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Disability Sensitivity

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Title: Disability Sensitivity


1
Disability Sensitivity
SeRonna RodgersOutreach Education
CoordinatorArkansas Protection
AdvocacyDisability Rights Center
2
  • The greatest barriers individuals with
    disabilities have faced for decades and continue
    to face today are attitudinal barriers.

3
Causes of Attitudinal Barriers
  • NOMADIC TRIBES
  • EARLY CHRISTIANITY
  • RENAISSANCE ERA
  • HITLERS REGIME

4
Causes of Attitudinal Barriers
  • MEDIA
  • MOVIES
  • TELEVISION
  • NEWSPAPERS
  • RADIO

5
Causes of Attitudinal Barriers
  • It is better for all the world, if for their
    imbecility, society can prevent those who are
    manifestly unfit from continuing their kind.
  • The United States Supreme Court,Justice Oliver
    Wendall Holmes

6
Work Trends Survey
  • Americans Attitudes About Work,
  • Employers and Government
  • There are many ways in which barriers due to a
    disability may be accommodated.
  • Work Trends, March 2003
  • John J. Heldrich Center for Workforce Development
    at Rutgers, The State University of New Jersey
  • Restricted Access
  • A Survey of Employers About People with
  • Disabilities and Lowering Barriers to Work
  • http//www.heldrich.rutgers.edu/Resources/Publicat
    ion/89/WorkTrendsXIVRestrictedAccessFinalReport.pd
    f

7
Specific Barriers Cited by Employers toTheir
Hiring People with Disabilities
Heldrich Work Trends Survey, v.3.6 winter 03
8
Why the Attitude?
9
Misperceptions Biases of Persons with
Disabilities
  • MYTH People with disabilities have lower job
    performance.
  • FACT In 1990, DuPont conducted a survey of 811
    employees with disabilities and found 90 rated
    average or better in job performance compared to
    95 for employees without disabilities. A similar
    1981 DuPont study which involved 2,745 employees
    with disabilities found that 92 of employees
    with disabilities rated average or better in job
    performance compared to 90 of employees without
    disabilities.
  • 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.

10
Misperceptions Biases
  • MYTH It is too costly to accommodate students
    and employees with disabilities.
  • FACT Most workers with disabilities require no
    special accommodations and the cost for those who
    do is minimal or much lower than many employers
    believe. Studies by the President's Committee'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.
  • MYTH Certain career choices are more suited to
    persons with disabilities.
  • FACT As with all people, certain career choices
    may be better suited to some than to others.
    While there are obvious poor career technical
    training and career choices, there are also many
    ways to accommodate individuals with disabilities
    as well as alternate ways of accomplishing a task.

11
Misperceptions Biases
  • 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. Job
    Corps Center staff and employers should have the
    same expectations of, and work requirements for,
    all students/employees.

12
Myths about Students with Disabilities
  • Students with disabilities cannot be taught a
    vocation.
  • This is not true. Each student with a
    disability is an individual with certain
    abilities. The focus should be on what the
    individual can do, not limited by what he/she
    cannot. For instance, a student with a cognitive
    disability may have weaknesses in traditional
    academic areas and may have trouble reading
    however, this student may do well in other areas
    such as carpentry. The key is to provide the
    student with the training he/she needs to match
    both their abilities and interests.
  • Students with disabilities cannot make academic
    gains.
  • With reasonable accommodation, the student
    may make academic gains in language or math,
    obtain a GED, a HSD, or even go on to college.
  • All students with disabilities have low mental
    abilities.
  • Every individual with a disability is
    unique just as each individual without a
    disability is unique. Even manifestations of the
    same type of disability may present differently
    in different individuals. Get to know the person
    before making judgments based upon a label.

13
  • The words you use can create either a positive
    view of people with disabilities or it can
    reinforce common myths.

14
  • Its not just a matter of semantics or being
    politically correct the language we use
    reflects how we feel about disability.
  • http//www.disabilitylearningservices.com/unit03.h
    tm

15
Negative Phrases Used to Describe People with
Disabilities
  • Retard or retarded
  • You must have ridden the short bus
  • Crazy, lunatic, schizo, psycho, insane
  • Deaf and dumb
  • A mute
  • Brain-damaged
  • Crippled

16
Language Use
  • Affirmative Phrase
  • A person with an intellectual disability
  • A person who is blind or who is visually impaired
  • A person with a disability
  • A person who is deaf or who has a hearing
    impairment
  • A person who is deaf
  • A person who is hard of hearing
  • A person who has multiple sclerosis

17
More on Language Use
  • Affirmative Phrase
  • A person who has cerebral palsy
  • A person who has epilepsy
  • A person who uses a wheelchair
  • A person who has muscular dystrophy
  • A person with a physical disability
  • A person with Down syndrome
  • A person with a mental health or psychiatric
    disability

