Roadmaps II

for Enhancing Employment of 

Persons with Disabilities through 

Accessible Technology

Developed by Participants in the Assistive Technology (AT) Collaborative. Prepared by the 

National Disability Rights Network (NDRN).

This paper was funded through a sub-award from CESSI, Division of Axiom, which has 

received funding from the Office of Disability Employment Policy, U.S. Department of 

Labor. The opinions contained in this paper are those of the authors and do not necessarily 

reflect those of CESSI or the Department of Labor.

1

Table of 

Contents

Overview of Federally Funded AT Programs and Creation of the AT Collaborative........... 6

Barriers Impacting the Use of AT by Individuals with Disabilities 

Regarding Employment............................................................................................10

AT-Related Barriers in the Workplace ...................................................................11

AT-Related Barriers to Workforce Readiness and Access ....................................... 14

Strategies to Increase and Enhance the Employment of Individuals with 

Disabilities through AT ............................................................................................. 18

Roadmap for Federally Funded Programs Related to AT ....................................... 19

Roadmap for the Federal Government ................................................................22

Roadmap for Employers and Businesses and Response to the 

Business Dialogue’s Roadmaps .....................................................................................25

Appendix 1 – List of Acronyms .................................................................................. 30

Appendix 2 – Collaborative Participants..................................................................... 31
Introduction

“... citizens of all ages have come to rely 

increasingly on technology in every aspect of life: 

home, work, play, and community. [F]or people 

with disabilities, technology changes the most 

ordinary of daily activities from impossible to 

possible. In an ideal climate, no person with a 

disability should be denied the opportunity to 

obtain AT and transfer its inherent potential into 

viable, life-fulfilling endeavor.” - National Council 

on Disability, Federal Policy Barriers to AT, pg. 13.1
3

As American society solidifies the use 

of technology in everyday life, and as 

technology in and out of the workplace 

becomes ever more sophisticated, the use 

of assistive technology (AT)2 to increase 

and enhance employment opportunities 

for individuals with disabilities must be an 

important aspect of United States disability 

policy. This report presents the work of the 

Assistive Technology (AT) Collaborative, a 

group of national organizations that were 

funded by the U.S. Department of Labor 

(DOL) Office of Disability Employment 

Policy (ODEP) to address AT issues and 

provide policy recommendations related to 

the employment of individuals with disabilities. The AT Collaborative consisted of 

eight national organizations and four state 

partners that were selected due to their 

experience and expertise in AT. The U.S. Department of Education (ED), Rehabilitation 

Services Administration (RSA) in the Office 

of Special Education and Rehabilitative 

Services (OSERS) also participated in this 

effort.

The eight Collaborative participants 

included:

➦ Association of Assistive Technology 

Act Programs (ATAP)

➦ Assistive Technology Industry 

Association (ATIA)3

➦ Council of State Administrators of 

Vocational Rehabilitation (CSAVR)

➦ The Employer Assistance and 

Recruiting Network (EARN)

➦ Job Accommodation Network (JAN)

➦ National Assistive Technology 

Technical Assistance Partnership 

(NATTAP) at the Rehabilitation 

Engineering and Assistive Technology 

Society of North America (RESNA)

➦ National Disability Rights Network 

(NDRN)

➦ National Assistive Technology 

Advocacy Project at Neighborhood 

Legal Services (NLS) 

INTRODUCTION

FOOTNOTES

1 National Council on Disability (NCD). Federal 

Policy Barriers to AT. (May 31, 2000)

2 Assistive technology is technology used 

by individuals with disabilities in order to 

perform functions that might otherwise be 

difficult or impossible. Assistive technology 

can include mobility devices such as walkers 

and wheelchairs, as well as hardware, 

software, and peripherals that assist people 

with disabilities in accessing computers or 

other information technologies. See http://

www.washington.edu/accessit/articles?109.

3 ATIA was included in the AT Collaborative to 

especially consult on the work of the Business 

Dialogue Roadmap process discussed later in 

this report.
For years, the employment rate of 

individuals with disabilities has lagged 

significantly behind the employment rate 

of individuals without disabilities. Based 

on data from the United States Census 

2006 American Community Survey, 37.7% 

of non-institutionalized individuals with 

disabilities ages 21 to 64 were employed 

at least part-time, whereas 79.7% of 

individuals in the same age group who did 

not report a disability were employed at 

least part-time4 – an employment rate gap 

of 42%. Though direct comparison with 

prior years is not possible due to American 

Community Survey changes, similar gaps 

between the employment rates have been 

reported in prior years.5

In addition to the disparity in the employment rate, in 2006 the median annual 

income for an employed individual with a 

disability was $7,000 less than an individual 

without a disability – $30,000 as compared 

to $37,000.6 Non-working individuals with 

disabilities between ages 21 and 64 were 

also less likely to be seeking employment, 

with only 8.7% actively seeking work 

compared with 20.2% for those without a 

disability. A multitude of factors contribute 

to these gaps in employment rates 

including the inability of individuals with 

disabilities, their advocates and service 

providers, and employers to learn about, 

acquire, and properly use AT.

Considering the “disability employment 

gap,” the discussions of the Collaborative 

focused on the awareness, acquisition, 

and use of AT. The Collaborative’s efforts 

complement the work of the Business 

Dialogue on Accessible Technology and 

Disability Employment (the “Business 

Dialogue”) organized by ATIA and the US 

Business Leadership Network (USBLN).

The Business Dialogue provided the 

business community with the opportunity 

to “identify the needs of businesses,” and to 

develop “consensus roadmaps to enhance 

the hiring, retention, and advancement 

of persons with disabilities and others 

through AT.” 7 To supplement the Business 

Dialogue, the Collaborative considered 

the issue of AT and employment from the 

perspective of AT service providers and 

disability advocates who work directly to 

assist individuals with disabilities.

The Collaborative initially met in October 

2007 and continued to work through 

September 2008 via conference calls and 

three face-to-face meetings. During the 

first meeting, the Collaborative determined 

that it was critical to understand the 

“hands on” experience by involving at 

least several state programs funded under 

the Assistive Technology Act of 1998, as 

amended (Assistive Technology Act). These 

included the state grants for AT program 

and the Protection and Advocacy for 

Assistive Technology (PAAT) program. The 

Collaborative created a short-term grant to 

fund state collaborative projects on AT and 

employment to obtain greater insight into 
5

current barriers, as well as identify effective 

practices. The collaboration funded our 

state projects, involving collaborations 

between P&A and statewide AT programs. 

