Celebrating All Abilities & Supporting

Transcription

1 Celebrating All Abilities & Supporting A disability awareness and community involvement program by Cerebral Palsy, Inc. (CP) designed to bring invaluable experiences to students throughout Northeast Wisconsin. Celebrating All Abilities 11/10; page 1

2 Table of Contents: Introduction to Celebrating All Abilities...3 Introduction to disabilities, terminology, answers to common questions Disability Etiquette Proper Terminology (all ages)...4 Language of Disability (all ages)...8 Language of Disability Quiz (Middle +High School)...11 Helpful Hints when meeting friends with disabilities (all ages)...13 When meeting someone new or making friends (Elementary Ages)...15 Common Questions Kids Ask & Answers (all ages)...17 General Disability Awareness Quiz (all ages)...19 Myths & Realities (all ages)...22 Articles and information to use to generate discussion CP s Adult Program Newsletter (all ages)...25 Celebrities with Disabilities (all ages)...26 Elementary Age Activity Worksheets Coloring Pages (Elementary School)...28 Friendship Maze (Elementary School)...34 Disability Awareness Crossword Puzzle (ages 10+)...35 Celebrating All Abilities Word Search (ages 8+)...36 Group Activities to generate an understanding of all abilities Exploring Similarities & Differences (ages 3-8)...38 Mobility Disabilities & Adaptive Equipment (all ages)...40 Developmental Disability Activity - Sensory Activity (all ages)...44 Vision Impairments Activity (all ages)...46 Hearing Impairment Activity (all ages)...47 Disabilities in real life - Barriers to Recreation (Middle/High School)...49 Accessibility in college (Middle/High School)...51 Disabilities in the media and the arts (Middle/High School)...53 Disabilities & Civil Rights (High School)...54 Interactive activity to introduce CP s services Story and Treasure Map Activity (Elementary/Middle School)...55 Fundraising projects CP Circle Campaign (Artwork + Poster)...59 Fundraising Progress Puzzle...62 Examples of school/group letters for making donation requests...63 Recommended Resources (videos, reading, etc.)...67 References...68 Celebrating All Abilities 11/10; page 2

3 Introduction It is through the ongoing generosity and support of our community that Cerebral Palsy, Inc. (CP) has been able to provide essential services to your friends, family, and neighbors living in Northeast Wisconsin. By including Celebrating all Abilities and Supporting CP in your curriculum, you are providing your students with an opportunity to gain a better understanding about disability awareness, inclusion, appreciation of all abilities, exploration of similarities and differences, community responsibility, and service and compassion. We are pleased to invite your school to participate in this program which teaches core, fundamental values and concepts. It is our hope that this program will make a positive impact on the children that will last a lifetime Purpose: This purpose of this program is to provide you with a variety of materials to help introduce and incorporate disability awareness concepts into your classroom to promote empathy, understanding, and inclusion of all abilities. The activities and resources were collected from a variety of sources in order to provide a wealth of information/options for you to use in your classroom (Easter Seals Avenues to Understanding, 2006; Cerebral Palsy, Inc.; Learning Links; Possibilities Inc., 2006). Activities include individual worksheets and group activities for various ages. While these activities are meant to be both fun and educational, they can also be incorporated into many subjects including History, Health, Physical Education, English, Music, or Art. The material is meant to be used at any time throughout the school year calendar; however, f your group would like to do a fundraising project, consider having the project coincide with the Annual CP Telethon, which is held the first full weekend of March each year. Ages: Many of these activities are appropriate for all ages; however, some are meant for a specific age groups. Recommended ages are referenced in the table of contents. Contact Information: For more information about this program, fundraising ideas, to request materials, or to schedule a tour/presentation, please contact Amy Murphy, CP s Community Outreach Specialist, at ext 1205 or amurphy@cp-center.org Thank you for helping CP to bring Caring to Life. Celebrating All Abilities 11/10; page 3

4 Disability Etiquette Words are very powerful tools. Today s society is acutely aware of and tries to be sensitive to using terminology that is not offensive to another individual or group. One group that the public and others have heard little about is people with disabilities. We have developed this flyer to give the reader information about what terminology people with disabilities prefer. We encourage you to review this information often, especially if you are going be meeting or writing about people with disabilities. To know more, please contact one of the agencies listed. IMPROPER TERMINOLOGY Language we use to describe someone usually creates an attitude. Just as some well-known, four-letter words are offensive, so are some words used in referring to people with disabilities. These terms should be avoided when speaking to or about people with disabilities: Afflicted Cerebral Palsied Confined to a Wheelchair Courageous Unfortunate Burden Deaf and Dumb or Deaf Mute Handicapped or Handicapper Incapacitated Deformed Crippled Wheelchair Bound Poor, Pitiful Retard or Retardate Spastic Suffering Victim Hearing Impaired PROPER TERMINOLOGY A person who is: Blind, Visually Impaired Deaf, Hard of Hearing Non-Disabled Physically Disabled A person who has: Cerebral Palsy Multiple Sclerosis Muscular Dystrophy Polio Appropriate Phrases: A woman who uses a wheelchair A person with a spinal cord injury An employee with arthritis A child who uses a communication device A person with a mental illness Hint: Always remember the person comes before the disability. For example, a person with MS or Jane, who has CP etc. Celebrating All Abilities 11/10; page 4

