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SABAH CHESHIRE HOME

VOLUNTEER PROGRAM &

BASIC GUIDELINES

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What is Sabah Cheshire Home Volunteer Group Program

Sabah Cheshire Home (SCH) Volunteer Program is open to anyone who is passionate and has

a willing heart in assisting the Home in its activities and programs.

The success of the Home had been based on voluntary enthusiasm and effort and on the

widespread use of volunteers in the board of management, fundraising and practical activities

at all level. Volunteer’s willingness to serve will be fostered and encouraged and volunteers

should have mutual satisfaction while giving their time and receive benefits for the efforts

that they poured in at the Home. At the same time, volunteers should learn issues and

obstacles hindering PWDs in their daily living. They will be given first hand information on

issues concerning PWDs. Thus, together with the management, volunteers can work together

in advocating and campaigning on these issues so that we will be able to create an

understanding society.

Volunteers will be a person who feels that they are an integral part of the Home team which

consists of paid and unpaid helper. Where Volunteer are willing to undertake sensitive tasks

such as feeding residents who have limited use of their arms, writing letters, or visiting them

for normal social visit, it is necessary for them to be tactful, empathetic, aware and discreet.

Volunteers can be doing all kinds of tasks depending on their capabilities and willingness.

Such task maybe involves them in fundraising, press relation, gardening, organizing

celebration, teaching residents painting, reading, photography etc but most importantly a

volunteer should be a person who is sincere, understanding and offer genuine friendship.

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Our Background

The Sabah Cheshire Home is a registered, private, non-profit and charitable

organization, which provides care and shelter for disabled persons irrespective of

race, religion and culture working with them to live independently. The Sabah

Cheshire Home in Malaysia was officially registered on 16th

July, 1974 as a

Charitable Society. The first home in Kota Kinabalu was built and officially

opened on 29th

January, 1983 and the second Home in Sandakan on the 8th

April,

2000. An Early Intervention Center in Sandakan was established in 2006 for

children with behavior problem (Autism) and a Nursery "Taska Mesra Cheshire"

for children with disability age 4 and below.

The Sabah Cheshire Home is a global alliance with Leonard Cheshire Disability

which is a UK-based global organization working with independent Cheshire

partner organizations in 54 countries in Africa, Asia, the Americas, and Europe.

Leonard Cheshire Disability supports more than 250 independently managed

disability organizations that, in turn, support people with disabilities in their

efforts to secure education, livelihoods, health care, rehabilitation and a voice in

their society.

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Our Vision

Creating an enabling environment for disabled persons, to exercise their rights to lead a life as

normal as possible within their capabilities in the home and within the society.

We Believe

That each person is a uniquely valuable individual and that disabled persons should have the

personal freedom to pursue their aspirations and take their rightful place in the world, in an

institution or within a community.

Our Motto

Creating Opportunities for and with Disabled Persons.

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Sabah Cheshire Home Services

After years of providing residential services for the physically disabled persons, Cheshire

Home is changing its focus to be in line with a new vision and mission to Leonard Cheshire

Disability work. These new visions and missions will emphasize on a rights based approach

that will ensure disabled persons enjoy equal rights and access to resources and opportunity as

those enjoyed by the non-disabled.

Our programs emphasize on:-

1. Advocacy & Campaign

2. Economic Empowerment

3. Physical & Occupational Rehabilitation

4. Outreach Service (Community Based Rehabilitation)

5. Networking & Resources Mobilization

6. Early Education/ Inclusive Education

7. Residential Care

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Our Goals:

1. To offer a ‘one stop complex’ approach in providing a full range of services for persons with disabilities or through referral mechanisms developed with other health, human resource and social service providers;

2. To promote and protect the respect, dignity and rights of persons with disabilities;

3. To empower persons with disabilities to realize their human rights;

4. To raise the level of awareness on all disability issues on education, employment, rehabilitation, access, health, equality and non discrimination;

5. To ensure equal opportunities and full participation of disabled people in the community; and

6. To include ‘disability’ as a theme in all developmental work of the government, civil society, and humanitarian agencies.

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Why become Sabah Cheshire Home Volunteer?

Every volunteer or potential volunteer will have different motivations for volunteering their

time. It can be quite a daunting thought. Many potential volunteers are put off by the thought

of what is expected of them. They may have the following questions:

• What will I be doing?

• How much time will I be expected to give?

• Do I need to know how to deal with disabled people?

• Will I get along with everyone?

• Will I be treated well?

• Will I be out of place?

• Am I allowed to volunteer?

Volunteering takes up time, energy and sometimes, money. It can be hard work. It can

find us doing and seeing new things, which can be challenging and even a little scary. So

why does anyone even do volunteering?

Here are some reasons:-

1. Volunteering is good for others

All programs and activities run by Sabah Cheshire Home often involve persons with

disabilities and there are not always enough personnel to execute the job. Volunteers

can make a difference where they can fill in the personnel shortage. This will enable

the program or activity to run more smoothly and give the residents a better

experience.

