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Down Syndrome & Intellectual Disability Queensland

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Inspirational Video- Be a Mr. Jensen- MUST WATCH!!

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We Are All Different - and THAT'S AWESOME! | Cole Blakeway | TEDxWestVancouverED

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The Evolution of Inclusion: The past and future of education

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Out of My Mind is a novel by Sharon M. Draper. In this novel, Melody Brooks is an eleven-year-old girl with cerebral palsy.

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An emotionally-charged, uplifting novel that will speak to anyone who’s ever thought there was something wrong with them because they didn’t fit in.

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Activities will help students:

Increase knowledge about people with disabilities

Explore ways to communicate sensitively with people with disabilities

What are some disabilities?

What are the specific conditions of some disabilities?

What are appropriate ways to communicate sensitively with people with disabilities?

What are some ways to support and encourage others to sensitively communicate?

Vocabulary

disability [dis- uh- bil-i-tee] ( noun) a condition of having a physical or mental impairment

sensitivity [sen-si- tiv-i-tee] (noun) an understanding of others' feelings and emotions

Procedure

1. With a partner, discuss:

What is the definition of the word disability?

What are some examples of physical disabilities?

What questions do you have about certain disabilities?

2. Work with your partner to record your short definition and description of the term disability.List some examples of disabilities that can be seen.

3. Break into "letter" groups: Group A, Group B, Group C and so forth. Your teacher will assign your letter group a topic to research. (Note: Assign each group one of the following disabilities to research: attention deficit hyperactivity disorder, autism, intellectual disability, blindness, deafness, cerebral palsy, Down syndrome, dyslexia, muscular dystrophy.) Use the handout Researching Disabilities to help structure your work. As a group, discuss:

Did you have any stereotypes about people with this disability before learning more about it?

How has learning more about this disability changed your views?

4. Now have each person in your "letter" group join classmates from each of the other letter groups to form "number" groups: Group 1, Group 2, Group 3 and so forth. Each number group should include one person from each letter group. Each person should present their topic to their new group. (Note: Help students with this jigsaw activity by making sure each number group has one member from each letter group represented.) When presenting your topic to your number group, discuss:

What are the basic facts about this disability?

What are the main challenges someone with this disability overcomes daily?

How can you support someone with this disability?

5. Communicating positively and with sensitivity is a key way to help support and include people with disabilities. Use the handout Understanding Hidden Disabilities to complete a Web Quest with a partner. This handout will help you learn tips for communicating with sensitivity.

6. After completing the handout, share your ideas with the rest of the class. Discuss:

What new information did you learn from the website's tips?

What are some ways in which you might have been unintentionally insensitive to people with disabilities?

What are some ways to be more sensitive to others in the future?

Extension Activity

1. Choose one disability that may not be visibly obvious that you'd like to learn more about. Research the condition and write a short report summarizing the disability.

2. Begin a campaign in your school to promote sensitivity towards people with disabilities. Here are some ideas to consider: create posters and hang them around your school or invite speakers to address your student body.

3. Research the history of the rights of people with disabilities. Share your findings with your class.

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Skip to main content Activities will help students: Increase knowledge about people with disabilities Explore ways to communicate sensitively with people with disabilities What are some disabilities? What are the specific conditions of some disabilities? What are appropriate ways to communicate sensitively with people with disabilities?

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Introduction

The United States Census Bureau reports that approximately 56.7 million Americans have a disability. This booklet is for anyone-with or without a disability-who wants to interact more effectively with people with disabilities. The Americans with Disabilities Act of 1990 was conceived with the goal of integrating people with disabilities into all aspects of life, particularly the workplace and the marketplace. Sensitivity toward people with disabilities is not only in the spirit of the ADA, it makes good business sense. It can help you expand your practice, better serve your customers or develop your audience. When supervisors and co-workers use disability etiquette, employees with disabilities feel more comfortable and work more productively. Practicing disability etiquette is an easy way to make people with disabilities feel welcome.

You don't have to feel awkward when dealing with a person who has a disability. This booklet provides some basic tips for you to follow. And if you are ever unsure how to interact with a person who has a disability, just ask!

The Basics

Ask before you help
Just because someone has a disability, don't assume she needs help. If the setting is accessible, people with disabilities can usually get around fine. Adults with disabilities want to be treated as independent people. Offer assistance only if the person appears to need it. A person with a disability will oftentimes communicate when she needs help. And if she does want help, ask how before you act.

Be sensitive about physical contact
Some people with disabilities depend on their arms for balance. Grabbing them, even if your intention is to assist, could knock them off balance. Avoid patting a person on the head or touching his wheelchair, scooter or cane. People with disabilities consider their equipment part of their personal space.

Think before you speak
Always speak directly to the person with a disability, not to their companion, aide or sign language interpreter. Making small talk with a person who has a disability is great; just talk to them as you would with anyone else. Respect their privacy. If you ask about their disability, they may feel like you are treating them as a disability, not as a human being. However, many people with disabilities are comfortable with questions about their disability after getting to know someone. A simple "I don't feel comfortable sharing that" by the person with a disability can set the tone if it is not something that they are willing to share.

Don't make assumptions
People with disabilities are the best judge of what they can or cannot do. Don't make decisions for them about participating in any activity. Depending on the situation, it could be a violation of the ADA to exclude people because of a presumption about their limitations.

