Serving children and adults with intellectual, cognitive, and related developmental disabilities and

1
of the Mid Ohio Valley

• Serving children and adults with intellectual,
  cognitive, and related developmental disabilities
  and their families for 50 years.

2

• This training is funded by the
• West Virginia Developmental Disabilities Council
  Sisters of St. Joseph Charitable Fund
• Mid Ohio Valley Health Department

3
Defining Special Populations

• In the context of emergency preparedness, a broad
  definition of special populations include any
  individual, group or community with any physical,
  mental, emotional, cognitive, cultural, ethnic,
  socio-economic status, language, or other
  circumstance that creates barriers to
  understanding or acting as expected or requested.

4
Greater Impact

• People with special needs are impacted greater
• Disrupted continuum of care
• Delay in equipment supply, delivery, repair
• New geography/transportation issues
• Effective communication issues
• Identification of post-disaster needs impacting
  their special needs

5
Special needs in our society result from various
types of challenges
6
Language

• Common language barriers include
• the limited English speaking
• those for whom English is a second language
• those who are illiterate
• Those who are deaf or have hearing impairments
  are a large segment of our population, but
  because they have learned many coping strategies,
  their needs are not always apparent.

7
Mobility

• Some mobility challenges are obvious, such as
  those who use wheelchairs or canes.
• Other challenges are not as obvious, such as
  those with artificial limbs, knee or hip
  replacement, spinal
  conditions, or
  severe arthritis.

8
Developmental

• Every community has citizens who have
  developmental delays, have a mental health
  disability, or have difficulty understanding and
  comprehending written and/or spoken information.

9

• Various factors influence how people in special
  populations react during emergency situations

10
Kaiser Family Foundation Study

• Interviewed evacuees from New Orleans evacuated
  to the Astrodome and other large facilities in
  Houston
• Which of these was the biggest reason you did
  not leave?
• 37 I just didnt want to leave.
• 22 I was physically unable to leave.
• 23 I had to care for someone who was unable to
  leave.

11
Understanding Barriers and Vulnerabilities

• Special populations tend to be especially
  vulnerable in emergency situations, when existing
  barriers can have an even greater impact on their
  ability to participate and respond.

12
Understanding Barriers and Vulnerabilities

• Dependence on support services
• People who depend on community support services
  or others to function or perform daily activities
  are vulnerable.
• Residence in high-risk areas
• People who live in the older or lower income
  parts of towns are exposed to more physical
  structural damage from disasters.

13
Understanding Barriers and Vulnerabilities

• Limited resources or support
• People lacking money, education, jobs, or other
  resources have fewer coping mechanisms with which
  to prepare for and recover from disasters.
• People who lack resources, knowledge, or ability
  to access traditional systems may not have
  adequate support systems pre- or post-disaster.

14
Barriers for Special Populations include

• Communication
• For special populations, all forms of
  communication can be complicated or difficult,
  including written or spoken information,
  guidance, or directives.
• People who communicate with special populations
  should, in general, be careful so as not to cause
  confusion or evoke anxiety.

15
Barriers for Special Populations include

• Transportation
• The barriers to getting to a particular site, for
  some special populations, are significant.
• Some may not have money for public transportation
  or the transportation may not be accessible for
  their disabilities.

16
Barriers for Special Populations include

• Access
• Distances, stairs, slick floors or uneven
  surfaces may constitute barriers.
• Many individuals will be overwhelmed with the
  anxiety of the situation, will not travel alone,
  or might need assistance.

17
Functional Needs Categories
Functional Need Restriction or lack of ability
to perform activities considered part of an
everyday routine that result primarily or
secondarily from an impairment
18
Defining and Distinguising Special Needs
Populations

• Disability as a functional limitation
• Interference with a persons ability to walk,
  lift, heal, and learn
• A functional approach integrates diverse concepts
  about special needs
• Emergency plans should address functional needs
  in order to benefit special needs populations
  during emergencies.