5 Deaf/Hard of Hearing This term includes all people who have a hearing loss to any degree. When communicating with a person who is deaf or hard of hearing: Make sure you have the person s attention before you begin speaking. Either a tap on the shoulder or a visual signal can be used to gain attention. Always face the person with a hearing loss when speaking, making sure there is good light on your face. Speak normally, and do not exaggerate your speech the person may wish to speech read. Speech reading is only 30-50% effective. Do not speak with anything in your mouth, such as gum, a pipe or a cigarette. Also, take care to keep your hands away from your mouth so that your lip movements, facial expression and visual clues can be seen. People with hearing loss find it hard to hear in the presence of background noise. Be sure to move away from such noise or turn down the radio or TV when conversing. If a word is not understood, try another word or rephrase rather than simply repeating yourself. Beware of the false interpretations (a nod of the head does not necessarily mean, I understand ). Do not shout. Hearing aids make sounds louder, not clearer. If a sign-language interpreter is present, talk directly to the person who is deaf not to the interpreter. Use a qualified signlanguage interpreter when necessary. Use sign language only if you are qualified. Otherwise, incorrect information may be conveyed. If all else fails, use a pad and pencil to communicate. People with Cognitive Disabilities learn best when: Information and instructions are presented in small, sequential steps, and reviewed frequently. Prompt and consistent feedback are provided. A hands-on approach is used. They are provided concrete rather than abstract information. The purpose of a task is made clear. They are provided safe opportunities to make mistakes. Skills are taught in natural environments. Celebrating All Abilities 11/10; page 5

6 Speech Difficulty There are many reasons for having difficulty with speech. Cerebral palsy, deafness, head injury and stroke are just a few of the causes. When dealing with a person with speech difficulty: Speak directly to the individual, not to a friend or companion. Keep eye contact, do not look around or turn away. Try to give your whole, unhurried attention if the person has difficulty speaking. Do not complete the speaker s sentences. Let the person finish. Don t become flustered when you cannot understand, or pretend to understand when you really don t. Do not be afraid to ask the person to repeat or spell a word. If you still have difficulty, ask them to use different words. Do not equate speech difficulties with intellectual ability. Mobility Limitations Limitations can vary greatly and may include such disabilities as arthritis, cerebral palsy, multiple sclerosis, paraplegia and quadriplegia. When you are with a person using a wheelchair: Treat a person s wheelchair or adaptive aid with respect. This device is an extension of that person s space. Talk directly to the person using the wheelchair, rather than to someone else. Get on the individual s level if possible, kneeling on one knee, sitting in a chair, etc. If this is not possible, stand back so he/she does not have to look sharply upwards. In greeting a person, feel free to extend your hand to shake hands. Use a gentle grip and do not squeeze. Push a wheelchair only when asking the person if assistance is needed. Listen to instructions the person may give. Learn the location of accessible ramps, restrooms, elevators and telephones. Persons with physical disabilities are now using service animals (dogs) more frequently. Service animals are highly trained. Do not pet or distract a service dog. Celebrating All Abilities 11/10; page 6

7 Blind or Loss of Vision This disability can range from total blindness to partial loss of sight. When you are with a person who is blind or has a loss of vision: Speak directly to the person, using a normal tone of voice. Identify yourself. Do not be afraid to use terms such as See you soon. Do not pet a guide dog. The dog has an important job to do and petting may be distracting. Offer assistance but be guided by the individual s direction. Walk alongside and slightly ahead of the person you are assisting. Never hold the person s arm while walking. Let the individual hold your arm. The motion of your body tells the person what to expect. Avoid escalators or revolving doors, if possible. Assist the individual on stairs by guiding a hand to a banister. When giving assistance in seating, place the person s hand on the back or arm of the seat. Never leave a person who is blind in an open area. Instead, lead the person to the side of the room, a chair or some landmark from which he or she can obtain a direction for travel. Do not leave a person who is blind abruptly after talking in a crowd or where there is noise that may obstruct the person s hearing without saying that you are leaving. Otherwise, he or she may be talking when no one is listening or even present. For more information about communicating with people with disabilities or the Americans with Disabilities Act, contact: 1673 Dousman St. Green Bay, WI (920) S Adams St. Green Bay, WI (920) Country Club Rd. Green Bay, WI (920) S. Webster Ave, Green Bay, WI (920) Curry Ln. Green Bay, WI (920) Celebrating All Abilities 11/10; page 7

