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

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Title: 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.

20
  • 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.

87
Eliminating the bad words is as important as
using the good words.
88
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

89
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.
90
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

91
  • People without disabilities is the appropriate
    term for people who do not have a disability.
  • "Normal," "able-bodied," "healthy," regular,
    or "whole" are inappropriate.

92
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.
93
"My dream is that there will be no more labels.
All people will be called by their name."
  • --a person with a disability

94
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.
95
The difference between the right word and the
almost right word is the difference between
lightning and the lightning bug. Mark Twain
96
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.
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