This document provides an overview and objectives for a faculty training module on accessibility and accommodations for students with disabilities in higher education. The training covers defining disability appropriately using legal definitions and disability etiquette tips, as well as frameworks for practical applications including accessibility laws, universal design principles, and working with disability support services. Specific topics that will be addressed include appropriate language and behaviors, accessibility roles for faculty, and classroom accommodation strategies and examples of assistive technologies.
This document provides a training module for faculty on accessibility and accommodations for students with disabilities in higher education. It outlines three objectives for the training: 1) provide an example of appropriate language and behavior towards people with disabilities, 2) describe the two major roles faculty have in incorporating accessibility, and 3) articulate strategies to promote inclusion. The training covers defining disability, discussing disability appropriately using legal definitions and etiquette tips, accessibility frameworks and practical applications, working with disability support services, and an overview of classroom accommodations. Activities are included to apply the concepts of defining disability and practicing appropriate language and behaviors.
This document outlines a faculty training module on accessibility and accommodations for students with disabilities in higher education. The training objectives are to provide an example of appropriate language and behavior towards people with disabilities, describe the two major roles faculty have in ensuring accessibility, and articulate strategies to promote inclusion. The training covers defining disability, discussing disability appropriately using people-first language, disability etiquette tips, the legal obligations of universities, and an overview of classroom accommodations with examples of assistive technology.
This document provides guidelines for using respectful and inclusive language when referring to people with disabilities. It discusses principles such as putting the person first, avoiding labels and assumptions, and not using disempowering or victimizing terms. Specific terminology around impairments, disabilities, and functional limitations is defined. Examples of appropriate and inappropriate words are given for different types of disabilities. The document encourages asking people with disabilities how they prefer to be addressed.
The document discusses the concept of "People-First" language when referring to individuals with disabilities. It advocates referring to the person first before their disability, such as "person with autism" rather than "autistic person". The document notes that labeling people by their disabilities can devalue and disrespect them. While labels can help access services, they should not be used to define a person's value or potential. The document outlines perspectives that support People-First language and an alternative view that is critical of the approach.
The document discusses the history and importance of disability awareness and people first language. It summarizes that the Americans with Disabilities Act was passed in 1990 to ensure equal opportunities for people with disabilities. It defines a disability as a difference in body function and a handicap as a physical or attitudinal barrier imposed on a person. It promotes people first language that recognizes the person before their disability.
Tim O'Brien operates a communications consultancy and discusses using people-first language when referring to disabilities. The Americans with Disabilities Act broke down barriers but exclusionary language remains. Using terms like "wheelchair-bound" instead of "wheelchair user" can cause consumers to go elsewhere and increase legal risks. It's best to refer to the person first before their disability and avoid stigmatizing words. Non-verbal communication like making eye contact and asking permission is also important in putting people first.
The document discusses 5 keys to disability awareness:
1) It introduces Finny, a fictional miniature horse used to represent people with disabilities and raise awareness of disability concepts.
2) It explains that miniature horses and service dogs are the only animals allowed to assist people with disabilities according to the ADA.
3) It hopes the zine's use of horses will increase understanding of disability awareness and its key concepts.
The document discusses diversity and inclusion. It defines diversity as acceptance and respect of all individuals and their unique differences along dimensions such as race, ethnicity, gender, abilities, beliefs, and other attributes. A diverse and inclusive environment explores these differences in a safe, positive way and celebrates the richness of diversity within each person.
This document provides a training module for faculty on accessibility and accommodations for students with disabilities in higher education. It outlines three objectives for the training: 1) provide an example of appropriate language and behavior towards people with disabilities, 2) describe the two major roles faculty have in incorporating accessibility, and 3) articulate strategies to promote inclusion. The training covers defining disability, discussing disability appropriately using legal definitions and etiquette tips, accessibility frameworks and practical applications, working with disability support services, and an overview of classroom accommodations. Activities are included to apply the concepts of defining disability and practicing appropriate language and behaviors.
This document outlines a faculty training module on accessibility and accommodations for students with disabilities in higher education. The training objectives are to provide an example of appropriate language and behavior towards people with disabilities, describe the two major roles faculty have in ensuring accessibility, and articulate strategies to promote inclusion. The training covers defining disability, discussing disability appropriately using people-first language, disability etiquette tips, the legal obligations of universities, and an overview of classroom accommodations with examples of assistive technology.