Respond graciously to requests
When people who have disabilities ask for an accommodation at your business, it is not a complaint. It shows they feel comfortable enough in your establishment to ask for what they need. And if they get a positive response, they will probably come back again and tell their friends about the good service they received.

Terminology Tips

Put the person first. Say "person with a disability" rather than "disabled person." Say "people with disabilities" rather than "the disabled." For specific disabilities, saying "person with Tourette syndrome" or "person who has cerebral palsy" is usually a safe bet. Still, individuals do have their own preferences. If you are not sure what words to use, ask. Avoid outdated terms like "handicapped, crippled or retarded." Be aware that many people with disabilities dislike jargony, euphemistic terms like "physically challenged" and "differently abled." Say "person who uses a wheelchair" rather than "confined to a wheelchair" or "wheelchair bound." The wheelchair is what enables the person to get around and participate in society; it's liberating, not confining.

With any disability, avoid negative, disempowering words like "victim" or "sufferer." Say "person with AIDS" instead of "AIDS victim" or "person who suffers from AIDS."It's okay to use idiomatic expressions when talking to people with disabilities. For example, saying, "It was good to see you," and "See you later," to a person who is blind is completely acceptable; they use these expressions themselves all the time. Many people who are Deaf communicate with sign language and consider themselves to be members of a cultural and linguistic minority group. They refer to themselves as Deaf with a capital "D," and may be offended by the term "hearing impaired." Others may not object to the term, but in general it is safest to refer to people who have hearing loss but who communicate in spoken language as "hard of hearing" and to people with profound hearing losses as Deaf or deaf.

People Who Use Wheelchairs or Other Mobility Devices

People who use wheelchairs have different disabilities and varying abilities. Some can use their arms and hands. Some can get out of their wheelchairs and even walk for short distances.

People who use wheelchairs are individuals, not equipment. Don't lean over someone who uses a wheelchair to shake another person's hand or ask a wheelchair user to hold coats. Setting your drink on the desktop attached to someone's wheelchair is a definite no-no.

Don't push or touch a person's wheelchair; it's part of her personal space. If you help someone down a curb without waiting for instructions, you may dump her out of the chair. You may detach the chair's parts if you lift it by the handles or the footrest.

Keep the ramps and wheelchair-accessible doors to your building
unlocked and unblocked. Under the ADA, displays should not be in front of entrances, wastebaskets should not be in the middle of aisles, and boxes should not be stored on ramps.

Be aware of a person's reach limits. Place as many items as possible within their grasp. And make sure that there is a clear path of travel to shelves and display racks. When talking to a person using a wheelchair, grab your own chair and sit at her level. If that's not possible, stand at a slight distance, so that she isn't straining her neck to make eye contact with you.

If the service counter at your place of business is too high for a person using a wheelchair to see over, step around it to provide service. Have a clipboard handy if filling in forms or providing signatures is expected. A business may also want to make sure employees are prepared to angle down or detach a key pad so a person using a wheelchair can sign their electronic signature after making a credit card purchase.

If your building has different routes through it, be sure that signs direct people to the accessible routes around the facility. People who use canes or crutches also need to know the easiest way to get around a place, but stairs may be easier for them than a ramp. Ensure that security guards and receptionists can answer questions about the most accessible way around the building and grounds, including the location of elevators.

People who use canes or crutches need their arms to balance themselves, so never grab them. People who have limited mobility may lean on a door for support as they open it. Pushing the door open from behind or unexpectedly opening the door may cause them to fall. Even pulling out or pushing in a chair may present a problem. Always ask before offering help.

If you offer a seat to a person who has limited mobility, keep in mind that chairs with arms or with higher seats are easier for some people to use.

Falls are a big problem for people who have limited mobility. Be sure to set out adequate warning signs after washing floors. Also put out mats on rainy or snowy days to keep the floors as dry as possible. (Make sure they don't bunch up and make the floor impassable.)

People who do not have a visible disability may have needs related to their mobility. For example, a person with a respiratory or heart condition may have trouble walking long distances or walking quickly. Be sure that your museum, hotel or department store has ample benches for people to sit and rest on.

Some people have limited use of their hands, wrists or arms. Be prepared to offer assistance with reaching, grasping or lifting objects, opening doors and display cases, and operating vending machines and other equipment.

People Who Are Blind

People who are blind know how to orient themselves and get around on the street. They are competent to travel unassisted, though they may use a cane or a guide dog. A person may have a visual disability that is not obvious. Be prepared to offer assistance-for example in reading-when asked.

Identify yourself before you make physical contact with a person who is blind. Tell them your name and your role if it's appropriate, such as security guard, usher, case worker, receptionist or fellow student. And be sure to introduce them to others who are in the group, so that they're not excluded.

If a new customer or employee is blind or has low vision, offer them a tour of your facility.

If you have changed your facility (i.e., rearranged the furniture) notify your customers who are blind of the changes.

People who are blind may need their arms for balance, so offer your arm-don't take theirs-if they need to be guided. (It is however appropriate to guide a blind person's hand to a banister or the back of a chair to help direct them to a stairway or a seat.)

