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1. Including Seniors and Members with Acquired Disabilities February 29, 2012
3. National Partnerships
5. Introduction Ms. Robin Fisher
Program Manager for the Delaware Foster Grandparent Program
Works on the national and local level to promote Senior Corps programs and disability inclusion
Working on development of Delaware’s Inclusion Team
6. Webinar Objectives Define a “Person with a Disability”
Disclosure in terms of people with acquired disabilities
Potential barriers to addressing acquired disabilities, faced by-
Programs and sites
Members and volunteers
Helpful solutions
7. Who is a Person with a Disability? A volunteer who uses non-prescription reading glasses.
An applicant for service who recently broke their leg.
A member who, because of a stroke, needs a little more time to speak.
8. This slide contains a direct quote of the definition of disability taken from legislation.
Note: We can’t change terms in the legislation (i.e. impairment) but we can change how we talk about inclusion, using proper language and etiquette to help create a welcoming environment.
This slide contains a direct quote of the definition of disability taken from legislation.
Note: We can’t change terms in the legislation (i.e. impairment) but we can change how we talk about inclusion, using proper language and etiquette to help create a welcoming environment.
10. What is an example of a Major Life Activity? The legal definition of “major life activity” according to the Americans with Disabilities Act.
The Americans with Disabilities Act Amendments Act, which went into effect January 1, 2009,
reinstates a broad scope of protection to be available under the ADA. Some of the changes to this passage include updates to the major life activities considered under the ADA. For a compete list of updates regarding the ADAAA, please visit http://www.jan.wvu.edu/bulletins/adaaa1.htm
The legal definition of “major life activity” according to the Americans with Disabilities Act.
The Americans with Disabilities Act Amendments Act, which went into effect January 1, 2009,
reinstates a broad scope of protection to be available under the ADA. Some of the changes to this passage include updates to the major life activities considered under the ADA. For a compete list of updates regarding the ADAAA, please visit http://www.jan.wvu.edu/bulletins/adaaa1.htm
11. Major life activities include, but are not limited to: caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, working, sitting, standing, lifting, reaching, sleeping and mental/emotional processes such as thinking, concentrating and interacting with others. Americans with Disabilities Act Amendments Act (ADAAA) additions: operation of major bodily functions such as the immune system, normal cell growth and the endocrine system. http://www.jan.wvu.edu/bulletins/adaaa1.htm The legal definition of “major life activity” according to the Americans with Disabilities Act.
The Americans with Disabilities Act Amendments Act, which went into effect January 1, 2009,
reinstates a broad scope of protection to be available under the ADA. Some of the changes to this passage include updates to the major life activities considered under the ADA. For a compete list of updates regarding the ADAAA, please visit http://www.jan.wvu.edu/bulletins/adaaa1.htm
The legal definition of “major life activity” according to the Americans with Disabilities Act.
The Americans with Disabilities Act Amendments Act, which went into effect January 1, 2009,
reinstates a broad scope of protection to be available under the ADA. Some of the changes to this passage include updates to the major life activities considered under the ADA. For a compete list of updates regarding the ADAAA, please visit http://www.jan.wvu.edu/bulletins/adaaa1.htm
12. Of or related to a disease, condition, or characteristic that develops after birth; not inherited. -Mosby’s Medical Dictionary, 8th edition. 2009.
13. Why not simply disclose? If we, or on behalf of another person, meet the definition of a person with a disability, why not simply disclose? This law was created to protect people with disabilities.If we, or on behalf of another person, meet the definition of a person with a disability, why not simply disclose? This law was created to protect people with disabilities.
14. Culture of program environment
“Gossipy”
Excessively competitive
Racially insensitive
Fear of potential reactions
Refusal by others to share equipment
Not relevant
Stigma associated with disability
Need to disclose to other people outside of service program first Why not simply disclose? The information on this slide was collected for a PhD Dissertation.
The responses above were collected from people with disabilities who chose not to disclose and includes their reasons for not disclosing.
What are some other reasons as to why a person with a disability may chose not to disclose?
The information on this slide was collected for a PhD Dissertation.
The responses above were collected from people with disabilities who chose not to disclose and includes their reasons for not disclosing.
What are some other reasons as to why a person with a disability may chose not to disclose?
15. Regardless of whether you are/are not a person with a disability- the answer “why not simply disclose” can take on meaning if it is a question more personal to you. For example, on a scale of 1-5, how willing are you to self-disclose for each of the following questions?
1.
2.
3.