This document provides guidelines for using respectful and inclusive language when referring to people with disabilities. It discusses principles such as putting the person first, avoiding labels and assumptions, and not using disempowering or victimizing terms. Specific terminology around impairments, disabilities, and functional limitations is defined. Examples of appropriate and inappropriate words are given for different types of disabilities. The document encourages asking people with disabilities how they prefer to be addressed.
The document discusses the concept of "People-First" language when referring to individuals with disabilities. It advocates referring to the person first before their disability, such as "person with autism" rather than "autistic person". The document notes that labeling people by their disabilities can devalue and disrespect them. While labels can help access services, they should not be used to define a person's value or potential. The document outlines perspectives that support People-First language and an alternative view that is critical of the approach.
The document discusses the history and importance of disability awareness and people first language. It summarizes that the Americans with Disabilities Act was passed in 1990 to ensure equal opportunities for people with disabilities. It defines a disability as a difference in body function and a handicap as a physical or attitudinal barrier imposed on a person. It promotes people first language that recognizes the person before their disability.
Tim O'Brien operates a communications consultancy and discusses using people-first language when referring to disabilities. The Americans with Disabilities Act broke down barriers but exclusionary language remains. Using terms like "wheelchair-bound" instead of "wheelchair user" can cause consumers to go elsewhere and increase legal risks. It's best to refer to the person first before their disability and avoid stigmatizing words. Non-verbal communication like making eye contact and asking permission is also important in putting people first.
The document discusses 5 keys to disability awareness:
1) It introduces Finny, a fictional miniature horse used to represent people with disabilities and raise awareness of disability concepts.
2) It explains that miniature horses and service dogs are the only animals allowed to assist people with disabilities according to the ADA.
3) It hopes the zine's use of horses will increase understanding of disability awareness and its key concepts.
The document discusses diversity and inclusion. It defines diversity as acceptance and respect of all individuals and their unique differences along dimensions such as race, ethnicity, gender, abilities, beliefs, and other attributes. A diverse and inclusive environment explores these differences in a safe, positive way and celebrates the richness of diversity within each person.
This document outlines a faculty training module on accessibility and accommodations for students with disabilities in higher education. The training objectives are to provide an example of appropriate language and behavior towards people with disabilities, describe the two major roles faculty have in ensuring accessibility, and articulate strategies to promote inclusion. The training covers defining disability, discussing disability appropriately using people-first language, disability etiquette tips, and an activity to apply these concepts. It also addresses faculty's role in ensuring accessibility and working with the disability support services office to implement classroom accommodations.
Lisa Kuhn Phillips is an experienced senior executive with over 25 years of experience leading organizational change and growth at financial institutions. She has a track record of transforming organizations through strategic planning, team building, and developing a progressive culture. At 3Rivers Federal Credit Union, she helped grow the organization from $150M to $665M in assets and expanded the team from 50 to 225 employees while improving customer experience. She is now an independent consultant helping other businesses refine their strategies and cultures.
Taptica: Current Facts and Figures on Mobile Apps Taptica
This document contains a guessing game about mobile app industry facts played on the Taptica website. It asks the user multiple choice questions about statistics related to app usage, revenues, downloads, and more. Each question is presented with a number representing a percentage or figure, and the user tries to guess the fact that number refers to. The document provides the correct answers after each question.
O documento discute a viabilidade de uma loja virtual para venda de equipamentos de proteção individual (EPI) localizada em Jandira, São Paulo. Ele apresenta os fundamentos legais para o negócio, analisa o mercado e concorrência, e avalia financeiramente a proposta por meio de métodos como projeção de gastos, receitas e lucros nos primeiros anos.
This document discusses the different types of carbohydrates. Carbohydrates are composed of carbon, hydrogen, and oxygen and contain a 2:1 ratio of hydrogen to oxygen. There are three main types: monosaccharides (simple sugars like glucose and fructose), disaccharides (formed from two monosaccharides bonded together like sucrose), and polysaccharides (long chains of hundreds of monosaccharides like starch and glycogen). Polysaccharides are insoluble and act as energy stores in plants and animals.