8 Avenues The Language of Disability By bschuetz Created 02/15/ :32 The difference between the almost right word and the right word is really a large matter It's the difference between the lightning bug and the lightning. Mark Twain Language is a fluid thing, evolving as sensitivity to the impact that words can have on attitudes increases. Terms that are thought to be perfectly acceptable one day many be deemed unacceptable the next. Like any group of people, people with disabilities often do not agree on what terminology is correct for their group. But most agree that language can foster negative, positive, or neutral images and attitudes and that because language does play an important role in shaping beliefs and behavior, the words used to describe people with disabilities or the disabilities themselves are important and should be used with thought and care. While not universally accepted by disability rights groups and by people with disabilities, the following will give you a number of tips regarding currently preferred language. Disabilities and Handicaps The words disability and handicap are not interchangeable. A disability is a condition caused by an accident, trauma, genetics or disease which may limit a person s mobility, hearing, vision, speech or mental function. Some people have more than one disability. According to the U.S. Census Bureau, one in every five Americans has a disability, and it is estimated that 50% of all people with have some type of disability during their lifetime. A handicap is a physical or attitudinal constraint that is imposed upon a person, regardless of whether that person has a disability. Many people with disabilities feel their real disability involves problems with the environment rather than problems with their bodies. Architectural barriers limit participation, productivity, and independence. For instance, if a person who uses a wheelchair is offered a job that they cannot accept because it is located on the second floor of a building without an elevator, the real problem the handicap is that there is no elevator. Attitudinal barriers can cause further limitations. If an employer passes on a qualified candidate with a physical disability because he believes the person will miss too much work because of their disability, the real problem the handicap is the attitudinal barrier in the mind of the prospective employer. Person First Language When speaking about people with disabilities, perhaps the most important thing to remember is to always put the person first. Referencing the person before their disability conveys respect and simple good manners. person with a disability rather than disabled person* student who is deaf rather than deaf student People are not medical conditions, and prefer not to be referred to as such. people with spinal cord injuries rather than the spinal cord injured Celebrating All Abilities 11/10; page 8

9 people who have epilepsy, rather than epileptics * While it is preferable to always reference the person first, then the disability, it is acceptable to use disabled person occasionally when writing in the interest of conserving print space or to avoid repetitiveness. Replacing Outdated or Demeaning Language with More Appropriate Words Person with a physical disability or physical disability can replace: crippled, the crippled, crip, lame, invalid, defective, deficient, bed-ridden, bound/confined/restricted to a wheelchair, deformed, handicapped, physically-challenged, differently-abled, spastic, paralytic or victim. Person with spina bifida (for example) or person who has spina bifida can replace: stricken with/by spina bifida, victim of spina bifida, afflicted with/by spina bifida, burdened with/by spina bifida, suffers with or from spina bifida, crippled with/by spina bifida. Person with a developmental disability or person with a cognitive delay can replace: mentally ill, mentally retarded, retarded, retard, slow, crazy, nuts, lunatic, maniac, mentally diseased, psycho, feeble minded, moron, deficient, mentally defective, imbecile or idiot. Person who does not have a disability or person who is able to walk (for example) can replace: healthy or normal. When used for comparative purposes, the words healthy and normal imply that people with disabilities are unhealthy (many are in excellent health) or abnormal. Person born without legs (for example), born with or condition present at birth can replace: birth defect, congenital defect. Seizure can replace: fit, spell or attack. Non-verbal or does not speak can replace: dumb or mute. Accessible parking and accessible bathrooms can replace: Handicapped parking/bathroom or disabled parking/bathroom. Words to Avoid Avoid: special, burden, burdens to their families or to society, unfortunate, less fortunate, sick (a disability is not a sickness), fragile, abnormal, subnormal, deformed, deformity, pitiful, deaf and dumb, dependent, incompetent, patient (unless the person under discussion is in the hospital) or poor. Avoid suggesting that people with physical, sensory or cognitive disabilities are in any way menaces, deviants or dangers to society, that they are outcasts or that they are somehow biologically inferior or less than fully human. Avoid suggesting that people with disabilities are in constant need of charity or welfare, or that they are noncontributing members of society. Also avoid words like courageous, brave and inspirational. Adapting to a disability does not automatically mean acquiring those traits. A Final Word As mentioned earlier, the language of disability can be confusing, more so because not everyone agrees on just what the correct word should be. Finding contradictions in what is considered correct language in printed materials or on the web is not uncommon. Some websites contradict themselves! Celebrating All Abilities 11/10; page 9

10 Because of the lack of hard and fast rules and definitions, people are sometimes afraid of using the wrong word. Don t be. Don t let that uncertainty stop you from discussing disability related issues or from speaking to people with disabilities. Source URL: Celebrating All Abilities 11/10; page 10

11 Avenues Language of Disability Quiz By bschuetz Created 02/15/ :37 Write yes to indicate terms and phrases you feel are acceptable and no to indicate those you feel are not. a psychiatric disability imbecile a congenital disability invalid a person with a deformity is afflicted with a person who has a speech impairment is arthritic a person with a congenital disability is cerebral palsied a person who has fits less fortunate a person who has had a disability since birth lives with a disability a person who has seizures maimed a person who is deaf midget able-bodied person moron abnormal multiple sclerosis afflicted mute bed-ridden non-verbal birth defect normal person confined to a wheelchair palsied congenital defect people of short stature crazy person who overcame a disability crippled person with a disability deaf mute person without a disability deaf person physically challenged deformed polio victim differently-abled retard disability community retarded disfigured spastic disability spaz disabled people special people feebleminded stroke patient handicapped suffers from had polio unhealthy has an emotional disability victim of cerebral palsy has cerebral palsy wheelchair bound idiot wheelchair user Answer Key Y a psychiatric disability Y a congenital disability N a person with a deformity Y a person who has a speech impairment Y a person with a congenital disability N imbecile N invalid N is afflicted with N is arthritic N is cerebral palsied Celebrating All Abilities 11/10; page 11