Details on these projects are contained 

in an addendum entitled Breaking through 

Barriers: Work of Four State Projects on AT and 

Employment.

Given the diverse nature of the Collaborative participants and the two major 

efforts undertaken for this project, this 

report is divided into four sections:

➦ Introduction 

➦ Overview of Federally Funded AT 

Programs and Creation of the AT 

Collaborative

➦ Barriers Impacting the Use of AT by 

Individuals with Disabilities Regarding 

Employment

➦ Recommendations to Increase 

and Enhance the Employment of 

Individuals with Disabilities though AT 

(including a response to the Business 

Dialogue Roadmaps)

INTRODUCTION

FOOTNOTES

4 Rehabilitation Research and Training Center 

on Disability Demographics and Statistics. 

2006 Disability Status Report. (2007). Ithaca, 

N.Y.: Cornell University.

5 See Rehabilitation Research and Training 

Center on Disability Demographics and 

Statistics. 2005 Disability Status Report. (2005). 

Ithaca, N.Y.: Cornell University. Rehabilitation 

Research and Training Center on Disability 

Demographics and Statistics. 2004 Disability 

Status Report. (2005). Ithaca, N.Y.: Cornell 

University.

6 See 2006 Disability Status Report, at note 1.

7 AT Industry Association and the U.S. Business 

Leadership Network. Roadmaps for Enhancing 

Employment of Persons with Disabilities through 

Accessible Technology. (2007). Pg. 9.
Overview of Federally 

Funded AT Programs 

and Creation of the AT 

Collaborative

Several federal programs exist to fund state 

efforts involving AT8 and individuals with 

disabilities. Through the Assistive Technology 

Act, Congress authorized funds for state-level 

activities to increase access to and acquisition of 

AT. Under these statewide Assistive Technology 

Act programs (“statewide AT programs”), 

states support short-term loans of AT devices, 

demonstrations of AT devices, financing for the 

purchase of devices, and reuse of devices through 

exchange and recycling. The FY 2007 budget 

appropriated over $25 million for these programs.
7

From 2000 to 2006, the federal government funded alternative financing 

programs (AFPs) to provide “low-interest 

loan funds; interest buy-down programs; 

revolving loan funds; loan guarantee or 

insurance programs,” or other similar 

financing programs or mechanisms to 

allow individuals with disabilities to acquire 

AT devices or services.9 In 2003, ED also 

established an Access to Telework Program 

under the special demonstrations authority 

provided in the Rehabilitation Act of 1973, 

as amended.10 Telework programs “provide 

loans to individuals with disabilities to 

purchase computers and other equipment 

to work as an employee or contractor or 

to become self-employed on a full-time or 

part-time basis from home or other remote 

sites.”11 These loans are provided through 

various alternative financing mechanisms.

Congress also created the PAAT program 

through the Assistive Technology Act.12

Funded at $4.3 million in fiscal year 2007 

and housed within the fifty-seven state 

and territory Protection and Advocacy 

(P&A) agencies, the PAAT program allows 

advocates to “assist in the acquisition, 

utilization, or maintenance of AT devices or 

... services for individuals with disabilities.”13

PAAT is one of seven federally funded P&A 

programs which, along with the Client 

Assistance Program (CAP), provide legally 

based advocacy services to eligible individuals with disabilities.14 The state PAAT 

programs have primarily been involved in 

obtaining funding for AT through negotiation, mediation, administrative hearings, 

and litigation efforts.

The AT Collaborative was originally 

conceived as an effort to increase the 

effectiveness of these federally funded 

programs related to AT in regards to the 

employment of individuals with disabilities. 

The goal was to identify barriers and recommendations to increase the use of AT in 

employment. The AT Collaborative brought 

participants together as experts in the area 

of AT and issues related to the employment 

of individuals with disabilities to provide 

recommendations for AT policy related to 

employment (see page 3 and Appendix II for 

the list of Collaborative participants).

OVERVIEW OF FEDERALLY FUNDED AT PROGRAMS AND CREATION OF THE AT COLLABORATIVE

FOOTNOTES

8 29 U.S.C. § 3003.

9 U.S. Department of Education, Rehabilitation 

Services Administration. Ensuring the 

appropriateness of loans to individuals with 

disabilities through Alternative Financing 

Programs (AFPs). Technical Assistance Circular 

06-02 (2006).

10 29 U.S.C. § 773(b).

11 U.S. Department of Education, Rehabilitation 

Services Administration. Ensuring the 

appropriateness of loans to individuals with 

disabilities through the Access to Telework 

Program. Technical Assistance Circular 07-011 

(2007). 

12 29 U.S.C. § 3004.

13 29 U.S.C. § 3004(a)(1).

14 For more information on the P&A and CAP 

system, including PAAT, see www.ndrn.org/

aboutus/PA_CAPext.htm. 
Given the short timeframe for the 

Collaborative to complete its work, the participants decided to ask a limited number 

of states to submit an application for small 

grants for short-term projects. In order to 

select the states to approach, the Collaborative devised two separate non-scientific 

assessments for the statewide AT programs 

and for the P&A/CAP system to gauge the 

work of the states in regards to AT and 

employment.15 Based on the responses to 

these online assessments, and the personal 

experience of the Collaborative participants 

with the states, eleven states were invited 

to apply. 

One of the primary aims of the state grants 

was to increase collaboration between the 

statewide AT Act programs, an Alternative 

Financing and/or Teleworks program (if 

one existed in the state), and the P&A/CAP 

system (including the PAAT program). All 

state applications were required to include 

the following:

➦ A description of collaboration among 

these programs. 

➦ Proposed activities to address or 

overcome barriers to the use of 

AT to increase the employment of 

individuals with disabilities.

➦ An explanation of how their 

application related to the Business 

Dialogue Roadmaps.

Eight of the eleven states submitted a 

response to the request for a proposal. The 

state projects selected by the Collaborative 

were from Delaware, Florida, Illinois, 

and Pennsylvania. The specific projects 

and outcomes to date are described in 

an addendum entitled, Breaking through 

Barriers: Work of Four State Projects on AT and 

Employment.16

After completion of the state proposal 

selection process, the Collaborative turned 

its attention back to the discussion of the 

issues and barriers impacting the use of AT 

by individuals with disabilities in regards to 

employment, and to formulating recommendations on how to address some of 

these barriers. Section III addresses the 

issues and barriers identified and Section 

IV provides the recommendations of the 

Collaborative, including a response to the 

Business Dialogue Roadmaps. 