18
More on Language Use
  • Affirmative Phrase
  • A person with a physical disability or one who
    has quadriplegia
  • A person who is short of stature or who is a
    little person
  • A person with a learning disability
  • A person without disabilities
  • A person with a brain injury
  • Accessible Parking

19
Handicap vs. Disability
  • Handicap or Handicapped
  • A legendary origin of the word handicap refers
    to a person with a disability begging with his
    cap in his hand. This is believed to come from
    our war veterans after World War II as a means to
    support themselves.
  • -From Kathy Snows, Disability is Natural
    website. www.disabilityisnatural.com

20
People First Language
  • People First Language puts the person before the
    disability and describes what a person has, not
    who a person is.
  • A person with a disability not a
  • disabled person

21
Why People First?
Group designations such as "the blind," "the
retarded" or "the disabled" are inappropriate
because they do not reflect the individuality,
equality or dignity of people with disabilities.
Further, words like "normal person" imply that
the person with a disability isn't normal,
whereas "person without a disability" is
descriptive but not negative. http//www.dol.gov/
odep/pubs/fact/comucate.htm
22
Barrier Removal Reasonable Accommodation
Sometimes our misperceptions and biases about
what a person with a disability can or cannot do
exist because there is not an awareness or
knowledge base of how those barriers might be
alleviated with the use of appropriate reasonable
accommodation.
23
How Accommodations Remove Barriers
24
  • Examples of what some individuals with certain
    types of learning disabilities might see when
    looking at printed material or how they might
    write on paper.

25
Overcoming Those Barriers
  • There are many ways in which barriers due to a
    disability may be accommodated.
  • Examples
  • Use of a word processor
  • Spell check
  • Word prediction
  • Use of text to speech software
  • Use of voice dictation software

26
Suggestions for Effective Communication
  • Ask the person with the disability about their
    needs
  • Consider the communication situation (e.g.,
    nature, length, and complexity)
  • Use a combination of aids and services with
    appropriate communication techniques.  For
    example, speaking clearly in a normal tone of
    voice, writing key words, using short sentences,
    gesturing, signing, looking directly at the
    listener when speaking
  • http//www.disabilitylearningservices.com/uni
    t05.htm

27
The Ten Commandments of Communicating with People
with Disabilities
The Ten Commandments of Communicating with People
with Disabilities is a video that provide
information on disability etiquette via a series
of humorous vignettes. It also delivers a
compelling portrait of people with disabilities
as competent, contributing, and affable
participants in the workforce.
28
Creating Inclusive Environments
  • Keep in mind that knowing how to react
    appropriately in every situation requires time
    and practice.
  • As with all other etiquette issues, when mistakes
    are made, apologize, correct the problem, learn
    from the mistake, move ondo not be discouraged,
    and above all,
  • keep trying. 

29
Creating Maintaining an Inclusive Training
Work Environment
  • Use posters and other visual displays that are
    inclusive of individuals with disabilities.
  • Provide ongoing training to staff, students, and
    prospective employers regarding disability
    related topics.
  • Disability Sensitivity/Basic Etiquette
  • Common Disabilities
  • Reasonable Accommodation
  • Types of Barrier Removal
  • General Resources
  • Education and Training Techniques/Strategies
  • Staff modeling of appropriate conduct, attitudes,
    and knowledge.

30
Educating the Student
  • Assist student in becoming confident and
    comfortable discussing his/her disability by
    providing
  • Specific training/literature on
  • Disclosure
  • Self-Advocacy Self-Determination
  • Workplace Rights

31
Educating the Employer
  • Each October is National Disability Employment
    Awareness Month (NDEAM). NDEAM is a perfect time
    to promote awareness and showcase the abilities
    of students with disabilities within the Job
    Corps environment, within the community-at-large
    and most importantly, with employers. Suggested
    activities include
  • Work with local business industry council to set
    up a job fair or open house featuring center
    trades and show types of accommodations and how
    they are used in that particular field.
  • Gather information on hiring individuals with
    disabilities and disseminate to employers,
    including development of flyers and newsletter
    perhaps featuring students with disabilities who
    have been successfully placed. Make this a year
    round activity!

32
Involving Employers
  • Invite employers to participate in the centers
    programs and activities.
  • Include disability organization representatives
    on the center community relations and business
    industry councils.

33
Poster available at www.disabilityisnatural.com
34
Disability Rights Center
  • 1-800-482-1174
  • www.arkdisabilityrights.org

35
Other Resources
  • Barbara Grove, National Office, National Nurse
    Consultant
  • 202-693-3116 or grove.barbara_at_dol.gov
  • Michelle Day, Humanitas, Disability Coordinator
  • 301-608-3290, ext. 409 or michelle.day_at_humanitas.
    com
  • Debbie Jones, Humanitas, Learning Disabilities
    Specialist
  • 804-598-2118, or debbiemjones_at_adelphia.net
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