Este documento discute a importância da inspeção predial para avaliar e manter o sistema de prevenção e combate a incêndios em edifícios residenciais. Ele explica o que é esse sistema, a necessidade de manutenção preventiva, e como a inspeção predial auxilia na elaboração de planos de manutenção para garantir a segurança contra incêndios.
A União Europeia está considerando novas regras para veículos autônomos. As regras propostas exigiriam que os fabricantes de veículos autônomos assumam mais responsabilidade por acidentes e forneçam mais dados sobre o desempenho do veículo para reguladores. Os fabricantes teriam que mostrar que sistemas autônomos são seguros antes de serem implantados em grande escala.
O documento discute a alvenaria estrutural, um processo construtivo em que as paredes de alvenaria e lajes enrijecedoras assumem papel estrutural. Apresenta as vantagens da alvenaria estrutural, como simplificação construtiva e economia, e discute princípios como distribuição uniforme de cargas e disposição de paredes em duas direções para estabilização mútua.
Pers berfungsi sebagai media informasi, pendidikan, hiburan, kontrol sosial, dan lembaga ekonomi. Pers juga mempunyai peranan penting untuk memenuhi hak masyarakat akan informasi, menegakkan demokrasi, dan mengawasi pemerintah.
The document provides information about inclusive outreach and recruitment for Peace Corps volunteers. It discusses defining disability and disability etiquette. Key aspects of inclusion discussed are universal design of presentations and the importance of a culture of inclusion. Disclosure of disabilities by volunteers is addressed, noting it is an individual choice and private medical information.
The document discusses guidelines for interacting with people with disabilities in the workplace, noting that the Americans with Disabilities Act of 1990 aims to integrate people with disabilities into all aspects of life. It provides tips for respectful communication that focuses on the individual rather than the disability, such as using people-first language. The document also gives guidance for etiquette like asking before assisting someone and being sensitive to physical contact or requests.
The document provides information on training and technical assistance from the SERVICEandINCLUSION organization regarding inclusion of people with disabilities. Topics covered include person-first language, the definitions of disability, qualified individual, and reasonable accommodation under Section 504 and the ADA. Guidelines are presented for creating a welcoming environment and ensuring equal access for individuals with disabilities.
Discussion 1 Ability, Disability, and ErasureConsider the notiohuttenangela
Discussion 1: Ability, Disability, and Erasure
Consider the notion that an individual with a disability may feel primarily defined by his or her ability status. Also, consider the historical treatment of people with disabilities and the number of individuals who were euthanized and sterilized in the U.S. and across the globe due to having a disability.
For decades, individuals with disabilities were left in institutions, hidden away from the rest of society. Parents were told if their child was born with a disability, they should have them locked away. Consider in today's society how people with disabilities are still "hidden." Think about how many people you see each day that have a visible disability. While there are many hidden disabilities that should not be ignored, it is significant to recognize the limited number of people you see each day with disabilities. Also, consider how others react toward a person with a disability in public. Do they stare? Do they move away? Do they invade the person's space and ask inappropriate questions? What experiences have you seen in public with a person with a disability? Why do you think society has marginalized this group for so long? Why are those with disabilities limited or eliminated from full participation in society today? Who has the right to decide what makes a "good life" and how is that decision made?
To prepare:
Read the case "Working With Individuals With Disabilities: Valerie."
By Day 3
Post
an explanation of why our society has marginalized those with varying abilities historically. Then, explain the role of social workers in supporting clients with varying abilities (not limited to physical and mental) while recognizing and honoring those clients' other identity characteristics. Use specific examples from the case study in your explanation.
...
Intellectual Disability Essay
Reflection On Disability
Disability in the Workplace Essay
Living with a Disability Essay example
Disability Essay examples
Essay about Disability Rights
Essay On Disability Insurance
Enhancing Inclusion in National Service Programs, Iowa Nonprofit SummitNSIPerin
This document provides information and guidance about enhancing inclusion of people with disabilities in volunteer programs. It discusses key concepts around disability, laws supporting inclusion, universal design, outreach, recruitment, and interviewing. The goal is for programs to be fully accessible and welcoming to people of all abilities.