If the person has a guide dog, walk on the side opposite the dog. As you are walking, describe the setting, noting any obstacles, such as stairs ('up' or 'down') or a big crack in the sidewalk. Other hazards include: revolving doors, half-opened filing cabinets or doors, and objects protruding from the wall at head level such as hanging plants or lamps. If you are going to give a warning, be specific. Hollering "Look out!" does not tell the person if they should stop, run, duck or jump.

If you are giving directions, give specific, non-visual information. Rather than say, "Go to your right when you reach the office supplies," which assumes the person knows where the office supplies are, say, "Walk forward to the end of this aisle and make a full right."

If you need to leave a person who is blind, inform them you are leaving and ask if they need anything before you leave.

Don't touch the person's cane or guide dog. The dog is working and needs to concentrate. The cane is part of the individual's personal space. If the person puts the cane down, don't move it. Let them know if it's in the way.

Offer to read written information-such as the menu, merchandise labels or bank statements-to customers who are blind. Count out change so that they know which bills are which.

If you serve food to a person who is blind, let them know where it is on the plate according to a clock orientation (12 o'clock is furthest from them, 6 o'clock is nearest). Remove garnishes and anything that is not edible from the plate. Some patrons may ask you to cut their food; this can be done in the restaurant's kitchen before the meal is served.

People With Low Vision

A person who has low vision may need written material in large print. A clear font with appropriate spacing is just as important as the type size. Labels and signs should be clearly lettered in contrasting colors. It is easiest for most people with low vision to read bold white letters on black background. Avoid using all uppercase letters because it is more difficult for people with low vision to distinguish the end of a sentence.

Good lighting is important, but it shouldn't be too bright. In fact, very shiny paper or walls can produce a glare that disturbs people's eyes.

Keep walkways clear of obstructions. If people with low vision regularly use your facility as customers or employees, inform them about any physical changes, such as rearranged furniture, equipment or other items that have been moved.

People Who Are Deaf or Have a Hearing Loss

American sign language (ASL) is an entirely different language from English, with a syntax all its own. Lip reading is difficult for people who are Deaf if their first language is ASL because the majority of sounds in English are formed inside the mouth, and it's hard to speech read a second language.

People who have a hearing loss, however, communicate in English. They use some hearing, but may rely on amplification and/or seeing the speaker's lips to communicate effectively.

There is a range of communication preferences and styles among people with hearing loss that cannot be explained in this brief space. It is helpful to note that the majority of people who incurred a hearing loss as adults do not communicate with sign language, do use English, and may be candidates for writing and assistive listening devices to help improve communication. People with cochlear implants, like other people with hearing loss, will usually inform you what works best for them.

When the exchange of information is complex (e.g., during a job interview or doctor's visit or when reporting a crime) the most effective way to communicate with a native signer is through a qualified sign language interpreter. For a simple interaction (e.g., ordering in a restaurant or registering for a hotel room) writing back and forth is usually okay.

Follow the person's cues to find out if she prefers sign language, gesturing, writing or speaking. If you have trouble understanding the speech of a person who is deaf or hard of hearing, let her know.

When using a sign language interpreter, look directly at the person who is deaf, and maintain eye contact to be polite. Talk directly to the person ('What would you like?'), rather than to the interpreter ('Ask her what she'd like.').

People who are deaf need to be included in the decision-making process for issues that affect them; don't decide for them.

Before speaking to a person who is deaf or has a loss of hearing, make sure that you get her attention. Depending on the situation, you can extend your arm and wave your hand, tap her on the shoulder or flicker the lights.

Rephrase, rather than repeat, sentences that the person does not understand.

When talking, face the person. A quiet, well-lit room is most conducive to effective communication. If you are in front of the light source (e.g., a window) with your back to it, the glare may obscure your face and make it difficult for the person who is hard of hearing to speech read.

Speak clearly. Most people who have a hearing loss count on watching people's lips as they speak to help them understand. Avoid chewing gum, smoking or obscuring your mouth with your hand while speaking.

There is no need to shout. If the person uses a hearing aid, it will be calibrated to normal voice levels; your shout will just distort the words.

People who are deaf and some who have a hearing loss or speech disabilities make and receive telephone calls with the assistance of various technologies including a TTY (short for teletypewriter) or a Video Relay Service (VRS). VRS enables a person who is deaf or has a hearing loss to make and receive telephone calls through a communications assistant who is a qualified American Sign Language Interpreter. For many people who are deaf or have a hearing loss, VRS is closer to "functionally equivalent" telephone services than any other form of relay service. For American Sign Language users, VRS conversations flow more smoothly, naturally, and faster than communicating by typing.

When a TTY user calls a business that does not have a TTY, she places the call through her state's relay service. Likewise, a business that does not have a TTY can reach a customer who is a TTY user through the relay service. If you receive a relay call, the operator will identify it as such. Please do not hang up; this is the way that people who are deaf are able to place an order at your pizza parlor, call your store to find out what hours you are open, or make a reservation at your restaurant.

People With Speech Disabilities

A person who has had a stroke, is deaf, uses a voice prosthesis or has a stammer or other type of speech disability may be difficult to understand.

Give the person your full attention. Don't interrupt or finish the person's sentences. If you have trouble understanding, don't nod. Just ask him to repeat. In most cases the person won't mind and will appreciate your effort to hear what he has to say.