19
Fast Facts

• West Virginia has the highest per capita rate of
  disabilities in the United States.
• 26.8 of the states population, or more than 1
  out of every 4 WVians have a
  disability.
• Thats enough people to fill
  Mountaineer field 9 times!
• Thats 7 times the population
  of Charleston.

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• Who are People with Disabilities?

• People with disabilities can be anyone.
• They are friends, classmates, co-workers,
  supervisors, employees, and family members.
• People with disabilities attend churches and
  schools, they work, shop, play sports, vote, take
  vacations, fall in love, get married, and do all
  of the activities that people do in everyday
  life.
• Found in all levels of society no group is
  exempt.

21
Basic Statistics

• Nearly four million people require the assistance
  of another person for daily life activities such
  as getting dressed, eating and bathing (Source
  U.S. Census)
• More than eight million Americans have limited
  vision 130,000 are totally blind (American
  Foundation for the Blind).
• 28 million Americans have hearing loss 500,000
  are completely deaf (National Assoc. of the Deaf).

22
Basic Statistics

• There are 1.5 million wheelchair users. An
  additional four million people require mobility
  aids such as canes and walkers (U.S. Census).
• More than seven million people have mental
  retardation (U.S. Department of Health and Human
  Services).
• Many individuals have more than one disability.

23
Emergency Preparedness Key Objective Special
Needs Pop.

• ? Ensure that the special needs of people with
  disabilities are adequately addressed prior to an
  emergency in order to minimize the adverse impact
  on people with disabilities and their
  communities.
• enables emergency responders to make informed
  decisions for the best use of available resources
  during emergencies.

24
Emergency Preparedness Key Objective Special
Needs Pop.

• ? Ensure that people with disabilities are
  included in the emergency planning process at all
  levels of government and the private sector so
  they can offer their insights, knowledge, and
  resourcefulness.
• People with disabilities can contribute greatly
  to the effectiveness of local emergency
  management planning.

25
Why Are These Important?

• Only 42 said they had a public awareness
  campaign directed at providing emergency
  information to people with disabilities
• Only 16 of those with a campaign made the plan
  available in accessible formats (i.e. Braille,
  
  cassette, large type, etc.)

26
Emergency Planners should

• Identify those in the community who might have
  special needs before, during and after a disaster
  or emergency.
• Doing so ahead of time results in an improved
  emergency plan, a better determination of
  resource needs, and more informed actions and
  decisions.

27
Why Are These Important?

• In 2001 51 of people with disabilities did not
  know whom to contact about emergency plans in
  their community. In 2003, the result had only
  increased to 53 percent.
• 61 of people with disabilities still have not
  made plans to quickly and safely evacuate their
  homes.

28
Emergency Managers, Planners Responders

• Customize awareness and preparedness messages and
  materials for specific groups of people, and put
  them in alternative and accessible formats
  thereby increasing the ability of these
  individuals to plan and survive in the event of
  an emergency.
• Such preparedness allows appropriate allocation
  of critical personnel, equipment and assets
  during the response period, and reduces 911 call
  volume.

29
Emergency Managers, Planners Responders

• People with disabilities, including those with
  sensory, physical, mental, and cognitive
  disabilities, should be fully included throughout
  the policymaking and implementation processes
  regarding emergency preparedness at all levels.
• Federal, state and local authorities, including
  non-governmental relief organizations, must
  consult with and utilize the expertise of people
  with disabilities and their advocates.

30
Disability-Specific Community Based Organizations
(CBO)

• Are able to assist in preparedness planning and
  disaster assistance because they know and can
  protect best the specific interests and needs of
  groups that they assist on a daily basis.
• Know best how to reach out to the populations
  they assist.
• Have the most current records.

