This document is a submission of coursework for a Masters in Early Childhood at Swansea University. It discusses inequality and diversity in early childhood as it relates to disability. The 4,100 word essay focuses on three key areas: eugenics and the shift to genetics, labeling of disabilities, and the medical and social models of disability. It provides analysis of each area and considers their implications for children with disabilities.
The Minnesota Consortium for Citizens with Disabilities is currently touring MN presenting its tools for advocacy and 2011 legislative session wrap. Here is the PowerPoint from this tour.
Individuals with disabilities have historically been treated as second class citizens in Canada. They were institutionalized and faced discrimination. Labels like "idiot" and "moron" were used to describe people with disabilities, influencing negative perceptions. While the Ontario Human Rights Code now prohibits disability discrimination, individuals with disabilities still face barriers to full inclusion and equality including higher rates of poverty, lack of support programs, and social stigma. Solutions include changing perceptions of disability, improving support systems, and promoting greater awareness and acceptance of individuals with disabilities.
This document provides information and guidance on disability awareness training. It discusses why institutions should make themselves accessible to people with disabilities from institutional, economic, and legal perspectives. It defines disability from a social model perspective and discusses invisible disabilities. It also covers communication strategies, welcoming different groups with disabilities, accessibility design, accommodations, and the accessible web. The overall goal is to promote inclusion and equal opportunities for people with disabilities.
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.
Challenges facing people with disabilities and possible solutions in Alexander Decker
1. The document discusses the challenges facing people with disabilities in Tanzania. It notes that over 3 million people in Tanzania have a disability and face issues like lack of universal access to buildings, high rates of poverty, unemployment, and lack of access to education and healthcare.
2. People with disabilities in Tanzania experience mistreatment, abuse, and torture in some areas. They are often denied access to loans and have few opportunities for education or jobs. Only 16 special schools and 159 integrated units exist to serve people with disabilities.
3. Causes of disability in Tanzania include infectious diseases, accidents, congenital conditions, malnutrition, and chronic illnesses. Many disabilities could be prevented with improved prenatal and neonatal
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.
With its focus on disability equality theory and the medical and social models of disability, this programme encourages participants to think about how they can tackle disability discrimination at work. It promotes an organisational response, helping teams to enable the fuller participation of disabled people. By removing physical, attitudinal and systemic barriers and fostering an understanding of disablism, participants are more able to address cultural change within their organisations. Furthermore, the approach to changing environment and culture is consistent with other current theories and guidance that are applied widely across our services.
This document is a submission of coursework for a Masters in Early Childhood at Swansea University. It discusses inequality and diversity in early childhood as it relates to disability. The 4,100 word essay focuses on three key areas: eugenics and the shift to genetics, labeling of disabilities, and the medical and social models of disability. It provides analysis of each area and considers their implications for children with disabilities.
The Minnesota Consortium for Citizens with Disabilities is currently touring MN presenting its tools for advocacy and 2011 legislative session wrap. Here is the PowerPoint from this tour.
Individuals with disabilities have historically been treated as second class citizens in Canada. They were institutionalized and faced discrimination. Labels like "idiot" and "moron" were used to describe people with disabilities, influencing negative perceptions. While the Ontario Human Rights Code now prohibits disability discrimination, individuals with disabilities still face barriers to full inclusion and equality including higher rates of poverty, lack of support programs, and social stigma. Solutions include changing perceptions of disability, improving support systems, and promoting greater awareness and acceptance of individuals with disabilities.
This document provides information and guidance on disability awareness training. It discusses why institutions should make themselves accessible to people with disabilities from institutional, economic, and legal perspectives. It defines disability from a social model perspective and discusses invisible disabilities. It also covers communication strategies, welcoming different groups with disabilities, accessibility design, accommodations, and the accessible web. The overall goal is to promote inclusion and equal opportunities for people with disabilities.
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.
Challenges facing people with disabilities and possible solutions in Alexander Decker
1. The document discusses the challenges facing people with disabilities in Tanzania. It notes that over 3 million people in Tanzania have a disability and face issues like lack of universal access to buildings, high rates of poverty, unemployment, and lack of access to education and healthcare.
2. People with disabilities in Tanzania experience mistreatment, abuse, and torture in some areas. They are often denied access to loans and have few opportunities for education or jobs. Only 16 special schools and 159 integrated units exist to serve people with disabilities.
3. Causes of disability in Tanzania include infectious diseases, accidents, congenital conditions, malnutrition, and chronic illnesses. Many disabilities could be prevented with improved prenatal and neonatal
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.
With its focus on disability equality theory and the medical and social models of disability, this programme encourages participants to think about how they can tackle disability discrimination at work. It promotes an organisational response, helping teams to enable the fuller participation of disabled people. By removing physical, attitudinal and systemic barriers and fostering an understanding of disablism, participants are more able to address cultural change within their organisations. Furthermore, the approach to changing environment and culture is consistent with other current theories and guidance that are applied widely across our services.
Problems faced by visually impaired individuals include difficulty navigating unfamiliar environments without assistance. They feel more comfortable traveling in familiar areas but prefer to bring a companion or guide to new places for safety. Crowded streets with obstacles like parked vehicles and potholes pose challenges. Blind individuals also desire clear footpaths without encroachments.
