don’t pet the dog
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Don’t Pet the Dog. … and don’t Eat the M&Ms! (YET!). Evaluation Form Heading Workshop: DPTD Date: 2/27/08 Presenter: Eileen. WELCOME TO. DON’T PET THE DOG! Working with Individuals with Disabilities and their Families. INTRODUCTIONS. Eileen Gilley & Diane Joslin. - PowerPoint PPT PresentationTRANSCRIPT
Don’t Pet the Dog
Evaluation Form Heading Workshop: DPTD
Date: 2/27/08Presenter: Eileen
… and don’t Eat the M&Ms! (YET!)
WELCOME TO
DON’T PET THE DOG!Working with Individuals with Disabilities and their
Families
INTRODUCTIONSEileen Gilley & Diane Joslin
Half your world.
*Over 302 million people: US Census Bureau Estimate
or about one-half the population*
About 150 million people within the U.S.
Children with Disabilities in Florida’s Schools
You have been touched by a child with a disability.
• Specific Disabilities
• Tips & Strategies
• Feel Comfortable
• Positive Attitudes
• Respectful Language
Purpose of This Presentation
People with disabilities are … people.How can we acknowledge that
in our language?
Our Language: A Look at the Past
Past 50 Years Dramatic Change
MysteryLack of
Understanding Fear
Fear
Fight
UncomfortableAwkward
Avoidance
Flight
BullyingPhysical AbuseVerbal Abuse
Belittling
Our Language: A Look at the Past
Fast Forward to Now
• Living in the community
• Attending school
• Still some mystery
• Still some fear
• Still some labels & language
“When it becomes wrong in our society to use words that are hurtful and disrespectful, then our society’s attitudes will change.”
The Language of DisabilityIt’s not about “Politically Correct”
It is about
• Discrimination / “Slurs”
• Degrading
• Acknowledging Humanness
• Respect
The Language of DisabilityUsing Disability Slurs as Insults
Dictionary.com Unabridged v. 1.1defines “retard” as:
4. Slang: Disparaging. a) a mentally retarded person.
b) a person who is stupid, obtuse, or ineffective in some way: a hopeless social retard.
The Language of DisabilityUsing Disability Slurs as Insults
This usage is still widespread!
• Imdb.com –over 100 movies in the last 10 years
• Facebook – over 500 names
• YouTube – over 87,000 hits
• MySpace – over 3 million hits
• Google – over 32 million hits
The Language of Disability
Person-First Language
• Acknowledges the Person and His/Her Humanness
DisabledBoy
Boywith a
Disability
Person First Language
First: Person / Man / Woman / Child / Boy / Girl
Middle: with / who has
Last: Disability
The Downs kid.Boy with Down Syndrome.
That CP woman.Woman who has Cerebral Palsy.
Other Respectful Language
handicapped vs. with a disability
suffers from vs. has
birth defect vs. genetic disability
Other Respectful Language
Best Practice:Use nouns instead
of adjectives.
autism vs. autisticdyslexia vs. dyslexic
Person First Language
Group Activity
Disabilities
Specific Learning Disability
• Speech & Language• Academic
• Reading• Writing• Mathematics
• Other• Coordination / Motor Skills• Other Learning / Organization
Neurological Disorder / Could Affect:
Working with Individuals with Specific Learning Disability
• Individual Strengths
• Structure & Expectations
• Short Sentences / Simple Speech
• Positive Reinforcement
• Opportunities for Success
• Self-Correcting Materials
• Tape Recorder for Notes
TIP
S
Speech & Language DisordersWhat’s the difference?
Speech• Articulation• Voice Language
• Using words• Fluency• Understanding
words
Speech Disorder
Causes• Stroke, Cerebral
Palsy, DeafnessCommunication• Speech• Sign Language• Handwriting• Devices
TIP
SWorking with Individuals with Speech Disorders
• Don’t assume ability.
• Quiet environment.
• Talk to person.
• Be patient, ask questions.
• Don’t pretend, ask.
• Repeat or rephrase.
Language Disorders
Aphasia: Difficulty with:• Understanding spoken language• Vocabulary• Reading comprehension
Symptoms• Difficulty expressing thoughts• Frustration with communication
TIP
SWorking with Individuals with Language Disorders
• Speak slowly, clearly
• Use tape recorder
• Use visualization / aids
• Listen patiently.
• Read body language.
Emotional Disorders
IDEA Federal Definition
• Learning• Relationships• Behavior• Mood• Physical Symptoms
Emotional Disorders
• Hyperactivity– Attention Span– Impulsiveness
• Aggression• Withdrawal• Immaturity• Learning Difficulties
Characteristics
TIP
SWorking with Individuals with Emotional Disorders
• Work with the Family
• Behavior Assessment
• Coordinate Care & Services
• Relaxation / Breathing
• Movement, Activities, and Exercises
Cognitive Disabilities
• Developmental Milestones
• Memory• Social Rules• Consequences• Problem-Solving
TIP
SWorking with Individuals with Cognitive Disabilities
• Be specific.
• Send positive vibes.
• Be patient, flexible, and supportive.
• Repeat as many times as necessary.
Attention Deficit Disorder (ADD) & Attention Deficit /
Hyperactivity Disorder (ADHD)
As many as 5 out of every 100 children in school may have ADD or ADHD.
• Attention Span
• Very Active (Hyperactivity)
• Impulsive
TIP
SWorking with Individuals with ADD / ADHD
• Structured Environment
• Post Rules / Assignments / Schedule
• Frequent eye contact
• Repeat & write directions
• Frequent feedback
• Break down large projects into small tasks.
TIP
SWorking with Individuals with Mobility Impairments
• Respect Personal Space
• Speak to the Individual
• Eye Level
• Offer Help Quietly & Respectfully
TIP
SWorking with Individuals with Hearing Impairments
• Eye Contact
• Speak to the Person
• Light Source
• Reduce Distractions
• Voice Volume
• Get Attention Respectfully
TIP
SWorking with Individuals with Visual Impairments
• Offer arm or elbow
• Identify yourself
• Address the person by name
• Speak normally
• Speak directly to the person
• Don’t Pet the Dog
• Announce Your Exit
TIP
SWorking with Individuals with Autism
• Speak calmly
• Avoid misinterpretation
• Be concrete
• Simple language
• Repeat / rephrase
• Avoid distractions
• Establish routines
• Use visual aids
Working with Parents
Activity
Emotions
Working with Parents
Welcome to Holland
“And the pain of that will never, ever go away because the loss of that dream
was a very significant loss.”
Grieving States
“The grieving states each have a positive function and are solutions to a problem of
separating from a shattered dream.”
Denial
Anxiety
Fear
Guilt
Depression
Anger
Working with Parents
TIP
SWorking with Parents of Children with Disabilities
• Communicate
• State of Grief
• Emotional Breaks
• Recognize Strengths
• Patient / Nonjudgmental
• Encourage Questions
• Validate
TIP
S• Refer parents to us!
(888) 61-AWARE(727) 789-2400
www.CFLparents.org
Working with Parents of Children with Disabilities
Please take a moment to fill out our evaluation!