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Disability Etiquette

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

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Disability Etiquette

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  1. Protocols for communication and interaction Disability Etiquette

  2. Reality … Misconceptions and stereotypes endure: • weak, dependent, undesirable, incapable, abnormal Ignorance/misunderstanding prevalent Myths and fears inhibit progress Indifference – lack of concern remains Outdated language commonplace Greatest obstacle is negative societal ATTITUDE! 3/7/2014

  3. Etiquette Defined Etiquette is: • Rules for social interaction • Good manners • Courtesy • Respect • Ethical & moral behavior “Golden Rule” 3/7/2014

  4. What is a disability? Under the ADA, an individual with a disability is a person who: • has a physical or mentalimpairment that substantially limits one or more major life activities; • has a record of such an impairment; • is regarded as having such an impairment. 3/7/2014

  5. Facts: America’s largest minority group • 54.4 million = 19% ~ 1/5; 24% by 2030 People with disabilities have feelings First impressions mostly inaccurate Equal/civil rights – access and opportunity Shared Responsibility http://tinyurl.com/78e59l 3/7/2014

  6. Goals for Interaction Gain personal awareness and understanding Create welcoming environment (access) Communicate effectively and appropriately Respond to unique needs of diverse population Provide quality service(s) Promote goodwill – harmony 3/7/2014

  7. Interaction Basics Use person-first language (PFL) When assisting – 1. Ask 2. Listen 3. Comply Be aware, patient, flexible Focus on the individual, not his/her condition Initiate and engage Relax! 3/7/2014

  8. Speaking/Writing Tips Use possessive language – use “has” not “is” Avoid collective terms – “the blind/deaf” (NLS, RFB&D) Substitute “accessible” for “handicapped” Use “disability” instead of “handicap” - S/he has a ... Avoid negative, outdated language - “crippled”, “retarded”, “victim”, “suffers”, ”special”, ”afflicted” Avoid euphemistic, laudatory terms – courageous, PC 3/7/2014

  9. Speaking/Writing Tips cont. Avoid “normal” in comparisons Avoid using “special” … "The difference between the right word and the almost right word is the difference between lightning and the lightning bug." Mark Twain Positive language empowers

  10. Disability Groups Blind, Visually impaired Deaf, Hearing impaired Mobility /Physical limitations Cognitive/Learning, Developmental Disorders Psychological/Mental/Emotional Other/hidden disabilities 3/7/2014

  11. Blind/Visually Impaired Identify and announce Read print materials Use normal tone of voice Give vocal/audible cues - position, intentions Provide point of reference Welcome “service animals” (guide dog)—ignore • legal-trumps preferences, no ID required, other ... 3/7/2014

  12. Blind/Visually Impaired cont. May offer to assist Give specific directions, orient to surroundings Point out posted information Use caution (white cane) Obstructions to travel • wet floor pylons(vs. mat), trash cans, recycle cans, ½ open doors 3/7/2014

  13. Deaf, Hearing Impaired Speak directly to the individual Maintain eye contact Keep face clear – lip reading To get attention - tap on shoulder, wave hand, flick lights Use animation to assist understanding - facial expression, body language http://www.graphicartistsguild.org/resources/disability-access-symbols/ 3/7/2014

  14. Hearing Impaired cont. Interpreter interaction? Exchange notes Deaf vs. Hard of Hearing (HoH) • Culture, community, identity Assistive Technologies • TypeWell, TTY/TDD, N/TRS, VRI/S, 711 • Classroom video, podcasts, multimedia 3/7/2014

  15. Mobility Impaired SCI, MS, MD, CP, TBI, … Respect personal space Communicate at eye level Don’t move mobility aids (e.g. cane, chair, walker) Do remove physical barriers Accessible Parking … • Legal, safety, access aisle/route, car vs. van 3/7/2014

  16. www.caughtya.org 3/7/2014

  17. Speech Impairment e.g. Stroke, CP, disease, dentition, congenital, aphasia Don't discount - Listen attentively Be patient - AT • AAC, word board, VOCA, SGDs - electrolarynx Encourage self expression - don’t finish sentence, interject Repeat/rephrase to verify correctness Never pretend to understand 3/7/2014