12 N a person who has fits Y a person who has had a disability since birth Y a person who has seizures Y a person who is deaf N able-bodied person N abnormal N afflicted N bed-ridden N birth defect N confined to a wheelchair N congenital defect N crazy N crippled N deaf mute N deaf person N deformed N differently-abled Y disability community N disfigured Y disability N disabled people N feebleminded N handicapped Y had polio Y has an emotional disability Y has cerebral palsy N idiot N less fortunate Y lives with a disability N maimed N midget N moron Y multiple sclerosis N mute Y non-verbal N normal person N palsied Y people of short stature N person who overcame a disability Y person with a disability Y person without a disability N physically challenged N polio victim N retard N retarded N spastic N spaz N special people N stroke patient N suffers from N unhealthy N victim of cerebral palsy N wheelchair bound Y wheelchair user * What is considered appropriate terminology tends to differ among disability rights groups and elsewhere within the disability community. Preferred terms also change over time. These answers are open to continuing debate. Source URL: Celebrating All Abilities 11/10; page 12

13 HELPFUL HINTS Learning to accept ourselves is hard to do, especially when we want so much to fit in with our friends and our classmates. Most of us are self-conscious about the way we look. Or we wish we could be better than we are at something. Many of us worry about things that are invisible to our friends and our families. But they are important to us and influence the way we act. When you have a disability, fitting in is even harder. A disability is the first thing other people see. Sometimes it's the only thing. And people forget to look beyond the wheelchair, or the hearing aid, or the prosthesis. They don't see the person -- only the person's disability. They forget that these are people who could be our friends. Kids with disabilities may seem different, at first. But they are people with many interests, ideas and feelings, just like everyone else! When Meeting Friends with Disabilities: 1. It s okay to offer your help to someone, but don t just go ahead. Ask first. Or wait for someone to ask you for your help. 2. It s okay to ask people about their disabilities and it s also okay for them not to talk about it. 3. Remember, just because people use wheelchairs, it doesn t mean they are sick. Lots of people who use wheelchairs are healthy and strong. 4. When you re talking with people who use wheelchairs, sit down so their necks won t get sore looking up at you. 5. It s okay to use words like see, hear, walk and run when you re talking with friends who have disabilities. 6. It s okay to ask people who have speech problems to repeat what they said if you didn t understand the first time. 7. If an interpreter is helping you speak with a deaf person, make sure you talk to the deaf person, not the interpreter. Cerebral Palsy, Inc South Webster Avenue, Green Bay, WI / Voice / TTY / Fax Form # OUT-116 Revised 11/2/2010 Celebrating All Abilities 11/10; page 13

14 8. Don t speak loudly when talking to blind people. They hear as well as you do. 9. Never pet or play with Seeing Eye dogs. They can t be distracted from the job they are doing. 10. Invite friends with disabilities to sleep over, come to your house to play, or to your birthday party. Think about ways to make sure that they can be included in the things that you do. 11. Don t let your parents park in places reserved for people with disabilities. 12. When you go to restaurants and shopping malls, see if a disabled friend could be there with you. If not, ask the manager to put in ramps, get raised numbers for the elevators, or have Braille menus printed. 13. Treat a person with a disability the way you like to be treated. Cerebral Palsy, Inc South Webster Avenue, Green Bay, WI / Voice / TTY / Fax Form # OUT-116 Revised 11/2/2010 Celebrating All Abilities 11/10; page 14

15 Celebrating All Abilities 11/10; page 15

16 Celebrating All Abilities 11/10; page 16

17 Avenues - Common Questions Kids Ask By bschuetz Created 02/15/ :15 Q & A: Answers to the Most Common Questions Kids Ask People with Disabilities (these questions and answers deal with mobility disabilities) We asked our Easter Seals Camp Wawbeek ambassadors what questions very young children most commonly ask them, and how they would reply. Ashley, 16; Megan, 13; Brad, 18; and Ed, 29 all have cerebral palsy and all use wheelchairs. Why are you in a wheelchair? Ashley: My muscles don t work as well as other people s do. Megan: Because my legs don t work. Brad: My legs don t work like they should. Ed: I m in a wheelchair because God made me special. I can t walk or stand on my own. I need support. My legs do not work like others who can run, jump, hop, and skip. Does it hurt? Ashley: No. Megan: No. Brad: Yes, sometimes certain parts of my body hurt, but not very often. Ed: No, having a disability doesn t hurt! My leg muscles tighten up from time to time. Can you walk? Ashley: Yes, with a grown up s help or with my walker. Megan: Yes. It s but it s hard for me. Brad: No, I can t walk. Ed: Yes, I can walk. I walk with a special walker that gives me the support. I need to walk to keep my legs loose. I can only walk short distances. When the weather is bad - deep snow or heavy rain, my friends help me get around campus. Do you sleep in your wheelchair? Ashley: No, my mom or dad pick me up and put me in bed. Megan: No. I sleep in my bed just like you and I get tucked in by my parents too. Brad: No, my parents and friends help me into bed. Ed: Yes, I fall asleep in my chair from time to time for a few hours when I m really tired from watching TV or doing homework. How do you get dressed? Ashley: I need help from a grown up to get dressed. Megan: I get help, but I pick out my own outfit and make myself pretty. Brad: My parents help me. Ed: I can get dressed as far as putting on shirts, shorts, and pants. I need help putting on my socks, braces, and shoes. Celebrating All Abilities 11/10; page 17