Problems faced by hearing impaired individuals include difficulty understanding speech in noisy environments or when auditory information is not amplified enough. Those who are deaf from birth have greater difficulty with language. In work settings, everyday noises that do not bother others can profoundly affect those with hearing impairments. Accommodations like interpreters, note takers, and visual aids help address these challenges.
Disability awareness training is needed for several reasons: 19% of Americans have a disability but many still face discrimination. Training helps people understand that disability is just one aspect of a person and see individuals as people rather than their disability. It also helps develop skills to communicate and relate to people with disabilities and understand challenges they face. Overall, training creates a more inclusive environment for all.
The document discusses the need for and potential components of a disability communication course. It notes that existing courses do not adequately address disability issues and that media does not know how to properly handle disability. The proposed course would aim to sensitize, train, and educate about how to handle disability issues in media and society. It would cover topics like the construction and scope of disability, disability in India and its portrayal in Indian media, challenges of communicating with diverse disabled populations, and potential curricular components and challenges of an interdisciplinary course.
Presentation by David Craig – Executive Officer, Action for Community Living at field's 'The great debate - has life improved for people with a disability'.
Forum was held on Wednesday 23 September 2009,
Further information www.field.org.au
This document provides information about a disability awareness course, including its aims, objectives, structure, and assessment methods. The course aims to develop knowledge of disability awareness and covers topics like the meaning of disability, attitudes and barriers faced, and the social model of disability. The qualification is awarded by Education Development International, comprises one unit, and involves flexible workshop and online sessions as well as a final multiple choice assessment.
successful life of differently abled personsRAHANA NK
This document provides examples of successful differently abled individuals and defines what it means to be differently abled. It begins by explaining that differently abled refers to those with physical, mental, or psychological impairments that interfere with normal development. Next, it lists seven categories of disabilities recognized in India and provides short biographies of influential figures who overcame disabilities, including Stephen Hawking, Helen Keller, Nick Vujicic, Oscar Pistorius, Sudha Chandran, Ravindra Jain, and Wilma Rudolph. It concludes by stating the importance of including disabled people in society and making India inclusive and discrimination-free for all.
A presentation created by the Miami University Students with Disabilities Advisory Council (SDAC) to build awareness of disability issues amongst our campus community
This document discusses the history of how disabilities have been viewed throughout time in a generally negative manner. It provides examples of how various ancient societies mistreated or saw the disabled as inhuman. It then discusses more modern views and laws from the 1960s onward that have promoted greater rights and protections for the disabled. The document advocates for acceptance and accommodation of people with disabilities in society.
1) The document discusses how people with disabilities are not disabled but differently abled, and challenges common misconceptions about disabilities.
2) It provides examples of famous figures like Albert Einstein, Marla Runyan, and Leonardo DiCaprio who achieved great things despite having learning disabilities or being blind/deaf.
3) The document advocates for an inclusive society that supports people with disabilities through encouragement, accommodations, and community programs.
This document discusses theories of disability, demographics of disability, and etiquette when working with people with disabilities. It outlines three main models for understanding disability - the moral model which views disability as punishment, the medical model which sees people as flawed needing to be fixed, and the social model which views disability as a socially constructed category. It provides statistics on the large population with disabilities worldwide and in the US, noting higher rates of poverty, unemployment, and segregation among those with disabilities. The document also discusses the Americans with Disabilities Act and the relevance of social work in addressing discrimination. Finally, it outlines five general rules of etiquette when interacting with people with disabilities.
Disabled people have faced discrimination through being denied jobs and called humiliating names due to beliefs that they are dependent, unable to cope alone, less intelligent, and not fit to breed. However, disabled people have proven these beliefs wrong through accomplishments like the world's smartest man being disabled and disabled people participating in their own Olympics, demonstrating that not all disabled people are as incapable as assumed.
People with Disabilities and the Right to Community LivingCitizen Network
David Towell outlines three keys to citizenship and three pathways to positive change in the lives of people with learning disabilities and in our communities.
The document discusses disability awareness training presented by a nonprofit organization serving people with disabilities. It provides information on the types and prevalence of disabilities, both visible and invisible. It discusses that the greatest barrier for workers with disabilities is attitude. The document also outlines Americans with Disabilities Act protections and requirements, common myths about employing those with disabilities, the benefits of accommodation, and sensitivity tips when referring to individuals with disabilities.
Using the media to promote issues and change social norms related to disability Arletty Pinel
This document discusses disability, definitions of disability, conceptual models of disability, and inclusion of people with disabilities. It defines disability according to the World Health Organization as an interaction between a person's impairments and their environment. Approximately 650 million people, or 10% of the world's population, live with a disability. Most live in developing countries where they face higher risks of poverty. The document advocates for inclusive development and universal design to ensure full participation of people with disabilities in society. It also compares the medical and social models of conceptualizing disability.
The document discusses how disability has traditionally been viewed negatively, including as objects of pity, burden, menace, dread, ridicule, subhuman, sick, childlike, holy innocent, and sexual deviate. However, it also presents more positive ways to view disability, such as recognizing inherent strengths, having great expectations, fostering relationships, acknowledging positive contributions, supporting full citizenship, and allowing choices to promote self-determination. The overall message is that disability has often been devalued but can instead be viewed in an affirming way that focuses on positive values and images.
