For the past year, the NYAIL (New York Association On Independent Living) Employment Subcommittee has been looking into Section 55-b, a state program whereby people with disabilities can be deemed eligible for entry level state jobs without taking a civil service test. The problem has always been that after a person is declared eligible, they go into a kind of limbo, and it has been difficult or impossible to find out how to proceed after receiving a letter of eligibility.
The mystery has finally been unlocked, and below is a handy guide on how to navigate the process. We now have a golden, once-in-a-lifetime opportunity, in that Section 55-b is exempt from the state hiring freeze! In other words, right now, just about the only people being hired for state jobs are those with disabilities under 55-b!
It is the intent of the legislation that the 55b/c Programs provide severely disabled individuals the opportunity to enter State service through 55b/c appointments. Thus any entry-level position that is normally filled through an open-competitive (not a promotion) examination may be converted to a non-competitive position for a 55b/c appointment. In order to qualify for the position, a person approved for the 55b/c programs must demonstrate that he or she meets the minimum qualifications for the position. The minimum qualifications for an entry-level position varies with each title - some have no minimum qualifications some require both experience and a certain level of education.
The responsibility to get an appointment lies with the individual. 55b/c clients are encouraged to send a cover letter, resume, and copy of their eligibility letter to any state agency in every location where they are willing to work. If an agency has a vacancy, they may choose to interview and appoint the
55b/c client. If that occurs, the agency notifies my unit that they wish to make an appointment, we verify that the person meets the qualifications and the Civil Service Commission reviews the request and approves the reclassification of the position. Agencies are not required to use the 55b/c Programs and when interviewing 55b/c clients they may also be interviewing candidates from the competitive lists. Being eligible for the 55b/c Programs is not a guarantee of an appointment. 55b/c clients compete with list candidates and other 55b/c clients for appointments. It is not unusual to have up to 75
55b/c clients apply for any single position.
While State agencies have positions around the State, the majority of positions, particularly entry-level positions are located in the Capital District area and the New York City Metropolitan region.
It turns out that there are no predestinated positions that are set aside as “55-b jobs;” any entry level position between grades 6 and 23 that is marked “competitive” is an eligible position to be filled through 55-b. When a person receives their letter of eligibility, it is important to make multiple copies to send with applications for various positions.
A person does not have to go through VESID or CBVH to apply for 55-b---they can do it themselves through an application at the Civil Service website
www.cs.state.ny.us .
Job seekers should indicate on a cover letter that 55B status permits hiring despite a general hiring freeze. Also, people on 55B should update their resumes as often as their qualifications change (e.g. a course, etc.) so that Civil Service can possibly match them with a position. The new Civil Service Recruitment department is trying to actually match applicants with open positions.
This whole process is unnecessarily long and complicated and could (and should!) be simplified and made more user-friendly. There is no way an applicant could figure it out on his/her own, so we must spread the news far and wide. We will also be advocating to simplify the process and compile a list of available 55-b eligible openings so people won’t have to scroll through the whole list.
NOTE: The 55-a program is for positions in county governments and eligibility is determined by VESID. The usage of this program varies wildly from county to county. 55-c is for veterans, and has recently had an increase in the number of allotments.
thanks to Fran Wishnick from the Resource Center For Accessible Living (RCAL) in Kingston New York for all of her research and legwork on this issue!
SPREAD THE WORD!
Tuesday, May 5, 2009
Through Children's Eyes
Hello all.
Although the following is posted primarily as an FYI I am hoping that you will distribute this to your legislator and anyone else you know who will find the Through Children's Eyes project of interest. I suspect that that would or should include everyone.
“Through Children's Eyes: A School Based Community Collaboration” takes a different approach to disability awareness programs by uniquely combining existing NYS curriculum to experiential learning resulting in a new generation of passionate advocates involved in social justice and civic action.