If you are not sure whether you have understood, you can repeat for verification.

If, after trying, you still cannot understand the person, ask him to write it down or to suggest another way of facilitating communication.

A quiet environment makes communication easier.

Don't tease or laugh at a person with a speech disability. The ability to communicate effectively and to be taken seriously is important to all of us.

Persons of Short Stature

There are 200 diagnosed types of growth-related disorders that can cause dwarfism and that result in the person being 4 feet 10 inches or less in height. For an adult, being treated as cute and childlike can be a tough obstacle.

Be aware of having necessary items within the person's reach to the maximum extent possible.

Be aware that persons of short stature count on being able to use equipment that is at their height. Be sensitive about not using lower telephones, bank counters and urinals if they are in limited supply.

As with people who have other disabilities, never pet or kiss a person of short stature on the head.

Communication can be easier when people are at the same level. Persons of short stature have different preferences. You might kneel to be at the person's level; stand back so you can make eye contact without the person straining her neck (this can be hard to do in a crowded room); or sit in a chair. Act natural and follow the person's cues.

People With Cerebral Palsy

As a result of injury to the central nervous system, people with cerebral palsy (CP) have difficulty controlling their muscles.

Many people with CP have slurred speech and involuntary body movements. Your impulse may be to discount what they have to say, based on their appearance. Monitor your responses and interact with the person as you would with anyone else.

A person who may appear to be drunk, sick or have a medical emergency might in fact have CP or another disability. Get the facts before acting on your first impression, whether the situation is business, social or law enforcement.

People With Tourette Syndrome

People with tourette syndrome may make vocalizations or gestures such as tics that they cannot control. A small percentage of people with Tourette syndrome involuntarily say ethnic slurs or obscene words. An employee or other person with Tourette syndrome will benefit from the understanding and acceptance of co-workers and others.

If a person with Tourette makes vocalizations during a conversation, simply wait for her to finish, and then calmly continue.

The more the person tries to contain these urges, the more the urges build up. It may be helpful for a person with Tourette to have the option to leave the meeting or conversation temporarily to release the build-up in a private place.

People Who Look Different

A different issue confronts people who may not be limited in their life activities, but who are treated as if they have a disability because of their appearance. People with facial differences, such as cleft lip or palate, cranio-facial disfigurement, or a skin condition; people who are above or below the average height or weight; people who may display visible effects of medication, such as a tremor-in short, people who look different-have the frequent experience of finding people staring at them, looking away or looking through them as if they are invisible.

Everyone needs to have a positive self-image to be a fully participating member of society. Be sure that you don't contribute to stigmatizing people who look different.

If the situation is appropriate, strike up a conversation and include the person in whatever is going on.

People With Hidden Disabilities

Not all disabilities are apparent. A person may make a request or act in a way that seems strange to you. That request or behavior may be disability-related.

For example, you may give seemingly simple verbal directions to someone, but the person asks you to write the information down. They may have a disability that makes written communication easier for them. Or a person may ask to sit, rather than stand, in line. This person may be fatigued from a condition such as cancer, or may be feeling the effects of medication.

Even though these disabilities are hidden, they are real. Please respect the person's needs and requests whenever possible.

People With Epilepsy or Seizure Disorders

Epilepsy is a neurological condition characterized by seizures that happen when the electrical system of the brain malfunctions. The seizures may be convulsive, or the person may appear to be in a trance. During complex partial seizures, the person may walk or make other movements while he is, in effect, unconscious.

If a person has a seizure, you cannot do anything to stop it. If he has fallen, be sure his head is protected and wait for the seizure to end.

When a seizure has ended, the person may feel disoriented and embarrassed. Try to ensure that he has privacy to collect himself.

Be aware that strobe lights can trigger seizures in some people.

People With Multiple Chemical Sensitivity (MCS) and Respiratory Disabilities

People with MCS and respiratory disabilities such as asthma or emphysema react to toxins in the air. Stale air, fumes from cleaning products, perfume, carpeting, air freshener or even the fumes from magic markers can trigger a severe reaction.

Try to avoid spray-cleaning tables, windows or othersurfaces while people are in your place of business. If you must use a spray product, spray or pour it closely into the cloth, not into the air. Use less-toxic products when possible. Request that staff that have contact with the public go easy on fragranced body-care products like cologne, hair spray, hand lotion, and after-shave.

Maintaining good ventilation and indoor air quality will not only benefit your customers who have MCS and respiratory disabilities, it will also help you and all of your employees stay healthier and more alert.

Second-hand smoke can be particularly harmful to people with MCS or respiratory disabilities. Follow and enforce no-smoking regulations, including in restrooms and stairwells. Discourage smokers from congregating at the entrance to your business. If appropriate, designate a separate smoking area where the door is kept closed and the air ventilates to the outside.

People With HIV & AIDS

People with human immunodeficiency virus (HIV) or Autoimmune Deficiency Syndrome (AIDS) have impaired immune systems, so their bodies have trouble fighting off infections.

You can't catch HIV from casual contact such as shaking hands, so don't be afraid of touching or being touched by a person with AIDS.

A person with HIV or AIDS, however, is at significant risk of picking up an airborne infection. Be conscious of not putting someone else at risk. If you have a respiratory infection or any other easily transmittable illness, be considerate of all your customers and employees and stay home, if possible.

