relating to the interplay between ADA, 504, and IDEA in public schools.

AHEAD (Association on Higher Education and Disability)
614-488-4972 V/TTY
International organization of professionals committed to full participation in higher education of people with disabilities. Publishes a bi-monthly newsletter, publications, hosts an annual conference.

Heath Resource Center
202/939-9320 V/TTY
The internet address is: gopher://bobcat.edu.ace.nche.edu
National clearing-house which provides information and referral on a host of topics for post-secondary students with disabilities.

NARIC (National Rehabilitation Information Center)
800 346-2742 Voice, 301-495-5626 TTY
www.naric.com/naric
NARIC provides quick references or will conduct searches and photocopy needed documents. Their web site has a searchable database and is accessible from all web browsers.
 
Back to top

PROTRUDING OBJECTS AT ACCESSIBLE ROUTES 
(ADAAG 4.4)

All accessible routes and circulation paths, including stairs, must be free of objects that project from walls and posts that are dangerous to someone who is unobservant or a person with a visual impairment. Requirements are given in ADAAG 4.4 Protruding Objects for installing wall-mounted objects so they do not pose a hazard along any circulation path.

Typical protruding objects that may be hazards are signs, fire extinguishers, light fixtures, drinking fountains, and valve control on standpipes. Section 4.4 restricts protruding objects mounted from walls or posts from projecting more than 4 inches into circulation spaces or requires that protruding objects be installed in such a way that they are not hazards for people who have low vision or are blind. Protruding objects or any cane detectable warning barrier must not reduce the width of an accessible route more than 4 inches for a maximum distance of 24 inches.

Text and diagram are from Accessible Route, one of a series of Tech Sheets produced by Barrier Free Environments, and available from our Center by calling 800-949-4232 (V/TTY).

Note that the Proposed Rule for Children’s Facilities suggests modifying the dimensions for protruding objects. Section 2.2 of ADAAG , Equivalent Facilitation, permits the use of other designs such as these when they will result in substantially equivalent or greater access to and usability of a facility. See the Publications page to order the Proposed Rule.

 

FREQUENTLY ASKED QUESTIONS

The following material is from Frequently Asked Questions, published by The ADA National Access for Public Schools Project, and is available on our web site at www.adaptiveenvironments.org. Or call us at 800-949-4232 (V/TTY).

Q: A student who uses a wheelchair moves to a new town. The school district's only high school is not accessible to individuals who use wheelchairs. The district proposes to transport the student to an accessible school in a neighboring district. Is this arrangement allowed under Section 504 and Title II?
 
A: Under Section 504 and Title II, the school district's high school may not be inaccessible to individuals who use wheelchairs. The school district may not meet its program accessibility obligation by sending students with disabilities to an accessible school in a neighboring district. If the high school is an existing facility, programs and activities at the high school must comply with the program accessibility requirements for existing facilities. If the high school is new construction, the high school would have to be in compliance with the new construction standards.

Q: What should a school principal do if she hires an elementary school teacher and finds out that he has a learning disability? The teacher is to teach language arts, reading, and spelling to third grade students.

A: Having a learning disability does not automatically mean that a teacher is unqualified to teach language arts, reading, and spelling. However, if the teacher cannot perform the essential functions of the job, with or without reasonable accommodation, then the teacher is not qualified. If there is no other accommodation that will enable the individual to perform the essential functions of the job, reassignment to a vacant position should be considered, if the individual is qualified for the vacant position. For example, in some cases, teachers with a learning disability involving language would be qualified to teach math or science or other subjects, if reading, spelling and other language arts tasks are not essential functions of the job. However, the school district would not be required to create a new job or bump current employees from a job in order to make the reassignment as a reasonable accommodation. Nothing in the ADA would prohibit the principal or school district from terminating the teacher's employment.
 

If you are a private school offering exams or courses to the public, you'll want to look at the Title III Technical Assistance Manual (available from our Center) from which this next question is excerpted:

Q: Can an entity refuse to provide modifications or aids for applicants with disabilities on the grounds that those individuals, because of their disabilities, would be unable to meet other requirements of the profession or occupation for which the examination is given?

A: No. When an examination is one step in qualifying for a license, an individual may not be barred from taking the examination merely because he or she might be unable to meet other requirements for the license. If the examination is not the first stage of the qualification process, an applicant may be required to complete the earlier stages prior to being admitted to the examination. On the other hand, the applicant may not be denied admission to the examination on the basis of doubts about his or her abilities to meet requirements that the examination is not designed to test.
 

And, here are some more of the questions asked by YOU, our callers; call us for answers to YOUR questions.

• I'm a deaf parent of a child in a public school. When must the school provide a sign language interpreter?
• I'm an architect working on a school renovation project; where are Braille signage and visual alarms required?
• Our town library is accessible, but only on the first floor where the card catalog and circulation desk are located. Can we meet the program access requirement by sending staff to the upper levels to retrieve books and periodicals?
• I'm a nurse with multiple sclerosis, and I can no longer work full-time. Is my employer required to create a part-time position for me? What about my salary and benefits?

 Back to top

GREAT WEB SITES

ADA National Access for Public Schools Project
This project helps public schools come into compliance with the ADA. The site includes the full text of the Self Evaluation Guide for Public Elementary and secondary Schools and Frequently Asked Questions, by topic.

Americans with Disabilities Act Document Center
http://janweb.icdi.wvu.edu/Kinder/
A comprehensive compilation of ADA documents written by the Department of Justice, Equal Employment Opportunity Commission, and National Institute of Disability and Rehabilitation Research grantees.

Federation for Children with Special Needs
www.FCSN.org
Site aimed primarily at parents and parent advocates. Includes training calendar, national projects and a directory of Parent Training & Information Centers across the nation.

