Persons with a Disability Playbook

DISCOVERING ABILITIES FOR PERSONS WITH

DISABILITIES Goodwill Industries of Middle Tennessee, Inc. giveit2goodwill.org

TABLE OF CONTENTS

Introduction

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Chapter 1: Defining the Target Audience

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Chapter 2: Appropriate Language Dos and Don’ts

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Chapter 3: How to Conduct an Intake

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Chapter 4: Steps to Eliminate Barriers Client Faces

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Chapter 5: Legal Terminology and Potential Resources

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Chapter 6: Types of Financial Benefits – Am I eligible?

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Chapter 7: 30 Ways to Assist a Person with Autism

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Chapter 8: Social Media Resources for Clients

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INTRODUCTION

Discovering Abilities for Persons with Disabilities People come in all shapes, sizes, colors with different attitudes, skills, outlooks, personality styles, familial genetics, family relationships and experiences, intelligence, education, culture, lifestyle, and so many other variables.

So why is it when a person with a disability ventures into a public setting, an employer’s workplace or into the presence of others, there are preconceived ideas about that person based on his or her disability? Why do others sometimes believe they are smarter, happier or more talented than people WITH DISABILITIES? You may be saying to yourself, “well, I don’t think or feel that way.” If that is the case, what makes serving a person with a disability different from serving any other individual that comes to Goodwill seeking assistance in preparing for or obtaining a job?

It may be the lack of information needed to assist a person with a disability to move ahead, using their skills and considering the accommodations needed to assist individuals with disabilities entering the workforce. Note that the person must be able to perform the essential functions of a task or job, but accommodations to complete those tasks must also be included as part of the equation.

So where do we start? Let’s create an outline that may be helpful in successfully serving a person with a disability.

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CHAPTER 1: Defining the Target Audience What is the definition of a disability?

The Americans with Disabilities Act defines an individual with a disability in very specific terms.

The ADA has a three-part definition of "disability." This definition, based on the definition under the Rehabilitation Act, reflects the specific types of discrimination experienced by people with disabilities. Accordingly, it is not the same as the definition of disability in other laws, such as state workers' compensation laws or other federal or state laws that provide benefits for people with disabilities and disabled veterans.

Under the ADA, an individual with a disability is a person who has: ● a physical or mental impairment that substantially limits one or more major life activities; ● a record of such an impairment; or ● is regarded as having such an impairment.

If you insinuate that a person has a disability or treat the person like the person has a disability, you have ”regarded” that the person has such an impairment. We must be careful that when an individual is seeking employment and they tell us they have diabetes that is controlled by diet, for example, we do not automatically regard that person as having a disability if their diabetes does not impair any of their major daily living skills.

An Impairment that Substantially Limits Major Life Activities The first part of this definition has three major subparts that further define who is and who is not protected by the ADA. A physical impairment is defined by the ADA as: "[A]ny physiological disorder, or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological, musculoskeletal, special sense organs, respiratory (including speech organs), cardiovascular, reproductive, digestive, genito-urinary, hemic and lymphatic, skin, and endocrine."

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A mental impairment is defined by the ADA as: "[A]ny mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities."

Neither the statute nor EEOC regulations list all diseases or conditions that make up "physical or mental impairments," because it would be impossible to provide a comprehensive list, given the variety of possible impairments.

A person's impairment is determined without regard to any medication or assistive device that s/he may use. An impairment under the ADA is a physiological or mental disorder.

1. Does the employee have an impairment? If yes, 2. Does the impairment affect a major life activity? If yes, 3. Does the impairment substantially limit the major life activity?

Examples: a) A person with epilepsy, who uses medication to control seizures has an impairment, even if the medication reduces the impact of the impairment.

The person may have seizures under control, but a seizure is still a potential possibility.

This person is covered under ADA. b) A person who cannot read due to dyslexia has a disability, but a person who cannot read due to lack of education does not have a disability as the inability to read is not physical, psychological or emotional. c) Stress and/or depression may be situational and related only to a specific situation and is not a disability. However, stress or depression that is diagnosed by a psychiatrist is a disability that presents an on-going impairment. d) A person with a contagious disease is an impairment that could or could not qualify as a disability. An employer is not required to hire a person who has a contagious disease that might pose a direct threat to the health of other employers or a safety issue for the person or others.