Many people with AIDS feel stigmatized. By simply greeting or shaking the person's hand, you are letting them know that they are accepted. It will mean a lot to them.

A word about confidentiality: You may really care or you may just be curious about a person with a disability who is in crisis, suddenly ill, or misses work for unexplained reasons. In spite of your concern, please respect the privacy of a person with a disability. Allow them to discuss their situation if and when they feel comfortable doing so.

People with Psychiatric Disabilities or Mental Illness

People with psychiatric disabilities may at times have difficulty coping with the tasks and interactions of daily life. Their disorder may interfere with their ability to feel, think or relate to others. Most people with psychiatric disabilities are not violent. One of the main obstacles they face is the attitudes that people have about them. Because it is a hidden disability, chances are you will not even realize that the person has a mental health condition.

Stress can affect the person's ability to function. Try to keep the pressure of the situation to a minimum.

People who have psychiatric disabilities have varying personalities and different ways of coping with their disability. Some may have trouble picking up on social cues; others may be supersensitive. One person may be very high energy, while someone else may appear sluggish. Treat each person as an individual. Ask what will make him most comfortable and respect his needs to the maximum extent possible.

In a crisis, stay calm and be supportive as you would with anyone. Ask how you can help, and find out if there is a support person who can be sent for. If appropriate, you might ask if the person has medication that he needs to take.

People With Intellectual Disabilities

Intellectual disability is a developmental disability that effects a person's intellectual functioning, such as reasoning, learning, problem-solving, and adaptive behavior. Adaptive behavior limitations impact areas of daily living skills, such as travel, shopping, following directions, reading environmental and social cues.

Speak to the person as you would any other adult. Use simple language, not baby talk.

Use clear, concise, short sentences with simple language. Do not give more than one direction in a sentence. Be prepared to repeat yourself or use other words if he does not respond.

Be patient and allow time for the person with an intellectual disability to process the information before responding.

People with intellectual disabilities may be anxious to please or to agree with what you say. Be sure he knows he can refuse to do something or say he doesn't know what you mean. This is especially important in certain situations such as a law enforcement or health care.

Keep in mind that noisy environments or ones with many distractions may make it difficult for her to focus on a task or direction, especially when first learning how to do something.

Do not assume that a person with an intellectual disability cannot learn. He may only need a little more time and attention to transfer what is learned in one situation to another.

Clear signage and pictograms identifying different areas of a facility may increase his ability to navigate through a building.

Remember people with intellectual disabilities can and do live and work independently and productively in the community. They want to be treated with respect and accorded their human dignity.

People with Learning Disabilities

Learning disabilities are lifelong disorders that interfere with a person's ability to receive, express or process information. Although they have certain limitations, most people with learning disabilities have average or above-average intelligence. You may not realize that the person has a learning disability because he functions so well. Or you may be confused about why such a high-functioning person has problems in one aspect of their work.

People with dyslexia or other reading disabilities have trouble reading written information. Give them verbal explanations and allow extra time for reading.

Don't be surprised if you tell someone very simple instructions and they request that you write them down. Because spoken information gets "scrambled" as they listen, a person who has a learning disability such as auditory processing disorder may need information demonstrated or in writing.

Ask the person how you can best relay information. Be direct in your communication. A person with a learning disability may have trouble grasping subtleties.

It may be easier for the person to function in a quiet environment without distractions, such as a radio playing, people moving around or loudly patterned curtains.

People with Traumatic (or Acquired) Brain Injury

People with traumatic brain injury have had damage to the brain usually as the result of trauma, such as an accident or stroke.

Some of the factors that affect people with learning disabilities also apply to people with traumatic brain injury. People with brain injury may have a loss of muscle control or mobility that is not obvious. For example, a person may not be able to sign her name, even though she can move her hand.

A person with a brain injury may have poor impulse control. The person may make inappropriate comments and may not understand social cues or "get" indications that she has offended someone. In her frustration to understand, or to get her own ideas across, she may seem pushy. All of these behaviors arise as a result of the injury.

A person with a brain injury may be unable to follow directions due to poor short-term memory or poor directional orientation. She may ask to be accompanied, or she may use a guide dog for orientation, although she does not appear to be mobility impaired.

If you are not sure that the person understands you, ask if she would like you to write down what you were saying.

The person may have trouble concentrating or organizing her thoughts, especially in an over-stimulating environment, like a crowded movie theater or transportation terminal. Be patient. You might suggest going somewhere with fewer distractions.

People Who Use Service Animals

Some people who are Deaf, blind or have low vision, or who have traumatic brain injury, seizure disorder, or a range of other disabilities may use a service animal to assist them with daily living.

While you may inquire whether an animal is a service animal, the person may not have information identifying it as such. This means that in general, you will need to modify a "no animals" policy to allow the person to enter with her service animal. Barring a direct threat to health and safety, this requirement of the ADA is generally thought to take precedence over any health codes, such as those for restaurants, and personal preferences, such as those of taxi drivers, prohibiting pets.

Service animals are generally highly trained and well behaved. You may ask the person to remove the animal if she does not have the animal under her control. Do not touch the service animal without permission. The animal may be adorable, but it is on the job.

Emergency Evacuation Procedures for People With Disabilities
People with disabilities must be considered in any facility's evacuation plan.