Disability Awareness And Your Role As An RAsketch0819
This document provides information and guidance for resident assistants (RAs) on disability awareness and inclusion. It begins with a "pop quiz" to test common myths and misconceptions about people with disabilities. It then discusses common stereotypes and perceptions around disability. The document outlines dos and don'ts for RAs in their interactions with students with disabilities, emphasizing respect, empowerment, and communication. Finally, it discusses strategies RAs can use to promote inclusion and alter perceptions among other students. The overall message is for RAs to treat students with disabilities with the same respect and standards as any other student.
The document discusses challenges in comparing disability statistics across Latin America due to varying definitions and methods of measuring disability. It also summarizes shifts from viewing disability solely as an individual medical issue to recognizing social and environmental barriers. While the ICF framework focuses on disability experiences, the document questions if this neglects understanding disease causes, which could impact evaluating health prevention programs.
The document discusses ADD International's work to promote independence, equality and opportunity for disabled people living in poverty. It focuses on four key areas: inclusive education, economic empowerment, access to services, and equality for women and girls. ADD International supports over 127 disability rights organizations globally through capacity building and influencing policies. Their goal is to empower disabled activists and strengthen the disability rights movement.
This paper explores the impact of the ADA’s enactment. The ADA ensured equal treatment and access for those with disabilities to public facilities and employment, and growing numbers are now participating in the workforce and community. Although the ADA transformed the rights of individuals with disabilities in the civic environment and workplace, there are still matters these people and their families face due to their disability. An analysis of research brings to light the issues of unequal income, elusive disability classifications as a result of broad language, and biased views from others as unsolved problems. By spreading awareness and encouraging the elimination of physical and social barriers, the inclusion of all individuals, regardless of ability, will progress.
The document provides definitions for 13 disability categories under the IDEA. It explains that the federal definitions guide how states define eligibility for special education services. It then lists and defines each disability category, including autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, speech or language impairment, traumatic brain injury, visual impairment, and learning disabilities.
Problems faced by visually impaired individuals include difficulty navigating unfamiliar environments without assistance. They feel more comfortable traveling in familiar areas but prefer to bring a companion or guide to new places for safety. Crowded streets with obstacles like parked vehicles and potholes pose challenges. Blind individuals also desire clear footpaths without encroachments.
Problems faced by hearing impaired individuals include difficulty understanding speech in noisy environments or when auditory information is not amplified enough. Those who are deaf from birth have greater difficulty with language. In work settings, everyday noises that do not bother others can profoundly affect those with hearing impairments. Accommodations like interpreters, note takers, and visual aids help address these challenges.
Disability awareness training is needed for several reasons: 19% of Americans have a disability but many still face discrimination. Training helps people understand that disability is just one aspect of a person and see individuals as people rather than their disability. It also helps develop skills to communicate and relate to people with disabilities and understand challenges they face. Overall, training creates a more inclusive environment for all.
The document discusses the need for and potential components of a disability communication course. It notes that existing courses do not adequately address disability issues and that media does not know how to properly handle disability. The proposed course would aim to sensitize, train, and educate about how to handle disability issues in media and society. It would cover topics like the construction and scope of disability, disability in India and its portrayal in Indian media, challenges of communicating with diverse disabled populations, and potential curricular components and challenges of an interdisciplinary course.
Presentation by David Craig – Executive Officer, Action for Community Living at field's 'The great debate - has life improved for people with a disability'.
Forum was held on Wednesday 23 September 2009,
Further information www.field.org.au
This document provides information about a disability awareness course, including its aims, objectives, structure, and assessment methods. The course aims to develop knowledge of disability awareness and covers topics like the meaning of disability, attitudes and barriers faced, and the social model of disability. The qualification is awarded by Education Development International, comprises one unit, and involves flexible workshop and online sessions as well as a final multiple choice assessment.
successful life of differently abled personsRAHANA NK
This document provides examples of successful differently abled individuals and defines what it means to be differently abled. It begins by explaining that differently abled refers to those with physical, mental, or psychological impairments that interfere with normal development. Next, it lists seven categories of disabilities recognized in India and provides short biographies of influential figures who overcame disabilities, including Stephen Hawking, Helen Keller, Nick Vujicic, Oscar Pistorius, Sudha Chandran, Ravindra Jain, and Wilma Rudolph. It concludes by stating the importance of including disabled people in society and making India inclusive and discrimination-free for all.
A presentation created by the Miami University Students with Disabilities Advisory Council (SDAC) to build awareness of disability issues amongst our campus community
This document discusses the history of how disabilities have been viewed throughout time in a generally negative manner. It provides examples of how various ancient societies mistreated or saw the disabled as inhuman. It then discusses more modern views and laws from the 1960s onward that have promoted greater rights and protections for the disabled. The document advocates for acceptance and accommodation of people with disabilities in society.
1) The document discusses how people with disabilities are not disabled but differently abled, and challenges common misconceptions about disabilities.
2) It provides examples of famous figures like Albert Einstein, Marla Runyan, and Leonardo DiCaprio who achieved great things despite having learning disabilities or being blind/deaf.
3) The document advocates for an inclusive society that supports people with disabilities through encouragement, accommodations, and community programs.
This document discusses theories of disability, demographics of disability, and etiquette when working with people with disabilities. It outlines three main models for understanding disability - the moral model which views disability as punishment, the medical model which sees people as flawed needing to be fixed, and the social model which views disability as a socially constructed category. It provides statistics on the large population with disabilities worldwide and in the US, noting higher rates of poverty, unemployment, and segregation among those with disabilities. The document also discusses the Americans with Disabilities Act and the relevance of social work in addressing discrimination. Finally, it outlines five general rules of etiquette when interacting with people with disabilities.