18 How do you take a bath? Ashley: I have a bench that I sit on in the shower in our bathroom. Megan: I get undressed, get in the tub and take a bath. :-) Brad: I have a special chair my parents put me in to take a shower or bath. Ed: I take a shower by using a special shower chair with rollers on it so that way I can just roll in to the shower with little help. How do you go up and down stairs? Ashley: I have a special chair that sits on a rail and it takes me up and down the stairs by pushing a button. I also use ramps to get into other places. Brad: I either take the elevator if there s one or my parents take me out of my chair and carry me up or down the stairs. Then they carry my chair up. Ed: I walk upstairs hanging onto railings. One person goes in front of me and one behind. They are there for support. Do you go to school? Ashley: Yes, I have to take a special bus that has a lift in the side of it so I can get my wheelchair in the bus. I go to regular classes. Megan: Yes I go and learn just like everybody else. My favorite subject in school is reading. Brad: Yes, I go to school just like you, but I have someone there that helps me with what I need. Ed: Yes, I do go to school. I attend the University of Wisconsin Oshkosh, majoring in Radio/TV/Film. Even though you have a disability, you can still follow your dreams and do whatever you want to do. Do you play sports? Ashley: Some sports are made especially for people in wheelchairs, so yes I can play sports. Megan: Yes I do. I love playing basketball. Brad: Yes, I can play some sports with some special equipment. My favorite sport is bowling. They have a special ramp that I can use. All they have to do is put the bowling ball on the ramp & then I can push it down the ramp and it rolls down the alley toward the pins. They also have adapted pool tables where I can wheel my chair right under the table and use shorter pool cues. Ed: Yes, I do play sports. I compete in Special Olympics. I participate in sports like basketball, bowling, and track and field. In track and field I compete in the 100 meter and 200 meter wheelchair racing. Can you dance? Ashley: Yes, I just move my wheelchair back and forth on the dance floor. Ed: Yes, I can dance. I just put my hands on my wheels and move my chair from left to right. I also do circles and pop wheelies. What do you do with your friends? Ashley: I go shopping, to movies and talk to them on the phone a lot. I also have friends spend the night and go camping with us. Megan: We play. We talk. We go places like the movies. We hang out. Brad: I go shopping, I go to the movies, I talk with them on the phone and many other things. Ed: I go to movies, go out to eat, and go to sporting events with my friends. I also just hang out and have a good time. Source URL: Celebrating All Abilities 11/10; page 18

19 Avenues - General Disability Awareness Quiz By bschuetz Created 02/15/ : 36 Next to each statement, indicate if you believe that statement to be true or false. 1. Only people who can t walk use wheelchairs. 2. You have a friend who has a speech impairment and sometimes you re not sure what he said. To make things easier, you should pretend that you understand. 3. When you meet someone who is blind or visually impaired, you should introduce yourself to that person. 4. When communicating with people who are deaf or hard of hearing, it is necessary to speak through an interpreter. 5. It s safe to assume that people with disabilities usually need help. 6. It s okay to gossip about people who are deaf hard or hearing because they can t hear you anyway. 7. People who use wheelchairs can t go anyplace fun. 8. People with cerebral palsy usually have a cognitive disability, too. 9. People with disabilities want to be treated just like everyone else. 10. When you meet someone with a guide or companion dog, you should make friends with the dog first so that the dog is comfortable with you being nearby. 11. Among other professions, people with disabilities work as stockbrokers, lawyers, doctors and teachers. 12. People with disabilities prefer to hang out with others who have disabilities. 13. Most public places such as movie theaters, restaurants and ballparks are easy for people who use wheelchairs to enjoy. 14. People with disabilities can t dance. 15. It s okay to ask people with disabilities about their disabilities. 16. People with disabilities can participate in competitive sports. 17. People with disabilities can t live on their own when they grow up. 18. People can become disabled at any point in their lives. 19. Disabilities are illnesses to be treated by medical professionals in the hope of a cure. 20. Many people with disabilities feel their real disability involves problems with the environment rather than problems with their bodies. Answer Key 1. FALSE. While is it true that many people who use wheelchairs can t walk, many can. People with disabilities who can walk on their own or with the aid of braces or a walker may tire easily and choose to use a wheelchair because it gives them more independence. 2. FALSE. Never pretend you understand what someone is saying if you don t. Instead, ask your friend to repeat himself. If you re still having trouble, make your best guess about what the person is saying and ask if you heard correctly. Occasionally, your friend may need to write something down for clarity. 3. TRUE. Introductions are always appropriate when meeting new people. When you have a friend or acquaintance with vision loss, it is appropriate to simply state your name whenever you meet them. Hi Michael, it s John Anderson. Celebrating All Abilities 11/10; page 19

