Occupation and Industry Series

Accommodating Educators 

with Disabilities 
Preface 

The Job Accommodation Network (JAN) is a service of the Office of Disability 

Employment Policy of the U.S. Department of Labor. JAN makes documents available 

with the understanding that the information be used solely for educational purposes. 

The information is not intended to be legal or medical advice. If legal or medical advice 

is needed, appropriate legal or medical services should be contacted. 

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publication. Although every effort is made to update resources, JAN encourages 

contacting product manufacturers/vendors and service providers directly to ensure that 

they meet the intended purposes. This guarantees that the most up-to-date information 

is obtained. 

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105 of the Copyright Law provides that no copyright protection is available for works 

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provision. While individuals may use such work with impunity, individuals may not 

claim copyright in the original government work, only in the original material added. 

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For further information regarding this or any other document provided by JAN, please 

contact JAN. 

Authored by Melanie Whetzel, M.A., and Teresa M. Goddard, M.S. Updated 03/23/10.

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JAN’S OCCUPATION AND INDUSTRY SERIES

Introduction

JAN’s Occupation and Industry Series is designed to help employers determine 

effective accommodations for their employees with disabilities and comply with title I of 

the Americans with Disabilities Act (ADA). Each publication in the series addresses a 

specific occupation or industry and provides information about that occupation or 

industry, ADA issues, accommodation ideas, and resources for additional information. 

The Occupation and Industry Series is a starting point in the accommodation process 

and may not address every situation. Accommodations should be made on a case by 

case basis, considering each employee’s individual limitations and accommodation 

needs. Employers are encouraged to contact JAN to discuss specific situations in more 

detail. 

For information on assistive technology and other accommodation ideas, visit JAN’s 

Searchable Online Accommodation Resource (SOAR) at http://askjan.org/soar. 

Information about Educators with Disabilities 

How many educators with disabilities are working today? 

According to the Bureau of Labor Statistics, nearly four million educators, specifically 

teachers, working in preschool to secondary settings were employed in the United 

States in 2006. In addition, there were close to 1.7 million professionals who taught in 

post-secondary settings, ranging from four year colleges and universities to technology 

and culinary schools in that same year (Bureau of Labor Statistics, 2009). If disabilities 

affect one-fifth of all Americans (Census Bureau, 2008), then close to 1.1 million 

educators, from preschool teachers to post-secondary professors and instructors, could 

be in need of job accommodations. 

With the high standards teachers are held to - along with the myriad skills they are 

required to master and the tasks they accomplish on a daily basis - teachers with 

disabilities may need reasonable accommodations to effectively perform their jobs. 

They may need accommodations related to cognitive, mental health, motor, sensory, 

and other disabilities. 

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Educators and the Americans with Disabilities Act

What is a disability under the ADA? 

The ADA does not contain a list of medical conditions that constitute disabilities. 

Instead, the ADA has a general definition of disability that each person must meet 

(EEOC, 1992). Therefore, some people with medical conditions will have a disability 

under the ADA and some will not. 

A person has a disability if he/she has a physical or mental impairment that substantially 

limits one or more major life activities, a record of such an impairment, or is regarded as 

having such an impairment (EEOC, 1992). For more information about how to 

determine whether a person has a disability under the ADA, visit 

http://askjan.org/corner/vol02iss04.htm. 

Are educators with disabilities required to disclose their disability to their 

employers? 

It depends. The ADA regulates when employers can ask medical questions of job 

applicants, new hires, and employees. During the application stage, employers are not 

allowed to ask medical questions and applicants are not required to disclose their 

disabilities, unless they need an accommodation. Employers are required to provide 

accommodations for job applicants with disabilities to participate in the application 

process, but only if they know about the disability and need for accommodation (EEOC, 

1992). 

Once an employer makes a job offer, but before the new hire actually starts working, 

employers can ask any medical questions they want as long as they ask all new 

employees in the same job category the same questions. At this stage, the new hire 

must disclose a disability if asked (EEOC, 1992). 