Disabled people have faced discrimination through being denied jobs and called humiliating names due to beliefs that they are dependent, unable to cope alone, less intelligent, and not fit to breed. However, disabled people have proven these beliefs wrong through accomplishments like the world's smartest man being disabled and disabled people participating in their own Olympics, demonstrating that not all disabled people are as incapable as assumed.
People with Disabilities and the Right to Community LivingCitizen Network
David Towell outlines three keys to citizenship and three pathways to positive change in the lives of people with learning disabilities and in our communities.
The document discusses disability awareness training presented by a nonprofit organization serving people with disabilities. It provides information on the types and prevalence of disabilities, both visible and invisible. It discusses that the greatest barrier for workers with disabilities is attitude. The document also outlines Americans with Disabilities Act protections and requirements, common myths about employing those with disabilities, the benefits of accommodation, and sensitivity tips when referring to individuals with disabilities.
Using the media to promote issues and change social norms related to disability Arletty Pinel
This document discusses disability, definitions of disability, conceptual models of disability, and inclusion of people with disabilities. It defines disability according to the World Health Organization as an interaction between a person's impairments and their environment. Approximately 650 million people, or 10% of the world's population, live with a disability. Most live in developing countries where they face higher risks of poverty. The document advocates for inclusive development and universal design to ensure full participation of people with disabilities in society. It also compares the medical and social models of conceptualizing disability.
The document discusses how disability has traditionally been viewed negatively, including as objects of pity, burden, menace, dread, ridicule, subhuman, sick, childlike, holy innocent, and sexual deviate. However, it also presents more positive ways to view disability, such as recognizing inherent strengths, having great expectations, fostering relationships, acknowledging positive contributions, supporting full citizenship, and allowing choices to promote self-determination. The overall message is that disability has often been devalued but can instead be viewed in an affirming way that focuses on positive values and images.
Disability Awareness And Your Role As An RAsketch0819
This document provides information and guidance for resident assistants (RAs) on disability awareness and inclusion. It begins with a "pop quiz" to test common myths and misconceptions about people with disabilities. It then discusses common stereotypes and perceptions around disability. The document outlines dos and don'ts for RAs in their interactions with students with disabilities, emphasizing respect, empowerment, and communication. Finally, it discusses strategies RAs can use to promote inclusion and alter perceptions among other students. The overall message is for RAs to treat students with disabilities with the same respect and standards as any other student.
The document discusses challenges in comparing disability statistics across Latin America due to varying definitions and methods of measuring disability. It also summarizes shifts from viewing disability solely as an individual medical issue to recognizing social and environmental barriers. While the ICF framework focuses on disability experiences, the document questions if this neglects understanding disease causes, which could impact evaluating health prevention programs.
The document discusses ADD International's work to promote independence, equality and opportunity for disabled people living in poverty. It focuses on four key areas: inclusive education, economic empowerment, access to services, and equality for women and girls. ADD International supports over 127 disability rights organizations globally through capacity building and influencing policies. Their goal is to empower disabled activists and strengthen the disability rights movement.
This paper explores the impact of the ADA’s enactment. The ADA ensured equal treatment and access for those with disabilities to public facilities and employment, and growing numbers are now participating in the workforce and community. Although the ADA transformed the rights of individuals with disabilities in the civic environment and workplace, there are still matters these people and their families face due to their disability. An analysis of research brings to light the issues of unequal income, elusive disability classifications as a result of broad language, and biased views from others as unsolved problems. By spreading awareness and encouraging the elimination of physical and social barriers, the inclusion of all individuals, regardless of ability, will progress.
The document provides definitions for 13 disability categories under the IDEA. It explains that the federal definitions guide how states define eligibility for special education services. It then lists and defines each disability category, including autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, speech or language impairment, traumatic brain injury, visual impairment, and learning disabilities.
This document discusses special education in the Philippines. It defines special education as education that addresses individual student needs and differences through tailored teaching methods, equipment, settings and other interventions. The goal of special education is to provide students with special needs access to appropriate educational services within mainstream basic education. It identifies ten groups of students with special needs and outlines principles of special education, including the right to appropriate education, prioritizing individual student needs, parental involvement, providing a continuum of services including inclusive and special schools, and adequate state resources.
Special needs education powerpoint educ100randeepsohal
This document discusses children with special needs, including common diagnoses like cerebral palsy, autism, Down syndrome, and speech/language delays. It addresses issues like rising numbers of special needs children versus stagnant school budgets. It also discusses resources that can help special needs children, cruel treatment some receive, equality, and ways to improve the school system to better support these children.
Tata Steel was established in 1907 in eastern India with a vision of corporate social responsibility under its founder Jamsetji Tata. Some notable CSR initiatives undertaken by Tata Steel over the years include establishing eight hour workdays in 1912, employee welfare schemes in 1916, and responding to natural disasters with relief supplies. CSR is deeply engrained in Tata Steel's organizational culture and it has implemented various programs focused on the environment, employee relations, community development, healthcare, education and the arts. Tata Steel aims to be a responsible corporate citizen and improve the quality of life in the areas it operates.