Disability awareness programs have been around forever. However, getting them into schools has been difficult in the past, as many teachers and school districts have had the opinion that the program would distract from existing curriculum. Mr. Ken Sider, Third Grade Teacher at Riverside Elementary School (RES) and Mr. Don Wyckoff, Architectural Barrier Specialist at the Catskill Center for Independence (CCFI), developed a program that takes a different approach by uniquely combining existing NYS curriculum to an experiential disability awareness program.
The antecedent leading to the development and implementation of this project came when RES psychologist Mrs. Deb Clune became disabled as a result of a motor vehicle accident. Mr. Sider overheard fellow teachers discussing her situation; they expressed their beliefs that she could no longer accomplish her job successfully in a wheelchair and they agreed that she should just “go out on disability”. Their insensitivity towards Mrs. Clune and her newly acquired disability left Mr. Sider angered and ashamed of his peers and felt these teachers ought to be educated in inclusiveness. Mr. Sider then thought he would attempt to teach his class for a week while using a wheelchair. After rolling the thought around for a few days, he further developed the idea and realized that this was a great learning opportunity for his class. With this idea as his guide he contacted CCFI to discuss this unique approach. CCFI donated three wheelchairs, two child sized and one adult, and worked with Mr. Sider to develop this unique experiential learning experience.
For three years now Mr. Sider, with the collaboration of CCFI, has implemented unique program called, “Through Children's Eyes: A School Based Community Collaboration". Before each student has a turn in the chair they are asked to write an essay regarding their perceptions of people with disabilities. Each student then spends the entire day in the wheelchair and has a task checklist designed to illustrate some of the major problems people with disabilities face, such as inaccessible environments and social isolation. The task checklist required students to attempt things such as reaching the fire escape window in their classroom (which they couldn’t due to reach constraints), independently navigate the heavy main doors, traverse a ramp, participate in gym class, carry their lunch from the lunch line to the table, attempt to use the “accessible” bathroom and navigate the playground. After the children were done they were asked to write a post project essay regarding their experience and their conclusions were unanimous: people with disabilities have far more difficulties trying to be independent in life than any of them had imagined. This realization moved the children from silent observers to passionate advocates.
Mr. Wyckoff was invited back to the school to add an additional component to the new program. With “How to Identify Barriers through an On-site Inspection” the children were then taught the basic principles of accessibility. Mr. Wyckoff brought the Americans with Disabilities Act Accessibility Guidelines (ADAAG), and a few basic tools (tape measure, door pressure gauge, an accessibility stick designed to measure a ramps slope and a digital camera), and showed the students how to conduct an onsite survey, including how to record the findings and compare them with existing ADAAG. The children then split up into teams and began measuring and recording their findings. The children scheduled a meeting with the superintendent to report on the results of the surveys and successfully advocated for changes in the school among them, a school doorbell enabling a visitor to notify the school office assistance is needed for opening the inaccessible door.
As a result of this disability awareness program the current third grade students at Riverside Elementary have become outstanding advocates, fully embracing the idea of social justice and civic action. The students decided it would be advantageous for the other students in the school to learn the basic disability awareness concepts and etiquette that they had learned and designed and presented a 30 minute long disability awareness program of their own during a school assembly. With the guidance of Mr. Sider, the students chose key elements of disability awareness and etiquette: how to interact with a person with a disability, the importance of designated accessible parking, accessible paths of travel, and demystifying people with disabilities. Eight children took turns discussing disability awareness and etiquette to approximately 100 students, teachers and staff. After the assembly some of the teachers and staff congratulated the children and affirmed they had learned much, especially the state codes regarding designated accessible parking!
In addition to the above mentioned accomplishments, third grade students were able to accomplish the following:
· Create “Riverside Cares Parking Tickets” and they issue them regularly!
· Create documentaries of their experiences which were subsequently shared with other area schools and as well as used in college lectures.
· Drafted a letter to the school superintendent requesting a meeting to discuss inaccessible elements they discovered while conducting their own on-site assessments. The children were able to raise money for a door bell before the school itself could locate or designate funding. They “lobbied” the school to replace some of the cafeteria tables with accessible tables and they also “lobbied” the school to include accessible playground equipment, which is currently in the process of being installed.
