**Before the**

**Federal Communications Commission**

**Washington, D.C. 20554**

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| In the Matter of                 | *  |                              |
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| Amendment of Part 1, Subpart N   | ** |                              |
| of the Commission's Rules        |    |                              |
| Concerning Non-Discrimination on | *  |                              |
| the Basis of Disability in       | *) |                              |
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| the Commission's Programs and    |    |                              |
| Activities                       | *  |                              |
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+----------------------------------+----+------------------------------+

**ORDER**

**Adopted: March 4, 2003 Released: March 12, 2003**

By the Commission: Chairman Powell, Commissioners Copps and Adelstein
issuing separate statements.

1.  As originally enacted, Section 504 of the Rehabilitation Act of 1973
    prohibited discrimination against individuals with disabilities
    under any "program or activity" receiving Federal financial
    assistance. [^1] In 1978, Congress amended Section 504 to cover any
    program or activity conducted by any Executive Branch agency or the
    United States Postal Service. The 1978 amendment required covered
    agencies to promulgate regulations enforcing Section 504's
    prohibitions. On April 15, 1987, the Commission released a *Report
    and Order* that adopted with minor modifications the Department of
    Justice's prototype regulations for implementing and enforcing
    Section 504.[^2] The *Report and Order* noted that the legislative
    history of the 1978 amendments indicated that Congress intended the
    amendments to apply to all federal agencies, including independent
    regulatory agencies such as this Commission.[^3] Except for adding
    consumer complaint procedures, the Commission has not updated its
    Section 504 regulations since 1987.

2.  By this Order, we amend Part 1, Subpart N of our rules, entitled
    "Enforcement of Non-discrimination on the Basis of Handicap in
    Programs or Activities Conducted by the Federal Communications
    Commission," 47 C.F.R. 1.1801 *et seq*., to update the Commission's
    Section 504 regulations. Specifically, we amend Subpart N throughout
    to replace the terms "handicap," "individual with a handicap," and
    "individuals with handicaps" with the terms "disability,"
    "individual with a disability," and "individuals with disabilities,"
    respectively, in keeping with the most current statutory terms used
    in the Americans with Disabilities Act.[^4] We amend sections 1.1803
    and 1.1810 to specify filing and signature formats for persons with
    disabilities who wish to file using alternative media. We add a new
    section 1.1805 to our rules to provide for the Federal
    Communications Commission Section 504 Programs and Activities
    Accessibility Handbook (Section 504 Handbook). The Section 504
    Handbook is intended as a guide to implement the Commission's
    responsibilities under Section 504 of the Rehabilitation Act. [^5]
    This handbook describes the methods and procedures for accommodation
    available at the Commission to achieve a consistent and complete
    accommodations policy. It is for internal staff use and public
    information only, and is not intended to create any rights,
    responsibilities, or independent causes of action against the
    Federal Government.

3.  In addition, we amend section 1.1803 to define the term "programs or
    activities" as that term is used in Subpart N. We amend section
    1.1810 to require that the self-evaluation process be held every
    three years, during which time we will seek public comment on the
    accessibility of our programs and activities as required by Section
    504 of the Rehabilitation Act of 1973. Finally, we amend section
    1.1849 to add a procedure for individuals who are requesting
    accessibility to the Commission's programs and facilities. We note
    that requests for accommodation requiring the assistance of other
    persons (e.g., an American Sign Language interpreter) can best be
    provided if the request is made five business days before a
    Commission event.[^6]

4.  The modifications to Part 1, Subpart N undertaken by this Order are
    rules that pertain to agency organization, procedure and practice.
    Consequently, the notice and comment provisions of the
    Administrative Procedure Act are inapplicable.[^7] The procedural
    rule modifications will be effective immediately upon publication in
    the Federal Register.[^8]

5.  Accordingly, IT IS ORDERED that, pursuant to Section 5 of the
    Communications Act of 1934, as amended, 47 U.S.C. § 155, Part 1,
    Subpart N of the Commission\'s rules IS AMENDED as set forth in the
    attached Appendix, effective upon publication in the Federal
    Register.

6.  FEDERAL COMMUNICATIONS COMMISSION

7.  

Marlene H. Dortch

Secretary

8.  APPENDIX A

9.  FINAL RULE AMENDMENTS

10. 

Part 1 of Title 47 of the Code of Federal Regulations is amended as
follows:

1)  The authority citation for Part 1 continues to read as follows:

AUTHORITY: 47 U.S.C. 151, 154(i), 154(j), 155, 225, 303(r), 309 and
325(e), and 29 USC 794.

2)  Part 1 Subpart N is amended to read as follows:

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11. 

SUBPART N\--ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF DISABILITY
IN

PROGRAMS OR ACTIVITIES CONDUCTED BY THE FEDERAL COMMUNICATIONS
COMMISSION

§ 1.1801 Purpose.

The purpose of this part is to effectuate section 119 of the
Rehabilitation, Comprehensive Services, and Developmental Disabilities
Amendments of 1978, which amended section 504 of the Rehabilitation Act
of 1973 (section 504) to prohibit discrimination on the basis of
disability in programs or activities conducted by Executive agencies or
the United States Postal Service.

§ 1.1802 Applications.

This part applies to all programs or activities conducted by the Federal
Communications Commission. The programs or activities of entities that
are licensed or certified by the Federal Communications Commission are
not covered by these regulations.

§ 1.1803 Definitions.

For purposes of this part, the term\--

"Auxiliary aids" means services or devices that enable persons with
impaired sensory, manual, or speaking skills to have an equal
opportunity to participate in, and enjoy the benefits of, programs or
activities conducted by the Commission. For example, auxiliary aids
useful for persons with impaired vision include readers, Brailled
materials, audio recordings, and other similar services and devices.
Auxiliary aids useful for persons with impaired hearing include
telephone handset amplifiers, telephones compatible with hearing aids,
telecommunication devices for deaf persons (TTY/TDDs), interpreters,
Computer-aided realtime transcription (CART), captioning, notetakers,
written materials, and other similar services and devices.

"Commission" means Federal Communications Commission.

"Complete complaint" means a written statement, or a complaint in audio,
Braille, electronic, and/or video format, that contains the
complainant\'s name and address and describes the Commission\'s alleged
discriminatory action in sufficient detail to inform the Commission of
the nature and date of the alleged violation of section 504. It shall be
signed by the complainant or by someone authorized to do so on his or
her behalf. The signature of the complainant, or signature of someone
authorized by the complainant to do so on his or her behalf, shall be
provided on print complaints. Complaints in audio, Braille, electronic,
and/or video formats shall contain an affirmative identity statement of
the individual, which for this purpose shall be considered to be
functionally equivalent to a complainant's signature. Complaints filed
on behalf of classes or third parties shall describe or identify (by
name, if possible) the alleged victims of discrimination.

"Facility" means all or any portion of buildings, structures, equipment,
roads, walks, parking lots, or other real or personal property.

"General Counsel" means the General Counsel of the Federal
Communications Commission.

"Individual with a disability" means any individual who has a physical
or mental impairment that substantially limits one or more major life
activities, has a record of such an impairment, or is regarded as having
such an impairment. As used in this definition, the phrase:

\(1\) "Physical or mental impairment" includes, but is not limited to,
\--

> \(i\) Any physiological disorder or condition, cosmetic disfigurement,
> or anatomical loss affecting one or more of the following body
> systems: Neurological; musculoskeletal; special sense organs;
> respiratory, including speech organs; cardiovascular; reproductive;
> digestive; genitourinary; hemic and lymphatic; skin; and endocrine;
>
> \(ii\) Any mental or psychological disorder, such as mental
> retardation, organic brain syndrome, emotional or mental illness, and
> specific learning disabilities;
>
> \(iii\) Diseases and conditions such as orthopedic, visual, speech,
> and hearing impairments; cerebral palsy; epilepsy; muscular dystrophy;
> multiple sclerosis; cancer; heart disease; diabetes; mental
> retardation; emotional illness; and drug addiction and alcoholism.
>
> \(2\) "Major life activities" include functions such as caring for
> one\'s self, performing manual tasks, walking, seeing, hearing,
> speaking, breathing, learning, and working.
>
> \(3\) "Has a record of such an impairment" means has a history of, or
> has been misclassified as having, a mental or physical impairment that
> substantially limits one or more major life activities.
>
> \(4\) "Is regarded as having an impairment" means\--
>
> \(i\) Has a physical or mental impairment that does not substantially
> limit major life activities but is treated by the Commission as
> constituting such a limitation;
>
> \(ii\) Has a physical or mental impairment that substantially limits
> major life activities only as a result of the attitudes of others
> toward such impairment; or
>
> \(iii\) Has none of the impairments defined in paragraph (1) of this
> definition but is treated by the Commission as having such impairment.

"Managing Director" means the individual delegated authority as
described in 47 C.F.R. § 0.11.

"Programs or Activities" mean any activity of the Commission permitted
or required by its enabling statutes, including but not limited to any
licensing or certification program, proceeding, investigation, hearing,
meeting, board or committee.

"Qualified individual with a disability" means\--

> \(1\) With respect to any Commission program or activity under which
> an individual is required to perform services or to achieve a level of
> accomplishment, an individual with a disability who, with or without
> reasonable modification to rules, policies, or practices or the
> provision of auxiliary aids, meets the essential eligibility
> requirements for participation in the program or activity and can
> achieve the purpose of the program or activity; or
>
> \(2\) With respect to any other program or activity, an individual
> with a disability who, with or without reasonable modification to
> rules, policies, or practices or the provision of auxiliary aids,
> meets the essential eligibility requirements for participation in, or
> receipt of benefits from, that program or activity; or
>
> \(3\) The definition of that term as defined for purposes of
> employment in 29 C.F.R. § 1630.2(m), which is made applicable to this
> part by § 1.1840.

"Section 504" means section 504 of the Rehabilitation Act of 1973,
Pub.L. 93-112, 87 Stat. 394, 29 U.S.C. 794, as amended by the
Rehabilitation Act Amendments of 1974, Pub.L. 93-516, 88 Stat. 1617, and
the Rehabilitation, Comprehensive Services, and Developmental
Disabilities Amendments of 1978, Pub.L. 95-602, 92 Stat. 2955, and the
Rehabilitation Act Amendments of 1986, sec. 103(d), Pub.L. 99-506, 100
Stat. 1810. As used in this part, section 504 applies only to programs
or activities conducted by Executive agencies and not to federally
assisted programs.

"Section 504 Officer" is the Commission employee charged with overseeing
the Commission's section 504 programs and activities.

§ 1.1805 Federal Communications Commission Section 504 Programs and
Activities Accessibility Handbook.

The Consumer & Governmental Affairs Bureau shall publish a "Federal
Communications Commission Section 504 Programs and Activities
Accessibility Handbook" ("Section 504 Handbook") for Commission staff,
and shall update the Section 504 Handbook as necessary and at least
every three years. The Section 504 Handbook shall be available to the
public in hard copy upon request and electronically on the Commission's
Internet website. The Section 504 Handbook shall contain procedures for
releasing documents, holding meetings, receiving comments, and for other
aspects of Commission programs and activities to achieve accessibility.
These procedures will ensure that the Commission presents a consistent
and complete accommodation policy pursuant to 29 U.S.C. § 794, as
amended. The Section 504 Handbook is for internal staff use and public
information only, and is not intended to create any rights,
responsibilities, or independent cause of action against the Federal
Government.

§ 1.1810 Review of compliance.

\(a\) The Commission shall, beginning in 2004 and at least every three
years thereafter, review its current policies and practices in view of
advances in relevant technology and achievability. Based on this review,
the Commission shall modify its practices and procedures to ensure that
the Commission's programs and activities are fully accessible.

\(b\) The Commission shall provide an opportunity to interested persons,
including individuals with disabilities or organizations representing
individuals with disabilities, to participate in the review process by
submitting comments. Written comments shall be signed by the commenter
or by someone authorized to do so on his or her behalf. The signature of
the commenter, or signature of someone authorized by the commenter to do
so on his or her behalf, shall be provided on print comments. Comments
in audio, Braille, electronic, and/or video formats shall contain an
affirmative identity statement of the individual, which for this purpose
shall be considered to be functionally equivalent to a commenter's
signature.

\(c\) The Commission shall maintain on file and make available for
public inspection for four years following completion of the compliance
review \--

> \(1\) A description of areas examined and problems identified;
>
> \(2\) All comments and complaints filed regarding the Commission's
> compliance; and
>
> \(3\) A description of any modifications made.

§ 1.1811 Notice.

The Commission shall make available to employees, applicants,
participants, beneficiaries, and other interested persons information
regarding the regulations set forth in this part, and their
applicability to the programs or activities conducted by the Commission.
The Commission shall make such information available to such persons in
such manner as the Section 504 Officer finds necessary to apprise such
persons of the protections against discrimination assured them by
section 504.

§ 1.1830 General prohibitions against discrimination.

\(a\) No qualified individual with a disability shall, on the basis of
disability, be excluded from participation in, be denied the benefits
of, or otherwise be subjected to discrimination under any program or
activity conducted by the Commission.

\(b\) Discriminatory actions prohibited.

> \(1\) The Commission, in providing any aid, benefit, or service, may
> not, directly or through contractual, licensing, or other
> arrangements, on the basis of disability\--
>
> \(i\) Deny a qualified individual with a disability the opportunity to
> participate in or benefit from the aid, benefit, or service;
>
> \(ii\) Afford a qualified individual with a disability an opportunity
> to participate in or benefit from the aid, benefit, or service that is
> not equal to that afforded others;
>
> \(iii\) Provide a qualified individual with a disability with an aid,
> benefit, or service that is not as effective in affording equal
> opportunity to obtain the same result, to gain the same benefit, or to
> reach the same level of achievement as that provided to others;
>
> \(iv\) Provide different or separate aid, benefits, or services to
> individuals with disabilities or to any class of individuals with
> disabilities than is provided to others unless such action is
> necessary to provide qualified individuals with disabilities with aid,
> benefits, or services that are as effective as those provided to
> others;
>
> \(v\) Deny a qualified individual with a disability the opportunity to
> participate as a member of planning or advisory boards; or
>
> \(vi\) Otherwise limit a qualified individual with a disability in the
> enjoyment of any right, privilege, advantage, or opportunity enjoyed
> by others receiving the aid, benefit, or service.
>
> \(2\) The Commission may not deny a qualified individual with a
> disability the opportunity to participate in any program or activity
> even where the Commission is also providing equivalent permissibly
> separate or different programs or activities for persons with
> disabilities.
>
> \(3\) The Commission may not, directly or through contractual or other
> arrangements, utilize criteria or methods of administration\--
>
> \(i\) That have the purpose or effect of subjecting qualified
> individuals with disabilities to discrimination on the basis of
> disability; or
>
> \(ii\) That have the purpose or effect of defeating or substantially
> impairing accomplishment of the objectives of a program or activity
> with respect to individuals with disabilities.
>
> \(4\) The Commission may not, in determining the site or location of a
> facility, make selections\--
>
> \(i\) That have the purpose or effect of excluding individuals with
> disabilities from, denying them the benefits of, or otherwise
> subjecting them to discrimination under any program or activity
> conducted by the Commission; or
>
> \(ii\) That have the purpose or effect of defeating or substantially
> impairing the accomplishment of the objectives of a program or
> activity with respect to individuals with disabilities.
>
> \(5\) The Commission, in the selection of procurement contractors, may
> not use criteria that subject qualified individuals with disabilities
> to discrimination on the basis of disability.
>
> \(6\) The Commission may not administer a licensing or certification
> program in a manner that subjects qualified individuals with
> disabilities to discrimination on the basis of disability, nor may the
> Commission establish requirements for the programs or activities of
> licensees or certified entities that subject qualified individuals
> with disabilities to discrimination on the basis of disability.
> However, the programs or activities of entities that are licensed or
> certified by the Commission are not, themselves, covered by this part.
>
> \(7\) The Commission shall make reasonable modifications in policies,
> practices, or procedures when the modifications are necessary to avoid
> discrimination on the basis of disability, unless the Commission can
> demonstrate that making the modifications would fundamentally alter
> the nature of the program, service, or activity.

\(c\) This part does not prohibit the exclusion of persons without
disabilities from the benefits of a program limited by Federal statute
or Executive order to individuals with disabilities, or the exclusion of
a specific class of individuals with disabilities from a program limited
by Federal statute or Executive order to a different class of
individuals with disabilities.

\(d\) The Commission shall administer programs and activities in the
most integrated setting appropriate to the needs of qualified
individuals with disabilities.

§ 1.1840 Employment.

No qualified individual with a disability shall, on the basis of
disability, be subjected to discrimination in employment under any
program or activity conducted by the Commission. The definitions,
requirements and procedures of section 501 of the Rehabilitation Act of
1973, 29 U.S.C. § 791, as established by the Equal Employment
Opportunity Commission in 29 C.F.R. Parts 1614 and 1630, as well as the
procedures set forth in the Basic Negotiations Agreement Between the
Federal Communications Commission and National Treasury Employees Union,
as amended, and Subchapter III of the Civil Service Reform Act of 1978,
5 U.S.C. § 7121(d), shall apply to employment in federally conducted
programs or activities.

§ 1.1849 Program accessibility: Discrimination prohibited.

\(a\) Except as otherwise provided in § 1.1850, no qualified individual
with a disability shall, because the Commission\'s facilities are
inaccessible to, or unusable, by individuals with disabilities, be
denied the benefits of, be excluded from participation in, or otherwise
be subjected to discrimination under any program or activity conducted
by the Commission.

\(b\) Individuals shall request accessibility to the Commission's
programs and facilities by contacting the Commission's Section 504
Officer. Such contact may be made in the manner indicated in the FCC
Section 504 Handbook. The Commission will make every effort to provide
accommodations requiring the assistance of other persons (*e.g*.,
American Sign Language interpreters, communication access realtime
translation (CART) providers, transcribers, captioners, and readers) if
the request is made to the Commission's Section 504 Officer a minimum of
five business days in advance of the program. If such requests are made
fewer than five business days prior to an event, the Commission will
make every effort to secure accommodation services, although it may be
less likely that the Commission will be able to secure such services.

§ 1.1850 Program accessibility: Existing facilities.

\(a\) General. Except as otherwise provided in this paragraph, the
Commission shall operate each program or activity so that the program or
activity, when viewed in its entirety, is readily accessible to and
usable by individuals with disabilities. This paragraph does not---

> \(1\) Necessarily require the Commission to make each of its existing
> facilities accessible to and usable by individuals with disabilities;
>
> \(2\) Require the Commission to take any action that it can
> demonstrate would result in a fundamental alteration in the nature of
> a program or activity, or in undue financial and administrative
> burdens. In those circumstances where Commission personnel believe
> that the proposed action would fundamentally alter the program or
> activity or would result in undue financial and administrative
> burdens, the Commission has the burden of proving that compliance with
> § 1.1850(a) would result in such alteration or burdens. The decision
> that compliance would result in such alteration or burdens must be
> made by the Managing Director, in consultation with the Section 504
> Officer, after considering all Commission resources available for use
> in the funding and operation of the conducted program or activity, and
> must be accompanied by a written statement of the reasons for reaching
> that conclusion. If an action would result in such an alteration or
> such burdens, the Commission shall take any other action that would
> not result in such an alteration or such burdens but would
> nevertheless ensure that individuals with disabilities receive the
> benefits and services of the program or activity.

\(b\) Methods. The Commission may comply with the requirements of this
section through such means as the redesign of equipment, reassignment of
services to accessible buildings, assignment of aides to beneficiaries,
home visits, delivery of services at alternate accessible sites,
alteration of existing facilities and construction of new facilities, or
any other methods that result in making its programs or activities
readily accessible to and usable by individuals with disabilities. The
Commission is not required to make structural changes in existing
facilities where other methods are effective in achieving compliance
with this section. The Commission, in making alterations to existing
buildings, shall meet accessibility requirements to the extent compelled
by the Architectural Barriers Act of 1968, as amended (42 U.S.C. §§
4151-4157), and any regulations implementing it. In choosing among
available methods for meeting the requirements of this section, the
Commission shall give priority to those methods that offer programs and
activities to qualified individuals with disabilities in the most
integrated setting appropriate.

\(c\) Time period for compliance. The Commission shall comply with the
obligations established under this section within sixty (60) days of the
effective date of this subpart, except that where structural changes in
facilities are undertaken, such changes shall be made within three (3)
years of the effective date of this part.

\(d\) Transition plan. In the event that structural changes to
facilities will be undertaken to achieve program accessibility, the
Commission shall develop, within six (6) months of the effective date of
this subpart, a transition plan setting forth the steps necessary to
complete such changes. The Commission shall provide an opportunity to
interested persons, including individuals with disabilities or
organizations representing individuals with disabilities, to participate
in the development of the transition plan by submitting comments (both
oral and written). A copy of the transitional plan shall be made
available for public inspection. The plan shall, at a minimum\--

> \(1\) Identify physical obstacles in the Commission\'s facilities that
> limit the accessibility of its programs or activities to individuals
> with disabilities;
>
> \(2\) Describe in detail the methods that will be used to make the
> facilities accessible;
>
> \(3\) Specify the schedule for taking the steps necessary to achieve
> compliance with this section and, if the time period of the transition
> plan is longer than one (1) year, identify steps that will be taken
> during each year of the transition period;
>
> \(4\) Indicate the official responsible for implementation of the
> plan.

§ 1.1851 Building accessibility: New construction and alterations.

Each building or part of a building that is constructed or altered by,
on behalf of, or for the use of the Commission shall be designed,
constructed, or altered so as to be readily accessible to and usable by
individuals with disabilities. The definitions, requirements and
standards of the Architectural Barriers Act, 42 U.S.C. §§ 4151-4157, as
established in 41 C.F.R. §§ 101-19.600 to 101-19.607, apply to buildings
covered by this section.

§ 1.1870 Compliance procedures.

\(a\) Except as provided in paragraph (b) of this section, this section
applies to all allegations of discrimination on the basis of disability
in programs or activities conducted by the Commission.

\(b\) The Commission shall process complaints alleging violations of
section 504 with respect to employment according to the procedures
established by the Equal Employment Opportunity Commission in 29 C.F.R.
Part 1614 pursuant to section 501 of the Rehabilitation Act of 1973, 29
U.S.C. 791.

\(c\) Complaints alleging violation of section 504 with respect to the
Commission's programs and activities shall be addressed to the Managing
Director and filed with the Office of the Secretary, Federal
Communications Commission, 445 12th Street, SW., Room TWB- 204,
Washington, DC 20554.

\(d\) Acceptance of complaint.

> \(1\) The Commission shall accept and investigate all complete
> complaints, as defined in section 1.1803 of this part, for which it
> has jurisdiction. All such complaints must be filed within one-
> hundred eighty (180) days of the alleged act of discrimination. The
> Commission may extend this time period for good cause.
>
> \(2\) If the Commission receives a complaint that is not complete as
> defined in section 1.1803 of this part, the complainant will be
> notified within thirty (30) days of receipt of the incomplete
> complaint that additional information is needed. If the complainant
> fails to complete the complaint within thirty (30) days of receipt of
> this notice, the Commission shall dismiss the complaint without
> prejudice.

\(e\) If the Commission receives a complaint over which it does not have
jurisdiction, it shall promptly notify the complainant and shall make
reasonable efforts to refer the complaint to the appropriate government
entity.

\(f\) The Commission shall notify the Architectural and Transportation
Barriers Compliance Board upon receipt of any complaint alleging that a
building or facility that is subject to the Architectural Barriers Act
of 1968, as amended, 42 U.S.C. §§ 4151-4157, is not readily accessible
to and usable by individuals with disabilities.

\(g\) Within one-hundred eighty (180) days of the receipt of a complete
complaint, as defined in section 1.1803 of this part, for which it has
jurisdiction, the Commission shall notify the complainant of the results
of the investigation in a letter containing\--

> \(1\) Findings of fact and conclusions of law;
>
> \(2\) A description of a remedy for each violation found; and
>
> \(3\) A notice of the right to appeal.

\(h\) Appeals of the findings of fact and conclusions of law or remedies
must be filed by the complainant within ninety (90) days of receipt from
the Commission of the letter required by § 1.1870(g). The Commission may
extend this time for good cause.

\(i\) Timely appeals shall be accepted and processed by the Office of
the Secretary, Federal Communications Commission, 445 12th Street, SW.,
Room TWB- 204, Washington, DC 20554.

\(j\) The Commission shall notify the complainant of the results of the
appeal within sixty (60) days of the receipt of the appeal request. If
the Commission determines that it needs additional information from the
complainant, and requests such information, the Commission shall have
sixty (60) days from the date it receives the additional information to
make its determination on the appeal.

\(k\) The time limits cited in (g) and (j) of this section may be
extended with the permission of the General Counsel.

\(l\) The Commission may delegate its authority for conducting complaint
investigations to other federal agencies, except that the authority for
making the final determination may not be delegated to another agency.

**APPENDIX B**

12. 

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**TABLE OF CONTENTS**

i\. INTRODUCTION

1\. SECTION 504 HANDBOOK [2](#section-504-handbook)

2\. BASIC PRINCIPLES OF ACCESS [3](#basic-principles-of-access)

3\. Section 504 of the Rehabilitation Act
[4](#section-504-of-the-rehabilitation-act)

4\. DISABILITY RIGHTS MOVEMENT [5](#disability-rights-movement)

1\. TYPES OF ACCESS REQUESTED [8](#types-of-access-requested)

Access for people with mobility impairments
[8](#access-for-people-with-mobility-impairments)

Access for people who are blind or have low vision
[8](#access-for-people-who-are-blind-or-have-low-vision)

Access for people who are deaf or hard of hearing
[9](#access-for-people-who-are-deaf-or-hard-of-hearing)

Access for people with speech disabilities
[10](#access-for-people-with-speech-disabilities)

Access for people with other disabilities
[11](#access-for-people-with-other-disabilities)

2\. CONSIDERATIONS FOR PHYSICAL ACCESS
[12](#considerations-for-physical-access)

Buildings / Rooms / Hallways [12](#buildings-rooms-hallways)

3\. CONSIDERATIONS FOR INFORMATION ACCESS
[12](#considerations-for-information-access)

Forms / Public information / Complaints / Media, etc.
[13](#forms-public-information-complaints-media-etc.)

4\. CONSIDERATIONS FOR STAFF ACTIVITIES
[15](#considerations-for-staff-activities)

Office parties / Holiday celebrations / Federally recognized employee
organizations / etc.
[15](#office-parties-holiday-celebrations-federally-recognized-employee-organizations-etc.)

5\. CONSIDERATIONS FOR SAFETY [16](#considerations-for-safety)

Building Evacuation [16](#building-evacuation)

Security Issues [16](#security-issues)

6\. CONSIDERATIONS FOR CONTRACTING AND ACQUISITIONS
[18](#considerations-for-contracting-and-acquisitions)

Contracting / Acquisitions / Services / Equipment, etc.
[18](#contracting-acquisitions-services-equipment-etc.)

1\. INTERNAL FCC MEETINGS [21](#internal-fcc-meetings)

If your meeting is open to all FCC staff...
[21](#if-your-meeting-is-open-to-all-fcc-staff)

AND is scheduled in the Commission Meeting Room...
[21](#and-is-scheduled-in-the-commission-meeting-room)

If your meeting is open to all FCC staff...
[22](#if-your-meeting-is-open-to-all-fcc-staff-1)

AND is scheduled for a location other than the Commission Meeting Room
[22](#and-is-scheduled-for-a-location-other-than-the-commission-meeting-room)

If your meeting is for a limited FCC audience... (division meeting,
internal task force, committee, etc.)
[23](#if-your-meeting-is-for-a-limited-fcc-audience-division-meeting-internal-task-force-committee-etc.)

AND you know the attendees [23](#and-you-know-the-attendees)

AND you DON'T know the attendees [23](#and-you-dont-know-the-attendees)

If your meeting requires pre-registration...
[24](#if-your-meeting-requires-pre-registration)

2\. MEETINGS WITH NON-FCC ATTENDEES
[25](#meetings-with-non-fcc-attendees)

If your meeting is a Commission Open Meeting...
[25](#if-your-meeting-is-a-commission-open-meeting)

If your meeting is a public meeting with no pre-registration required...
[26](#if-your-meeting-is-a-public-meeting-with-no-pre-registration-required)

If your meeting is open to a limited public audience...
[27](#if-your-meeting-is-open-to-a-limited-public-audience)

AND you know the attendees [27](#and-you-know-the-attendees-1)

AND you DON'T know the attendees
[27](#and-you-dont-know-the-attendees-1)

If your meeting focuses on issues you expect to be of interest to people
with disabilities...
[28](#if-your-meeting-focuses-on-issues-you-expect-to-be-of-interest-to-people-with-disabilities)

If your meeting requires pre-registration...
[30](#if-your-meeting-requires-pre-registration-1)

3\. DISSEMINATING NEWS RELEASES, PUBLIC NOTICES, TEXTS, AND OTHER
DOCUMENTS [32](#__RefHeading___Toc35253320)

4\. HOSTING ACCESSIBLE MEETINGS AND EVENTS
[33](#hosting-accessible-meetings-and-events)

Opening announcements [33](#opening-announcements)

Meeting moderators [33](#meeting-moderators)

Audio and visual media [35](#audio-and-visual-media)

Presenters with printed handouts or audio/visual media...
[36](#presenters-with-printed-handouts-or-audiovisual-media)

AND people with disabilities are expected
[36](#and-people-with-disabilities-are-expected)

Presenters with printed handouts or audio/visual media...
[37](#presenters-with-printed-handouts-or-audiovisual-media-1)

AND it is unknown if people with disabilities will attend...
[37](#and-it-is-unknown-if-people-with-disabilities-will-attend)

If you are invited to speak at a non-FCC event...
[38](#if-you-are-invited-to-speak-at-a-non-fcc-event)

AND have handouts or audio/visual presentations...
[38](#and-have-handouts-or-audiovisual-presentations)

If the hosts HAVE MADE ARRANGEMENTS for accommodations...
[38](#if-the-hosts-have-made-arrangements-for-accommodations)

If the hosts HAVE NOT MADE ARRANGEMENTS for accommodations or do not
know if people with disabilities plan to attend...
[38](#if-the-hosts-have-not-made-arrangements-for-accommodations-or-do-not-know-if-people-with-disabilities-plan-to-attend)

5\. AUDIO-VISUAL MEDIA PRODUCED OR OWNED BY THE COMMISSION
[40](#audio-visual-media-produced-or-owned-by-the-commission)

Video formats (Videotape, CD, DVD, etc.)
[40](#video-formats-videotape-cd-dvd-etc.)