This document discusses physical disabilities and provides biographies of famous disabled people including Stephen Hawking, Helen Keller, and Ludwig van Beethoven. It defines disability as a physical or mental impairment that hinders normal achievement. Stephen Hawking was diagnosed with ALS but continued his work as a physicist despite being paralyzed. Helen Keller contracted an illness as a baby that left her deaf and blind, but she learned to communicate and graduated from college. Beethoven began losing his hearing in his late 20s and became completely deaf but continued composing renowned music.
This document discusses disability and impairment in India. It begins with background on defining and understanding disability, noting it is complex with both medical and social aspects. Disability results from interactions between health conditions and environmental/personal factors. The document then discusses prevalence of disability in India, citing 2011 Census data that found over 26 million persons or 2.21% of the population identified as disabled. It increased from 2001. Most disabled persons live in rural areas and males have a higher proportion than females. The document provides definitions of disability types and risk factors like malnutrition, conflict, and traffic accidents. It also outlines government policies and schemes in India related to disability.
This document discusses the history and goals of special education in the Philippines. It notes that special education began in 1908 with the establishment of a school for the deaf. Over time, various laws were passed to support education for students with disabilities and establish teacher training programs. The goal of special education is the integration of students with special needs into regular classrooms when possible. Special education teachers focus on individualized education plans while regular teachers teach the standard curriculum.
This document summarizes a 2006 study that examined prison recruitment and siting in two counties in Kentucky. The study found that prisons were often touted as a way to revitalize local economies, but that they did not provide significant economic benefits and had negative social impacts. Specifically, the prisons did not generate local tax revenue or jobs. Most construction contracts and permanent jobs went to large out-of-town companies rather than local businesses. The prisons also eroded community cohesion and increased fear and punitive attitudes among citizens. The authors concluded that prison recruitment was a failed economic development policy and recommended alternative community-empowered strategies to strengthen rural areas.
Are your library’s computers accessible to someone losing their eyesight or who can no longer use a mouse due to Parkinson's disease? Do you know how a refreshable Braille display works? Does your library have at least one large print keyboard available for use on a public computer? In this session, you’ll learn what products are available to make your library accessible to users regardless of vision impairments or other hidden disabilities. You’ll also familiarize yourself with accessible software that’s already built-in to your library’s computers. Hidden disabilities are everywhere. Find out how to make your library's technology accessible to everyone.
The Americans with Disabilities Act (ADA) was signed into law in 1990. It aims to remove barriers that prevent people with disabilities from fully participating in society through protections against discrimination across five titles covering employment, public services, public accommodations, telecommunications, and miscellaneous areas. The ADA defines disability as a physical or mental impairment that limits major life activities and requires employers to provide reasonable accommodations to qualified individuals with disabilities.
The document discusses the Americans with Disabilities Act Accessibility Guidelines (ADAAG) which provide specifications for accessibility to places of public accommodation. It covers topics such as corridor and doorway dimensions, ramp specifications, accessible restroom requirements, and scoping provisions that dictate the number of required accessible fixtures. Designers must follow these guidelines to ensure compliance with the Americans with Disabilities Act.
Americans With Disabilities Act Training Presentation (ADA)Jackie Xicara
Training presentation was created for an Employee and Labor Relations school course assignment. This presentation discusses ADA compliance requirements for employers.
ADA Workplace Presentation: Dealing with the Americans With Disabilities ActArthur L. Finkle
The document discusses several key federal laws related to accessibility for people with disabilities, including the Americans with Disabilities Act (ADA). The ADA is a major civil rights law that prohibits discrimination based on disability. It covers areas like employment (Title I), public services (Title II), and public accommodations (Title III). The ADA and other laws have impacted engineering disciplines and require reasonable accommodations and accessible design of buildings, information, and technologies. However, accessible design principles are not fully incorporated into most engineering education programs.
Chapter 1: Introduction to Special EducationSue Anderson
This chapter discusses special education, including the roles of special education teachers and other professionals. It outlines nine distinguishing characteristics of special education, including pacing, intensity, and collaboration. It also lists the 13 disability categories under the Individuals with Disabilities Education Act and notes that over 60% of students with disabilities spend most of their time in regular classrooms. The chapter concludes with qualities of being a good teacher for all students, such as respect, commitment, and evidence-based teaching approaches.
What Every Educator Should Know About Special Education LawBrookes Publishing
This webinar presentation covered key aspects of special education law that every educator should know. It discussed the importance of understanding laws like IDEA, Section 504, and FERPA, as well as students' rights to appropriate evaluations, individualized education programs, and specialized instruction. The presenter emphasized that ignorance of special education law is not acceptable and that educators must make efforts to stay informed about legal requirements in order to properly meet the individual needs of each student.
introduction to special education, scope and Role in SocietyUsman Khan
The document discusses special education, defining it as education for students with special needs that addresses individual differences. Special education involves tailored teaching methods, materials, and environments to meet needs of those with learning disabilities, mental health issues, or physical/developmental disabilities. It categorizes disabilities into autism, multiple disabilities, and traumatic brain injury. The process of special education is outlined as identification, evaluation, eligibility determination, provision of services. Benefits are discussed as facilitating academic and life skills progress, modifying behavior, and allowing special needs children to gain confidence and independence.
Special Education Teacher teaches students aged 3-21 who have a variety of disabilities. They design and modify instruction to meet students' special needs. The job outlook is increasing faster than average, with an expected 17% growth between 2008-2018. A bachelor's degree and completion of an approved special education training program are required at minimum.
