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Copyright 2006-2008 David V. Whalen…All rights reserved David V. Whalen Trainer/Consultant www.disabilityawarenesstraining.c om Alberti Center for Bullying Abuse And Prevention-September 23, 2014

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Page 1: David V. Whalen Trainer/Consultant disabilityawarenesstraining

Copyright 2006-2008 David V. Whalen…All rights reserved

David V. WhalenTrainer/Consultant

www.disabilityawarenesstraining.com

Alberti Center for Bullying AbuseAnd Prevention-September 23, 2014

Page 2: David V. Whalen Trainer/Consultant disabilityawarenesstraining

Copyright 2006-2008 David V. Whalen…All rights reserved

“A person who is severely impaired never knows his hidden sources of strength until he is treated like a normal human being and encouraged to shape his own life.”

Page 3: David V. Whalen Trainer/Consultant disabilityawarenesstraining

Copyright 2006-2008 David V. Whalen…All rights reserved

“all kids desperately want to succeed” Robert White

“to believe that all kids from birth want to learn and be successful” Julian Siegel“It’s easier to build a child than to repair an adult”

Page 4: David V. Whalen Trainer/Consultant disabilityawarenesstraining

Copyright 2006-2008 David V. Whalen…All rights reserved

Disability AwarenessDisability AwarenessDisability awareness helps “to remove barriers so that responsible, self-sufficient people with disabilities can assume risks, make choices and contribute as they wish… this is a vision in which we all win.”

Page 5: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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Why Disability Awareness?Why Disability Awareness?

Avoidance Rights Marriage Transportation Discrimination Policy Respect

Integration Housing Relationships Employment Dignity Inclusion Education Funding

Page 6: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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Why “Awareness” Why “Awareness” Promotes: Dignity & Equality Shared Experience Protection of Rights Integration Expanded Opportunity Social & Other Inclusion Empathy Education Employment A Richer & more Diverse

community for EVERYONE in the community

Combats: “Caretaker” Mindset US vs. THEM Mindset Curtailed Rights Segregation Limited Opportunity Social & Other Exclusion Sympathy (poor them!) Avoidance Not in My Back Yard

(NIMBY) Syndrome A Divided & Inequitable

community

Page 7: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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InclusionInclusionInclusion is a term used by people with disabilities and other disability rights advocates for the idea that all people should freely, openly, and without pity accommodate any person with a disability without restrictions or limitations of any kind

Page 8: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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DiversityDiversity Race Ethnicity Religion Culture Gender Generational Sexual orientation Disability

Page 9: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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The Disabled perspectiveThe Disabled perspective

The media relies on the fact that all of us are familiar with certain stereotypes:

1. The elderly a. are jolly2. People w/disabilities b. are absent-minded3. Teenagers c. are hot tempered4. Redheads d. are not intelligent5. Athletes e. disrespect adults6. Professors f. make false promises7. ‘Little people’ g. are senile8. Obese people h. aren’t scholars9. Politicians i. only read books10. Librarians j. only have jobs in movies

Stereotyping is LABELING! It distorts the truth

Page 10: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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AcceptanceAcceptanceAn expression of the feelings we develop about ourselves and about diverse groups. Some level of understanding must come before achieving any genuine acceptance of other people. This is particularly true for those with different abilities, customs, values, and sexual orientation

Page 11: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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BehaviorBehaviorRefers to our ability to interact with different people. It indicates our ability to perform tasks with comfort and ease in our interactions with people who are different from us

Page 12: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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KnowledgeKnowledgeThe foundation for all other areas. Information about other people is necessary before we can understand someone else’s feelings, thoughts, and motives. Only then can we begin to know how our own feelings, thoughts, and routines impact others

Page 13: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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1. Disability Awareness2. Accessibility/Accommodations3. Education/Transition4. Employment5. Spirituality6. Advocacy7. Municipalities (Town Hall Training)8. Transportation9. Recreation/Leisure10. Person First11. Health Care

