Access and Functional Needs Awareness Course

1. Access and Functional Needs Awareness Course [Presenter name] [Title] [Organization here]

2. Goals & Objectives Goals Objectives Understand the basics of disability etiquette with an emphasis on inclusive language. Describe the importance of self-determination, accommodation, and the non-medicalization of disabilities and access and functional needs (AFN) and understand how these principles apply in an emergency situation. Explain the general contents of accessibility kits and identify situations where the kits might be utilized. Describe the function of Disability Integration staff and identify appropriate situations where they should be alerted. • Increase participant disability awareness and provide participants with a greater understanding of access and functional needs and disability related topics. • Teach participants about the function of the Disability Integration Personnel. • Provide participants with hands-on experience using common AT devices found in accessibility kits.

3. Agenda TIME Participant introductions Introduction of the course and the purpose TIME Access and Functional Needs / Disability Topics TIME Accessibility TIME 15-minute break TIME Assistive Technology/ DME/ Accessibility Kits Topics TIME Interactive Activity TIME Wrap up/ Questions/ Session evaluation

4. Introductions / Housekeeping Introductions State your name Organization Background/ Experience Housekeeping Interactive Course Feel free to participate throughout Bathroom/ Breaks Emergency Exit

5. Part 1: Access and Functional Needs & Disability Topics

6. Disability Sensitivity https://www.youtube.com/watch?v=Gv1aDEFlXq8&feature=youtu.be

7. Statistics 1 in 7 people in Pennsylvania have some type of disability. 65-years-old or older account for more than 72% Can include: Mobility Cognition Sensory (low vision or deaf/hard of hearing)

8. Access and Functional Needs What does access and functional needs mean?

9. Access and Functional Needs (cont’d) Access and functional needs (AFN) refers to individuals who are or have: • Physical, developmental, or intellectual disabilities • Chronic conditions or injuries • Sensory disabilities • Limited English proficiency • Older adults • Children • Single working parent • Specific dietary needs • Low income, homeless and/or transportation disadvantaged • Pregnant women; and • Could also include temporary functional needs.

10. C-MIST Based off the Functional Needs Framework for the purposes of emergency planning and response. C-MIST Communication Medical Independence Supervision Transportation

11. C- Communication/ M- Medical Communication: difficulties with the receipt of and response to information. Medical (or maintaining health): Individuals who are not independent or who do not have adequate support.

12. I- Independence/ S- Supervision Independence: Individuals who maintain their independence based on routines and supports may lose this support during an emergency or disaster. Supervision (including Services, Support and Self-Determination): Individuals may lose the support of caregivers, family, or friends and may be unable to cope in a new environment.

13. T- Transportation Transportation: Individuals, who cannot drive or who do not have a vehicle or have no access to a vehicle, may require transportation support for successful evacuation.

14. Self-determination “How can I help you?” “Do you need any support or accommodation?”

15. Three Keys Ask. Listen. Learn.

16. Etiquette “The difference between the right word and the almost right word is the difference between lightning and the lightning bug”- Mark Twain.

17. Video: Ready San Diego https://www.youtube.com/watch?v=kR6SnXqUxek

18. Inclusive Language Guidelines • Be natural. • Don't pre-judge a person's needs or capabilities. • An adult, unless informed otherwise. • Always ask and wait until assistance is accepted before providing help. • Offer choices whenever possible. • Do not touch someone’s equipment without asking. • Not all disabilities are visible. • Not a one-size-fits-all process. • Be patient • Give the individual your full attention.

19. Toolkit: Inclusive Language

20. Inclusive Language ‘People first’ language is used to speak appropriately and respectfully about an individual with a disability. ‘People first’ emphasizes the person first, not the disability.

21. Disability Specific Topics

22. Deaf/Hard of Hearing • Rely on visual communication. • Extent of hearing loss, varies per person. • May use hearing aids.

23. Deaf/Hard of Hearing Tips • Get the person's attention. • Look directly at the person you are talking to and maintain eye contact. • Find out how you can communicate best by asking. • Read lips, sign language, written down • Rephrase your message instead of repeating it.  • Use natural body language and facial expressions • Eliminate background noises. • Repeat questions before answering them.

24. Toolkit: Essential Sign Language

25. Low Vision/ Blindness • Wide range of visual function through total blindness. • Visual function: • central vision, tunnel vision, or peripheral vision

26. Low Vision/ Blindness Tips • Identify yourself by name and association when you approach. • Should never pet, feed or otherwise distract a guide dog without first getting permission from the owner. • Be very specific and try not to point when giving directions. • Avoid using terms such as "over there" or "turn that way." • Be specific in your descriptions. • If leaving, let the person know if you are leaving the room or moving to a different location.

