Jeopardy! Serving Customers with Disabilities. Facilitator s Tips for this Module

Transcription

1 Jeopardy! Serving Customers with Disabilities About this module Goal: To provide an opportunity for participants learn about serving customers with disabilities Format: Interactive Game Time: 20 minutes Potential audience: Businesses, municipalities, service providers, general audiences Materials needed: PPT slides, answer key Facilitator s Tips for this Module In the popular game show, Jeopardy!, contestants select questions from different categories and must quickly respond to these questions to accumulate points. This module is an adaptation of this game show and as designed to provide an opportunity for participants learn about serving customers with disabilities, in a format that is active and engaging. But the fast-paced format is not just for fun. Participants will have to make split second decisions about how to deal with situations when they arise. Being able to apply the principles presented in this and related modules (e.g., Serving Customers ), is key to their ultimate success in serving customers with disabilities. Facilitator s Tips for this module: Keep the tone light and fun. If this activity is successful, there should be some laughter and light-heartedness. Most of the time, the question is answered correctly by the first participant. If this is not the case, don t let the question go beyond two participants. After two unsuccessful tries, simply give the correct answer and move on the next question. Don t be too strict about what is a correct answer. If a participant gives an answer that is close to correct, count this as a correct answer, but add any ideas that could elaborate on the answer. Page 1

2 Facilitator s Notes for this Module Facilitator s Notes (Slide 1) This is the title slide for this module. Page 2

3 Facilitator s Notes (Slide 2) Change this slide to reflect your regional information. Trainers, be sure to advise participants that this training is not intended as legal advice. Page 3

4 Facilitator s Notes (Slide 3) Review the rules of the game with participants by reading the instructions on this slide. Page 4

5 Facilitator s Notes (Slide 4) Ask any participant to start the game by choosing a question category and point level (10, 20 or 30 points). Note: the person who chooses the question category is not the same person who answers the question. Read the question for this category and point level. Jeopardy questions and answers are in this Facilitator s Guide. The first participant to raise their hand gets a chance to answer the question. If the participant answers the question correctly (or close to correctly) they get the points for the question. If a question is answered incorrectly, the next participant to raise their hand is given an opportunity to answer the question. The participant who answers the question correctly gets to choose the next question category and point level. The person with the most points at the end of the game wins! Page 5

6 Facilitator s Notes (Slide 5) National Network: Please replace this slide with your centers contact information. Conclude by reminding participants that the training materials were produced by the Northeast ADA Center in collaboration with the ADA National Network. Remind them of the free and confidential technical assistance and other services available from your local ADA Center and from the ADA Centers throughout the country. Mention the ADA TA line: Page 6

7 Jeopardy! Answer Key Category 10 Pt. 20 Pt. 30 Pt. Rolling right along: Customers who use wheelchairs Q: Name one barrier that would make a building/business inaccessible to someone who uses a wheelchair. A: Any one of the following: steps, steep incline, narrow door, furniture in the way, heavy door, door handle too high. Q: When talking with someone who uses a wheelchair for more than a few minutes, what should you do? A: Sit down so that you can talk to the person face-toface. Q: Under what circumstances is it acceptable to push someone s wheelchair? A: Almost never. If it appears that the person is really struggling, ask if they would like some assistance. If a person asks for help, ask what they would like you to do. Consider a wheelchair as the person s personal space as a part of their body. Read my Lips: Customers with hearing disabilities Q: When using a sign language interpreter to talk with someone who has a hearing disability, should you talk and look at the interpreter or the person? A: Always look directly at the person you are speaking to, not the sign language interpreter. Q: (multiple choice) If you don t understand what someone with a hearing disability has said, what should you do? a. speak much louder b. offer to play pictionary c. pretend to understand so you don t hurt their feelings d. say you don t understand and keep trying to communicate A: d it s more disrespectful to pretend to understand when you don t. Tell the person you don t understand and keep trying. Perhaps you ll need to find another way to communicate, like writing. Q: When you re initiating a conversation with someone who is deaf, what are two things you should do? A: Any two of the following responses would be correct: Start by getting their attention, by gently tapping them on the shoulder or waving your hand Look directly at the person when speaking Speak in a normal tone of voice speaking louder will NOT help Try to keep your hands and hair away from your mouth when you speak. Page 7

