Audio practice1 show


Published on

Using, training sample-1-4-12

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Training Objectives.Slide Opener/Talking Points (herein ref. to as, TALK): In every demographic group and setting, we can expect to encounter someone who has a disability, whether we are aware of it or not.…Students with disabilities inevitably add to the diversity of viewpoints and perspectives, inside and outside of the classroom. As a teaching staff, it’s very likely that you’ll end up interacting with a student (or colleague) who has a disability.…This presentation will give Trinity faculty the training and tools they need to join administrators, staff, and students, in maintaining a learning environment that is equally accessible to everyone.…By the end of this session, participants should understand their responsibilities in upholding institutional compliance, and in promoting campus-wide equality.
  • Legal Definition of Disability.TALK: [Describe clipart aloud.] …Faculty are not involved in making disability determinations for students, even if they have related expertise in the field. DSS is charged with reviewing healthcare documentation to determine if a student needs reasonable accommodations. …[w/ 1stbullet] The nature and impact of a particular disability can vary greatly from person-to-person. This is why the focus is on “major life activities”…Mitigating aids, like meds or adaptive technology (to reduce symptoms or remove barriers, resp.), do not negate the disability. …[2nd] All 3 of these groups are protected by anti-discrimination laws, but the “regarded as” group can’t seek monetary damages.EX. A store employee has a large facial scar from an old car accident, but no existing conditions that limit major life activities. Despite her stellar performance, she’s repeatedly denied promotions. She inquires and learns that her boss has concluded that she has a disability & won’t be able to perform in higher-level positions. This employee is protected under ADA anti-discrimination, even though she does not have an actual diagnosis.
  • Legal Definition of Disability, “Trivia Time”.TALK: [Describe the “Trivia Time” box aloud, before reading the question. Then, allow participants to guess the answer.] This percentage is about the same in the Trinity student population.… Just imagine how high the percentage would be if we could add-in the students who don’t disclose, plus the students who have psychological disabilities (e.g., Anxiety Disorder).…In conclusion, there’s a high likelihood that you’ll be teaching a student with a disability, and not even DSS will know exactly how many and which ones. That’s what makes what you learn in this training so important and valuable.
  • Audio practice1 show

    1. 1. ACCESSIBILITY & ACCOMMODATIONS:Students with Disabilities in Higher EducationFaculty Training Module(Non-Managers Only)Hope Fisher, MATrinity Washington UniversityDisability Support Services (DSS)Sheehan Library
    2. 2. TRAINING OBJECTIVESThrough this training, participants will be able to:1. Provide an example of appropriate language and behavior towards people with disabilities.2. Describe the two major roles that faculty are responsible for incorporating into their work at Trinity.3. Articulate three or more concrete strategies that they will implement, to promote accessibility and inclusion.
    3. 3. INTRODUCTION & OUTLINEI. Defining and Discussing Disability Appropriately • Legal Definition of Disability • Disability EtiquetteII. Framework and Practical Applications • Data Trends in Disability and Higher Education • Accessibility and the Law: Staff Role #1 • Help from Universal Design PrinciplesIII. Disability Services and Accommodations • Working with Disability Support Services: Staff Role #2 • Overview of Classroom Accommodations • Adaptive/Assistive Technology Examples
    4. 4. SECTION IDefining and DiscussingDisability Appropriately  Legal Definition of Disability + Activity: “Defining Disability”  Disability Etiquette + Activity: “Language & Behavior”
    5. 5. LEGAL DEFINITION OF DISABILITY The primary legislation governing the civil rights of people with disabilities is theAmericans with Disabilities Act (ADA), as amended. The ADA defines a disability as:A long-lasting physical, cognitive, or psychological condition that substantially impairs a persons ability to perform major life activities without assistance.
    6. 6. (cont’d) LEGAL DEFINITION OF DISABILITY ADA Clarification Points:• Major life activities can include: seeing, hearing, walking, learning, speaking, concentr ating, and using bodily functions (e.g., digestion, circulation).• The ADA’s protection from discrimination covers those who currently have a disability, who have a record of a disability, and who are regarded as having a disability.
    7. 7. (cont’d) LEGAL DEFINITION OF DISABILITYActivity: Defining DisabilityPurpose: To increase comprehension of the definition of “disability”.Directions: I’ll read each of the conditions aloud. Raise your hand, if itIS likely to fall under the ADA definition we just discussed. Deafness Depression Dyslexia Common Cold Sprained Ankle Cerebral Palsy Pregnancy Traumatic Brain Injury Multiple Sclerosis Mild Myopia
    9. 9. (cont’d) SECTION IDefining and DiscussingDisability Appropriately   Legal Definition of Disability + Activity: “Defining Disability”  Disability Etiquette + Activity: “Language & Behavior”
    10. 10. (cont’d) DISABILITY ETIQUETTE: YOUR LANGUAGE Tips for everyday communication:1. Use person-centered language. Name the individual before the disability, as in “a person with ________”.2. Remove grossly offensive terms (e.g., crippled) from your vocabulary. Also, phase out antiquated terms like “handicapped” or “challenged”.3. Avoid using unwarranted qualifiers, like “special” or “superhuman”, to describe people with disabilities.4. Don’t use the disability, as a primary description.
    11. 11. (cont’d) DISABILITY ETIQUETTE: YOUR BEHAVIOR Tips for everyday interactions:1. Stay alert of environmental barriers that may pose an issue for those with visual or mobility disabilities.2. Respect individual privacy. Make sure that others aren’t around when discussing someone else’s disability.3. Don’t force your “help”. Ask IF and HOW you can assist.4. Use the same non-verbal cues that you would use with anyone else (e.g., hand-shakes, eye contact).
    12. 12. (cont’d) DISABILITY ETIQUETTEActivity: Language & BehaviorPurpose: To apply disability etiquette concepts to real-world examples.Directions: In your groups, discuss the 3 statements below (from thehandout) and determine if each one is MOSTLY TRUE or MOSTLY FALSE.1. “When I meet a person who has a disability, I should not ask them about their disability.”2. “It’s not OK to touch someone’s wheelchair or service dog.”3. “If one of my student’s is accompanied by a personal aide or sign language interpreter, I must speak directly to the aide or interpreter.”
    13. 13. (cont’d) DISABILITY ETIQUETTEActivity: Language & Behavior1. “When I meet a person who has a disability, I should not ask them about their disability.” True or False? MOSTLY TRUE. For personal privacy and legal reasons, it is generally NOT a good idea to ask someone about a disability that they have not voluntarily disclosed to you.
    14. 14. (cont’d) DISABILITY ETIQUETTEActivity: Language & Behavior2. “It’s not OK to touch someone’s wheelchair or service dog.” True or False? MOSTLY TRUE. Avoid leaning on someone’s wheelchair or playing with their service animal. Consider these to be an extension of their body space.
    15. 15. (cont’d) DISABILITY ETIQUETTEActivity: Language & Behavior3. “If one of my student’s is accompanied by a personal aide or sign language interpreter, I must speak directly to the aide or interpreter.” True or False? MOSTLY FALSE. Similar to wheelchairs and service animals, their purpose is auxiliary. You should speak directly to the person who is conducting business with you.
    16. 16. STOP