Page 14: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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StatisticsStatistics 18.6% of the U.S. population 16-64 years18.6% of the U.S. population 16-64 years 41.9% of the U.S. population 65 years and 41.9% of the U.S. population 65 years and

overover

Area 13

People 5 years and over

Number

Percentage with selected disabilities

Any Disability

Sensory Disability

Physical Disability

Mental Disability

Self-care Disability

United States

308,167,527

19.3% 3.6 % 8.2 % 4.8 % 2.6 %

New York

19,464,264 20.6 % 3.2 % 8.0 4.7 2.8 %

DefinitionsDefinitions

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• Intellectual Disability; 2-3% of population (7M)

• Cerebral palsy; 700,000 Americans• Post-polio syndrome; 1M survivors

(433,000 report paralysis)• 8M Americans with visual impairment• Stroke; 4.5M survivors• 3.2M wheelchair users/30M individuals

with ambulation challenges• 910,000 people in Assisted Living

facilities• Autism; 1 in 68 children

NumbersNumbers

Page 16: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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1. Disability Awareness2. Accessibility/Accommodations3. School/Transition4. Employment5. Spirituality6. Advocacy7. Town Hall (Municipalities)8. Transportation9. Recreation/Leisure10. Person First11. Health Care

Page 17: David V. Whalen Trainer/Consultant disabilityawarenesstraining

Copyright 2006-2008 David V. Whalen…All rights reserved www.fr-dat.com

Page 18: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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Victimization and the DisabledVictimization and the Disabled

• 4-10 times higher (In 2007 estimated 5M 4-10 times higher (In 2007 estimated 5M Individuals with developmental disabilities Individuals with developmental disabilities victimized-70% victimized-70% notnot reported to law enforcement) reported to law enforcement)

• Often victimized repeatedly by the same Often victimized repeatedly by the same individualindividual

• Officer usually the first to interactOfficer usually the first to interact• Never assume that IWD suffer less emotional Never assume that IWD suffer less emotional

trauma and psychological injury than other crime trauma and psychological injury than other crime victimsvictims

• Communication by officer often key to defusing Communication by officer often key to defusing anxiety and getting accurate responsesanxiety and getting accurate responses

• 4-10 times higher (In 2007 estimated 5M 4-10 times higher (In 2007 estimated 5M Individuals with developmental disabilities Individuals with developmental disabilities victimized-70% victimized-70% notnot reported to law enforcement) reported to law enforcement)

• Often victimized repeatedly by the same Often victimized repeatedly by the same individualindividual

• Officer usually the first to interactOfficer usually the first to interact• Never assume that IWD suffer less emotional Never assume that IWD suffer less emotional

trauma and psychological injury than other crime trauma and psychological injury than other crime victimsvictims

• Communication by officer often key to defusing Communication by officer often key to defusing anxiety and getting accurate responsesanxiety and getting accurate responses

Page 19: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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• Families of people with disabilities are always Families of people with disabilities are always under increased stressunder increased stress

• Inappropriate behavior and psychological Inappropriate behavior and psychological disturbances are direct outcomes of developmental disturbances are direct outcomes of developmental disabilitiesdisabilities

• People wonPeople won’’t attack a defenseless persont attack a defenseless person• Human service professionals choose careers Human service professionals choose careers

working with vulnerable people because of a working with vulnerable people because of a strong need to help othersstrong need to help others

• People with intellectual disabilities donPeople with intellectual disabilities don’’t suffer t suffer from abuse because they donfrom abuse because they don’’t understand what is t understand what is happening to themhappening to them

Myths about Abuse BOTH facilitate and rationalize itMyths about Abuse BOTH facilitate and rationalize it

Abuse-Myths; Dr. Dick SobseyAbuse-Myths; Dr. Dick Sobsey

Page 20: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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BullyingBullying