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If an impairment is on the EEOC's list of conditions that are virtually always disabilities, ● Consider how limited the employee would be without any mitigating measures. ○ A person who needs seizure medication, but doesn’t take their medication would be a mitigating circumstance in that without medication, seizures would be frequent. ● Consider how limited the employee is when the impairment is active. ○ During a seizure, a person is not in control of their senses or body. ● If needed, consider the condition, manner, or duration in which an employee performs a major life activity. ○ Example: A person with a seizure disorder may or may not be able to drive a car. The impairment would then be ongoing and require the person to use alternate transportation options.

Major Life Activities To be a disability covered by the ADA, an impairment must substantially limit one or more major life activities. These are activities that an average person can perform with little or no difficulty. Examples are: ● Walking

● Seeing

● Speaking

● Breathing

● Hearing

● Learning

● Performing manual tasks

● Caring for oneself

● Working

These are examples only. Other activities such as sitting, standing, lifting, or reading are also major life activities What Are Some Common Hidden Disabilities? ● Psychiatric Disabilities ○ Examples include major depression, bipolar disorder, schizophrenia and anxiety disorders, post-traumatic stress disorder, etc.

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● Traumatic Brain Injury

● Epilepsy

● HIV/AIDS

● Diabetes

● Chronic Fatigue Syndrome

● Cystic Fibrosis

See the link below for more information: http://www.ist.hawaii.edu/training/hiddendisabilities/05_hidden_disabilities.php An impairment is only a "disability" under the ADA if it substantially limits one or more major life activities. An individual must be unable to perform or be significantly limited in the ability to perform an activity compared to an average person in the general population.

The regulations provide three factors to consider in determining whether a person's impairment substantially limits a major life activity. ● its nature and severity; ● how long it will last or is expected to last; ● its permanent or long-term impact, or expected impact.

Example: A person who is unable to hear and there are no treatments that will remove this impairment, it is permanent, and may require specific accommodations for an individual to a major life activity such as communication.

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CHAPTER 2: Appropriate Language Dos and Don’ts 18 Things People with Disabilities want you to know: 1. Having a disability does not have to be considered a bad thing.

2. I want to work, contribute to society and be able to support myself.

3. Please do not assume I need assistance. Ask if I need assistance and I will let you know.

4. Accommodations are important. It allows me to do things without lowering the expectations or standards.

5. Telling me I’m “inspirational” for just living my life isn’t a compliment.

6. Speak about me to other people like you would your other friends.

7. See me, not my disability.

8. There are visible disabilities as well as invisible disabilities, meaning not all disabilities are apparent.

9. People are not their disability.

10. A person’s mobility equipment, such as a wheelchair, scooter or cane, is considered part of his or her personal space.

11. Don’t exclude me from plans just because you think I won’t be able to participate.

12. Don’t give misplaced advice.

13. Refer to a person's disability only when it is related to what you are talking about.

14. We are still human.

15. Staring is rude!

16. Allow children to ask me questions about my disability. It helps them to learn about me and what I can do.

17. Ask me about my interests, skills and abilities.

18. Do not say you are sorry that I have a disability.

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Person First Language: Puts the person before the disability, and describes what a person has, not who a person is.

Person First Language Examples

Outdated Term:

Replace with:

Autistic

Has autism

Disabled

People/person with a disability

Handicapped bathrooms/parking etc.

Accessible bathrooms/parking

Wheelchair bound

Person who uses a wheelchair

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CHAPTER 3: How to Conduct an Intake In addition to obtaining the required demographic, work history, and other information collected on all persons served, there may be other points to consider when working with a person with a disability.

Determining their educational credentials might be one of the areas that could be somewhat specific to a person who has been identified as having a disability at birth or up through elementary, middle school and high school. An individual who did not have a disability during these growth years, but who may have had an accident or medical issue that developed in young adulthood (18 or older) would be able to tell you what level of education the person completed. Bear in mind, a person who might have had an injury that created a permanent disability may not be able to function or reason at the level of his or her completed educational grade. This would require some judgment on the Career Coach to determine what future training based on the person’s functional capacity versus attained educational level is feasible.