· Create a video supporting NYS Bill 2242 mandating disability history be taught in schools. They have sent it to both democratic and republican senators across the state. The video was written and produced by the third grade class and can be viewed at
http://www.oneontacsd.org/files/505277/Disabilities%20Project1.wmv
· Raised money to purchase a new parking sign declaring “No Student Drop Off or Pick-Up and No Deliveries” to further clarify the single designated accessible parking spot outside the school be kept available to those who can legally use it.
Perhaps the most startling demonstration of the power of this program has been the children’s universal change in perception and attitudes regarding people with disabilities. The children now see the difficulties people with disabilities face each day and are moved by compassion as opposed to pity. They have taken on the task of educating others regarding what they have learned and most, if not all, have the sense of empowerment as a result. The realization that even a third grader can make huge change if given the opportunity seems to be very motivating. As one teacher noted, “These children have developed a good understanding of a difficult subject. The skills they have learned and the sense of empowerment they have obtained through this program and their own actions will certainly motivate them throughout their lives. Our community will certainly benefit as these children become the next gate keepers in our society.”
Mr. Sider and Mr. Wyckoff have presented " Through Children's Eyes: A School Based Community Collaboration" at the NYS Association of Independent Living Conference, twice at SUCO College seminars for Education Majors, and across the state to disability rights advocates. Their presentations have been met with great enthusiasm to replicate the program as well its modality of teaching: connecting the experiential part of the program to existing curriculum. The program has been adopted and replicated in three Plattsburgh schools and is currently being adopted at the Greater Plains Elementary here in Oneonta. Mr. Sider and Mr. Wyckoff have expressed that their main objective is to see the program adopted into NYS Curriculum and eventually throughout the United States.
Although the following is posted primarily as an FYI I am hoping that you will distribute this to your legislator and anyone else you know who will find the Through Children's Eyes project of interest. I suspect that that would or should include everyone.
“Through Children's Eyes: A School Based Community Collaboration” takes a different approach to disability awareness programs by uniquely combining existing NYS curriculum to experiential learning resulting in a new generation of passionate advocates involved in social justice and civic action.
Disability awareness programs have been around forever. However, getting them into schools has been difficult in the past, as many teachers and school districts have had the opinion that the program would distract from existing curriculum. Mr. Ken Sider, Third Grade Teacher at Riverside Elementary School (RES) and Mr. Don Wyckoff, Architectural Barrier Specialist at the Catskill Center for Independence (CCFI), developed a program that takes a different approach by uniquely combining existing NYS curriculum to an experiential disability awareness program.
The antecedent leading to the development and implementation of this project came when RES psychologist Mrs. Deb Clune became disabled as a result of a motor vehicle accident. Mr. Sider overheard fellow teachers discussing her situation; they expressed their beliefs that she could no longer accomplish her job successfully in a wheelchair and they agreed that she should just “go out on disability”. Their insensitivity towards Mrs. Clune and her newly acquired disability left Mr. Sider angered and ashamed of his peers and felt these teachers ought to be educated in inclusiveness. Mr. Sider then thought he would attempt to teach his class for a week while using a wheelchair. After rolling the thought around for a few days, he further developed the idea and realized that this was a great learning opportunity for his class. With this idea as his guide he contacted CCFI to discuss this unique approach. CCFI donated three wheelchairs, two child sized and one adult, and worked with Mr. Sider to develop this unique experiential learning experience.
For three years now Mr. Sider, with the collaboration of CCFI, has implemented unique program called, “Through Children's Eyes: A School Based Community Collaboration". Before each student has a turn in the chair they are asked to write an essay regarding their perceptions of people with disabilities. Each student then spends the entire day in the wheelchair and has a task checklist designed to illustrate some of the major problems people with disabilities face, such as inaccessible environments and social isolation. The task checklist required students to attempt things such as reaching the fire escape window in their classroom (which they couldn’t due to reach constraints), independently navigate the heavy main doors, traverse a ramp, participate in gym class, carry their lunch from the lunch line to the table, attempt to use the “accessible” bathroom and navigate the playground. After the children were done they were asked to write a post project essay regarding their experience and their conclusions were unanimous: people with disabilities have far more difficulties trying to be independent in life than any of them had imagined. This realization moved the children from silent observers to passionate advocates.