• 40% of kids that are bullied have a disability; many of them physically assaulted

• 50-60% do not tell anyone• 9 of 10 elementary school students are bullied -

Stanford study• Career bullies slightly more likely to serve

prison time, also tend to suffer from depression, up to 50% also have a disability

• Kids routinely victimized exhibit higher levels of depression, anxiety, and suicidal thoughts

Page 21: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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DefinitionsDefinitions Emotional Disability (Mental Health) Physical Disability Learning Disability Sensory disability Intellectual Disabilities Developmental Disabilities

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1.1. Obvious; individuals who use a Obvious; individuals who use a wheelchair, individuals who have certain wheelchair, individuals who have certain outward characteristicsoutward characteristics

2.2. Non-obvious/hidden; disability is not Non-obvious/hidden; disability is not visually evident until discussion becomes visually evident until discussion becomes more involved, response is unusual, more involved, response is unusual, person identifies, or it is manifestedperson identifies, or it is manifested

3.3. Evident shortly after encounter by Evident shortly after encounter by discussion, appearance or responsediscussion, appearance or response

How Do Disabilities PresentHow Do Disabilities Present

Page 23: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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DefinitionsDefinitionsEmotional Disability – Mental Health

Affective disorders• Depression• Bipolar disorder

Schizophrenia Anxiety disorders

• Phobias• Panic disorder• Obsessive-compulsive disorder• Post-traumatic stress disorder

Personality disorders Eating disorders Psychoses ADD/ADHD

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Co-MorbidityCo-Morbidity

• Refers to two disabilities that may be evident in an individual but not necessarily because an individual has one or the other.

• Individual will have two disabilities that have a relationship; Cerebral palsy-Seizure disorder ADHD-Learning Disability Anxiety-Depression

Page 25: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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ADHDADHD2 ADHD children in every classroom in USA

11% of population

Most common: Behavioral referral to health care

professional Referral/diagnosis in special education Behavior problem in classes Diagnosis in child MH facilities

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ADHD-AcademicsADHD-Academics• 33% have academic problems (sp ed,

probation, drop out, held back) vs 2% of controls

• 48% have at least 1 year of special ed placement vs 3% of controls

• 12% vs 5% have been held back a grade• 9% drop out vs 1% of controls• ADHD adolescents a full grade lower

than controls, with twice the rate of absences

• Total annual cost per child $4900

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ADHDADHD

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Oppositional Defiant DisorderOppositional Defiant Disorder

Symptoms:•Actively does not follow adults requests•Angry and resentful of others•Argues with adults•Blames others for own mistakes•Has few/no friends, has lost friends•Is in constant trouble in school•Loses temper•Spiteful or seeks revenge•Touchy, easily annoyed

Page 29: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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Emotional disturbanceEmotional disturbance(i) A condition exhibiting one or more of the

following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors

(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers

(C) Inappropriate types of behavior or feelings under normal circumstances

(D) A general pervasive mood of unhappiness or depression

(E) A tendency to develop physical symptoms or fears associated with personal or school problems

Page 30: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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Children and DepressionChildren and Depression• family history • linked to an imbalance of brain

chemicals-neurotransmitters• Some causes: meds, illness, stress• before puberty, equal in sexes,

between 15-18y/o, twice as likely in females

First signs; Sad, bored, irritable, behavior,

school problems

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Children and DepressionChildren and DepressionSymptoms:•long term irritability, sadness, loss of pleasure in activities once enjoyed•change in appetite that may lead to problems maintaining a normal weight•sleeping too much or not enough•feeling hopeless, worthless, guilty•difficulty concentrating, thinking, or making decisions•recurring thoughts of death or suicide

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Mental Health perceptionMental Health perception

The MacArthur foundation (2001) research on mental illness and violence:“Mental disorder” and violence are closely linked in the public mind. A combination of factors promotes this perception: sensationalized reporting by the media, popular misuse of psychiatric terms, and exploitation of stock formulas and narrow stereotypes by the entertainment industry. The public justifies its fear and rejection of people labeled “mentally ill”, and attempts to segregate them by the assumption of “dangerousness”