Once working, employees only need to disclose their disabilities if they want to request 

an accommodation (EEOC, 1992). 

Can an employer ask educators with disabilities to submit to a medical 

examination? 

Yes, if the need for the medical examination is job-related and consistent with business 

necessity. Disability-related inquiries and examinations of employees must be “jobrelated and consistent with business necessity.” According to the Equal Employment 

Opportunity Commission (EEOC, 2000), the federal agency charged with enforcing the 

ADA, a medical inquiry or examination is job-related and consistent with business 

necessity when: 

• an employer has a reasonable belief, based on objective evidence, that an 

employee’s ability to perform essential job functions will be impaired by a medical 

condition; or 

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• an employer has a reasonable belief, based on objective evidence, that an 

employee will pose a direct threat due to a medical condition; or 

• an employee asks for a reasonable accommodation and the employee’s disability 

or need for accommodation is not known or obvious; or 

• required in positions that affect public safety, such as police and fire fighters. 

For additional information, visit: Enforcement Guidance: Disability-Related Inquiries and 

Medical Examinations of Employees under the Americans with Disabilities Act (ADA) at 

http://www.eeoc.gov/policy/docs/guidance-inquiries.html. 

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Accommodating Educators with Disabilities 

(Note: Educators may develop some of the limitations discussed below, but seldom 

develop all of them. Also, the degree of limitation will vary among individuals. Be aware 

that not all people with disabilities will need accommodations to perform their jobs and 

many others may only need a few accommodations. The following is only a sample of 

the possibilities available. Numerous other accommodation solutions may exist.) 

Questions to Consider: 

1. What limitations is the employee experiencing? 

2. How do these limitations affect the employee and the employee’s job performance? 

3. What specific job tasks are problematic as a result of these limitations? 

4. What accommodations are available to reduce or eliminate these problems? Are all 

possible resources being used to determine possible accommodations? 

5. Has the employee with a disability been consulted regarding possible 

accommodations? 

6. Once accommodations are in place, would it be useful to meet with the employee 

with a disability to evaluate the effectiveness of the accommodations and to 

determine whether additional accommodations are needed? 

7. Do supervisory personnel and employees need training regarding disabilities? 

Accommodation Ideas: 

 

Motor/Mobility Impairments 

Motor and mobility impairment, as used in this publication, refers to limitations in motor 

movements such as walking, lifting, sitting, standing, typing, writing, gripping, and 

maintaining stamina. Many conditions cause motor or mobility impairment, including but 

not limited to multiple sclerosis, cancer, stroke, spinal cord injury, cumulative trauma 

disorder, back condition, arthritis, cerebral palsy, Parkinson's disease, and heart 

condition. 

Difficulty standing in front of class: 

• Use sit/stand stool 

• Use anti-fatigue mat/carpeting with extra padding 

• Use counter height stool 

• Alternate often between sitting and standing 

• Rearrange student seating so the individual may sit, but still be viewed easily by 

all students, e.g., semi-circle 

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• Adjust height of chalk board, white board, or interactive white board 

• Allow use of supportive foot wear 

Difficulty bending to assist students:

• Have student come to individual when needed or when directed to do so 

• Use teacher's aide and student teachers 

• Use student assistants to help others 

• Allow use of portable desk height stool so that individual can sit next to a 

student's desk 

 

Difficulty bending to obtain materials or access files: 

• Use automatic shelves and file systems so that materials are brought to 

appropriate height with a push of a button 

• Have most commonly used materials on easy to access shelves or drawers 

• Have shelves lowered or raised 

• Have student helpers to assist with tasks 

• Sit on a low stool when accessing lower shelves, cabinets, and drawers 

• Use a reacher to access out of reach shelves 

• Consider allowing use of a service animal 

Difficulty sitting for long periods of time at desk:

• Use ergonomic chair so that seat can be adjusted to fit the person using it 

• Use adjustable height desk for the option to sit or stand while working 

• Take frequent rest breaks and alternate between sitting and standing 

Difficulty moving around room, building, or grounds: 

• Make sure appropriate mobility aids are being used for the condition experienced 

by the person with a disability and for the environment 

• Have accessible path of travel and make sure it is clear at all times 

• Make sure floor surface is appropriate (even and slip resistant, and if carpeted, 

no more than 1/2 inch thick, securely attached, and firm padding underneath) 

• Locate work station and planning area near restrooms, individual's work room, 

and emergency exit 

• Develop a plan to signal for help in an emergency so that the individual does not 

have to physically go to office to get assistance 

• Provide appropriate parking 

Difficulty writing on chalkboard: 

• Use writing aid to hold chalk 

• Use PC projector 

• Use overhead projector 

• Use flip chart 

• Use pocket chart 

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Difficulty writing on papers:

• Provide writing aid to assist in holding writing device 

• Allow frequent rest breaks and alternate between tasks 

• Provide writing line guides, clip board/paper holders, tactile paper with raised 

lines 

• Use typewriter 

• Convert forms to digital format when possible and allow computer based data 

entry 

• Use stamps for comments, dates, and signatures when practical 

• Provide an ergonomic workstation 

Difficulty keyboarding: 

• Use key guards 

• Provide voice recognition software 

• Use ergonomic keyboard 

• Provide other alternative input: head stick, scanning systems, etc. 

• Use wrist rests 

• Provide ergonomic chair with arm/elbow support 

• Allow frequent rest breaks/alternate between tasks 

Sensory Impairments 

Sensory impairments, as used in this publication, are any conditions that affect hearing, 

speech, vision, or respiration. 

Difficulty viewing computer screen due to low vision: 

• Provide larger sized monitor 

• Provide external magnification (fits over existing monitor) 

• Use screen magnification software 

• Reduce glare via glare guards, blinds on windows, or adjusting lighting in the 

work area 

• Provide monitor with high resolution, high contrast, and flicker free features 

• Allow frequent rest breaks for eyes 

• Change font size 

• Provide a keyboard with large print on keys 

 

Difficulty viewing papers due to low vision: 

• Provide hand/stand/optical magnifier 

• Provide closed circuit television system 

• Provide electronic magnifier 

• Enlarge information on copier 

• Provide task lighting 

• Reduce glare in area, via overhead lights, windows, etc. 

• Install adjustable light switch or other alternative lighting 

• Change font size 

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• Allow frequent rest breaks for eyes 

• Use a document camera and computer projector to project pages onto a wall 

screen 

Difficulty obtaining information from computer screen due to no vision:

• Provide screen reading software 

• Provide Braille display terminal 

• Provide reader (clerical staff, etc.) 

Difficulty viewing papers due to no vision:

• Provide optical character recognition system 

• Use reader/assistant 

Difficulty communicating with others due to hearing loss or no hearing: 

• Provide assistive listening devices (FM, infrared, power loop) 

• Provide real-time captioning via computer/PC projector 

• Use hearing aids 

• Implement appropriate positioning and lighting to assist with lip reading 

• Reduce background noise and improve acoustics by shutting classroom doors 

and windows, adding carpet and acoustical wall/ceiling coverings, improving 

etiquette at meetings, and reducing air rush sound from air and heating ducts 

• Allow written communication 

• Consider use of a sign language interpreter 

• Use electronic mail (via computer) 

Difficulty accessing information from video tape/DVD: 

• Have equipment capable of providing closed captioning when it is available (new 

television, decoder) 

• Use assistive listening devices 

• Provide closed captioned (either in house or by using a service) 

 

Difficulty communicating over the telephone due to hearing impairment: 

• Provide text telephone 

• Provide telephone amplification via amplified phone (handset or via in-line or 

portable amplifiers) 