FOOTNOTES 

15 For information from the assessments, 

please contact the National Disability Rights 

Network.

16 See addendum, Breaking Through Barriers: 

Work of Four State Projects on AT and Employment

at http://www.earnworks.com/docs/

Addendum1_BTB_ATCollab.doc.
9OVERVIEW OF FEDERALLY FUNDED AT PROGRAMS AND CREATION OF THE AT COLLABORATIVE
Barriers Impacting the 

Use of AT by Individuals 

with Disabilities Regarding 

Employment
11

Many existing issues and barriers impact 

the use of AT by individuals with disabilities in terms of employment. Many of 

these barriers are directly related to the 

workplace, such as the inability to obtain 

proper computer adaptive equipment 

(specialized electronic and information 

technology (IT) software) or an appropriately designed office space. Other AT 

issues involve workforce readiness and 

access which, though not directly tied to 

the workplace, can significantly impact the 

ability of an individual with a disability to 

obtain or keep a job. Barriers to AT involving 

workforce readiness and access include 

problematic school-to-work transition 

policies, the cost to modify a vehicle to 

commute to work, or obtaining a personal 

AT device such as a hearing aid that is 

essential for work but which an employer 

may not be legally required to provide. 

The AT Collaborative discussed a variety 

of issues and barriers which, based on 

their subject matter expertise, hinder the 

acquisition and use of AT as it relates to 

employment. These barriers were used to 

guide some of the later recommendations 

in this report. A list of these barriers is 

provided below and is not intended to 

be all-inclusive or comprehensive nor 

is it based on in-depth research. More 

research into these barriers is necessary, 

and because of the purpose and limited 

time and resources for this project, the 

Collaborative did not undertake a research 

program. The Collaborative believes, 

however, that the following are important 

barriers to AT and employment which 

policy makers, employers, and the federally 

funded programs related to AT should be 

aware.

AT-Related Barriers in the 

Workplace

AT-related barriers in the workplace can 

occur throughout the employment process 

(e.g., hiring, retention, advancement, etc.) 

Some barriers are relevant only to one of 

these stages, while other AT barriers can 

occur at any time in the process.

HIRING

➦ Incompatible or inaccessible electronic 

application systems. Many employers 

require job applicants to apply for 

vacant positions via online systems. 

These systems, when inaccessible, can 

present several problems for individuals 

with disabilities. For example, such 

a system may not include all of the 

needed design elements and/or 

markup to correctly function with 

AT used by individuals who are blind 

or considered low-vision. As another 

example, the system may “time-out” 

if the user does not enter data on the 

application form after a set period of 

time, causing difficulties for individuals 

with cognitive disabilities.

➦ Concern about the cost of AT. 

Employers may believe that purchasing 

or upgrading AT software or devices is 

too costly to hire an employee with a 

disability who requires AT.

BARRIERS IMPACTING THE USE OF AT BY INDIVIDUALS WITH DISABILITIES REGARDING EMPLOYMENT
➦ Concern about the complexity of AT. 

Employers may fear that purchasing 

or allowing the use of AT software or 

devices is too complex for efficient 

management or will interfere with IT 

operations.

➦ Fear of liability. Employers want to 

minimize potential liability and may be 

concerned about potential litigation if 

they hire an individual with a disability 

who requires the use of AT on the job. 

➦ Creation of standardized office spaces. 

Some employers are establishing 

uniform office spaces and buildings 

with standardized pre-built cubicles. 

Once ordered and delivered, these 

pre-built cubicles may be expensive to 

modify to accommodate individuals 

with disabilities using AT, making 

the employer reluctant to hire the 

individual or preventing the individual 

from accepting a position. 

RETENTION AND ADVANCEMENT

➦ Inaccessible online training systems 

provided by employers. Employers are 

increasingly providing training in an 

online format, using multidimensional 

user environments. These online 

training systems and environments 

may not function properly with 

screen readers for individuals with 

visual impairments and, if audio 

is a component of the training, 

inaccessible to individuals with hearing 

impairments.

➦ Failure to provide proper training 

on the use of AT. Employers may not 

consider training on an AT product to be 

a part of the required accommodation, 

and such training may not be provided 

by a public agency such as the state 

vocational rehabilitation (VR) agency or 

public school system. Without training 

on the proper use of an AT product, 

many individuals abandon use of the 

product, thus hindering the retention 

or advancement of the individual.

➦ Use of standard office equipment can 

present difficulties for individuals with 

disabilities. Standard office equipment 

such as copiers, telephones, fax 

machines, and other hardware can be 

difficult for individuals with disabilities 

simply due to where the equipment is 

located or configured within an office. 

Standard office equipment can also be 

inaccessible for users with vision and 

cognitive disabilities because of their 

design.

ISSUES OCCURRING ANYTIME DURING 

THE EMPLOYMENT PROCESS 

➦ Underutilization and lack of 

awareness of the federal Work 

Opportunity and Small Business tax 

credits. These tax credits are designed 

to assist employers in hiring and 

retaining individuals with disabilities, 

but many employers perceive the cost 

of the paperwork for such incentives as 

too high compared with the benefits. 

Many small employers may not have 

the opportunity or resources to learn 
13

about the requirements and process to 

use when applying for these tax credits.

➦ Procurement procedures and 

workplace policies may hinder the 

acquisition and use of AT. Employer 

procurement and/or human resource 

departments may be reluctant to 

change office policies or baselines 

to accommodate the purchase and/

or use of AT in the workplace for 

a new employee with a disability, 

or an employee with a recently 

acquired disability. In addition, these 

departments may also cause a delay 

in the approval process to purchase 

and/or use AT on a jobsite as many 

employers require such request(s) to 

go through multiple departments 

for approval. If the AT is necessary for 

proper job performance, such delays 

may prevent an individual with a 

disability from accepting, retaining, or 

advancing in employment.

➦ Lack of awareness of what individuals 

with disabilities can do on the job with 

AT. Many employers may lack sufficient 

knowledge about the scope of AT 

devices available to assist individuals 

with disabilities, and therefore may 

not understand how the individual 

can perform the job. This can occur in 

both recruiting qualified employees 

and retaining those who have become 

injured.