Captioning [40](#captioning)

Video description [40](#video-description)

Audio recordings [40](#audio-recordings)

To arrange for captioning or video description or to discuss your media
options...
[40](#to-arrange-for-captioning-or-video-description-or-to-discuss-your-media-options)

6\. TRAINING [41](#training)

FCC Training [41](#fcc-training)

FCC University [41](#fcc-university)

FCC Contracted training [42](#fcc-contracted-training)

External training [42](#external-training)

1\. REASONABLE ACCOMMODATION REQUESTS
[45](#reasonable-accommodation-requests)

If you receive a request for reasonable accommodations...
[45](#__RefHeading___Toc35253345)

2\. [FCC504@FCC.GOV]{.underline} [47](#fcc504fcc.gov)

Purpose [47](#purpose)

Who checks this mailbox? [47](#who-checks-this-mailbox)

3\. TTY ACCESS [48](#tty-access)

Distribution of TTYs within the Commission -- Minimum standards
[48](#distribution-of-ttys-within-the-commission-minimum-standards)

TTY Telephone numbers [48](#tty-telephone-numbers)

TTY Assistance [48](#tty-assistance)

Telecommunications Relay Service (TRS)
[49](#telecommunications-relay-service-trs)

TTY calls [49](#tty-calls)

VCO (Voice Carry Over) [49](#vco-voice-carry-over)

HCO (Hearing Carry Over) [50](#hco-hearing-carry-over)

STS (Speech to Speech) [50](#sts-speech-to-speech)

IP Relay [50](#ip-relay)

VRS (Video Relay Service) [50](#vrs-video-relay-service)

Spanish Relay Service [51](#spanish-relay-service)

4\. DOCUMENTS SUBMITTED IN ALTERNATE FORMATS
[52](#documents-submitted-in-alternate-formats)

Where should they be sent? [52](#where-should-they-be-sent)

5\. CREATING IN-HOUSE TRANSCRIPTS FROM AUDIO RECORDINGS
[53](#creating-in-house-transcripts-from-audio-recordings)

Why transcribe audio recordings? [53](#why-transcribe-audio-recordings)

Who coordinates the transcription process?
[53](#who-coordinates-the-transcription-process)

What types of audio recordings are accepted for transcription?
[53](#what-types-of-audio-recordings-are-accepted-for-transcription)

Who should create the transcripts?
[54](#who-should-create-the-transcripts)

Transcription process [54](#transcription-process)

Transcript review [55](#transcript-review)

Transcript format [55](#transcript-format)

Final disposition [55](#final-disposition)

6\. CREATING IN-HOUSE WRITTEN TRANSCRIPTS FROM BRAILLE
[56](#creating-in-house-written-transcripts-from-braille)

Why transcribe braille? [56](#why-transcribe-braille)

Who coordinates the transcription process?
[56](#who-coordinates-the-transcription-process-1)

What types of braille are accepted for transcription?
[56](#what-types-of-braille-are-accepted-for-transcription)

Who should create the transcripts?
[56](#who-should-create-the-transcripts-1)

Transcription process [57](#transcription-process-1)

Transcript review [57](#transcript-review-1)

Transcript format [57](#transcript-format-1)

Final disposition [58](#final-disposition-1)

7\. CREATING IN-HOUSE TRANSCRIPTS FROM SIGN LANGUAGE VIDEO-RECORDINGS
[59](#creating-in-house-transcripts-from-sign-language-video-recordings)

Why transcribe sign language video recordings?
[59](#why-transcribe-sign-language-video-recordings)

Who coordinates the translation / transcription process?
[59](#who-coordinates-the-translation-transcription-process)

What visual presentations will be accepted for translation?
[59](#what-visual-presentations-will-be-accepted-for-translation)

Who should create the transcripts?
[59](#who-should-create-the-transcripts-2)

Transcription process [60](#transcription-process-2)

Translation process [60](#translation-process)

Translation review [62](#translation-review)

Translation format [62](#translation-format)

Final disposition [62](#final-disposition-2)

1\. DISABILITY RIGHTS LAWS [64](#disability-rights-laws)

Rehabilitation Act, Section 504 [64](#rehabilitation-act-section-504)

Rehabilitation Act [66](#rehabilitation-act)

Section 501 [66](#section-501)

Section 503 [66](#section-503)

Section 508 [66](#section-508)

Americans with Disabilities Act (ADA)
[67](#americans-with-disabilities-act-ada)

ADA Title I: Employment [67](#ada-title-i-employment)

ADA Title II: State and Local Government Activities
[67](#ada-title-ii-state-and-local-government-activities)

ADA Title II: Public Transportation
[68](#ada-title-ii-public-transportation)

ADA Title III: Public Accommodations
[69](#ada-title-iii-public-accommodations)

Architectural Barriers Act [70](#architectural-barriers-act)

Telecommunications Act [70](#telecommunications-act)

Sections 255 and 251 [70](#sections-255-and-251)

Section 713 [71](#section-713)

Television Decoder Circuitry Act [71](#television-decoder-circuitry-act)

Hearing Aid Compatibility Act [72](#hearing-aid-compatibility-act)

2\. Disability Statistics [73](#disability-statistics)

3\. Disability Terminology [74](#disability-terminology)

4\. DISABILITY ETIQUETTE [76](#disability-etiquette)

General etiquette [76](#general-etiquette)

Sensitivity to Blindness and Visual Impairments
[78](#sensitivity-to-blindness-and-visual-impairments)

Interacting with people who have speech disabilities
[80](#interacting-with-people-who-have-speech-disabilities)

5\. SIGN LANGUAGE INTERPRETERS [82](#sign-language-interpreters)

When using an interpreter... [82](#when-using-an-interpreter)

Study of fatigue confirms need for working in teams
[83](#study-of-fatigue-confirms-need-for-working-in-teams)

Code of Ethics (Registry of Interpreters for the Deaf)
[84](#code-of-ethics-registry-of-interpreters-for-the-deaf)

6\. Assistive Listening Devices [86](#__RefHeading___Toc35253418)

7\. CART (Communication Access Realtime Translation)
[88](#cart-communication-access-realtime-translation)

What is it? [88](#what-is-it)

How it's done [88](#how-its-done)

Certification [88](#certification)

8\. CAPTIONING [89](#captioning-1)

What is Captioning? [89](#what-is-captioning)

Caption Styles [90](#caption-styles)

How are realtime \[live\] captions generated?
[90](#how-are-realtime-live-captions-generated)

Methods of captioning [91](#methods-of-captioning)

9\. Braille [93](#braille)

What Is Braille? [93](#what-is-braille)

What Does Braille Look Like? [93](#what-does-braille-look-like)

How Was Braille Invented? [93](#how-was-braille-invented)

How Is Braille Written? [93](#how-is-braille-written)

10\. Video Description^,^ [96](#video-description-1)

11\. DISABILITY ACCESS SYMBOLS [98](#disability-access-symbols)

Access to Low Vision [98](#__RefHeading___Toc35253436)

Accessibility Symbol [98](#__RefHeading___Toc35253437)

Accessible Print [98](#__RefHeading___Toc35253438)

Assistive Listening Systems [98](#__RefHeading___Toc35253439)

Audio Description (Video Description)^,^
[99](#__RefHeading___Toc35253440)

Braille Symbol [99](#__RefHeading___Toc35253441)

Closed Captioning [99](#__RefHeading___Toc35253442)

Sign Language Interpretation [100](#__RefHeading___Toc35253444)

TTY (Teletypewriter) [100](#__RefHeading___Toc35253445)

Volume Control Telephone [100](#__RefHeading___Toc35253446)

APPENDIX A [103](#appendix-a)

Amendment of Part 1, Subpart N of the Commission's Rules Concerning
Non-Discrimination on the Basis of Disability in the Commission's
Programs and Activities
[103](#amendment-of-part-1-subpart-n-of-the-commissions-rules-concerning-non-discrimination-on-the-basis-of-disability-in-the-commissions-programs-and-activities)

**SEPARATE STATEMENT OF** [117](#__RefHeading___Toc35253450)

**COMMISSIONER MICHAEL J. COPPS** [117](#__RefHeading___Toc35253451)

**SEPARATE STATEMENT OF** [118](#__RefHeading___Toc35253452)

**COMMISSIONER JONATHAN S. ADELSTEIN**
[118](#__RefHeading___Toc35253453)

APPENDIX B [119](#appendix-b)

Braille Sample Page [119](#braille-sample-page)

The segment below is a translation of the braille embossed on the
following page.
[119](#the-segment-below-is-a-translation-of-the-braille-embossed-on-the-following-page.)

Page of embossed braille included in paper copies.
[120](#page-of-embossed-braille-included-in-paper-copies.)

INDEX [125](#index)

![](media/image1.png){width="0.5637795275590551in"
height="0.5637795275590551in"}![](media/image8.png){width="0.5618110236220473in"
height="0.5618110236220473in"}![](media/image9.png){width="0.5610236220472441in"
height="0.5618110236220473in"}![](media/image2.png){width="0.5598425196850394in"
height="0.5602362204724409in"}![](media/image3.png){width="0.5602362204724409in"
height="0.5618110236220473in"}![](media/image4.png){width="0.5637795275590551in"
height="0.5625984251968504in"}![](media/image5.png){width="0.5598425196850394in"
height="0.5618110236220473in"}![](media/image6.png){width="0.5618110236220473in"
height="0.5625984251968504in"}![](media/image7.png){width="0.5602362204724409in"
height="0.5610236220472441in"}![](media/image10.png){width="0.5220472440944882in"
height="0.49921259842519683in"}

# 1. SECTION 504 HANDBOOK {#section-504-handbook .Style1Yellow}

The *Federal Communications Commission Section 504 Programs & Activities
Accessibility Handbook* (*Section 504 Handbook*) is a collection of
guidelines, information, and procedures to ensure that the Commission is
accessible to individuals with disabilities. The content of this
handbook is designed to assist Commission personnel in their efforts to
provide such accessibility.

The FCC is committed to fostering an attitude of inclusion and a
commitment to access that will permeate all Commission programs and
activities. While certain aspects of providing access for people with
disabilities can be clearly visible (sign language interpreters, ramps,
and braille documents), other aspects may easily pass unnoticed
(descriptions of humorous decorations on birthday cakes to colleagues
who are blind so they can join in the fun, or remembering to stand
facing co-workers who are hard of hearing so that they can
speechread/lipread[^9] more easily).

It would be impossible to list all the aspects of the Commission's work
that may require reasonable accommodation to assure access, but the
following sections can provide general guidance and reminders to help
keep accessibility in the forefront of our awareness so that the
Commission's programs and activities will be accessible to everyone.

# 2. BASIC PRINCIPLES OF ACCESS {#basic-principles-of-access .Style1Yellow}

The starting point for providing access is simple courtesy and common
sense. If an overarching goal of the Commission is to ensure that all
interested individuals with disabilities have access to the Commission's
programs and activities, then the means for providing access is only a
matter of mechanics -- matching the solution to the need. It is when
people with disabilities are overlooked as potential or actual consumers
that barriers are raised. And, ironically, it is these, often
unconscious, barriers that can be the hardest to overcome. Remembering
the following principles when planning and implementing Commission
activities and programs can help keep access in our consciousness:

-   The Commission, its programs, and activities MUST be accessible.
    This is mandated by statute and by FCC rules.[^10]

-   When meetings or events are scheduled, the event planner, or person
    calling the meeting, is responsible for assuring accessibility. The
    Commission's Section 504 Officer is available for consultation and
    can assist in determining accessibility needs.

-   Individuals attending events or meetings who need reasonable
    accommodations must inform the meeting/event planner of their needs.
    However, it is the meeting/event planner's obligation to announce
    events with sufficient lead time to give attendees an opportunity to
    ask for such accommodations.

-   Individuals with disabilities are the best sources of information
    regarding the accommodations they will need. If you are unsure of
    what to do, ask the person with a disability about his or her
    preferences.

# 3. Section 504 of the Rehabilitation Act[^11] {#section-504-of-the-rehabilitation-act .Style1Yellow}

Section 504 of the Rehabilitation Act of 1973 as amended is the
legislation that prohibits federal agencies, and other program and
activities receiving federal financial assistance, from discriminating
against individuals with disabilities.[^12] It is therefore this
legislation that most directly affects the FCC.

The Rehabilitation Act is sometimes confused with the Americans with
Disabilities Act (ADA)[^13] which was passed in 1990. While there are
many parallels between the Rehabilitation Act and the ADA, there are
some fundamental differences. Both laws are designed to prohibit
discrimination against individuals with disabilities. Both share many of
the same definitions and provisions. However, where the Rehabilitation
Act pertains to federal agencies and entities receiving federal funding,
the ADA applies to State and local governments, public accommodations,
commercial facilities, transportation, telecommunications, and the U.S.
Congress.[^14]^,^ [^15]

# 4. DISABILITY RIGHTS MOVEMENT {#disability-rights-movement .Style1Yellow}

**Disability**

The American disability rights movement was a catalyzing factor in the
emergence of current disability rights legislation. The Smithsonian
Institution's National Museum of American History maintains a Virtual
Exhibition featuring the history of the disability rights movement in
the United States. The following text comes from their display,
"Disability Rights Movement"[^16] and provides a concise summary of the
movement and issues that led to present day legislation.

> **The Disability Rights Movement**
>
> *The ongoing struggle by people with disabilities to gain full
> citizenship is an important part of our American heritage. The
> disability rights movement shares many similarities with other
> 20th-century civil rights struggles by those who have been denied
> equality, independence, autonomy, and full access to society.*
>
> **Self Definition and Autonomy**
>
> *Historically, disabled people have been forced into dependency.
> Others would speak for them, label them, and take care of them \--
> often with the best intentions. As a result of 20th-century
> developments in biotechnical medicine, by the 1950s, more and more
> people survived formerly fatal injuries and diseases. Efforts by this
> growing population of military veterans and young adults to
> participate fully in society gained momentum.*
>
> *They were energized by the struggles of African Americans. Both
> groups have confronted numerous stereotypes in their quest for
> equality, inclusion in public affairs, and sometimes the right simply
> to live.*
>
> **Parents Organize**
>
> *By the 1940s and 1950s, parent activists had organized to fight for
> education and services for children with disabilities. When these
> children grew up, they demanded to be treated as adults, with all the
> rights and responsibilities granted to other citizens. Their new
> disability rights movement has sought to overcome discrimination and,
> sometimes, their own parents' fears and overly protective attitudes.*

**DISABILITY AND DISABILITY LAWS \-- "Disability Rights Movement"
(continued)**

> **The Role of Technology**
>
> *Like efforts organized to break \[other\] barriers...the disability
> rights movement has resulted from people coming together in ways that
> allow them to compare experiences and forge relationships. For the
> community with disabilities, this has taken place primarily in centers
> for independent living, which started in the 1970s, and via the
> Internet since the 1990s.*
>
> *Crucial to the movement's success is access to information and
> communication through technologies such as telecaptioners, TTY devices
> for telephones, voice-recognition systems, voice synthesizers, screen
> readers, and computers.*
>
> **Mobility**
>
> *The disability civil rights movement had to not only overcome
> prejudice, but also physical barriers that limit access to employment
> and inclusion in other aspects of daily life.*
>
> *Activists successfully lobbied for laws that required curb-cuts,
> ramps, and buses with wheelchair lifts. This in turn increased the
> possibility of economic and social mobility. In the 1970s and 1980s, a
> growing population of consumers with mobility impairments fueled
> demand for wheelchairs and scooters to match their active lives. At
> the same time, barrier-free designs have brought a new aesthetic to
> public spaces.*

![](media/image1.png){width="0.5637795275590551in"
height="0.5637795275590551in"}![](media/image8.png){width="0.5618110236220473in"
height="0.5618110236220473in"}![](media/image9.png){width="0.5610236220472441in"
height="0.5618110236220473in"}![](media/image2.png){width="0.5598425196850394in"
height="0.5602362204724409in"}![](media/image3.png){width="0.5602362204724409in"
height="0.5618110236220473in"}![](media/image4.png){width="0.5637795275590551in"
height="0.5625984251968504in"}![](media/image5.png){width="0.5598425196850394in"
height="0.5618110236220473in"}![](media/image6.png){width="0.5618110236220473in"
height="0.5625984251968504in"}![](media/image7.png){width="0.5602362204724409in"
height="0.5610236220472441in"}![](media/image10.png){width="0.5220472440944882in"
height="0.49921259842519683in"}

# 1. TYPES OF ACCESS REQUESTED {#types-of-access-requested .Style1Yellow}

For purposes of the Section 504 Handbook, accessibility refers to the
ability of people with disabilities to "participate in, and enjoy the
benefits of, programs or activities conducted by the Commission."[^17]
For general information on disabilities and access, contact the
Commission's Section 504 Officer.[^18]

The accessibility requests we receive, from both the public and FCC
staff, tend to fall into the following categories:

## Access for people with mobility impairments {#access-for-people-with-mobility-impairments .Style2Handbook}

Since the Portals II building is accessible, people with mobility
impairments are generally able to move throughout the building as they
wish. When planning meetings, however, if you are expecting participants
who use wheelchairs, scooters, canes, crutches, or other mobility aids,
make sure that the aisles between chairs and/or tables are wide enough
to allow comfortable passage.

If your meeting is to take place at a table, make sure that there is
room for a wheelchair or scooter to pull up. This can be easily
accomplished by removing one or two chairs and leaving the space open.

## Access for people who are blind or have low vision {#access-for-people-who-are-blind-or-have-low-vision .Style2Handbook}

> People who are blind or have low vision may request a variety of
> accommodations. The type of accommodation requested depends upon the
> nature of the material requested, the type and severity of the visual
> impairment, and personal preferences.
>
> In-house, the Commission is able to produce text documents in large
> print,[^19] electronic formats,[^20] braille,[^21] and some audio
> formats.[^22] Requests for other formats, such as conversion of
> graphics into tactilely accessible media or for video
> description,[^23] are often sent to outside contractors.

##  {#section .Style2Handbook}

**ACCESSIBILITY DEFINED -- Types of Access Requested -- *Access for
people who are deaf or hard of hearing* (continued)**

##  {#section-1 .Style2Handbook}

##  {#section-2 .Style2Handbook}

## Access for people who are deaf or hard of hearing {#access-for-people-who-are-deaf-or-hard-of-hearing .Style2Handbook}

> Generally, people who are deaf or hard of hearing request assistive
> listening devices,[^24] captioning,[^25] CART[^26] (Communication
> Access Realtime Translation -- similar to captioning but confined to a
> laptop or projection screen), or sign language interpreters.[^27]
>
> The Commission is equipped with fixed FM assistive listening systems
> in the Commission Meeting Room and in Conference Room 1 on the 8^th^
> floor. In addition, there are 2 portable FM systems that can be used
> throughout the building and at remote locations. The systems are
> outfitted with microphones, earphones, and neckloops.[^28]

Captioning, CART, and sign language interpreters are services that are
frequently contracted from outside vendors. In the DC area, such
services are widely used with demand often out-stripping supply. As much
advance notice as possible is needed to assure that appropriate services
can be acquired. The Commission also has several sign language
interpreters on staff who assist in making Commission events accessible.

People who are deaf or hard of hearing may use other accommodations such
as oral interpreters,[^29] cued speech transliterators,[^30] tactile
interpreters,[^31] and notetakers,[^32] but these services are rarely
requested at the Commission.

**ACCESSIBILITY DEFINED -- Types of Access Requested (continued)**

##  {#section-3 .Style2Handbook}

##  {#section-4 .Style2Handbook}

## Access for people with speech disabilities {#access-for-people-with-speech-disabilities .Style2Handbook}

Speech disabilities can be genetically linked or can result from
accident, injury, or illness. The severity and type of speech disability
can vary dramatically as can the communication modes individuals choose
to use. Some people with speech

disabilities choose to speak for themselves while others opt for using a
re-voicer,[^33] communication board,[^34] artificial larynx,[^35] speech
output device,[^36] or other assistive technology to help them be
understood.

Regardless of the severity of disability or the method of communication,
patience and careful listening are of paramount importance. When talking
with people who have speech disabilities, do not pretend to understand
what they are saying. Allow people to complete their thoughts; do not
presume to end sentences for them. If you

**ACCESSIBILITY DEFINED -- Types of Access Requested -- *Access for
people with speech disabilities* (continued)**

do not understand what has been said, admit it and ask for a repetition.
If you are unsure, but think you understand part of what has been said,
repeat what you thought you heard and ask for confirmation.

##  {#section-5 .Style2Handbook}

##  {#section-6 .Style2Handbook}

## Access for people with other disabilities {#access-for-people-with-other-disabilities .Style2Handbook}

Most of the disabilities encountered at the FCC fall into the four
categories discussed above. However people may have other disabilities
or combinations of disabilities. When encountering people with any type
of disability, but particularly when it is a form of disability new to
you, remember to focus on the **person** first, not his or her
disability. Use courtesy and common sense and ask the person with a
disability for his or her advice on how to proceed.

# 2. CONSIDERATIONS FOR PHYSICAL ACCESS  {#considerations-for-physical-access .Style1Yellow}

##  {#section-7 .Style2Handbook}

## Buildings / Rooms / Hallways {#buildings-rooms-hallways .Style2Handbook}

##  {#section-8 .Style2Handbook}

In most cases, federal buildings adhere to the UFAS (Uniform Federal
Accessibility Standards) guidelines established by the Architectural and
Transportation Barriers Compliance Board (Access Board).[^37] The UFAS
"sets standards for facility accessibility by physically handicapped
persons for Federal and federally-funded facilities. These standards are
to be applied during the design, construction, and alteration of
buildings and facilities to the extent required by the Architectural
Barriers Act of 1968, as amended."[^38]

Beyond the structural design elements of access, there are practical,
everyday decisions that Commission staff can make to assure optimal
physical access to FCC programs and activities. Among the considerations
that should be kept in mind are the following:

-   Keep aisles and doorways clear. Do not block pathways with boxes,
    furniture or other obstacles.

```{=html}
<!-- -->
```
-   When arranging meeting rooms or seating areas, be sure to allow
    aisles between tables and/or chairs that are wide enough to permit
    easy passage for wheelchairs, scooters, and people using other
    mobility aids.

-   When placing chairs in pre-arranged seating arrangements, include
    gaps in the seating plan to allow space for people who use
    wheelchairs or scooters.

-   If accommodations that require user activation are installed in the
    building \-- for example, chair lifts that require keys to operate
    them -- make sure that the key or other means of activation is
    easily available for users with disabilities. It does little good to
    have a lift installed if the key that is required to operate it is
    in an office on the other side of the lift! Keep in mind that lifts
    and other similar aids must be easily accessible in both directions,
    i.e., "coming" and "going."

-   Do not assume that all people with similar disabilities will want
    identical accommodations. If you are unsure of what to do, ask the
    person with a disability for guidance.

# 3. CONSIDERATIONS FOR INFORMATION ACCESS {#considerations-for-information-access .Style1Yellow}

## Forms / Public information / Complaints / Media, etc. {#forms-public-information-complaints-media-etc. .Style2Handbook}

##  {#section-9 .Style2Handbook}

##  {#section-10 .Style2Handbook}

When developing forms, publications, press releases, solicitations for
consumer input, or other information gathering or disseminating tools
and processes, be sure to consider the accessibility of both the content
and the medium you elect to use.

-   Choose a font style and size that is easy to read.[^39]

> There are no hard and fast rules guiding the selection of font styles
> and sizes. In fact, publication manuals and guidelines vary
> dramatically in their rules and preferences. There is, however, some
> general agreement on the following principles:

-   For print documents, serif fonts are easier to read. Serif fonts
    have little "feet" attached to each letter; Times New Roman is an
    example of a serif font.[^40]

-   For electronic displays, sans serif fonts are easier to read. Sans
    serif fonts lack the little "feet" attached to each letter; Arial is
    an example of a sans serif font.[^41]

-   []{#LargePrint .anchor}For large print, the size of type required
    will vary with the needs of the reader. For generically produced
    large print, a font size of 16 to 18 is preferred.[^42]

```{=html}
<!-- -->
```
-   Use high contrast colors when possible. It may be difficult for
    people with low vision to see information that is presented in
    colors that do not contrast strongly.

**CONSIDERATIONS FOR INFORMATION ACCESS (continued)**

-   Remember that approximately 7% of all males have some form of
    red-green colorblindness; this condition only affects .4% of women.
    For many people with

> this disorder, red and green look essentially alike.[^43] Keep this in
> mind when designing color documents.[^44]

-   Remember to include an accessibility statement in any documents you
    disseminate. For further guidance, see the "Disseminating News
    Releases, Public Notices, Texts, and Other Documents" section of
    this Handbook beginning on page [30](#DisseminatingDocs)3.
    DISSEMINATING NEWS RELEASES, PUBLIC NOTICES, TEXTS, AND OTHER
    DOCUMENTS3. DISSEMINATING NEWS RELEASES, PUBLIC NOTICES, TEXTS, AND
    OTHER DOCUMENTS.

-   Existing documents that are not in accessible format for either the
    public (e.g., those mentioned above) or staff (e.g., personnel
    records, Federal forms), must be made accessible for people with
    disabilities upon request.

> If a person with a disability contacts you asking for assistance with
> Commission information or resources, help them to the best of your
> ability. If you find that you are unable to satisfy their need, and
> the request is **not related to web access**, ask them to send an
> e-mail to: **<fcc504@fcc.gov>** or contact the Commission's Section
> 504 Officer.[^45]
>
> For further guidance on **web accessibility** and information
> disseminated via the **internet,** contact the Commission's Section
> 508 Officer.[^46]

# 4. CONSIDERATIONS FOR STAFF ACTIVITIES  {#considerations-for-staff-activities .Style1Yellow}

##  {#section-11 .Style2Handbook}

## Office parties / Holiday celebrations / Federally recognized employee organizations[^47] / etc. {#office-parties-holiday-celebrations-federally-recognized-employee-organizations-etc. .Style2Handbook}

Remember that people with disabilities are also members of the FCC
staff.[^48] All programs or activities should be planned with an eye to
ensuring access for anyone who would like to attend.

-   When disseminating FCC generated notices, distributing flyers, or
    making posters, be sure to include an accessibility statement.
    Remember that the "host" of the event assumes responsibility for
    arranging for accommodations for people with disabilities. For
    further guidance, see the "Meetings, Documents, Training" section of
    this Handbook on pages
    [19](#MeetingsDocuments)-[37](#MeetingsDocumentsEnd).

-   When broadcast messages are sent via voice mail system, make sure
    the information is shared with staff members who are deaf or hard of
    hearing.

# 5. CONSIDERATIONS FOR SAFETY  {#considerations-for-safety .Style1Yellow}

## Building Evacuation {#building-evacuation .Style2Handbook}

-   Remember that people who are deaf or hard of hearing may not be able
    to hear broadcasts over the public address system or verbal
    instructions from building monitors or security officers. Rumors or
    instructions passed by word of mouth are also likely to be missed by
    a person who is deaf or hard of hearing. If you know of someone in
    your area who is deaf or hard of hearing, make sure that you pass
    along information about emergency situations.

-   Remember that people who are blind cannot see you. Before attempting
    to help people who are blind, introduce yourself and ask them if
    they would like assistance. If they accept your offer of help, allow
    them to take your arm; do not push or drag them along with you. If
    you are uncertain about what to do, ask the person how they would
    like to proceed.

-   People who have low vision have varying levels of sight \-- some may
    be able to discern shapes, others may only be able to identify areas
    that are light or dark, still others may have tunnel vision, or may
    be able to see only in areas with bright lighting. Before helping
    someone who appears to have vision problems, ask if they would like
    help. If they accept your offer of assistance, ask the person how
    they would like to proceed.

-   There are established procedures for evacuating people who have
    significant mobility impairments. Evacuation chairs and trained
    personnel are strategically located throughout the building. During
    an emergency, contact one of the safety monitors stationed in the
    elevator lobbies if such services are needed. Consult the *Emergency
    Evacuation Procedures* document on the FCC intranet
    (<http://intranet.fcc.gov/>) for more detailed instructions.

## Security Issues {#security-issues .Style2Handbook}

-   When giving directions in emergency or high stress situations, do
    not assume that people who are non-responsive are being
    uncooperative.

```{=html}
<!-- -->
```
-   People who are deaf or hard of hearing may be unable to hear spoken
    instructions. Even people who have substantial residual hearing may
    have difficulty hearing instructions coming from behind them or
    orders given in areas with background noise such as fire alarms or
    the chatter from crowds of people.

**CONSIDERATIONS FOR SAFETY\-- Security issues (continued)**

-   People who are blind or have low vision may not see gestures or
    other visual cues indicating where they should go or what they
    should do.

```{=html}
<!-- -->
```
-   When going through standard security screening procedures in the
    Portals II building, it is helpful to inform people who are blind of
    the process they are about to experience. Give verbal cues as to
    where to place items for inspection and how to pass through the
    metal detectors.

-   Remember that some people with disabilities have assistive devices
    that are not easily removed. Some devices, such as cochlear implants
    to improve hearing or metal rods to strengthen bones, are surgically
    implanted and cannot be taken off or detached . Be aware that such
    devices may set off metal detectors and be prepared to use courtesy
    and good judgment in dealing with such situations.

# 6. CONSIDERATIONS FOR CONTRACTING AND ACQUISITIONS  {#considerations-for-contracting-and-acquisitions .Style1Yellow}

## Contracting / Acquisitions / Services / Equipment, etc. {#contracting-acquisitions-services-equipment-etc. .Style2Handbook}

**All** **of the Commission's programs and activities** **must be
accessible to people with disabilities.** This includes programs and
activities offered by the Commission through contracts or other
arrangements.[^49] Agreements between the Commission and other entities
for the provision of programs or activities should be carefully written
to ensure that access for people with disabilities is explicitly
required in the statement of work.

**This page is intentionally blank.**

![](media/image1.png){width="0.5637795275590551in"
height="0.5637795275590551in"}![](media/image8.png){width="0.5618110236220473in"
height="0.5618110236220473in"}![](media/image9.png){width="0.5610236220472441in"
height="0.5618110236220473in"}![](media/image2.png){width="0.5598425196850394in"
height="0.5602362204724409in"}![](media/image3.png){width="0.5602362204724409in"
height="0.5618110236220473in"}![](media/image4.png){width="0.5637795275590551in"
height="0.5625984251968504in"}![](media/image5.png){width="0.5598425196850394in"
height="0.5618110236220473in"}![](media/image6.png){width="0.5618110236220473in"
height="0.5625984251968504in"}![](media/image7.png){width="0.5602362204724409in"
height="0.5610236220472441in"}![](media/image10.png){width="0.5220472440944882in"
height="0.49921259842519683in"}

[]{#MeetingsDocuments .anchor}

# 1. INTERNAL FCC MEETINGS {#internal-fcc-meetings .Style1Blue}

##  {#section-12 .Style2Handbook}

## If your meeting is open to all FCC staff... {#if-your-meeting-is-open-to-all-fcc-staff .Style2Handbook}

###  AND is scheduled in the Commission Meeting Room... {#and-is-scheduled-in-the-commission-meeting-room .Style3HdbkMeet2}

-   **Be sure that you arrange for captioning.** Meetings intended for
    all Commission staff, scheduled in the Commission Meeting Room,
    should be captioned. Contact the Commission Audio Visual
    Center,[^50] Office of Media Relations, to arrange for captioning
    services. Be sure to allow as much lead time as possible. Captioning
    services are in high demand and may not be available without
    sufficient notice.[^51]

-   **Include a reasonable accommodation statement** in all
    announcements and publicity, including all invitations, flyers,
    posters, e-mails, advertisements, etc.