Page 33: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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DefinitionsDefinitionsPhysical Disability

Cerebral palsy Stroke victims Amputees Severe arthritis Spinal cord injury Leukodystrophies Multiple Sclerosis Muscular DystrophySensory Disability Hard of Hearing /Deaf Visual Impairment/Blind

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Learning DisabilityLearning Disability: a disorder that affects people: a disorder that affects people’’s s ability to either interpret what they see and hear or to ability to either interpret what they see and hear or to link information from different parts of the brain.link information from different parts of the brain.

These limitations can show up in many ways - as These limitations can show up in many ways - as specific difficulties with spoken and written specific difficulties with spoken and written language, coordination, self-control, or attention.language, coordination, self-control, or attention.

Such difficulties extend to schoolwork and can Such difficulties extend to schoolwork and can impede learning to read or write, or to do math.impede learning to read or write, or to do math.

Learning DisabilityLearning Disability: a disorder that affects people: a disorder that affects people’’s s ability to either interpret what they see and hear or to ability to either interpret what they see and hear or to link information from different parts of the brain.link information from different parts of the brain.

These limitations can show up in many ways - as These limitations can show up in many ways - as specific difficulties with spoken and written specific difficulties with spoken and written language, coordination, self-control, or attention.language, coordination, self-control, or attention.

Such difficulties extend to schoolwork and can Such difficulties extend to schoolwork and can impede learning to read or write, or to do math.impede learning to read or write, or to do math.

Learning DisabilityLearning Disability

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Learning Disability-SignsLearning Disability-Signs

• may have trouble learning the alphabet, rhyming words, or connecting letters to sounds

• may make many mistakes when reading aloud, and repeat and pause often

• may not understand what he or she reads• may have real trouble with spelling• may have very messy handwriting or hold a

pencil awkwardly• may struggle to express ideas in writing• may have trouble remembering the sounds that

letter make or hearing slight differences between words

• may learn language late and have a limited vocabulary

• may have trouble understanding jokes, comics, and sarcasm

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Learning Disability-SignsLearning Disability-Signs

• may have trouble following directions• may mispronounce words or use a wrong word

that sounds similar• may have trouble organizing what they want to

say or not be able to think of the word needed for writing or conversation

• may not follow social rules of conversation and may stand too close to listener

• may confuse math symbols and misread numbers

• may not be able to retell a story in order• may not know where to begin a task or how to

go on from there

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Learning DisabilityLearning DisabilityImpact of LD without supports or services:-35% of students with LD drop out of High School-Greater risk of substance abuse, depression,

suicide, psychiatric problems-31% of adolescents with LD will be arrested 3-5

years out of High School

Estimates range from 40% to 65% or even higher for inmates and parolees who have learning disabilities, mild intellectual disability, ADHD, and psychiatric or addictive disorders, or some combination thereof.

As many as 65% of the children incarcerated in juvenile correctional facilities prove to be eligible for special education services.

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Lan bof the Re inbeerLan bof the Re inbeerTh eqeo ple of Lagla nbare cal leb Lagqs.The yca met ot his col bland oft he No orth thous andso fy ear sapo. The ylivebint ents.They fo llow ebth erein beer whichmoveGfrom m qla ceto pla celook inpfo rfoob.

