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Protocols for communication and interaction Disability Etiquette Reality … Misconceptions and stereotypes endure: weak, dependent, undesirable, incapable, abnormal Ignorance/misunderstanding prevalent Myths and fears inhibit progress Indifference – lack of concern remains

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Presentation Transcript
reality
Reality …

Misconceptions and stereotypes endure:

  • weak, dependent, undesirable, incapable, abnormal

Ignorance/misunderstanding prevalent

Myths and fears inhibit progress

Indifference – lack of concern remains

Outdated language commonplace

Greatest obstacle is negative societal ATTITUDE!

3/7/2014

etiquette defined
Etiquette Defined

Etiquette is:

  • Rules for social interaction
  • Good manners
  • Courtesy
  • Respect
  • Ethical & moral behavior

“Golden Rule”

3/7/2014

what is a disability
What is a disability?

Under the ADA, an individual with a disability is a person who:

  • has a physical or mentalimpairment that substantially limits one or more major life activities;
  • has a record of such an impairment;
  • is regarded as having such an impairment.

3/7/2014

facts
Facts:

America’s largest minority group

  • 54.4 million = 19% ~ 1/5; 24% by 2030

People with disabilities have feelings

First impressions mostly inaccurate

Equal/civil rights – access and opportunity

Shared Responsibility

http://tinyurl.com/78e59l

3/7/2014

goals for interaction
Goals for Interaction

Gain personal awareness and understanding

Create welcoming environment (access)

Communicate effectively and appropriately

Respond to unique needs of diverse population

Provide quality service(s)

Promote goodwill – harmony

3/7/2014

interaction basics
Interaction Basics

Use person-first language (PFL)

When assisting –

1. Ask 2. Listen 3. Comply

Be aware, patient, flexible

Focus on the individual, not his/her condition

Initiate and engage

Relax!

3/7/2014

speaking writing tips
Speaking/Writing Tips

Use possessive language – use “has” not “is”

Avoid collective terms – “the blind/deaf” (NLS, RFB&D)

Substitute “accessible” for “handicapped”

Use “disability” instead of “handicap” - S/he has a ...

Avoid negative, outdated language - “crippled”, “retarded”, “victim”, “suffers”, ”special”, ”afflicted”

Avoid euphemistic, laudatory terms – courageous, PC

3/7/2014

speaking writing tips cont
Speaking/Writing Tips cont.

Avoid “normal” in comparisons

Avoid using “special” …

"The difference between the right word and the almost right word is the difference between lightning and the lightning bug." Mark Twain

Positive language empowers

disability groups
Disability Groups

Blind, Visually impaired

Deaf, Hearing impaired

Mobility /Physical limitations

Cognitive/Learning, Developmental Disorders

Psychological/Mental/Emotional

Other/hidden disabilities

3/7/2014

blind visually impaired
Blind/Visually Impaired

Identify and announce

Read print materials

Use normal tone of voice

Give vocal/audible cues - position, intentions

Provide point of reference

Welcome “service animals” (guide dog)—ignore

  • legal-trumps preferences, no ID required, other ...

3/7/2014

blind visually impaired cont
Blind/Visually Impaired cont.

May offer to assist

Give specific directions, orient to surroundings

Point out posted information

Use caution (white cane)

Obstructions to travel

  • wet floor pylons(vs. mat), trash cans, recycle cans, ½ open doors

3/7/2014

deaf hearing impaired
Deaf, Hearing Impaired

Speak directly to the individual

Maintain eye contact

Keep face clear – lip reading

To get attention - tap on shoulder, wave hand, flick lights

Use animation to assist understanding - facial expression, body language

http://www.graphicartistsguild.org/resources/disability-access-symbols/

3/7/2014

hearing impaired cont
Hearing Impaired cont.

Interpreter interaction?

Exchange notes

Deaf vs. Hard of Hearing (HoH)

  • Culture, community, identity

Assistive Technologies

    • TypeWell, TTY/TDD, N/TRS, VRI/S, 711
    • Classroom video, podcasts, multimedia

3/7/2014

mobility impaired
Mobility Impaired

SCI, MS, MD, CP, TBI, …

Respect personal space

Communicate at eye level

Don’t move mobility aids (e.g. cane, chair, walker)