• Use relay service 

• Use captioned telephone and Cap-tel service 

• Use voice carry over phone 

• Use video phone 

 

Difficulty responding to fire and emergency signals: 

• Add visual signals to auditory alarms 

• Use vibrating pager 

• Consider allowing use of a service animal 

• Have students or another employee alert person that alarm has sounded 

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• Use Signtel Intercom System 

Difficulty speaking loudly enough for others to hear: 

• Provide portable voice amplifier 

• Provide stationary PA system or FM system when portable systems do not 

provide enough gain 

• Provide communication board or other communication device with speech output 

• Use signals with special meaning to reduce amount of speaking needed 

• Prerecord frequently used instructions and store on computer (CD or interactive 

whiteboard) to reduce amount of speaking needed 

• Use supplementary teaching materials such as videos DVDs and computer 

software 

• Use the narration feature in PowerPoint or a similar program to add sound to 

presentations that will be used frequently 

• Provide a computer with screen reading software so that the individual can type 

instructions rather than speaking 

Allergies/Multiple Chemical Sensitivities

 

Allergies to chalk: 

• Use overhead projector 

• Use PC projector 

• Use dry erase board with low fume dry erase markers 

• Use large tablet/easel 

• Provide good ventilation/air purification devices 

Sensitivities to cleaning agents, smoke, pesticides, perfumes, paint, carpet, and 

other building furnishings: 

• Use air purification device 

• Avoid the irritant to the extent possible 

• Use non-toxic paint and other cleaning products that are less irritating 

alternatives 

• Remove, replace, or detoxify existing carpet and select other less toxic building 

furnishings and supplies 

• Improve ventilation within the worksite 

• Notify in advance of painting or use of pesticides so that alternative work 

arrangements can be made 

• Educate others concerning the nature of multiple chemical sensitivities and how 

fragrances can affect the condition 

• Move work area away from such areas as the shop class, chemistry lab, 

cafeteria, or parking lot 

• Have cleaning, maintenance, and remodeling jobs performed while the building is 

unoccupied 

• Consider implementing a fragrance policy 

• Provide a dehumidifier to prevent build-up of mold 

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• Provide access to a list of ingredients in cleaning products and other chemical 

agents used on school grounds 

Mental Health Impairments 

Mental health impairment, as used in this publication, refers collectively to all 

diagnosable mental disorders. Mental disorders are health conditions that are 

characterized by alterations in thinking, mood, or behavior (or some combination 

thereof) associated with distress and/or impaired functioning (Goldman, 1999). 

Examples of mental health impairments include depression, bipolar disorder, anxiety 

disorder, schizophrenia, and addiction. 

Difficulty handling stress, emotions, and change: 

• Have mentor to assist when stress levels become high 

• Provide administrative and coworker support with open communication 

• Allow time off for counseling and stress management support groups 

• Limit number of subjects to be taught (e.g., specialize in one or two subjects) 

• Consider limiting number of students in class if feasible 

• Have plan period at the same time everyday 

• Have own classroom instead of having to change rooms 

• Use stress management techniques effectively 

• Use soothing music or environmental sound machine to block out background 

noise when doing paperwork 

• Allow additional time and training to learn new responsibilities 

• Allow telephone calls to emotional supports 

• Schedule meetings with supervisor to discuss workplace issues, production 

levels, effectiveness of accommodations 

• Develop strategies to deal with problems before they arise 

• Obtain clear expectations of responsibilities and the consequences of not 

meeting them 

• Provide sensitivity training to co-workers 

• Provide to-do lists and written instructions 

• Consider providing in-service training on stress management 

Difficulty with organization, staying on task, finishing paperwork, managing time: 