EDUCATION CATEGORIES An honors diploma indicates a high level of academic achievement. The requirements for receiving an honors diploma vary but generally include higher level classes, such as foreign languages and honors or advanced placement courses. The guidance department at your school can advise you of the requirements necessary to earn an honors diploma.

General Diploma Most high-school graduates receive a general diploma. A general diploma indicates that the graduate has met the basic graduation requirements established by your state's department of education. These requirements commonly include at least three years of science, math, history and English, along with an assortment of electives.

Occupational Diploma Students who participate in a vocational program receive an occupational diploma. A vocational program allows a student to not only focus on general subjects like general math, English and science, but it also provides them with the opportunity to focus on classes to help develop their vocational skills. Vocational schools allow students to earn credits in cosmetology, automotive repair and more. This diploma indicates the successful completion of a job preparation program. Many skilled trade industries accept an occupational diploma as an indication that the graduate has the skills necessary to obtain an entry level position in the field. Some vocational programs offer industry-recognized certifications along with the general occupational diploma that they receive from their home high school.

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Certificate of Attendance Special education students may earn a certificate of attendance. This type of diploma is awarded to students who, because of a recognized disability, are unable to complete the standard program required to earn a general diploma. The requirements for earning a certificate of attendance vary from student to student and depend largely upon the student's level of functioning and academic abilities.

What does an Individual Education Plan diploma mean?

While an IEP 'diploma' is recognition of an individual student's achievement of his or her educational goals based on the appropriate level of the learning standards as specified in the student's current IEP, it is not a standards-based diploma and is not recognized in Tennessee as equivalent to a regular high school.

Community Classroom or Life Skills classes in Tennessee’s public high school allow individuals with significant disabilities to stay in school until they reach their 22 nd birthday.

TIPS FOR DOING AN INTAKE WITH PERSONS WITH DISABILITIES ● Talk directly with the person. Gather demographics as you would with any other person coming to Goodwill for assistance. ● Let the person speak for himself/herself as possible when accompanied by a family member, caretaker, etc. ● Talk to the person as opposed to talking about the person with someone else who might be present with the person. Gather as much background information as you can ● Find out what that person is interested in; why they came to the Career Solutions center, etc. ● Ask the person about their employment history and the kind of work (or hobbies) that might be an indicator of the types of work the person desires to locate ● Use person-first language such as a person with a disability; wheelchair user; a person who is visually-impaired; a person with a developmental disability, etc.

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Questions to ask: ● Is another agency working with that person? ○ If so, what are the services that agency is providing to the person? ● Is the person receiving any type of benefits like Supplemental Security Income, Social Security Disability, Social Security as a Disabled Adult Child or Social Security Disability Benefits ○ If they are receiving benefits, how much can they earn without losing their benefits? ○ Do they understand that their benefits might be reduced if they go to work? ● Are they receiving any type of governmental support? Food Stamps, TennCare, Medicare, SNAP, Subsidized housing? ● Do they have to pay child support? This can also be a situation where are person who receives benefits, but goes to work and faces benefit reduction might find the reduction impacts their ability to pay child support Career Coach ● Do they have control over their own money or Question is someone else managing their money for them? ○ If so, the person’s name and contact information if they are not with the person. Find out if “Are you your the person is a conservator or a guardian. own guardian?” ● Do they take daily medication? ○ Determine what side effects (if any) that medication may have on the person. Example: Makes the person drowsy -if so, what time of day? ○ How often does the person have to take the medication? ○ Can the person administer his or her own medication? ● If the person has a disability, are there any health risks a person might have in a specific type of environment? What types of accommodations does the person indicate that would allow him or her to perform certain activities?

REMEMBER: Have a release of information filled out so you can communicate with any other agencies working with that individual!