Compile a voluntary list of people with disabilities who are regulars at your facility, such as employees, students or residents. While you are compiling this list, let people know that even though they may not consider themselves of having a disability, they should be included if they may need help during an emergency. For example, this might apply to someone whose asthma may be triggered by stress or smoke. Keep the list updated to include people who are living with temporary disabilities, such as a pregnant woman or someone with a broken leg.

Interview each individual on the list to plan the most effective way to assist them in case of an emergency. For example, a person with a cognitive disability may get confused and need assistance in following directions.

Also develop a plan, including a voluntary sign-in, for an emergency that may affect people who are not attached to the facility, such as customers, theatergoers, patients or other members of the public.

Practice the evacuation procedures and keep your plans up to date.

Autistic People

There are several important points to consider when meeting the needs of autistic people that can help them be safe, included, respected, and equal participants in all kinds of activities. Remember that the things listed here are access needs and not conveniences or luxuries. Each autistic person is different and may need more or less or different accommodations.

Please use respectful language, including considering identity-first (autistic) vs. person-first (person with autism) language. Many in the autistic community strongly prefer identity-first language and should have their wishes respected. Respectful language also means not using functioning (high vs. low functioning) labels to describe people.

Do not insist on eye contact. Eye contact can be very distracting or even uncomfortable and threatening to many autistic people.

It is important to understand that autistic people communicate in many different ways, from spoken words to typing to gestures and sounds. Meaningful interaction with autistic people must involve respecting their manner of communication. Make sure to allow for sufficient processing time when having a conversation with or asking questions of an autistic person. Offering a text-based way to communicate (text, instant message, etc.) is a good alternative for people who may be uncomfortable with oral speech in some or all settings.

Bear in mind that an autistic person's tone of voice, body language, or facial expressions may not match what they intend to communicate. Do not expect an autistic person to read nonverbal communication. When necessary, be clear and direct.

Large groups can be over-stimulating or overwhelming for many autistic people. It can be difficult for autistic people to time their responses or understand the social nuances of large groups. Small groups in quiet rooms can be a good option for meaningful autistic participation.

Some autistic people have difficulty understanding auditory information, especially when there is background noise. It is helpful to minimize non-essential sensory input to create a safer sensory environment and facilitate autistic communication. These can be things as simple as closing doors to shut out background noise or finding environments to meet that are quiet.

To accommodate sensory needs, refrain from wearing perfumes or scented toiletries. Loud noises should be avoided. Lighting is important as well. Fluorescent lighting can cause severe sensory processing issues, so natural light or soft, incandescent lighting is better. Ask before using flash photography as it can cause sensory overload, as well as seizures in the ⅓ of autistic people who have seizures and/or epilepsy.

It can be helpful to make sure your agenda or plans are concrete and presented in advance, then adhered to. Sudden changes and transitions are difficult for many autistic people.

(Contributed by the Autistic Self Advocacy Network, http://autisticadvocacy.org/)

Conflict Management

Sometimes conflicts arise between people with disabilities and the places they visit for work, recreation, health care or education. These conflicts are usually the result of misunderstanding or a lack of information. Sometimes conflicts develop between people with disabilities who have conflicting needs. For example, a person who has a hearing loss cannot hear the proceedings with the window open, but a person with Multiple Chemical Sensitivity needs the window open for fresh air; someone who uses a service dog may run into a conflict with a person who has an anxiety disorder and an extreme fear of dogs.

All of these situations call for flexibility, patience, creativity, and open communication-a willingness to listen to the other guy's perspective and to learn.

Sometimes good faith efforts are not enough, and parties have difficulty working out their differences. In these cases, consider using the services of a skilled mediator.

A Final Word

People with disabilities are individuals with families, jobs, hobbies, likes and dislikes, and problems and joys. While the disability is an integral part of who they are, it alone does not define them. Don't make them into disability heroes or victims. Treat them as individuals.

Signage

Note accessibility of your business or program by using the symbols below in advertising, on flyers, and as signage at the location of the service. Be sure to use the verbal description, along with the symbol. As signage, enlarge the symbol and place it where it will be most visible.

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United Spinal's Disability Etiquette Publication Offers Tips on Interacting With People With Disabilities Get Your Copy! A great resource for businesses, schools, organizations, staff training and disability awareness programs. You don't have to feel awkward when interacting with, or when you meet, a person who has a disability.

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To introduce students to the concept of philanthropy and have them begin thinking about how they can be intentional about their giving of money and time. Students explore issues and identify an issue about which they are passionate; they get to know different types of nonprofit...

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To introduce students to the concept of philanthropy and have them begin thinking about how they can be intentional about their giving of money and time. Students explore issues and identify an issue about which they are passionate; they get to know different types of nonprofit...

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Inspiring man born without arms or legs - Nick Vujicic | 60 Minutes Australia

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If she wants a future with him, she'll have to make peace with her past.Jenna's never let her cerebral palsy get her down. But when she discovers that her condition was actually caused by an injury at birth, she's furious with her parents, who withheld the truth.

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Deaf author Ann Clare LeZotte weaves a riveting story inspired by the true history of a thriving deaf community on Martha's Vineyard in the early 19th century. This piercing exploration of ableism, racism, and colonialism will inspire readers to examine core beliefs and question what is considered normal.