> **Model statement:**
>
> **Reasonable Accommodations**
>
> Open captioning will be provided for this event. Other reasonable
> accommodations for people with disabilities are available upon
> request. Include a description of the accommodation you will need
> including as much detail as you can. Also include a way we can contact
> you if we need more information. Make your request as early as
> possible; please allow at least 5 days advance notice. Last minute
> requests will be accepted, but may be impossible to fill. Send an
> e-mail to <fcc504@fcc.gov> or call the Consumer & Governmental Affairs
> Bureau:
>
> For sign language interpreters, CART, and other reasonable
> accommodations: 202-418-0530 (voice), 202-418-0432 (tty)
>
> For accessible format materials (braille, large print, electronic
> files, and audio format): 202-418-0531 (voice), 202-418-7365 (tty)

-   **Make sure that your first public announcement is released at least
    one full week in advance.**

**INTERNAL FCC MEETINGS (continued)**

## If your meeting is open to all FCC staff... {#if-your-meeting-is-open-to-all-fcc-staff-1 .Style2Handbook}

###  {#section-13 .Style3HdbkMeet2}

### AND is scheduled for a location other than the Commission Meeting Room {#and-is-scheduled-for-a-location-other-than-the-commission-meeting-room .Style3HdbkMeet2}

-   **Include a reasonable accommodation statement** in all
    announcements and publicity, including all invitations, flyers,
    posters, e-mails, advertisements, etc.

> **Model statement:**
>
> **Reasonable Accommodations**
>
> Reasonable accommodations for people with disabilities are available
> upon request. Include a description of the accommodation you will need
> including as much detail as you can. Also include a way we can contact
> you if we need more information. Please allow at least 5 days advance
> notice; last minute requests will be accepted, but may be impossible
> to fill. Send an e-mail to <fcc504@fcc.gov> or call the Consumer &
> Governmental Affairs Bureau:
>
> For sign language interpreters, CART, and other reasonable
> accommodations: 202-418-0530 (voice), 202-418-0432 (tty)
>
> For accessible format materials (braille, large print, electronic
> files, and audio format): 202-418-0531 (voice), 202-418-7365 (tty)

-   **Make sure that your first public announcement is released at least
    one full week in advance.**

**INTERNAL FCC MEETINGS (continued)**

## If your meeting is for a limited FCC audience... (division meeting, internal task force, committee, etc.) {#if-your-meeting-is-for-a-limited-fcc-audience-division-meeting-internal-task-force-committee-etc. .Style2Handbook}

###  AND you know the attendees {#and-you-know-the-attendees .Style3HdbkMeet2}

###  {#section-14 .Style3HdbkMeet2}

> **Be sure to request accommodations**[^52] **(e.g., captioning,
> accessible formats, sign language interpreters, etc.) you know will be
> needed** as far in advance as possible.

###  AND you DON'T know the attendees {#and-you-dont-know-the-attendees .Style3HdbkMeet2}

###  {#section-15 .Style3HdbkMeet2}

-   **Include a reasonable accommodation statement** in your invitation
    or announcement.

> **Model statement:**
>
> **Reasonable Accommodations**
>
> Reasonable accommodations for people with disabilities are available
> upon request. Include a description of the accommodation you will need
> including as much detail as you can. Also include a way we can contact
> you if we need more information. Make your request as early as
> possible; please allow at least 5 days advance notice. Last minute
> requests will be accepted, but may be impossible to fill. Send an
> e-mail to <fcc504@fcc.gov> or call the Consumer & Governmental Affairs
> Bureau:
>
> For sign language interpreters, CART, and other reasonable
> accommodations: 202-418-0530 (voice), 202-418-0432 (tty)
>
> For accessible format materials (braille, large print, electronic
> files, and audio format): 202-418-0531 (voice), 202-418-7365 (tty)

-   **Make sure that your first public announcement is released at least
    one full week in advance.**

**INTERNAL FCC MEETINGS (continued)**

## If your meeting requires pre-registration... {#if-your-meeting-requires-pre-registration .Style2Handbook}

##  {#section-16 .Style2Handbook}

-   **Be sure your registration form includes an option for requesting
    accommodations.**

> **Model accommodation request section:**
>
> **Reasonable Accommodations**
>
> **I need the following reasonable accommodation:**
>
> □ Accessible Format (Please specify below)
>
> \_\_ Audiocassette (analog)
>
> \_\_ Braille
>
> \_\_ Large Print
>
> \_\_ Digital Audio Recording
>
> Please circle one: 3.5" Floppy Disk, CD, E-mail attachment
>
> Please circle one: MP3, RealAudio
>
> \_\_ Digital Text
>
> Please circle one: 3.5" Floppy Disk, CD, E-mail attachment
>
> Please circle one: ASCII, MSWord
>
> \_\_ Other (Please specify)

□ Sign Language Interpreter

□ CART (Communication Access Realtime Translation)

□ Assistive Listening Device

□ Other (please specify)

-   **As soon as a request for accommodation is received**, consult the
    chart on page [43](#RARequests) of this Handbook and **forward the
    request to the appropriate person**.

-   **Make sure that your first public announcement is released at least
    one full week in advance.**

# 2. MEETINGS WITH NON-FCC ATTENDEES {#meetings-with-non-fcc-attendees .Style1Blue}

## If your meeting is a Commission Open Meeting... {#if-your-meeting-is-a-commission-open-meeting .Style2Handbook3}

##  {#section-17 .Style2Handbook3}

-   **Display open captioning on both screens in the Commission Meeting
    Room, the hallway monitors, the internet webcast, and the
    Commission's closed circuit television broadcast.**[^53] Contact the
    Commission Audio Visual Center,[^54] Office of Media Relations, to
    arrange for captioning services.

-   **Provide Sign language interpreters.**[^55] The interpreters will
    be expected to interpret for the duration of the proceedings
    regardless of whether deaf attendees are readily identified.
    Interpreters are not required to interpret for the Press Conference
    following the Open Meeting UNLESS they are requested to do so by a
    deaf consumer or by Commission staff.

-   **Supply agendas in both braille and large print.**[^56]

-   **Note in the Sunshine Notice that the above accommodations** will
    be provided and indicate how other accommodations can be acquired.

**Model notice:**

**Reasonable Accommodations**

> The meeting site is fully accessible to people using wheelchairs or
> other mobility aids. Meeting agendas and handouts will be provided in
> accessible formats; sign language interpreters, open captioning, and
> assistive listening devices will be provided on site. The meeting will
> be webcast with open captioning \[note web address\]. Request other
> reasonable accommodations for people with disabilities as early as
> possible; please allow at least 5 days advance notice. Include a
> description of the accommodation you will need including as much
> detail as you can. Also include a way we can contact you if we need
> more information. Last minute requests will be accepted, but may be
> impossible to fill. Send an e-mail to: <fcc504@fcc.gov> or call the
> Consumer & Governmental Affairs Bureau at 202-418-0530 (voice),
> 202-418-0432 (tty).

-   **Make sure that your first public announcement is released at least
    one full week in advance.**

**MEETINGS WITH NON-FCC ATTENDEES (continued)**

## If your meeting is a public meeting with no pre-registration required... {#if-your-meeting-is-a-public-meeting-with-no-pre-registration-required .Style2Handbook}

-   **Be sure that you arrange for captioning.** Meetings open to the
    general public, scheduled in the Commission Meeting Room, should be
    captioned. Meeting planners should contact the Audio Visual
    Center,[^57] Office of Media Relations, to arrange for captioning
    services. Be sure to allow as much lead time as possible. Captioning
    services are in high demand and may not be available without
    sufficient notice.[^58]

-   **Include a reasonable accommodation statement** in all
    announcements and publicity, including all invitations, flyers,
    posters, e-mails, advertisements, etc.

**Model statement:**

> **Reasonable Accommodations**
>
> Open captioning will be provided for this event. Other reasonable
> accommodations for people with disabilities are available upon
> request. Include a description of the accommodation you will need
> including as much detail as you can. Also include a way we can contact
> you if we need more information. Make your request as early as
> possible; please allow at least 5 days advance notice. Last minute
> requests will be accepted, but may be impossible to fill. Send an
> e-mail to <fcc504@fcc.gov> or call the Consumer & Governmental Affairs
> Bureau:
>
> For sign language interpreters, CART, and other reasonable
> accommodations: 202-418-0530 (voice), 202-418-0432 (tty)
>
> For accessible format materials (braille, large print, electronic
> files, and audio format): 202-418-0531 (voice), 202-418-7365 (tty)

-   **Make sure that your first public announcement is released at least
    one full week in advance.**

-   **Notify the Security Operations Center**[^59] **if you expect
    visitors with disabilities**

> Advance notice allows the Operations Center to assign sufficient
> security staff to screen visitors. It also allows security officers to
> prepare themselves for alternative communication modes and reminds
> them to expect visitors with assistive devices that may require
> special handling when going through metal detectors.

**MEETINGS WITH NON-FCC ATTENDEES (continued)**

## If your meeting is open to a limited public audience... {#if-your-meeting-is-open-to-a-limited-public-audience .Style2Handbook3}

###  AND you know the attendees {#and-you-know-the-attendees-1 .Style3HdbkMeet2}

###  {#section-18 .Style3HdbkMeet2}

> **Be sure to request accommodations**[^60] **(e.g., captioning,
> accessible formats, sign language interpreters, etc.) you know will be
> needed** as far in advance as possible.

###  AND you DON'T know the attendees {#and-you-dont-know-the-attendees-1 .Style3HdbkMeet2}

###  {#section-19 .Style3HdbkMeet2}

-   Include a reasonable accommodation statement in your invitation or
    announcement.

**Model statement:**

> **Reasonable Accommodations**
>
> Reasonable accommodations for people with disabilities are available
> upon request. Include a description of the accommodation you will need
> including as much detail as you can. Also include a way we can contact
> you if we need more information. Make your request as early as
> possible; please allow at least 5 days advance notice. Last minute
> requests will be accepted, but may be impossible to fill. Send an
> e-mail to <fcc504@fcc.gov> or call the Consumer & Governmental Affairs
> Bureau:
>
> For sign language interpreters, CART, and other reasonable
> accommodations: 202-418-0530 (voice), 202-418-0432 (tty)
>
> For accessible format materials (braille, large print, electronic
> files, and audio format): 202-418-0531 (voice), 202-418-7365 (tty)

-   **Make sure that your first public announcement is released at least
    one full week in advance.**

-   **Notify the Security Operations Center**[^61] **if you expect
    visitors with disabilities.** Advance notice allows the Operations
    Center to assign sufficient security staff to screen visitors. It
    also allows security officers to prepare themselves for alternative
    communication modes and reminds them to expect visitors with
    assistive devices that may require special handling when going
    through metal detectors.

**MEETINGS WITH NON-FCC ATTENDEES (continued)**

## If your meeting focuses on issues you expect to be of interest to people with disabilities... {#if-your-meeting-focuses-on-issues-you-expect-to-be-of-interest-to-people-with-disabilities .Style2Handbook3}

-   **Display open captioning on both screens in the Commission Meeting
    Room, the hallway monitors, the internet webcast, and the
    Commission's closed circuit television broadcast.**[^62] Contact the
    Commission Audio Visual Center,[^63] Office of Media Relations, to
    arrange for captioning services.

-   **Supply agendas and handouts produced in braille and large
    print.**[^64]

-   **Sign language interpreters.**[^65] At the beginning of the event,
    if you are unsure whether deaf consumers are in attendance, consult
    with the interpreters to see if they are aware of any deaf
    attendees. If they are also unsure, make an announcement from the
    podium noting that interpreters are available and inquiring if there
    are any attendees who wish to use their services. Naturally, the
    interpreter will be expected to interpret this announcement. If no
    consumers indicate a need, the interpreter may retire to an agreed
    upon location to await any subsequent request. If a registration
    desk is used, it is an ideal place for the interpreters to sit,
    identified with a sign reading: Sign Language Interpreters. Late
    arrivers will then have the opportunity to note the availability of
    interpreters while they are signing in. If there is no registration
    desk, then position the interpreters near the entrance to the
    meeting room or in some other highly visible area.

> **Sample wording for announcement of interpreter availability:**
>
> Sign language interpreters are available for this meeting. Although we
> have had no requests for interpreting services, we would like to make
> sure that we are meeting the needs of all attendees. If there is
> anyone currently in attendance who needs the services of an
> interpreter, please so indicate to the interpreter. \[pause for
> response\]
>
> Thank you. \[continue with meeting content\]

-   **The Public Notice should note that the above accommodations** will
    be provided and should indicate how other accommodations can be
    acquired.

**MEETINGS WITH NON-FCC ATTENDEES \-- If Your Meeting Focuses on Issues
You Expect to be of Interest to People With Disabilities (continued**)

**Model notice:**

> **Reasonable Accommodations**
>
> The meeting site is fully accessible to people using wheelchairs or
> other mobility aids. Meeting agendas and handouts will be provided in
> accessible formats; sign language interpreters, open captioning, and
> assistive listening devices will be provided on site. The meeting will
> be webcast with open captioning \[note web address\]. Request other
> reasonable accommodations for people with disabilities as early as
> possible; please allow at least 5 days advance notice. Include a
> description of the accommodation you will need including as much
> detail as you can. Also include a way we can contact you if we need
> more information. Last minute requests will be accepted, but may be
> impossible to fill. Send an e-mail to: <fcc504@fcc.gov> or call the
> Consumer & Governmental Affairs Bureau at 202-418-0530 (voice),
> 202-418-0432 (tty).

-   **Make sure that your first public announcement is released at least
    one full week in advance.**

```{=html}
<!-- -->
```
-   **Notify the Security Operations Center**[^66] **if you expect
    visitors with disabilities**

> Advance notice allows the Operations Center to assign sufficient
> security staff to screen visitors. It also allows security officers to
> prepare themselves for alternative communication modes and reminds
> them to expect visitors with assistive devices that may require
> special handling when going through metal detectors.

**Don't know if your issues are of interest to people with
disabilities?**

> If you are unsure whether your meeting topic is of interest to the
> disability community, consult the Chief of the Disability Rights
> Office.[^67]

**MEETINGS WITH NON-FCC ATTENDEES (continued)**

## If your meeting requires pre-registration... {#if-your-meeting-requires-pre-registration-1 .Style2Handbook3}

-   **Be sure your registration form includes an option for requesting
    accommodations.**

> **Model accommodation request section:**
>
> **Reasonable Accommodations**
>
> **I need the following reasonable accommodation:**
>
> □ Accessible Format (Please specify below)
>
> \_\_ Audiocassette (analog)
>
> \_\_ Braille
>
> \_\_ Large Print
>
> \_\_ Digital Audio Recording
>
> Please circle one: 3.5" Floppy Disk, CD, E-mail attachment
>
> Please circle one: MP3, RealAudio
>
> \_\_ Digital Text
>
> Please circle one: 3.5" Floppy Disk, CD, E-mail attachment
>
> Please circle one: ASCII, MSWord
>
> \_\_ Other (Please specify)

□ Sign Language Interpreter

□ CART (Communication Access Realtime Translation)

□ Assistive Listening Device

□ Other (please specify)

-   **As soon as a request for accommodation is received**, consult the
    chart on page [43](#RARequests) of this Handbook and **forward the
    request to the appropriate person**.

-   **Make sure that your first public announcement is released at least
    one full week in advance.**

**MEETINGS WITH NON-FCC ATTENDEES \-- If your meeting requires
pre-registration (continued)**

-   **Notify the Security Operations Center**[^68] **if you expect
    visitors with disabilities**

> Advance notice allows the Operations Center to assign sufficient
> security staff to screen visitors. It also allows security officers to
> prepare themselves for alternative communication modes and reminds
> them to expect visitors with assistive devices that may require
> special handling when going through metal detectors.

# 3. DISSEMINATING NEWS RELEASES, PUBLIC NOTICES, TEXTS, AND OTHER DOCUMENTS {#disseminating-news-releases-public-notices-texts-and-other-documents .Style1Blue}

-   **Include an accessible format statement in your releases.**

**Model statement:**

> **Accessible Formats**
>
> To request materials in accessible formats for people with
> disabilities (braille, large print, electronic files, audio format),
> send an e-mail to <fcc504@fcc.gov> or call the Consumer & Governmental
> Affairs Bureau at 202-418-0531 (voice), 202-418-7365 (tty).

-   **Make sure that you indicate the web address consumers can use to
    get an electronic copy.** Follow the Commission's Section 508
    Guidelines to assure appropriate web formats for your information.
    For more details on Section 508, contact the Commission's Section
    508 Officer.[^69]

# 4. HOSTING ACCESSIBLE MEETINGS AND EVENTS {#hosting-accessible-meetings-and-events .Style1Blue}

Hosting successful meetings or events[^70] requires cooperation between
event planners, chairpersons, emcees, moderators, coordinators, and
attendees. The following hosting responsibilities and guidelines can
help produce accessible events that comply with Section 504
requirements.

## Opening announcements  {#opening-announcements .Style2Handbook}

-   **Announce the availability of any accommodations that are in
    place**. Example: "For the \[event name\] today, we have the
    following accessibility services available \[mention those actually
    in place for the event, e.g., sign language interpreters, assistive
    listening devices (ALDs), CART and/or captioning.\] Also, agendas
    and handouts are available in large print, electronic format, and
    braille. If anyone needs assistance in locating where these services
    are being provided please let \[identify any Commission staff who
    can assist in getting attendees the appropriate service(s) or
    products---ask the Commission staff identified to stand\] know."

```{=html}
<!-- -->
```
-   **Provide verbal directions to accessible restroom facilities.** For
    example, if the meeting is being held in the Commission Meeting
    Room, give directions similar to the following: "Accessible
    restrooms are located on the 12^th^ Street level (this floor) at the
    following location: When exiting the Commission Meeting Room use the
    exit on the far right (or on the left, depending on where the
    speaker is located). Continue straight forward from the exit door
    for about 40 feet, then turn at the first corridor to the left.
    Restrooms are located immediately on your left, first the Men's then
    the Women's restrooms."

```{=html}
<!-- -->
```
-   **Provide verbal directions to any other amenities** attendees may
    need to know about; e.g., area delis/restaurants, payphones, TTYs,
    ATMs.

## Meeting moderators {#meeting-moderators .Style2Handbook}

-   **Introduce all speakers and panelists verbally by name**. An
    alternative method is to ask the speakers/panelists to take turns
    introducing themselves.

```{=html}
<!-- -->
```
-   **Make it a practice to recognize individuals who would like to take
    the floor.**

```{=html}
<!-- -->
```
-   This will avoid situations where several people attempt to speak at
    the same time. This is both good meeting practice and an aid to
    interpreters, CART writers, and captioners who are only able to
    render the comments of one speaker at a time.

**HOSTING ACCESSIBLE MEETINGS AND EVENTS -- Meeting Moderators:
Recognizing individuals who would like to take the floor (continued)**

-   This will identify the speaker for attendees who are blind or have
    low vision as well as for CART writers, captioners, and sign
    language interpreters.

```{=html}
<!-- -->
```
-   A variation that is often used, particularly for events with
    attendees who are blind or have low vision, is to ask speakers to
    identify themselves each time they make a comment. This also is of
    benefit to captioners, CART writers, sign language interpreters, and
    members of the audience using these accommodations.

```{=html}
<!-- -->
```
-   Since there is always a time lag between the time captioners,
    interpreters, and CART writers hear a message and are able to
    translate it, people who depend upon their services receive such
    information at a point slightly behind hearing participants. This
    frequently puts people who are deaf and hard of hearing at a
    disadvantage when trying to make a point or to respond to a
    question. By the time the question or issue is conveyed to them,
    others have already begun answering. By controlling access to the
    floor, the moderator can provide more equitable opportunities for
    comment and response.

```{=html}
<!-- -->
```
-   **Verbally acknowledge any speakers/panelists joining the meeting
    while in progress, or leaving the meeting before it ends.** \[For
    example: "We've just been joined by Alex Bell from FCC Corp....glad
    to have you with us!" (Give Alex a chance to respond briefly. This
    will orient people who are blind or have low vision to his location
    and to his voice.) Then return to the discussion at hand.\]

```{=html}
<!-- -->
```
-   **If the public address system is not working properly, interrupt
    the speaker, reminding them to wait until the microphone is working
    correctly and repeat their comments using the working public address
    system.** Participants relying on ALDs, sign language interpreters,
    captioning, and CART text will miss the information if it does not
    come through the PA system.

-   **Remember to be patient. It will take extra time for individuals
    with speech disabilities or individuals using sign language
    interpreters, captioning, or CART to fully participate in
    discussions.** Participants with speech disabilities may require
    additional time to complete their comments. And, individuals using
    sign language interpreters, captions, and CART, experience delays in
    receiving information as well as expressing comments. On average,
    there is a 1-10 second delay between the time a comment is uttered
    and the time the complete sign language interpretation is presented.
    Similarly, there is a 1-15 second delay for the complete captioned
    or CART text to appear. There is a similar delay when a response is
    expressed in sign language and interpreted into speech. Thus, asking
    a question or soliciting comments and then quickly selecting the
    first person to raise a hand or shout out a response, does not allow
    those experiencing time delays an opportunity to participate. It
    also discriminates against those who require more time to express
    themselves.

**HOSTING ACCESSIBLE MEETINGS AND EVENTS -- Meeting Moderators
(continued)**

-   **If the text of any handout or A/V presentation is not available in
    accessible formats (i.e., Braille, electronic text file, audio
    recording), announce to the audience how to obtain a copy in an
    accessible format.** Example: "We regret that the \[document,
    PowerPoint presentation, agenda, etc.\] is not available in braille,
    large print, or electronic text. However, anyone in the audience can
    contact the Commission's Accessible Format Specialist, Consumer &
    Governmental Affairs Bureau, to obtain a copy in the format you
    prefer. You can call 202-418-0531 or 202-418-7365 (tty) or you can
    send an e-mail to <fcc504@fcc.gov>."

-   **Be aware of any changes to the physical environment**. If at any
    time before, during, or after the meeting, pathways or aisles become
    blocked for wheelchair access, move the barrier or designate someone
    to do so as soon as possible. Also, if the layout of the meeting
    room is changed during the meeting (for example, tables/chairs moved
    in a different configuration, additional equipment brought in,
    etc.), announce the changes or additions to the audience and warn
    them of hazards associated with the change(s)/addition(s), (e.g.,
    power cords, cables, etc.) This will be especially helpful for
    attendees who are blind or have low vision. Example: "Just so that
    everyone is aware, we'll need to change the location of some of the
    tables during the break in order to accommodate the equipment coming
    in for the next session. Also, please be aware that in order for the
    equipment to operate, there will be a power cord/cable that will be
    taped to the carpet that will run across the aisle. So please
    exercise caution when walking in the aisle area or close to the
    equipment when it is set up."

-   **Always describe any changes to preprinted agendas, handouts, or
    other materials.**

-   **When an acronym that is not commonly known to the general public
    is first used, be sure to pause the discussion momentarily, giving
    the spelling and/or meaning of the acronym.** Not only will this be
    helpful to the audience, but will also be of invaluable assistance
    in providing accurate information to sign language interpreters,
    captioners, and CART writers. Example: "Excuse me. Just to help
    clarify what 'Nancy' is --- it's the acronym for the North American
    Numbering Council, N-A-N-C, which is often pronounced, 'Nancy." It
    is ... \[provide explanation\]."

**HOSTING ACCESSIBLE MEETINGS AND EVENTS (continued)**

## Audio and visual media {#audio-and-visual-media .Style2Handbook}

> Organizers and planners of Commission meetings must make sure that all
> attendees, including individuals with disabilities, are not "excluded
> from participation in," or "denied the benefits of" meetings and
> events.[^71] In order to ensure that everyone can participate in and
> benefit from the meeting or event, it is vital that the organizer
> know, to the extent possible, what audio/visual presentations[^72]
> will be used.

### Presenters with printed handouts or audio/visual media... {#presenters-with-printed-handouts-or-audiovisual-media .Style3HdbkMeet2}

#### AND people with disabilities are expected  {#and-people-with-disabilities-are-expected .Style4AV}

-   Inform the presenters of the Commission's obligation to provide
    access to people with disabilities. Ask the presenters whether
    printed handouts or audio/visual elements will be included in their
    respective presentations. If such materials will be in use, then...

> **In advance of the meeting, request a copy** of the media that
> presenters plan to use \-- printed handouts, audio/visual elements,
> etc. If available, an electronic version is preferred.

-   For conversion of print and other textual media to braille, large
    print, electronic text, or audio format, contact the Commission's
    Accessible Format Specialist, Consumer & Governmental Affairs
    Bureau, 202-418-0531 (voice), 202-418-7365 (tty), <fcc504@fcc.gov>.

```{=html}
<!-- -->
```
-   When using slides or other graphic displays that do not include
    textual content (for example pictures, drawings, unlabeled charts,
    etc.), please provide a description of the key visual elements;
    include an explanation of any special significance implied by the
    manner of presentation. For example, if a parody of a company logo
    is displayed, note that it is a satirical depiction of Company X's
    logo. Then proceed to describe what the image looks like.

```{=html}
<!-- -->
```
-   If possible, submit materials at least 5 business days prior to the
    date they are needed so that the conversion to accessible format can
    be completed by the day of the event.

**HOSTING ACCESSIBLE MEETINGS AND EVENTS -- Audio and visual media --
Presenters with printed handouts...AND people with disabilities expected
(continued)**

-   For consultation regarding video or other non-text media that is not
    captioned, contact the Commission's Section 504 Officer, Consumer &
    Governmental Affairs Bureau, 202-418-0530 (voice), 202-418-0432
    (tty), <fcc504@fcc.gov> to determine the arrangements needed to
    assure access. Please allow as much lead time as possible.

```{=html}
<!-- -->
```
-   Remind presenters and event moderators that information contained in
    working documents, flipcharts, posters, and visual aids must be read
    or described in order for the information to be accessible to the
    entire audience.

```{=html}
<!-- -->
```
-   If, as a group, you are editing or revising a document, be sure to
    re-read any sections or contextual material necessary to convey to
    the group the full impact of the change(s) to be made.

```{=html}
<!-- -->
```
-   If you are exhibiting a diagram or model, be sure to describe the
    individual parts as well as any interactions or changes that are
    being shown. If animation or special effects are being used, be sure
    to describe those as well.

### Presenters with printed handouts or audio/visual media... {#presenters-with-printed-handouts-or-audiovisual-media-1 .Style3HdbkMeet2}

#### AND it is unknown if people with disabilities will attend...  {#and-it-is-unknown-if-people-with-disabilities-will-attend .Style4AV}

-   Inform the presenters of the Commission's obligation to provide
    access to people with disabilities. Ask the presenters whether
    printed handouts or audio/visual elements will be included in their
    presentations. If such materials will be in use, then....

```{=html}
<!-- -->
```
-   Request that presenters have copies of the media they plan to use
    readily available in the event that people with disabilities should
    request accommodations. Inform the presenter that if a request for
    accommodation is received, they will be asked to forward a copy of
    their presentation materials to the Commission immediately so that
    we may convert them into accessible format.

**HOSTING ACCESSIBLE MEETINGS AND EVENTS (continued)**

## If you are invited to speak at a non-FCC event... {#if-you-are-invited-to-speak-at-a-non-fcc-event .Style2Handbook}

###  AND have handouts or audio/visual presentations... {#and-have-handouts-or-audiovisual-presentations .Style3HdbkMeet2}

> Check with the event planner to find out whether the sponsoring
> organization has made arrangements for accessibility for individuals
> with disabilities.

####  If the hosts HAVE MADE ARRANGEMENTS for accommodations... {#if-the-hosts-have-made-arrangements-for-accommodations .Style4Speak}

-   Have copies of handouts and audio/visual media ready for your hosts
    so that they can have them produced in accessible format.

-   If interpreters are being provided and you would like some
    guidelines on how to work with them, see the section on sign
    language interpreters beginning on page [80](#Interpreters).

#### If the hosts HAVE NOT MADE ARRANGEMENTS for accommodations or do not know if people with disabilities plan to attend... {#if-the-hosts-have-not-made-arrangements-for-accommodations-or-do-not-know-if-people-with-disabilities-plan-to-attend .Style4Speak}

-   Be prepared to read or describe any document or A/V presentation you
    will be sharing.

```{=html}
<!-- -->
```
-   If the group is editing or revising a document, be sure to re-read
    any sections or contextual material necessary to convey to the group
    the full impact of the change(s) to be made.

```{=html}
<!-- -->
```
-   If you are exhibiting a diagram or model, be sure to describe the
    individual parts as well as any interactions or changes that are
    being shown. If animation or special effects are being used, be sure
    to describe those as well.

    -   If you would like to have copies of your materials in accessible
        format (braille, large print, electronic text, or audio formats)
        to take with you to your presentation, send the document
        (preferably in electronic format) to the Commission's Accessible
        Format Specialist, Consumer & Governmental Affairs Bureau,
        202-418-0531 (voice), 202-418-7365 (tty), <fcc504@fcc.gov>, at
        least 5 business days prior to your departure date.

> When submitting slides or other graphic displays that do not include
> textual content (for example pictures, drawings, unlabeled charts,
> etc.) for conversion to accessible format, please provide a
> description of the key visual elements; include an explanation of any
> special significance implied by the manner of presentation. For
> example, if a parody of a company logo is displayed, note that it is a
> satirical depiction of Company X's logo. Then proceed to describe what
> the image looks like.

**HOSTING ACCESSIBLE MEETINGS AND EVENTS -- [If you are invited to speak
at a non-fcc event AND Have handouts or audio/visual
presentations]{.smallcaps} -- If the hosts have NOT made arrangements
for accommodations (continued)**

-   If you do not have accessible copies of your materials with you,
    state at the beginning of your presentation that your materials can
    be provided in accessible format upon request. Ask audience members
    who need such formats to supply you with the following information:

```{=html}
<!-- -->
```
-   Name, address, telephone number, e-mail address

-   Specific materials they would like converted to accessible format

-   Type of accessible format they are requesting

> Forward the consumer's information along with copies of the
> document(s) they are requesting (preferably in electronic format) to
> the Commission's Accessible Format Specialist, Consumer & Governmental
> Affairs Bureau, 202-418-0531 (voice), 202-418-7365 (tty),
> <fcc504@fcc.gov>. []{#MeetingsDocumentsEnd .anchor}

# 5. AUDIO-VISUAL MEDIA PRODUCED OR OWNED BY THE COMMISSION {#audio-visual-media-produced-or-owned-by-the-commission .Style1Blue}

## Video formats (Videotape, CD, DVD, etc.) {#video-formats-videotape-cd-dvd-etc. .Style2Handbook}

###  {#section-20 .Style3HdbkMeet12pt}

### Captioning {#captioning .Style3HdbkMeet12pt}

-   Video media owned or produced by the Commission that is intended for
    use by either staff or the public must be captioned. The captioning
    may be either open or closed.

-   When video is offered for sale with captions, the Commission must
    purchase the captioned version.

-   For items that are not available for purchase with captions, or for
    items given to the Commission without captions, the Commission must
    assure that captioning will be added at the earliest opportunity.

-   Comments for the record on video that are accompanied by a
    transcript need not be captioned.

