CALIFORNIA INSTITUTION FOR MEN

1. CALIFORNIA INSTITUTION FOR MEN EDUCATION DEPARTMENT DISABILITY PLACEMENT PROGRAM D. P. P. Larry T. Huff Education Department D. P. P. Coordinator (909)597-1821x4361

2. D. P. P.Presentation Objectives • The Armstrong Remedial Plan as it supports the Disability Placement Program. • Inmate / Parolee qualifications for the D.P.P. • Programs and accommodation. Pg.1

3. ARMSTRONG REMEDIAL PLAN STATEMENT It is the policy of the California Department of Corrections and Rehabilitation (CDCR) to provide access to its programs and services to inmates and parolees with disabilities, with or without reasonable accommodations, consist with legitimate penological interests. No qualified inmate or parolee with a disability as defined in title 42 of the United States code, section 12102 shall, because of that disability , be excluded from participation in or denied the benefits of services, programs, or activities of the department or be subject to discrimination. All institutions and facilities housing inmates with disabilities will ensure that housing and programming are reasonable and appropriate in a manner consistent with their mission and Department policy. Pg.2

4. VERIFICATIONOF A DISABILITY(CDC FORM 1845) Verification may be triggered by any of the following; • The inmate / parolee self-identifies or claims to have a disability. • Staff observe what appears to be a disability severe enough to impact placement, affect program access, or present a safety or security concern. • The inmate / parolee’s health care or central file contains documentation of a disability. • A third party (such as a family member) request an evaluation of the inmate / parolee for alleged disability. Pg.3

5. VOCATIONAL / ACADEMIC ACCOMMODATIONS (As per A.R.P) Page 30 - 31, paragraph 16 – 17 Pg.4

6. Reasonable modifications and or accommodations shall be provided to ensure access when appropriate for qualified inmates with disabilities to participate in all programs, services, or activities including vocational assignments, unless affected by one of the exclusions as set forth in the A.R.P. rules. Participation in these programs may be considered regardless of reading level if the inmate / student has the capacity to benefit from a program based on individual needs and assessment. The inmate, with or without reasonable accommodations, must meet the eligibility criteria of the vocational assignment as defined in the course description and be able to perform the essential functions of the assignment. All inmates (including those with learning disabilities) shall be assigned on a case – by – case basis to appropriate work / academic / vocational programs by classification committee action. VOCATIONAL Pg.5

7. Reasonable modifications and or accommodations, shall be provided to ensure access to academic programs. The individualized, self-paced learning inherent in competency based instruction is available to inmates with disabilities who can perform essential functions necessary for achieving the goals of the academic class. The competency based education model adapted for academic classes and vocational programs foster individualized, self-paced instruction for assigned students. Open entry and exit into and from the education programs is provided to allow inmates at all levels (including those with learning disabilities) to progress at their own speed and to begin or complete classes or programs within their own time frames. ACADEMIC Pg.6

8. A.R.M. STANDARDSQualified Inmates / Parolee A “qualified inmate / parolee” is one with a permanent physical or mental impairment which substantially limits the inmate / parolee’s ability to perform a major life activity. Major life activities are functions such as caring for one’s self, learning, and working. Pg.7

9. DPH PERMANENT HEARING IMPAIRMENTS Inmates / parolees who are permanently deaf or who have a permanent hearing impairment so severe that they must rely on written communication, lip reading, or signing because their residual hearing, with aids, does not enable them either to communicate effectively or hear emergency warning shall be designated D.P.H. D.P.V. PERMANENT VISION IMPAIRMENTS Inmates / parolees who are permanently blind or who have a vision impairment not correctable to central vision acuity of 20 / 200 or better, even with corrective lenses, shall be designated as D.P.V. CATEGORIES AND CRITERIAFORSPECIAL PLACEMENT Pg.8