This document discusses including individuals with disabilities in service trips and volunteer opportunities. It provides resources for training on disability inclusion and lists topics like developing inclusive recruitment strategies and determining essential job functions. Tips are offered on providing reasonable accommodations and creating an accessible, universally designed volunteer experience for people of all abilities.
This document discusses the importance of using people-first language when referring to people with disabilities. It advocates describing what a person has, not what a person is, by putting the person before the disability. People-first language, such as saying "a person with autism" rather than "an autistic person", emphasizes that people with disabilities are people first and foremost. The document also argues that terms like "handicapped" and "disabled" are misused and can create negative stereotypes, whereas people with disabilities are a diverse group no different from others except for facing prejudice.
The document is a personal essay about living with a hearing disability. It discusses some of the challenges the author faced in school from teachers and coaches who made assumptions about their abilities due to their disability. It also describes how the author had to work harder to prove themselves and earn respect. Despite facing restrictions, the author became a strong student and athlete to show they were not limited by their disability. The essay conveys the message that people with disabilities should not be defined or limited by them.
Myeshi Briley,MS,HS-BCP helps others to understand the importance of disability etiquette with tools thats out there to use. She understands the importants of such tools.
This document provides an overview of disability awareness training for cultural institutions. It discusses why institutions should make themselves accessible, including the institutional, economic, and legal perspectives. The economic perspective notes that about 19% of Americans have a disability, representing a large potential market. It also discusses how disability is defined, moving from a medical model to a social model focused on the interaction between individuals and their environment. The document outlines communication strategies for accessibility, including people-first language, and accommodations for different types of disabilities.
This document provides an overview of a webinar on inclusion awareness for national service programs in Wyoming. The webinar covered definitions of disability, the importance of inclusion for people with disabilities in national service programs, disability etiquette, access and accommodations, outreach and recruitment strategies, and took questions from participants.
This document outlines a faculty training module on accessibility and accommodations for students with disabilities in higher education. The training objectives are to provide an example of appropriate language and behavior towards people with disabilities, describe the two major roles faculty have in ensuring accessibility, and articulate strategies to promote inclusion. The training covers defining disability, discussing disability appropriately using people-first language, disability etiquette tips, and an activity to apply these concepts. It also addresses faculty's role in ensuring accessibility and working with the disability support services office to implement classroom accommodations.
Lisa Kuhn Phillips is an experienced senior executive with over 25 years of experience leading organizational change and growth at financial institutions. She has a track record of transforming organizations through strategic planning, team building, and developing a progressive culture. At 3Rivers Federal Credit Union, she helped grow the organization from $150M to $665M in assets and expanded the team from 50 to 225 employees while improving customer experience. She is now an independent consultant helping other businesses refine their strategies and cultures.
Taptica: Current Facts and Figures on Mobile Apps Taptica
This document contains a guessing game about mobile app industry facts played on the Taptica website. It asks the user multiple choice questions about statistics related to app usage, revenues, downloads, and more. Each question is presented with a number representing a percentage or figure, and the user tries to guess the fact that number refers to. The document provides the correct answers after each question.
O documento discute a viabilidade de uma loja virtual para venda de equipamentos de proteção individual (EPI) localizada em Jandira, São Paulo. Ele apresenta os fundamentos legais para o negócio, analisa o mercado e concorrência, e avalia financeiramente a proposta por meio de métodos como projeção de gastos, receitas e lucros nos primeiros anos.
This document discusses the different types of carbohydrates. Carbohydrates are composed of carbon, hydrogen, and oxygen and contain a 2:1 ratio of hydrogen to oxygen. There are three main types: monosaccharides (simple sugars like glucose and fructose), disaccharides (formed from two monosaccharides bonded together like sucrose), and polysaccharides (long chains of hundreds of monosaccharides like starch and glycogen). Polysaccharides are insoluble and act as energy stores in plants and animals.
Este documento discute a importância da inspeção predial para avaliar e manter o sistema de prevenção e combate a incêndios em edifícios residenciais. Ele explica o que é esse sistema, a necessidade de manutenção preventiva, e como a inspeção predial auxilia na elaboração de planos de manutenção para garantir a segurança contra incêndios.