###  {#section-21 .Style3HdbkMeet12pt}

### Video description {#video-description .Style3HdbkMeet12pt}

-   Video description is encouraged for visual media held or produced by
    the Commission and will be provided upon request. Retention and
    maintenance of video described versions of recordings should
    parallel that of non-video described versions.

## Audio recordings {#audio-recordings .Style2Handbook}

Audio recordings that are owned by the Commission and that are intended
for use by either staff or the public must have written transcripts
available upon request. Transcripts may be produced when requested and
need not be prepared in advance. Once produced, however, the retention
and maintenance of transcripts should parallel that of the audio
recording.

## To arrange for captioning or video description or to discuss your media options... {#to-arrange-for-captioning-or-video-description-or-to-discuss-your-media-options .Style2Handbook}

Contact <fcc504@fcc.gov> or call:

Accessible Format Specialist, Consumer & Governmental Affairs Bureau

202-418-0531 (voice), 202-418-7365 (tty)

> Section 504 Officer, Consumer & Governmental Affairs Bureau

202-418-0530 (voice), 202-418-0432 (tty)

# 6. TRAINING {#training .Style1Blue}

## FCC Training {#fcc-training .Style2Handbook3}

All FCC sponsored training must be accessible to people with
disabilities. Training announcements should include an accessibility
statement.

**Model statement:**

Reasonable accommodations for people with disabilities are available
upon request. Include a description of the accommodation you will need
including as much detail as you can. Also include a way we can contact
you if we need more information. Please allow at least 5 days advance
notice; last minute requests will be accepted, but may be impossible to
fill. Send an e-mail to <fcc504@fcc.gov> or call the Consumer &
Governmental Affairs Bureau:

> For sign language interpreters, CART, and other reasonable
> accommodations:
>
> 202-418-0530 (voice), 202-418-0432 (tty)
>
> For accessible format materials (braille, large print, electronic
> files, and audio format): 202-418-0531 (voice), 202-418-7365 (tty)

## FCC University {#fcc-university .Style2Handbook3}

To request reasonable accommodations for FCC University courses, contact
the Chief of the Learning and Development Service Center.[^73]

**TRAINING (continued)**

##  {#section-22 .Style2Handbook3}

##  {#section-23 .Style2Handbook3}

## FCC Contracted training {#fcc-contracted-training .Style2Handbook3}

Entities contracting with the FCC to provide training are obliged to
comply with the requirements of the Rehabilitation Act[^74] and the FCC
Section 504 Rules.[^75] It is expected that trainers will:

-   Use only captioned video media whenever possible.

```{=html}
<!-- -->
```
-   Comply with reasonable accommodation requests from students
    including, but not limited to:

```{=html}
<!-- -->
```
-   Providing print materials in braille, large print, or electronic
    format (Materials can be submitted to the Commission's Accessible
    Format Specialist for transcription.)

```{=html}
<!-- -->
```
-   Reading or describing visual objects, displays, or projections used
    in class

```{=html}
<!-- -->
```
-   Adjusting the classroom to allow appropriate lines of sight and/or
    physical access.

```{=html}
<!-- -->
```
-   Provide transcripts of any audio media used in connection with the
    class.

```{=html}
<!-- -->
```
-   Distribute any oral quizzes or tests in print format.

```{=html}
<!-- -->
```
-   Provide print quizzes or tests in audio format.

## External training {#external-training .Style2Handbook3}

Commission employees participating in external training are expected to
complete FCC Training Form 182e. Box 9 allows applicants to indicate the
accommodations needed. Generally speaking, it is the responsibility of
the entity offering the training to provide the accommodations. It is
the employee's responsibility to make their reasonable accommodation
needs known.

**This page is intentionally blank.**

![](media/image1.png){width="0.5637795275590551in"
height="0.5637795275590551in"}![](media/image8.png){width="0.5618110236220473in"
height="0.5618110236220473in"}![](media/image9.png){width="0.5610236220472441in"
height="0.5618110236220473in"}![](media/image2.png){width="0.5598425196850394in"
height="0.5602362204724409in"}![](media/image3.png){width="0.5602362204724409in"
height="0.5618110236220473in"}![](media/image4.png){width="0.5637795275590551in"
height="0.5625984251968504in"}![](media/image5.png){width="0.5598425196850394in"
height="0.5618110236220473in"}![](media/image6.png){width="0.5618110236220473in"
height="0.5625984251968504in"}![](media/image7.png){width="0.5602362204724409in"
height="0.5610236220472441in"}![](media/image10.png){width="0.5220472440944882in"
height="0.49921259842519683in"}

# 1. REASONABLE ACCOMMODATION REQUESTS {#reasonable-accommodation-requests .Style1Green}

[]{#RARequests .anchor}

## If you receive a request for reasonable accommodations... {#if-you-receive-a-request-for-reasonable-accommodations .Style2Handbook}

##  {#section-24 .Style2Handbook}

That is, a request for services that will allow someone with a
disability to access the programs and activities of the Commission,
IMMEDIATELY forward that information to one of the following people. Be
sure to note contact information for the requestor (name, telephone
number, and/or e-mail address) as well as a description of their
request.

+------------------------------+---------------------------------------+
| **If you have questions      | **Contact:**                          |
| about:**                     |                                       |
+------------------------------+---------------------------------------+
| Legal Aspects of Disability  | Thomas Chandler, Chief, Disability    |
|                              | Rights Office Consumer & Governmental |
|                              | Affairs Bureau                        |
|                              |                                       |
|                              | 202-418-1475 / 202-418-0597 tty       |
|                              | <tchandle@fcc.gov>                    |
+------------------------------+---------------------------------------+
| Reasonable Accommodations    | Helen Chang, Section 504 Officer      |
|                              |                                       |
| Sign Language Interpreters   | Consumer & Governmental Affairs       |
|                              | Bureau                                |
| CART (Communication Access   |                                       |
| Realtime Translation)        | 202-418-0424 / 202-418-0432 tty       |
|                              | <hchang@fcc.gov>                      |
| Physical Access              |                                       |
|                              |                                       |
| Transcribing sign language   |                                       |
| submitted in video format    |                                       |
| into English                 |                                       |
+------------------------------+---------------------------------------+
| Captioning                   | Daniel Oliver, Audio Visual           |
|                              | Production Manager                    |
| Assistive Listening Devices  |                                       |
| (ALDs)                       | Office of Media Relations             |
|                              |                                       |
|                              | 202-418-0460 <doliver@fcc.gov>        |
+------------------------------+---------------------------------------+
| Accessible Format            | Brian Millin, Accessible Format       |
|                              | Specialist                            |
| > Braille / Large Print /    |                                       |
| > Electronic Files / Audio   | Consumer & Governmental Affairs       |
| > Format                     | Bureau                                |
|                              |                                       |
| Transcribing documents       | 202-418-7426 / 202-418-7365 tty       |
| submitted in accessible      | <bmillin@fcc.gov>                     |
| format into print            |                                       |
+------------------------------+---------------------------------------+
| Section 508 Issues           | Rosalind Singleton, Section 508       |
|                              | Officer                               |
| Access to electronic data,   |                                       |
| resources,                   | Office of Managing Director           |
|                              |                                       |
| and equipment                | 202-418-2850 <rlsingle@fcc.gov>       |
+------------------------------+---------------------------------------+
| Section 501 Issues           | Barbara Douglas, Director             |
|                              |                                       |
| Workplace accommodations for | Office of Workplace Diversity         |
| FCC                          |                                       |
|                              | 202-418-7589 <bjdougla@fcc.gov>       |
| > staff who have temporary   |                                       |
| > or permanent disabilities  |                                       |
+------------------------------+---------------------------------------+

**REASONABLE ACCOMMODATION REQUESTS (continued)**

[]{#RARequestsP2 .anchor}

+------------------------------+---------------------------------------+
| **If you have questions      | **Contact:**                          |
| about:**                     |                                       |
+------------------------------+---------------------------------------+
| Security Issues              | Eric Botker, Manager                  |
|                              |                                       |
|                              | Security Operations Center            |
|                              |                                       |
|                              | 202-418-7884 <ebotker@fcc.gov>        |
|                              |                                       |
|                              | (when sending e-mail, please cc:      |
|                              |                                       |
|                              | Mary Long, <mlong@fcc.gov> and        |
|                              |                                       |
|                              | Richard Blackmon, <rblackmo@fcc.gov>) |
+------------------------------+---------------------------------------+
| FCC University               | Jerry Liebes, Chief                   |
|                              |                                       |
|                              | Learning and Development Service      |
|                              | Center                                |
|                              |                                       |
|                              | Office of Managing Director           |
|                              |                                       |
|                              | 202-418-1582 <jliebes@fcc.gov>        |
+------------------------------+---------------------------------------+
| Other Disability Issues      | Helen Chang, Section 504 Officer      |
|                              |                                       |
|                              | Consumer & Governmental Affairs       |
|                              | Bureau                                |
|                              |                                       |
|                              | 202-418-0424 / 202-418-0432 tty       |
|                              | <hchang@fcc.gov>                      |
+------------------------------+---------------------------------------+

# 2. [**FCC504@FCC.GOV**](mailto:FCC504@FCC.GOV)  {#fcc504fcc.gov .Style1Green}

## Purpose {#purpose .Style2Handbook}

This is the primary e-mail address for non-FCC staff who would like to
request accommodations or who would like to direct disability related
inquiries to the FCC.

## Who checks this mailbox? {#who-checks-this-mailbox .Style2Handbook}

Responsibility for checking the mailbox is as follows:

Primary: Section 504 Officer

Secondary: Accessible Format Specialist

Tertiary: Disability Rights Office Sign Language Interpreter

# 3. TTY ACCESS {#tty-access .Style1Green}

TTY was originally an acronym for TeleTYpewriter. Today, these devices
are sometimes also called TDDs (Telecommunications Devices for the Deaf)
or TTs (Text Telephones), though the preferred term is still TTY. TTYs
include a keyboard, text display, and sometimes a printer. TTYs allow
individuals to make and receive telephone calls in realtime using typed,
2-way communication.

## Distribution of TTYs within the Commission -- Minimum standards {#distribution-of-ttys-within-the-commission-minimum-standards .Style2Handbook}

-   Each Division/Office within the Commission should have a working TTY
    with staff trained and available to answer calls.

-   TTY answering machines should be programmed with messages similar to
    those used on voice mail systems.

-   TTYs should be checked regularly for messages with responses
    generated promptly. Specific individuals should be charged with this
    task and appropriate back-ups designated.

-   The frequency with which TTY answering machines are checked should
    be comparable to checks of the voice mail system.

## TTY Telephone numbers {#tty-telephone-numbers .Style2Handbook}

-   When contact telephone numbers for the FCC are disseminated, both
    voice and TTY telephone numbers should be included.

-   If an individual, branch, or division designated as the Commission's
    point of contact does not have a TTY number, then the TTY number of
    their office or division must be used. **DO NOT** use the general
    1-800-TELL-FCC TTY number.[^76]

## TTY Assistance {#tty-assistance .Style2Handbook}

-   For technical assistance, contact:

> CRC Help Desk, 202-418-1200 (press 2), 202-418-0124 tty,
> <crchelp@fcc.gov>

-   For help in understanding/translating messages received via
    TTY,[^77] contact The Commission's Section 504 Officer.[^78]

**TTY ACCESS (continued)**

## Telecommunications Relay Service (TRS)[^79] {#telecommunications-relay-service-trs .Style2Handbook3}

##  {#section-25 .Style2Handbook3}

TRS service (also called Relay, Relay Service, or Relay Center) is
mandated by Title IV of the Americans with Disabilities Act (ADA)[^80]
and allows people who are deaf, hard of hearing, or who have speech
disabilities to use the telephone. TRS service is available 24 hours a
day. It provides the link between callers who use assistive devices such
as TTYs, and callers who do not have such equipment. It also serves as
an interface between people who have speech disabilities and those who
have difficulty understanding them. To contact TRS, dial 711 anywhere in
the United States.[^81] The call will be connected to an operator (also
called a Communications Assistant or CA). The Relay Service will ask for
the destination phone number. Once this information has been provided,
the call will be placed. When the connection is completed, the CA will
relay information between the caller and the call recipient. TRS calls
can be of several types:

### TTY calls {#tty-calls .Style3TTY2}

> TTY users can contact the Relay Center to make calls to people who do
> not have a TTY. Likewise, callers who use standard telephones can
> contact the Relay Center to make calls to TTY users. When using the
> Relay, the TTY user types a message to the CA who then reads it to the
> person using a standard telephone. When the person using a standard
> telephone responds, the CA types the message to the TTY user.

### VCO (Voice Carry Over)  {#vco-voice-carry-over .Style3TTY2}

> With VCO, a caller who can speak intelligibly but who cannot hear
> conversation on the telephone (as is often the case, for example, with
> hard of hearing people), is able to speak directly with the person
> using a standard telephone on the other end of the line. The CA then
> types the standard telephone user's comments back to the VCO user via
> TTY. Either VCO users or standard telephone users can initiate and
> receive VCO calls.

**TTY ACCESS \-- Telecommunications Relay Service (continued)**

###  {#section-26 .Style3TTY2}

###  {#section-27 .Style3TTY2}

### HCO (Hearing Carry Over) {#hco-hearing-carry-over .Style3TTY2}

> HCO allows people who can hear but who cannot speak clearly (for
> example, people who have had severe strokes) to use their hearing via
> a standard telephone while using a TTY to type their comments. HCO
> users type their comments to the CA who reads them to the person using
> a standard telephone on the other end of the line. The standard
> telephone user then speaks directly to the HCO user. Either HCO users
> or standard telephone users can initiate and receive HCO.

### STS (Speech to Speech) {#sts-speech-to-speech .Style3TTY2}

> STS services are used by people who have speech disabilities and are
> neither deaf nor hard of hearing (for example, people who have
> cerebral palsy). With STS, CAs who are trained to understand people
> who have speech disabilities, listen to the caller and then repeat the
> message clearly to the person being called. The person with the speech
> disability can be either the initiator or the recipient of an STS
> call.

### IP Relay {#ip-relay .Style3TTY2}

> IP (Internet Protocol) Relay calls are initiated over the internet. To
> locate a list of IP Relay providers, use a standard internet search
> engine and search for "IP Relay." To make an IP Relay call, follow the
> directions on the internet site you select. At this time, IP Relay can
> only be used to make calls from an internet connection to a standard
> telephone. Calls cannot be made in reverse \-- voice callers using a
> standard telephone or callers using VCO, HCO or STS cannot initiate an
> IP Relay call. IP Relay is currently an optional service.

### VRS (Video Relay Service) {#vrs-video-relay-service .Style3TTY2}

> VRS allows sign language users to send and receive messages in
> American Sign Language (ASL). Currently, VRS calls must be initiated
> by the sign language user who must also have the appropriate video
> equipment and high speed connectivity, e.g., cable modem, DSL (Digital
> Subscriber Line), or ISDN (Integrated Services Digital Network). The
> sign language user signs to a CA who is also a qualified sign language
> interpreter. The CA interprets the message into spoken English for the
> standard telephone user who then responds in spoken English. The CA
> listens to the spoken message and interprets it into sign language for
> the originating caller. At this time VRS is an optional service.

**TTY ACCESS \-- Telecommunications Relay Service (continued)**

### Spanish Relay Service {#spanish-relay-service .Style3TTY2}

> Relay services must be provided in Spanish for all interstate calls.
> Calls made within states are not required to offer their services in
> Spanish though many TRS Centers voluntarily do so. Spanish Relay
> offers services via TTY, VCO, HCO, and IP Relay. At this time, Spanish
> Relay is not available for STS or Video Relay Service users. Spanish
> Relay is only required to provide relay services from
> Spanish-to-Spanish; it is not a translation service. Either Spanish
> Relay users or standard telephone users can initiate and receive
> Spanish Relay calls.

# 4. DOCUMENTS SUBMITTED IN ALTERNATE FORMATS {#documents-submitted-in-alternate-formats .Style1Green}

## Where should they be sent? {#where-should-they-be-sent .Style2Handbook}

Documents that are submitted in alternate formats; i.e., video
recording, audio recording, braille and the like, should be forwarded
immediately to the appropriate contact person listed on the chart below.

+-------------+-------------+-------------+-------------+-------------+
| **For each  |             |             |             |             |
| format      |             |             |             |             |
| below,**    |             |             |             |             |
|             |             |             |             |             |
| **consult   |             |             |             |             |
| the         |             |             |             |             |
| Consumer &  |             |             |             |             |
| G           |             |             |             |             |
| overnmental |             |             |             |             |
| Affairs     |             |             |             |             |
| Bureau      |             |             |             |             |
| contact     |             |             |             |             |
| listed:**   |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| **Audio     | **Braille** | *           | **Sign      | **Other     |
| recording** |             | *Electronic | language**  | media or    |
|             |             | documents** |             | formats**   |
+-------------+-------------+-------------+-------------+-------------+
| Send To     | Send To     | Send To     | Send To     | Send To     |
+-------------+-------------+-------------+-------------+-------------+
| Accessible  | Accessible  | Accessible  | Section 504 | Section 504 |
| Format      | Format      | Format      | Officer     | Officer     |
| Specialist  | Specialist  | Specialist  |             |             |
|             |             |             | 2           | 2           |
| 2           | 2           | 2           | 02-418-0530 | 02-418-0530 |
| 02-418-0531 | 02-418-0531 | 02-418-0531 |             |             |
|             |             |             | 2           | 2           |
| 2           | 2           | 2           | 02-418-0432 | 02-418-0432 |
| 02-418-7365 | 02-418-7365 | 02-418-7365 | tty         | tty         |
| tty         | tty         | tty         |             |             |
+-------------+-------------+-------------+-------------+-------------+

**If you cannot determine what type of media you have received, send it
to the Section 504 Officer.**

# 5. CREATING IN-HOUSE TRANSCRIPTS FROM AUDIO RECORDINGS {#creating-in-house-transcripts-from-audio-recordings .Style1Green}

## Why transcribe audio recordings? {#why-transcribe-audio-recordings .Style2Handbook}

Transcription of audio recordings into other formats may be necessary to
allow access to the information contained in the recording. Situations
that may require such transcription include, but are not limited to, the
following:

-   Blind consumers who do not know braille and who do not type or use
    computers may make submissions to the Commission in audio format .
    These must be transcribed into written form in order to be placed in
    the record. (The Commission's rules concerning non-discrimination on
    the basis of disability in the Commission's programs and
    activities[^82] state that complaints may be submitted in "audio,
    braille, electronic, and/or video format."[^83])

```{=html}
<!-- -->
```
-   FCC staff or members of the public who are deaf may need written
    transcripts of audio recordings in order to benefit from the
    recording's content.

-   FCC staff or members of the public who are deaf-blind may need to
    have audio recordings transcribed into braille in order to benefit
    from the recording's content.

## Who coordinates the transcription process? {#who-coordinates-the-transcription-process .Style2Handbook}

The Accessible Format Specialist[^84] is the coordinator and contact
person for transcription of audio recordings.

## What types of audio recordings are accepted for transcription? {#what-types-of-audio-recordings-are-accepted-for-transcription .Style2Handbook}

-   Audio recordings that are submitted to the Commission by consumers

-   Commission audio recordings

-   Audio recordings used in Commission sponsored or approved programs
    and activities.

##  {#section-28 .Style2Handbook}

##   {#section-29 .Style2Handbook}

**CREATING IN-HOUSE TRANSCRIPTS FROM AUDIO RECORDINGS (continued)**

##  {#section-30 .Style2Handbook}

##  {#section-31 .Style2Handbook}

## Who should create the transcripts? {#who-should-create-the-transcripts .Style2Handbook}

Transcripts should be created by qualified individuals. The Accessible
Format Specialist, or someone the Accessible Format Specialist has
evaluated and deemed qualified, are appropriate choices.

## Transcription process {#transcription-process .Style2Handbook}

-   **Note the date you receive the audio recording.**

> There are often deadlines for submission of comments, complaints, or
> information; therefore, the actual submittal date can be crucial. If
> you are the first point of contact, rather than the office that is the
> official point of receipt, make sure you inform the proper office that
> you have received information in audio format that must be transcribed
> for the record. Also make sure that you have the full name, address,
> telephone number (or other contact information) for the submitter.

-   **Find out if there are specific timelines/deadlines that affect the
    submission in question.**

> If so, make every effort to complete the transcript as quickly as
> possible so that the entire process will not be unduly delayed. Make
> sure that the administrator of the procedure in question is aware of
> your role in the process and is aware that some flexibility in timing
> may be necessary.

-   **Create at least 2 backup copies** of the submission in its
    original format. Contact the Audio Visual Center, Office of Media
    Relations, to schedule this service. Copies must be dubbed, so allow
    ample time for this process.

-   **Preserve the original as the master**.

> During the transcription process, retain the original submission as
> the master since making copies of copies produces poorer and poorer
> results. Use a copy as your working document.

-   **Assure that one copy is filed with the appropriate office for the
    record** **(if applicable)** while you are working on the
    transcript. Again, be sure that you retain the master (original
    submission) so that copies can be made if your working copy breaks
    or if additional copies are needed.

##   {#section-32 .Style2Handbook}

**CREATING IN-HOUSE TRANSCRIPTS FROM AUDIO RECORDINGS (continued)**

##  {#section-33 .Style2Handbook}

##  {#section-34 .Style2Handbook}

## Transcript review {#transcript-review .Style2Handbook}

Whenever possible, the completed transcript should be reviewed by
another qualified person to assure accuracy and completeness.

## Transcript format {#transcript-format .Style2Handbook}

-   The completed document should be in MS Word using a font style and
    size that is generally acceptable to the Commission.

-   The transcriber's name, the reviewer's name, and the date of
    completion should be noted on the transcript.

## Final disposition {#final-disposition .Style2Handbook}

-   **If this is a document submitted for the record...**

> When the completed document is ready for filing, submit the transcript
> (with the proper number of copies) **including the original audio
> recording** to the appropriate office.

-   **If this document was a request from a person with a
    disability...**

> Deliver the transcript to the requestor using standard Commission
> methods, i.e., U.S. Postal Service, e-mail, etc.

# 6. CREATING IN-HOUSE WRITTEN TRANSCRIPTS FROM BRAILLE {#creating-in-house-written-transcripts-from-braille .Style1Green}

## Why transcribe braille? {#why-transcribe-braille .Style2Handbook}

The Commission rules concerning non-discrimination on the basis of
disability in the Commission's programs and activities[^85] state that
complaints may be submitted in "audio, braille, electronic, and/or video
format."[^86] For submissions in braille, transcription is necessary to
allow access for people who cannot read braille.

##  {#section-35 .Style2Handbook}

## Who coordinates the transcription process? {#who-coordinates-the-transcription-process-1 .Style2Handbook}

The Accessible Format Specialist[^87] is the coordinator and contact
person for transcription of braille.

##  {#section-36 .Style2Handbook}

## What types of braille are accepted for transcription? {#what-types-of-braille-are-accepted-for-transcription .Style2Handbook}

-   English Braille, Grades 1 and 2 [^88]

##  {#section-37 .Style2Handbook}

## Who should create the transcripts? {#who-should-create-the-transcripts-1 .Style2Handbook}

Braille transcripts should be created by certified braille
transcribers[^89]. The Accessible Format Specialist is a certified
braille transcriber and the primary Commission source for braille
transcription. The Accessible Format Specialist may also designate other
qualified individuals or organizations to provide braille transcription
services.

##  {#section-38 .Style2Handbook}

##  {#section-39 .Style2Handbook}

**CREATING IN-HOUSE WRITTEN TRANSCRIPTS FROM BRAILLE (continued)**

##  {#section-40 .Style2Handbook}

##  {#section-41 .Style2Handbook}

## Transcription process {#transcription-process-1 .Style2Handbook}

-   **Note the date you receive the braille document.**

> There are often deadlines for submission of comments, complaints, or
> information; therefore, the actual submittal date can be crucial. If
> you are the first point of contact rather than the office that is the
> official point of receipt, make sure you inform the
>
> proper office that you have received information in braille that must
> be transcribed for the record. Also make sure that you have the full
> name, address, telephone number (or other contact information) for the
> submitter.

-   **Find out if there are specific timelines/deadlines that affect the
    submission in question.**

> If so, make every effort to complete the transcript as quickly as
> possible so that the entire process will not be unduly delayed. Make
> sure that the administrator of the procedure in question is aware of
> your role in the process and is aware that some flexibility in timing
> may be necessary.

-   **Create at least 2 backup copies** of the submission in ink-print
    format.

-   **Preserve the original as the master**.

> During the transcription process, retain the original submission as
> the master. For transcribers reading braille visually rather than by
> touch, use an ink-print copy as your working document. For
> transcribers who are reading braille by touch, produce a braille copy
> for your use if possible. Otherwise, use extreme care in handling the
> document since it will be the original of record.

-   **Assure that one copy is filed with the appropriate office for the
    record** while you are working on the transcript. Again, be sure
    that you retain the original (master). This will assure that a
    master copy is available should your working copy be destroyed or if
    additional copies are needed.

## Transcript review {#transcript-review-1 .Style2Handbook}

Whenever possible, the completed transcript should be reviewed by
another qualified person to assure accuracy and completeness.

## Transcript format {#transcript-format-1 .Style2Handbook}

-   The completed document should be in MS Word using a font style and
    size that is generally acceptable to the Commission.

-   The transcriber's name, the reviewer's name, and the date of
    completion should be noted on the transcript.

**CREATING IN-HOUSE WRITTEN TRANSCRIPTS FROM BRAILLE (continued)**

## Final disposition {#final-disposition-1 .Style2Handbook}

> When the completed document is ready for filing, submit the transcript
> (with the proper number of copies) **including the original braille
> document** to the appropriate office.

# 7. CREATING IN-HOUSE TRANSCRIPTS FROM SIGN LANGUAGE VIDEO-RECORDINGS {#creating-in-house-transcripts-from-sign-language-video-recordings .Style1Green}

## Why transcribe sign language video recordings? {#why-transcribe-sign-language-video-recordings .Style2Handbook}

The Commission rules concerning non-discrimination on the basis of
disability in the Commission's programs and activities[^90] state that
complaints may be submitted in "audio, braille, electronic, and/or video
format."[^91] For submissions that take the form of American Sign
Language recorded in video format, a translation and transcription into
written English is necessary to allow access for people who do not
understand American Sign Language.

## Who coordinates the translation / transcription process? {#who-coordinates-the-translation-transcription-process .Style2Handbook}

The Section 504 Officer[^92] is the contact person and coordinator for
sign language translation / transcription.

## What visual presentations will be accepted for translation? {#what-visual-presentations-will-be-accepted-for-translation .Style2Handbook}

American Sign Language (ASL) and its cognates will be accepted for
translation.[^93] The Commission will not attempt to transcribe foreign
sign languages, International Sign, and other visual, gestural modes of
presentation.

## Who should create the transcripts? {#who-should-create-the-transcripts-2 .Style2Handbook}

Translation of ASL to English should be handled by qualified
individuals, preferably fully certified sign language interpreters.[^94]
When possible, consultation with qualified Deaf sign language users is
highly desirable.

**CREATING IN-HOUSE TRANSCRIPTS FROM SIGN LANGUAGE VIDEO RECORDINGS
(continued)**

##  {#section-42 .Style2Handbook}

## Transcription process {#transcription-process-2 .Style2Handbook}

-   **Note the date you receive the video recording.**

> There are often deadlines for submission of comments, complaints, or
> information; therefore, the actual submittal date can be crucial. If
> you are the first point of contact rather than the office that is the
> official point of receipt, make sure you inform the proper office that
> you have received information in audio format that must be transcribed
> for the record. Also make sure that you have the full name, address,
> telephone number (or other contact information) for the submitter.

-   **Find out if there are specific timelines/deadlines that affect the
    submission in question.**

> If so, make every effort to complete the transcript as quickly as
> possible so that the entire process will not be unduly delayed. Make
> sure that the administrator of the procedure in question is aware of
> your role in the process and is aware that some flexibility in timing
> may be necessary.

-   **Create at least 2 backup copies** of the submission in its
    original format. Contact the Audio Visual Center to schedule this
    service. Copies are run in "real time" so allow ample time for this
    process.

-   **Preserve the original as the master**.

> During the transcription process, retain the original submission as
> the master since making copies of copies produces poorer and poorer
> results. Use a copy as your working document.
>
> **Assure that one copy is filed with the appropriate office for the
> record** while you are working on the translation. Always retain the
> original submission as the master since making copies of copies
> produces poorer and poorer results. Use a copy as your working
> document.

## Translation process {#translation-process .Style2Handbook}

-   **Strike as much balance as possible between:**

```{=html}
<!-- -->
```
-   **Being accurate and complete**

```{=html}
<!-- -->
```
-   Remember that this is a transcript.

-   Include false starts if signs are actually formed. Pauses or
    handshapes that begin but never finish need not be recorded.

-   Ellipses (...) can be used to indicate abrupt changes and pauses
    like those in false starts.

**CREATING IN-HOUSE TRANSCRIPTS FROM SIGN LANGUAGE VIDEO RECORDINGS
(continued)**

> **and**

-   **Trying to convey the message as the person who is deaf intends
    it** **without undue embellishment.**

> If there is an obvious slip on the part of the speaker, a word
> mis-spoken, left out, etc., an editorial comment in brackets may be
> used.
>
> For example: My reason for coming to the \[Federal\] Communications
> Commission is to let you know about my experiences with TRS.

-   **Use judgment when dealing with fingerspelling**

> Fingerspelling that is incidentally incorrect \[equivalent to typos\]
> need not be noted, but fingerspelling that is intentionally presented
> but does not clearly match the context of the statement should be
> noted. Possible interpretations should be noted in \[brackets\]. If
> fingerspelling is completely unreadable, note in the document,
> \[*unintelligible*\].

-   **Try to match register and language level** as much as possible
    while still retaining meaning.

> EXAMPLE:

-   RECENT. FCC GROUP CHANGE. SWITCH-SWITCH-SWITCH. OFFICE MOVE 4^th^
    FLOOR ME.

> Possible renderings:

-   Recently, the FCC's organizational structure was revamped. One of
    the many changes included the relocation of my office to the 4^th^
    floor.

-   With the recent change in FCC structure, my office moved to the
    4^th^ floor.

-   FCC just reorganized. My office is now on the 4^th^ floor.

-   FCC's changed a lot. I'm on the 4^th^ floor now.

```{=html}
<!-- -->
```
-   **Note unrecognizable signs** **that interrupt the flow of
    discourse.**

> Use the notation, \[*unknown sign*\], in the document to clearly
> differentiate it from the actual text. If signs are recognizable, but
> meaning is not discernable, gloss as much of the comment as possible
> enclosing the glosses in {curly braces}. At the beginning of the
> transcript include a note explaining the use of \[braces\] and {curly
> braces} as well as any other conventions employed in the document.

**CREATING IN-HOUSE TRANSCRIPTS FROM SIGN LANGUAGE VIDEO RECORDINGS
(continued)**

## Translation review {#translation-review .Style2Handbook}

Whenever possible, the completed translation should be reviewed by
another qualified person to assure accuracy and completeness.

## Translation format {#translation-format .Style2Handbook}

-   The completed document should be in MS Word using a font that is
    generally acceptable to the Commission.