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CHAPTER 4: Steps to Eliminate Barriers Clients Face MAKING PLANS WITH PERSONS WITH A DISABILITY ● Be realistic with the goals that are established. If a person has a goal that you believe is not possible, discuss what that person may need to learn either in school or through another route and discuss short-term goals that may be established to help that person meet their desired long-term goal or may help the person understand that an alternate goal may be a better idea. ● If an individual has never had a job, be sure to help that person understand how going to work will change his or her daily activities. Have the person discuss his or her normal routine, home and family responsibilities, regularly scheduled appointments and determine how the person plans to manage work and home activities effectively. (This would be a good discussion with any person who has never been employed or who has had a significant period of unemployment.) ● Give the person assignments that require him or her to complete certain tasks over a period of time so they can learn how to take responsibility. ● Assist the person in developing step by step activities in order to achieve a goal. ● Establish expectations. Do not allow the person with a disability to make an excuse as to why he or she cannot do an activity that can be learned or achieved. ● Be assertive and supportive at the same time. ● Assist the person in locating resources that may be required to help the person achieve a goal. ● Be patient and understand that the person may have never been in a work environment or an environment that has allowed exceptions because the person has a disability. ● Understand that a family member may be somewhat intrusive or may be very supportive. Determine how you can engage the family member in a positive way without that person taking charge of the planning you and the person with the disability have identified as productive steps. ● Be sure to explore how the person’s benefits will be affected by the plan and also services for which the person might be eligible to help facilitate the plan. ● Explore barriers that might need to be addressed.

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Qualified Individual with a Disability ● To be protected by the ADA, a person must not only be an individual with a disability but must be qualified. An employer is not required to hire or retain an individual who is not qualified to perform a job.

A qualified individual with a disability as a person with a disability who has: ● Experience ●

●

Skills

● Education

Can fulfill other job related “essential functions” of the job with or without an accommodation

Identifying the Essential Functions of a Job ● Sometimes it is necessary to identify the essential functions of a job in order to know whether an individual with a disability is "qualified" to do the job. The first consideration is whether employees in the position actually are required to perform the function What is disability discrimination? ● Disability discrimination occurs when an employer treats a qualified individual with a disability unfavorably because she or he has a disability. Not everyone with a medical condition is protected by the law. In order to be protected, a person must be qualified for the job and have a disability as defined above.

THE REASONABLE ACCOMMODATION OBLIGATION Questions to Consider: ● What limitations is the employee experiencing? ● How do these limitations affect the employee and the employee’s job performance? ● What specific job tasks are problematic as a result of these limitations? ● What accommodations are available to reduce or eliminate these problems? Are all possible resources being used to determine possible accommodations? ● Has the employee been consulted regarding possible accommodations? ● Once accommodations are in place, would it be useful to meet with the employee to evaluate the effectiveness of the accommodations and to determine whether additional accommodations are needed? ● Do supervisory personnel and employees need training?

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The average job accommodation may cost any employer no cost or up to an average of $ 500. In some circumstances, it could cost more, but it is up to the employer as to how much can be spent based on their economic capacity.

Examples of Job Accommodations: ● Schedule for the person with a disability ○ Example: Could simply be an adjustment on work hours based on person’s available transportation options or in light of other factors such as impacts of medication at specific times of day ● Job sharing with another employee ● Job carving -creating a job requiring only specific functions of a position ● Equipment, lighting, work location in a facility ● Providing storage area that is secure for persons with diabetes for medication, syringes, etc. along with a private area that may be required for use of blood tests or insulin shots throughout the work hours ● Allowing for food breaks for persons who have diabetes or hyperglycemia ● Service animal access ● Sitting vs standing; standing vs sitting; walking, etc. ● Anti-fatigue mats ● Accessible parking List of facts about the ADA. · ADA.gov and ADA National Network offer information and technical assistance on the ADA. · Employment Rights, Who Has Them and Who Enforces Them and Frequently Asked Questions. · U.S. Equal Employment Opportunity Commission (EEOC) enforces federal laws against discrimination toward job applicants and employees with a disability.

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CHAPTER 5: Legal Terminology and Potential Resources LEGAL DEFINITIONS YOU NEED TO KNOW Conservator and Alternatives What is a Guardian? ● A legal guardian can make a wide range of personal and medical decisions for the person in their care. ● In the state of Tennessee, guardianship can only be used for someone seventeen (17) years old or younger.