A União Europeia está considerando novas regras para veículos autônomos. As regras propostas exigiriam que os fabricantes de veículos autônomos assumam mais responsabilidade por acidentes e forneçam mais dados sobre o desempenho do veículo para reguladores. Os fabricantes teriam que mostrar que sistemas autônomos são seguros antes de serem implantados em grande escala.
O documento discute a alvenaria estrutural, um processo construtivo em que as paredes de alvenaria e lajes enrijecedoras assumem papel estrutural. Apresenta as vantagens da alvenaria estrutural, como simplificação construtiva e economia, e discute princípios como distribuição uniforme de cargas e disposição de paredes em duas direções para estabilização mútua.
Pers berfungsi sebagai media informasi, pendidikan, hiburan, kontrol sosial, dan lembaga ekonomi. Pers juga mempunyai peranan penting untuk memenuhi hak masyarakat akan informasi, menegakkan demokrasi, dan mengawasi pemerintah.
The document provides information about inclusive outreach and recruitment for Peace Corps volunteers. It discusses defining disability and disability etiquette. Key aspects of inclusion discussed are universal design of presentations and the importance of a culture of inclusion. Disclosure of disabilities by volunteers is addressed, noting it is an individual choice and private medical information.
The document discusses guidelines for interacting with people with disabilities in the workplace, noting that the Americans with Disabilities Act of 1990 aims to integrate people with disabilities into all aspects of life. It provides tips for respectful communication that focuses on the individual rather than the disability, such as using people-first language. The document also gives guidance for etiquette like asking before assisting someone and being sensitive to physical contact or requests.
The document provides information on training and technical assistance from the SERVICEandINCLUSION organization regarding inclusion of people with disabilities. Topics covered include person-first language, the definitions of disability, qualified individual, and reasonable accommodation under Section 504 and the ADA. Guidelines are presented for creating a welcoming environment and ensuring equal access for individuals with disabilities.
Discussion 1 Ability, Disability, and ErasureConsider the notiohuttenangela
Discussion 1: Ability, Disability, and Erasure
Consider the notion that an individual with a disability may feel primarily defined by his or her ability status. Also, consider the historical treatment of people with disabilities and the number of individuals who were euthanized and sterilized in the U.S. and across the globe due to having a disability.
For decades, individuals with disabilities were left in institutions, hidden away from the rest of society. Parents were told if their child was born with a disability, they should have them locked away. Consider in today's society how people with disabilities are still "hidden." Think about how many people you see each day that have a visible disability. While there are many hidden disabilities that should not be ignored, it is significant to recognize the limited number of people you see each day with disabilities. Also, consider how others react toward a person with a disability in public. Do they stare? Do they move away? Do they invade the person's space and ask inappropriate questions? What experiences have you seen in public with a person with a disability? Why do you think society has marginalized this group for so long? Why are those with disabilities limited or eliminated from full participation in society today? Who has the right to decide what makes a "good life" and how is that decision made?
To prepare:
Read the case "Working With Individuals With Disabilities: Valerie."
By Day 3
Post
an explanation of why our society has marginalized those with varying abilities historically. Then, explain the role of social workers in supporting clients with varying abilities (not limited to physical and mental) while recognizing and honoring those clients' other identity characteristics. Use specific examples from the case study in your explanation.
...
Intellectual Disability Essay
Reflection On Disability
Disability in the Workplace Essay
Living with a Disability Essay example
Disability Essay examples
Essay about Disability Rights
Essay On Disability Insurance
Enhancing Inclusion in National Service Programs, Iowa Nonprofit SummitNSIPerin
This document provides information and guidance about enhancing inclusion of people with disabilities in volunteer programs. It discusses key concepts around disability, laws supporting inclusion, universal design, outreach, recruitment, and interviewing. The goal is for programs to be fully accessible and welcoming to people of all abilities.
This document discusses including individuals with disabilities in service trips and volunteer opportunities. It provides resources for training on disability inclusion and lists topics like developing inclusive recruitment strategies and determining essential job functions. Tips are offered on providing reasonable accommodations and creating an accessible, universally designed volunteer experience for people of all abilities.