27. Toolkit: Sighted Guide

28. Deafblind • Deafblindness is a combination of sight loss and hearing loss that causes difficulties with communication.  • May use some form of tactile or other communication. • Interpreters and Support Service Providers (SSPs) are essential and two separate and distinct services. • Both may be required

29. Deafblind Tips • Touch can be an important foundation for engagement and a way to get and give information. • Example: a tap on the hand or shoulder lets them know they are not alone. • In an emergency situation, draw an "X" on their back with your finger and lead them by the arm. • Note: This is used in the culturally deafblind community. • Remember the Sighted Guide Technique.

30. Cognitive Disability Broad concept encompasses various intellectual or cognitive functioning. When meeting or assisting a person with a cognitive disability: • Be patient, flexible, and supportive. • Take time to understand the individual. • Respond to an adult as an adult, not a child. • Use concrete language and avoid jargon. • Example: Say “Put your coat on” instead of “get ready.” • Repeat directions. • Break down components of a task or job. • Use visual aids, such as simple diagrams and gestures.

31. Toolkit: Emergency Communication

32. Complex Communication May have limited ability to comprehend, detect, or apply language and speech to interact with others. When meeting or assisting a person with complex speech: • Be patient and listen closely. • Ask the individual to repeat statements you do not understand. • If a person is using an AAC device, speak as you would normally, with normal strength and tone. • Do not speak for the person or attempt to finish their sentences. • Use pictures when communicating; find signs in the patient’s communication device or tablet.

33. Physical or Mobility Disability A limitation in a person's physical functioning, mobility, dexterity or stamina. When meeting or assisting a person with a physical disability: • Offer assistance if it makes sense. • Wait until it is accepted before you begin assisting. • Position yourself at the same eye level as the person • Do not lean or sit on the person's wheelchair, walker, scooter, etc. • Direct all questions to the person directly rather than asking their caregiver or another person who is with them.

34. Limited English • Cannot assume that every person speaks English or speaks English proficiently. • Over 20 languages spoken in the state of Pennsylvania When meeting or assisting a person whose native language is not English or has limited proficiency: • You should always seek an interpreter • Provide information in their appropriate language. • Connect with voluntary agencies, cultural community groups, and religious communities.

35. Accessible Communication Announce it Caption it Picture it Describe it E-mail it/ Text it/ Post it Relay it, • Interpret it (language or by signing) • Repeat it, frequently!

36. Toolkit: Language Identification

37. Hidden Disabilities Not all disabilities are visible. Few strategies: • Designate a quiet room. • Provide accommodations • Request assistance from other providers who could provide useful services • Provide appropriate AT items

38. “Warm hand off” Use a warm hand off after you have been working with an individual to determine needed accommodations and communication methods.

39. Independent Living Justin Chappell, National Council on Independent Living A philosophy and a worldwide movement of individuals with disabilities working for equal opportunities, self-determination, and self-respect.

40. Independent Living History • Started in the late 1960’s and early 1970’s. • Action plans were developed to educate the community and to influence policymakers to change regulations and to introduce barrier-removing legislation. • The Rehabilitation Act of 1973 • Individuals with Disabilities Education Act • Americans with Disabilities Act of 1990

41. Centers for Independent Living 17 Centers of Independent Living across the Commonwealth. Goal to promote and support opportunities for people with disabilities to fully participate in an integrated community. Majority of the staff and board of directors of every CIL are people with disabilities. Provide cross disability programs and services.

42. CILs Services 5 Core Services • Information and Referral • Independent Living Skills Training • Peer Counseling • Advocacy • Transition

43. Toolkit: PA CILs

44. Part 1: Review Question 1 What are the three keys to assisting individuals with disabilities and others with access and functional needs?

45. Part 1: Review Question 2 How can CILs help individuals with disabilities?

46. Part 1: Review Question 3 Name one of the five categories for the C-MIST strategy?

47. Part 2: Accessibility

48. Americans with Disabilities Act President Bush signing ADA Under the ADA, emergency programs must not exclude or deny benefits to people with disabilities. Emergency programs, services, and activities must be provided at locations that all people can access.

49. Access and Accommodation ADA Accessibility includes: • Title II (Public Services): prohibits discrimination and exclusion from participating in government services, programs, and activities. • Title III (Public Accommodation): all places of public accommodation must be accessible. • Title IV (Telecommunications): public announcements must be accessible by broadcasting information in multiple formats.

50. Physical Accessibility Tips • Areas where people are likely to register, sleep, eating, use the restrooms, receive food distribution, or medical services • Entrance surfaces should be firm, stable, slip resistant, without steps or steep slopes, and accessible • Drop off locations must have level access space aisle • Accessible parking • Eliminate protruding objects  • Check-in areas • Offer orientation and wayfinding • Contact a Disability Integration staff member