Disability sensitivity training is a form of education that aims to increase awareness and understanding of the needs and experiences of people with disabilities. It can help employers and employees to foster a more inclusive and respectful work environment, where people with disabilities are valued and supported. Disability sensitivity training can also help to prevent discrimination, harassment, and stereotypes that may affect people with disabilities in the workplace.  Disability sensitivity training is consistent with the core values and principles of the CESP certification, which include promoting the dignity, rights, and full inclusion of people with disabilities in the workforce 1 .

The other options are not correct because:

A. special treatment for employee with a disability may imply that the employee is not capable of performing their job or that they are entitled to privileges that other employees do not have.  This may create resentment and stigma among coworkers and undermine the employee’s self-esteem and autonomy 2 .

C. inclusive hiring policy is a good practice, but it is not enough to ensure a diverse workforce.  An inclusive hiring policy should be accompanied by other measures, such as disability sensitivity training, reasonable accommodations, mentoring, and career development, to support the retention and advancement of employees with disabilities 3 .

D. separate lunchroom for employees with disabilities is a form of segregation that violates the principle of integration and inclusion.  It may also create a sense of isolation and alienation for employees with disabilities, who may feel excluded from the social and professional networks of their coworkers 4 .  References :

1 : CESP Candidate Handbook, page 5

2 : Disability Sensitivity Training: What is it and Why is it Important?

3 : How to Create an Inclusive Hiring Policy

4 : The Importance of Inclusion in the Workplace

According to the CESP Candidate Handbook 1 , one of the core competencies of Domain 2 (Individualized Employment and Career Planning) is to “assist the job seeker in identifying interests, skills, preferences, and support needs related to employment”. This involves using various methods such as assessments, interviews, observations, and discovery activities to help the job seeker explore different career options and find a good match. Finding an apprenticeship, locating an internship, or placing the individual in an entry-level job are all possible outcomes of the career exploration process, but they are not the best way to start supporting the job seeker who has no work experience, no clear interests, and who is unsure about their career goals. 

This answer respects the job seeker’s right to privacy and self-determination, as well as the legal requirements of the Americans with Disabilities Act (ADA) 1 .  The ADA prohibits employers from asking about a person’s disability before making a job offer, unless it is related to an essential job function or a reasonable accommodation 2 .  The job seeker has the choice to disclose or not disclose her disability, and the employment support professional should honor that choice and obtain her consent before sharing any information with the employer 3 4 . The other answers are not appropriate because they either violate the job seeker’s rights, damage the relationship with the employer, or provide unnecessary information that could lead to discrimination or stigma.  References :

Domain 1 Application of Core Values and Principles to Practice 1 2 3 4

Domain 2 Individualized Employment and Career Planning 1 2 3 4

The best way to know more about a job seeker is to ask him directly about his background and desire for services.  This is consistent with the principles of self-determination, empowerment, and person-centered planning that are part of the CESP Domain 2 Individualized Employment and Career Planning 1 . Asking him directly also shows respect for his autonomy and preferences, and allows him to share his strengths, interests, and goals in his own words. Asking family and clinicians, reading his case file, or placing him in a job without his input may provide some useful information, but they may also be biased, outdated, or irrelevant to his current situation and aspirations.  Moreover, they may undermine his confidence and motivation to pursue employment.  References :  1 : CESP Content Outline - CESP

The least appropriate item to include in his portfolio is a brief guide to working with someone who has autism. This option does not showcase the job-seeker’s skills, abilities, or achievements in construction. It also may create a negative impression of the job-seeker as someone who needs special treatment or accommodation, rather than someone who can add value to the employer. This option does not align with the core values and principles of employment support, such as individualization, empowerment, and dignity.

The other options are more appropriate than option A, for the following reasons:

Option B: Testimonials from people who have previously contracted the services of the job-seeker are a good way to demonstrate the job-seeker’s reputation, quality of work, and customer satisfaction. They can also provide evidence of the job-seeker’s communication skills, reliability, and professionalism. This option supports the core values and principles of employment support, such as career development, quality outcomes, and respect.

