Hospitality and Federal Regulations

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Hospitality and Tourism Management

  Course Title:

  Technology for Hospitality and Tourism Management

  Course Number:

  8703110

  Career Cluster:

  Hospitality and Tourism

  CIP Number:

  0252090101

  Course Type:

  Career Preparatory

  CTE Standards(s) or benchmarks:

  14.06 Explain how personal information management systems are used to manage guest data.

  15.02 Explain procedures to meet guest wants and needs.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Will this Stay be ADA Compliant?” See CPALMS resource ID# 209244.

• Career Connection

  
  

  In this lesson students will learn problem solving techniques related to guest accommodations and federal/legal requirements as presented in the case study. Lodging establishments need to ensure guests have the proper accommodations in order to use their facilities. Students will see how maintaining accurate data in personal information systems will ensure that guest needs are met.

• Learning Objectives

  
  

  Students will be able to

  • Explain guest requirements.
  • Research applicable ADA federal regulations pertaining to guest needs.
  • Discuss applicable ADA federal regulations related to guest management and Hospitality and Tourism.
  • Explain the importance of utilizing personal information management systems as it applies to ADA compliance and meeting guest needs.

• Prior Knowledge

  
  

  Students should be familiar with:

  • Conducting online research using appropriate websites.
  • Collaborating with a partner.
  • Knowledge of personal information management systems.

• Guiding Questions

  
  
  • How can a hotel ensure equal access for all guests?
  • How does the Americans with Disabilities Act (ADA) of 1990 affect the lodging industry and guest experiences?

• Procedure

  
  
  1. Pair students at their seats and ask student pairs to take out a piece of paper and brainstorm different accommodations people with disabilities use. (Responses such as canes, wheelchairs, service dogs).
  2. Ask student pairs to identify things that make mobility and access easier for people with disabilities. (Responses such as ramps, elevators, parking spaces, et cetera).
  3. Hand out the worksheet “Americans with Disabilities Act of 1990” (see attachments).
     • Student-pairs will research and paraphrase (in their own words) the Americans with Disabilities Act of 1990. Students can use computers or their phones.
     • Worksheet contains questions for brief review.
  4. Hand out the case study “Will this Stay be ADA compliant?” and Issues and Solutions worksheet (see attachments).
     • Allow students a few minutes to read the case study, independently and take notes on the case study about ADA violations each character is faced with.
     • Students will:
       • Identify any violations of the ADA of 1990 in the case study.
       • Identify the main issue(s) related to ADA compliance.
       • Create solutions for the overarching dilemma(s) students come up with on the Issues and Solutions worksheet.
  5. Lead a class discussion covering the student findings of ADA violations from the case study and the dilemma(s) that the characters faced on the worksheet. Ask students, “Where should this information be located at the hotel?”.
  • Possible Discussion Questions:
  • Haruto’s needs a wheelchair for mobility, because of this, how is his stay impacted at the hotel?
  • What can the hotel do to accommodate him, and future guests that use wheelchairs for mobility?
  • What is an immediate solution that the manager can do to maintain compliance with the ADA law?
  6. Students will explain the need for hotels to update their Personal Management Systems with guest information. Brainstorm what data is needed for a guest portfolio, e.g., special accommodations, room selection, check in requirements, dietary restrictions.
  7. On the sheet of paper used in Step 1, ask students to:
     • List five to six ways that will answer the overarching question, “How can a hotel ensure equal access for all guests?” from the case study.
     • Explain “Why?” ADA accommodations are important for the Hotel and Lodging industry.
     • Explain the importance of an up-to-date Personal Management System.

• Teacher Notes

  
  
  • Use the following website for lesson:
    • U.S. Department of Justice, Civil Rights Division
      • https://www.ada.gov/
      • Focus on Title III Regulation
        • Subpart A General 36.101-5
        • Subpart B General Requirements 36.201-3; 36.211
        • Subpart C Special Requirements 36.301
  • Another resource: Florida Restaurant and Lodging Association (Search: ADA)
    • https://frla.org/policy-update-category/ada-requirements/
  • Suggested pacing:
    • Steps 1-2: 5 mins
    • Step 3: 15 mins
    • Step 4: 15 mins
    • Step 5: 5 mins
    • Steps 6-7: 10 mins

• Optional

  
  

  Extension Suggestion:

  • Students can identify ADA regulations within the school building (e.g., restroom, parking lots, hallways, ramps) that apply to hotels.