Do remove physical barriers

Accessible Parking …

  • Legal, safety, access aisle/route, car vs. van

3/7/2014

speech impairment
Speech Impairment

e.g. Stroke, CP, disease, dentition, congenital, aphasia

Don't discount - Listen attentively

Be patient - AT

  • AAC, word board, VOCA, SGDs - electrolarynx

Encourage self expression - don’t finish sentence, interject

Repeat/rephrase to verify correctness

Never pretend to understand

3/7/2014

psychiatric disabilities
Psychiatric Disabilities

Be supportive, understanding

Allow flexible deadlines (episodes, medications)

Withhold judgment/bias - treat as an individual

Minimize stress

Avoid crises, confrontation

3/7/2014

learning disabilities
Learning Disabilities

e.g. auditory/visual processing disorder, dyslexia

Avg or >intelligence; receive, express, process info

Extra time to process/respond

Repeat, rephrase, record instructions

Classroom:

  • Use multiple means of presentation
  • Speak slides, describe pictures, fonts

3/7/2014

developmental disabilities
Developmental Disabilities

Considerations:

Not apparent

Be respectful – avoid “baby talk”

Exercise calm patience

Speak clearly

  • Emphasize main points; gauge vocabulary & pace; ask neutral questions, avoid abstracts

3/7/2014

egalitarianism
Egalitarianism

Removal of inequalities & barriers

Full access to programs & Services

Opportunity to participate and succeed

Expectations of fairness

Consider: classrooms, campus facilities, PSCC-sponsored venues & events, int'l travel/study, …

Applies to EVERYONE!

3/7/2014

classroom
Classroom

Provide materials in multiple formats

  • textbooks, recordings (common book)
  • Universal Design

Follow accommodation plans

  • current, signed

Include a syllabus statement = invitation

3/7/2014

classroom23
Classroom

Same standards apply

  • academic, behavioral

Supports

  • desks, chairs, AT (keyboards, software)

3/7/2014

transportation
Transportation

Public transport: KAT, CAC, ETHRA

  • shelter, benches, schedules in alt-formats

Consider time, scheduling

      • 24-Hours notice, delays

Be flexible with assignments, appointments

3/7/2014

campus facilities
Campus Facilities

Built environment/Architecture

  • ramps, curb cuts, sidewalks, auto-door switches

Services

  • elevators (time, priority), restrooms(stalls, doors), phones, counters, fountains

Emergency preparedness – beyond fire extinguishers

  • alarms and signage (visible, audible, tactile), evac equipment, drills, areas of refuge, communications

3/7/2014

off campus events
Off-campus Events

Activity announcements:

  • Answer who, what, when, where, how
  • Research venues – assess suitability

Anticipate specific accommodations - UD

Transportation/parking

International curriculum – extensive planning

Student extracurricular activities

3/7/2014

sample event announcement
Sample Event Announcement

If you need a disability-related accommodation (large print/braille, ALD, interpreter) or wheelchair access information, please contact ____________ (name or office) at:

Phone/TTY ________; Fax ________; Email _________.

Please request auxiliary aids and services early/by (date) ____________ to assist event planners.

If you have specific questions about requests, resources for accommodations, or general concerns about attending, please contact __________.

people who look different
People who look different

People not limited in life activities but treated differently because of appearance (e.g. >avg height/wt, disfigurement, skin condition; recall ADA “regarded as”)

Considerations:

  • Monitor responses - show sensitivity
  • Foster positive self-image
  • Don't assume - Include

3/7/2014

people who look different cont
People who look different cont.

Growth-related disorders, e.g. Dwarfism

-Prefer “little People/Person”; not “midget”

Reachability

-presenting, whiteboard, shelving

Environmental barriers – height restriction

Adult student – not “cute”

Communicate at same level

3/7/2014

people who act different
People who act different

Not intellectual disabilities, e.g. Tourettes, Autism/ Aspergers (tics, behavioral, social difficulty, etc.)

Be patient

Speak, act calmly

Move to a quiet area

Supports and guidance

  • clear expectations, prompt feedback

3/7/2014

other types of disabilities
Other types of disabilities

MCS/ Respiratory conditions (asthma)

    • Maintain good ventilation, air quality; avoid strong perfumes, air fresheners, 2nd-hand smoke, cleaners

HIV & AIDS:

    • Be considerate, offer acceptance

Epilepsy

  • Seizures (safety, types), strobes (2-3Hz), dismiss

3/7/2014

questions
Services for Students w Disabilities (SSWD)

http://www.pstcc.edu/departments/swd/

Ann Satkowiak – Director

Sarah McMurray – Coordinator

Don Amos – Coordinator/Technology

Michele Defelice - Coordinator, Lead Interpreter

Questions?

3/7/2014