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Among the learning disabledAmong the learning disabled Bruce Jenner Cher Stevie Wonder Henry Winkler (The Fonz) Tom Cruise Charles Schwab Bob Weir Whoopie Goldberg Thomas Edison Albert Einstein Leonardo DaVinci Nelson Rockefeller General George Patton Woodrow Wilson Babe Ruth

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DefinitionsDefinitionsDevelopmental Disabilities

Attributable to a mental or physical impairment, or combination

• Intellectual disability • autism• cerebral palsy • neurological impairment• Epilepsy/seizure disorder

Manifested before 22 years old Likely to continue indefinitely Results in three or more substantial functional

limitations in:• self-care• receptive and expressive language• learning• mobility• self direction• capacity for independent living• economic sufficiency

Need for special services that are lifelong or extended and individually planned and coordinated

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CognitionCognitionDevelopment is defined as thinking, problem solving, concept understanding, information processing, and overall intelligenceID (MR) characteristics:•Learning; delays, slower pace, difficulty in applying•personal care•communication, speech•social skills

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• Vocal tics that involve Vocal tics that involve inappropriate languageinappropriate language

• Motor and vocal tics that have a Motor and vocal tics that have a sexual contextsexual context

• Motor tics that are complex and Motor tics that are complex and may seem aggressivemay seem aggressive

• Misunderstood obsessions Misunderstood obsessions which may appear to indicate which may appear to indicate mental illnessmental illness

• Vocal tics that involve Vocal tics that involve inappropriate languageinappropriate language

• Motor and vocal tics that have a Motor and vocal tics that have a sexual contextsexual context

• Motor tics that are complex and Motor tics that are complex and may seem aggressivemay seem aggressive

• Misunderstood obsessions Misunderstood obsessions which may appear to indicate which may appear to indicate mental illnessmental illness

Socially Difficult Tics and ObsessionsSocially Difficult Tics and Obsessions

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• Tics increase as a result of stress, anxiety, Tics increase as a result of stress, anxiety, excitement, and fatigue.excitement, and fatigue.

• Motor Tics (42); examples include eye Motor Tics (42); examples include eye blinking, hitting self, pulling at clothes, blinking, hitting self, pulling at clothes, finger tapping, hair tossingfinger tapping, hair tossing

• Vocal Tics (21); yelling, sniffing, barking, Vocal Tics (21); yelling, sniffing, barking, humming, coughing, hissinghumming, coughing, hissing

• Complex Tics; repeating phrases, words, Complex Tics; repeating phrases, words, parts of words; animal sounds; stuttering; parts of words; animal sounds; stuttering; amplitude of speech; mutteringamplitude of speech; muttering

• Tics increase as a result of stress, anxiety, Tics increase as a result of stress, anxiety, excitement, and fatigue.excitement, and fatigue.

• Motor Tics (42); examples include eye Motor Tics (42); examples include eye blinking, hitting self, pulling at clothes, blinking, hitting self, pulling at clothes, finger tapping, hair tossingfinger tapping, hair tossing

• Vocal Tics (21); yelling, sniffing, barking, Vocal Tics (21); yelling, sniffing, barking, humming, coughing, hissinghumming, coughing, hissing

• Complex Tics; repeating phrases, words, Complex Tics; repeating phrases, words, parts of words; animal sounds; stuttering; parts of words; animal sounds; stuttering; amplitude of speech; mutteringamplitude of speech; muttering

Tourette Syndrome (TS)Tourette Syndrome (TS)

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TicTic

An involuntary, repetitive An involuntary, repetitive motor movement or motor movement or vocalization.vocalization.

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AutismAutismNeurological disorder, usually appears in first 3 years of

lifeCharacteristics; • communication; delayed or no language development,

words with no meaning, gesturing, short attention span• social interaction; spends time alone, less responsive

to social cues• sensory impairment• play; lack of spontaneous or imaginative play• behaviors; overactive or passive, tantrums, may lack

common sense, may show aggression, needs routineClearing up the myths; may make eye contact, smile/laugh,

show affection, display emotions, respond to their environment in positive or negative ways

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High Functioning AutismHigh Functioning Autism

Individual will have average to above average intelligence and will be able to verbally communicate needs and wants.