2. Volunteering is good for you

Here are some of the things that you might gain in return for becoming volunteer:-

Making new friends

Gaining important skills and experience that will help you later in life

Making connections that can lead to a job or career

Seeing more of your community and world

Building confidence and self-esteem

Exploring what you want to do with your life

Feeling needed and important

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Feeling satisfaction at getting things done and helping others

Meeting people who could be role models

Using your mind, body, and creativity

Getting active and healthier

Relieving stress

Fighting boredom

Spending time doing what you really care about

Gaining an edge on getting into college

Feeling like you are part of a community

Having fun!

Sometimes it can be even more rewarding to find a volunteer position that involves skills that

we don’t use. This allows us to gain experience, learn new things, and improve ourselves! For

example: If you’re shy around strangers, you could think about volunteering with a group or

team, which might help you become more outgoing.

Think about time

How much of a commitment are you willing to make? How much of your day, week, month,

or year do you want to spend on volunteer activities?

Think about your limitations

We’re all capable of doing great things…but we also have to follow family rules and

routines. Make sure to involve a parent in your volunteer-finding process, so you can be sure

that:

You have permission to do it

The adults in your life feel confident that you’ll be safe

You have transportation to and from places

Your volunteering isn’t taking too much time away from schoolwork and other

responsibilities

Adults can step in and help if you need them to

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Helping the disabled

People who have disabilities are equal members of our communities, but many still need our

help from time to time. You could volunteer to read books to the blind or run errands for

people who can’t get around too well.

You might be nervous about the idea of working with types of people who are different or

unfamiliar to you. That is natural. But before you nix this type of volunteering, ask yourself

these questions:

Will I learn something from this? Will I improve myself?

If I were in the same situation, would I want someone to come and help me?

Will it hurt to at least try it for a little while?

How to be a good volunteer?

Volunteering is fun and rewarding, but it is also a little more complicated than just showing

up and having a good time. Here is some advice on how to make the most of your volunteer

work:

Be selfless. Selfless is the opposite of selfish. Don’t think about what you can do to help

yourself. Think about what you can do to help others.

Be well-trained. Know what you are doing as a volunteer, if you need some time to learn

your job, take that time. If you need training or need someone to show you what you are

supposed to do, speak up. If you are good at your job, it will be much easier to help others

(plus you will have a lot more fun).

Be dependable. Do what you say you will do, and do your best. Don’t show up late, and

always keep your promises. People will be relying on you so you don’t want to let them

down.

Be enthusiastic. Don’t moan and groan your way through your volunteer work. If you really

don’t like what you are doing, find something else. Always have a positive attitude and show

others that you are doing this because you want to.

Be open-minded. One of the really great things about being a volunteer is the chance to learn

and experience new things. Keep your mind open to new possibilities and you will probably

grow as a person.

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Be respectful. Always remember to show respect for other people and other cultures. Keep in

mind that your way of thinking or living is not the only way there is.

Be cooperative. Don’t be a ―hot shot‖ or a loner. Don’t try to do everything yourself. Work

as part of a team to make sure everyone gets a chance to participate and do his or her fair

share of work. If someone asks for help, be willing to lend a hand. If you need some help, ask

politely for it.

Be understanding. Try to see things through other people’s eyes. Try your best to

understand what other people are going through; even if it’s something you’ve never dealt

with yourself.

Be humble. Humble people don’t brag or go around telling everyone about all the good

things they’ve done just to get some attention or feel superior. They are happy knowing that

they are making a difference, and don’t need to shout about it.

Be friendly. Treat others like friends, and they will do the same to you. Many people who

volunteer meet new people with whom they want to stay friends. You might just meet

someone who becomes a buddy for the rest of your life!

Using Words with Dignity

There are a few general rules of etiquette people should use when talking to or about

someone with a disability. Use ―people first’ language. Examples: Person with disability not

disabled person. Use person who is blind, not a blind person.

Disability is the current acceptable term, not handicap. The word handicap comes from cap-

n-hand, in other words, a beggar. That is definitely not how persons with disabilities want to

be seen.

TALKING TO A PERSON WITH DISABILITY

When volunteering, you will use a wide range of communication methods such as:

Verbal: sounds, talking

Written: instructions, diagrams, and pictures

Physical: demonstrations, gestures, racial expressions, and eye contact. It may be necessary

to adopt additional methods of communication if you are not being understood. You don’t

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have to know sign language or speak loudly, just use your common sense to work out how

you can communicate more effectively.

When working with Persons With Disabilities, regardless the impairment:-

Do not underestimate the intelligence or ability of the disabled person

Do not assume that all disabled person required assistance. Ask if they need a hand, or

wait to be asked.

Always address the disabled person, not the person they are with.

Be aware of personal needs and preferred ways of communicating and respect their

requirements.