What is a Conservator? ● A court-approved legal relationship between a competent adult (known as a conservator in TN; as a guardian in other states) and an adult with a disability or other adult who needs assistance in decision-making.

What is a Limited Conservator? ● Same as a conservator but allows a person to keep as much control as possible and reasonable over her/his own life. ● The conservator has authority only in specific areas where the person is not capable of decision-making.

What is a Representative Payee? ● For those who receive government, military or other benefit checks only. The Social Security Administrative may assign a representative payee. ● The payee receives the check and must use the money to benefit the individual. ● An organization can also serve as a Representative Payee. Goodwill and Goodwill's staff are not to take on the role of a Representative Payee. ● Individuals with Social Security Supplement Income (SSI), Social Security Disability Benefits (SSDI) and individuals who receive Social Security Retirement (SSA) and are under the age of 70 are required to report earned income. There is more specific information in Chapter 6.

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CHAPTER 6: TYPES OF FINANCIAL BENEFITS—AM I ELIGIBLE? Comparison of SSI and SSDI Factor

SSI

SSDI

Eligibility based on

Age (65+) OR blindness Disability AND sufficient (any age) OR disability (any work credits through age) AND limited/no own/family employment income and resources

When benefits begin

1st full month after the date the claim was filed or, if later, the date found eligible for SSI

Average benefit (monthly)

$ 841

Maximum benefit (monthly) $841/$1261 (single/married couple) (based on income)

Health Insurance

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6th full month of disability; 6-month period begins with the first full month after the date SSA decides the disability began

$ 1358 $3,148 per individual based if both have benefits based on each person’s work history in 2022 (based on work history)

Automatically qualifies for Automatically qualifies for Medicaid upon receipt of SSI Medicare after a 24-month (in most states) waiting period from time benefits begin

There are three types of Social Security benefits: ● Retirement benefits. ● Survivor benefits. ● Disability benefits.

Retirement Benefits -Older Individuals ● Social Security replaces a percentage of their pre-retirement income based on their lifetime earnings. The portion of your pre-retirement wages that Social Security replaces is based on your highest 35 years of earnings and varies depending on how much you earn and when you choose to start benefits. ● When you work, you pay taxes into Social Security. We use the tax money to pay benefits to: ● People who have already retired. ● People who are disabled. ● Survivors of workers who have died. ● Dependents of beneficiaries.

Social Security Disability (SSDI) People who are disabled ● Many individuals with disabilities have some type of Social Security benefit, but not all persons with disabilities do have benefits.

Social Security Disability (SSDI) ● Persons who have worked and paid in Social Security taxes. An individual who was working as a construction worker and through a health condition and/or accident lost his or her vision would likely be eligible for SSDI benefits if the person has worked for a long period of time.

SSDI-Survivor Benefits ● Spouses, children under age 18 and/or immediate family members with disabilities who draw SSDI from a spouse/ parent. For adults who have not worked, this benefit would be for a person who was born with a disability that presents impairments affecting one or more major life skills.

Health Coverage for Persons with Disabilities Medicare is a national health insurance program in the United States, begun in 1965 under the Social Security Administration and now administered by the Centers for Medicare and Medicaid Services

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In most states, an SSI recipient will automatically qualify for health care coverage through Medicaid. TennCare is the state of Tennessee’s Medicaid program. It provides healthcare to mostly low-income pregnant women, parents or caretakers of a minor child, children and individuals who are elderly or have a disability. To get Medicaid, you must meet the income and resource limits. You can apply anytime for TennCare.

SSI, or Supplemental Security Income, is a needs-based program that provides a monthly check to persons who are blind, elderly, or have a disability. For disabled people who have never worked, or those who haven't worked enough in recent years to qualify for SSDI (Social Security disability insurance), SSI may be the only program available to them. However, the SSI program is tough to qualify for financially, as it has very low income limits and asset limits.

Earned Income Exclusion If you earn income, you are allowed to deduct a certain amount of the income before it gets subtracted from your SSI payment. You can subtract $65 of your earned income, plus another $20 for earned or unearned income, and then subtract half of the remainder—that is the amount you can deduct from your income. Only the remainder of the income will be subtracted from your SSI payment.