This document discusses the importance of using people-first language when referring to people with disabilities. It advocates describing what a person has, not what a person is, by putting the person before the disability. People-first language, such as saying "a person with autism" rather than "an autistic person", emphasizes that people with disabilities are people first and foremost. The document also argues that terms like "handicapped" and "disabled" are misused and can create negative stereotypes, whereas people with disabilities are a diverse group no different from others except for facing prejudice.
The document is a personal essay about living with a hearing disability. It discusses some of the challenges the author faced in school from teachers and coaches who made assumptions about their abilities due to their disability. It also describes how the author had to work harder to prove themselves and earn respect. Despite facing restrictions, the author became a strong student and athlete to show they were not limited by their disability. The essay conveys the message that people with disabilities should not be defined or limited by them.
Myeshi Briley,MS,HS-BCP helps others to understand the importance of disability etiquette with tools thats out there to use. She understands the importants of such tools.
This document provides an overview of disability awareness training for cultural institutions. It discusses why institutions should make themselves accessible, including the institutional, economic, and legal perspectives. The economic perspective notes that about 19% of Americans have a disability, representing a large potential market. It also discusses how disability is defined, moving from a medical model to a social model focused on the interaction between individuals and their environment. The document outlines communication strategies for accessibility, including people-first language, and accommodations for different types of disabilities.
This document provides an overview of a webinar on inclusion awareness for national service programs in Wyoming. The webinar covered definitions of disability, the importance of inclusion for people with disabilities in national service programs, disability etiquette, access and accommodations, outreach and recruitment strategies, and took questions from participants.
This document discusses including individuals with disabilities in national and community service programs. It provides information on partnerships with disability organizations, examples of training topics, and an overview of the Edward M. Kennedy Serve America Act which emphasizes inclusion of people with disabilities in national service. The act increases funding for outreach and allows those with disabilities to serve up to two full-time terms.
Disability Etiquette - Working with Colleagues and Clients Who Have Disabili...John McNabb
In the workplace there are advantages and disadvantages to disclosing a disability. Learn how to work with colleagues and clients who have a disability. A third of people surveyed said they avoid people with disabilities for fear of saying the wrong thing; as a result, many people hide their disabilities to avoid awkwardness.
End the awkwardness by exploring common issues surrounding disability, including disability types, people-first language, permanent/temporary/situational disabilities, invisible disabilities, Social Model vs. Medical Model, curb-cut effect, Spoon Theory of chronic illness, whether to disclose a disability, etc.
People with disabilities are us; we will all experience some form of disability in our lives.
At EQuality Training we have used the following guidelines to promote awareness of disability issues through the use of respectful language. It demands an intentional and deliberate change by the speaker to stop the perpetuation of wrong assumptions about difference. The adoption of these guidelines should help to challenge thinking that creates discrimination, as it promotes a responsibility to accept difference, rather than shift the individual blame for it onto members of certain groups.
clinical references rules of conduct in relations with different types of dis...GeorgeDiamandis11
This document provides guidance on proper conduct and communication with people who have disabilities. It defines disability and distinguishes between impairments, disabilities, and handicaps. Key points of proper communication include using people-first respectful language, focusing on the individual's abilities rather than limitations, and tailoring communication style to the person's needs. Specific tips are provided for communicating with those who are blind, deaf, have language impairments, or other disabilities. The overall message is to treat people with disabilities with dignity and respect.
This document discusses cross-cultural communication and dealing with cultural conflicts in the workplace. It addresses how culture shapes our identities and how misunderstandings can arise from differing cultural norms between people. The document provides strategies for reducing uncertainty when communicating with strangers from different cultures, such as passively observing, actively seeking information, or directly interacting with them. It also discusses how to resolve conflicts that arise from cultural differences and ways to prevent discrimination in the workplace.
Ability, Disability, and ErasureConsider the notion that an .docxjosephinepaterson7611
Ability, Disability, and Erasure
Consider the notion that an individual with a disability may feel primarily defined by his or her ability status. Also, consider the historical treatment of people with disabilities and the number of individuals who were euthanized and sterilized in the U.S. and across the globe due to having a disability.