10. D.P.S. PERMANENT SPEECH IMPAIRMENTS Inmates / parolees who have a permanent speech impairment, such as a difficult speech pattern or no speech, and do not communicate effectively in writing shall be designated as D.P.S. D.P.M. PERMANENT MOBILITY IMPAIRMENT (NONWHEELCHAIR) Inmates / parolees who do not require a wheelchair but who have a permanent lower extremity mobility impairment that substantially limits walking; i.e., an inmate who cannot walk 100 yards on a level surface or climb a flight of stairs without pausing with the use of aids, i.e., crutches, prosthesis, or walker, shall also be designated as D.P.M. Pg.9

11. D.P.W. WHEELCHAIR DEPENDENT Inmates / parolees who are medically prescribed a wheelchair for full time use both within and outside the assigned cell due to a permanent disability shall be designated as D.P.W. D.P.O. OTHER Inmates / parolees who do not require a wheelchair full time but are medically prescribed a wheelchair for use outside of the assigned cell, due to a disability other than a lower extremity mobility impairment, i.e., emphysema, serious heart condition, etc., who due to the severity of their disability, require placement in a designated facility, shall be designated as D.P.O. Pg.10

12. Inmates with learning disabilities (LD) are members or the class in Armstrong V. Davis, however, pursuant to a 2000 Ninth Circuit Court of Appeals decision, the CDC is not required to test for LDs. However, it is the responsibility of CDC staff to try to ensure effective communications when the inmate, patient, or parolee requests a reasonable accommodation, especially when it involves due process or clinical encounters. LDs are specific neurological disorders that may substantially limit the major life activities of reading, writing, spelling, performing mathematical calculations, or information processing. Certain impairments in ability to communicate verbally, both expressively and receptively, may be attributed to an LD. LDs are characterized by a significant deference in achievement in some areas, as compared to the individual’s overall intelligence. LDs are not to be confused with developmental disabilities. Individuals with LDs have average intelligence Quotients, unless a developmental disability is also present. However, it is not necessary to verify an LD in order to accommodate the limitations associated with it. LEARNING DISABILITIES(L.D.) Pg.11

13. LEARNING DISABILITY(L.D.) Part 1 • ADHD– Attention deficit hyperactive disorder. • ADD – Attention deficit disorder. • DYSLEXIA – A reading disability • DYSPHASIA – Impaired written ability. • DYSCALCULA – Math disability • DYSPRAXIA – Difficulties with motor skills. Pg.12

14. LEARNING DISABILITY(L.D.) Part 2 • NONVERBEL LEARNING DISABILITIES: Often manifest in motor clumsiness, poor visual-spatial skills, These individuals often have specific strengths in the verbal domains, including early speech, large vocabulary, early reading and spelling skills, excellent rote–memory and auditory retention, and eloquent self–expression. • DISORDERS OF SPEAKING AND LISTING: Difficulties that often co-occur with learning disabilities include difficulty with memory, social skills and executive functions (such as organizational skills and time management). • AUDITORY PROCESSING DISORDER: Difficulties processing auditory information include difficulty comprehending more than one task at a time and a relatively stronger ability to learn visually. Pg.13

15. WHAT IS AN ACCOMMODATION? Any change needed to help you learn the skill or do the work necessary for you to learn. Pg.14

16. AN ACCOMMODATION IS A CHANGE THAT: • Is required by law; • Helps people with disabilities to have a fair chance for success; • Gives an equal chance to work in, learn in, and enter a building; • Is chosen for the individual person’s need • Is needed when you do similar tasks in other places. Pg.15

17. ACCOMMODATION IS: • Using different kinds of learning materials; • Using special equipment, such as a computer or a calculator; • Having a special tutor or other qualified person to help you; or • Using auxiliary aids and services. Pg.16