In-Kind Support and Maintenance If you receive SSI benefits and someone provides you with shelter and/or food that you don't pay for, the Social Security Administration (SSA) will count this as income and subtract it from your SSI payment. In other words, it reduces your monthly SSI payment to account for this in-kind support and maintenance (ISM), since the SSA considers that you don't need the full SSI payment since you're receiving some food or shelter for free.

For more information, see our article on how income and in-kind support affects your SSI payment.

Concurrent SSI and SSDI Benefits For those applicants who receive a low SSDI payment, Supplemental Security Income does exactly what its name implies, it supplements. For example, if an approved disability claimant receives SSDI monthly benefits in the amount of $400, an SSI award could be used to guarantee that the claimant's total monthly benefits equal the minimum SSI amount, which is currently $794 per month. The SSDI recipient would receive an additional $394 in SSI to bring her total monthly benefits to $794, a sum equal to the full SSI monthly benefit amount.

Of course, this scenario will not happen in every such case. Because SSI has resource (asset) limits (currently, an individual cannot have more than $2,000 in disposable 18

assets), many SSDI claimants will not be eligible to receive Supplemental Security Income, no matter how low their SSDI benefit amount is.

Reporting Earned Income to the Social Security Administration Individuals who receive Social Security Retirement Benefits, Social Security Disability Benefits or Supplemental Income are required to report their earnings on a basis to the Social Security Administration. Failure to do so could result in loss of benefits or repayment to the Social Security Administration.

Social Security Retirement Benefits In 2021, if a person is under full retirement age, the annual earnings limit is $18,960. If they reach full retirement age in 2021, the limit on their earnings for the months before full retirement age is $50,520. Income changes should also be reported as they will affect the amount of the retirement benefit paid.

If the person reaches full retirement age during 2021, Social Security must deduct $1 from their benefits for each $3 they earn above $50,520 until the month that the person reaches full retirement age.

If a person is younger than full retirement age, there is a limit to how much they can earn and still receive full Social Security benefits. If they are younger than full retirement age during all of 2021, Social Security must deduct $1 from the person’s benefits for each $2 the person earns above $18,960. Starting with the month the person reaches full retirement age, there is no limit on how much you can earn and still receive your benefits.

Social Security Disability Supplemental Security Income- The person with a disability and/or the representative payee should consistently report wages during the first six days of the month to help prevent overpayments and underpayments. Because SSI is a needs-based program for people who are aged, blind, or disabled, the amount you can receive is based, in part, on the income available to you.

Wages can be reported in a person’s My Social Security Account online, by telephone or fax. There are certain conditions that must be met for reporting by telephone.

Programs that Support Work Most adult SSI and SSDI beneficiaries can now use the Ticket to Work program.

The new Ticket to Work program rules also gives beneficiaries more choices in the organizations that can assist them with their employment goals.

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Social Security's Ticket to Work Program supports career development for Social Security disability beneficiaries ages 18 through 64 who want to work. The Ticket Program is free and voluntary. The Ticket Program helps people with disabilities progress toward financial independence. Individuals who receive Social Security benefits because of a disability and are ages 18 through 64 probably already qualify for the program.

How much money can you make on the Ticket to Work program?

During the trial work period, there are no limits on your earnings. During the 36month extended period of eligibility, you usually can make no more than $1,310 ($2,190 if you are blind) a month Page 8 5 in 2021 or your benefits will stop. These amounts are known as Substantial Gainful Activity (SGA).

A Ticket to Work program can last up to seven years. Social Security does an annual review to assess whether you're making timely progress toward your vocational goals.

PLAN TO ACHIEVE SELF-SUFFICIENCY (PASS) - Plan to allow individuals to save money with the purpose of helping them with their ability to continue working. This is a plan that a person may develop with a representative of the Social Security Office.

ABLE ACCOUNTS: Ability to save money without compromising their benefits.