31
Disability-Specific Community Based Organizations

• Are accessible in terms of design and layout of
  facilities and communication
• Are able to distribute supplies and administer
  emergency aid
• Can serve as satellite distribution sites to
  provide alternatives, for some individuals, to
  traditional shelters

32
Disability-Specific Community Based Organizations

• Because effective disaster response always takes
  place locally, the challenge for emergency
  management professionals is to integrate the
  CBOs skill and knowledge into the emergency
  service plans and strategy, and connect them to
  local government.
• Emergency managers need to recognize, recruit,
  encourage, and provide funding and incentives so
  that CBOs can participate in disaster

33
Collaborations Planning

• Develop Local Advisory Boards
• Advocacy Organizations
• Disability Service Organizations
• Direct-Care Providers
• Sheltered Workshops
• Rehabilitation Programs
• Select a range of people in terms of both
  affiliation and disability. Involving people with
  all major types of disabilities, including
  sensory, physical, mental and cognitive
  disabilities, helps to ensure the most complete
  picture possible of the effect of disasters on
  people with disabilities.

34
First Response Critical for People
W/Disabilities

• First responders must be prepared to accept and
  assess the needs of people with disabilities
  during the frenetic first hours of relief
  operations, which will ultimately provide the
  path towards recovery.
• People with disabilities must be assessed at the
  very earliest time possible by experts with the
  skills to recognize various disabilities and
  ensure proper assessment of their needs.

35
First Responders Relief Volunteers

• Must be trained to deliver services and supports
  that are not only competent, but culturally
  sensitive. First responders must know
• What to do and how to interact with people with
  various disabilities (e.g. what do they do if the
  person has a mental illness or can not
  communicate without technology)
• How to make shelters and relief operations
  accessible to people with physical or cognitive
  disabilities
• How to comply with and enforce civil rights laws
  and ordinances, including fair housing laws
• How to access public and private entities,
  including nonprofit organizations, that provide
  services and supports to people with disabilities

36
Seniors

• Always ask the person how you can best assist
  them.
• Some elderly persons may respond more slowly to a
  crisis and may not fully understand the extent of
  the emergency.
• Repeat questions and answers if necessary. Be
  patient! Taking time to listen carefully or to
  explain again may take less time than dealing
  with a con- fused person who may be less willing
  to cooperate.

37
Seniors

• Older people may fear being removed from their
  homes be sympathetic and understanding and
  explain that this is temporary.
• Reassure the person that they will receive
  medical assistance without fear of being placed
  in a nursing home

38
Seniors

• Before moving an elderly person, assess their
  ability to see and hear adapt rescue techniques
  for sensory impairments.
• Persons with a hearing loss may appear
  disoriented and confused when all that is really
  wrong is that they cant hear you. Determine if
  the person has a hearing aid. If they do, is it
  available and working? If it isnt, can you get a
  new battery to make it work?

39
Seniors

• If the person has a vision loss, identify
  yourself and explain why you are there. Let the
  person hold your arm and then guide them to
  safety.
• If possible, gather all medications before
  evacuating. Ask the person what medications they
  are taking and where their medications are
  stored. Most people keep all their medications in
  one location in their homes.

40
Seniors

• If the person has dementia, turn off emergency
  lights and sirens if possible. Identify yourself
  and explain why you are there. Speak slowly,
  using short words in a calming voice. Ask yes or
  no questions repeat them if necessary. Maintain
  eye contact.

41
People with Service Animals

• Traditionally, the term service animal referred
  to seeing-eye dogs. However, today there are many
  other types of service animals.
• Remember a service animal is not a pet. Do not
  touch or give the animal food or treats without
  the permission of the owner.
• When a dog is wearing its harness, it is on duty.
  In the event you are asked to take the dog while
  assisting the individual, hold the leash and not
  the harness.

42
People with Service Animals

• Plan to evacuate the animal with the owner. Do
  not separate them!
• Service animals are not registered and there is
  no proof that the animal is a service animal.
• If the person tells you it is a service animal,
  treat it as such. However, if the animal is out
  of control or presents a threat to the individual
  or others, remove it from the site.

43
People with Service Animals

• A person is not required to give you proof of a
  disability that requires a service animal. You
  must accept that he/she has a disability.
• A service animal must be in a
  harness or on a leash, but need
  not be muzzled.