  18. Psychiatric Disabilities Be supportive, understanding Allow flexible deadlines (episodes, medications) Withhold judgment/bias - treat as an individual Minimize stress Avoid crises, confrontation 3/7/2014

  19. Learning Disabilities e.g. auditory/visual processing disorder, dyslexia Avg or >intelligence; receive, express, process info Extra time to process/respond Repeat, rephrase, record instructions Classroom: • Use multiple means of presentation • Speak slides, describe pictures, fonts 3/7/2014

  20. Developmental Disabilities Considerations: Not apparent Be respectful – avoid “baby talk” Exercise calm patience Speak clearly • Emphasize main points; gauge vocabulary & pace; ask neutral questions, avoid abstracts 3/7/2014

  21. Egalitarianism Removal of inequalities & barriers Full access to programs & Services Opportunity to participate and succeed Expectations of fairness Consider: classrooms, campus facilities, PSCC-sponsored venues & events, int'l travel/study, … Applies to EVERYONE! 3/7/2014

  22. Classroom Provide materials in multiple formats • textbooks, recordings (common book) • Universal Design Follow accommodation plans • current, signed Include a syllabus statement = invitation 3/7/2014

  23. Classroom Same standards apply • academic, behavioral Supports • desks, chairs, AT (keyboards, software) 3/7/2014

  24. Transportation Public transport: KAT, CAC, ETHRA • shelter, benches, schedules in alt-formats Consider time, scheduling • 24-Hours notice, delays Be flexible with assignments, appointments 3/7/2014

  25. Campus Facilities Built environment/Architecture • ramps, curb cuts, sidewalks, auto-door switches Services • elevators (time, priority), restrooms(stalls, doors), phones, counters, fountains Emergency preparedness – beyond fire extinguishers • alarms and signage (visible, audible, tactile), evac equipment, drills, areas of refuge, communications 3/7/2014

  26. Off-campus Events Activity announcements: • Answer who, what, when, where, how • Research venues – assess suitability Anticipate specific accommodations - UD Transportation/parking International curriculum – extensive planning Student extracurricular activities 3/7/2014

  27. Sample Event Announcement If you need a disability-related accommodation (large print/braille, ALD, interpreter) or wheelchair access information, please contact ____________ (name or office) at: Phone/TTY ________; Fax ________; Email _________. Please request auxiliary aids and services early/by (date) ____________ to assist event planners. If you have specific questions about requests, resources for accommodations, or general concerns about attending, please contact __________.

  28. People who look different People not limited in life activities but treated differently because of appearance (e.g. >avg height/wt, disfigurement, skin condition; recall ADA “regarded as”) Considerations: • Monitor responses - show sensitivity • Foster positive self-image • Don't assume - Include 3/7/2014

  29. People who look different cont. Growth-related disorders, e.g. Dwarfism -Prefer “little People/Person”; not “midget” Reachability -presenting, whiteboard, shelving Environmental barriers – height restriction Adult student – not “cute” Communicate at same level 3/7/2014

  30. People who act different Not intellectual disabilities, e.g. Tourettes, Autism/ Aspergers (tics, behavioral, social difficulty, etc.) Be patient Speak, act calmly Move to a quiet area Supports and guidance • clear expectations, prompt feedback 3/7/2014

  31. Other types of disabilities MCS/ Respiratory conditions (asthma) • Maintain good ventilation, air quality; avoid strong perfumes, air fresheners, 2nd-hand smoke, cleaners HIV & AIDS: • Be considerate, offer acceptance Epilepsy • Seizures (safety, types), strobes (2-3Hz), dismiss 3/7/2014

  32. Services for Students w Disabilities (SSWD) http://www.pstcc.edu/departments/swd/ Ann Satkowiak – Director Sarah McMurray – Coordinator Don Amos – Coordinator/Technology Michele Defelice - Coordinator, Lead Interpreter Questions? 3/7/2014

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