-   The translator's name, the reviewer's name, and the date of
    completion should be noted on the transcript.

## Final disposition {#final-disposition-2 .Style2Handbook}

When the completed document is ready for filing, submit the translation
(with the number of copies required) **along with the original video
recording** to the appropriate office.

![](media/image1.png){width="0.5637795275590551in"
height="0.5637795275590551in"}![](media/image8.png){width="0.5618110236220473in"
height="0.5618110236220473in"}![](media/image9.png){width="0.5610236220472441in"
height="0.5618110236220473in"}![](media/image2.png){width="0.5598425196850394in"
height="0.5602362204724409in"}![](media/image3.png){width="0.5602362204724409in"
height="0.5618110236220473in"}![](media/image4.png){width="0.5637795275590551in"
height="0.5625984251968504in"}![](media/image5.png){width="0.5598425196850394in"
height="0.5618110236220473in"}![](media/image6.png){width="0.5618110236220473in"
height="0.5625984251968504in"}![](media/image7.png){width="0.5602362204724409in"
height="0.5610236220472441in"}![](media/image10.png){width="0.5220472440944882in"
height="0.49921259842519683in"}

# 1. DISABILITY RIGHTS LAWS {#disability-rights-laws .Style1Orange}

##  {#section-43 .Style2Handbook}

## Rehabilitation Act, Section 504 {#rehabilitation-act-section-504 .Style2Handbook}

> The Rehabilitation Act of 1973 (PL 93-112, September 26, 1973)[^95]
> and its subsequent amendments are precursors to the more well-known
> Americans with Disabilities Act that was passed in 1990. Originally,
> Section 504 of the Rehabilitation Act was intended to eliminate
> discrimination against people with disabilities in programs or
> activities receiving Federal funding. Section 504 provided the
> following:
>
> *Sec. 504. No otherwise qualified handicapped individual in the United
> States, as defined in Section 7 (6), shall, solely by reason of his
> handicap, be excluded from the participation in, be denied the
> benefits of, or be subjected to discrimination under any program or
> activity receiving federal financial assistance.*
>
> In 1978, the "Rehabilitation, Comprehensive Services, and
> Developmental Disabilities Amendments of 1978" (PL 95-602, November 6,
> 1978)[^96] was passed broadening the scope of Section 504 to include
> the Executive Branch Agencies of the Federal Government. As amended,
> Section 504 reads as follows (the language added in the amendment is
> underlined):
>
> *Sec. 504. No otherwise qualified handicapped individual in the United
> States, as defined in Section 7 (6), shall, solely by reason of his
> handicap, be excluded from the participation in, be denied the
> benefits of, or be subjected to discrimination under any program or
> activity receiving federal financial assistance* *[or under any
> program or activity conducted by any Executive agency or by the United
> States Postal Service. The head of each such agency shall promulgate
> such regulations as may be necessary to carry out the amendments to
> this section made by the Rehabilitation, Comprehensive Services, and
> Developmental Disabilities Act of 1978. Copies of any proposed
> regulation shall be submitted to appropriate authorizing committees of
> Congress, and such regulation may take effect no earlier than the
> thirtieth day after the date on which such regulation is so submitted
> to such committees.]{.underline}*

**DISABILITY RIGHTS LAWS *--* Rehabilitation Act, Section 504
(continued)**

> As a result, each Federal agency has its own set of section 504
> regulations that apply to its own programs and activities. Agencies
> that provide Federal financial assistance also have Section 504
> regulations covering entities that receive such funding.
>
> Requirements common to Federal agency Section 504 regulations include
> reasonable accommodation for employees with disabilities; program
> accessibility; effective communication with people who have hearing or
> vision disabilities; and accessible new construction and alterations.
> Each agency is responsible for enforcing its own regulations. Section
> 504 may also be enforced through private lawsuits.[^97]
>
> On April 15, 1987 the Federal Communications Commission released its
> Report and Order[^98] (R&O), *Amendment of Part 1 of the Commission's
> Rules to Implement Section 504 of the Rehabilitation Act of 1973, as
> Amended, 29 U.S.C. § 794*. In the R&O, the Commission adopted with
> minor modifications the Department of Justice's prototype regulations
> for implementing and enforcing Section 504.
>
> In 2003, the Commission released an Order amending its Section 504
> regulations.[^99] The amendment updated the language in the
> Commission's rules and added the *Section 504 Handbook* to its
> implementation of the Section 504 requirements.
>
> In addition to Section 504 of the Rehabilitation Act, there are other
> Federal laws that address disability issues. The following is a brief
> description of some of the laws that are frequently mentioned in
> connection with topics of interest to the FCC.

**DISABILITY RIGHTS LAWS (continued)**

##  {#section-44 .Style2Handbook}

## Rehabilitation Act {#rehabilitation-act .Style2Handbook}

##  {#section-45 .Style2Handbook}

###  Section 501[^100]  {#section-501 .Style3HandbookBlt .unnumbered}

> *"*Section 501 requires affirmative action and nondiscrimination in
> employment by Federal agencies of the executive branch." [^101]

###   {#section-46 .Style3HandbookBlt .unnumbered}

### Section 503[^102] {#section-503 .Style3HandbookBlt .unnumbered}

> *"*Section 503 requires affirmative action and prohibits employment
> discrimination by Federal government contractors and subcontractors
> with contracts of more than \$10,000." [^103]

###  {#section-47 .Style3HandbookBlt .unnumbered}

###  Section 508[^104] {#section-508 .Style3HandbookBlt .unnumbered}

> "Section 508 establishes requirements for electronic and information
> technology developed, maintained, procured, or used by the Federal
> government. Section 508 requires Federal electronic and information
> technology to be accessible to people with disabilities, including
> employees and members of the public.
>
> An accessible information technology system is one that can be
> operated in a variety of ways and does not rely on a single sense or
> ability of the user. For example, a system that provides output only
> in visual format may not be accessible to people with visual
> impairments, and a system that provides output only in audio format
> may not be accessible to people who are deaf or hard of hearing. Some
> individuals with disabilities may need accessibility-related software
> or peripheral devices in order to use systems that comply with Section
> 508."[^105]

**DISABILITY RIGHTS LAWS (continued)**

###  {#section-48 .Style3HandbookBlt .unnumbered}

###  {#section-49 .Style3HandbookBlt .unnumbered}

## Americans with Disabilities Act (ADA)[^106] {#americans-with-disabilities-act-ada .Style2Handbook}

> "The ADA prohibits discrimination on the basis of disability in
> employment, State and local government, public accommodations,
> commercial facilities, transportation, and telecommunications. It also
> applies to the United States Congress.
>
> To be protected by the ADA, one must have a disability or have a
> relationship or association with an individual with a disability. An
> individual with a disability is defined by the ADA as a person who has
> a physical or mental impairment that substantially limits one or more
> major life activities, a person who has a history or record of such an
> impairment, or a person who is perceived by others as having such an
> impairment. The ADA does not specifically name all of the impairments
> that are covered."[^107]

###   {#section-50 .Style3HdbkMeet12pt}

###  ADA Title I: Employment[^108] {#ada-title-i-employment .Style3HdbkMeet12pt}

> "Title I requires employers with 15 or more employees to provide
> qualified individuals with disabilities an equal opportunity to
> benefit from the full range of employment-related opportunities
> available to others. For example, it prohibits discrimination in
> recruitment, hiring, promotions, training, pay, social activities, and
> other privileges of employment. It restricts questions that can be
> asked about an applicant's disability before a job offer is made, and
> it requires that employers make reasonable accommodation to the known
> physical or mental limitations of otherwise qualified individuals with
> disabilities, unless it results in undue hardship."[^109]

###   {#section-51 .Style3HdbkMeet12pt}

###  ADA Title II: State and Local Government Activities[^110] {#ada-title-ii-state-and-local-government-activities .Style3HdbkMeet12pt}

> "Title II covers all activities of State and local governments
> regardless of the government entity's size or receipt of Federal
> funding. Title II requires that State and local governments give
> people with disabilities an equal opportunity to benefit from all of
> their programs, services, and activities (e.g. public education,

**DISABILITY RIGHTS LAWS*--* ADA Title II: State & Local Government
Activities (continued)**

> employment, transportation, recreation, health care, social services,
> courts, voting, and town meetings).
>
> State and local governments are required to follow specific
> architectural standards in the new construction and alteration of
> their buildings. They also must relocate programs or otherwise provide
> access in inaccessible older buildings, and communicate effectively
> with people who have hearing, vision, or speech disabilities. Public
> entities are not required to take actions that would result in undue
> financial and administrative burdens. They are required to make
> reasonable modifications to policies, practices, and procedures where
> necessary to avoid discrimination, unless they can demonstrate that
> doing so would fundamentally alter the nature of the service, program,
> or activity being provided."[^111]

###   {#section-52 .Style3HdbkMeet12pt}

###  ADA Title II: Public Transportation[^112] {#ada-title-ii-public-transportation .Style3HdbkMeet12pt}

> "The transportation provisions of title II cover public transportation
> services, such as city buses and public rail transit (e.g. subways,
> commuter rails, Amtrak). Public transportation authorities may not
> discriminate against people with disabilities in the provision of
> their services. They must comply with requirements for accessibility
> in newly purchased vehicles, make good faith efforts to purchase or
> lease accessible used buses, remanufacture buses in an accessible
> manner,
>
> and, unless it would result in an undue burden, provide paratransit
> where they operate fixed-route bus or rail systems. Paratransit is a
> service where individuals who are unable to use the regular transit
> system independently (because of a physical or mental impairment) are
> picked up and dropped off at their destinations."[^113]

**DISABILITY RIGHTS LAWS*--* ADA (continued)**

###  {#section-53 .Style3HdbkMeet12pt}

### ADA Title III: Public Accommodations[^114] {#ada-title-iii-public-accommodations .Style3HdbkMeet12pt}

> "Title III covers businesses and nonprofit service providers that are
> public accommodations, privately operated entities offering certain
> types of courses and examinations, privately operated transportation,
> and commercial facilities. Public accommodations are private entities
> who own, lease, lease to, or operate facilities such as restaurants,
> retail stores, hotels, movie theaters, private schools, convention
> centers, doctors' offices, homeless shelters, transportation depots,
> zoos, funeral homes, day care centers, and recreation facilities
> including sports stadiums and fitness clubs. Transportation services
> provided by private entities are also covered by \[T\]itle III.
>
> Public accommodations must comply with basic nondiscrimination
> requirements that prohibit exclusion, segregation, and unequal
> treatment. They also must comply with specific requirements related to
> architectural standards for new and altered buildings; reasonable
> modifications to policies, practices, and procedures; effective
> communication with people with hearing, vision, or speech
> disabilities; and other access requirements. Additionally, public
> accommodations must remove barriers in existing buildings where it is
> easy to do so without much difficulty or expense, given the public
> accommodation's resources.
>
> Courses and examinations related to professional, educational, or
> trade-related applications, licensing, certifications, or
> credentialing must be provided in a place and manner accessible to
> people with disabilities, or alternative accessible arrangements must
> be offered.
>
> Commercial facilities, such as factories and warehouses, must comply
> with the ADA's architectural standards for new construction and
> alterations."[^115]
>
> []{#ADATitleIV .anchor}ADA Title IV: Telecommunications Relay
> Services[^116]
>
> "Title IV addresses telephone and television access for people with
> hearing and speech disabilities. It requires common carriers
> (telephone companies) to establish interstate and intrastate
> telecommunications relay services (TRS) 24 hours a day, 7 days a week.
> TRS enables callers with hearing and speech disabilities who use
> telecommunications devices for the deaf (TDDs), which are

**DISABILITY RIGHTS LAWS*--* ADA Title IV: Telecommunications Relay
Service (continued)**

> also known as teletypewriters (TTYs), and callers who use voice
> telephones to communicate with each other through a third party
> communications assistant. The Federal Communications Commission (FCC)
> has set minimum standards for TRS services. Title IV also requires
> closed captioning of Federally funded public service
> announcements."[^117]^,^ [^118]

###  {#section-54 .Style3HandbookBlt .unnumbered}

###  {#section-55 .Style3HandbookBlt .unnumbered}

### Architectural Barriers Act[^119] {#architectural-barriers-act .Style3HandbookBlt .unnumbered}

> "The Architectural Barriers Act (ABA) requires that buildings and
> facilities that are designed, constructed, or altered with Federal
> funds, or leased by a Federal agency, comply with Federal standards
> for physical accessibility. ABA requirements are limited to
> architectural standards in new and altered buildings and in newly
> leased facilities. They do not address the activities conducted in
> those buildings and facilities. Facilities of the U.S. Postal Service
> are covered by the ABA."[^120]

### Telecommunications Act {#telecommunications-act .Style3HandbookBlt .unnumbered}

### Sections 255 and 251[^121] {#sections-255-and-251 .Style3HdbkMeet12pt}

> "Section 255 and Section 251(a)(2) of the Communications Act of 1934,
> as amended by the Telecommunications Act of 1996, require
> manufacturers of telecommunications equipment and providers of
> telecommunications services to ensure that such equipment and services
> are accessible to and usable by persons with disabilities, if readily
> achievable. These amendments ensure that people with disabilities will
> have access to a broad range of products and services such as
> telephones, cell phones, pagers, call-waiting, and operator services,
> that were often inaccessible to many users with disabilities."
> [^122]**^,^** [^123]

**DISABILITY RIGHTS LAWS \-- Telecommunications Act (continued)**

###  {#section-56 .Style3HdbkMeet12pt}

### Section 713[^124] {#section-713 .Style3HdbkMeet12pt}

> Section 713 empowered the FCC to develop rules that would regulate the
> provision of television closed captioning services. It also charged
> the Commission to examine issues surrounding the provision of
> television video description services so as to "ensure the
> accessibility of video programming to persons with visual impairments,
> and to report to Congress on its findings."[^125]
>
> []{#VideoDescriptionRule .anchor}As a result, the Commission issued
> rules requiring captioning of television programs[^126] as well as
> rules requiring that certain major broadcast and cable television
> stations provide video description for 50 hours of programming per
> calendar quarter.[^127] However, in a decision released November 8,
> 2002, the U.S. Court of Appeals for the District of Columbia held that
> Section 713 did not give the FCC authority to enact video description
> rules. In its conclusion, the Court decided to "reverse and vacate the
> Commission's Order insofar as it requires broadcasters to implement
> video description."[^128]

###  {#section-57 .Style3HandbookBlt .unnumbered}

###  {#section-58 .Style3HandbookBlt .unnumbered}

### Television Decoder Circuitry Act[^129] {#television-decoder-circuitry-act .Style3HandbookBlt .unnumbered}

> The Television Decoder Circuitry Act of 1990 requires that beginning
> July 1, 1993, all television sets with screens 13 inches or larger,
> either made or imported for use in the United States, have built-in
> decoder circuitry that allows it to display closed captioning.

###  {#section-59 .Style3HdbkMeet3}

###  {#section-60 .Style3HdbkMeet3}

### Hearing Aid Compatibility Act[^130] {#hearing-aid-compatibility-act .Style3HandbookBlt .unnumbered}

> The Hearing Aid Compatibility Act requires that all telephones,
> including cordless telephones, manufactured or imported for use in the
> U.S. be hearing aid compatible. Secure telephones are exempt, as are
> telephones used with public mobile services or private radio services.
> A telephone is hearing aid compatible if it provides internal means
> (i.e., without the use of external devices) for effective use with
> hearing aids that are designed to be compatible with telephones that
> meet established technical standards for hearing aid
> compatibility.[^131]

# 2. Disability Statistics {#disability-statistics .Style1Orange}

The following chart, based on U.S. Census statistics from 1997,
indicates the prevalence of selected disabilities in the United States
among individuals age 15 and older. The information reflected in this
chart is based on the Census Bureau's SIPP (Survey of Income and Program
Participation).

"The \[SIPP\] survey design is a continuous series of national panels,
with sample size ranging from approximately 14,000 to 36,700 interviewed
households. The duration of each panel ranges from 2 1/2 years to 4
years. The SIPP sample is a multistage-stratified sample of the U.S.
civilian noninstitutionalized population. For the 1984-1993 panels, a
panel of households was introduced each year in February. A 4-year panel
was introduced in April 1996. A 2000 panel was introduced in February
2000 for 2 waves. A 3-year 2001 panel was introduced in February
2001."[^132]

  --------------------------------------------- ------------- ----------------
  **Categories of individuals**                 **\# in       **%
                                                thousands**   distribution**

  **Individuals with a disability**             47,935        23.0

                                                              

  **Individuals with:**                                       

  Difficulty seeing words/letters               7,673         3.7

  Difficulty hearing conversation               7,966         3.8

  Difficulty with speech                        2,270         1.1

  Difficulty walking/using stairs               25,138        12.1

  Used a wheelchair                             2,155         1.0

  Used a cane/crutches/walker                   6,372         3.1

  Mental disability                             14,267        6.9

  Learning disability                           3,451         1.7

  Mental retardation                            1,366         0.7

  Alzheimer's/senility/dementia                 1,873         0.9

  Other mental/emotional condition              3,418         1.6
  --------------------------------------------- ------------- ----------------

August-November 1997 data from the Survey of Income and Program
Participation[^133]

# 3. Disability Terminology[^134] {#disability-terminology .Style1Orange}

The disability community generally emphasizes the individuality of
people with disabilities, not their disability. The term "handicapped"
has fallen into disuse and should be avoided. The terms "able-bodied,"
"physically challenged" and "differently abled" are also discouraged.
The following are some recommendations:

Never use the article "THE" with an adjective to describe people with
disabilities.

The preferred usage, "people with disabilities," stresses the essential
humanity of individuals and avoids objectification. Alternatively, the
term "disabled people" is acceptable, but still defines individuals as
disabled, first, and people second." The term "hearing impaired" should
also be used with caution as it is perceived by many to be a term that
implies that the individual is in some way "broken" and needs to be
"fixed." Instead, the term, "deaf or hard of hearing," can be used.

+---------+------------------------------------------------------------+
| ![](m   | ![](media/image12.png){width="1.0416666666666666e-2in"     |
| edia/im | height="1.0416666666666666e-2in"}People who are deaf       |
| age12.p |                                                            |
| ng){wid | People who are hard of hearing                             |
| th="1.0 |                                                            |
| 4166666 | People who are deaf or hard of hearing                     |
| 6666666 |                                                            |
| 6e-2in" |                                                            |
| he      |                                                            |
| ight="1 |                                                            |
| .041666 |                                                            |
| 6666666 |                                                            |
| 666e-2i |                                                            |
| n"}Use: |                                                            |
+---------+------------------------------------------------------------+
| ![](m   | the deaf                                                   |
| edia/im |                                                            |
| age12.p | deaf-mutes                                                 |
| ng){wid |                                                            |
| th="1.0 | deaf and dumb                                              |
| 4166666 |                                                            |
| 6666666 |                                                            |
| 6e-2in" |                                                            |
| he      |                                                            |
| ight="1 |                                                            |
| .041666 |                                                            |
| 6666666 |                                                            |
| 666e-2i |                                                            |
| n"}Not: |                                                            |
+---------+------------------------------------------------------------+
| ![](m   | People who are blind                                       |
| edia/im |                                                            |
| age12.p | People with low vision                                     |
| ng){wid |                                                            |
| th="5.2 | ![](media/image12.png){width="1.0416666666666666e-2in"     |
| 0833333 | height="1.0416666666666666e-2in"}People who are visually   |
| 3333333 | impaired                                                   |
| 6e-2in" |                                                            |
| he      |                                                            |
| ight="1 |                                                            |
| .041666 |                                                            |
| 6666666 |                                                            |
| 666e-2i |                                                            |
| n"}Use: |                                                            |
+---------+------------------------------------------------------------+
| ![](m   | ![](media/image12.png){width="1.0416666666666666e-2in"     |
| edia/im | height="1.0416666666666666e-2in"}the visually impaired     |
| age12.p |                                                            |
| ng){wid |                                                            |
| th="1.0 |                                                            |
| 4166666 |                                                            |
| 6666666 |                                                            |
| 6e-2in" |                                                            |
| he      |                                                            |
| ight="1 |                                                            |
| .041666 |                                                            |
| 6666666 |                                                            |
| 666e-2i |                                                            |
| n"}Not: |                                                            |
+---------+------------------------------------------------------------+
| ![](m   | ![](media/image12.png){width="1.0416666666666666e-2in"     |
| edia/im | height="1.0416666666666666e-2in"}People with disabilities  |
| age12.p |                                                            |
| ng){wid |                                                            |
| th="1.0 |                                                            |
| 4166666 |                                                            |
| 6666666 |                                                            |
| 6e-2in" |                                                            |
| he      |                                                            |
| ight="1 |                                                            |
| .041666 |                                                            |
| 6666666 |                                                            |
| 666e-2i |                                                            |
| n"}Use: |                                                            |
+---------+------------------------------------------------------------+
| ![](m   | ![](media/image12.png){width="1.0416666666666666e-2in"     |
| edia/im | height="1.0416666666666666e-2in"}the disabled              |
| age12.p |                                                            |
| ng){wid |                                                            |
| th="1.0 |                                                            |
| 4166666 |                                                            |
| 6666666 |                                                            |
| 6e-2in" |                                                            |
| he      |                                                            |
| ight="1 |                                                            |
| .041666 |                                                            |
| 6666666 |                                                            |
| 666e-2i |                                                            |
| n"}Not: |                                                            |
+---------+------------------------------------------------------------+

To refer to a person's disability, choose the correct terminology for
the specific disability. The following terms are examples of appropriate
terms to describe people with disabilities.

People who are: blind, visually impaired, deaf, hard of hearing,
mentally retarded. People with, or who have: Cerebral Palsy, Down's
Syndrome, mental illness, paraplegia, quadriplegia, partial hearing
loss, seizure disorder, specific learning disability, speech impairment,
speech disability.

**DISABILITY TERMINOLOGY (continued)**

Be careful not to imply that people with disabilities are to be pitied,
feared or ignored, or that they are somehow more heroic, courageous,
patient, or "special" than others. Never use the term "normal" in
contrast.

  -------------------------------------------------------- --------------------------------------------------------------
  ![](media/image12.png){width="1.0416666666666666e-2in"   ![](media/image12.png){width="1.0416666666666666e-2in"
  height="1.0416666666666666e-2in"}Use:                    height="1.0416666666666666e-2in"}Trina qualified for her
                                                           "Swimmer" certificate.

  ![](media/image12.png){width="1.0416666666666666e-2in"   ![](media/image12.png){width="1.0416666666666666e-2in"
  height="1.0416666666666666e-2in"}Not:                    height="1.0416666666666666e-2in"}Trina held her own while
                                                           swimming with normal children.
  -------------------------------------------------------- --------------------------------------------------------------

A person in a wheelchair is a "wheelchair user" or "uses a wheelchair."
Avoid terms that define the disability as a limitation such as "confined
to a wheelchair" or "wheelchair-bound." A wheelchair liberates; it
doesn't confine.

Never use the terms "victim" or "sufferer" to refer to a person who has
had a disease or disability. This term dehumanizes the person and
emphasizes powerlessness.

  -------------------------------------------------------- ----------------------------------------------------------
  ![](media/image12.png){width="1.0416666666666666e-2in"   ![](media/image12.png){width="1.0416666666666666e-2in"
  height="1.0416666666666666e-2in"}Use:                    height="1.0416666666666666e-2in"}person with HIV/AIDS

  ![](media/image12.png){width="1.0416666666666666e-2in"   ![](media/image12.png){width="1.0416666666666666e-2in"
  height="1.0416666666666666e-2in"}Not:                    height="1.0416666666666666e-2in"}victim of AIDS or AIDS
                                                           sufferer.
  -------------------------------------------------------- ----------------------------------------------------------

  -------------------------------------------------------- ----------------------------------------------------------
  ![](media/image12.png){width="1.0416666666666666e-2in"   ![](media/image12.png){width="5.0694444444444445e-2in"
  height="1.0416666666666666e-2in"}Use:                    height="9.027777777777777e-3in"}had polio

  Not:                                                     ![](media/image12.png){width="5.0694444444444445e-2in"
                                                           height="9.027777777777777e-3in"}polio victim
  -------------------------------------------------------- ----------------------------------------------------------

# 4. DISABILITY ETIQUETTE[^135] {#disability-etiquette .Style1Orange}

## General etiquette {#general-etiquette .Style2Handbook}

-   When talking with a person with a disability, speak directly to that
    person rather than to a companion or sign language interpreter who
    may be present.

-   When introduced to a person with a disability, it is appropriate to
    offer to shake hands. People with limited hand use or who wear an
    artificial limb can usually shake hands. Shaking hands with the left
    hand is an acceptable greeting.

-   When meeting a person with a visual impairment, always identify
    yourself and others who may be with you. When conversing in a group,
    remember to identify the person to whom you are speaking.

-   If you offer assistance, wait until the offer is accepted. Then
    listen to or ask for instructions.

-   Treat adults as adults. Address people who have disabilities by
    their first names only when extending that same familiarity to all
    others present. Never patronize people who use wheelchairs by
    patting them on the head or shoulder.

-   Leaning or hanging on a person's wheelchair is similar to leaning or
    hanging on a person and is generally considered annoying. The chair
    is part of the personal body space of the person who uses it.

-   Listen attentively when you're talking with a person who has
    difficulty speaking. Be patient and wait for the person to finish,
    rather than correcting or speaking for that person. If necessary,
    ask short questions that require short answers, a nod, or a shake of
    the head. Never pretend to understand if you are having difficulty
    doing so. Instead, repeat what you have understood and allow the
    person to respond. The response will clue you in and guide your
    understanding.

-   When speaking with a person in a wheelchair or a person who uses
    crutches, place yourself at eye level in front of the person to
    facilitate the conversation.

-   To get the attention of a person who is deaf or hard of hearing, tap
    the person on the shoulder or wave your hand. Look directly at the
    person and speak clearly. Not all

**DISABILITY ETIQUETTE \-- General etiquette (continued)**

> people who are deaf or hard of hearing can speechread. For those who
> do speechread, be sensitive to their needs by placing yourself facing
> the light source and keeping hands, cigarettes, and food away from
> your mouth when speaking.

-   Relax. It's okay if you happen to use accepted, common expressions,
    such as "See you later" or "Did you hear about this," that seem to
    relate to the person's disability.

**DISABILITY ETIQUETTE (continued)**

## Sensitivity to Blindness and Visual Impairments[^136] {#sensitivity-to-blindness-and-visual-impairments .Style2Handbook}

The following points of etiquette are helpful to keep in mind when
interacting with a person who is blind or visually impaired.

-   Introduce yourself to people who are blind or visually impaired
    using your name and/or position, especially if you are wearing a
    name badge containing this information.

-   Speak directly to people who are blind or visually impaired, not
    through a companion, guide, or other individual.

-   Speak to people who are blind or visually impaired using a natural
    conversational tone and speed.

-   Address people who are totally blind or severely visually impaired
    by name when possible. This is especially important in crowded
    areas.

-   Immediately greet people who are blind or visually impaired when
    they enter a room or a service area. This allows you to let them
    know you are present and ready to assist. It also eliminates
    uncomfortable silences.

-   Indicate the end of a conversation with a person who is totally
    blind or severely visually impaired to avoid the embarrassment of
    having them continue speaking when no one is actually there.

-   Feel free to use words that refer to vision during the course of
    conversations with people who are blind or visually impaired.
    Vision-oriented words such as *look, see,* and *watching TV* are a
    part of everyday verbal communication. The words *blind* and
    *visually impaired* are also acceptable in conversation.

-   Be precise and thorough when you describe individuals, places, or
    things to people who are totally blind. Don't leave things out or
    change a description because you think it is unimportant or
    unpleasant. It is also important to refer to specific people or
    items by name or title instead of general terms like "you", or
    "they" or "this."

**DISABILITY ETIQUETTE (continued) \-- Sensitivity to Blindness and
Visual Impairments (continued)**

-   Feel free to use visually descriptive language. Making reference to
    colors, patterns, designs, and shapes is perfectly acceptable.

-   Speak about a person with a disability by first referring to the
    person and then to the disability. Refer to "people who are blind"
    rather than to "blind people."

-   Offer to guide people who are blind or visually impaired by asking
    if they would like assistance. Offer them your arm. It is not always
    necessary to provide guided assistance; in some instances it can be
    disorienting and disruptive. Respect the desires of the person you
    are with.

-   Guide people who request assistance by allowing them to take your
    arm just above the elbow when your arm is bent. Walk ahead of the
    person you are guiding. **Never grab a person who is blind or
    visually impaired by the arm and push him/her forward.**

-   Guide dogs are working mobility tools. Do not pet them, feed them,
    or distract them while they are working.

-   Do not leave a person who is blind or visually impaired standing in
    "free space" when you serve as a guide. Always be sure that the
    person you guide has a firm grasp on your arm, or is leaning against
    a chair or a wall if you have to be separated momentarily.

-   Be calm and clear about what to do if you see a person who is blind
    or visually impaired about to encounter a dangerous situation. For
    example, if a person who is blind is about to bump into a stanchion
    in a hotel lobby, calmly and firmly call out, "Wait there for a
    moment; there is a pole in front of you."

**DISABILITY ETIQUETTE (continued)**

##  {#section-61 .Style2Handbook}

##  {#section-62 .Style2Handbook}

## Interacting with people who have speech disabilities[^137] {#interacting-with-people-who-have-speech-disabilities .Style2Handbook}

##  {#section-63 .Style2Handbook}

There are a variety of disabilities, such as stroke, cerebral palsy, and
deafness that may involve speech impairments. People with speech
disabilities communicate in many different ways.

-   People who have speech disabilities may use a variety of ways to
    communicate. The individual may choose to use American Sign
    Language, write, speak, use a communication device, or a combination
    of methods. Find out the person's preferred method and use it.

-   Be appropriate when speaking with a person with a speech disability.
    Never assume that the person has a cognitive disability just because
    he or she has difficulty speaking.

-   Move away from a noisy source and try to find a quiet environment
    for communicating with the person.

-   If the person with a speech disability has a companion or attendant,
    talk directly to the person. Do not ask the companion about the
    person.

-   Listen attentively when you are talking with a person who has
    difficulty speaking. Be patient and wait for the person to finish,
    rather than correcting or speaking for the person. If necessary, ask
    short questions that require short answers, a nod, or shake of the
    head.

-   If you do not understand what the person has said, do not pretend
    that you did. Ask the person to repeat it. Smiling and nodding when
    you have no idea what the person said is embarrassing to both
    parties. Instead, repeat what you have understood and allow the
    person to respond.

-   When you have difficulty conversing on the telephone with the
    person, suggest the use of a speech-to-speech relay service so that
    a trained professional can help you communicate with the person.
    Either you or the person can initiate the call free of charge via
    the relay service.

**DISABILITY ETIQUETTE \-- Interacting with people who have speech
disabilities (continued)**

-   If the person uses a communication device, make sure it is within
    his or her reach. If there are instructions visible for
    communicating with the person, take a moment to read them.

-   Do not make assumptions about what a person can or cannot do based
    on his disability. All people with disabilities are different and
    have a wide variety of skills and personalities.