8 Category 10 Pt. 20 Pt. 30 Pt. Moving on: Customers with neurological disability or stroke Q: True or false? People with neurological disorder or stroke are nearly always have intellectual disabilities. A: False Q: True or false? People with a brain injury neurological disorder or stroke seldom get better. A: False Many people with these disorders do improve with treatment and therapy. Q: True or false? People with neurological disorder or stroke need to always have a companion with them in case they have a seizure or injure themselves. A: False Many people with this disorder function independently. Hearing the voice: Customers with speech disabilities Q: True or false? It s correct to assume that because a person can t speak that they can t understand. Q: If a person is having difficulty finishing a sentence, it s appropriate to make a guess and finish the sentence for them? Q: What percent of the U.S. population has a speech disability? A: About 2%. A: False This is a widely held misconception of people with speech disabilities. A: No, this is not appropriate. Take the time to let the person finish their thought. Work through what you (but not necessarily them) might experience as an uncomfortable pause. It s about the brain: Customers with psychiatric disabilities Q: True or false? Psychiatric disabilities are the same thing as mental retardation. A: False People with psychiatric disabilities are not impaired in their capacity to develop intellectual functioning. Q: (multiple choice) People with psychiatric disabilities are: a. slightly more likely to be violent to others in their workplaces b. have no greater rates of violence to others in their workplaces c. slightly less likely to be violent to others in their workplaces Q: Roughly, what percent of our population in general has a diagnosed psychiatric disability? A: Roughly 10%. This means that, whether or not you know it, about 1 out of 10 of your customers at any given time will have or have had a psychiatric disability at some point in their lives. A: c it s a myth that people with psychiatric disabilities Page 8

9 Category 10 Pt. 20 Pt. 30 Pt. are more likely to be violent. In fact they are slightly less likely to commit violence against others. The blind leading the...well, maybe the rest of us! Q: Under what circumstances is it OK to interact with a service animal? A: Almost never. These animals are working. Unless there is a situation that poses a serious safety concern, do not interact with the service animal of a person with visual disabilities. Q: You notice a person who is blind who seems to be having problems finding their way around a building. What should you do? A: Politely ask if the person would like assistance in finding something. If they say yes, ask them how you can help. To guide a person who is blind, never grab their arm or hand; they are using them! Offer your elbow and do your best to match their pace. Give short verbal cues as you walk, e.g. We re coming to a curb now. The room is about 5 feet away on our right. Q: Name three modifications, devices or aids that would make a business/agency more accessible to a person with a visual disability. A: Note that many of these programs will not only benefit customers with visual disabilities, they can benefit customers with other disabilities as well. Any three of the follow: Ensure that all staff are aware of the rights to use service animals Never interact with a working service animal Move objects that protrude from the wall and can t be cane/dog detected (e.g. sculptures, fire extinguishers, water fountains) Provide menus/ descriptions in Braille or audio formats Provide a clear pathway that can be cane/dog navigated Provide JAWS software or other screen readers on computers Ensure that films/videos are captioned and offer audio description Remember that people Page 9

10 Category 10 Pt. 20 Pt. 30 Pt. with visual impairments will not be able to determine when they are approaching the empty space underneath a stairwell; place an item there, such as a plant or chair, which can be detected by a cane or service dog. Listen to me: Customers with developmental disabilities Q: True or false? Mentally retarded is a respectful term to use. A: False This word has fallen into disuse because of its negative, condescending meaning. If you must refer to the disability, most prefer intellectual or developmental disabilities. Q: What percent of the U.S. population has a developmental disability? A: About 1 2%. Q: What is one common mistake made when interacting with customers with developmental disabilities? A: Any of the following: Talking to companion, not person Assuming they can t have unique choices or preferences Assuming they are all alike Talking to them as if they were a child Assuming they can t read or write Page 10

11 Category 10 Pt. 20 Pt. 30 Pt. Sticks and Stones: Language and disability Q: Which of the following terms are inappropriate to describe people with disabilities: a. cripple b. invalid c. victim d. uses a wheelchair A: a, b and c are inappropriate because they draw our attention only toward what the person can t do instead of what they can. People with disabilities are people first. The term person who uses a wheelchair may be a little longer, but it is empowering because it refers to the person first and the disability second. Q: True or false? It is appropriate to use phrases like, I ll see you later or Did you hear about Tom s promotion when speaking to a person who has a visual or hearing disability. A: True These are just spontaneous, natural phrases and are perfectly natural and appropriate to use when conversing with people who have disabilities. Q: True or false? It is appropriate to use phrases like, I ll see you later or Did you hear about Tom s promotion when speaking to a person who has a visual or hearing disability. A: True These are just spontaneous, natural phrases and are perfectly natural and appropriate to use when conversing with people who have disabilities. Hello! Greetings and handshakes Q: What s an appropriate way to greet someone who has an intellectual disability? A: Greet the person as you would anyone else. Many people make the mistake of only greeting their companion. Q: True or false? When greeting someone who uses a wheelchair and/or has a mobility disability, it is appropriate to lean on their wheelchair? A: False A wheelchair is part of a person s personal space. Q: How do you greet someone who does not have use of their hands because of a mobility disability or someone who does not have a right hand? A: Allow the person to initiate the handshake, not all people will. A smile and a nod may be sufficient. Page 11