This document discusses medical technology and its applications for specially abled persons. It defines key terms like medical science, nursing, and defines specially abled persons. It discusses national science day themes and scope of medical technologies including diagnosis, prevention, treatment and rehabilitation. Examples of assistive technologies are provided like wheelchairs, prosthetics, hearing aids and their benefits. Challenges faced by specially abled persons and various acts in India are also mentioned.
ENHANCING LIBRARY RESOURCES ACCESS FOR DIFFERENT ABLED PERSON THROUGH ICT ijistjournal
This study focuses on the existing scenarios of the library services for the differently-abled students being provided by some university libraries in india. it provides results of the study. till now academic library services for these persons are inadequate. recently some university libraries have taken steps in this regard. unesco and ifla have issued guidelines to provide equal library services to all including people with disabilities. the governments of india and university grants commission have also issued guidelines in this regard. this study highlights the special equipments, infrastructure and services that the libraries are expected to provide for the disabled pupil.
This document provides a checklist for libraries to evaluate their accessibility and inclusiveness. It addresses physical accessibility, policies regarding meeting rooms and displays, intellectual freedom and censorship, privacy, cultural awareness, and more. Libraries are encouraged to consider barriers they may be putting up unintentionally and ensure all patrons feel welcome. The checklist can be used to identify areas for improvement and provide more equitable access to library resources.
This document discusses how libraries can better serve homeless patrons in rural communities. It explores perceptions of homelessness and provides solutions libraries have implemented, such as installing a public phone, collaborating with social services, and creating online resources. The document advocates keeping an open mind, applying policies fairly, and seeing homeless patrons as people rather than circumstances. It also encourages librarians to work with community partners and be leaders in addressing the issue.
The document provides an overview of a research project studying community libraries. It includes:
1. The project will study 3 community libraries through interviews, observations, and an image sorting exercise to understand how libraries are defining themselves, opportunities for growth, and the relationship between libraries and their communities.
2. The research aims to uncover insights about community libraries' value, areas for improvement, and how they can evolve to meet future needs.
3. The methodology, timeline, deliverables, and interview guides are described to provide context around the research study.
This document provides a toolkit for conducting unexpected library outreach projects. It includes background on the Unexpected Library Project pilot program, best practices learned from outreach activities, ideas for activity locations, checklists for planning outreach, and a technology guide. The goal is to share lessons from surprising ways of engaging communities outside traditional library settings in order to shift perceptions of 21st century libraries.
I gave this talk in May 2018 at Lumen Christi International High School, Uromi, Edo State, Nigeria.
It was their Career Week and the talk was meant to help students entering their career choice class/year make the right career choice, as that would determined the subjects they would be taught for the rest of their stay in secondary school.
Interestingly, the event was attended by students from neighbouring secondary schools, and they were grateful for the insight into the LIS profession, as well as the opportunity.
Thanks to the School Librarian and Management for the opportunity.
ASSESSMENT OF THE MIDSAYAP MUNICIPAL PUBLIC LIBRARY FISCAL YEAR 2014-2015Fides Rojo
This document provides an overview of the Midsayap Municipal Public Library and discusses its compliance with standards for Philippine public libraries. It begins with an introduction to the library, noting its role in serving the information needs of clients. The document then outlines the library's statement of the problem, which is to assess whether it meets the standards in several areas, including administration, human resources, collection development, facilities, technology, finances, and partnerships. The significance of studying the library is also discussed. The document provides context through a literature review on public libraries, their developments and changes. It also summarizes the key components of the standards for Philippine public libraries. In closing, the scope, limitations and definitions relevant to the study are defined.
Cathay Keough led workshop attendees in learning basic reference skills, including elements for question-answering and building your "resources toolbox" in order to give library customers options.
This document is an online tutorial to help library staff become effective advocates for their libraries. It discusses how all library employees, regardless of their specific job duties, have opportunities through interactions with patrons and others in the community to promote their library. It encourages staff to think about what makes their particular library valuable to its community and provides tips on having conversations to share that message with others in order to gain more support.
This document discusses how traditional library models are designed for middle-class patrons and do not adequately serve poor communities. It proposes changing library models and operations to better serve poor populations by easing barriers they face, such as late fees, location restrictions, and residency requirements. Examples given of new models include "front porch libraries" located in homes in poor neighborhoods and library gardens created by convicts doing community service that transform libraries into community green spaces. The goal is to make libraries more accessible and welcoming to poor patrons by removing assumptions of car ownership and addressing environmental challenges they face.
These slides were presented at Academic Librarian 4 in Hong Kong, China in May 2016. The presentation focused on sustainability and disability in libraries.
Embedded Librarians: Diverse Initiatives, Common Challenges. davidshumaker
The document discusses embedded librarianship through an analogy of six blind men describing different parts of an elephant. It then shares perspectives on embedded librarianship from six librarians in different settings - medical, academic community college, academic research university, school, corporate, and public. Embedded librarianship means becoming an integral part of the community or setting by developing relationships, mutual understanding, and providing customized and high-value contributions as part of the team.
The value of libraries in college educationHaravu Jayaram
The document discusses how libraries fit into today's globalized, knowledge-based society. It argues that libraries have evolved from primarily housing physical collections to facilitating lifelong learning and access to knowledge. The author urges students to take full advantage of library resources and services in order to develop critical thinking skills and prepare for an uncertain future that demands continuous learning.