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What does it feel like to learn and think differently? Watch these videos to see the world through your child's eyes. Kids of different ages talk about how it feels to learn and think differently - and what helps them thrive.

Hear how hard it is to complete a task when you have trouble focusing. Or how frustrating it is when your hand won't write what your brain is telling it to write.

Reading challenges: Videos of kids

Hear from kids about what it feels like to struggle with reading - and get insights from expert Julie Washington on how to help.

Math challenges: Videos of kids

Hear from kids about what it feels like to struggle with math - and get insights from expert Michèle Mazzocco on how to help.

Writing challenges: Videos of kids

Hear from kids about what it feels like to struggle with writing - and get expert insights on how to help.

Attention challenges: Videos of kids

Hear from kids about what it feels like to struggle with focus - and get insights from expert Ned Hallowell on how to help.

Organization challenges: Videos of kids

Hear from kids about what it feels like to struggle with organization - and get expert insights on how to help.

What causes these challenges, and how can you help if your child is struggling? Choose from the following skills to learn more:

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Through Your Child's Eyes tool from Understood: Interactive media to understand what your child with a learning disability or attention issue goes through.

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El Deafo is a graphic novel written and illustrated by Cece Bell. The book is a loose autobiographical account of Bell's childhood and life with her deafness.

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Who Are You? Ella the Enchanted Princess

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Who Are You? Ella the Enchanted Princess

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Six Dots: A Story of Young Louis Braille

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Six Dots: A Story of Young Louis Braille

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A Splash of Red: The Art and Life of Horace Pippin

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A Splash of Red: The Art and Life of Horace Pippin

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Wonder by R.J. Palacio is a story of a ten-year-old boy named August Pullman. He had multiple surgeries to correct his facial deformity so he was homeschooled.

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Is a middle-grade novel, called REAL, which invites young readers into the world of a girl with nonspeaking autism. Peyton wants kids to understand autism not as a disability so much as a different way of experiencing the world.

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A heartfelt middle-grade novel about a theater-loving girl who uses a wheelchair for mobility and her quest to defy expectations—and gravity

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This witty, heartfelt story about perseverance in the face of adversity is perfect for fans of R. J. Palacio, Cammie McGovern, and John David Anderson. Noah Savino has been stuck in a wheelchair for months. He hates the way people treat him like he’s helpless now.

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This poignant novel about a boy's friendship with a burn victim is perfect for fans of R. J. Palacio's WonderFrom the moment Jessica arrives, life is never quite the same for Tom and his seventh-grade classmates

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The Meaning of Maggie is inspired in part by the author's experience living with a father who had multiple sclerosis. Written with warmth and humor, the novel -- written as 11-year old Maggie's memoir of the past year of her life -- has the unmistakable ring of authenticity. It centers on a working-class family's brave attempts to cope with an incurable neuromuscular disease and shield Maggie from its devastating reality.

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This emotional drama is one of the most critically-acclaimed manga of the decade, earning an Eisner nomination and accolades from teachers and the American Library Association. Years ago, Shoya Ishida led his peers in tormenting a hearing-impaired classmate, Shoko Nishimiya. When she transfers schools, Shoya finds he has gone from bully to bullied, and is left completely alone. Now Shoya struggles to redeem himself in Shoko's eyes and to face the classmates who turned on him. An animated film adaptation from Kyoto Animation has swept the globe, arriving in US theaters in October 2017.

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Nora’s whole world plummets faster than the Cyclone roller coaster when her cousin Riley falls into a coma that Nora thinks is her fault in this warm, big-hearted debut middle grade novel

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A hilarious and heartwrenching story about surviving middle school--and an unthinkable diagnosis--while embracing life's weirdness.

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SONG FOR A WHALE is a very clever story written by an expert in ASL (American Sign Language) and gives hope for those who feel alone in the world!

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Insignificant Events in the Life of a Cactus

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Insignificant Events in the Life of a Cactus

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The best-selling middle grade novel about a spunky girl born without arms and a boy with Tourette syndrome navigating the challenges of middle school, disability, and friendship - all while solving a mystery in a western theme park.

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Blind focuses on Emma, a 15-year-old girl who was involved in a freak accident and goes blind as a result.

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Ten-year-old Ada has never left her one-room apartment. Her mother is too humiliated by Ada’s twisted foot to let her outside. So when her little brother Jamie is shipped out of London to escape the war, Ada doesn’t waste a minute—she sneaks out to join him.

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My philosophy for a happy life | Sam Berns | TEDxMidAtlantic

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A motorcycle accident, bone cancer, a speeding truck crashing into a boy on a stolen bicycle--tragic life-changing events turn the worlds of three young men upside down. These three very different personalities have only one thing in common--their passion for basketball.

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High school can be a stressful time for many young people. The change means a new commute, new friends, new courses…new teachers. For Shino Oshima the change could have meant an opportunity to blossom into adulthood. Unfortunately, things go wrong on her first day - she fails to even say her name during her homeroom introduction. From then on Shino is a part-mute part-stuttering mess. Ostracized and afraid she struggles to find her place in this new world... But thankfully for her, she finds her voice through music and some unexpected new frienemies.