ABLE BASICS ● In general, there is a $15,000 annual contribution limit (all contributors combined). ● There are eligibility requirements related to opening an ABLE account. Currently, an individual must have a disability that began before age 26. ● An eligible individual is not obligated to enroll in their state of residence. ● The “designated beneficiary” is the account owner (although another person such as a parent, guardian or person with power of attorney may be allowed signature authority over the account). ● Funds in the account may be used for “qualified disability expenses.” Examples include, but are not limited to, education, housing, transportation, employment training and support, assistive technology, personal support services, health, prevention and wellness, financial management and administrative services, legal fees, funeral and burial expenses and basic living expenses. ● Assets in and distributions for qualified disability expenses will be disregarded or given special treatment when determining eligibility for most federal meanstested benefits (including SSI benefits and Medicaid).

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● Contributions to an individual’s ABLE account may be made by any “person.” A person is defined as an individual, trust, estate, partnership, association, company or corporation.

HOW TO APPLY FOR DISABILITY BENEFITS When you get Social Security disability benefits, what do you need to know? ● Information About You ○ Your date and place of birth and Social Security number. ○ The name, Social Security number, and date of birth or age of your current spouse and any former spouse. You should also know the dates and places of marriage and dates of divorce or death (if appropriate). ○ Names and dates of birth of children not yet 18 years of age. ○ Your bank or other financial institution's Routing Transit Number and the account number. ● Information About Your Medical Condition ○ Name, address, and phone number of someone we can contact who knows about your medical conditions and can help with your application. ○ Detailed information about your medical illnesses, injuries, or conditions: ■ Names, addresses, phone numbers, patient ID numbers, and dates of treatment for all doctors, hospitals, and clinics.

■ Names of medicines you are taking and who prescribed them.

■ Names and dates of medical tests you have had and who ordered them. ● Information About Your Work: ○ The amount of money earned last year and this year. ○ The name and address of your employer(s) for this year and last year. ○ The beginning and ending dates of any active U.S. military service you had before 1968. ○ A list of the jobs (up to 5) that you had in the 15 years before you became unable to work and the dates you worked at those jobs. ○ Information about any workers' compensation, black lung, and/or similar benefits you filed, or intend to file for. These benefits can: ■ Be temporary or permanent.

■ Include annuities and lump sum payments that you received in the past.

■ Be paid by your employer or your employer's insurance carrier, private agencies, or Federal, State, or other government or public agencies.

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■ Be referred to as: ● Workers' Compensation. ● Black Lung Benefits. ● Longshore and Harbor Workers' Compensation. ● Civil Service (Disability) Retirement. ● Federal Employees' Retirement. ● Federal Employees' Compensation. ● State or local government disability insurance benefits. ● Disability benefits from the military (This includes military retirement pensions based on disability but not Veterans' Administration (VA) benefits.)

Along with the information listed above, they may ask you to provide documents to show that you are eligible, such as: ● Birth certificate or other proof of birth. ● Proof of U.S. citizenship or lawful alien status if you were not born in the United States. ● U.S. military discharge paper(s) if you had military service before 1968. ● W-2 forms(s) and/or self-employment tax returns for last year. ● Medical evidence already in your possession. This includes medical records, doctors' reports, and recent test results.

Award letters, pay stubs, settlement agreements, or other proof of any temporary or permanent workers' compensation-type benefits you received To apply: ● ● ● ● ● ●

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To start your application, go to the Apply for Benefits page, and read and agree to the Terms of Service. Click “Next.”

On that page, review the “Getting Ready” section to make sure you have the information you need to apply.

Select “Start A New Application.”

They will ask a few questions about who is filling out the application.

You will then sign into your my Social Security account, or you will be prompted to create one.

Complete the application.

CHAPTER 7: 30 Ways to Assist a Person with Autism 1. Let them decompress in quiet areas when they need to. Their desire to be alone is not judgement on you, It is simple self-preservation.

2. If you need them to do something, give them very clear, unambiguous instruction. Do not feel like you are being rude doing this, but do not sound irritated or patronizing!

3. Do not expect them to react to things in a way you would expect. That way lies disappointment. They often show their emotions in very different ways to what you might expect.

4. Do not assume they are not capable of thought and feeling if they are non-verbal. Do not assume they are incapable of communicating in other ways either.

5. Do not expect autistic children to ‘grow out of’ being autistic. They will not. That does not happen.

6. Do not force them to wear particular clothing if they have a visceral negative reaction to it – its texture or fit might be causing significant discomfort and unhappiness.