Public Libraries: A Community-Level Resource To Advance Population Health.jaafarshaikh
Libraries are a vital resource for communities across the world, offering free access to information, resources, and services. While libraries have long been known as a hub for learning, they are increasingly being recognized as a critical component of public health. By providing access to resources and programming that support healthy living, libraries can play a significant role in improving population health.
The values and ethics of library and informationJehnMarieSimon1
This document discusses the values and ethics of library and information science. It examines 7 core values of the profession - service, importance of reading/books, truth/search for truth, tolerance, public good, justice, and aesthetics. It also discusses factors in ethical deliberations, categories of ethical concern regarding use/misuse of information and professional behavior, and professional codes of ethics from ALA, ASIS&T and SAA. The key message is that LIS professionals have a duty to promote open access to information while respecting individuals and maintaining high professional standards.
This document discusses the values and ethics of library and information science. It examines 7 core values of the profession - service, importance of reading/books, truth/search for truth, tolerance, public good, justice, and aesthetics. It also discusses factors in ethical deliberations, categories of ethical concern regarding use/misuse of information and professional behavior, and professional codes of ethics from ALA, ASIS&T and SAA. The key principles for LIS professionals are promoting open access to information, maintaining professional competence, acting with honesty and integrity, respecting privacy, and providing excellent service.
This document discusses the values and ethics of library and information science. It examines 7 core values of the profession - service, importance of reading/books, truth/search for truth, tolerance, public good, justice, and aesthetics. It also discusses factors in ethical deliberations, categories of ethical concern regarding use/misuse of information and professional behavior, and professional codes of ethics from ALA, ASIS&T and SAA. The key message is that LIS professionals have a duty to promote open access to information while respecting privacy and intellectual property rights.
Similar to The Settlement Library Project Presents: Differently Abled (20)
The Settlement Library Project offers this bibliographic service for librarians struggling with, or confused about, on-the-job stress and its management.
This document provides guidance on writing effective bids and proposals. It explains that bids should focus on clearly meeting the specifications and scoring criteria to increase the chances of winning. Key recommendations include understanding scoring systems, structuring answers to directly address criteria, emphasizing added value, being concise yet comprehensive, and following all instructions. References are provided for additional resources on collaborative bidding and free proposal templates.
Part (2)
What drives your community?
What skills does your library possess?
What is your best industry?
What is your passion?
It’s not a marathon, it’s a journey.
So find what best fits your library and make it real.
Here is how to articulate success creating that emotional connection by filling the community’s needs.
Part (1)
What drives you?
What skills do you have?
What is your best industry?
What is your passion?
It\’s not a marathon, it\’s a life.
So find what best fits your library and get real.
Here is how to articulate success through creating that emotional connection and filling the community\’s needs.
The document discusses plans for a new settlement library project in West Virginia. It notes that the local community has high poverty rates and lacks nearby access to educational and social services. The strategic aims of the project are to support the community, create a multi-service institution, promote literacy, establish technology access, provide lifelong learning resources, serve as an information hub, and preserve local culture and history. The project aims to make the library sustainable over the long term by strengthening advocacy, partnerships, and marketing.
The document discusses the Settlement Library Project, which aims to establish community libraries in isolated areas of Appalachia. It notes that the region faces high poverty and illiteracy rates. The project would create libraries staffed by professionals to serve as educational resources, community centers, and repositories of local history and culture. Libraries would provide materials for lifelong learning and connect residents to outside information. The ultimate goal is to give communities customized libraries that preserve their identities and serve as thriving information hubs for the future.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
4. What is a “Disability?” The Americans with Disabilities Act of 1990 (ADA) defines disability as “a physical or mental impairment that substantially limits one or more of the major life activities of an individual.” Who are “Disabled?” The Rehabilitation Act of 1973 describes handicapped people as “individuals who have a physical or mental impairment that substantially limits one or more major life function such as caring for oneself, performing manual tasks, etc. “
11. MYTH: People with disabilities have a hard time and deserve special treatment. FACT: Most people with disabilities don’t consider themselves victims and don’t want pity. Most people with disabilities don’t consider themselves as heroes and ordinarily do not want admiration. These individuals live lives which have simply adapted to their limitations or uniqueness because most disabilities are invisible.
12. MYTH: Persons with disabilities need to be protected from failing. FACT: Persons with disabilities have a right to participate in the full range of human experiences including success and failure. Employers should have the same expectations of, and work requirements for, disabled employees.
13. MYTH: People with disabilities create a lot of problems for libraries. FACT: Focus on people with disabilities has stimulated libraries to examine their missions and to reach a new or previously underserved client group. Staff training has improved staff skills and service provision for all library users. For the most part, staff may never notice that an individual is disabled.
14. MYTH: Employees with disabilities have a higher absentee rate than employees without disabilities. FACT: Studies by firms such as DuPont show that employees with disabilities are not absent any more than employees without disabilities.
15. MYTH: Considerable expense is necessary to accommodate workers or library patrons with disabilities. FACT: Most workers or patrons with disabilities require no special accommodations. The cost for those who do is minimal or much lower than many believe. Studies by the Office of Disability Employment Policy's Job Accommodation Network have shown that 15% of accommodations cost nothing, 51% cost between $1 and $500, 12% cost between $501 and $1,000, and 22% cost more than $1,000.