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Award-winning author Jodi Carmichael, who has ADHD herself, affirms and celebrates those who struggle with their uniqueness and triumphantly discover its gifts

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A moving, voice-driven novel about friendship, responsibility, and fighting against unfair expectations, for fans of Rebecca Stead and Erin Entrada Kelly.

Max wishes he could go back in time to before he was diagnosed with ADHD, before he grew to be the tallest kid in his class, and before he and his best friends went into the woods in the middle of the night. Max doesn’t remember what happened after he left his friends Will and Joey and the older kids who took them there. He’s not sure if he wants to remember. Knowing isn’t going to make Joey talk to him again, or bring Will out of his coma.

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A boy and a gorilla create an unbelievable bond in this powerful WWII tale for young readers, for fans of Alan Gratz and Michael Morpugo.

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A diagnosis of dyslexia could change everything for an aspiring fifth-grade gymnast struggling at school in this authentic, high-energy novel in verse.

The print edition of this title is set in a font developed to be easy to read.

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A school day can be so overwhelming: so many people, so many noises, so many things to remember. Grown-ups say it’ll get easier with time, but even saying hello is incredibly hard. Thank goodness for comforts like math, for anything that can relax a restless mind. Maybe this time a few words will come out at last…

An empathetic look at anxiety and overstimulation, It’s So Difficult follows a child throughout the challenging routines of a single day. Even the smallest step forward can be an enormous triumph.

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Highly-acclaimed author of Caterpillar Summer, Gillian McDunn explores boyhood in a funny, big-hearted story about a kid trying to find the best way to be his best self.

Elliott has been struggling since his closest friend moved away, and he's not too sure where he fits into his own family, especially since his newly remarried dad and stepmom are expecting a baby. His grades aren't too great, he's always forgetting things, and he doesn't really like sports. All together, the result is someone the complete opposite of his dad--a fact they're both very aware of. Elliott's only solace is cooking, where he can control the outcome, testing exciting recipes and watching his favorite cooking shows.

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Perfect for readers of Song for a Whale and Counting by 7s, a neurodivergent girl campaigns for a memorial when she learns that her small Scottish town used to burn witches simply because they were different.

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Brilliant Bea: A Story for Kids with Dyslexia and Learning Differences

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Brilliant Bea: A Story for Kids with Dyslexia and Learning Differences

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An endearing and empowering story that demonstrates that a learning difference like dyslexia doesn’t define who you are.

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Rain Reign meets Ivy Aberdeen's Letter to the World in this heartfelt novel about a neurodivergent thirteen-year-old navigating changing friendships, a school trip, and expanding horizons.

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“A beautifully rendered and deeply inspiring book for everyone who has ever read slowly—myself included! Hudson shows us the beauty and magic that can come from taking our time. Brilliant.”—Jacqueline Woodson

Hudson Talbott's inspiring story vividly reveals the challenges--and ultimately the rewards--of being a non-mainstream kind of learner.

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The View from the Very Best House in Town

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The View from the Very Best House in Town

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Part thriller, part friendship story, part real estate listing, this witty and inventive debut explores the nature of friendship and home.

Sam and Asha. Asha and Sam. Their friendship is so long established, they take it for granted. Just as Asha takes for granted that Donnybrooke, the mansion that sits on the highest hill in Coreville, is the best house in town. But when Sam is accepted into snobbish Castleton Academy as an autistic “Miracle Boy,” he leaves Asha, who is also autistic, to navigate middle school alone. He also leaves her wondering if she can take anything for granted anymore. Because soon Sam is spending time with Prestyn, Asha’s nemesis, whose family owns Donnybrooke and, since a housewarming party gone wrong, has forbidden Asha to set foot inside. Who is Asha without Sam? And who will she be when it becomes clear that Prestyn’s interest in her friend isn’t so friendly? Told from the points of view of Asha, Sam, and Donnybrooke itself, this suspenseful and highly original debut explores issues of ableism and classism as it delves into the mysteries of what makes a person a friend and a house a home.

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In this short, wordless graphic picture book, a young boy feels alone with his anxiety. He isn’t fitting in well at school. His grades are slipping. He’s even lashing out at those who love him.

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POV | Neurotypical: Filmmaker Interview with Adam Larsen | Season 26 | Episode 6 | PBS

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Adam Larsen discusses making his film about "neurodiversity."

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Autistic people do not wish to meet the standards set by the neurotypicals or the

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One Out of Five: Disability History and Pride Project | Washington State Governor’s Office of the Education Ombuds

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This teaching resource has been updated as of September 2020 and includes new modifications for virtual instruction and elementary school classrooms, in addition to the original materials designed for middle and high school students.

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One Out of Five: Disability History and Pride Project | Washington State Governor’s Office of the Education Ombuds

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This teaching resource has been updated as of September 2020 and includes new modifications for virtual instruction and elementary school classrooms, in addition to the original materials designed for middle and high school students.

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Keylonda Wheeler writes in the introduction to Nia Skye’s Friend on Wheels that, “it’s so important that disabled people are shown in everyday reading just living their lives.” In this charming book—the first in a series titled The Inclusive Krewe—Wheeler accomplishes that goal by highlighting the friendship between two kindergarten-aged girls who learn from each other as they arrange playdates and engage in fun family activities. Steffi Stanley’s delightful illustrations make this story pop.