• Provide organization tools such as electronic schedulers, pace setters, memo 

recorders, software organizers, calendars, and grade books 

• Assign permanent classroom instead of having to change rooms 

• Schedule structured plan period at the same time everyday 

• Use color code files, papers, books 

• Create detailed lesson plans and outline 

• Use specialized lesson plan books 

• Limit number of subjects and classes to be taught 

• Divide large assignments into smaller tasks and steps 

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• Assign a mentor to assist with determining goals, providing daily guidelines, 

reminding of important deadlines 

• Consider providing in-service training on time management 

Cognitive Impairments 

Cognitive impairment, as used in this publication, refers to disturbances in brain 

functions, such as memory loss, problems with orientation, distractibility, perception 

problems, and difficulty thinking logically. Cognitive impairment is a syndrome, not a 

diagnosis. Many conditions can cause cognitive impairment, including multiple 

sclerosis, depression, alcoholism, Alzheimer’s disease, Parkinson’s disease, traumatic 

brain injury, chronic fatigue syndrome, and stroke. 

Difficulty with concentration: 

• Increase natural lighting or provide full spectrum lighting 

• Reduce clutter in the classroom 

• Plan for uninterrupted work time 

• Divide large assignments into smaller tasks and steps 

• Restructure job to include only essential functions 

Memory deficits: 

• Allow individual to tape record meetings 

• Provide printed minutes of each meeting 

• Provide written as well as verbal instructions 

• Allow additional training time for new programs and initiatives 

• Provide reminders of important deadlines via e-mails, memos, and weekly 

supervision 

• Provide mentor for daily guidance 

• Use notebooks, planners, or sticky notes to record information for easy retrieval 

• Provide cues to assist in location of items by using labels, color coding, or 

bulletin boards 

Situations and Solutions: 

A junior high teacher with multiple sclerosis was preparing to return to work after a year 

of medical leave. She had difficulty standing due to lower extremity weakness so could 

not write on the chalkboard as much as needed. Her employer purchased an LCD Pen 

Tablet with a projector, which allowed the teacher to sit while working and write on the 

pen tablet and project what she wrote on the chalkboard. The cost was $8500. 

A newly hired teacher with a seizure disorder used a service animal to alert her that a 

seizure was coming on. The school had a “no animal” policy. The school allowed the 

teacher to bring her service animal to work and to keep it with her in her classroom. She 

was also provided breaks to take the service animal outside and given the opportunity 

to educate coworkers about the use of service animals. The cost was $0. 

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A teacher with fatigue related to cancer treatment was having difficulty complying with a 

school policy that teachers had to go to the office to clock in and out each day. The 

teacher was excused from complying with the policy and was allowed to call the office 

from her classroom instead. The cost was $0. 

A high school guidance counselor, with ADD, was having problems with concentration 

due to the noise outside the office. His school provided him with a phone light, sound 

proofing, and a floor fan for white noise. The accommodation was very successful and 

the cost was under $600. 

A counselor who was having difficulty keyboarding and entering cases because of her 

dyslexia was accommodated with a voice recognition program for her computer. The 

total cost was $250. 

A social work instructor for a college had chronic fatigue syndrome and a psychiatric 

disability. As a result, the instructor had difficulty getting to work on time and handling a 

large workload. As an accommodation, the job was restructured. This included a selfpaced workload, flexible work hours, and an exchange of work duties with another 

employee. Cost of accommodation was $0. 

A sixth grade teacher for a public elementary school has ADD. As a result, the teacher 

had difficulties finishing paperwork, staying on task, attending to the subject being 

taught, getting to work on time, and managing his time appropriately. The teacher is 

now using a computer with a day planning calendar software package that assists him 

with organization, time management, scheduling, and planning. He also carries a file 

folder box with labeled colored folders that contain written reminders, notes, and 

memos. Approximate cost of accommodation was $40. 

A teaching assistant injured her back while working with children with severe disabilities. 

As a result of the injury, she had great difficulty assisting the children with toileting and 

mobility from class to therapy. The teacher was accommodated with a flexible 

schedule to attend extensive physical therapy sessions. A lift is currently being 

considered to assist the employee in lifting students. Approximate cost of lift is $6,400. 