Try and work around an issue, rather than avoiding it

When assisting or supporting, ask the disabled person how to do this – do not assume

Demonstrate what you mean if you are not getting the message across successfully

verbally

Don’t interrupt, correct, speak for, or be tempted to finish sentences off for the person

A wheelchair should be viewed as part of the user’s body space. Keep an appropriate

distance and never use the chair as something to lean on.

It is perfectly acceptable to offer to help guide the wheelchair or negotiate obstacles

such as doors. But only push someone’s chair if they have said that it is OK for you to

do so.

Use a normal speaking tone and style. If someone needs you to speak in a louder voice

they will ask you to do so.

Remember that people with disabilities, like all people, are experts about themselves.

They know what they like, what they do not like and what they can and cannot do.

Treat adults as adults. Address people who have disabilities by their first names only

when extending the same familiarity to all others.

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VOLUNTARY PROGRAM - SABAH CHESHIRE HOME

PROGRAM COMMUNITY SERVICE Activities and Daily Living Skills (ADL) Skills needed: A person who is willing and available Task : Assisting the Home in daily chores and activities (E.g. assisting the residents, feeding, cleaning, etc.) Time : 8.00am – 12.00 noon and 2pm – 5pm (Times may vary according to when you may be available)

PHYSIOTHERAPIST & OCCUPATIONAL THERAPIST Skills needed: Qualified Physiotherapist or Occupational Therapist Task : To provide daily exercise treatment to improve residents level of independence. Time : 9.00am to 11.00am (Mondays to Fridays) (Times may vary according to when you may be available) EDUCATION Skills needed: Someone who has a passion for teaching Task : To teach the residents and support groups of Sabah Cheshire Home in writing, Speaking, mathematics, and storytelling in English or Malay. Time : 11.00am to 12.00am (Tuesdays & Thursday) (Time & day can be adjusted) COUNSELLING Skills needed: 1. Counselors 2. Psychologists 3. Religious Counselors 4. Social Concerns Advocate ** You must be willing to learn and understand social issues faced by our support groups, families, staff, and residents Task : To provide counseling to residents, family support group members, service users (Those with disabilities living independently) and the staff of Sabah Cheshire Home. Period Of Time: Weekdays / Weekends

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GARDENING

Skills needed: A passion for gardening and landscaping Needs : Flower and tree donations Task : Help provide a calm and peaceful home for the residents by planting flowers, Trees and maintaining the current landscapes. Time : 4.00pm to 5.30pm (Time & day can be arranged and adjusted) HANDICRAFT

Skills needed: Creative person who likes to create and teach handicrafts. Task : Assist the Home in teaching and monitoring residents in making handicrafts. Time : 10.30am – 11.30am and 3.00pm to 4.00pm (days may vary) MUSIC

Skills needed : - A person who has a passion to share and teach music - A person with knowledge and skill in repairing/ servicing music instruments

- Anyone who can donate musical instruments Task : To lead and teach a team of persons with disabilities to excel in music. Time : (Time & day can be adjusted) HEALTH & CARE

Skills needed: Certified Dentists and Doctors Task : Willing to offer professional service and clinic or health centre for any Consultation or medical needs for residents. Time : Weekdays / Weekends SPECIAL TRAINERS IN SKILL ENHANCEMENT

Skills needed: Qualified or professional trainers for staff members and volunteers Task : To share professional experience and knowledge in field of expertise with the staff, Volunteers, support groups, and service users. Time : Half or full day when you are available TRANSPORTATION

Skills needed: Organized person who has a van, coaster/bus or private car available. Task : Transporting the residents to and from activities. These may include shopping, Sports, hospital/clinic, seminars, etc. Time : Times vary according to need

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RECREATION/SPORTS i. Exercise Assistant Skills needed: A passion for leading and motivating others in exercise and sports Task : To escort residents to Likas Sport Complex (or other locations) for recreational Activities such as walking and jogging. Time: 3.00pm to 4.00pm (Saturdays) ii. Sports Event (Paralympics or Special Olympics) Skills needed: Qualified sports trainer and/or sportsmen Task : a) To train disabled athletes for sports events b) To escort disabled athletes during sports events Time : 4.00pm to 6.00pm (Weekdays) and during events

SPECIAL EVENTS i. Fundraising Assistant Skills Needed: A person willing to work hard, be creative for the Cheshire cause. Previous fundraising experience is helpful.

Task : a) To assist the Home in preparing and arranging fundraising events. b) To raise funds for the Home

Time : Times vary according to events ii. Seminar Assistant Skills Needed: A person with IT knowledge or any other skills that are relevant

Task : Assist organizer before and during events. Time : Full or half day depending on event

iii. Camp Assistant Skills Needed: a) Anyone willing to offer ideas and energy. b) Someone with outdoor experience or with special training on special skills

Task : a) To assist organizer before and during the event. b) To escort disabled participants in daily needs.