For decades, individuals with disabilities were left in institutions, hidden away from the rest of society. Parents were told if their child was born with a disability, they should have them locked away. Consider in today's society how people with disabilities are still "hidden." Think about how many people you see each day that have a visible disability. While there are many hidden disabilities that should not be ignored, it is significant to recognize the limited number of people you see each day with disabilities. Also, consider how others react toward a person with a disability in public. Do they stare? Do they move away? Do they invade the person's space and ask inappropriate questions? What experiences have you seen in public with a person with a disability? Why do you think society has marginalized this group for so long? Why are those with disabilities limited or eliminated from full participation in society today? Who has the right to decide what makes a "good life" and how is that decision made?
Read the case "Working With Individuals With Disabilities: Valerie."
An explanation of why our society has marginalized those with varying abilities historically. Then, explain the role of social workers in supporting clients with varying abilities (not limited to physical and mental) while recognizing and honoring those clients' other identity characteristics. Use specific examples from the case study in your explanation. one page
.
Supporting Young People with Mental Health Difficulties: Parents and Educator...TeenMentalHealth.org
Educators play an important role in identifying and supporting students struggling with mental health issues. They are often the first to notice changes in behavior and can provide crucial insights into assessments by sharing their observations of students in the classroom setting. However, stigma surrounding mental health continues to present barriers, so educators must find sensitive ways to engage with parents and students to help initiate the process of identifying needs and connecting students with appropriate supports.
How to communicate with and about individuals with special needsLiomarys Reyes Santos
This document discusses effective communication with people with special needs. It begins by defining special needs and discussing relevant laws. Guidelines are provided for respectful terminology when referring to disabilities and for interacting with people with disabilities, such as addressing them by their preferred name and not touching assistive equipment without permission. Barriers people with disabilities face, such as discrimination, are reviewed. The conclusion emphasizes that language and attitude influence perceptions and inclusion of people with special needs.
How to communicate with and about individuals with special needs
Audio practiceA show
1. ACCESSIBILITY & ACCOMMODATIONS:
Students with Disabilities in Higher Education
Faculty Training Module
(Non-Managers Only)
Hope Fisher, MA
Trinity Washington University
Disability Support Services (DSS)
Sheehan Library 103
202-884-9358
FisherH@TrinityDC.edu
2. TRAINING OBJECTIVES
Through 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. INTRODUCTION & OUTLINE
I. Defining and Discussing Disability Appropriately
• Legal Definition of Disability
• Disability Etiquette
II. Framework and Practical Applications
• Data Trends in Disability and Higher Education
• Accessibility and the Law: Staff Role #1
• Help from Universal Design Principles
III. Disability Services and Accommodations
• Working with Disability Support Services: Staff Role #2
• Overview of Classroom Accommodations
• Adaptive/Assistive Technology Examples
4. SECTION I
Defining and Discussing
Disability Appropriately
Legal Definition of Disability
+ Activity: “Defining Disability”
Disability Etiquette
+ Activity: “Language & Behavior”
5. LEGAL DEFINITION OF DISABILITY
The primary legislation governing the civil rights
of people with disabilities is the
Americans 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. (cont’d) LEGAL DEFINITION OF DISABILITY
ADA Clarification Points:
• Major life activities can include: seeing, hearing,
walking, learning, speaking, concentrating, 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. (cont’d) LEGAL DEFINITION OF DISABILITY
Activity: Defining Disability
Purpose: To increase comprehension of the definition of “disability”.
Directions: I’ll read each of the conditions aloud. Raise your hand, if it
IS 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. (cont’d) SECTION I
Defining and Discussing
Disability Appropriately
Legal Definition of Disability
+ Activity: “Defining Disability”
Disability Etiquette
+ Activity: “Language & Behavior”
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. (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. (cont’d) DISABILITY ETIQUETTE
Activity: Language & Behavior
Purpose: To apply disability etiquette concepts to real-world examples.
Directions: In your groups, discuss the 3 statements below (from the
handout) 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. (cont’d) DISABILITY ETIQUETTE
Activity: Language & Behavior
1. “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. (cont’d) DISABILITY ETIQUETTE
Activity: Language & Behavior
2. “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. (cont’d) DISABILITY ETIQUETTE
Activity: Language & Behavior
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.”
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.
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.