Photo from advocacy.britannica.com
44
People with Autism

• Communication
• Speak calmly - use direct, concrete phrases with
  no more than one or two steps, or write brief
  instructions on a pad if the person can read.
• The person may repeat what you have said, repeat
  the same phrase over and over, talk about topics
  unrelated to the situation, or have an unusual or
  monotone voice. This is their attempt to
  communicate, and is not meant to irritate you or
  be disrespectful.

45
People with Autism

• Communication
• Avoid using phrases that have more than one
  meaning such as spread eagle knock it off or
  cut it out.
• Visually check to see if there is wallet ID or ID
  bracelet that identifies the person as having an
  autism spectrum disorder.
• Some people with autism dont show indications of
  pain - check for injuries.
• Allow extra time for the person to respond.

46
People with Autism

• Social
• Approach the person in a calm manner. Try not to
  appear threatening.
• The person may not understand typical social
  rules, so may be dressed oddly, invade your
  space, prefer to be farther away from you than
  typical, or not make eye contact.

47
People who are Blind or Have A Visual Impairment

• There is a difference between visual impairment
  and blindness. Some people who are legally
  blind have some sight, while others are totally
  blind.
• Announce your presence, speak out, and then enter
  the area.
• Speak naturally and
  directly to the individual.

48
People who are Blind or Have A Visual Impairment

• Do not shout.
• Dont be afraid to use words like see, look,
  or blind.
• State the nature of the emergency and offer them
  your arm. As you walk, advise them of any
  obstacles.
• Offer assistance but let the person explain what
  help is needed.

49
People who are Blind or Have A Visual Impairment

• Do not grab or attempt to guide them without
  first asking them.
• Let the person grasp your arm or shoulder lightly
  for guidance.
• They may choose to walk slightly behind you to
  gauge your bodys reactions to obstacles.
• Be sure to mention stairs, doorways, narrow
  passages, ramps, etc.

50
People who are Blind or Have A Visual Impairment

• When guiding someone to a seat, place the
  persons hand on the back of the chair.
• If leading several individuals with visual
  impairments, ask them to guide the person behind
  them.
• Remember that youll need to
  communicate any written information
  orally.
• When you have reached safety, orient the person
  to the location and ask if any further assistance
  is needed.

51
People Who are Deaf or Have A Hearing Impairment

• There is a difference between having a hearing
  impairment and being deaf. People who have
  hearing impairments vary in the extent of hearing
  loss they experience. Some are completely deaf,
  while others can hear almost normally with
  hearing aids on.
• Hearing aids do not guarantee that the person can
  hear and understand speech. They increase volume,
  not increase clarity.
• If possible, flick the lights when entering an
  area or room to get their attention.

52
People Who are Deaf or Have A Hearing Impairment

• Establish eye contact with the individual, not
  with the interpreter, if one is present.
• Use facial expressions and hand gestures as
  visual cues.
• Check to see if you have been
  understood and repeat if necessary.
• Offer pencil and paper. Write slowly
  and let the individual read as
  you write.

53
People Who are Deaf or Have A Hearing Impairment

• Written communication may be especially important
  if you are unable to understand the persons
  speech.
• Do not allow others to interrupt you while
  conveying the emergency information.
• Be patient the person may have difficulty
  understanding the urgency of your message.
• Provide the person with a flashlight to signal
  their location in the event they are separated
  from the rescue team. This will facilitate
  lip-reading or signing in the dark.

54
People Who Have A Mental Illness

• You may not be able to tell if a person has a
  mental illness until you have begun the
  evacuation procedure.
• If a person begins to exhibit unusual behavior,
  ask if they have any mental health issues you
  need to be aware of. However, be aware that they
  may or may not tell you. If you suspect someone
  has a mental health issue, use the following tips
  to help you through the situation.