A technician/educator with a school system had low vision and was having difficulty 

viewing information from a computer screen. Because the employee benefited from 

magnification, an inexpensive screen magnification software package was purchased. 

The employer reported that the accommodation was effective and allowed the school 

system to save between $1,000 and $5,000 in insurance costs, workers’ compensation, 

and training a new employee. 

A teacher with an ankle impairment was very limited in her ability to walk up and down 

stairs. As an accommodation, the school reassigned her to another building that was 

single level. The total cost of the accommodation was $0 and both the employee and 

employer were very satisfied with the accommodation. 

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A college professor who had incurred a traumatic brain injury needed to reschedule 

departmental meetings and classes she taught to after 11:00 am so that she could use 

the uninterrupted morning hours to get her planning, studying, and administrative duties 

done. There was no cost for this accommodation. 

 

An elementary teacher with bone cancer was accommodated with a designated parking 

space near the entrance that was closest to her classroom. Redistributing the duties of 

paraprofessionals in the building allowed for help with escorting the children to the 

cafeteria, music and art rooms, and the gymnasium. The cost of these 

accommodations was $0. 

 

Products: 

There are numerous products that can be used to accommodate people with limitations. 

JAN's Searchable Online Accommodation Resource (SOAR) at http://askjan.org/soar is 

designed to let users explore various accommodation options. Many product vendor 

lists are accessible through this system; however, upon request JAN provides these 

lists and many more that are not available on the Web site. Contact JAN directly if you 

have specific accommodation situations, are looking for products, need vendor 

information, or are seeking a referral. 

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Resources

Job Accommodation Network

West Virginia University 

PO Box 6080 

Morgantown, WV 26506-6080 

Toll Free: (800)526-7234 

TTY: (877)781-9403 

Fax: (304)293-5407 

jan@askjan.org 

http://askjan.org 

The Job Accommodation Network (JAN) is a free consulting service that provides 

information about job accommodations, the Americans with Disabilities Act (ADA), and 

the employability of people with disabilities. 

Office of Disability Employment Policy

200 Constitution Avenue, NW, Room S-1303 

Washington, DC 20210 

Toll Free: (866)633-7635 

TTY: (877)889-5627 

Fax: (202)693-7888 

http://www.dol.gov/odep/ 

The Office of Disability Employment Policy (ODEP) is an agency within the U.S. 

Department of Labor. ODEP provides national leadership to increase employment 

opportunities for adults and youth with disabilities while striving to eliminate barriers to 

employment. 

American Federation of Teachers

555 New Jersey Ave. N.W. 

Washington, DC 20001 

Direct: (202)879-4400 

http://www.aft.org 

The mission of the American Federation of Teachers, AFL-CIO, is to improve the lives 

of members and their families, to give voice to their legitimate professional, economic 

and social aspirations, to strengthen institutions, to improve the quality of the services 

provided, to bring together all members to assist and support one another and to 

promote democracy, human rights, and freedom in the union, in the nation, and 

throughout the world. 

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Association on Higher Education and Disability (AHEAD)

107 Commerce Center Drive, Suite 204 

Huntersville, NC 28078 

Direct: (704)947-7779 

Fax: (704)948-7779 

http://www.ahead.org 

AHEAD is an international, multicultural organization of professionals committed to full 

participation in higher education for persons with disabilities. 

Council for Exceptional Children

Division for Learning Disabilities (DLD) 

1110 North Glebe Road 

Suite 300 

Arlington, VA 22201 

Toll Free: (888)232-7733 

TTY: (866)915-5000 

Fax: (703)264-9494 

http://www.cec.sped.org 

The Council for Exceptional Children is dedicated to improving educational success for 

individuals with exceptionalities: students with disabilities and/or gifts. Advocates for 

appropriate government policies, sets professional standards, provides continual 

professional development, advocates for newly and historically underserved individuals 

with exceptionalities, and helps professionals obtain conditions and resources 

necessary for effective professional practice. 