Time: 3 days/2 nights iv. Picnic Assistant Skills Needed: Willing to offer ideas and energy Task : To escort residents and assist the staff Time : Half day

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v. Family Support Group Skills Needed: Anyone who has passion and determination in volunteering. Task : To visit our family support group residents and render or offer assistance in A variety of tasks (cleaning, drilling, painting, etc) that they are not able to do themselves. Time : Half day (Sundays) or when available vi. Advocacy Campaign Partner Skills Needed: A person who enjoys being with PWDs and is willing to offer their time, mind and energy. Task : To go with them as assistants in their advocating work such as Building Access Auditing, performances, etc… Time : Times vary according to events and needs vii. Respite Care Skills Needed: A passionate and willing person to offer temporary shelter to PWDs. Task : To give temporary shelter or a home to PWDs as they wait for long term housing to become available or as time off for their families. Time: Days/ Weeks / Months viii. Employment Skills Needed: Anyone who can employ or assist in looking for employment for PWDs. Task : To employ PWDs or to search for suitable employment for PWDs. ix. Baker Skill Needed : Anyone who’s good at baking for others/ bakery shops etc Task : Teach our service users baking

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Sabah Cheshire Home

VOLUNTEER REGISTRATION FORM

Name: _______________________________________ Age : ______________________________

Identity Card No. :_________________________ Occupation : ________________________________

Home Address: _______________________________________________________________________

_______________________________________________________________________

Telephone: ______________________Mobile:______________e-mail______________________ Office Address: ___________________________________________________________________

______________________________________________________________________

Telephone: ____________________Fax : ___________________ e-mail ___________________

In Case Of Emergency Contact : _____________________________________________________

Relationship: _____________________________________________________

Please indicate your volunteer interest below (please refer to SCH Volunteer Program):

1. ______________________________________________________________________________

2. ______________________________________________________________________________

3. ______________________________________________________________________________

INFORMED CONSENT AND RELEASE: I, the undersigned, in consideration of the request and permission to participate in the Sabah Cheshire Home Volunteer Program, hereby assume full responsibility for all risk of injury or loss which may result from my participation in this activity and hereby AGREE TO DEFEND, INDEMNIFY, HOLD HARMLESS, RELEASE AND FOREVER DISCHARGE the Sabah Cheshire Home, its respective officers, agents and employees, past and present, from any and all acts of negligence and all claims and demands whatsoever, which the undersigned, any third person, or any persons acting under their behalf, have or may have against the Sabah Cheshire Home, or its respective officers, agents or employees, past and present, by reason of any accident, illness, injury to or death of any person or persons, or damage to or loss or destruction of any property arising or resulting directly or indirectly from participation in the referenced activity and occurring during said participation, or any time subsequent thereto. The terms of this release will serve as a release and assumption of risk for my heirs, executors and administrators ,and for all of my family members. I agree and acknowledge that some activities may be of a hazardous nature and/or include physical and/or strenuous exercise or activity, and, understanding this, I state that to the best of my knowledge, the participant has no medical, physical, mental or emotional health condition which would hinder or prevent my active participation in the referenced activity. PLEASE NOTE: No medical insurance or insurance coverage of any kind is provided by the Sabah Cheshire Home. Sabah Cheshire Home strongly recommends that each participant have some type of accident medical insurance for his/her own protection.

___________________________________ ___________________________ Name Date

Parent or Guardian must sign if the Volunteer is under 18 years of age.

___________________________________ ___________________________ Parent / Guardian Name Date

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EXTRA Notes to PONDER

Do I know?

How to Understand

How to Handle

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Definitions of Disability

There are many definitions of disability and below are examples of how different some laws

define disability:-

Americans with Disabilities Act (ADA): (A) a physical or mental impairment that

substantially limits one or more of the major life activities of such individuals, (B) a record of

such impairment or (C) being regarded as having such an impairment;

The Definition of ―Persons With Disabilities‖

“Persons With Disabilities” include those who have long term physical, mental, intellectual

or sensory impairments which in interaction with various barriers may hinder their full and

effective participation in society;

Impairment: Any loss or abnormality of psychological, physiological or anatomical

structure or function.

Disability: Any restriction or lack (resulting from an impairment) of ability to perform

an activity in the manner of within the range considered normal for a human being.