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High Functioning AutismHigh Functioning Autism• Social situations confusing• Hard to make small talk• Usually strong, narrow

interests• Behavior may seem odd, quirky• Literal, concrete, highly logical

thinker• Finds security in repetition

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High Functioning AutismHigh Functioning Autism• May be considered rude with no

intention of being so• Stress when routine suddenly

changes• Lack of empathy (may not grasp

other’s feelings)

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Behavior ChallengesBehavior Challenges Why they present themselves How they present themselves How to respond

Definition:1. The manner in which one behaves2. (Psychology) The actions or reactions of persons or things in response to external or internal stimuli

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Behavior ChallengesBehavior ChallengesWhy they present themselves

Difficulty focusing attention Poor impulse control Failure to recognize potential dangers Short frustration tolerance Overreaction to stimulus Easily confused Inability to grasp concepts Inability to perceive time/space relationships Poor memory – can’t remember/can’t forget Locked into developmental stage due to

disability Lack of appropriate life experience Medical issue Inability to communicate

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The jails are full of your failures-all of you. Your state didn’t ask you to be a teacher. You came and offered yourself as a teacher. And I want to challenge the right of any person to be a teacher of another unless that person will exhaust every resource to be a better and better teacher. If these men and women had had the kind of teachers that this government expected them to have, I question whether the jails would be full…It is a race between destruction and education. I am a teacher, and destruction shall never win. Elizabeth Farrell

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How do we describe people?System Centered

How do we describe people?System Centered• Focus on labels

• Emphasize deficits• Invest in testing• Depend on professionals• Generate written reports• See people in the context of the

service system• Emphasize difference

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How do we describe people?Person Centered

How do we describe people?Person Centered• See People First

• Search for capacities• Get to know the person• Depend on families & staff• See people in the context of their

community• Bring people together based on

common experience

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Higher EducationHigher Education• Equal opportunity to participate

in athletics• ADA Coordinator• Residential Living• Athletic events accessibility• Signage• Accommodations• Access

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Universal DesignUniversal DesignDiffers from accessible design;Rather than adapting a “standard” environment until it becomes “usable by most,” UD specifically seeks to create environments which most easily provide the maximum degree of ease [and enjoyment] of use to the widest possible variety of potential users.

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The Disability PerspectiveThe Disability Perspective

What people want – Quality of life Quality of Life Dimensions

• material well being• physical well being• personal development• emotional well being• self-determination• social inclusion• rights• interpersonal relationships

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Disability PerspectiveDisability Perspective“We are for difference: for respecting difference, for allowing difference, for encouraging difference, until difference no longer makes a difference.”

Johnetta B. ColePresident of Spelman

CollegeAtlanta, Georgia

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Parents partParents part1. Be knowledgeable of your child’s

disability and needs2. Understand how your child’s disability

affects their daily life3. Talk to your child’s teacher(s) early in

the school year4. Find out what is the best way to

contact the teacher and in turn, you5. Explain any special equipment, meds

or special alerts6. Create and communicate your future

goals of success for your child

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Parents part (cont)Parents part (cont)7. Provide evidence and strategies to increase your child’s success8. Monitor both implementation and progress of your child’s IEP or 504 9. Do not wait to let your concerns be known, contact the teacher immediately and address your concerns10. Remember you can at anytime contact the district’s Special ed dept

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The Disability PerspectiveThe Disability Perspective Why self advocacy is essential (quality of life!)

• No one knows better what it is like to have a disability than a person with a disability!

