it’s about respect evaluation form heading workshop: respect date: 2/27/11 presenter: eileen …...
TRANSCRIPT
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It’s About Respect
Evaluation Form Heading Workshop: Respect
Date: 2/27/11Presenter: Eileen
… and don’t Eat the M&Ms! (YET!)
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WELCOME TO
IT’S ABOUT RESPECT
Disability Awareness
Training
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INTRODUCTIONSEileen Gilley & Diane Joslin
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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.
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Children with Disabilities in Florida’s Schools
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You have been touched by a child with a disability.
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• 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?
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Our Language: A Look at the Past
Past 50 Years Dramatic Change
MysteryLack of
Understanding Fear
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Fear
Fight
UncomfortableAwkward
Avoidance
Flight
BullyingPhysical AbuseVerbal Abuse
Belittling
Our Language: A Look at the Past
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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.”
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The Language of DisabilityIt’s not about “Politically Correct”
It is about
• Discrimination / “Slurs”
• Degrading
• Acknowledging Humanness
• Respect
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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.
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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
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The Language of Disability
Person-First Language
• Acknowledges the Person and His/Her Humanness
DisabledBoy
Boywith a
Disability
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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.
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Other Respectful Language
handicapped vs. with a disability
suffers from vs. has
birth defect vs. genetic disability
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Other Respectful Language
Best Practice:Use nouns instead
of adjectives.
autism vs. autisticdyslexia vs. dyslexic
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Person First Language
Group Activity
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Disabilities
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Specific Learning Disability
• Speech & Language• Academic
• Reading• Writing• Mathematics
• Other• Coordination / Motor Skills• Other Learning / Organization
Neurological Disorder / Could Affect:
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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
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Speech & Language DisordersWhat’s the difference?
Speech• Articulation• Voice Language
• Using words• Fluency• Understanding
words
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Speech Disorder
Causes• Stroke, Cerebral
Palsy, DeafnessCommunication• Speech• Sign Language• Handwriting• Devices
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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.
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Language Disorders
Aphasia: Difficulty with:• Understanding spoken language• Vocabulary• Reading comprehension
Symptoms• Difficulty expressing thoughts• Frustration with communication
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TIP
SWorking with Individuals with Language Disorders
• Speak slowly, clearly
• Use tape recorder
• Use visualization / aids
• Listen patiently.
• Read body language.
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Emotional Disorders
IDEA Federal Definition
• Learning• Relationships• Behavior• Mood• Physical Symptoms
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Emotional Disorders
• Hyperactivity– Attention Span– Impulsiveness
• Aggression• Withdrawal• Immaturity• Learning Difficulties
Characteristics
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TIP
SWorking with Individuals with Emotional Disorders
• Work with the Family
• Behavior Assessment
• Coordinate Care & Services
• Relaxation / Breathing
• Movement, Activities, and Exercises
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Cognitive Disabilities
• Developmental Milestones
• Memory• Social Rules• Consequences• Problem-Solving
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TIP
SWorking with Individuals with Cognitive Disabilities
• Be specific.
• Send positive vibes.
• Be patient, flexible, and supportive.
• Repeat as many times as necessary.
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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
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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.
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TIP
SWorking with Individuals with Mobility Impairments
• Respect Personal Space
• Speak to the Individual
• Eye Level
• Offer Help Quietly & Respectfully
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TIP
SWorking with Individuals with Hearing Impairments
• Eye Contact
• Speak to the Person
• Light Source
• Reduce Distractions
• Voice Volume
• Get Attention Respectfully
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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
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TIP
SWorking with Individuals with Autism
• Speak calmly
• Avoid misinterpretation
• Be concrete
• Simple language
• Repeat / rephrase
• Avoid distractions
• Establish routines
• Use visual aids
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Working with Parents
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Activity
Emotions
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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.”
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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
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TIP
SWorking with Parents of Children with Disabilities
• Communicate
• State of Grief
• Emotional Breaks
• Recognize Strengths
• Patient / Nonjudgmental
• Encourage Questions
• Validate
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TIP
S• Refer parents to us!
(888) 61-AWARE(727) 789-2400
www.CFLparents.org
Working with Parents of Children with Disabilities
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Please take a moment to fill out our evaluation!