20 4. FALSE. Because some people who are deaf or hard of hearing use sign language, others read lips and still others use a combination of both, you need to find out how you can best communicate with them. If he or she has an interpreter, it s perfectly fine to use this person, but look at and speak directly to the person with the disability, not to the interpreter. The interpreter with stand beside you and interpret as necessary. 5. FALSE. Most people with disabilities prefer to be independent. When offering help to someone with a disability, always ask first, wait for their response and then ask them about the best way to provide the help they need. Don t feel bad if your help is turned down. 6. FALSE. People who are deaf or hard of hearing are just as likely to know they are being talked about as other people would be. Even if they do not hear exactly what s being said, they will notice. Why be rude? 7. FALSE. People who use wheelchairs may face some architectural barriers when going out into the community. But this doesn t mean they can t go anywhere fun. Instead, it s a reason to check out the places you plan to go ahead of time to see if there are potential problems. Decisions can then be made to work around barriers or to choose another location. Knowing what to expect ahead of time will make planned activities more enjoyable for everyone. 8. FALSE. Cerebral palsy is a disability affecting movement. Although cerebral palsy affects the motor control center of the brain, it does not affect one s natural intelligence. 9. TRUE. People with disabilities have said that this, more than anything, is what they want to be included and treated just like everyone else. 10. FALSE. You should always meet the person before their dog! Guide and companion dogs are working and should not be disturbed. As you re getting to know the person, you can ask about the dog, and ask to be introduced. 11. TRUE. People with disabilities are involved in a full range of professions. 12. FALSE. Friendship is usually based on common interests and activities, not on whether or not a person has a disability. 13. FALSE. Although the Americans with Disabilities Act calls for public places to be accessible to people who use wheelchairs, the fact is that there are still many places that are difficult for people who use wheelchairs to navigate. When make plans with someone with a disability, possible architectural barriers should be considered. 14. FALSE. Most people have their own styles of dancing, and people with disabilities are no different. 15. TRUE. What s important is how you ask. Don t ask, What s wrong with you? Instead, learning more about a person s disability should be a part of getting to know each other. Even then, some people may be willing to answer questions, while others may choose not to. Be sensitive to and respect their wishes. 16. TRUE. Competitive sports are as important to people with disabilities as they are to those without. Having a physical, sensory or cognitive disability does not necessarily preclude involvement in individual or team sports. People with disabilities ski, play tennis and racquetball, race in 10Ks and marathons and participate in dozens of other sports. Keep in mind, though, that just like everyone else, some people with disabilities love sports, while others just aren t interested. 17. FALSE. With adapted housing, personal assistants, accessible transportation and available employment, most people with physical disabilities can and do choose to live independently. 18. TRUE. People can be born with a disability or the disability may come after birth, the result of illness, age or an accident. Statistics show that during their lifetime, 50 % of people will experience a disability. Celebrating All Abilities 11/10; page 20

21 19. FALSE. Disabilities are not the same as illnesses. People with disabilities are not sick, and most are seeking acceptance and inclusion rather than a cure. 20. TRUE. Architectural barriers limit participation, productivity, and independence. For instance, if a person who uses a wheelchair is offered a job that they cannot accept because it is located on the second floor of a building without an elevator, the real problem the handicap is that there is no elevator. Source URL: Celebrating All Abilities 11/10; page 21

22 Avenues Myths and Realities By bschuetz Created 02/15/ :34 Myths are roadblocks usually caused by misunderstandings and a lack of experience interacting with people with disabilities. Too often, these misunderstandings interfere with the ability of people with disabilities to find acceptance among their peers because they evoke fears and discomfort. Misunderstandings about a disability can evoke the following fears. o That we might catch it. o That we will do or say the wrong thing. Misunderstandings can also create discomfort or embarrassment if we are afraid of the following: o That people with disabilities are so different from us that we cannot understand them and they cannot understand us. o That we cannot communicate with persons with disabilities. o That the needs and wants of persons with disabilities are not the same as ours. o That we may feel our own vulnerability and shortcomings in their presence, and have to face up to the fact that we are likely to experience a disability at some point in our lives. Misunderstandings can lead to pity if we believe the following: o That persons with disabilities want others to feel sorry for them. o That persons with disabilities only need our help, rather than our support and friendship. o That persons with disabilities are less fortunate, and want special attention (e.g., special education, special friends). Myths & Realities Myth: People with disabilities are brave and courageous. Reality: Adjusting to a disability requires adapting to a lifestyle, not bravery and courage. Going to college, having a family, participating in sporting events and working in a job are normal not heroic activities for people with disabilities just as they are for people without disabilities. Myth: People with disabilities are sick. Reality: Of course, individuals with disabilities are sometimes sick, just as people without disabilities are sometimes sick. A disability, though, is a condition, not an illness. Assuming they are the same thing can foster negative stereotypes, including fear of catching the disability, or that people with disabilities need to be cured. Myth: If you cannot see a disability it does not exist. Reality: One out of every five Americans has a disability, and not all disabilities are visible or immediately apparent. Conditions such as chronic back pain and arthritis, as well as learning disabilities and psychological disabilities, can create significant limitations or difficulties for those experiencing them. Myth: People with physical disabilities have lower IQs or are 'uneducable'. Reality: People with physical disabilities have a full range of IQs and academic abilities. The degree of the physical disability has no bearing on a person s mental capacity. Celebrating All Abilities 11/10; page 22