7. Do not be upset if they do not wish to socialize with you, as they often have considerable limits in their capacity. However, do ask, as generally it is nice to get the opportunity.

8. Check in on autistic people from time to time. Do not be upset if they do not respond quickly – all socializing is stressful and many of them are very forgetful and disorganized!

9. Do not use banter or negative insulting humor to autistic people, unless you know they are OK with it from you specifically.

10. Remember all autistic people have a very different experience of autism – it is a huge, varied grab bag of traits, so any list like this has to be taken carefully.

11. Do not force them to make phone calls. Phone phobia is common for many autistic people and it can be very serious. If there is an alternative let them use if without judgement.

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12. Do not force eye contact. Many autistic people find eye contact way too intimate and emotionally draining so they are not going to want to do it with their boss or a stranger. They are still listening.

13. Let them stim! These movements, sounds of activities are great for regulating our stress levels and are absolutely vital. Unless they’re hurting themselves or others, let them be.

14. Talk to them and listen to them about their special interests. It may be a bit of an information dump but believe me, be a safe listener and they’ll appreciate it so much.

15. Let autistic people play with their toys however they want.

16. If an autistic person forgets something, do not be too harsh on them please. It is hard to remember stuff when just surviving is tricky.

17. Remember that many autistic people have comorbid conditions – from depression to intellectual disabilities. Be sensitive and assume nothing.

18. Do not infantilize autistic people – they are not big kids or babies, they are adults with agency and minds of their own.

19. Do not spread misinformation about autism and call it out when you see it – e.g. autistic people having no empathy and so on.

20. Pay attention to their pronouns and language. Many autistic people are in some ways non-binary, trans, queer or asexual, or more. Again, assume nothing and *listen*.

21. Do not assume they’re ‘high functioning’. That language can go in the bin. They may well be good at some stuff but behind the scenes you do not know how difficult they find life.

22. Do not treat ‘autism’ or ‘autistic’ as if it’s a dirty word, avoiding it with euphemism.

It’s really can be annoying.

23. Give opportunities to autistic people, if you are in the position to. They are frequently in the creative arts thanks to our brains, and being given chances can change everything.

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24. If you want autistic people to do stuff for you, pay them as you would non-autistic people.

25. Do not force an autistic person into a situation they are uncomfortable with unless you know they would rather you help push them. You have no idea how scared they may be.

26. Let autistic people follow their routine as much as you possibly can. It helps lots of them immeasurably most of the time and does not usually cost anything.

27. If an autistic person has a meltdown or shutdown, give them space and do not judge them. Be kind. Let them rest afterwards.

28. Do not tell anyone who identifies as autistic that they are not autistic. First, you have no idea, second, your objection is probably based on incorrect stereotypes.

Third, it is rude.

29. Give them processing time to answer when you ask them things. Even if it seems an easy question.

30. Above all, follow loads of autistic accounts on Facebook, YouTube etc. and see what they have to say.

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CHAPTER 8: Social Media Resources for Clients Benefits to Work with Benefits Analysts

https://www.tndisablity.org

NAMI Tennessee Enhancing the Lives of Those Affected by Mental Illness

https://www.namitn.org/

Kidney Foundation Potential referral source for people who can still work and want to work

https://tennesseekidneyfoundation.org/

Tennessee Disability Pathfinder Statewide information and referral center for disability resources run by Vanderbilt Kennedy Center.

https://www.tn.gov/cdd/projects-andinitiatives/public-awareness/tennessee-disabilitypathfinder.html

Easter Seals Tennessee

https://www.easterseals.com/tennessee/

Epilepsy Foundation of East Tennessee https://efeasttn.org/ *The Epilepsy Foundation of Middle and West Tennessee has closed, but clients may contact the East Tennessee office for assistance.

United Way of Murfreesboro, Tennessee

https://www.yourlocaluw.org

Salvation Army of Murfreesboro, Tennessee Journey Home

https://www.salvationarmy.org https://www.lovegodservepeople.org

Greenhouse Ministries

https://www.greenhousemin.org

Mid-Cumberland Human Resource Agency

https://www.mchra.com

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Some fees may apply for this program. 9 a.m. – 1 p.m.

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