CESP Exam Dumps : Certified Employment Support Professional (CESP)

According to the ADA National Network1, a reasonable accommodation is any change to the job, the work environment, or the way things are usually done 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. Examples of reasonable accommodations include making existing facilities accessible; job restructuring; part-time or modified work schedules; acquiring or modifying equipment; changing tests, training materials, or policies; and providing qualified readers or interpreters. Lowering the quality or quantity standards for work, or reallocating an essential function of a job, are not reasonable accommodations, as they would alter thefundamental nature of the job or the employer’s expectations. References: 1: Reasonable Accommodations in the Workplace | ADA National Network

An assistive technology tool is any device, software, or equipment that helps people work around their challenges and achieve their goals1. A visual task list is an example of an assistive technology tool that can help employees with cognitive disabilities, learning disabilities, or attention deficits to organize their tasks, prioritize their work, and stay focused23. The other options are not correct because:

• An individualized education plan (IEP) is a document that outlines the special education and related services that a student with a disability will receive in school4. It is not relevant to the workplace setting.
• A workplace accommodation is any change in the work environment or in the way things are customarily done that enables an individual with a disability to enjoy equal employment opportunities5. A visual task list may be considered a workplace accommodation if it is provided by the employer to enable the employee to perform the essential functions of the job, but it is not the only example of a workplace accommodation.
• A task analysis is a process of breaking down a complex task into smaller, manageable steps that can be taught to the learner6. A visual task list may be based on a task analysis, but it is not the same thing. A task analysis is a method of instruction, while a visual task list is a tool for self-management. References:
• Domain 4 Workplace and Related Supports123456
• What is Assistive Technology?
• Using Visual Schedules: A Guide for Parents
• Visual Task Lists for Students with Disabilities
• Individualized Education Program (IEP)
• Workplace Accommodations
• Task Analysis

According to the CESP Candidate Handbook1, Domain 2 of the CESP certification covers Individualized Employment and Career Planning, which includes the following tasks:

• 2.1 Conduct person-centered career planning and discovery activities to identify the job seeker’s skills, interests, preferences, and support needs.
• 2.2 Assist the job seeker to develop an individualized employment plan that reflects his or her employment goals and support strategies.
• 2.3 Assist the job seeker to explore and access education and training opportunities related to his or her employment goals.

The best initial step for an employment support professional to help a job seeker who is interested in doing auto body work, but does not know much about it, is to help him visit with the auto body garage to better understand the work. This would be an example of a person-centered career planning and discovery activity, which would help the job seeker to identify his or her skills, interests, preferences, and support needs related to auto body work. It would also provide the job seeker with an opportunity to learn more about the work environment, the tasks and responsibilities, the qualifications and requirements, and the potential earnings and benefits of auto body work. This information would help the job seeker to decide if auto body work is a suitable and realistic employment goal, and to develop an individualized employment plan accordingly.

The other options are not the best initial steps, because they either assume that the job seeker has already decided on auto body work as an employment goal, or they do not provide enough information or exploration for the job seeker to make an informed decision. Helping the job seeker research the career’s potential earnings (option A) is important, but it is not enough to determine if the job seeker is interested in andcapable of doing auto body work. Helping the job seeker fill out an application at a local auto body garage (option B) is premature, because the job seeker may not meet the qualifications or requirements, or may not enjoy the work once hired. Helping the job seeker enroll in the auto body course at the local community college (option C) is also premature, because the job seeker may not have the necessary prerequisites, or may not find the course relevant or useful for his or her employment goals.

References: 1: CESP Candidate Handbook, page 10.