➦ Reluctance to install accessible 

software because of interoperability 

problems with electronic and 

information technology (EIT) devices.17

Software necessary for an individual 

with a disability to perform in a 

position can be rendered useless in a 

work-setting because the AT software 

is incompatible with other technology 

or because the existing system does 

not have the features needed to 

operate that AT. Examples of these 

interoperability problems include:

•	 AT software may be incompatible 

with the security systems designed 

to protect various EIT devices. 

•	 Automatic software updates and 

restarts of EIT devices can result 

in AT software being rendered 

useless.

•	 Employees who are required 

to travel to various offices may 

BARRIERS IMPACTING THE USE OF AT BY INDIVIDUALS WITH DISABILITIES REGARDING EMPLOYMENT

FOOTNOTES

17 “Interoperability means that the system is 

compatible with other technologies and 

has features supporting the integration 

of AT. Without interoperability, it may be 

very difficult and time consuming to make 

changes, increase accessibility, or integrate 

AT.” Loy, Beth, and Linda Carter Batiste. 

Improving the Workplace One Accommodation 

at a Time, Universal Design and AT as Workplace 

Accommodations: An Exploratory White Paper on 

Implementation and Outcomes. (May 2007).
encounter interoperability 

problems with EIT devices in the 

“visited office” that do not exist in 

their “home office.” This may occur 

more frequently for employees 

required to travel on a moment’s 

notice.

➦ Licensing of AT software may prevent 

installation of the software on more 

than one computer or device. License 

agreements for AT software, such as 

screen readers or dictation programs, 

are often only for one computer or EIT 

device; employers may be unwilling to 

pay for additional licenses to place on a 

second or third device.

➦ Difficulty with acquiring equipment 

and assuring interoperability to 

allow for telework. Obtaining 

proper equipment and assuring 

that internet security barriers and 

other interoperability problems 

are eliminated may be challenges 

for employers and individuals with 

disabilities interested in becoming 

employed through telework.

➦ Isolation of individuals with 

disabilities when they become 

employed through telework. Even 

when individuals with disabilities are 

able to overcome technical issues 

involving telework, isolation from 

managers and co-workers can result 

in the individual leaving the position, 

especially when periodic meetings at 

an office are not possible.

➦ Changing and advancing technology 

which outpaces the ability for new 

AT to respond. Industry continues to 

quickly update, change, and create 

more complex software, EIT devices, 

equipment, and other products. 

This rapid pace of development and 

upgrades does not provide sufficient 

time for AT developers to adapt to 

these changes, hindering the ability 

of individuals with disabilities to work 

with the new software, devices, and 

equipment.

AT-Related Barriers to Workforce 

Readiness and Access 

In addition to workplace barriers to AT, 

the Collaborative discussed many barriers 

concerning the acquisition, financing, and 

awareness of AT required to prepare individuals with disabilities for employment. 

Though not directly concerning the 

workplace, these barriers can influence the 

decision of individuals with disabilities to 

seek employment or impact their ability to 

prepare for the workforce.
15

ACQUISITION AND FINANCING OF AT

The ability of an individual with a disability 

to acquire an AT device or service, either 

directly or through a public agency, is often 

the first step necessary to prepare for the 

workforce. The following barriers were 

identified by the Collaborative in terms of 

the acquisition and financing of AT when 

preparing for the workforce:

➦ Overly complex public financing 

system for AT. For some individuals 

with disabilities, the acquisition 

of AT requires the use of “mixed” 

financing to fund all the technology 

necessary for the individual to gain or 

retain employment. For example, an 

individual may need to learn about 

how the following can be used to 

acquire various AT: Medicaid/Medicare; 

the state VR agency; a public school 

system, public college, or university; 

a state alternative finance or AT loan 

programs; and/or Social Security 

work incentives (such as the Plan 

for Achieving Self-Support (PASS) or 

impairment-related work expenses). In 

some cases, when denied by one public 

agency, an individual needs to try other 

routes, thus delaying the acquisition of 

AT products and services. 

➦ Existence of state VR policies 

which hamper the acquisition of 

AT necessary for job training and 

employment. P&A/CAP advocates 

and statewide AT program staff 

have observed that certain low AT 

fee structures, the misapplication or 

misunderstanding of the requirements 

of the Rehabilitation Act regarding 

AT, and the process for contracting 

with vendors can represent barriers to 

obtaining AT through the VR system.

➦ Lack of funding by state VR agencies 

for AT. VR agencies in some cases are 

unable, for a variety of reasons, to pay 

for the upkeep and maintenance of AT.

➦ Inability of programs funded under the 

Assistive Technology Act to purchase 

AT for individuals with disabilities. The 

Assistive Technology Act specifically 

prevents statewide AT programs from 

purchasing equipment for individuals, 

leaving no “payer of last resort” if an 

individual is denied or does not qualify 

for other public programs or loans. 

Many individuals also do not have the 

financial ability to repay a personal loan 

to purchase AT.

TRANSPORTATION AND AT

Transportation has long been known as 

one of the greatest barriers to individuals 

with disabilities seeking and maintaining 

employment. Some of the barriers identified by the Collaborative surrounding 

transportation and AT include:

➦ Inability to purchase vehicle 

modifications or obtain public 

financing for such modifications. 

Depending on the needs of the 

individual, current technology can 

be extremely expensive to modify a 

vehicle.

BARRIERS IMPACTING THE USE OF AT BY INDIVIDUALS WITH DISABILITIES REGARDING EMPLOYMENT
➦ Inoperable, unsuitable, or 

inappropriate AT equipment on public 

transportation systems. Though 

public transportation systems have 

adopted state-of-the-art equipment 

such as kneeling buses, light-rail cars 

with lowered floors, and automatic 

stop announcements, many public 

transportation systems still face 

problems. These include inoperable 

equipment, poor lift accessible paratransit service, and lifts that cannot 

carry the size or weight of newer, 

heavier motorized wheelchairs.

EDUCATION AND AT

Barriers to AT in the context of education 

can occur at the secondary and postsecondary levels, especially in the transition 

phase from secondary education to either 

employment or further education. The 

Collaborative notes some of the primary 

barriers:

➦ Conflicts between university/

college disability services offices and 

professors in allowing the use of AT in 

the classroom. For example, a disability 

service office may allow a student with 

a disability to electronically record 

classes, but a professor may refuse to 

allow an exception to his or her policy 

prohibiting any electronic recording 

of classes. This can be difficult for 

individuals with various disabilities 

who rely on reviewing recordings to 

assist them with their studies.