17. There are disabled individuals all around us: people who are mentally or physically challenged. Don't count on being able to identify these people. Many disabilities are invisible: deafness; hearing problems; heart and breathing problems; learning disabilities and more. A fundamental philosophy of library services is to serve the disabled. The challenge of providing excellent service to all patrons, including those with disabilities, is paramount to fulfilling the library’s mission. Library staff can make a difference in the lives of persons with obvious or invisible disabilities.
18. Individuals with disabilities are people first, and like all people they want to be accepted and understood. They want other people to know that their disability is not all that they are. They have the same information needs as any other segment of the population but often require innovative strategies for access.
19. Library Compliance to the Americans with Disabilities Act The American Library Association states that people with disabilities are a large and neglected minority and are severely underrepresented in the library profession. Libraries can play a catalytic role in the lives of people with disabilities by facilitating their full participation in society. And libraries should use strategies based upon the principles of universal design to ensure that library policy, resources and services meet the needs of all people.
20. ASCLA: Library Services for People with Disabilities Policy for ADA Compliance #1. All libraries must provide equitable access for persons with disabilities to library facilities and services as required by Section 504 of the Rehabilitation Act of 1973, applicable state and local statutes and the Americans with Disabilities Act of 1990 (ADA).
21. #2. Libraries must not discriminate against individuals with disabilities and ensure that individuals with disabilities have equal access to library resources. #3. Architectural barriers in the library building and existing facilities, and communication barriers that are structural in nature, be removed as long as such removal is “readily achievable.”
22. #4. Library materials should be accessible to all patrons, including people with disabilities, in a variety of formats and with accommodations. The modified formats and accommodations should be “reasonable,” which do not “fundamentally alter” the library’s services, and does not place an “undue burden” on the library.
23. #5. Library staff should be aware of how available technologies address disabilities and know how to assist all users with library technology. #6. Libraries must provide reasonable accommodations for qualified individuals with disabilities unless the library can show that the accommodations would impose an “undue hardship” on its operations.
24. #7. Libraries should provide training opportunities for all library employees and volunteers in order to sensitize them to issues affecting people with disabilities and to teach effective techniques for providing services for users with disabilities and for working with colleagues with disabilities.
25. As many librarians have discovered, being ADA compliant is important, however, it does not ensure that disabled patrons will be able to use your library. Many remedies simply require educating library personnel about accessibility problems and training them to make appropriate responses. The good news is that many obstacles within the library are readily and inexpensively correctable.
26. It is necessary for the library to develop a plan that would allow the library to purchase the essential tools which will help the most people. It is also necessary to ensure that the staff is aware of available tools and trained to use them.
55. Provide an American Sign Language (ASL) interpreter or real-time captioning at library programs
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57. Disabled All Over Have you ever raised your voice when speaking with a blind person? Have you ever noticed a waiter ignoring a person with a disability by asking their companion what they will order? Have you ever noticed someone making facial contractions while speaking to a hearing impaired person? This stigma is called “Spread.” “Spread” depersonalizes the disabled person. It focuses on an individual’s inability to do something.
58. The Importance of Attitude Ask most people with disabilities to name the biggest barrier to equal service and they will answer with one word – attitude. The best written policies and most up-to-date adaptive equipment will only gather dust if employees do not foster a sense of unbiased welcome to all people and encourage them to use the equipment.
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62. Practical Applications PROBLEM: An adult patron vocalizes inappropriately, disturbing other patrons or staff members. SOLUTION: Ask the vocalizing adult to relocate away from a quiet study area and provide comparable facilities. Try to err on the side of accommodation going as far as possible to aide the patron. PROBLEM: A staff member is unable to understand a patron. SOLUTION: Be patient. Allow the patron to completely finish his thought or sentence. Don’t jump in with what you think he is trying to say. Ask the patron to write it down.
63. Practical Applications PROBLEM: A patron does not respond when addressed. SOLUTION: The patron may be deaf or hearing impaired. Attempt to attract attention by gently tapping on the counter or waving your hand in the patron’s line of sight without getting in his face. PROBLEM: A patron asks a staff member for help with personal tasks. SOLUTION: Politely decline. As a rule, tasks patrons perform in their own homes such as using the toilet, washing or getting into or out of a wheelchair do not require additional assistance from staff members.
64. C Conclusion: Library personnel need to be proactive and begin with small changes. By continually reminding and educating each other, librarians will heighten sensitivity to disabled library users and reduce the environmental barriers they face. The visibly and invisibly disabled are sometimes socially excluded marginalized people. These are those who need to develop a foundation of trust through respect and dignity before they will become actual library users. All efforts toward improving accessibility will result in improved library services for all.
65. References American with Disabilities Act of 1990 (P.L. 101-336, Section I(b), Section 3) ASCLA. (2001). Issues: Library services for people with disabilities. Retrieved February 16, 2011 from http://www.ala.org/ala/mgrps/divs/ascla/asclaissues/libraryservices.cfm Rehabilitation Act of 1973 Section 504 U.S. Code 706(7)B, supplement V (1981) Rubin, Rhea Joyce. (2001). Planning for library services for people with disabilities. Chicago, IL: ASCLA. Wright, Keith & Davie, Judith. (1991). Serving the disabled: A how-to-do-it manual for librarians. New York, NY: Neal-Shuman Publishers, Inc.