Handicap: A disadvantage for a given individual, resulting from an impairment or

disability, that, limits or prevents the fulfillment of role that is normal, depending on

age, sex, social and cultural factors, for that individual;

The United Nation Convention of the Rights of Persons with Disabilities defines disability as

including those who have long-term physical, mental, intellectual o sensory impairment

which in interaction with various barriers may hinder their full and effective participation in

society on an equal basis with others; and

The Malaysia Persons with Disabilities 2008 persons with disabilities to include those who

have long-term physical, mental, intellectual or sensory impairments which in interaction

with various barriers may hinder their full and effective participation in society (on an equal

basis with others);

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Types of Disabilities

Disability is as unique a human characteristic as hair colour or personality type. The degree to

which a disability impacts a person’s life ranges from slight to significant. In some instances

a person’s disability in invisible; in other instances, a person may have more than one

disability. As a result, creating a list on the types of disabilities is difficult. Nonetheless, we

want to give you some idea of the wide range of disabilities:-

BLIND/VISUAL IMPAIRMENT:

Blind refers to a total loss of vision. Visual impairment indicates partial sight;

CONGENITAL DISABILITIY:

A physical impairment existing since birth. A congenital disability is a disability that is

present at birth but may get more recognizable as the baby gets older. A congenital disability

may be caused through been passed down in genes by the mother or father of the child, It

could even skip a generation or 2. The examples of congenital disabilities are Multiple

Sclerosis, Muscular Dystrophy, Lou Gerhig’s Disease….

DEAF/HEARING IMPAIRMENT:

Deaf refers to a total loss of hearing. Hard of hearing refers to partial hearing loss ranging

from slight to severe.

DEVELOPMENTAL DISABILITY:

Any mental or physical disability that develops or occurs before a person’s 22nd

birthday that

continues indefinitely and in some instances substantially limits self-care, language, learning,

mobility, self-direction, independent living or economic sufficiency.

Frequently, people with mental retardation, cerebral palsy, autism spectrum disorders, various

genetic and chromosomal disorders such as Down syndrome and Fragile X syndrome, and

Fetal Alcohol Spectrum Disorders are described as having developmental disabilities.

LEARNING DISABILITY:

A disability affecting spoken or written language

MENTAL ILLNESS/MENTAL DISABILITY:

A psychiatric disability caused by a biological, physiological or psychological disorder or a

chemical disorder of the brain.

MOTOR DISABILITY:

Includes Multiple Sclerosis, Muscular Dystrophy, Lou Gerhig’s Disease (amyotrophic lateral

sclerosis, ALS), cerebral palsy. A group of conditions resulting from damage to the central

nervous system.

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SPEECH IMPAIRMENT:

Limited or difficult-to-understand speech patterns.

PHYSICAL IMPAIRMENT:

Physical impairment defines as a dysfunction of the musculoskeletal and/or neurological

body systems, which affects the functional ability of a student to move or coordinate

movement.

Physical impairment is recognized as:

Musculoskeletal conditions - involving the joints, limbs and associated muscles and/or

Neurological conditions - involving the central nervous system i.e. brain, spinal cord or

peripheral nerves which affect the ability to move or to coordinate the control movement.

There is a wide range of conditions that may result in physical impairment including:

cerebral palsy

spina bifida

muscular dystrophy

arthritis

osteogenesis imperfecta

congenital malformation of the limbs

some acquired brain injuries

Some orthopaedic conditions.

A physical impairment may be present from birth (congenital) or acquired later (e.g. through

an accident or illness). It can be progressive or non-progressive (this refers to whether or not

the condition increases in extent or severity).

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Some more information for you

Basic Things That Everyone Should Know

1. Down Syndrome (DS)

Down syndrome (DS), also called Trisomy 21, is a condition in which extra genetic material

causes delays in the way a child develops, both mentally and physically. It affects about 1 in

every 800 babies.

The physical features and medical problems associated with Down syndrome can vary widely

from child to child. While some kids with DS need a lot of medical attention, others lead

healthy lives.

Though Down syndrome can't be prevented, it can be detected before a child is born. The

health problems that can go along with DS can be treated, and there are many resources

within communities to help kids and their families who are living with the condition.

What Causes It?

Normally, at the time of conception a baby inherits genetic information from its parents in the

form of 46 chromosomes: 23 from the mother and 23 from the father. In most cases of Down

syndrome, a child gets an extra chromosome 21 — for a total of 47 chromosomes instead of

46. It's this extra genetic material that causes the physical features and developmental delays

associated with DS.

Although no one knows for sure why DS occurs and there's no way to prevent the

chromosomal error that causes it, scientists do know that women age 35 and older have a

significantly higher risk of having a child with the condition. At age 30, for example, a

woman has about a 1 in 900 chance of conceiving a child with DS. Those odds increase to

about 1 in 350 by age 35. By 40 the risk rises to about 1 in 100.

How Down syndrome affects Kids

Kids with Down syndrome tend to share certain physical features such as a flat facial profile,

an upward slant to the eyes, small ears, and a protruding tongue.

Low muscle tone (called hypotonia) is also characteristic of children with DS, and babies in

particular may seem especially "floppy." Though this can and often does improve over time,

most children with DS typically reach developmental milestones — like sitting up, crawling,

and walking — later than other kids.