➦ Failure of public school special 

education staff, including transition 

coordinators, to assist students and 

families in developing plans for needed 

AT as they transition to work, college, 

or other training programs. The failure 

to plan may include the failure to: 

identify all the AT that will be needed 

following the end of public school 

services; identify funding sources to 

ensure that AT is obtained; and to 

plan for the transfer of ownership of 

school-funded AT from the school to 

the student or another entity, such 

as a state VR program. Often, these 

failures occur because the school staff 

lacks knowledge/expertise of AT and AT 

funding sources.

➦ Failure of disability services staff 

at colleges and universities to help 

students plan for the acquisition 

of AT necessary to succeed in postsecondary education. Disability 

services staff at colleges and 

universities appear unaware of the 

wide range of AT that is available to 

assist students with disabilities or the 

numerous options for funding it.
17

LACK OF AWARENESS OF AT DEVICES 

AND SERVICES

Disability service providers, advocates, 

individuals with disabilities and the 

community at large are often unaware 

of available AT devices and services. The 

Collaborative raises the following issues 

around the awareness of AT in regards to 

employment:

➦ Lack of awareness of AT devices 

and the services available to obtain 

information on them. Individuals 

with disabilities, service providers, 

staff within the P&A network, and 

others oftentimes are unaware of the 

variety of AT devices available, or the 

information and resources available to 

find out about them.

➦ Lack of awareness of what individuals 

with disabilities can do on the job 

with AT. Disability service providers, 

advocates, and the community at large 

are often unaware of how AT enhances 

the ability of an individual with a 

disability to perform a wide range of 

job functions. This lack of awareness 

can reinforce misperceptions about the 

ability of individuals with disabilities to 

become or remain employed.

➦ Lack of knowledge of the many 

available AT funding sources by staff 

working under the Work Incentives 

Planning and Assistance (WIPA) 

programs funded by the Social 

Security Administration (SSA). WIPA 

staff primarily focus on helping Social 

Security Disability Insurance (SSDI) 

and Supplemental Security Income 

(SSI) beneficiaries manage their SSDI/

SSI cash benefits and health insurance 

under Medicaid and Medicare, and 

to take advantage of work incentives 

under these programs. In some cases 

WIPA staff do not recognize that 

SSDI/SSI work incentives like the Plan 

for Achieving Self Support (PASS), 

impairment-related work expenses, 

or blind work expenses are potential 

funding sources for AT. Few WIPA staff 

appear aware of the wide range of 

other federal and state funding sources 

to enable beneficiaries to obtain 

needed AT. 

BARRIERS IMPACTING THE USE OF AT BY INDIVIDUALS WITH DISABILITIES REGARDING EMPLOYMENT
Strategies to Increase and 

Enhance the Employment 

of Individuals with 

Disabilities through AT

“Changes in society, technology, and the 

economy have increased opportunities for 

individuals with disabilities to more fully 

participate in the workforce. At the same 

time, the growth in the size and costs of major 

federal programs not only contributes to the 

federal government’s long-term structural 

deficit but creates a strong business case for 

reexamining current federal disability programs 

and identifying workable solutions to leverage 

change.” - Government Accountability Office 

(GAO), Highlights of a GAO Forum: Modernizing 

Federal Disability Policy, pg. 16.18
19

As articulated in Section III, the AT Collaborative participants identified many 

barriers to learning about, acquiring, 

and using AT faced by individuals with 

disabilities, employers, public agencies, 

and some service providers as related to 

employment. As recognized during a GAO 

forum of disability experts in the context of 

broader federal disability policy, “the articulation of clear and coordinated policies, 

the development of strong and meaningful 

partnerships between all stakeholders, the 

use of incentives to achieve desired results, 

and a reliance upon appropriately defined 

outcomes” are challenges facing federal 

disability policy, especially those involving 

individuals with severe disabilities.19 Based 

on the expertise of its participants, the 

Collaborative agrees with this general 

assessment, but also believes in the context 

of AT and employment that additional focus 

in certain areas will positively impact employment opportunities for individuals with 

disabilities. The Collaborative therefore 

offers the following recommendations to 

increase and enhance the employment opportunities for individuals with disabilities 

through AT. 

Numerous players need to be involved 

in order to increase and enhance the 

employment opportunities for individuals 

with disabilities through AT. Therefore, 

the Collaborative directs recommendations towards three separate groups 

compromising these necessary players. 

The three groups include: 1) organizations 

implementing federally funded programs 

related to AT, 2) the federal government, 

and 3) employers and the business community. Since the business community has 

completed its initial recommendations 

through the Business Dialogue process, the 

Collaborative was also in a unique position 

to respond to recommendations contained 

in the Roadmaps for Enhancing Employment 

of Persons with Disabilities through Accessible 

Technology. These responses are included as 

part of the recommendations to employers 

and the business community.

Roadmap for Federally Funded 

Programs Related to AT

The AT Collaborative makes the following 

recommendations to the statewide AT Act 

programs, AFPs, Teleworks Programs, and 

state P&A/CAP system. These programs 

are referred to collectively as the “federally 

funded programs related to AT.” In order to 

be carried out, some of these recommendations may require additional funding.

1 Raise awareness among both the 

federally funded programs related to AT 

and employers about federal and state 

tax credit programs which can lessen 

the cost of purchasing AT. 

STRATEGIES TO INCREASE AND ENHANCE THE EMPLOYMENT OF INDIVIDUALS WITH DISABILITIES THROUGH AT

FOOTNOTES

18 Government Accountability Office, Highlights 

of a Forum: Modernizing Federal Disability 

Policy. (August 2007) (GAO-07-934SP). Pg. 16.

19 Id. 
2 Establish an ongoing collaborative 

outreach effort among the federally 

funded programs related to AT that 

is targeted towards employers. 

The work of the Pennsylvania AT 

Collaborative, which was funded under 

the short-term state projects on AT and 

employment20, can serve as a model 

for how to coordinate the programs, 

develop an outreach effort directed 

towards business organizations, 

and create training materials and 

programs.

3 Develop partnerships with employers 

to overcome the concerns, myths, 

and lack of awareness about AT in the 

workplace. For example:

a. Replicate the efforts of the Florida 

short-term state project on AT 

and employment by working 

jointly with an employer to create 

materials, trainings, videos, or 

outreach projects on AT and 

employment.21 Such efforts could 

be directed towards a specific large 

employer in the state, or geared 

towards a specific industry. 

b. Create educational materials jointly 

with employers, or representative 

organizations within the state, 

which focus on the cost and use 

of AT in the workplace as a way to 

address employer concerns and 

misperceptions.