23 Myth: A wheelchair is confining; people who use wheelchairs are wheelchair bound. Reality: A wheelchair, like a bicycle or a car, is a personal assistive device that enables someone to get around. Rather than confining, most people who use wheelchairs consider them liberating! Myth: People who use wheelchairs can t walk. Reality: Some people using wheelchairs cannot walk, others can. Many people use wheelchairs because they tire easily or because their strength is limited and using a wheelchair makes it possible for them to travel longer distances, or to be out and about for longer periods of time. Myth: People who are blind acquire a sixth sense. Reality: Although many people who are blind may refine their remaining senses and use them more fully, they do not develop a sixth sense. Myth: All people who are blind or visually impaired read Braille. Reality: Only about 10% read Braille. Many use other methods of gaining access to printed materials, including computers with screen readers and books on tape. Myth: People with disabilities are more comfortable with their own kind. Reality: People with disabilities are most comfortable with people they like and enjoy spending time with. This misconception probably came about because, in the past, many people with disabilities often went to separate schools or lived in institutions. Myth: People with disabilities always need help. Reality: Many people with disabilities are independent and capable of giving help. And while anyone may offer assistance, most people with disabilities prefer to be responsible for themselves. Myth: People with disabilities should be protected from the harsher aspects of life. Reality: People with disabilities want to participate in the full range of human experiences the good and the bad. Myth: Curious children should never ask people about their disabilities. Reality: Many children have a natural, uninhibited curiosity and may as questions that some adults consider embarrassing. But shushing curious children may make them think having a disability is wrong or bad. Most people with disabilities won t mind answering a child s questions. Myth: The lives of people with disabilities are totally different than the lives of people without disabilities. Reality: People with disabilities go to school, get married, work, have families, laugh, cry, pay taxes, get angry, have prejudices, vote, plan, dream and set goals like everyone else. People with disabilities are human beings who can be just as annoying, nice, rude or amusing as anyone else you might know. Myth: People who are deaf or hard of hearing can read lips. Reality: Lip-reading skills vary among people who use them and may not be entirely reliable. People who are deaf or hard of hearing use a number of methods to communicate, including sign language and interpreters. Myth: People with disabilities cannot participate in sports and recreational activities. Celebrating All Abilities 11/10; page 23

24 Reality: People with disabilities take part in a wide variety of sports. In recent years, technological advances in adaptive sports equipment have opened doors to even more recreational opportunities. Myth: Once architectural barriers are removed, full integration into society will be possible for people with disabilities. Reality: A world without architectural barriers will be a wonderful help to people with disabilities. But until attitudinal barriers also fall, people with disabilities may continue to have trouble being recognized as valuable members of society. Myth: There is nothing one person can do to help eliminate the barriers confronting people with disabilities. Reality: Everyone can contribute to change. You can help remove barriers by: Understanding the need for accessible parking and leaving it for those who need it. Encouraging participation of people with disabilities in community activities by using accessible meeting and event sites. Understanding children s curiosity about disabilities and people who have them. Advocating barrier-free environments. Speaking up when negative words or phrases are used about disabilities or about people with disabilities. Writing producers and editors a note of support when they portray someone with a disability as a regular person in the media. Accepting people with disabilities as individuals capable of the same needs and feelings as yourself. And now, a couple of myths about people without disabilities: Myth: People who don t have disabilities don't want to be around those that do. Reality: Not true. However, lack of experience in meeting people with disabilities sometimes makes those without uncomfortable. They re often afraid of saying the wrong thing, and nervous about doing something offensive. People with disabilities and those without must get past this initial hesitation and discover ways to make interaction more comfortable for everyone involved. Myth: People who offer to lend a hand to people with disabilities know how to provide the needed help. Reality: The desire to help and the knowledge of how to do so do not necessarily go hand in hand. If a person with a disability accepts an offer for assistance, it s helpful for him or her to give specific instructions on exactly what type of assistance is needed and the best way to carry it out. Source URL: Celebrating All Abilities 11/10; page 24

25 CP CENTER SPEAKS SPRING 2010 Newsletter Crew By Lynn Lynn Mark Holly Mike Meggen Joe Diana Go Green! Get the E- Newsletter. Save a tree this Earth Day, us at Newslettercrew@live.com What I like about spring By Joe With spring starting on Saturday I got to thinking about what I like about spring here are some thoughts. Over the years I have been fortunate to have access to many things. Here at cp we have an accessible garden started by my follow peers. Another thing I see is the slow transition to lighter coats from heavier coats. For most of us spring means getting out and doing things that we enjoy such as biking and gardening. Some of my peers unfortunately have to deal with things that are beyond their control so spring provides them with a brief respite. For me I have noticed that some people are happier and have more energy. I m sure over the next few weeks I ll see other signs of spring such as robins, and flowers. For the most part spring is a time to make new goals and come up with new ideas. And it s a chance to get outside and enjoy the warm weather, and to watch brewer baseball. Disabled People With Communication Devices And The Community By Diana F. It takes the able bodied person less than half an minute to speak a full sentence. For a severely disabled person with a communication device it takes a few minutes to speak a full sentence. It can be very frustratimg for the person with a communication device to communicate as the able bodied person does. While the disabled person has to type what they need to say the able bodied person becomes impatient waiting for the person, looses patience then walks away either saying that they don't have time to listen, or saying nothing at all. There's another thing that's very frustrating as a communication device user myself is the fact that the able bodied people at times often treat the communication device user as though they're mentally retarded, or mentally slow. I know that they sometimes don't mean to do it, but people shouldn't treat us like that. The disabled person with a communication device would like to be treated the same way as you would treat any other person without a disability. We can do almost anything as long as we have adaptive equipment. C.P., Inc. Helps People in Many Ways By; Mike B Cerebral Palsy, Inc. helps people who struggle with many types of problems. We adapt things so all are able to work. Clients help one another out with many things. The staff helps us with; computers, swimming, Work Activity Program, exercise classes, kitchen classes, Newsletter group, Adaptive Technology, feeding, Celebrating All Abilities 11/10; page 25