55
People Who Have A Mental Illness

• In an emergency, the person may become confused.
  Speak slowly and in a normal speaking tone.
• If the person becomes agitated, help them find a
  quiet corner away from the confusion.
• Keep your communication simple, clear and brief.
• If they are confused, dont give multiple
  commands ask or state one thing at a time.

56
People Who Have A Mental Illness

• Be empathetic show that you have heard them and
  care about what they have told you. Be
  reassuring.
• If the person is delusional, dont argue with
  them or try to talk them out of it. Just let
  them know you are there to help them.
• Ask if there is any medication they should take
  with them.

57
People Who Have A Mental Illness

• Try to avoid interrupting a person who might be
  disoriented or rambling just let them know that
  you have to go quickly.
• Dont talk down to them, yell or shout.
• Have a forward leaning body position this shows
  interest and concern.

58
People Who Have A Mental Illness

• Always ask the person how you can help before
  attempting any assistance.
• Every person and every disability is unique
  even though it may be important to evacuate the
  location where the person is, respect their
  independence to the extent possible. Dont make
  assumptions about the persons abilities.
• Ask if they have limitations or problems that may
  affect their safety.

59
People With Mobility Impairments

• Some people may need assistance getting out of
  bed or out of a chair, but CAN then proceed
  without assistance. Ask!
• Here are some other questions you may find
  helpful.
• Are you able to stand or walk without the help
  of a mobility device like a cane, walker or a
  wheelchair?
• You might have to stand walk for quite
  awhile on your own. Will this be ok? Please be
  sure and tell someone if you think you need
  assistance.
• Do you have full use of your arms?

60
People With Mobility Impairments

• When carrying the person, avoid putting pressure
  on his or her arms, legs or chest. This may
  result in spasms, pain, and may even interfere
  with their ability to breathe.
• Avoid the firemans carry.
  Use the one or two person
  carry
  techniques.

61
Crutches, Canes or Other Mobility Devices

• A person using a mobility device may be able
  to negotiate stairs independently. One
  hand is used to grasp the
  handrail while the other hand is
  used for the crutch or cane.
• Do not interfere with the persons movement
  unless asked to do so, or the nature of the
  emergency is such that absolute speed is the
  primary concern. If this is the case, tell the
  person what youll need to do and
  why.
• Ask if you can help by offering to carry the
  extra crutch.

62
Evacuating Wheelchair Users

• If the conversation will take more than a few
  minutes, sit down to speak at eye level.
• Wheelchair users are trained in special
  techniques to transfer from one chair
  to another. Depending on their
  upper body strength,
  they may be able to do
  much of the work
  themselves.
• Ask before you assume you need to
  help, or what that help should be.

63
Carrying Techniques for
Non-Motorized Wheelchairs

• The In-chair carry is the most desirable
  technique if possible.
• One-person assist
• Grasp the pushing grips, if available.
• Stand one step above and behind the wheelchair.
• Tilt the wheelchair backward until a balance
  (fulcrum) is achieved.
• Keep your center of gravity low.
• Descend frontward.
• Let the back wheels gradually lower to the next
  step.

64
Carrying Techniques for
Non-Motorized Wheelchairs

• Two-person assist
• Stand in front of the wheelchair.
• Face the wheelchair.
• Stand one, two, or three steps down (depending on
  the height of the other rescuer).
• Grasp the frame of the
  wheelchair.
• Push into the wheelchair.
• Descend the stairs backward.

65
Carrying Techniques for
Motorized Wheelchairs

• Motorized Wheelchairs
• Motorized wheelchairs may weigh up to 100 pounds
  unoccupied, and may be longer than manual
  wheelchairs.
• Lifting a motorized wheelchair and user up or
  down stairs requires two to four people.
• People in motorized wheelchairs probably know
  their equipment much better than you do!
• Before lifting, ask about heavy chair parts that
  can be temporarily detached, how you should
  position yourselves, where you should grab hold,
  and what, if any, angle to tip the chair
  backward.
• Turn the wheelchairs power off before lifting
  it.