4 Develop partnerships with existing 

federal- and state-funded disability 

programs, and/or employer, 

professional, and industry associations 

to create joint outreach efforts and 

training programs addressing the 

concerns, myths, and lack of awareness 

about AT in the workplace. Examples of 

such activities might include:

a. Partner with organizations and 

associations such as: the Disability 

and Business Technical Assistance 

Centers (DBTACs); state VR 

agencies and state rehabilitation 

councils; JAN; state and local 

chapters of the Society for Human 

Resource Management (SHRM), 

Business Leadership Networks 

(BLNs) or Chambers of Commerce; 

DOL, Office of Federal Contract 

Compliance Programs (OFCCP); 

and the National Industry Liaison 

Group (NILG).

b. Develop webcast training programs 

that focus on the availability of 

AT services within the state and 

the cost-effectiveness of AT in the 

workplace. Collaborate with JAN in 

the production and hosting of such 

web-based training programs.

c. Suggest that the use of training 

programs developed through these 

partnerships be incorporated into 

settlement agreements when 

negotiating with employers about 

violations of federal or state anti-
21

discrimination laws based on 

disability.

d. Work with the organizations 

mentioned, or other similar 

organizations, to get the message 

out to the employment community 

about the cost and use of AT. 

e. Invite the organizations mentioned 

and other business community 

members to conferences and 

meetings.

5 Publicize success stories about the use 

of AT in regards to employment. Obtain 

the right to release contact information 

of the employers, individuals with 

disabilities, and the state education 

system representatives involved so 

others can gain better insight into 

these successes.

6 Identify and engage specific federally 

funded state programs related to AT 

that have been actively involved in 

both AT and employment issues, as 

well as those state programs which 

have not been active. The national 

associations of these federally funded 

state programs on AT should undertake 

such efforts in an attempt to determine 

the reasons some state programs 

have become involved and/or been 

successful in addressing these issues, 

and why other states have not.

7 Include sessions about the successful 

work of state collaborative efforts on 

AT and employment at the conferences 

of national organizations, including 

the ATAP, the AT conference organized 

by the NLS, the annual Training and 

Advocacy Support Center (TASC) 

conference of the NDRN, and the 

CSAVR conference. Include or invite the 

business community to such events.

8 Review, update, or refine existing 

resources or booklets about the various 

funding options and strategies for 

acquiring AT and make them available 

to employers, job seekers, and federal 

technical assistance centers. Possible 

ways to update and improve such 

resources include:

a. Create a template with boiler 

information, which may then be 

tailored for a specific audience.

b. Identify existing resources and 

effective marketing methods that 

have been successful in changing 

employer policies and practices, 

and model such resources and 

marketing methods when updating 

and revising information about AT.

STRATEGIES TO INCREASE AND ENHANCE THE EMPLOYMENT OF INDIVIDUALS WITH DISABILITIES THROUGH AT

FOOTNOTES

20 See note 16.

21 See note 16.
c. Include information in materials 

about the interplay between 

various tax rules and public 

programs/benefits available to 

fund the acquisition of AT.

9 Use business language when dealing 

with employers, especially when 

producing or conducting training and 

outreach activities, or advocating or 

negotiating on behalf of an individual 

with a disability.

10 Create resources for individuals with 

disabilities, particularly students 

transitioning from secondary or postsecondary institutions to employment, 

concerning what the individual should 

do when they need AT for applying for 

or when on the job. 

11 Work with federal agencies and 

business organizations to develop 

resources for employers on the practical 

steps to increase the likelihood that 

successful, AT-related accommodations 

will be provided. In addition to 

employer and business organizations, 

possible partners might include any 

of the eight national organization 

members of the AT Collaborative, the 

U.S. Equal Employment Opportunity 

Commission (EEOC), ODEP, and the 

U.S. Department of Justice (DOJ).

Roadmap for the 

Federal Government

The AT Collaborative makes the following 

recommendations to the federal government for enhancing federal policy in 

terms of AT and employment.

1 Encourage and support for federally 

funded programs related to AT 

to develop outreach and training 

programs specifically targeting 

employers on AT matters. 

2 Research interoperability22 problems 

that restrict or negatively impact the 

use of AT on EIT devices by individuals 

with disabilities. Develop appropriate 

awareness and technical assistance 

tools on interoperability based on the 

results of this research.

3 Encourage and support developing 

small business mentor programs 

with expertise in both AT and small 

business matters to assist individuals 

with disabilities in pursuing business 

opportunities. The Illinois SECS 

initiative funded under the short-term 

state projects on AT and employment23

could be an appropriate model.

4 Identify effective practices that can 

promote and increase the use of federal 

Small Business and Work Opportunity 

tax credits as a way to purchase AT for 

use in the workplace for individuals 

with disabilities.
23

5 Encourage the Interagency Committee 

on Disability Research (ICDR) to 

analyze how federal agencies and 

federally funded programs report and 

measure the interaction between 

AT and employment in order to 

determine how such measurements 

can be developed or improved to better 

capture this interaction.

6 Improve implementation of the 

requirements of the Individuals 

with Disabilities Act (IDEA) and Title 

I of Rehabilitation Act of 1973, as 

amended, in regards to the transition 

of individuals with disabilities from 

the secondary education system 

to employment or post-secondary 

education in order to ensure such 

individuals have the AT devices and 

training necessary to prepare to enter 

the workforce.

a. Use clear language in policy and 

practice documents produced by 

ED indicating that AT devices and 

services are an essential part of 

transition.

b. Require that language in 

all transition plans (the 

Individualized Education Plan 

and the Individualized Plan for 

Employment) regarding AT consider 

foreseeable needs and clearly state 

how equipment and training will be 

paid or acquired.

c. Strengthen agreements between 

state VR agencies and school 

systems regarding how AT will 

be provided. RSA could develop 

a sub-regulatory guidance 

document to address this issue 

and more rigorously enforce the 

requirements in the Rehabilitation 

Act regulations for such formal 

agreements.

7 Encourage better training and the 

dissemination of information to public 

school personnel on how AT supports 

the preparation for, and employment 

of, individuals with disabilities.