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At birth, kids with DS are usually of average size, but they tend to grow at a slower rate and

remain smaller than their peers. For infants, low muscle tone may contribute to sucking and

feeding problems, as well as constipation and other digestive issues. Toddlers and older kids

may have delays in speech and self-care skills like feeding, dressing, and toilet teaching.

Down syndrome affects kids' ability to learn in different ways, but most have mild to

moderate intellectual impairment. Kids with DS can and do learn, and are capable of

developing skills throughout their lives. They simply reach goals at a different pace — which

is why it's important not to compare a child with DS against typically developing siblings or

even other children with the condition.

Kids with DS have a wide range of abilities, and there's no way to tell at birth what they will

be capable of as they grow up.

Medical Problems Associated With DS

While some kids with DS have no significant health problems, others may experience a host

of medical issues that require extra care. For example, almost half of all children born with

DS will have a congenital heart defect.

Kids with Down syndrome are also at an increased risk of developing pulmonary

hypertension, a serious condition that can lead to irreversible damage to the lungs. All infants

with Down syndrome should be evaluated by a pediatric cardiologist.

Approximately half of all kids with DS also have problems with hearing and vision. Hearing

loss can be related to fluid buildup in the inner ear or to structural problems of the ear itself.

Vision problems commonly include amblyopia (lazy eye), near- or farsightedness, and an

increased risk of cataracts. Regular evaluations by an audiologist and an ophthalmologist are

necessary to detect and correct any problems before they affect language and learning skills.

Other medical conditions that may occur more frequently in kids with DS include thyroid

problems, intestinal abnormalities, seizure disorders, respiratory problems, obesity, an

increased susceptibility to infection, and a higher risk of childhood leukemia. Upper neck

abnormalities are sometimes found and should be evaluated by a physician (these can be

detected by cervical spine X-rays). Fortunately, many of these conditions are treatable.

2. Learning Disability

Learning disability (sometimes called a learning disorder or learning difficulty), is a

classification including several disorders in which a person has difficulty learning in a typical

manner, usually caused by an unknown factor or factors. The unknown factor is the disorder

that affects the brain's ability to receive and process information. This disorder can make it

problematic for a person to learn as quickly or in the same way as someone who isn't affected

by a learning disability. Learning disability is not indicative of intelligence level. Rather,

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people with a learning disability have trouble performing specific types of skills or

completing tasks if left to figure things out by themselves or if taught in conventional ways.

A learning disability cannot be cured or fixed. With the right support and intervention,

however, people with learning disabilities can succeed in school and go on to be successful

later in life.

3. Autistic

Autism is a disorder of neural development characterized by impaired social interaction and

communication, and by restricted and repetitive behavior. These signs all begin before a child

is three years old. Autism affects information processing in the brain by altering how nerve

cells and their synapses connect and organize; how this occurs is not well understood. The

two other autism spectrum disorders (ASD) are Asperger syndrome, which lacks delays in

cognitive development and language, and PDD-NOS, diagnosed when full criteria for the

other two disorders are not met.

Autism has a strong genetic basis, although the genetics of autism are complex and it is

unclear whether ASD is explained more by rare mutations, or by rare combinations of

common genetic variants. In rare cases, autism is strongly associated with agents that cause

birth defects. Controversies surround other proposed environmental causes, such as heavy

metals, pesticides or childhood vaccines; the vaccine hypotheses are biologically implausible

and lack convincing scientific evidence. The prevalence of autism is about 1–2 per 1,000

people; the prevalence of ASD is about 6 per 1,000, with about four times as many males as

females. The number of people diagnosed with autism has increased dramatically since the

1980s, partly due to changes in diagnostic practice; the question of whether actual prevalence

has increased is unresolved.

Parents usually notice signs in the first two years of their child's life. The signs usually

develop gradually, but some autistic children first develop more normally and then regress.

Although early behavioral or cognitive intervention can help autistic children gain self-care,

social, and communication skills, there is no known cure. Not many children with autism live

independently after reaching adulthood, though some become successful. An autistic culture

has developed, with some individuals seeking a cure and others believing autism should be

tolerated as a difference and not treated as a disorder.

4. Cerebral Palsy (CP)

Cerebral palsy refers to a group of disorders that affect a person's ability to move and to

maintain balance and posture. It is due to a non progressive brain abnormality, which means

that it does not get worse over time, though the exact symptoms can change over a person's

lifetime.

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People with cerebral palsy have damage to the part of the brain that controls muscle tone.

Muscle tone is the amount of resistance to movement in a muscle. It is what lets you keep

your body in a certain posture or position. For example, it lets you sit up straight and keep

your head up. Changes in muscle tone let you move. For example, to bring your hand to your

face, the tone in your biceps muscle at the front of your arm must increase while the tone in

the triceps muscle at the back of your arm must decrease. The tone in different muscle groups

must be balanced for you to move smoothly.

There are four main types of cerebral palsy - spastic, athetoid, ataxic, and mixed.