18. ACCOMMODATIONS BY FUNCTIONAL NEED Reading: • Rewrite the student’s text • Allow extra time • Provide shorter assignments • Allow another learner to read material to learner before the learner is required to read • Use large print • Use larger type face while word processing • Encourage learner to use typo-scope • Tape the material and allow reading along • Decrease the need to read handwritten materials, such as notes or comments • Provide a talking calculator • Allow learner to seek out different sources and intensities of light • Provide speech synthesis for reading on the computer screen Pg.17

19. ACCESSING INFORMATION WITH LOW VISION Part 1 Assistance to read and/or tape items • Refer for low vision treatment • Use appropriate magnification devices • Use large bolded print texts and materials • Allow extra time • Provide typo-scope • Allow learner to sit close to materials that must be viewed • Provide yellow acetate overlays or other yellow filter (to enhance print contrast) Pg.18

20. ACCESSING INFORMATION WITH LOW VISION Part 2 • Have audio-taped presentation of items • Use of a computer with a larger display • Color code keys on calculator or keypad • Use adapted computer capabilities, such as ZOOM text • Allow learner to seek out different sources and intensities of light • Provide adjustable lamp lighting • Allow learner to wear brimmed cap to reduce glare • Use of a computer with speech recognition capabilities Pg.19

21. ACCESSING INFORMATION WITH NO VISION • Use Braille texts • Provide slate and stylus for Braille writing • Allow learner to read/study at home, where equipment/technology is available that is not available in the classroom • Provide an assistant to read and/or tape items • Have audio-taped presentation of items or for recording responses • Use of a computer with speech recognition capabilities • Use print scanner Pg.20

22. ATTENTION TO TASKS • Free work area from distractions; use carrel or quiet corner • Use sound absorbing surfaces • Allow more time to complete assignments • Use a typo-scope when reading • Use different types of input such as audio tapes • Avoid lengthy periods of desk work • Specify time frame to complete task; use a timer • Encourage breaks and physical movement during breaks • Have learner work with a partner who will cue learner to stay on tasks • Use white noise Pg.21

23. GETTING STARTED • Break work into smaller amounts • Allow learner to decide what task to do first, second, third • Help learner set time goals for each task • Help learner develop a checklist for each step of the task • Assign peer coaches • Use a timer Pg.22

24. STAYING ON TRACK • Provide specified time frame for task completion • Provide checklists for assignments • Use carrel, earplugs • Use earphones (if music decreases distractibility) • Use a typo-scope if learner is distractible while reading Pg.23

25. STAYING ORGANIZED • Use mnemonics • Use a notebook to keep track of materials and assignments • Use color code or visual cue when correcting learners papers • Keep materials in file order • Work on only one subject at a time • Provide a checklist of assignments • Use a backpack or briefcase to keep things together • Use a computer to track materials and assignments Pg.24

26. DEALING WITH CHANGE • Help learner know what to expect, outline day’s plan • Post daily routine, discuss changes as soon as possible • Allow learner adequate time to acclimate to new areas, new staff, new learners • Provide clear, predictable breaks between two activities • Allow learner to bring support person to class when difficult changes are anticipated Pg.25

27. ACCESSING FACILITIES IN A WHEELCHAIR • Adjust computer table heights • Change door and aisle widths • Store cords and other hindrances away from travel areas Pg.26

28. SITTING TOLERANCE: SITTING CAUSES PAIN OR FATIGUE • Use fidget objects (paper clips, small balls) to relieve tension • Allow food in classroom • Have learner chew gum, licorice, lollipops • Encourage learner to wear comfortable clothes • Use different kinds of chairs (beanbag, rocking, therapy ball) • Have learner sit close to the teacher, far from the window, in a study carrel, or near a quiet corner • Lower lights, adjust room temperature • Encourage breaks; encourage physical movement during breaks Pg.27

29. SITTING TOLERANCE: SITTING CAUSES PAIN OR FATIGUE PART 2 • Allow student to stand up or lie down whenever necessary • Allow extra time to complete assignments • Use lumbar support chair, footstool • If student is unable to maintain comfort in class, allow work at home, checking in by phone, or weekly/biweekly at center • Encourage learner to change positions every 10-15 minutes to prevent pain and fatigue Pg.28