##  {#section-64 .Style2Handbook}

# 5. SIGN LANGUAGE INTERPRETERS {#sign-language-interpreters .Style1Orange}

## When using an interpreter... {#when-using-an-interpreter .Style2Handbook}

-   Speak clearly in a normal tone and at a natural pace; do not
    exaggerate lip movements (if the person who is deaf or hard of
    hearing has speechreading skills, exaggerated mouth movements will
    distort rather than enhance understanding).

-   Make sure there is adequate lighting. Avoid lighting that places a
    shadow on the interpreter or that makes it difficult to see the
    interpreter's hands and face -- for example, in front of a window or
    with bright or glaring light placed behind the interpreter.

-   If possible, position the interpreter so that the person who is deaf
    or hard of hearing can see both the interpreter and the speaker.

-   If speakers during your event are likely to use acronyms, jargon, or
    vocabulary peculiar to your field, it is helpful to provide the
    interpreter with a list of such terms and their definitions.

-   Speak directly to the person who is deaf or hard of hearing and
    avoid phrases like, "tell him" or "ask her."

-   Maintain eye contact with the person who is deaf or hard of hearing,
    not with the interpreter. It may help to remind yourself that your
    conversation is with the person who is deaf or hard of hearing, not
    with the interpreter. This may seem difficult at first because you
    will hear the interpreter's voice and will see the person who is
    deaf or hard of hearing shifting his gaze between you and the
    interpreter. Keep in mind that the person who is deaf or hard of
    hearing must look at the interpreter in order to understand what you
    are saying.

-   Realize that the interpreter is speaking for the person who is deaf
    or hard of hearing. When the interpreter says, "I" or "me," she is
    speaking as the person who is deaf or hard of hearing, not as
    herself.

-   Do not attempt to have private conversations with a working
    interpreter. It is the job of the interpreter to convey everything
    that is said or heard, including your efforts at engaging her
    attention.

**SIGN LANGUAGE INTERPRETERS\-- When using an interpreter (continued)**

-   In large gatherings where microphones are used, make sure that the
    interpreters providing sign to voice interpretation have a
    microphone and are placed with a clear line of sight, in front of
    the speaker who is deaf or hard of hearing.

-   Situations requiring one or more hours of interpreting may call for
    more than one interpreter. A team of two interpreters helps reduce
    the possibility of errors and lessens the likelihood of injury due
    to the stressful repetitive motions required by interpreting. When
    interpreters work as a team, they will generally switch roles every
    twenty to thirty minutes.

-   If you are in doubt as to the best arrangements for your situation,
    ask the interpreters and the people who are deaf and hard of
    hearing. They are the experts on what will work best for them.

### Study of fatigue confirms need for working in teams[^138] {#study-of-fatigue-confirms-need-for-working-in-teams .Style3HdbkMeet12pt}

"\[M\]ost people do not realize that an interpreter uses at least 22
cognitive skills when interpreting,' states Patricia Michelsen in an
article published in The Court Management and Administration Report.
Other studies of simultaneous interpretation have shown that fatigue is
exacerbated by environmental factors that interfere with various aspects
of the cognitive process...

While these studies make an important contribution to the body of
scientific data needed for a better understanding of the interpreting
process and its complexities, they merely corroborate what practicing
interpreters have known and argued all along: that work quality -- i.e.,
accuracy and coherence -- begins to deteriorate after approximately 30
minutes of sustained simultaneous interpreting, and that the only way to
ensure a

faithful rendition of legal proceedings is to provide interpreters with
adequate relief at approximately half-hour intervals.

Conscientious administrators in several federal courts, the United
Nations and the U.S. State Department recognized the need for tandem
interpreting adopted the practice early on. Team interpreting, in fact,
dates back to the Nuremberg trials. At the State Department, which
according to Harry Obst, Director of the Office of Language Services,
handles 200 to 300 interpreting missions in 100 different locations per
day, it is considered an inviolable policy. In response to a request
from Ed Baca of the

**SIGN LANGUAGE INTERPRETERS\-- Study of fatigue confirms need for
working in teams (continued)**

Administrative Office of the U.S. Courts, Obst pointed out that 'The
policy on simultaneous interpreters is simple and corresponds to that of
all other responsible

interpreting services in the entire world (United Nations, European
Commission, International Red Cross, International Court of Justice,
foreign ministries in other nations.) No individual simultaneous
interpreter is allowed to work for more than 30 minutes at a time.' The
letter continues, 'This is also done for the protection of the users.
After 30 minutes the accuracy and completeness of simultaneous
interpreters decrease precipitously, falling off by about 10% every 5
minutes after holding a satisfactory plateau for half an hour.' The
reason, Obst explains, is that 'The human mind cannot hold the needed
level of focused concentration any longer than that. This fact has been
demonstrated in millions of hours of simultaneous interpretation around
the world since 1948. It is not a question of opinion. It is simply the
result of empirical observation.'"[^139]

### Code of Ethics (Registry of Interpreters for the Deaf)[^140] {#code-of-ethics-registry-of-interpreters-for-the-deaf .Style3HdbkMeet12pt}

The Registry of Interpreters for the Deaf, Inc. \[RID\] is the national
professional association for sign language interpreters in the United
States. RID maintains and administers the certifying examination system
for interpreters nationwide. RID has set forth the following principles
of ethical behavior to protect and guide interpreters, transliterators,
and hearing and deaf consumers of interpreting services. Underlying
these principles is the desire to ensure the right to communicate for
all.

This Code of Ethics applies to all members of the Registry of
Interpreters for the Deaf, Inc. and to all certified non-members.

1.  Interpreters/transliterators shall keep all assignment-related
    information strictly confidential.

2.  Interpreters/transliterators shall render the message faithfully,
    always conveying the content and spirit of the speaker using
    language most readily understood by the person(s) whom they serve.

**SIGN LANGUAGE INTERPRETERS---Code of Ethics (continued)**

3.  Interpreters/transliterators shall not counsel, advise or interject
    personal opinions.

4.  Interpreters/transliterators shall accept assignments using
    discretion with regard to skill, setting, and the consumers
    involved.

5.  Interpreters/transliterators shall request compensation for services
    in a professional and judicious manner.

6.  Interpreters/transliterators shall function in a manner appropriate
    to the situation.

7.  Interpreters/transliterators shall strive to further knowledge and
    skills through participation in work-shops, professional meetings,
    interaction with professional colleagues, and reading of current
    literature in the field.

Interpreters/transliterators, by virtue of membership or certification
by the RID, Inc., shall strive to maintain high professional standards
in compliance with the Code of Ethics.

[]{#Interpreters .anchor}

# 6. Assistive Listening Devices[^141] {#assistive-listening-devices .Style1Orange}

Assistive listening devices (ALDs) increase the volume of a desired
sound, such as the soundtrack of a movie or the voice of a tour guide,
without increasing the loudness of background noises. Some assistive
listening devices are also used to convey audio descriptions to visitors
with visual impairments

It is estimated that one out of every 10 people in the U.S. has a
significant hearing loss, ranging from 25 dB (mild) to 90 dB (severe).
About half of them are older adults. Among people with hearing loss,
some wear hearing aids or use other devices to enhance what hearing they
have, and some read lips.

ALDs are made up of two parts: the transmitter and the receiver. The
**transmitter** picks up the sound and converts it to a signal, which it
then sends out. The **receiver** picks up a signal and transmits it to
the user. Several receivers can pick up the signal from a single
transmitter.

There are several types of ALD systems:

Infrared systems transmit sounds via light waves to users wearing
receivers. The receiver must be in the transmitter's line of sight to
function properly. This limits where listeners with receivers can be
located, but it also prevents spillover of sound into other areas.
Sunlight and bright incandescent light interfere with the transmitter
signal, so an IR system may not be a good choice for outdoors. IR
systems are often used in movies, conferences, and live performances.

FM systems transmit sounds via radio waves. With this system, the
speaker wears a compact microphone and transmitter while the listener
has a portable receiver with headphones or earphones. FM systems are
commonly used when the speaker is required to move around. This system
is not affected by light, but may experience radio interference. The
same system can serve multiple uses (e.g. translations, audio
descriptions, etc.) because it can transmit and receive multiple
frequencies. [^142]

**ASSISTIVE LISTENING DEVICES (continued)**

Inductive or audio loop systems transmit sounds using an electromagnetic
field. A special amplifier and microphone used by the speaker send
signals through a loop of wire installed around the listening area.
Hearing aids equipped with telecoil circuits receive these signals and
transmit them as sound to the listener. Listeners who do not have
hearing aids or telecoil circuits can use receivers that pick up the
signal.

###  {#section-65 .Style3HdbkText}

# 7. CART (Communication Access Realtime Translation)[^143] {#cart-communication-access-realtime-translation .Style1Orange}

## What is it? {#what-is-it .Style2Handbook}

Communication Access Realtime Translation (CART) is a word-for-word
speech-to-text interpreting service for people who need communication
access. Unlike computerized notetaking or abbreviation systems, which
summarize information for consumers, CART provides a complete
translation of all spoken words and environmental sounds, empowering
consumers to decide for themselves what information is important to
them. CART consumers include people with hearing loss; individuals with
cognitive or motor challenges; anyone desiring to improve
reading/language skills; and those with other communication barriers.
The Americans with Disabilities Act (ADA) specifically recognizes CART
as an assistive technology that affords effective communication access.

## How it's done {#how-its-done .Style2Handbook}

A CART provider uses a steno machine, notebook computer, and realtime
software to render instant speech-to-text translation on a computer
monitor or other display for the benefit of an individual consumer or
larger group in a number of settings: classrooms; business, government,
and educational functions; courtrooms; religious, civic, cultural,
recreation, or entertainment events. A CART provider is sensitive to the
varying needs of consumers and has had training in conveying a speaker's
message, complete with environmental cues. This expertise distinguishes
a CART provider from a court reporter in a traditional litigation
setting.

## Certification {#certification .Style2Handbook}

NCRA's Registered Professional Reporter (RPR) designation is nationally
recognized and at this time is considered a requisite for CART
providers. Attainment of the Certified Realtime Reporter (CRR)
designation is recommended.

# 8. CAPTIONING {#captioning-1 .Style1Orange}

## What is Captioning? {#what-is-captioning .Style2Handbook}

Captioning is the transcription and subsequent text display of dialog
and other auditory information, such as on- and off-screen sound
effects, music, and laughter. Captioning is used in many places
including videos and films, live performances and demonstrations,
lectures, web sites, and television.

Captioning benefits are not limited to people who are deaf or hard of
hearing. In loud, crowded venues as well as hushed, quite settings,
captioned video allows sighted visitors to read what they cannot hear.
Captions also benefit new readers and people who are learning English as
a second language.[^144]

There are two categories of captions:

> ***CLOSED captions*** are captions that are hidden in the video signal
> and are invisible without a special decoder. They are hidden in an
> area that is called line 21 of the vertical blanking interval (VBI).
>
> ***OPEN captions*** are captions that have been decoded, so they have
> become an integral part of the television picture, like subtitles in a
> movie. Open captions cannot be turned off. The term "open captions" is
> also used to refer to subtitles created with a character
> generator.[^145]

**\
**

**CAPTIONING (continued)**

## Caption Styles[^146] {#caption-styles .Style2Handbook}

There are three ways that captions can be presented to a viewer:

> **Roll-up** captions are used almost exclusively for live events. The
> words appear one at a time at the end of the line, and when a line is
> filled, it rolls up to make room for a new line. Older decoders can
> only display roll-up captions at the bottom of the screen. Newer ones
> can place captions wherever the captioner wants them.
>
> **Pop-on** captions are the standard for pre-taped material. The
> entire caption appears, all at once, anywhere on the screen. When a
> pop-on caption appears, all captions previously on the screen are
> erased.
>
> **Paint-on** captions are free-form in their positioning, like pop-on
> captions, but they don't erase what was already on the screen. The
> name comes from the way they are drawn on the screen a letter at a
> time, so you can see them "paint on" to the screen. They are not used
> much yet, except for commercials and special effects.

## How are realtime \[live\] captions generated?[^147]  {#how-are-realtime-live-captions-generated .Style2Handbook}

Realtime \[live\] captions are performed by stenocaptioners, who are
court reporters with special training. They use a special keyboard
(called a "steno keyboard" or "shorthand machine") to write what they
hear as they hear it. Unlike a traditional "QWERTY" keyboard, a steno
keyboard allows more than one key to be pressed at a time. The basic
concept behind machine shorthand is phonetic, where combinations of keys
represent sounds, but the actual theory used is much more complex than
straight phonics.

Stenocaptioners are capable of writing at speeds of up to 250 words per
minute, or even faster in short bursts.

The steno keyboard is connected to a computer system where the
captioning software formats the stream of steno characters into captions
and sends it to a caption encoder. This can be done either directly or
through telephone modems.

**CAPTIONING (continued)**

## Methods of captioning[^148] {#methods-of-captioning .Style2Handbook}

-   **Stenocaptioning**

> Live captions are usually displayed in three lines rolling up from the
> bottom of the screen and are produced by "stenocaptioners" who listen
> to the show as it airs, typing the words in code on a shorthand
> keyboard. With live captioning, a few errors are unavoidable.
>
> Stenocaptioners prepare for live programs ahead of time by updating
> their "dictionaries" with phonetic symbols or "briefs" for anticipated
> names and places. The symbols are converted into English words by
> translation software, formatted into caption data, and sent over
> telephone lines to be mixed with the video signal. The
> closed-captioned video signal is then sent to your home via satellite,
> airwaves, or cable. Your decoder changes the data into captions
> displayed on your screen. All this happens one to three seconds after
> a speaker's words are spoken. This allows no time to make any
> corrections. One wrong keystroke can produce a strange combination of
> letters or syllables. A poorly prepared dictionary can also produce
> errors.
>
> You can recognize stenocaptioning because there are pauses as the
> words and phrases paint onto the screen. Some news programs are
> captioned with a combination of stenocaptioning and "prescripted"
> captions. The prescripted captions paint on smoothly one row at a
> time. Since these captions were typed ahead of time, there should be
> no errors. When you see pauses within rows, you know that a
> stenocaptioner has taken over. Stenocaption errors usually result when
> the computer combines phonetic information to create a wrong (but
> similar-sounding) word or phrase; for example: "okay you pant" instead
> of "occupant."
>
> Most responsible captioning agencies require a 99% accuracy rate for
> real-time captioning, but at 250 words per minute, even the best and
> most experienced stenocaptioner can produce up to two errors every
> minute. Watch the network evening news for examples of experienced
> stenocaptioning. If you are watching garbled real-time captions and
> you are sure that poor reception is not creating the problem, the
> captioning agency may have put an inexperienced person on the air.

-   **Electronic Newsroom Captioning**\
    Some local newscasts are closed captioned using an electronic
    newsroom system. Such systems provide automatic captioning based on
    material typed ahead of time into the teleprompter. Late-breaking
    news, ad libs, and live segments (field reports

**CAPTIONING \-- Live Captioning -- Electronic Newsroom Captioning
(continued)**

> or weather forecasts) usually go uncaptioned. These systems
> occasionally put the wrong captions on a story or roll the captioning
> too fast.

-   **Off-line Captioning**\
    You should expect virtually error-free captioning when a program is
    taped and captions can be prepared "off-line." Captions should be
    thoroughly checked and reviewed before broadcast or duplication. It
    is the captioning agency's responsibility to review its work and
    ensure high-quality captioning. It is the responsibility of the
    producers and networks to monitor the work of their captioning
    agencies.

Please note that a common symptom of poor reception (or technical
problems at the TV station) is pairs of missing letters; for example
"Good night" might appear as "Good nht". While this may look like a
misspelling, it is probably not a problem of sloppy captioning. Rather,
poor reception or a technical glitch at the TV station could be the
problem.

# 9. Braille[^149] {#braille .Style1Orange}

## What Is Braille? {#what-is-braille .Style2Handbook}

Braille is a series of raised dots that can be read with the fingers by
people who are blind or whose eyesight is not sufficient for reading
printed material. Teachers, parents, and others who are not visually
impaired ordinarily read braille with their eyes. Braille is not a
language. Rather, it is a code by which languages such as English or
Spanish may be written and read.

## What Does Braille Look Like? {#what-does-braille-look-like .Style2Handbook}

Braille symbols are formed within units of space known as braille cells.
A full braille cell consists of six raised dots arranged in two parallel
columns each having three dots. The dot positions are identified by
numbers from one through six. Sixty-four combinations are possible using
one or more of these six dots. A single cell can be used to represent an
alphabet letter, number, punctuation mark, or even a whole word.

##  {#section-66 .Style2Handbook}

## How Was Braille Invented? {#how-was-braille-invented .Style2Handbook}

Louis Braille was born in Coupvray, France, on January 4, 1809. He
attended the National Institute for Blind Youth in Paris, France, as a
student. While attending the Institute, Braille yearned for more books
to read. He experimented with ways to make an alphabet that was easy to
read with the fingertips. The writing system he invented, at age
fifteen, evolved from the tactile "Ecriture Nocturne" (night writing)
code invented by Charles Barbier for sending military messages that
could be read on the battlefield at night, without light.

##  {#section-67 .Style2Handbook}

## How Is Braille Written? {#how-is-braille-written .Style2Handbook}

When every letter of every word is expressed in braille, it is referred
to as Grade 1 braille. Very few books or other reading material are
transcribed in Grade 1 braille. However, many newly blinded adults find
this useful for labeling personal or kitchen items.

The system used for reproducing most textbooks and publications is known
as Grade 2 braille. In this system cells are used individually or in
combination with others to form a

**BRAILLE -- How is braille written (continued)**

variety of contractions or whole words. For example, in Grade 1 braille
the phrase *you like him* requires twelve cell spaces. It would look
like this:

![](media/image13.png) you like him

![](media/image14.png)If written in Grade 2 braille, this same phrase
would take only six cell spaces to write. This is because the letters
*y* and *l* are also used for the whole words *you* and *like*
respectively. Likewise, the word *him* is formed by combining the
letters *h* and *m.* It would look like this:

you like him

There are 189 different letter contractions and 76 short-form words used
in Grade 2 braille. These "short cuts" are used to reduce the volume of
paper needed for reproducing books in braille and to make the reading
process easier.

Grade 1 (or uncontracted) braille has nothing to do with first grade.
Most children learn grade 2 (contracted) braille from kindergarten on.
In recent years, some teachers have chosen to begin teaching grade 1
braille first, transitioning to grade 2 braille by the mid-elementary
years. There is currently no research that supports the superiority of
one approach over the other.

Just as printed matter can be produced with a paper and pencil,
typewriter, or printer, braille can also be written in several ways. The
braille equivalent of paper and pencil is the slate and stylus. This
consists of a slate or template with evenly spaced depressions for the
dots of braille cells, and a stylus for creating the individual braille
dots. With paper placed in the slate, tactile dots are made by pushing
the pointed end of the stylus into the paper over the depressions. The
paper bulges on its reverse side forming "dots." Because of their
portability, the slate and stylus are especially helpful for taking
notes during lectures and for labeling such things as file folders.

Braille is also produced by a machine known as a braillewriter. Unlike a
typewriter which has more than fifty keys, the braillewriter has only
six keys and a space bar. These keys are numbered to correspond with the
six dots of a braille cell. In that most braille symbols contain more
than a single dot, all or any of the braillewriter keys can be pushed at
the same time.

**BRAILLE -- How is braille written (continued)**

Technological developments in the computer industry have provided and
continue to expand additional avenues of literacy for braille users.
Software programs and portable electronic braille notetakers allow users
to save and edit their writing, have it displayed back to them either
verbally or tactually, and produce a hard copy via a desktop
computer-driven braille embosser.

Since its development in France by Louis Braille in the latter part of
the nineteenth century, braille has become not only an effective means
of communication, but also a proven avenue for achieving and enhancing
literacy for people who are blind or have significant vision loss.[^150]

# 10. Video Description[^151]^,^[^152] {#video-description-1 .Style1Orange}

Video Description uses spoken explanations and descriptions of visual
elements that are inserted into a television or video program without
interfering with the sounds and dialogue that are a regular part of the
program. This service is available on a limited basis on certain cable
television channels, on Public Broadcasting Service (PBS) television
shows, commercial broadcast stations, and on videotapes for purchase or
rental.

A research project completed by the American Foundation for the Blind in
1997 (partially funded by the U.S. Department of Education, grant
#H026G40001) studied issues related to video description, and to
television and video watching by people who are blind or visually
impaired. The following are highlights of that study:

-   Blind and visually impaired people (approximately 3% of the U.S.
    population) watch television and videotapes about as often as those
    who are not visually impaired. In addition, their households own
    televisions and VCRs, and subscribe to cable television, to the same
    extent as other households. However, many find the experience
    frustrating.

-   In order to increase their understanding and enjoyment of television
    shows, people who are blind or visually impaired take various
    actions including sitting closer to the television set, buying
    larger television sets, and asking other people questions about what
    is happening on the screen.

-   Most people who are blind or visually impaired find that their
    enjoyment of television is increased when sighted companions
    informally describe the visual aspects of programming to them.

-   The vast majority of those who have experienced formal video
    description say they would be more likely to watch a television show
    or video with description than without.

-   The vast majority of blind and visually impaired people who have
    experienced description say that it is important to their enjoyment
    of programming.

-   Most people who have watched video description with a sighted person
    say it rarely or never interferes with the sighted person's
    enjoyment of programming.

**VIDEO DESCRIPTION (continued)**

-   People who have experienced video description feel that it affords
    important benefits, which fall into the categories of enhanced
    viewing, learning, and social experiences watching television and
    videotapes.

-   "Dramas or Mysteries" and "Nature or Science" are the two most
    popular categories of television shows that blind and visually
    impaired people would like to see described. For videotapes of
    movies, the most popular categories are "Serious Dramas" and
    "Documentaries."

# 11. DISABILITY ACCESS SYMBOLS {#disability-access-symbols .Style1Orange}

![](media/image1.png)

[]{#__RefHeading___Toc35253436 .anchor}Access to Low Vision[^153]

This symbol may be used to indicate access for people who are blind or
have low vision, including: guided tours, paths to a nature trail, scent
gardens in a park, tactile tours or museum exhibitions that may be
touched.

> []{#__RefHeading___Toc35253437
> .anchor}![](media/image10.png){width="0.875in"
> height="0.875in"}Accessibility Symbol[^154]
>
> The wheelchair symbol should only be used to indicate access for
> individuals with limited mobility, including wheelchair users. For
> example, the symbol is used to indicate accessible entrances,
> bathrooms, or telephones that have been lowered for wheelchair users.
> Remember that a ramped entrance is not completely accessible if there
> are no curb cuts, and an elevator is not accessible if it can only be
> reached via steps.
>
> []{#__RefHeading___Toc35253438 .anchor}![](media/image3.png)Accessible
> Print[^155]
>
> The symbol for large print is 'Large Print' printed in 18 Point or
> larger text. In addition to indicating that large print versions of
> books, pamphlets, museum guides and theater programs are available,
> the symbol may be used on conference or membership forms to indicate
> that print materials may be provided in large print. Sans serif or
> modified serif print with good contrast is highly recommended, and
> special attention should be paid to letter and word spacing.

![](media/image6.png)

[]{#__RefHeading___Toc35253439 .anchor}Assistive Listening Systems[^156]

These systems transmit sound via hearing aids or headsets. They include
infrared, loop and FM systems. Portable systems may be available from
the same audiovisual equipment suppliers that service conferences and
meetings.

**DISABILITY ACCESS SYMBOLS (continued)**

![](media/image9.png)

> []{#__RefHeading___Toc35253440 .anchor}Audio Description (Video
> Description)[^157]^,^[^158]
>
> ![](media/image15.png){width="0.65625in"
> height="0.8958333333333334in"}There are 2 symbols that are used for
> this service that makes television, video, film, and live performances
> more accessible for persons who are blind or have low vision. For
> televisions and monitors, descriptions of visual elements are provided
> by a trained Audio Describer using the Secondary Audio Program (SAP).

![](media/image7.png)

[]{#__RefHeading___Toc35253441 .anchor}Braille Symbol[^159]

This symbol indicates that printed matter is available in braille,
including exhibition labeling, publications, and signage.

[]{#__RefHeading___Toc35253442
.anchor}![](media/image16.png){width="0.81875in"
height="0.60625in"}Closed Captioning[^160]

> ![](media/image17.png){width="0.875in" height="0.875in"}These symbols
> indicate that a television program or videotape is closed captioned.
> The "CC" (with or without the rounded rectangle surrounding it) is
> generic and can be used by any company. The second icon that looks
> like a comic strip speech "balloon" (a rounded rectangle with a small
> "tail" protruding below) is a registered service mark of the National
> Captioning Institute (NCI), and is only used for productions that are
> captioned by NCI.

**DISABILITY ACCESS SYMBOLS (continued)**

![](media/image5.png)

> []{#__RefHeading___Toc35253444 .anchor}Sign Language
> Interpretation[^161]

The symbol indicates that sign language interpretation is provided for
lectures, tours, performances, conferences, or other programs.

![](media/image4.png)

[]{#__RefHeading___Toc35253445 .anchor}TTY (Teletypewriter)[^162]

TTYs are also known as text telephones (TTs), or telecommunications
devices for the deaf (TDDs). The TTY symbol indicates that TTYs are
available.

![](media/image8.png)

[]{#__RefHeading___Toc35253446 .anchor}Volume Control Telephone[^163]

This symbol indicates that telephone handsets with amplified sound
and/or adjustable volume controls are available.

![](media/image18.png){width="0.8333333333333334in"
height="0.7798611111111111in"}**Web Access**[^164]

This symbol appears on web sites that have been designed with
accessibility features. The symbol should always be used with the
following alt-text tag: Web Access Symbol (for people with
disabilities).

**This page is intentionally blank.**

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# APPENDIX A {#appendix-a .Style1Gray}

## Amendment of Part 1, Subpart N of the Commission's Rules Concerning Non-Discrimination on the Basis of Disability in the Commission's Programs and Activities {#amendment-of-part-1-subpart-n-of-the-commissions-rules-concerning-non-discrimination-on-the-basis-of-disability-in-the-commissions-programs-and-activities .Style2Handbook}

##  {#section-68 .Style2Handbook}

##  {#section-69 .Style2Handbook}

**Before the**

**Federal Communications Commission**

**Washington, D.C. 20554**

+----------------------------------+----+------------------------------+
| In the Matter of                 | *  |                              |
|                                  | *) |                              |
| Amendment of Part 1, Subpart N   | ** |                              |
| of the Commission's Rules        |    |                              |
| Concerning Non-Discrimination on | *  |                              |
| the Basis of Disability in       | *) |                              |
|                                  | ** |                              |
| the Commission's Programs and    |    |                              |
| Activities                       | *  |                              |
|                                  | *) |                              |
|                                  | ** |                              |
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|                                  | *  |                              |
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|                                  | ** |                              |
|                                  |    |                              |
|                                  | *  |                              |
|                                  | *) |                              |
|                                  | ** |                              |
|                                  |    |                              |
|                                  | *  |                              |
|                                  | *) |                              |
|                                  | ** |                              |
+----------------------------------+----+------------------------------+

**ORDER**

**Adopted: March 4, 2003 Released: March 12, 2003**

By the Commission: Chairman Powell, Commissioners Copps and Adelstein
issuing separate statements.

1.  As originally enacted, Section 504 of the Rehabilitation Act of 1973
    prohibited discrimination against individuals with disabilities
    under any "program or activity" receiving Federal financial
    assistance. [^165] In 1978, Congress amended Section 504 to cover
    any program or activity conducted by any Executive Branch agency or
    the United States Postal Service. The 1978 amendment required
    covered agencies to promulgate regulations enforcing Section 504's
    prohibitions. On April 15, 1987, the Commission released a *Report
    and Order* that adopted with minor modifications the Department of
    Justice's prototype regulations for implementing and enforcing
    Section 504.[^166] The *Report and Order* noted that the legislative
    history of the 1978 amendments indicated that Congress intended the
    amendments to apply to all federal agencies, including independent
    regulatory agencies such as this Commission.[^167] Except for adding
    consumer complaint procedures, the Commission has not updated its
    Section 504 regulations since 1987.

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13. By this Order, we amend Part 1, Subpart N of our rules, entitled
    "Enforcement of Non-discrimination on the Basis of Handicap in
    Programs or Activities Conducted by the Federal Communications
    Commission," 47 C.F.R. 1.1801 *et seq*., to update the Commission's
    Section 504 regulations. Specifically, we amend Subpart N throughout
    to replace the terms "handicap," "individual with a handicap," and
    "individuals with handicaps" with the terms "disability,"
    "individual with a disability," and "individuals with disabilities,"
    respectively, in keeping with the most current statutory terms used
    in the Americans with Disabilities Act.[^168] We amend sections
    1.1803 and 1.1810 to specify filing and signature formats for
    persons with disabilities who wish to file using alternative media.
    We add a new section 1.1805 to our rules to provide for the Federal
    Communications Commission Section 504 Programs and Activities
    Accessibility Handbook (Section 504 Handbook). The Section 504
    Handbook is intended as a guide to implement the Commission's
    responsibilities under Section 504 of the Rehabilitation Act. [^169]
    This handbook describes the methods and procedures for accommodation
    available at the Commission to achieve a consistent and complete
    accommodations policy. It is for internal staff use and public
    information only, and is not intended to create any rights,
    responsibilities, or independent causes of action against the
    Federal Government.

14. In addition, we amend section 1.1803 to define the term "programs or
    activities" as that term is used in Subpart N. We amend section
    1.1810 to require that the self-evaluation process be held every
    three years, during which time we will seek public comment on the
    accessibility of our programs and activities as required by Section
    504 of the Rehabilitation Act of 1973. Finally, we amend section
    1.1849 to add a procedure for individuals who are requesting
    accessibility to the Commission's programs and facilities. We note
    that requests for accommodation requiring the assistance of other
    persons (e.g., an American Sign Language interpreter) can best be
    provided if the request is made five business days before a
    Commission event.[^170]

15. The modifications to Part 1, Subpart N undertaken by this Order are
    rules that pertain to agency organization, procedure and practice.
    Consequently, the notice and comment provisions of the
    Administrative Procedure Act are inapplicable.[^171] The procedural
    rule modifications will be effective immediately upon publication in
    the Federal Register.[^172]

16. Accordingly, IT IS ORDERED that, pursuant to Section 5 of the
    Communications Act of 1934, as amended, 47 U.S.C. § 155, Part 1,
    Subpart N of the Commission\'s rules IS AMENDED as set forth in the
    attached Appendix, effective upon publication in the Federal
    Register.

FEDERAL COMMUNICATIONS COMMISSION

Marlene H. Dortch

Secretary

17. APPENDIX A

18. FINAL RULE AMENDMENTS

19. 

Part 1 of Title 47 of the Code of Federal Regulations is amended as
follows:

3)  The authority citation for Part 1 continues to read as follows:

AUTHORITY: 47 U.S.C. 151, 154(i), 154(j), 155, 225, 303(r), 309 and
325(e), and 29 USC 794.

4)  Part 1 Subpart N is amended to read as follows:

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20. 

