It’s About Respect

Evaluation Form Heading Workshop: Respect

Date: 2/27/11Presenter: Eileen

… and don’t Eat the M&Ms! (YET!)

WELCOME TO

IT’S ABOUT RESPECT

Disability Awareness

Training

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!