National Information Center for Children & Youth with Disabilities
www.nichcy.org
National information and referral center providing information on disabilities and disability issues for families, educators & professionals.

Office of Civil Rights
www.ed.gov/office/OCR
OCR enforces four federal statutes that prohibit discrimination in programs and activities receiving federal funds, including Section 504. OCR also enforces the ADA in public elementary and secondary schools. The site lists their 12 enforcement offices around the country.

Parent Advocacy Coalition for Educational Rights (Pacer)
www.Pacer.org
A non-profit organization serving families and adults with disabilities. Informative site with information on available publications, frequently asked questions, and an events calendar.

U.S. Access Board
www.access-board.gov
Our apologies for underscoring instead of using a hyphen when we last published this.
 
Back to top

PUBLICATIONS

All Kids Count
Child Care and the Americans with Disabilities Act
This guide was developed to inform the child care industry about the ADA and to familiarize child care providers with the importance and value of including all children in regular child care settings. It offers an overview of the law, as well as practical solutions to common problems and advice to ensure success in caring for children with disabilities. Produced by the Arc, a national organization on mental retardation, in 1993, this manual has just been made available to us through the U.S. Department of Justice at no charge. 87 pages, available for p & h charges only.

Compliance with the Americans with Disabilities Act
A Self-Evaluation Guide for Public Elementary and Secondary Schools
This authoritative guidance from the Department of Education's Office of Civil Rights assists school districts in conducting their self-evaluations under the ADA. It clarifies the relationship between Section 504 and the ADA requirements. Written primarily for designated ADA coordinators in straightforward, non-legalistic language, the guide contains examples showing how regulations would apply in specific instances. The Guide includes worksheets designed to facilitate planning, evaluating and documenting compliance activities. Developed in cooperation with Adaptive Environments, reviewed by DOJ and EEOC. 278 pages, $21 plus p & h, or one copy free to each school superintendent's office.

Opening Public Agency Doors: Title II of the Americans with Disabilities Act and People with Mental Illnesses:
A Collaborative Approach for Ensuring Equal Access to State Benefit and Service Programs
This report documents a collaborative project to work toward compliance with Title II's ban against discrimination against people with disabilities in two state agencies in South Carolina. The self-evaluation undertaken by these two agencies resulted in identification of attitudinal and information barriers and of improvements in policies, practices and procedures that would increase access for people with mental illness to the services and benefits offered by public entities. Most of these changes would be nonstructural and low in cost. Reviewed by the DOJ. 72 pages, p & h charges only.

To order any of the above items, please call our Center at 800-949-4232 V/TTY. Or, you may e-mail us at adaptive@adaptiveenvironments.org. Be sure to include a phone number and mailing address with e-mail inquiries.

Materials are available in alternate formats upon request.

Proposed Rulemaking, Childrens Facilities
The notice of proposed rulemaking, published in July 22, 1996, by the Architectural and Transportation Barriers Compliance Board (Access Board) and Department of Justice (DOJ) proposed adding a special application section 15 to ADAAG for facilities constructed according to children's dimensions and anthropometrics. This rulemaking process is close to completion (see Access Board News on page 3).

Single copies of this publication may be obtained at no cost by calling the Access Board's automated publications order line (202) 272-5434 or (800) 872-2253, by pressing 1 on the telephone keypad, then 1 again, and requesting publication S25 (Children's Facilities Notice of Proposed Rulemaking). Persons using a TTY should call (202) 272-5449 or (800) 993-2822.

Also available . . .

PLAY FOR ALL Guidelines, 2nd Edition
This well-illustrated design resource highlights the inclusion of children of all abilities in play facilities. It addresses safety and risk management, accessibility and integration, maintenance and child development. A CD-ROM based on the book has excellent non-copyrighted photographs. For ordering information call MIG Communications at 510-845-0953 Voice.

Back to top

EVENTS

Here are a few of the events scheduled around the region. For a more comprehensive listing of ADA related events, check the calendar at our web site, www.adaptiveenvironments.org.

Renovation/Restoration of Historic Buildings
(seminar includes session on the ADA and Federal Fair Housing Act)
September 15-17, 1997
University of Wisconsin-Madison
Madison, Wisconsin
For information call 800-462-0876

1997 Access Technology Expo
September 23, 1997
Manchester, NH
For information 800-826-3700 (V/TTY)

ADA-Meeting the Challenge
Legal Issues in Higher Ed
October 8, 1997, University of Vermont Burlington, Vt.
For information 800-639-3188

The National Center on Accessibility (NCA)
For information on the following two NCA programs call
800-424-1877 V/TTY

Playground Symposium
September 8-10, 1997
NCA, Martinsville, IN

Retrofitting for Accessibility
(eliminating barriers to recreation facilities)
October 6-8, 1997
NCA, Martinsville, IN

Build Boston, The Trade Show and Symposium of the Boston Society of Architects
(Includes presentations from the US Access Board)
November 18-20, 1997
Boston, MA
For information 800-447-7112

TASH 97 (The Association for Persons with Severe Handicaps) Conference
December 10-13, 1997
Boston, MA
For information 410-828-8274 x103 Voice; 410-828-1306 TTY

Designing for the 21st Century
An International Conference on Universal Design
May 3-6, 1998
New York, NY
sponsored by Adaptive Environments, Center for Universal Design
and Universal Design Newsletter

Call for Participation
For Conference Participation Package and Student Design Guidelines call 617-695-1225 V/TTY or www.adaptiveenvironments.org/21century/

For information about upcoming training programs, or to schedule a program, contact Kathy Gips, Director of Training, at 617-695-1225 x23.

Back to Top

Back to Previous Page