National Education Association

1201 16th St. NW 

Washington, DC 20036-3290 

Direct: (202)833-4000 

Fax: (202)822-7974 

http://www.nea.org 

The National Education Association (NEA), the nation's largest professional employee 

organization, is committed to advancing the cause of public education. NEA's 3.2 million 

members work at every level of education—from pre-school to university graduate 

programs. NEA has affiliate organizations in every state and in more than 14,000 

communities across the United States. 

National Library Service for the Blind and Physically Handicapped

Library of Congress 

1291 Taylor Street NW 

Washington, DC 20011 

Toll Free: (888)657-7323 

Direct: (202)707-5100 

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TTY: (202)707-0744 

Fax: (202)707-0712 

nls@loc.gov 

http://www.loc.gov/nls 

The National Library Service for the Blind and Physically Handicapped is a free national 

library program of Braille and recorded materials for those who are blind and have 

physical limitations. . 

Rehabilitation Engineering Society of North America (RESNA)

1700 North Moore Street, Suite 1540 

Arlington, VA 22209-1903 

Direct: (703)524-6686 

TTY: (703)524-6639 

Fax: (703)524-6630 

http://www.resna.org 

RESNA's purpose is to promote and support the development, dissemination, 

integration, and utilization of knowledge in rehabilitation engineering, and to assure that 

these efforts result in the highest quality of care and service delivery for all citizens. 

United Federation of Teachers

Committee for Members with Disabilities 

52 Broadway 

New York, NY 10004 

Direct: (212)598-7711 

http://www.uft.org 

The United Federation of Teachers (UFT) negotiates for fair and competitive salaries, 

enhanced professionalism, and improved working conditions, not only to benefit its 

members but also to help recruit and retain the best educators for New York City 

schools. As an advocate for public school students, the UFT regularly lobbies for 

appropriate school funding by the city, state and federal governments. In addition, the 

union has strongly supported and often led efforts to: raise academic standards and 

strengthen instruction; reduce class size; create safer, more orderly schools; improve 

school facilities; and increase parent involvement in schools. 

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References 

Bureau of Labor Statistics Occupational Handbook 2008-2009 Edition (2009). National 

occupational employment and wage estimates. Retrieved October 23, 2008, from 

http://www.bls.gov/oco/ocos069.htm 

Equal Employment Opportunity Commission. (2002). Reasonable accommodation and 

undue hardship under the Americans with Disabilities Act. Retrieved February 

18, 2009, at http://www.eeoc.gov/policy/docs/accommodation.html 

Equal Employment Opportunity Commission. (2000). Disability-related inquiries and 

medical examinations of employees under the ADA. Retrieved February 18, 

2009, at http://www.eeoc.gov/policy/docs/guidance-inquiries.html 

Equal Employment Opportunity Commission. (1992). A technical assistance manual on 

the employment provisions (title I) of the Americans with Disabilities Act. 

Retrieved February 18, 2009, from http://askjan.org/links/ADAtam1.html 

Goldman, H.H., Rye, P., & Sirovatka, P. (Eds.) (1999). Mental health: A report of the 

surgeon general. Retrieved July 1, 2005, from 

http://www.surgeongeneral.gov/library/mentalhealth/home.html 

U.S. Census Bureau News (2008). Number of Americans with a disability reaches 54.4 

million. Retrieved February 4, 2008, from http://www.census.gov/PressRelease/www/releases/archives/income_wealth/013041.html 

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This document was developed by the Job Accommodation Network, funded by a 

contract agreement from the U.S. Department of Labor, Office of Disability Employment 

Policy (DOL079RP20426). The opinions expressed herein do not necessarily reflect the 

position or policy of the U.S. Department of Labor. Nor does mention of trade names, 

commercial products, or organizations imply endorsement by the U.S. Department of 

Labor.