8 Promote better use of Social Security 

work incentive programs such as 

the PASS, blind-related expenses, 

impairment-related work expenses, 

and the Ticket to Work program as 

funding sources for AT related to 

employment. Examples for promoting 

these programs include:

a. Educate individuals with 

disabilities, service providers, 

disability advocates, staff of Work 

Incentive Planning and Assistance, 

and One-Stop disability navigators 

about the potential use of these 

programs to fund the acquisition of 

AT. 

STRATEGIES TO INCREASE AND ENHANCE THE EMPLOYMENT OF INDIVIDUALS WITH DISABILITIES THROUGH AT

FOOTNOTES

22 See note 17.

23 See note 16.
b. Train SSA staff, including the Area 

Work Incentive Coordinators and 

Work Incentive Liaisons, on how 

the Social Security work incentives 

are a possible source to fund AT.

c. Through the recruitment and 

training of Employment Networks 

(ENs), Ticket to Work Program 

Managers should discuss the 

importance of AT in the successful 

employment of many individuals 

with disabilities.

9 Inventory, organize, and disseminate 

the federal resources available on 

AT and employment, including 

information available at disability.gov, 

so that the information is easier to 

locate and use by both employers and 

the federally funded programs related 

to AT. For example:

a. Federal agencies involved in 

AT and/or the employment of 

individuals with disabilities should 

proactively send information to 

stakeholders to increase their 

awareness of what is available 

on their websites. Possible 

agencies to be involved in these 

efforts include ED, RSA; DOL, 

ODEP; the Computer-Electronic 

Accommodations Program (CAP) 

at the Department of Defense 

(DoD); and the Department of 

Veterans Affairs (VA), Vocational 

Rehabilitation and Employment 

Program (VR&E). 

b. Agencies should periodically 

remind all interested stakeholders 

of the information on AT and 

employment that exists. 

c. Federal websites should be 

organized by topic and not by 

agency to allow for easier location 

of information on AT and other 

topics.

10 Develop documents targeted to 

employers and the federally funded 

programs related to AT on the following 

areas (also disseminate them in the 

most effective manner, including 

placing the information on relevant 

websites):

a. Promising practices and similar 

resources that dispel and address 

the concerns, myths, and lack of 

awareness of employers about 

AT. This could include information 

to address the concerns of 

employers that hiring individuals 

with disabilities and/or providing 

AT could create a greater risk of 

litigation.

b. Changes in legislation, regulations, 

and policy that impact the 

acquisition or use of AT in the 

preparation for, or employment of, 

individuals with disabilities.
25STRATEGIES TO INCREASE AND ENHANCE THE EMPLOYMENT OF INDIVIDUALS WITH DISABILITIES THROUGH AT

11 Encourage and/or partner with the 

federally funded programs regarding AT, 

disability, and employment to develop 

resources for employers on practical 

steps to take to provide or allow AT as a 

reasonable accommodation. Potential 

partners in this effort could include: 

EEOC; ODEP; DOJ; JAN; the P&A/

CAP system; NDRN; the statewide AT 

programs; and the USBLN.

12 Create an AT funding source as a “payer 

of last resort” to address the inability of 

the Assistive Technology Act programs 

to purchase AT devices for individuals 

with disabilities. This would allow 

individuals with disabilities and/or 

employers to acquire the AT devices 

and services necessary to prepare for, 

access, obtain, or retain employment.24

The establishment of such a last 

resort program can meet the needs of 

individuals who cannot benefit from 

other existing loan programs.

13 Research the feasibility of establishing 

a centralized AT accommodation 

fund within public and private sector 

employers to allow for the acquisition 

of AT.

Roadmap for Employers and 

Businesses and Response to the 

Business Dialogue’s Roadmaps

The AT Collaborative makes the following 

recommendations to employers and 

the business community for eliminating 

barriers that hinder the acquisition and use 

of AT in the workplace. The Collaborative 

also provides several responses to the 

recommendations contained in the 

Business Dialogue Roadmaps for Enhancing 

Employment of Persons with Disabilities 

through Accessible Technology.

1 Educate IT staff about interoperability 

issues, such as restrictive security and 

backup policies, and their impact on 

the usage of AT software. Take steps to 

avoid interfering or reducing the utility 

of AT software either by accident or 

because of security, maintenance, or 

other similar issues.

2 Purchase or allow the use of portable 

AT, especially AT software or EIT AT 

devices, which can be brought by an 

individual to standardized offices or 

work spaces.

FOOTNOTES

24 Though nineteen states administer a 

telework program, and at least forty-six 

states operate an AT financial loan program 

funded through the Assistive Technology Act 

or state resources, a number of states indicate 

an increasing need to establish a “payer of last 

resort” program.
3 Allow flexibility in employer policies in 

regards to the purchase, installation, or 

training of AT. For example, employers 

should allow job coaches on the 

worksite to demonstrate the proper 

use of an AT device for an individual 

with a disability, and if necessary his or 

her supervisor, and assure AT purchases 

are approved as quickly as possible.

4 Encourage managers to seek out 

publicly available AT information and 

resources following a request for an AT 

accommodation by a job applicant or 

current employee before seeking legal 

counsel. It may be less costly to work 

to provide the accommodation than to 

pay the attorney’s fees.

5 Think creatively, if necessary, about 

how to fund any requested AT. 

Before deciding how much to fund 

other budget items such as general 

IT, professional development, or 

an employee's career development 

account, establish a centralized 

accommodation account to pay for AT 

as well as other accommodations. The 

use of a professional development fund 

or career account to fund AT, however, 

should not negatively impact the ability 

of an individual with a disability from 

accessing these resources for other 

purposes to the same extent as an 

individual without a disability. 

6 Develop, disseminate, or make 

available resources developed by 

others on AT that address the concerns, 

myths, and lack of awareness of 

employers. Such resources include 

those maintained by the U.S. Chamber 

of Commerce, SHRM, and the National 

Governors Association (NGA). 

7 Take advantage of demonstration 

projects/programs and become more 

knowledgeable about the capacity of 

individuals with disabilities to use AT in 

the workplace.

8 Create and keep statistics on the use 

and productivity of employees with 

disabilities using AT in the workplace.

9 Provide alternate means, or assure 

the provision of other appropriate 

accommodations, for individuals with 

disabilities unable to use a kiosk or 

website to apply for a job on equal 

terms with other applicants.