Spastic: People with spastic cerebral palsy have increased muscle tone. Their muscles are

stiff and their movements can be awkward. Seventy to eighty percent of people with cerebral

palsy have spasticity. Spastic cerebral palsy is usually described further by what parts of the

body are affected. In spastic diplegia, the main effect is found in both legs. In spastic

hemiplegia, one side of the person's body is affected. Spastic quadriplegia affects a person's

whole body (face, trunk, legs, and arms).

Athetoid or Dyskinetic: People with athetoid cerebral palsy have slow, writhing movements

that they cannot control. The movements usually affect a person's hands, arms, feet, and legs.

Sometimes the face and tongue are affected and the person has a hard time talking. Muscle

tone can change from day to day and can vary even during a single day. Ten to twenty

percent of people with cerebral palsy have the athetoid form of the condition.

Ataxic: People with ataxic cerebral palsy have problems with balance and depth perception.

They might be unsteady when they walk. They might have a hard time with quick movements

or movements that need a lot of control, like writing. They might have a hard time controlling

their hands or arms when they reach for something. People with ataxic cerebral palsy can

have increased or decreased muscle tone. Five to ten percent of people with cerebral palsy

have ataxia.

Mixed: Some people have more than one type of cerebral palsy. The most common pattern is

spasticity plus athetoid movements.

The symptoms of cerebral palsy vary from person to person. Symptoms can also change over

time. A person with severe cerebral palsy might not be able to walk and might need lifelong

care. A person with mild cerebral palsy, on the other hand, might walk a little awkwardly, but

might not need any special help.

People with cerebral palsy can have other disabilities as well. Examples of these conditions

include seizure disorders, vision impairment, hearing loss, and mental retardation.

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5. Spinal Cord Injury

What is a Spinal Cord Injury?

A Spinal Cord Injury (SCI) is typically defined as damage or trauma to the spinal cord that in

turn results in a loss or impaired function resulting in reduced mobility or feeling.

Typical common causes of damage to the spinal cord, are trauma (car/motorcycle accident,

gunshot, falls, sports injuries, etc), or disease (Transverse Myelitis, Polio, Spina Bifida,

Friedreich's Ataxia, etc.). The resulting damage to the spinal cord is known as a lesion, and

the paralysis is known as Quadriplegia or Quadraplegia / Tetraplegia if the injury is in the

Cervical (neck) region, or as Paraplegia if the injury is in the Thoracic, Lumbar or Sacral

region.

It is possible for someone to suffer a broken neck, or a broken back without becoming

paralyzed. This occurs when there is a fracture or dislocation of the vertebrae, but the spinal

cord has not been damaged.

What is a Complete and Incomplete Spinal Cord Injury?

There are typically two types of lesions associated with a spinal cord injury, these are known

as a complete spinal cord injury and an incomplete spinal cord injury. A complete type of

injury means the person is completely paralyzed below their lesion. Whereas an incomplete

injury, means only part of the spinal cord is damaged. A person with an incomplete injury

may have sensation below their lesion but no movement, or vice-versa. There are many types

of incomplete spinal cord injuries, and no two are the same.

What is Spinal Cord Injury Rehabilitation?

Someone with a spinal cord injury will have a long road of rehabilitation ahead of them,

usually at a Spinal Cord Injury Treatment Unit and Rehabilitation Centre or Spinal Injury

Unit, and it is important that they keep their sense of humor on their bad days to help them

maintain a positive attitude.

Generally, Paraplegics will be in hospital for around 5 months, whereas Quadriplegics can be

in hospital for around 6-8 months, whilst they undergo rehabilitation. Both Paraplegics and

Quadriplegics should have some kind of rehabilitation and physiotherapy before they are

discharged from hospital, to help maximize their potential, or help them get used to life in a

wheelchair, and to help teach techniques which make everyday life easier.

Disabled sports, and wheelchair based sports can be an excellent way to build stamina, and

help in rehabilitation by giving confidence and better social skills. The ultimate reward for

many disabled sportsmen and women is to win at the Paralympic Games, which will be

coming to London in 2012.

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SOME TIPS TO MAKE LIFE EASIER FOR VOLUNTEER

TIPS 1

ASSISTING A WHEELCHAIR USER

Many people need and depend on wheelchairs to go about:-

Because of injury, illness or disabilities

They may not be able to go around without a wheelchair or by themselves

Wheelchairs provide mobility so people can

Live as independent as possible Work or go to school Go on holiday Exercise and enjoy the outdoors Attend the theatre Get around in shops Maneuvers in crowds, traffics, etc

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WHY LEARN ABOUT ASSISTING A WHEELCHAIR USER?

(Because someone you know may need your help!)