• Builds competence and changes negative images

• Provides valued roles• Gives providers and parents an opportunity to

hear direct comments about the quality of services which self-advocates receive

• Advocates exercise their rights by making decisions on their own

• Helps to strengthen, identify and develop a sense of pride

• Can be a defense against negative life experiences

You have rights!Source: Warren-Washington ARC Self-Advocacy Group,

September 1987

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Self-DeterminationSelf-DeterminationTransition-aged students with disabilities lag significantly behind their peers…The ability to make one’s own decisions has a significant impact on an individual’s self esteem and self efficacy, and is closely linked to quality of life issues(Abery & Eggebeen, 1993)

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Self-Determination-ComponentsSelf-Determination-Components

• choice making• decision making• problem solving• goal setting and attainment• independence, risk taking and safety• self-observation, evaluation, and reinforcement• self-awareness• self-instruction• self-advocacy and leadership• internal locus of control• positive attributions of efficacy and outcome

expectancy• self-knowledge

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Gatekeeper-Al CondeluciGatekeeper-Al Condeluci

someone who is already accepted and included in the culture and has some formal or informal influence within the culture

optimisticsocial risk takersopen to new ideastend to be youngermore women than menhighly social and good mixerstend to have respect and influence in the communitymore creative and flexible

Page 64: David V. Whalen Trainer/Consultant disabilityawarenesstraining

Copyright 2006-2008 David V. Whalen…All rights reserved

Together Including Every Student (TIES)Together Including Every Student (TIES)

-Williamsville-Amherst-Frontier

Page 65: David V. Whalen Trainer/Consultant disabilityawarenesstraining

Copyright 2006-2008 David V. Whalen…All rights reserved

The Disability PerspectiveThe Disability Perspective

General Rule: describe the person, not the disability refer to a person’s disability only

when it is relevant avoid words designed to evoke pity

PERSON FIRST LANGUAGE LAW SIGNED INTO EFFECT JULY 2007

Page 66: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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Today in DisabilitiesToday in DisabilitiesWe Strive to Know and Do More

Disability Etiquette – The Basics• Ask before you help – don’t assume• Be sensitive about physical contact. PWDs

consider their equipment part of their personal space

• Think before you speak. Speak directly to him/her

• Respond graciously to requests• Do not exclude people from activities. Let

individuals judge what they can and can not do

Source: Eastern Paralyzed Veterans Association

Page 67: David V. Whalen Trainer/Consultant disabilityawarenesstraining

Copyright 2006-2008 David V. Whalen…All rights reserved

Today in DisabilitiesToday in DisabilitiesWe Strive to Know and Do More

Take the time to learn what is “politically correct”• Put the person first (“person with a

disability” rather than “disabled person”)• Avoid outdated terms (handicapped,

crippled)• Avoid “victim” or “suffers from”• Say “wheelchair user” not “wheelchair

bound”

Source: Eastern Paralyzed Veterans Association

Page 68: David V. Whalen Trainer/Consultant disabilityawarenesstraining

Copyright 2006-2008 David V. Whalen…All rights reserved

A Credo for SupportA Credo for SupportDo not try to change me, you have no right. Help me learn what I want to knowDo not hide uncertainty behind professional distanceDo not use theories and strategies on me. Be with me. Do not try to control me. I have my right to my power as a personDo not be charitable towards me. Be my ally against those who exploit meDo not try to be my friend, I deserve more than that. Get to know me. We may become friends

Page 69: David V. Whalen Trainer/Consultant disabilityawarenesstraining

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A Credo for Support (cont)A Credo for Support (cont)

Do not help me, even if it does make you feel good. Ask me if I need your help. Let me know how you can best assist meDo not admire me. A desire to live a full life does not warrant adoration. Respect me for respect presumes equityDo not tell, correct, and lead. Listen, support, and follow. Do not work on me. Work with me

Page 70: David V. Whalen Trainer/Consultant disabilityawarenesstraining

Copyright 2006-2008 David V. Whalen…All rights reserved

• Website; Website; frdat.niagara.edufrdat.niagara.edu, links, , links, community resources, training community resources, training information, on line training (coming)information, on line training (coming)

• FR DAT office 716-286-7355FR DAT office 716-286-7355• One stop disability information centerOne stop disability information center• Future planning; on-line training, Future planning; on-line training,

podcasts, apps, disability specific podcasts, apps, disability specific trainingtraining

Niagara University FR DATNiagara University FR DAT