SUBPART N\--ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF DISABILITY
IN

PROGRAMS OR ACTIVITIES CONDUCTED BY THE FEDERAL COMMUNICATIONS
COMMISSION

§ 1.1801 Purpose.

The purpose of this part is to effectuate section 119 of the
Rehabilitation, Comprehensive Services, and Developmental Disabilities
Amendments of 1978, which amended section 504 of the Rehabilitation Act
of 1973 (section 504) to prohibit discrimination on the basis of
disability in programs or activities conducted by Executive agencies or
the United States Postal Service.

§ 1.1802 Applications.

This part applies to all programs or activities conducted by the Federal
Communications Commission. The programs or activities of entities that
are licensed or certified by the Federal Communications Commission are
not covered by these regulations.

§ 1.1803 Definitions.

For purposes of this part, the term\--

"Auxiliary aids" means services or devices that enable persons with
impaired sensory, manual, or speaking skills to have an equal
opportunity to participate in, and enjoy the benefits of, programs or
activities conducted by the Commission. For example, auxiliary aids
useful for persons with impaired vision include readers, Brailled
materials, audio recordings, and other similar services and devices.
Auxiliary aids useful for persons with impaired hearing include
telephone handset amplifiers, telephones compatible with hearing aids,
telecommunication devices for deaf persons (TTY/TDDs), interpreters,
Computer-aided realtime transcription (CART), captioning, notetakers,
written materials, and other similar services and devices.

"Commission" means Federal Communications Commission.

"Complete complaint" means a written statement, or a complaint in audio,
Braille, electronic, and/or video format, that contains the
complainant\'s name and address and describes the Commission\'s alleged
discriminatory action in sufficient detail to inform the Commission of
the nature and date of the alleged violation of section 504. It shall be
signed by the complainant or by someone authorized to do so on his or
her behalf. The signature of the complainant, or signature of someone
authorized by the complainant to do so on his or her behalf, shall be
provided on print complaints. Complaints in audio, Braille, electronic,
and/or video formats shall contain an affirmative identity statement of
the individual, which for this purpose shall be considered to be
functionally equivalent to a complainant's signature. Complaints filed
on behalf of classes or third parties shall describe or identify (by
name, if possible) the alleged victims of discrimination.

"Facility" means all or any portion of buildings, structures, equipment,
roads, walks, parking lots, or other real or personal property.

"General Counsel" means the General Counsel of the Federal
Communications Commission.

"Individual with a disability" means any individual who has a physical
or mental impairment that substantially limits one or more major life
activities, has a record of such an impairment, or is regarded as having
such an impairment. As used in this definition, the phrase:

\(1\) "Physical or mental impairment" includes, but is not limited to,
\--

> \(i\) Any physiological disorder or condition, cosmetic disfigurement,
> or anatomical loss affecting one or more of the following body
> systems: Neurological; musculoskeletal; special sense organs;
> respiratory, including speech organs; cardiovascular; reproductive;
> digestive; genitourinary; hemic and lymphatic; skin; and endocrine;
>
> \(ii\) Any mental or psychological disorder, such as mental
> retardation, organic brain syndrome, emotional or mental illness, and
> specific learning disabilities;
>
> \(iii\) Diseases and conditions such as orthopedic, visual, speech,
> and hearing impairments; cerebral palsy; epilepsy; muscular dystrophy;
> multiple sclerosis; cancer; heart disease; diabetes; mental
> retardation; emotional illness; and drug addiction and alcoholism.
>
> \(2\) "Major life activities" include functions such as caring for
> one\'s self, performing manual tasks, walking, seeing, hearing,
> speaking, breathing, learning, and working.
>
> \(3\) "Has a record of such an impairment" means has a history of, or
> has been misclassified as having, a mental or physical impairment that
> substantially limits one or more major life activities.
>
> \(4\) "Is regarded as having an impairment" means\--
>
> \(i\) Has a physical or mental impairment that does not substantially
> limit major life activities but is treated by the Commission as
> constituting such a limitation;
>
> \(ii\) Has a physical or mental impairment that substantially limits
> major life activities only as a result of the attitudes of others
> toward such impairment; or
>
> \(iii\) Has none of the impairments defined in paragraph (1) of this
> definition but is treated by the Commission as having such impairment.

"Managing Director" means the individual delegated authority as
described in 47 C.F.R. § 0.11.

"Programs or Activities" mean any activity of the Commission permitted
or required by its enabling statutes, including but not limited to any
licensing or certification program, proceeding, investigation, hearing,
meeting, board or committee.

"Qualified individual with a disability" means\--

> \(1\) With respect to any Commission program or activity under which
> an individual is required to perform services or to achieve a level of
> accomplishment, an individual with a disability who, with or without
> reasonable modification to rules, policies, or practices or the
> provision of auxiliary aids, meets the essential eligibility
> requirements for participation in the program or activity and can
> achieve the purpose of the program or activity; or
>
> \(2\) With respect to any other program or activity, an individual
> with a disability who, with or without reasonable modification to
> rules, policies, or practices or the provision of auxiliary aids,
> meets the essential eligibility requirements for participation in, or
> receipt of benefits from, that program or activity; or
>
> \(3\) The definition of that term as defined for purposes of
> employment in 29 C.F.R. § 1630.2(m), which is made applicable to this
> part by § 1.1840.

"Section 504" means section 504 of the Rehabilitation Act of 1973,
Pub.L. 93-112, 87 Stat. 394, 29 U.S.C. 794, as amended by the
Rehabilitation Act Amendments of 1974, Pub.L. 93-516, 88 Stat. 1617, and
the Rehabilitation, Comprehensive Services, and Developmental
Disabilities Amendments of 1978, Pub.L. 95-602, 92 Stat. 2955, and the
Rehabilitation Act Amendments of 1986, sec. 103(d), Pub.L. 99-506, 100
Stat. 1810. As used in this part, section 504 applies only to programs
or activities conducted by Executive agencies and not to federally
assisted programs.

"Section 504 Officer" is the Commission employee charged with overseeing
the Commission's section 504 programs and activities.

§ 1.1805 Federal Communications Commission Section 504 Programs and
Activities Accessibility Handbook.

The Consumer & Governmental Affairs Bureau shall publish a "Federal
Communications Commission Section 504 Programs and Activities
Accessibility Handbook" ("Section 504 Handbook") for Commission staff,
and shall update the Section 504 Handbook as necessary and at least
every three years. The Section 504 Handbook shall be available to the
public in hard copy upon request and electronically on the Commission's
Internet website. The Section 504 Handbook shall contain procedures for
releasing documents, holding meetings, receiving comments, and for other
aspects of Commission programs and activities to achieve accessibility.
These procedures will ensure that the Commission presents a consistent
and complete accommodation policy pursuant to 29 U.S.C. § 794, as
amended. The Section 504 Handbook is for internal staff use and public
information only, and is not intended to create any rights,
responsibilities, or independent cause of action against the Federal
Government.

§ 1.1810 Review of compliance.

\(a\) The Commission shall, beginning in 2004 and at least every three
years thereafter, review its current policies and practices in view of
advances in relevant technology and achievability. Based on this review,
the Commission shall modify its practices and procedures to ensure that
the Commission's programs and activities are fully accessible.

\(b\) The Commission shall provide an opportunity to interested persons,
including individuals with disabilities or organizations representing
individuals with disabilities, to participate in the review process by
submitting comments. Written comments shall be signed by the commenter
or by someone authorized to do so on his or her behalf. The signature of
the commenter, or signature of someone authorized by the commenter to do
so on his or her behalf, shall be provided on print comments. Comments
in audio, Braille, electronic, and/or video formats shall contain an
affirmative identity statement of the individual, which for this purpose
shall be considered to be functionally equivalent to a commenter's
signature.

\(c\) The Commission shall maintain on file and make available for
public inspection for four years following completion of the compliance
review \--

> \(1\) A description of areas examined and problems identified;
>
> \(2\) All comments and complaints filed regarding the Commission's
> compliance; and
>
> \(3\) A description of any modifications made.

§ 1.1811 Notice.

The Commission shall make available to employees, applicants,
participants, beneficiaries, and other interested persons information
regarding the regulations set forth in this part, and their
applicability to the programs or activities conducted by the Commission.
The Commission shall make such information available to such persons in
such manner as the Section 504 Officer finds necessary to apprise such
persons of the protections against discrimination assured them by
section 504.

§ 1.1830 General prohibitions against discrimination.

\(a\) No qualified individual with a disability shall, on the basis of
disability, be excluded from participation in, be denied the benefits
of, or otherwise be subjected to discrimination under any program or
activity conducted by the Commission.

\(b\) Discriminatory actions prohibited.

> \(1\) The Commission, in providing any aid, benefit, or service, may
> not, directly or through contractual, licensing, or other
> arrangements, on the basis of disability\--
>
> \(i\) Deny a qualified individual with a disability the opportunity to
> participate in or benefit from the aid, benefit, or service;
>
> \(ii\) Afford a qualified individual with a disability an opportunity
> to participate in or benefit from the aid, benefit, or service that is
> not equal to that afforded others;
>
> \(iii\) Provide a qualified individual with a disability with an aid,
> benefit, or service that is not as effective in affording equal
> opportunity to obtain the same result, to gain the same benefit, or to
> reach the same level of achievement as that provided to others;
>
> \(iv\) Provide different or separate aid, benefits, or services to
> individuals with disabilities or to any class of individuals with
> disabilities than is provided to others unless such action is
> necessary to provide qualified individuals with disabilities with aid,
> benefits, or services that are as effective as those provided to
> others;
>
> \(v\) Deny a qualified individual with a disability the opportunity to
> participate as a member of planning or advisory boards; or
>
> \(vi\) Otherwise limit a qualified individual with a disability in the
> enjoyment of any right, privilege, advantage, or opportunity enjoyed
> by others receiving the aid, benefit, or service.
>
> \(2\) The Commission may not deny a qualified individual with a
> disability the opportunity to participate in any program or activity
> even where the Commission is also providing equivalent permissibly
> separate or different programs or activities for persons with
> disabilities.
>
> \(3\) The Commission may not, directly or through contractual or other
> arrangements, utilize criteria or methods of administration\--
>
> \(i\) That have the purpose or effect of subjecting qualified
> individuals with disabilities to discrimination on the basis of
> disability; or
>
> \(ii\) That have the purpose or effect of defeating or substantially
> impairing accomplishment of the objectives of a program or activity
> with respect to individuals with disabilities.
>
> \(4\) The Commission may not, in determining the site or location of a
> facility, make selections\--
>
> \(i\) That have the purpose or effect of excluding individuals with
> disabilities from, denying them the benefits of, or otherwise
> subjecting them to discrimination under any program or activity
> conducted by the Commission; or
>
> \(ii\) That have the purpose or effect of defeating or substantially
> impairing the accomplishment of the objectives of a program or
> activity with respect to individuals with disabilities.
>
> \(5\) The Commission, in the selection of procurement contractors, may
> not use criteria that subject qualified individuals with disabilities
> to discrimination on the basis of disability.
>
> \(6\) The Commission may not administer a licensing or certification
> program in a manner that subjects qualified individuals with
> disabilities to discrimination on the basis of disability, nor may the
> Commission establish requirements for the programs or activities of
> licensees or certified entities that subject qualified individuals
> with disabilities to discrimination on the basis of disability.
> However, the programs or activities of entities that are licensed or
> certified by the Commission are not, themselves, covered by this part.
>
> \(7\) The Commission shall make reasonable modifications in policies,
> practices, or procedures when the modifications are necessary to avoid
> discrimination on the basis of disability, unless the Commission can
> demonstrate that making the modifications would fundamentally alter
> the nature of the program, service, or activity.

\(c\) This part does not prohibit the exclusion of persons without
disabilities from the benefits of a program limited by Federal statute
or Executive order to individuals with disabilities, or the exclusion of
a specific class of individuals with disabilities from a program limited
by Federal statute or Executive order to a different class of
individuals with disabilities.

\(d\) The Commission shall administer programs and activities in the
most integrated setting appropriate to the needs of qualified
individuals with disabilities.

§ 1.1840 Employment.

No qualified individual with a disability shall, on the basis of
disability, be subjected to discrimination in employment under any
program or activity conducted by the Commission. The definitions,
requirements and procedures of section 501 of the Rehabilitation Act of
1973, 29 U.S.C. § 791, as established by the Equal Employment
Opportunity Commission in 29 C.F.R. Parts 1614 and 1630, as well as the
procedures set forth in the Basic Negotiations Agreement Between the
Federal Communications Commission and National Treasury Employees Union,
as amended, and Subchapter III of the Civil Service Reform Act of 1978,
5 U.S.C. § 7121(d), shall apply to employment in federally conducted
programs or activities.

§ 1.1849 Program accessibility: Discrimination prohibited.

\(a\) Except as otherwise provided in § 1.1850, no qualified individual
with a disability shall, because the Commission\'s facilities are
inaccessible to, or unusable, by individuals with disabilities, be
denied the benefits of, be excluded from participation in, or otherwise
be subjected to discrimination under any program or activity conducted
by the Commission.

\(b\) Individuals shall request accessibility to the Commission's
programs and facilities by contacting the Commission's Section 504
Officer. Such contact may be made in the manner indicated in the FCC
Section 504 Handbook. The Commission will make every effort to provide
accommodations requiring the assistance of other persons (*e.g*.,
American Sign Language interpreters, communication access realtime
translation (CART) providers, transcribers, captioners, and readers) if
the request is made to the Commission's Section 504 Officer a minimum of
five business days in advance of the program. If such requests are made
fewer than five business days prior to an event, the Commission will
make every effort to secure accommodation services, although it may be
less likely that the Commission will be able to secure such services.

§ 1.1850 Program accessibility: Existing facilities.

\(a\) General. Except as otherwise provided in this paragraph, the
Commission shall operate each program or activity so that the program or
activity, when viewed in its entirety, is readily accessible to and
usable by individuals with disabilities. This paragraph does not---

> \(1\) Necessarily require the Commission to make each of its existing
> facilities accessible to and usable by individuals with disabilities;
>
> \(2\) Require the Commission to take any action that it can
> demonstrate would result in a fundamental alteration in the nature of
> a program or activity, or in undue financial and administrative
> burdens. In those circumstances where Commission personnel believe
> that the proposed action would fundamentally alter the program or
> activity or would result in undue financial and administrative
> burdens, the Commission has the burden of proving that compliance with
> § 1.1850(a) would result in such alteration or burdens. The decision
> that compliance would result in such alteration or burdens must be
> made by the Managing Director, in consultation with the Section 504
> Officer, after considering all Commission resources available for use
> in the funding and operation of the conducted program or activity, and
> must be accompanied by a written statement of the reasons for reaching
> that conclusion. If an action would result in such an alteration or
> such burdens, the Commission shall take any other action that would
> not result in such an alteration or such burdens but would
> nevertheless ensure that individuals with disabilities receive the
> benefits and services of the program or activity.

\(b\) Methods. The Commission may comply with the requirements of this
section through such means as the redesign of equipment, reassignment of
services to accessible buildings, assignment of aides to beneficiaries,
home visits, delivery of services at alternate accessible sites,
alteration of existing facilities and construction of new facilities, or
any other methods that result in making its programs or activities
readily accessible to and usable by individuals with disabilities. The
Commission is not required to make structural changes in existing
facilities where other methods are effective in achieving compliance
with this section. The Commission, in making alterations to existing
buildings, shall meet accessibility requirements to the extent compelled
by the Architectural Barriers Act of 1968, as amended (42 U.S.C. §§
4151-4157), and any regulations implementing it. In choosing among
available methods for meeting the requirements of this section, the
Commission shall give priority to those methods that offer programs and
activities to qualified individuals with disabilities in the most
integrated setting appropriate.

\(c\) Time period for compliance. The Commission shall comply with the
obligations established under this section within sixty (60) days of the
effective date of this subpart, except that where structural changes in
facilities are undertaken, such changes shall be made within three (3)
years of the effective date of this part.

\(d\) Transition plan. In the event that structural changes to
facilities will be undertaken to achieve program accessibility, the
Commission shall develop, within six (6) months of the effective date of
this subpart, a transition plan setting forth the steps necessary to
complete such changes. The Commission shall provide an opportunity to
interested persons, including individuals with disabilities or
organizations representing individuals with disabilities, to participate
in the development of the transition plan by submitting comments (both
oral and written). A copy of the transitional plan shall be made
available for public inspection. The plan shall, at a minimum\--

> \(1\) Identify physical obstacles in the Commission\'s facilities that
> limit the accessibility of its programs or activities to individuals
> with disabilities;
>
> \(2\) Describe in detail the methods that will be used to make the
> facilities accessible;
>
> \(3\) Specify the schedule for taking the steps necessary to achieve
> compliance with this section and, if the time period of the transition
> plan is longer than one (1) year, identify steps that will be taken
> during each year of the transition period;
>
> \(4\) Indicate the official responsible for implementation of the
> plan.

§ 1.1851 Building accessibility: New construction and alterations.

Each building or part of a building that is constructed or altered by,
on behalf of, or for the use of the Commission shall be designed,
constructed, or altered so as to be readily accessible to and usable by
individuals with disabilities. The definitions, requirements and
standards of the Architectural Barriers Act, 42 U.S.C. §§ 4151-4157, as
established in 41 C.F.R. §§ 101-19.600 to 101-19.607, apply to buildings
covered by this section.

§ 1.1870 Compliance procedures.

\(a\) Except as provided in paragraph (b) of this section, this section
applies to all allegations of discrimination on the basis of disability
in programs or activities conducted by the Commission.

\(b\) The Commission shall process complaints alleging violations of
section 504 with respect to employment according to the procedures
established by the Equal Employment Opportunity Commission in 29 C.F.R.
Part 1614 pursuant to section 501 of the Rehabilitation Act of 1973, 29
U.S.C. 791.

\(c\) Complaints alleging violation of section 504 with respect to the
Commission's programs and activities shall be addressed to the Managing
Director and filed with the Office of the Secretary, Federal
Communications Commission, 445 12th Street, SW., Room TWB- 204,
Washington, DC 20554.

\(d\) Acceptance of complaint.

> \(1\) The Commission shall accept and investigate all complete
> complaints, as defined in section 1.1803 of this part, for which it
> has jurisdiction. All such complaints must be filed within one-
> hundred eighty (180) days of the alleged act of discrimination. The
> Commission may extend this time period for good cause.
>
> \(2\) If the Commission receives a complaint that is not complete as
> defined in section 1.1803 of this part, the complainant will be
> notified within thirty (30) days of receipt of the incomplete
> complaint that additional information is needed. If the complainant
> fails to complete the complaint within thirty (30) days of receipt of
> this notice, the Commission shall dismiss the complaint without
> prejudice.

\(e\) If the Commission receives a complaint over which it does not have
jurisdiction, it shall promptly notify the complainant and shall make
reasonable efforts to refer the complaint to the appropriate government
entity.

\(f\) The Commission shall notify the Architectural and Transportation
Barriers Compliance Board upon receipt of any complaint alleging that a
building or facility that is subject to the Architectural Barriers Act
of 1968, as amended, 42 U.S.C. §§ 4151-4157, is not readily accessible
to and usable by individuals with disabilities.

\(g\) Within one-hundred eighty (180) days of the receipt of a complete
complaint, as defined in section 1.1803 of this part, for which it has
jurisdiction, the Commission shall notify the complainant of the results
of the investigation in a letter containing\--

> \(1\) Findings of fact and conclusions of law;
>
> \(2\) A description of a remedy for each violation found; and
>
> \(3\) A notice of the right to appeal.

\(h\) Appeals of the findings of fact and conclusions of law or remedies
must be filed by the complainant within ninety (90) days of receipt from
the Commission of the letter required by § 1.1870(g). The Commission may
extend this time for good cause.

\(i\) Timely appeals shall be accepted and processed by the Office of
the Secretary, Federal Communications Commission, 445 12th Street, SW.,
Room TWB- 204, Washington, DC 20554.

\(j\) The Commission shall notify the complainant of the results of the
appeal within sixty (60) days of the receipt of the appeal request. If
the Commission determines that it needs additional information from the
complainant, and requests such information, the Commission shall have
sixty (60) days from the date it receives the additional information to
make its determination on the appeal.

\(k\) The time limits cited in (g) and (j) of this section may be
extended with the permission of the General Counsel.

\(l\) The Commission may delegate its authority for conducting complaint
investigations to other federal agencies, except that the authority for
making the final determination may not be delegated to another agency.

**APPENDIX B**

21. 

22. Federal Communications Commission Section 504 Programs and
    Activities Accessibility Handbook.

**SEPARATE STATEMENT OF**

**CHAIRMAN MICHAEL K. POWELL**

Re: *Amendment of Part 1, Subpart N of the Commission's Rules Concerning
Non-Discrimination on the Basis of Disability in the Commission's
Programs and Activities.*

Technology has the power to deliver to Americans with disabilities
access that previously was unimaginable. Making access solutions
available to the disability community has been a core objective of this
Commission -- from closed captioning to IP relay. Today's *Order*
ensures that a high level of access extends to the Commission as well,
so that all Americans have the opportunity to meaningfully participate
in the Commission's work.

Since the Commission first promulgated disability accommodation rules in
1987, there have been many changes in disability law, and the "state of
the art" in access technology has advanced considerably. Today's *Order*
brings the Commission's rules up-to-date with these changes. In
addition, adoption of the Accessibility Handbook will ensure that the
Commission's policies are consistently applied and that all Commission
staff are adequately prepared to deal with accommodation requests. The
Order further provides that every three years the Commission will review
its accommodation policies, so that we may learn and grow from our
experiences, and keep pace with ever-changing technology. Only through
constant vigilance can we ensure that individuals with disabilities are
obtaining the best possible accommodations and the highest level of
access.

The creation of this Accessibility Handbook was a significant
undertaking. I applaud the leadership demonstrated by the Consumer &
Governmental Affairs Bureau and its Disability Rights Office in making
this remarkable and practical resource a reality -- and a model for
other federal agencies and the private sector. Such efforts further
secure the FCC's place as one of the most accessible institutions in
government -- an achievement for which I am tremendously proud.

[]{#__RefHeading___Toc35253450 .anchor}**SEPARATE STATEMENT OF**

[]{#__RefHeading___Toc35253451 .anchor}**COMMISSIONER MICHAEL J. COPPS**

*Re: In the Matter of Amendment of Part 1, Subpart N of the Commission's
Rules Concerning Non-Discrimination on the Basis of Disability in the
Commission's Programs and Activities*

I am pleased to support the *Section 504 Order and Handbook*. This
update is long overdue, but all the more welcome for that. I am
encouraged that we are updating our regulations today and establishing a
regular review of these rules to help keep them up-to-date in the
future.

The Commission has made great strides over the past several years to
improve accessibility. Among other things, the Commission wrote new
rules to ensure that communications products and services are accessible
to those with disabilities; overhauled and updated our
Telecommunications Relay Services (TRS) rules; established and
implemented 711 as a nationwide relay number; took action on captioning
to ensure that everyone has access to televised information, including
most importantly warnings about emergency situations; and allocated
spectrum for assistive listening devices.

But we must not rest on these accomplishments; we must build on them.
The Commission needs now to look at the important issues of Internet
relay, hearing aid compatibility for digital wireless phones,
accessibility to digital and interactive television, and implementation
of TTY access to E-911 and video description.

My office was fortunate to have an intern with a disability to work with
us last summer. The Commission did an outstanding job of providing
accommodations for us, but I wonder whether everyone at this agency is
aware of the kinds of accommodations the Commission can -- and indeed,
is required to -- provide for our employees with disabilities. This
*Handbook* is a good step to help us understand, and to make us a model
not only of compliance \-- but of leadership. We can do more. I would
like to see this *Handbook* be used as a model for the Commission to
develop other handbooks to address related issues. The Commission has
responsibilities under Sections 501 and 508 of the Rehabilitation Act to
provide accommodations to our employees with disabilities, and to ensure
that the electronic and information technology that we use, build, buy,
and/or lease is accessible to persons with disabilities. A Section 501
Handbook could be a valuable tool for FCC employees, co-workers, and
supervisors of employees with disabilities. Likewise, a Section 508
Handbook would assist all of us at the Commission who work with
electronic and information technology to learn how to make decisions
when procuring technology. It is not only the right thing to do, it is
the law.

I want to thank the Disability Rights Office for its leadership on this
item, particularly those who spearheaded the *Handbook*. Thank you for
your dedication to your jobs, and for helping the Commission to be
accessible to members of the public with disabilities.

[]{#__RefHeading___Toc35253452 .anchor}**SEPARATE STATEMENT OF**

[]{#__RefHeading___Toc35253453 .anchor}**COMMISSIONER JONATHAN S.
ADELSTEIN**

*Re: In the Matter of Amendment of Part 1, Subpart N of the Commission's
Rules Concerning Non-Discrimination on the Basis of Disability in the
Commission's Programs and Activities*

I would like to commend the Consumer & Governmental Affairs Bureau for
its successful efforts in bringing yet another item to the Commission
floor. After reading the handbook, I must say that it is both very
thorough and informative.

While a staff member in the United States Senate, I worked to help pass
the Americans with Disabilities Act and devoted a great amount of
attention to the Social Security Disability Insurance program. These
types of issues ring very true to me.

We, as a Commission, need to ensure that we have a uniform and
comprehensive approach to ensuring accessibility to all Commission
events in order to meet the Rehabilitation Act Section 504 requirements.
As a federal entity, this is our mandate. I agree that in order to
maintain that uniform approach, we need to periodically review the
Commission's current policies and practices every three years in order
to take into account any relevant technological advances. Again, I want
to thank you for your time on this very important issue.

##  {#section-70 .Style2Handbook}

# APPENDIX B {#appendix-b .Style1Gray}

##  {#section-71 .Style2Handbook}

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![](media/image1.png){width="0.5637795275590551in"
height="0.5637795275590551in"}![](media/image8.png){width="0.5618110236220473in"
height="0.5618110236220473in"}![](media/image9.png){width="0.5610236220472441in"
height="0.5618110236220473in"}![](media/image2.png){width="0.5598425196850394in"
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height="0.5625984251968504in"}![](media/image5.png){width="0.5598425196850394in"
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height="0.5610236220472441in"}![](media/image10.png){width="0.5220472440944882in"
height="0.49921259842519683in"}

# INDEX {#index .Style1Index}

#  {#section-82 .Style1Index}

**Please refer to the Table of Contents for a detailed outline of the
topics covered in this Handbook.**

A

Access guidelines

FCC Audio-visual media 40

Meetings

Attendee requests for accommodation 3

FCC staff only 21--24

Open to all staff 21--22

In the Commission Meeting Room 21

Not in the Commission Meeting Room 22

Open to limited audience 23

Pre-registration required 24

Hosting accessible meetings and events 33--35

Media used during presentations 35--39

FCC events 35--37

When speaking at non-FCC events 38--39

Moderators 33--35

Planner's responsibilities 3

Sample wording for announcing interpreter availability 28

With non-FCC attendees 25--31

Commission Open Meetings 25

On issues of interest to people with disabilities 28

Open to limited public audience 27

Pre-registration required 30

Public meetings 26

Releasing documents 32

Training 41

Accessible format model statements *See* Reasonable accommodations:Model
statements:Accessible formats

ADA *See* Laws:Americans with Disabilities Act (ADA)

Advisory committee access *See* Access guidelines:Meetings

ALDs *See* Assistive listening devices

Americans with Disabilities Act *See* Laws:Americans with Disabilities
Act (ADA)

Artificial larynx,definition 10

Assistive listening devices 86

FM systems 86

Inductive or audio loop systems 87

Infrared systems 86

Audio description *See* Video description

Audio loops *See* Assistive listening devices

Augmentative & alternative communication,definition 11

AV access *See* Access guidelines:FCC Audio-visual media

B

Braille 93--95

C

Captioning 89--92

Captioning rule 71

CART 88

Closed captioning *See* Captioning

Communication Access Realtime Translation *See* CART

Communication boards,definition 10

Computer Assisted Realtime *See* CART

Conference Access *See* Access guidelines:Meetings

Cued speech transliterators 9

D

Disability access symbols 98--100

Disability etiquette

Blind and visually impaired 76, 78--79

Deaf and hard of hearing 76, 82

General 3, 76

Offering help 76

Shaking hands 76

Sign language interpreters 76

Speech disabilities 76, 80

Wheelchairs 76

Disability Rights Movement 5

Disability terminology 74

Documents

Releasing documents, access guidelines *See* Access guidelines:Releasing
documents

Submitted in alternate format 53--62

FCC points of contact 52

E

E-mail address for Section 504 47

Etiquette *See* Disability etiquette

Event Access *See* Access guidelines:Meetings

F

FCC

Basic principles of access 3

Commitment to access 2

Disability and access information 8

General access considerations

Contracting and acquisitions 18

Information access 13

Physical access 12

Safety 16

Staff activities 15

Points of contact 8

Types of access requested

For people who are blind or have low vision 8

For people with mobility impairments 8

For people with other disabilities 11

For people with speech disabilities 10

FCC University 41

fcc504@fcc.gov 47

Forum access *See* Access guidelines:Meetings

G

Graphics, Disability access symbols 98--100

H

HCO (Hearing carry over) 50

Hearing Aid Compatibility Act 72

I

Inclusive language 74

Interpreters

Cued speech transliterators 9

Oral interpreters 9

Re-voicers,definition 10

Sign language interpreters 82--85

Code of ethics 84

Working with 76, 82

Tactile interpreters 9

IP Relay 50

L

Laws 4, 64--71

Americans with Disabilities Act (ADA) 67--70

Title I, Employment 67

Title II, Public transportation 68

Title II, State and local government activities 67

Title III, Public accommodations 69

Title IV, Telecommunications relay services 69

Architectural Barriers Act 70

Rehabilitation Act 66

Section 501 66

Section 503 66

Section 504 4, 64

FCC Order 65

Section 508 66

Telecommunications Act 70

Lipreading 2

Logos,Disability access 98--100

Loops *See* Assistive listening devices

M

Meeting Access *See* Access guidelines:Meetings

N

Notetakers,definition 9

O

Open captioning *See* Captioning

Oral interpreters 9

P

Politically correct language 74

R

Reasonable accommodations

Model statements

Accessible formats 32

Presenters announcing availability upon request 39

Meetings

Commission Open Meetings 25

FCC staff only, in the Commission Meeting Room 21

FCC staff only, not in the Commission Meeting Room 22

FCC staff only, open to limited audience 23

On issues of interest to people with disabilities 29

Open to limited public audience 27

Public meetings 26

Registration forms 30

Sign language interpreters available 28

Registration forms 24

Requests 45

Rehabilitation Act *See* Laws:Rehabilitation Act

Relay *See* TRS

Releasing documents *See* Access guidelines:Releasing documents

Requests for reasonable accommodations *See* Reasonable
accommodations:Requests

S

Section 501 *See* Laws:Rehabilitation Act:Section 501

Section 503 *See* Laws:Rehabilitation Act:Section 503

Section 504 *See* Laws:Rehabilitation Act:Section 504

Section 508 See Laws:Rehabilitation Act:Section 508

Sign language interpreters

Code of ethics 84

Working with 76, 82

Signers *See* Sign language interpreters

Spanish Relay Service 51

Speech output device,definition 10

Speechreading 2

Statistics, Disability 73

STS (Speech to speech) 50

Symbols, Disability access 98--100

T

Tactile interpreters 9

Taskforce access *See* Access Guidelines:Meetings

Telecommunications Act

Section 713 71

Sections 255 & 251 70

Telecommunications Relay Service *See* TRS

Television Decoder Circuitry Act 71

Training access *See* Access guidelines:Training

Transcription procedures

Audio recordings 53--55

Braille 56--58

Sign language video recordings 59--62

TRS 49--50

HCO (Hearing carry over) 50

IP Relay 50

Spanish Relay 51

STS (Speech to speech) 50

TTY calls 49

VCO (Voice carry over) 49

VRS (Video Relay Service) 50

TRS legislation 69

TTYs

Assistance with 48

Distribution in the FCC 48

Listing phone numbers 48

Office standards 48

Use with TRS (Relay) 49

V

VCO (Voice Carry Over) 49

Video description 96

Video description rule 71

VRS (Video Relay Service) 50

W

Workshop access *See* Access guidelines:Meetings

![](media/image11.png)

23. 
24. 
25. 