66
People with Cognitive Disabilities

• Say
• My name is. Im here to help you, not hurt you.
• I am a (name your job).
• I am here because (explain the situation).
• I look different than my picture on my badge
  because (for
  example, if you are wearing
  protective equipment).

67
People with Cognitive Disabilities

• Show
• Your picture identification badge (as
  you say the above).
• That you are calm and competent.
• Use
• Short sentences.
• Simple, concrete words.
• Accurate, honest information.
• Pictures and objects to illustrate your words.
  Point to your ID picture as you say who you are,
  point to any protective equipment as you speak
  about it.

68
People with Cognitive Disabilities

• Give
• Extra time for the person to process what you are
  saying and to respond.
• Respect for the dignity of the person as an equal
  and as an adult (example speak directly to the
  person).
• An arm to the person to hold as they walk. If
  needed, offer your elbow for balance.
• If possible, quiet time to rest (as possible, to
  lower stress/fatigue).

69
People with Cognitive Disabilities

• Predict
• What will happen (simply and concretely)?
• When events will happen (tie to common events in
  addition to numbers and time, for example, By
  lunch time By the time the sun goes down).
• How long this will last when things will return
  to normal (if you know).
• When the person can contact/rejoin loved ones
  (for example calls to family, re-uniting pets).

70
People with Cognitive Disabilities

• Ask for/Look for
• An identification bracelet with special health
  information.
• Essential equipment and supplies (for example
  wheelchair, walker, oxygen, batteries,
  communication devices head pointers, alphabet
  boards, speech synthesizers, etc.).
• Medication
• Mobility aids (for example,
  assistance or service animal)

71
People with Cognitive Disabilities

• Ask for/Look for
• Special health instructions (for example
  allergies).
• Special communication information (for example,
  is the person using sign language)?
• Contact information.
• Signs of stress and/or confusion (for example,
  the person might say s he is stressed, look
  confused, withdraw, start rubbing their hands
  together).

72
People with Cognitive Disabilities

• Repeat
• Reassurances (for example, You may feel afraid.
  Thats ok. Were safe now.)
• Encouragement (for example, Thanks for moving
  fast. You are doing great. Other people can look
  at you and know what to do).
• Frequent updates on whats happening and what
  will happen next. Refer to what you predicted
  will happen, for example Just like I said
  before, were getting into my car now. Well go
  to now.

73
People with Cognitive Disabilities

• Reduce
• Distractions. For example lower volume of radio,
  use flashing lights on vehicle only when
  necessary.
• Explain
• Any written material (including signs) in
  everyday words.
• Public address system announcements in simple
  words.
• Share
• The information youve learned about the person
  with other workers wholl be assisting the
  person.

74
Communication

• Clear communication is the cornerstone of all
  successful planning and response. It should be
  simple, direct, realistic and accurate.
• Imperative they receive information immediately
  in accessible formats to respond properly and
  minimize false expectations.
• Access to emergency public warnings, as well as
  to preparedness and mitigation information and
  materials, must include those for people who
  receive their information orally and visually,
  and people who use alternative formats to access
  print materials.

75
Communication

• The best strategy to assure most accessible
  communication to the widest range of persons is
  to present information in the most direct and
  straightforward manner possible, to present it
  auditorially, visually, and multiple times.
• Will allow persons with visual, hearing,
  cognitive, and physical disabilities to have the
  greatest opportunity to access the information.
• Multi-media approaches will work well for other
  groups of persons such as the elderly, the
  non-English speaking, and those whose
  concentration is affected by the great
  stress of the disaster situation.

76
Communication

• Important considerations to keep in mind when
  directing communication in partnership with the
  media
• Television stations should not run a text message
  crawl across a television screen in any area
  reserved for closed captioning
• Sign language interpreters should be in the
  picture if one is interpreting next to the
  official spokesperson presenting emergency
  information.
• Those setting up emergency hotlines during an
  event should include TTY/TDD (text telephone,
  also known as telecommunication device for
  the deaf) numbers when available, or the
  instruction TTY callers use relay.