Option C: Pictures of the job-seeker’s completed projects are a great way to showcase the job-seeker’s skills, abilities, and achievements in construction. They can also illustrate the job-seeker’s creativity, diversity, and expertise in different types of projects. This option supports the core values and principles of employment support, such as individualization, career development, and quality outcomes.

Option D: A list of references from people for whom the job-seeker has worked is a useful way to provide contact information for potential employers to verify the job-seeker’s work history, performance, and character. They can also provide additional information or feedback on the job-seeker’s strengths, interests, and needs. This option supports the core values and principles of employment support, such as career development, quality outcomes, and respect.

References :

APSE CESP Practice Exam

APSE CESP Exam Content Outline

APSE CESP Study Guide

 According to the CESP Candidate Handbook 1 , Domain 3 of the CESP certification covers Community Research and Job Development, which includes the following tasks:

3.1 Conduct community research to identify potential employers and employment opportunities that match the job seeker’s employment goals and support needs.

3.2 Develop and maintain relationships with employers and community partners to facilitate job development and placement.

3.3 Negotiate customized employment opportunities that meet the needs and preferences of both the job seeker and the employer.

3.4 Assist the job seeker to prepare for and participate in the hiring process.

To ensure that job development is person-centered, the employment support professional should empower the person supported to determine their own interests and strengths. This would be consistent with the task 3.1, which requires the employment support professional to identify employment opportunities that match the job seeker’s employment goals and support needs. By empowering the person supported to determine their own interests and strengths, the employment support professional would help the person to explore and identify their career aspirations, preferences, and potential, and to make informed choices about their employment options.

The other options are not consistent with person-centered job development, because they either disregard or undermine the person supported’s autonomy, voice, and involvement in the job development process. Reviewing previous employment and assessments of the individual (option A) is important, but it is not enough to ensure that job development is person-centered, because it does not necessarily reflect the person’s current interests and strengths, or their desired employment outcomes. Pre-screening what information the individual supported needs to know about an employer (option C) is also important, but it is not sufficient to ensure that job development is person-centered, because it does not involve the person supported in the research and decision-making process, and it may limit their access to relevant information. Finding a job that the employment support professional feels is the best fit for the person supported (option D) is contrary to person-centered job development, because it imposes the employment support professional’s judgment and opinion on the person supported, and it does not respect the person’s right to self-determination and choice.

References :  1 : CESP Candidate Handbook, page 10.

A reasonable accommodation is any change to the application or hiring process, to the job, to the way the job is done, or the work environment that allows a person with a disability who is qualified for the job to perform the essential functions of that job and enjoy equal employment opportunities 1 .  Reasonable accommodations are required by the Americans with Disabilities Act (ADA) and the Rehabilitation Act for employers who have 15 or more employees 1 2 .

Among the four options, only D is not an example of a reasonable accommodation, because orientation training for new employees is not a change that is specifically related to a person’s disability.  Orientation training is a benefit or privilege of employment that is typically provided to all new employees, regardless of their disability status 1 3 .  Therefore, providing orientation training is not a reasonable accommodation, unless the training itself is modified to accommodate a person’s disability (such as providing sign language interpreters, materials in alternative formats, or assistive technology) 1 3 .

Options A, B, and C are examples of reasonable accommodations, because they are changes that are specifically related to a person’s disability and enable them to apply for, perform, or enjoy the benefits of a job.  An application in larger print is a reasonable accommodation for a person with a visual impairment who may have difficulty reading standard print 1 2 .  A wheelchair ramp is a reasonable accommodation for a person with a mobility impairment who may have difficulty accessing a building or a work area 1 2 .  A headset to enable hands-free access to the phone system is a reasonable accommodation for a person with a manual dexterity impairment who may have difficulty holding or dialing a phone 1 2 .

References :

1 : Reasonable Accommodations in the Workplace | ADA National Network

2 : Enforcement Guidance on Reasonable Accommodation and Undue Hardship under the ADA | U.S. Equal Employment Opportunity Commission

3 : Reasonable Accommodations - U.S. Office of Personnel Management