10 Assure that appropriate AT or other 

accommodations are available 

for individuals with disabilities to 

participate in training if the individual 

is unable to access multidimensional 

user environments, internet-based 

trainings, or other similar electronic 

training programs.
27

In the Business Dialogue’s Roadmaps, a 

variety of actionable steps were offered 

to the business community and the 

federal government; in an effort to begin a 

dialogue with the business community, the 

AT Collaborative offers below several ideas 

in response to some of the actionable steps:

1 The Business Dialogue recommends 

that businesses “support forums and 

other opportunities to spread the word 

with generic business organizations 

and associations.” 

The Collaborative suggests that state 

programs funded under the Assistive 

Technology Act, their national associations, and other organizations 

can assist in providing information 

to these forums, including resources 

and contact information. The Collaborative also suggests that national 

associations of various executives be 

included to “spread the word,” and 

that the business community look 

to the Collaborative participants, 

especially JAN and the statewide AT 

programs, for success stories on how 

both individuals with disabilities and 

businesses have used AT.

2 The Business Dialogue recommends 

the “support [of] business organizations 

and associations whose mission 

includes enhancing employment of 

persons with disabilities.” 

The Collaborative suggests that business organizations provide or support 

training on how such associations and 

organizations can approach and talk 

with businesses. The business community might also consider creating 

awards for success stories.

3 The Business Dialogue recommends 

the “establishment of a network of 

disability and accessibility managers 

working for businesses” and “the 

establishment of a network of 

professionals with disabilities.” 

The Collaborative believes that it is 

important to include managers who 

do not know what business responsibilities are in terms of accessibility 

and AT within the managers’ network, 

and supports the establishment of 

a network of individuals working in 

non-professional occupations. As 

recommended above, the Collaborative suggests that success stories be 

provided to these network(s).

STRATEGIES TO INCREASE AND ENHANCE THE EMPLOYMENT OF INDIVIDUALS WITH DISABILITIES THROUGH AT
4 The Business Dialogue recommends 

as an actionable step that the federal 

government “support efforts to 

educate/empower youth.” 

The Collaborative strongly supports 

this recommendation, especially as 

it reinforces its recommendations to 

the federal government regarding 

transition from secondary education 

to post-secondary education and/or 

employment.

5 The Business Dialogue recommends 

that the federal government 

“strengthen enforcement of Section 

508 of the Rehabilitation Act so 

vendors know that they must design 

information and communications 

technology that meet accessibility 

standards.” 

The Collaborative further suggests 

that the federal government strengthen the enforcement of all disabilityrelated laws, including Section 504 

of the Rehabilitation Act and Title I of 

the Americans with Disabilities Act 

(ADA).

6 The Business Dialogue recommends 

that research initiatives be expanded 

on: the use of AT in the workplace; 

better ways businesses can employ 

individuals with disabilities; and 

how businesses of various sizes can 

utilize the technical assistance and 

information already available. 

The Collaborative further suggests 

that any research should be conducted and reported so it is usable by 

different stakeholders and will have 

real-world applications.
29STRATEGIES TO INCREASE AND ENHANCE THE EMPLOYMENT OF INDIVIDUALS WITH DISABILITIES THROUGH AT
Appendix 1 – 

List of Acronyms

(For a list of Acronyms and Abbreviations for Organizations/Agencies, see Appendix 2)

AFPs - Alternative Financing Programs

AWICs - Area Work Incentives Coordinators

AT - Assistive Technology

CAP - Client Assistance Program

IDEA - Individuals with Disabilities Act

PAAT - Protection and Advocacy for Assistive Technology

PASS - Plan for Achieving Self-Support

P&A - Protection and Advocacy

SSDI - Social Security Disability Insurance

SSI - Supplemental Security Income

WIPA - Work Incentives Planning and Assistance 
31

Appendix 2 – 

Collaborative Participants

NATIONAL

Deborah Buck, 

Association of AT Act Programs (ATAP)

David Dikter, 

Assistive Technology Industry Association 

(ATIA)

Sharon Spencer, Assistive Technology 

Industry Association (ATIA)

Rita Martin, The Council of State 

Administrators of Vocational Rehabilitation 

(CSAVR)

Tyler Matney, Employer Assistance and 

Recruiting Network (EARN)

Anne Hirsh, Job Accommodation Network 

(JAN)

Lou Orslene, Job Accommodation Network 

(JAN)

Nell Bailey, Rehabilitation Engineering and 

AT Society of North America (RESNA)

Curt Decker, National Disability Right 

Network (NDRN)

David Hutt, National Disability Rights 

Network (NDRN)

James Sheldon, National AT Advocacy 

Project of Neighborhood Legal Services 

(NLS) 

U.S. GOVERNMENT

Randy Cooper, U.S. Department of Labor, 

Office of Disability Employment Policy 

(ODEP)

Jeremy Buzzell, U.S. Department of 

Education, Office of Special Education and 

Rehabilitative Services, Rehabilitation 

Services Administration (OSERS/RSA)

Robert Groenendaal, U.S. Department 

of Education, Office of Special Education 

and Rehabilitative Services, Rehabilitation 

Services Administration (OSERS/RSA)

PARTNERS: STATE LEAD AGENCIES 

UNDER THE SHORT-TERM STATE GRANT 

PROGRAM 

Beth Mineo, Delaware Assistive Technology 

Initiative (DATI) at the University of 

Delaware

Corey Hinds, The Advocacy Centers for 

Persons with Disabilities, Inc. - Florida’s P&A 

Programs

Chava Kintisch, Disability Rights Network 

of Pennsylvania

Eric Guidish and Wilhelmina Gunther, 

Illinois Assistive Technology Program (IATP)

APPENDICES


National Disability Rights Network, January 2009 / Layout by New Editions Consulting, Inc.

The National Disability Rights Network (NDRN) is the nonprofit membership organization 

for the federally mandated Protection and Advocacy (P&A) Systems and Client Assistance 

Programs (CAP) for individuals with disabilities. Collectively, the P&A/CAP network is the 

largest provider of legally based advocacy services to people with disabilities in the United 

States. 

Through training and technical assistance, legal support, and legislative advocacy, the 

National Disability Rights Network works to create a society in which people with disabilities are afforded equality of opportunity and are able to fully participate by exercising 

choice and self-determination.

The National Disability Rights Network serves a wide range of individuals with disabilities – 

including, but not limited to, those with cognitive, mental, sensory, and physical disabilities 

– by guarding against abuse; advocating for basic rights; and ensuring accountability in 

health care, education, employment, housing, transportation, and within the juvenile and 

criminal justice systems.