77
Communication

• Make sure the same information is provided by the
  official spokesperson and is used on television
  and radio.
• Frequently repeat the most essential emergency
  information in a simple message format
  those with cognitive disabilities
  can follow.
• Use the reading level function key
  available on most word processing
  systems and
  pictures when possible.
• The median reading grade in the USA
  is 4th grade.

78
Include disability experts in every planning
meeting that you have. You dont have to learn
everything there is to know about disability
issues if you reserve a seat at the table for
those who know the issues.

• Sandee Winchell
• Louisiana Council on
  Developmental Disabilities

79
References

• www.nod.org/emergency
• Consortium for Citizens With Disabilities
• University of Minnesota Center for Public Health
  Preparedness (UMNCPHP)
• http//cpheo.sph.umn.edu/umncphp
• FEMA First Responder Guidelines.pdf
• New Mexico Governors Commission on Disability

80
of the Mid Ohio Valley
Christina Smith, Executive Director 521 Market
Street, 17 / Parkersburg, WV
26101 304-422-3151, ext. 106 / www.arcwd.org /
info_at_arcwd.org
81
Communicating With About People with
Disabilities
82
The Power of Language Labels

• Words are powerful. Old, inaccurate,
  and inappropriate descriptors
  perpetuate negative stereotypes
  and attitudinal barriers.
• When we describe people by their
  labels or medical diagnoses, we
  devalue and disrespect them as
  individuals.

Label Jars-Not People
?
83
What is People First Language?

• Puts the person before
  the disability and,
• It describes what a person has, not what a person
  is.

84
People First Language is all about the words you
use and the order in which you use them.
85
It reflects that
People with disabilities are people. They are
people First.
Their disability is secondary.
86
Dos Do Nots of People First

• Remember -- There are NO acceptable replacements
  for judgmental or stereotypic words or phrases.

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Eliminating the bad words is as important as
using the good words.
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Terms Expressions to Avoid

retard/retarded invalid lame poor
unfortunate wheelchair-bound confined to a
wheelchair afflicted with/victim
of spastic/spaz

• handicapped
• cripple
• crip
• deaf mute
• insane
• defective
• deformed
• deaf and dumb

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Instead of Say
The handicapped or The disabled
People with disabilities
Handicapped Parking
Accessible parking
She is a dwarf/midget.
She is a little person.
Shes learning disabled.
She has a learning disability.
Hes mentally retarded/retarded.
He has an intellectual disability.
Hes a sped.
He receives special education svcs.
The wheelchair bound man.
The man who uses a wheelchair.
An autistic boy.
A boy with autism
The blind girl
The girl who is blind
The aspies
Person with aspergers.
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Preferred Terms Expressions

• First and Foremost.. The Persons Name
• Person with a Disability
• Man who has a Hearing Impairment
• Boy w/Intellectual Disability
• Girl with a Vision Impairment
• Children who are Typically Developing
• Person with a Developmental Disability
• Person who Uses a Wheelchair
• Lady with a Psychological/Emotional Disability
• Son With Cerebral Palsy
• Sister Who is Paralyzed
• Person who is Blind
• Woman who is Deaf

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• People without disabilities is the appropriate
  term for people who do not have a disability.
• "Normal," "able-bodied," "healthy," regular,
  or "whole" are inappropriate.

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People First Language is not about being
politically correct. It is, instead, about
good manners and respect.
Through your words and attitudes you have the
power to change the perception of the lives of
children and adults who have disability
diagnoses.
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"My dream is that there will be no more labels.
All people will be called by their name."

• --a person with a disability

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Think about the words you use, when you are at
work, in the mall, on the playground with your
kids, at home.and promise not to use words that
are hurtful or ugly.
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The difference between the right word and the
almost right word is the difference between
lightning and the lightning bug. Mark Twain
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The biggest barriers that people with
disabilities face, and the hardest barriers to
remove, are other people's negative attitudes and
wrong images of them.