[]{#DisseminatingDocs .anchor}

[^1]: The Rehabilitation Act of 1973, Pub.L. 93-112, 87 Stat. 394, 29
    U.S.C. 794, as amended by the Rehabilitation Act Amendments of 1974,
    Pub.L. 93-516, 88 Stat. 1617, and the Rehabilitation, Comprehensive
    Services, and Developmental Disabilities Amendments of 1978, Pub.L.
    95-602, 92 Stat. 2955, and the Rehabilitation Act Amendments of
    1986, § 103(d), Pub.L. 99-506, 100 Stat. 1810, creates specific
    causes of action for persons who are aggrieved by discriminatory
    treatment as defined in the Act.

[^2]: *Amendment of Part 1 of the Commission's Rules to Implement
    Section 504 of the Rehabilitation Act of 1973, as amended, 29 U.S.C.
    § 794*, Gen. Docket No. 84-533, *Report and Order*, 2 FCC Rcd 2199
    (1987)(*Report and Order*).

[^3]: *See* *Report and Order* at 2199, ¶ 2.

[^4]: 42 U.S.C. §§ 12101 *et seq*.

[^5]: The Rehabilitation Act of 1973, Pub.L. 93-112, 87 Stat. 394, 29
    U.S.C. 794, as amended by the Rehabilitation Act Amendments of 1974,
    Pub.L. 93-516, 88 Stat. 1617, and the Rehabilitation, Comprehensive
    Services, and Developmental Disabilities Amendments of 1978, Pub.L.
    95-602, 92 Stat. 2955, and the Rehabilitation Act Amendments of
    1986, sec. 103(d), Pub.L. 99-506, 100 Stat. 1810, creates specific
    causes of action for persons who are aggrieved by discriminatory
    treatment as defined in the Act.

[^6]: Even if the request for accommodation is made less than five days
    before the relevant event, the Commission will make every effort to
    secure the services of a person to provide the requested assistance.

[^7]: 5 U.S.C. § 553(b)(3)(A).

[^8]: *See* 5 U.S.C. § 553(d).

[^9]: While many people still use the word "lipreading," experts
    consider it to be inaccurate. Speechreading is the more appropriate
    term for the process of understanding speech through visual
    perception of spoken language. For more information on speechreading
    see the Gallaudet University Rehabilitation Engineering Research
    Center (RERC) on Hearing Enhancement at
    <http://www.hearingresearch.org/Dr.Ross/speechreading.htm> (visited
    12/3/02).

[^10]: Rehabilitation Act as amended, section 501, 29 U.S.C. § 791;
    section 503, 29 U.S.C. § 793; section 504, 29 U.S.C. § 794; section
    508, 29 U.S.C. § 794d. Enforcement of Non-discrimination on the
    Basis of Handicap in Programs or Activities Conducted by the Federal
    Communications Commission, 42 U.S.C. §§ 12101 *et seq*.

[^11]: The FCC Order implementing Section 504 can be found in the
    Appendix of this document. It includes definitions of terms and
    rules governing access to the Commission's programs and activities.

[^12]: 29 U.S.C. § 794.

[^13]: 42 U.S.C. § 12101 *et seq.*

[^14]: U.S. Department of Justice, Civil Rights Division, Disability
    Rights Section, "A Guide to Disability Rights Laws,"
    <http://www.usdoj.gov/crt/ada/cguide.htm> (visited 11/1/02).

[^15]: For more information see "Disability Rights Laws" beginning on
    page [62](#section-43) of this *Handbook*.

[^16]: Excerpted with compiler edits from Smithsonian Institution,
    National Museum of American History, Virtual Exhibitions, "The
    Disability Rights Movement,"
    <http://americanhistory.si.edu/disabilityrights/> (visited 11/1/02).

[^17]: 47 C.F.R. § 1.1803.

[^18]: For specific contact names, phone numbers, and e-mail addresses,
    see page [43](#RARequests) of this *Handbook*.

[^19]: For more information see page [11](#LargePrint) of this
    *Handbook*.

[^20]: The Commission's Accessible Format Specialist can provide
    documents in ASCII or MSWord format.

[^21]: For more information see page [97](#disability-access-symbols) of
    this *Handbook*.

[^22]: The Commission's Accessible Format Specialist can provide
    documents in RealAudio or MP3 format.

[^23]: For more information see pages [69](#VideoDescriptionRule) &
    [95](#video-description-1) of this *Handbook*.

[^24]: For more information see page [84](#assistive-listening-devices)
    of this *Handbook*.

[^25]: For more information see page [87](#captioning-1) of this
    *Handbook*.

[^26]: For more information see page
    [86](#cart-communication-access-realtime-translation) of this
    *Handbook*.

[^27]: For more information see page [80](#Interpreters) of this
    *Handbook*.

[^28]: The microphones used with the portable systems transmit only to
    the assistive listening devices; they will not provide amplification
    to the room. For more information on assistive listening devices,
    see page [84](#assistive-listening-devices).

[^29]: Some people who are deaf or hard of hearing do not use sign
    language. They understand speech by watching a person's face, body
    language, and lips. Oral interpreters are skilled in techniques of
    mouthing words clearly and effectively. For more information on oral
    interpreting, see the Registry of Interpreters for the Deaf at
    <http://www.rid.org/128.pdf> (visited 11/27/02).

[^30]: Cued Speech is a phonetically based visual communication system;
    it is not, however, a form of sign language. In English, Cued Speech
    transliterators employ 8 handshapes in 4 different locations near
    the mouth to represent sounds used in spoken language. It is
    generally used as an adjunct to speechreading. For more information,
    see the National Cued Speech Association at
    <http://www.cuedspeech.org/> (visited 12/2/02).

[^31]: People who are deaf-blind generally receive information
    tactilely, i.e., through touch. Tactile interpreters convey
    information using various methods, but always in a way that relies
    on touch. Methods employed by tactile interpreters include using
    sign language (with the person who is deaf-blind resting one or both
    hands on the interpreters hands or wrists), using fingers to trace
    the letters of words in the palm of the person who is deaf-blind,
    and using the manual alphabet to spell words into the hand of the
    person who is deaf-blind. For more information on deaf-blindness,
    see the National Information Clearinghouse on Children Who are
    Deaf-Blind at <http://www.tr.wou.edu/dblink/biblio.htm> (visited
    12/2/02).

[^32]: Notetakers are people who take notes for individuals who are deaf
    or hard of hearing. Notetakers may be needed because people with
    significant hearing loss must look at speakers or interpreters to
    understand what is being said. As a result, each time they look down
    to record a comment, they miss information being presented.

[^33]: A re-voicer is a person who listens to what an individual with a
    speech disability says, and then repeats it in clear speech.

[^34]: A communication board can be either manual or electronic. It
    displays letters, pictures, and/or words. Individuals communicate by
    pointing to the images or words.

[^35]: An artificial larynx is a device designed to allow an individual
    without a larynx to speak intelligibly. While artificial larynx
    design may vary, the purpose remains the same -- to produce the
    vibrations necessary for speech.

[^36]: Speech output devices produce computer generated speech and
    vary in appearance and design. They are essentially computers with
    speakers that include a means, such as a keyboard or touch
    screen/pad, for selecting the words or phrases the user would like
    the computer to vocalize. These devices are frequently grouped under
    the term, augmentative and alternative communication (AAC). For more
    information on AAC, see the AAC Institute's research paper at
    <http://www.aacinstitute.org/Resources/MethodsandTools/2002rateindex/paper.html>
    (visited 12/3/02).

[^37]: The Access Board, Accessibility Guidelines and Standards,
    *Uniform Federal Accessibility Standard (UFAS)*,
    <http://www.access-board.gov/ufas/ufas-html/ufas.htm> (visited
    11/1/02).

[^38]: *Id.,* Section 1 "Purpose."

[^39]: For additional guidelines, see, NASA Glenn Research Center:
    Usability Research Team, Design Guidelines, "Text, Fonts and
    Readability,"
    <http://www.grc.nasa.gov/WWW/usability/textfontcss.html> (visited
    11/19/02).

[^40]: UCSB Linguistics, People, Linguistics faculty, Susanna Cumming:
    Guides, "Word for Linguists," "Typography," "Basic Typographical
    Principles,"
    <http://www.linguistics.ucsb.edu/faculty/cumming/WordForLinguists/Typography.htm>
    (visited 11/19/02).

[^41]: NASA Glenn Research Center: Usability Research Team, Design
    Guidelines, "Text, Fonts and Readability,"
    <http://www.grc.nasa.gov/WWW/usability/textfontcss.html> (visited
    11/19/02).

[^42]: Lighthouse International, Vision Resources, Low Vision, "Making
    Text Visible: Designing for People with Partial Sight."
    <http://www.lighthouse.org/print_leg.htm> (visited 11/18/02).

[^43]: *Seeing, Hearing and Smelling the World: A Report from the Howard
    Hughes Medical Institute*, "Breaking the Code of Color: Color
    Blindness: More Prevalent Among Males,"
    <http://www.hhmi.org/senses/b130.html> (visited 11/1/02).

[^44]: Lighthouse International, Vision Resources, Low Vision,
    "Effective Color Contrast: Designing for People with Partial Sight
    and Color Deficiencies," (visited 11/18/02).

[^45]: For specific contact names, phone numbers, and e-mail addresses,
    see page [43](#RARequests) of this *Handbook*.

[^46]: *Id.*

[^47]: Federally recognized employee organizations include groups such
    as BIG (Blacks in Government) and FAPAC (Federal Asian Pacific
    American Council).

[^48]: Access for federal employees with disabilities is addressed in
    Section 501 of the Rehabilitation Act, 29 U.S.C. § 791, and
    implementing regulation, 29 C.F.R. §1614.203. The Commission's
    Office of Workplace Diversity has responsibility for Section 501
    issues.

[^49]: 47 C.F.R. § 1.1830(b)(3)-(6).

[^50]: For specific contact names, phone numbers, and e-mail addresses,
    see page [43](#RARequests) of this *Handbook*.

[^51]: If services have already been arranged for a meeting that must be
    rescheduled, please notify the Audio Visual Center staff as soon as
    possible. The Commission is obligated to pay in full for services
    canceled without appropriate advanced notice.

[^52]: For specific contact names, phone numbers, and e-mail addresses,
    see page [43](#RARequests) of this *Handbook*.

[^53]: With advance notice to the Audio Visual Center, FCC staff can
    request that captioned text of an event be saved in MSWord format
    for use as reference material. Such text files are generally
    distributed by the Audio Visual Center staff within 2 business days
    of the event and are intended for internal use.

[^54]: For specific contact names, phone numbers, and e-mail addresses,
    see page [43](#RARequests) of this *Handbook*.

[^55]: *Id.*

[^56]: *Id.*

[^57]: For specific contact names, phone numbers, and e-mail addresses,
    see page [43](#RARequests) of this *Handbook*.

[^58]: If services have already been arranged for a meeting that must be
    rescheduled, please notify the Audio Visual Center staff as soon as
    possible. The Commission is obligated to pay in full for services
    canceled with less than 48 hours notice.

[^59]: For specific Security contact names, phone numbers, and e-mail
    addresses, see page [44](#RARequestsP2) of this *Handbook*.

[^60]: For specific contact names, phone numbers, and e-mail addresses,
    see page [43](#RARequests) of this *Handbook*.

[^61]: For specific Security contact names, phone numbers, and e-mail
    addresses, see page [44](#RARequestsP2) of this *Handbook*.

[^62]: If services have already been arranged for a meeting that must be
    rescheduled, please notify the Audio Visual Center staff as soon as
    possible. The Commission is obligated to pay in full for services
    canceled without appropriate advanced notice.

[^63]: For specific contact names, phone numbers, and e-mail addresses,
    see page [43](#RARequests) of this *Handbook*.

[^64]: For more information on media used during presentations, see the
    section on "Hosting Accessible Meetings and Events \-- Audio and
    Visual Media" beginning on page [33](#audio-and-visual-media) of
    this *Handbook*. For specific contact names, phone numbers, and
    e-mail addresses, see page [43](#RARequests) of this *Handbook*.

[^65]: For specific contact names, phone numbers, and e-mail addresses,
    see page [43](#RARequests) of this *Handbook*.

[^66]: For specific Security contact names, phone numbers, and e-mail
    addresses, see page [44](#RARequestsP2) of this *Handbook*.

[^67]: For specific contact names, phone numbers, and e-mail addresses,
    see page [43](#RARequests) of this *Handbook*.

[^68]: For specific Security contact names, phone numbers, and e-mail
    addresses, see page [44](#RARequestsP2) of this *Handbook*.

[^69]: For specific contact names, phone numbers, and e-mail addresses,
    see page [43](#RARequests) of this *Handbook*.

[^70]: In this section, the words, "meeting" and "event" will be used
    interchangeably to indicate assemblies under the auspices of the
    FCC.

[^71]: 47 C.F.R. § 1.1830(a).

[^72]: Audio/visual presentations can include, but are not limited to,
    the following: video presentations; audio clips; slides; overhead
    transparencies; PowerPoint or similar electronic presentations;
    diagrams or writing displayed on a poster, flipchart, whiteboard, or
    chalkboard.

[^73]: For specific FCC University contact names, phone numbers, and
    e-mail addresses, see page [44](#RARequestsP2) of this *Handbook*.

[^74]: 29 U.S.C. § 794.

[^75]: 47 C.F.R. § 1.1801-1.1870.

[^76]: If consumers able to use a standard telephone are given contact
    numbers that are more specific than the general 1-888-CALL-FCC, then
    consumers who are deaf and hard of hearing must be given comparably
    specific contact numbers.

[^77]: Staff may notice that some messages received via TTY are written
    in non-standard English. This is because English is not a first
    language for many people who are deaf.

[^78]: For specific contact names, phone numbers, and e-mail addresses,
    see page [43](#RARequests) of this *Handbook*.

[^79]: The Federal government maintains a separate relay service called
    the Federal Relay Service (FRS). FRS was established under Public
    Law 100‑542, the Telecommunications Accessibility Act of 1988. It
    uses the Federal Telecommunication System (FTS2001), rather than
    commercial telephone networks, and may be used by Federal employees
    or the general public attempting to access Federal government
    resources. \[From General Service Administration, Federal Relay
    Service (FRS),

    "What is the FRS?" <http://www.fts.gsa.gov/frs/whatisfrs.htm>
    (visited 11/7/02) and

    "Why Use the FRS?" <http://www.fts.gsa.gov/frs/whyfrs.htm> (visited
    11/7/02).\]

[^80]: 47 U.S.C. § 225; Implementing Regulations: 47 C.F.R. § 64.601 *et
    seq*. (Title IV, FCC).

[^81]: For calls placed from the FCC, dial 9 first to get an outside
    line, then dial 711.

[^82]: 47 C.F.R. § 1.1801-1.1870.

[^83]: 47 C.F.R. § 1.1803.

[^84]: For specific contact names, phone numbers, and e-mail addresses,
    see page [43](#RARequests) of this *Handbook*.

[^85]: 47 C.F.R. § 1.1801-1.1870.

[^86]: 47 C.F.R. § 1.1803.

[^87]: For specific contact names, phone numbers, and e-mail addresses,
    see page [43](#RARequests) of this *Handbook*.

[^88]: Send ALL braille documents to the Accessible Format Specialist.
    He will determine if the form of braille used can be transcribed.

[^89]: Individuals may become certified braille transcribers by
    successfully completing the Library of Congress' certification
    program. For more information about the Library of Congress Braille
    Certification Program, contact the National Library for the Blind
    and Physically Handicapped, Braille Development Section,
    <http://www.loc.gov/nls/bds.html> (visited 11/1/02).

[^90]: 47 C.F.R. § 1.1801-1.1870.

[^91]: 47 C.F.R. § 1.1803.

[^92]: For specific contact names, phone numbers, and e-mail addresses,
    see page [43](#RARequests) of this *Handbook*.

[^93]: Throughout this document, the term American Sign Language or ASL
    should be understood to include all ASL cognates that are generally
    recognized in the United States.

[^94]: "Fully certified sign language interpreters" is intended to mean
    interpreters holding the Registry of Interpreters for the Deaf (RID)
    Certificate of Interpretation (CI), the RID Certificate of
    Transliteration (CT), the RID Comprehensive Skills Certificate
    (CSC), or the National Association of the Deaf (NAD) Level IV or V
    Certification.

[^95]: 29 U.S.C. § 701-797.

[^96]: 29 U.S.C. § 794.

[^97]: Excerpted and summarized from U.S. Department of Justice, Civil
    Rights Division, Disability Rights Section, "A Guide to Disability
    Rights Laws," <http://www.usdoj.gov/crt/ada/cguide.htm> (visited
    10/31/02).

[^98]: FCC 87-108, General Docket No. 84-533.

[^99]: *Amendment of Part 1, Subpart N of the Commission\'s Rules
    Concerning Non-discrimination on the Basis of Disability in the
    Commission\'s Programs and Activities,* Order, FCC 03-48 (2003).

[^100]: 29 U.S.C. § 791; Implementing Regulations: 29 C.F.R. § 1613.203.

[^101]: From U.S. Department of Justice, Civil Rights Division,
    Disability Rights Section, "A Guide to Disability Rights Laws,"
    <http://www.usdoj.gov/crt/ada/cguide.htm> (visited 10/31/02).

[^102]: 29 U.S.C. § 793; Implementing Regulations: 41 C.F.R. Part
    60-741.

[^103]: From U.S. Department of Justice, Civil Rights Division,
    Disability Rights Section, "A Guide to Disability Rights Laws,"
    <http://www.usdoj.gov/crt/ada/cguide.htm> (visited 10/31/02).

[^104]: 29 U.S.C. § 794d.

[^105]: From U.S. Department of Justice, Civil Rights Division,
    Disability Rights Section, "A Guide to Disability Rights Laws,"
    <http://www.usdoj.gov/crt/ada/cguide.htm> (visited 10/31/02).

[^106]: 42 U.S.C. §§ 12101 *et seq.*

[^107]: From U.S. Department of Justice, Civil Rights Division,
    Disability Rights Section, "A Guide to Disability Rights Laws,"
    <http://www.usdoj.gov/crt/ada/cguide.htm> (visited 10/31/02).

[^108]: Implementing regulation: 29 C.F.R. Parts 1630, 1602 (Title I,
    EEOC).

[^109]: From U.S. Department of Justice, Civil Rights Division,
    Disability Rights Section, "A Guide to Disability Rights Laws,"
    <http://www.usdoj.gov/crt/ada/cguide.htm> (visited 10/31/02).

[^110]: Implementing Regulations: 28 C.F.R. Part 35 (Title II,
    Department of Justice); 49 C.F.R. Parts 27, 37, 38 (Title II, III,
    Department of Transportation).

[^111]: From U.S. Department of Justice, Civil Rights Division,
    Disability Rights Section, "A Guide to Disability Rights Laws,"
    <http://www.usdoj.gov/crt/ada/cguide.htm> (visited 10/31/02).

[^112]: Implementing Regulations: 28 C.F.R. Part 35 (Title II,
    Department of Justice); 49 C.F.R. Parts 27, 37, 38 (Title II, III,
    Department of Transportation).

[^113]: From U.S. Department of Justice, Civil Rights Division,
    Disability Rights Section, "A Guide to Disability Rights Laws,"
    <http://www.usdoj.gov/crt/ada/cguide.htm> (visited 10/31/02).

[^114]: Implementing Regulations:49 C.F.R. Parts 27, 37, 38 (Title II,
    III, Department of Transportation); 28 C.F.R. Part 36 (Title III,
    Department of Justice).

[^115]: From U.S. Department of Justice, Civil Rights Division,
    Disability Rights Section, "A Guide to Disability Rights Laws,"
    <http://www.usdoj.gov/crt/ada/cguide.htm> (visited 10/31/02).

[^116]: Implementing Regulations: 47 C.F.R. §§ 64.601 *et seq*. (Title
    IV, FCC).

[^117]: From U.S. Department of Justice, Civil Rights Division,
    Disability Rights Section, "A Guide to Disability Rights Laws,"
    <http://www.usdoj.gov/crt/ada/cguide.htm> (visited 10/31/02).

[^118]: See also "Telecommunications Act, Section 225" on page
    [68](#sections-255-and-251) of this Handbook.

[^119]: 42 U.S.C. §§ 4151 *et seq*.; Implementing Regulations: 41 C.F.R.
    Subpart 101-19.6.

[^120]: From U.S. Department of Justice, Civil Rights Division,
    Disability Rights Section, "A Guide to Disability Rights Laws,"
    <http://www.usdoj.gov/crt/ada/cguide.htm> (visited 10/31/02).

[^121]: 47 U.S.C. § 255, 251(a)(2).

[^122]: From U.S. Department of Justice, Civil Rights Division,
    Disability Rights Section, "A Guide to Disability Rights Laws,"
    <http://www.usdoj.gov/crt/ada/cguide.htm> (visited 10/31/02).

[^123]: See also "ADA Title IV: Telecommunications Relay Services on
    page [67](#ADATitleIV) of this Handbook.

[^124]: 47 U.S.C. § 613.

[^125]: 47 U.S.C. § 613(f).

[^126]: 47 C.F.R. § 79.1.

[^127]: 47 C.F.R. § 79.3.

[^128]: *Motion Picture Association of America, Inc. v. FCC*, 309 F.3d
    796 (D.C. Cir. 2002).

[^129]: 47 U.S.C. § 303, 330.

[^130]: 47 U.S.C. § 610.

[^131]: 47 C.F.R. §§ 68.316, 68.317.

[^132]: U.S. Census Bureau, Survey of Income and Program Participation,
    "Introduction to SIPP,"
    <http://www.sipp.census.gov/sipp/overview.html> (visited 11/1/02).

[^133]: Data in this chart was gathered from: U.S. Census Bureau,
    "Disability," *Americans with Disabilities: 1997 (P70-73)*,
    <http://www.census.gov/hhes/www/disable/sipp/disab97/ds97t2.html>
    (visited 11/1/02).

[^134]: Extracted, with compiler additions, from the University of North
    Carolina at Wilmington, Disability Services, "Disability
    Terminology," <http://www.uncwil.edu/stuaff/SDS/disterm.html>
    (visited 11/1/02).

[^135]: Excerpted, with compiler revisions, from a list compiled from
    many sources by Karen Meyer of the National Center for Access
    Unlimited, a joint venture of the United Cerebral Palsy Association,
    Inc. and Adaptive Environments Center, Inc.
    <http://www2.ucsc.edu/ada/ADAhints.html> (visited 10/31/02).

[^136]: Excerpted with compiler edits from American Foundation for the
    Blind, Information Center, "Sensitivity to Blindness and Visual
    Impairments,"
    <http://www.afb.org/info_document_view.asp?documentid=911> (visited
    11/1/02).

[^137]: Excerpted with compiler edits from University of Kentucky,
    Engaging Differences Project, "Etiquette: Someone who has a Speech
    Impairment,"
    <http://www.uky.edu/TLC/grants/uk_ed/interactiontips6.html> (visited
    11/1/02).

[^138]: Excerpted from Marta Vidal, "New Study On Fatigue Confirms Need
    for Working In Teams," *Views*, Volume 14, Issue 6, June 1997, pages
    1, 43-45.

[^139]: References:

    > Michelsen, Patricia. "Court Interpreting," The Court Management &
    > Administration Report, 3:10-16, 1992.
    >
    > Obst, Harry. Letter to Mr. Edward Bava, District Court
    > Administration Division, Administrative Office of the U.S. Courts,
    > Washington, DC. June 11, 1996.

[^140]: Excerpted, with compiler additions, from the Registry of
    Interpreters for the Deaf (RID), "RID's Code of Ethics,"
    <http://www.rid.org/coe.html> (visited 11/2/02).

[^141]: Excerpted with compiler edits from Association of
    Science-Technology Centers, Accessible Practices, Best Practices,
    "Live and Recorded Media: Assistive Listening Devices,"
    <http://www.astc.org/resource/access/medald.htm> (visited 11/1/02).

[^142]: The Commission is equipped with fixed FM assistive listening
    systems in the Commission Meeting Room and in Conference Room 1 on
    the 8^th^ floor. In addition, there are 2 portable FM systems that
    can be used throughout the building and at remote locations. The
    systems are outfitted with microphones, earphones, and neckloops.
    (The microphones used with the portable systems transmit only to the
    assistive listening devices; they will not provide amplification to
    the room.)

[^143]: Excerpted with compiler additions from the National Court
    Reporters Association, *CART Provider's Manual*,
    <http://cart.ncraonline.org/manual/index.html> (visited 11/1/02).

[^144]: First and second paragraphs excerpted with compiler additions
    from Association of Science-Technology Centers, Accessible
    Practices, Best Practices, "Live and Recorded Media: Captioning,"
    <http://www.astc.org/resource/access/medcaption.htm> (visited
    11/2/02).

[^145]:
    ##  Third and fourth paragraphs excerpted with compiler additions from Closed Captioning FAQ, "Captioning Overview: What Are Captions?" [**http://www.robson.org/capfaq/overview.html**](http://www.robson.org/capfaq/overview.html) (visited 11/2/02).

[^146]: Excerpted with compiler additions from Closed Captioning FAQ,
    "Closed Captioning FAQs: Caption Styles,"
    <http://www.robson.org/capfaq/look.html> (visited 11/2/02).

[^147]: Excerpted with compiler additions from Closed Captioning FAQ,
    "Online (Live) Captioning: How Are Realtime Captions Generated,"
    <http://www.robson.org/capfaq/online.html> (visited 11/1/02).

[^148]: Excerpted with compiler additions from Media Access Group (The
    Caption Center), Resources, "Solving Caption Problems,"
    <http://main.wgbh.org/wgbh/pages/mag/resources/guides/mag_guide_vol9.html>
    (visited 11/1/02).

[^149]: Excerpted with compiler edits from American Foundation for the
    Blind, Information Center, "What is Braille,"
    <http://www.afb.org/info_document_view.asp?documentid=1248> (visited
    11/1/02).

[^150]: A sample page of braille with an English translation can be
    found in the Appendix of this *Handbook*.

[^151]: Excerpted with compiler additions from American Foundation for
    the Blind, Information Center, "Video Description,"
    <http://www.afb.org/info_document_view.asp?documentid=944> (visited
    11/1/02).

[^152]: "Audio Description" is another term often used for this service.

[^153]: Excerpted with compiler additions from Graphic Artists Guild,
    "Disability Access Symbols," (symbols available in downloadable
    files from this site),
    [**http://www.gag.org/resources/das.php**](http://www.gag.org/resources/das.php)
    (visited 11/1/02).

[^154]: *Id.*

[^155]: *Id.*

[^156]: *Id.*

[^157]: FCC uses the term "Video Description."

[^158]: Excerpted with compiler additions from Graphic Artists Guild,
    "Disability Access Symbols," (symbols available in downloadable
    files from this site), <http://www.gag.org/resources/das.php>
    (visited 11/1/02).

    Second graphic ("D" with radiating arcs) from WGBH, Services for
    Hire, "Access Symbols,"
    <http://main.wgbh.org/wgbh/hire/symbols.html> (visited 11/1/02).

[^159]: From Graphic Artists Guild, "Disability Access Symbols,"
    (symbols available in downloadable files from this site),
    <http://www.gag.org/resources/das.php> (visited 11/1/02).

[^160]: Excerpted with compiler additions from Closed Captioning FAQ,
    "Closed Captioning Overview: Why are there different icons to denote
    captioned programs?"
    <http://www.robson.org/capfaq/overview.html#icons> (visited
    11/1/02).

[^161]: From Graphic Artists Guild, "Disability Access Symbols,"
    (symbols available in downloadable files from this site),
    <http://www.gag.org/resources/das.php> (visited 11/1/02).

[^162]: Excerpted with compiler additions from Graphic Artists Guild,
    "Disability Access Symbols," (symbols available in downloadable
    files from this site), <http://www.gag.org/resources/das.php>
    (visited 11/1/02).

[^163]: *Id.*

[^164]: Excerpted from WGBH, Service for Hire, "Access Symbols,"
    <http://main.wgbh.org/wgbh/hire/symbols.html> (visited 11/4/02).

[^165]: The Rehabilitation Act of 1973, Pub.L. 93-112, 87 Stat. 394, 29
    U.S.C. 794, as amended by the Rehabilitation Act Amendments of 1974,
    Pub.L. 93-516, 88 Stat. 1617, and the Rehabilitation, Comprehensive
    Services, and Developmental Disabilities Amendments of 1978, Pub.L.
    95-602, 92 Stat. 2955, and the Rehabilitation Act Amendments of
    1986, § 103(d), Pub.L. 99-506, 100 Stat. 1810, creates specific
    causes of action for persons who are aggrieved by discriminatory
    treatment as defined in the Act.

[^166]: *Amendment of Part 1 of the Commission's Rules to Implement
    Section 504 of the Rehabilitation Act of 1973, as amended, 29 U.S.C.
    § 794*, Gen. Docket No. 84-533, *Report and Order*, 2 FCC Rcd 2199
    (1987)(*Report and Order*).

[^167]: *See* *Report and Order* at 2199, ¶ 2.

[^168]: 42 U.S.C. §§ 12101 *et seq*.

[^169]: The Rehabilitation Act of 1973, Pub.L. 93-112, 87 Stat. 394, 29
    U.S.C. 794, as amended by the Rehabilitation Act Amendments of 1974,
    Pub.L. 93-516, 88 Stat. 1617, and the Rehabilitation, Comprehensive
    Services, and Developmental Disabilities Amendments of 1978, Pub.L.
    95-602, 92 Stat. 2955, and the Rehabilitation Act Amendments of
    1986, sec. 103(d), Pub.L. 99-506, 100 Stat. 1810, creates specific
    causes of action for persons who are aggrieved by discriminatory
    treatment as defined in the Act.

[^170]: Even if the request for accommodation is made less than five
    days before the relevant event, the Commission will make every
    effort to secure the services of a person to provide the requested
    assistance.

[^171]: 5 U.S.C. § 553(b)(3)(A).

[^172]: *See* 5 U.S.C. § 553(d).