26 Celebrating All Abilities 11/10; page 26

27 Celebrating All Abilities 11/10; page 27

28 Celebrating All Abilities 11/10; page 28

29 Celebrating All Abilities 11/10; page 29

30 Celebrating All Abilities 11/10; page 30

31 Celebrating All Abilities 11/10; page 31

32 Celebrating All Abilities 11/10; page 32

33 Celebrating All Abilities 11/10; page 33

34 Celebrating All Abilities 11/10; page 34

35 Celebrating All Abilities 11/10; page 35

36 Celebrating All Abilities 11/10; page 36

37 Celebrating All Abilities 11/10; page 37

38 Celebrating All Abilities 11/10; page 38

39 Celebrating All Abilities 11/10; page 39

40 Celebrating All Abilities 11/10; page 40

41 Celebrating All Abilities 11/10; page 41

42 Physical Disabilities Warning! It is illegal to give out any information about a student without written permission from his/her parents. There are a large variety of different physical disabilities, all of which can range from a mild problem to complete immobility. Many people will have more than one disability, such as not being able to use their legs or hands. Activity 1 - In a wheelchair Borrow a wheelchair from a disability agency or see if the school nurse has one. Have each student take a turn sitting in the chair. Have them try different activities: Going from one part of the building to another, pushing the wheelchair with their hands Going through the lunch line Getting a book off the top shelf in the library Playing a game in the gym or playground (soccer, basketball, chase, etc.) Going to the bathroom Going through an outside door Being in a group where everyone else is standing up Discuss how being in the wheelchair felt. What would have made things better? Students in wheelchairs are often left out of games or PE or given the job of keeping score. Discuss how this would feel. What if you hate keeping score? No one likes to be treated as if they are helpless. If you see someone in a wheelchair, don t just do things for them. Ask if they want help first. Activity 2 - Using one hand Have students try different activities using only one hand. Tying their shoes; Going through the lunch line and eating lunch; Opening a jar that has a screw-on lid; Playing catch; Holding a stack of papers and handing out one at a time; and Going to the bathroom. Discuss the problems the students had. What if they couldn t use either hand? What problems would there be if they were in a wheelchair AND couldn t use their hands? Possibilities, Inc. Celebrating All Abilities 11/10; page 42

43 Celebrating All Abilities 11/10; page 43

44 Autism Warning! It is illegal to give out any information about a student without written permission from his/her parents. Autism is a developmental disability that usually appears during the first three years of life. The cause is unknown. It affects how a person s brain works, but not all people with autism are affected the same way. When a person has autism, they may have problems: letting you know what they want; thinking; understanding what other people say or want; ignoring sounds; ignoring things or people that are moving; ignoring lights; being touched; understanding social rules; showing affection; controlling their feelings; knowing how to play with other kids; and dealing with changes. Autism is a spectrum disorder. That means that not everyone with autism has all the problems. One person may have three of the problems listed while another person has only one. Some people with autism struggle to learn. Other people with autism are very smart and can do complicated math when they are 3 years old. Some people with autism have trouble being touched while others like to hug. Many people with autism like to do things in the same order all the time and have things arranged the same way. This helps them stay calm. Other people with autism have a very hard time ignoring noises, especially if they are upset or in a new situation. They may try to calm themselves by rocking, moaning, talking loudly or even screaming. The moaning, talking or screaming helps them drown out the other noises so they can calm down. They may also try to go under a desk or in a small, dark place where they feel safer. Activity 1 This activity is designed to show how people with autism are bothered by things most people don t notice. People with autism are often extra sensitive to noise, movement and even things like background noises most of us don t notice. Remember, not everyone with autism has these problems. Divide the class into groups of 5. Explain that they will each have a job to do. Go over their jobs and tell them they will start when you give the signal. One student in each group will play the part of someone with autism. The other 4 people each have different jobs: Person #1 - You will play the part of a person with autism. Your job is to try and listen to what Person #5 is reading to you so you can take a test on the material. Try to ignore everyone else. Person #2 - Stand behind the student playing the part of someone with autism. Rub the edge of an index card (or piece of cardboard) against the back of their neck. You do not need to rub hard, but keep doing it over and over. Person #3 - Grab a book (any book will do), lean close to Person #1 and read in a loud voice the entire time. Person #4 - Pat Person #1 on the head and shoulder the entire time. Person #5 - Using a normal voice, read a paragraph to Person #1 then ask them questions about what you read. Do NOT try to drown out the other noises. Have all the students take a turn being Person #1 before you discuss it. How did it feel to be have so much commotion going on? Did it make them want to scream or get away? Were they able to concentrate on the paragraph being read? What might have helped? 2006 Possibilities, Inc. Celebrating All Abilities 11/10; page 44