30. TECHNIQUES TO GENERALLY IMPROVE SOCIAL SKILLS IN THE WORKPLACE Part 1 • Teach conversation skills through small group interactions and peer training. • Teach the difference between casual and intimate relationships. • Address the significance of body language and facial expressions. • Show by example the amount of distance that should be left between the employee and another. • Explain and model how to attend and respond to what someone is saying. • Illustrate how to express interest by using questions. • Clarify when and when not to discuss personal matters. Pg.29

31. TECHNIQUES TO GENERALLY IMPROVE SOCIAL SKILLS IN THE WORKPLACE PART 2 • Identify situations where slang/profanity is inappropriate. • Demonstrate and practice how to handle interruptions and how and when it is appropriate to interrupt. • Practice how to graciously praise and pay sincere compliments. • Explain the difference between humor and sarcasm; provide examples of inappropriate humor. • Be honest about inappropriate behavior that is displayed. • Assist the employee in monitoring voice tones and emotions by providing direct feedback. Pg.30

32. CIM-MSF EDUCATION D.P.P.LOCATION CLASSROOM #7COMPUTER ASSISTANCE • The DPP classroom provides six computer stations to supplement the educational curriculum. All the computer stations have basic instructions on the use of Microsoft Word, Microsoft Excel, and the world book Encyclopedias. Several of the computers have some interactive software to assist with vision, and hearing deficits. Pg.31

33. CIM-MSF EDUCATION DPP CLASSROOM #7 LIBRARY The library is equipped with a large selection of books on tape. They cover a wide selection of educational and recreational literature. All books on tape are formatted on cassette tapes. The DPP library materials and tape players are available to all qualified inmates. The DPP also offers a free library service through the California State Library System. All qualified DPP inmates must submit an application signed by the medical department or the D.P.P. coordinator certifying their disability to the California State Library System. Pg.32

34. BRAILLE The DPP classroom at CIM-MSF EDUCATION has a correspondence course available through the Hadley School for the Blind. This program is tuition free for all qualified applicants. The Hadley School for the Blind, offers a course on basic Braille and a High School Diploma. All interested qualified inmates must submit a request for participation, correspondence course application. Once this form is approved, the inmate needs to complete the Hadley School for the Blind application. This application must be signed by the medical department or the D.P.P. coordinator prior to submission to the school. Pg.33

35. AMERICAN SIGN LANGUAGE • The (ASL) lesson and study program is designed to assist hearing impaired students, individually and in small groups with assistance from the text, video, and computer software in improving their sign language communication skills and basic education. Pg.34

36. The Courtesy Rules of Blindness • I’m an ordinary person, just blind. Don’t shout or address me as if I were a child. Don’t ask my spouse, “Does he take cream in his coffee?” Ask me. • If I am walking with you, don’t grab my arm; let me take yours. I’ll keep a half step behind you, to anticipate curbs and steps. • I want to know who is in the room with me. Speak when you enter. Introduce me to others. Include children and tell me if there’s a cat or dog. Guide my hand to a chair. • The door of a room or car left ajar is a hazard for me. So are toys on the floor. Watch out for projecting lampshades; I hate to break things. • At dinner I will not have trouble with ordinary table skills. • Don’t avoid words like “see”. I use them, too. I’m always glad to see you. • I don’t want pity, but don’t talk about the “Wonderful Compensations” of blindness. Whatever I’ve learned has been by hard work. • If I’m your houseguest, show me the bathroom, closet, dresser, window, the outlet for my electric razor, and the light switch, too. I like to know whether or not the lights are on. • I’ll discuss blindness with you if your curious, but It’s an old story to me. I have as many other interests as you do. • Don’t think of me as just a blind person. I’m just a person who happens to be blind. Pg.35