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BEFORE YOU GIVE HELP

TALK WITH THE WHEELCHAIR USER

LEARN HOW TO USE THE WHEELCHAIR

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KNOW HOW TO FOLD, UNFOLD AND STOW THE WHEELCHAIR

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SOME SAFETY GUIDELINES (Remember, the wheelchair user’s comfort and safety depends on

you. ALWAYS)

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GETTING UP KERBS SAFELY (Look for a ramp, which can save you from having to tip

the chair. If a ramp isn’t handy )

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GETTING DOWN KERBS SAFELY (Again, look for a ramp. If a ramp isn’t handy)

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GOING UP STAIRS SAFELY (Use a lift if one is available. If not ask for help.)

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GOING DOWN STAIRS SAFELY (Use a lift or ask for help)

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Tips 2

TRANSFERRING AND LIFTING SAFELY

** Its best for the wheelchair user to learn to move unaided if possible**

Instructions

Lifting is a common cause of low back injury that is often preventable. Sticking to the

following principles can minimize the injury risk:

Eliminate obstacle

The need to lift objects below the knee or above shoulder height. Rearrange the

workplace or home so that heavy items that are likely to be lifted often are stored at

waist height.

The distance that the load is from the body.

The weight of the object. If possible break up into smaller portions.

The number of times of lifting. Injury is more likely to occur when fatigued.

The distance the weight is to be carried. Ensure that the path is free from obstacles.

The speed of the lift.

Some hints:-

Does the left need to occur in the first place

Eliminate any unnecessary lifting.

Can a piece of equipment such as a trolley be used to assist the lift?

Make sure bed, wheelchair, chair etc are stable

Consider removing armrest and using a sliding board over the wheel

Non slip shoes/slippers for patient and the volunteer

A second person to assist if patient's weight is greater than your own or patient can

assist minimally

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1. One Person Lift

**Get as close To the weight as close as possible.

Keep feet wide apart to improve stability

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** Keep your back straight

Slightly arched. Bend your knees and reach under his or her arm.

Bend from the hips and knees not from the waist, maintaining the natural curve of the lower back.

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2. One Person Lift – When he / she are weak

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3. Two Person Lift

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4. The Through Arm Lifting

o This enables two persons, one on

either side, to parcel up the patient

more effectively by holding him

forward in a sitting position with the

Through Arm Grip.

o They place one knee on the bed and face

the bottom of the bed.

o With their other hands they grasp the

handling sling placed under his thighs and

lift the patient back towards them, sitting

back on their heels as they do so.

o During emergency, when the carer is on her

Own, the Through-Arm Lift can be used.

She squat on kneels with one knee on the

Bed and with the other foot on the floor as

Shown. Lift by strengthening her knees.

The patient mat help by pushing down

onto his/her heels

5. The Draw- Sheet Lift

When not possible to use shoulder lift, 2

carer may be able to lift patient using a

draw sheet or specially inserted sheet.

It should be under the patient from thorax

to mid thigh. The carer grasp the upper

corner of the draw sheet helping the patient

into sitting position and they grasp the

lower corner of the draw sheet helping the

patient is moved up the bed in short stages

6. The Two Sing Lift

When patient is heavy and not suitable for

Shoulder lift. 2 patient handling slings can

be used. One is placed under the patient’s

thigh and one just below the his shoulder

blades

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Tips 3

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TIPS 4

DIY TRANSFER

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TIPS 5

FEEDING

Name the food being offered.

If the person plays with food, limit the choices being offered. (Playing with food occurs

because a person is confused and unable to make choices.)

Check the temperature of the food often.

Be gentle with forks and spoons. (A rubber-tipped baby spoon may be helpful.)

Feed at a steady pace, alternating food with drink.

Remove a spoon from the person's mouth very slowly. If the person clenches the spoon,

let go of it and wait for the jaw to relax.

Give simple instructions such as "Open your mouth," "Move your tongue," "Now

swallow."

If the person spits food out, try feeding later.

If the person refuses food, provide a drink and return in 10 minutes with the food tray.

Between meals, provide a nourishing snack, such as stewed fruit, tapioca pudding, or

finger foods.

NOTE: Difficulty in swallowing can cause food or liquids to be taken into the lungs, which

can lead to pneumonia. Reduce the chance of food entering the lungs by keeping the person

upright for at least 30 minutes after a meal.

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TIPS 6

WORKING WITH PEOPLE WITH A LEARNING DISABILITY The form a learning disability takes will be unique to the individual and having a learning

disability is not the same as having a mental illness.

Never underestimate or place limits on what a person can do or understand.

Treat and talk to people by their age and not their apparent level of ability.

Language should be kept simple but appropriate, do not use jargon.

Give extra time for learning and processing of information.

You may need to repeat information in a variety of ways to ensure understanding.

Speak to the person concerned – not the person who may be assisting them.

Pictures can speak a thousand words. Do not just rely on the spoken word. Use photos,

symbols or objects to explain your point more clearly.

Don’t talk quickly.

Try not to work with people with learning disabilities in crowded spaces. Keep the

environment calm.

Keep noise levels to a minimum.