Mr. Wyckoff was invited back to the school to add an additional component to the new program. With “How to Identify Barriers through an On-site Inspection” the children were then taught the basic principles of accessibility. Mr. Wyckoff brought the Americans with Disabilities Act Accessibility Guidelines (ADAAG), and a few basic tools (tape measure, door pressure gauge, an accessibility stick designed to measure a ramps slope and a digital camera), and showed the students how to conduct an onsite survey, including how to record the findings and compare them with existing ADAAG. The children then split up into teams and began measuring and recording their findings. The children scheduled a meeting with the superintendent to report on the results of the surveys and successfully advocated for changes in the school among them, a school doorbell enabling a visitor to notify the school office assistance is needed for opening the inaccessible door.
As a result of this disability awareness program the current third grade students at Riverside Elementary have become outstanding advocates, fully embracing the idea of social justice and civic action. The students decided it would be advantageous for the other students in the school to learn the basic disability awareness concepts and etiquette that they had learned and designed and presented a 30 minute long disability awareness program of their own during a school assembly. With the guidance of Mr. Sider, the students chose key elements of disability awareness and etiquette: how to interact with a person with a disability, the importance of designated accessible parking, accessible paths of travel, and demystifying people with disabilities. Eight children took turns discussing disability awareness and etiquette to approximately 100 students, teachers and staff. After the assembly some of the teachers and staff congratulated the children and affirmed they had learned much, especially the state codes regarding designated accessible parking!
In addition to the above mentioned accomplishments, third grade students were able to accomplish the following:
· Create “Riverside Cares Parking Tickets” and they issue them regularly!
· Create documentaries of their experiences which were subsequently shared with other area schools and as well as used in college lectures.
· Drafted a letter to the school superintendent requesting a meeting to discuss inaccessible elements they discovered while conducting their own on-site assessments. The children were able to raise money for a door bell before the school itself could locate or designate funding. They “lobbied” the school to replace some of the cafeteria tables with accessible tables and they also “lobbied” the school to include accessible playground equipment, which is currently in the process of being installed.
· Create a video supporting NYS Bill 2242 mandating disability history be taught in schools. They have sent it to both democratic and republican senators across the state. The video was written and produced by the third grade class and can be viewed at
http://www.oneontacsd.org/files/505277/Disabilities%20Project1.wmv
· Raised money to purchase a new parking sign declaring “No Student Drop Off or Pick-Up and No Deliveries” to further clarify the single designated accessible parking spot outside the school be kept available to those who can legally use it.
Perhaps the most startling demonstration of the power of this program has been the children’s universal change in perception and attitudes regarding people with disabilities. The children now see the difficulties people with disabilities face each day and are moved by compassion as opposed to pity. They have taken on the task of educating others regarding what they have learned and most, if not all, have the sense of empowerment as a result. The realization that even a third grader can make huge change if given the opportunity seems to be very motivating. As one teacher noted, “These children have developed a good understanding of a difficult subject. The skills they have learned and the sense of empowerment they have obtained through this program and their own actions will certainly motivate them throughout their lives. Our community will certainly benefit as these children become the next gate keepers in our society.”
Mr. Sider and Mr. Wyckoff have presented " Through Children's Eyes: A School Based Community Collaboration" at the NYS Association of Independent Living Conference, twice at SUCO College seminars for Education Majors, and across the state to disability rights advocates. Their presentations have been met with great enthusiasm to replicate the program as well its modality of teaching: connecting the experiential part of the program to existing curriculum. The program has been adopted and replicated in three Plattsburgh schools and is currently being adopted at the Greater Plains Elementary here in Oneonta. Mr. Sider and Mr. Wyckoff have expressed that their main objective is to see the program adopted into NYS Curriculum and eventually throughout the United States.
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