4.
There are no right or wrong answers to these statements. The major purpose of this test is to stimulate you to think about what you would and would not disclose and why one question may be ranked higher than others. These questions were drawn from Journard’s (1971a) list of self-disclosure topics.
Regardless of whether you are/are not a person with a disability- the answer “why not simply disclose” can take on meaning if it is a question more personal to you. For example, on a scale of 1-5, how willing are you to self-disclose for each of the following questions?
1.
2.
3.
4.
There are no right or wrong answers to these statements. The major purpose of this test is to stimulate you to think about what you would and would not disclose and why one question may be ranked higher than others. These questions were drawn from Journard’s (1971a) list of self-disclosure topics.
16. Regardless of whether you are/are not a person with a disability- the answer “why not simply disclose” can take on meaning if it is a question more personal to you. For example, on a scale of 1-5, how willing are you to self-disclose for each of the following questions?
1.
2.
3.
4.
There are no right or wrong answers to these statements. The major purpose of this test is to stimulate you to think about what you would and would not disclose and why one question may be ranked higher than others. These questions were drawn from Journard’s (1971a) list of self-disclosure topics.
Regardless of whether you are/are not a person with a disability- the answer “why not simply disclose” can take on meaning if it is a question more personal to you. For example, on a scale of 1-5, how willing are you to self-disclose for each of the following questions?
1.
2.
3.
4.
There are no right or wrong answers to these statements. The major purpose of this test is to stimulate you to think about what you would and would not disclose and why one question may be ranked higher than others. These questions were drawn from Journard’s (1971a) list of self-disclosure topics.
17. Regardless of whether you are/are not a person with a disability- the answer “why not simply disclose” can take on meaning if it is a question more personal to you. For example, on a scale of 1-5, how willing are you to self-disclose for each of the following questions?
1.
2.
3.
4.
There are no right or wrong answers to these statements. The major purpose of this test is to stimulate you to think about what you would and would not disclose and why one question may be ranked higher than others. These questions were drawn from Journard’s (1971a) list of self-disclosure topics.
Regardless of whether you are/are not a person with a disability- the answer “why not simply disclose” can take on meaning if it is a question more personal to you. For example, on a scale of 1-5, how willing are you to self-disclose for each of the following questions?
1.
2.
3.
4.
There are no right or wrong answers to these statements. The major purpose of this test is to stimulate you to think about what you would and would not disclose and why one question may be ranked higher than others. These questions were drawn from Journard’s (1971a) list of self-disclosure topics.
18. Regardless of whether you are/are not a person with a disability- the answer “why not simply disclose” can take on meaning if it is a question more personal to you. For example, on a scale of 1-5, how willing are you to self-disclose for each of the following questions?
1.
2.
3.
4.
There are no right or wrong answers to these statements. The major purpose of this test is to stimulate you to think about what you would and would not disclose and why one question may be ranked higher than others. These questions were drawn from Journard’s (1971a) list of self-disclosure topics.
Regardless of whether you are/are not a person with a disability- the answer “why not simply disclose” can take on meaning if it is a question more personal to you. For example, on a scale of 1-5, how willing are you to self-disclose for each of the following questions?
1.
2.
3.
4.
There are no right or wrong answers to these statements. The major purpose of this test is to stimulate you to think about what you would and would not disclose and why one question may be ranked higher than others. These questions were drawn from Journard’s (1971a) list of self-disclosure topics.
19. Johari Window The open pane includes information such as hair color, occupation, and physical appearance.
The blind pane includes information that others can see in you, but you cannot see in yourself. You might think you are poor leader, but others think you exhibit strong leadership skills.
The hidden pane contains information you wish to keep private, such as dreams or ambitions.
The unknown pane includes everything that you and others do not know about yourself. You may have hidden talents, for example, that you have not explored. Through self-disclosure, we open and close panes so that we may become more intimate with others.
The open pane includes information such as hair color, occupation, and physical appearance.
The blind pane includes information that others can see in you, but you cannot see in yourself. You might think you are poor leader, but others think you exhibit strong leadership skills.
The hidden pane contains information you wish to keep private, such as dreams or ambitions.
The unknown pane includes everything that you and others do not know about yourself. You may have hidden talents, for example, that you have not explored. Through self-disclosure, we open and close panes so that we may become more intimate with others.
20. Window Perspective of Member/Volunteer
21. Window Perspective of Member/Volunteer
22. Window Perspective of Member/Volunteer
23. Window Perspective of Member/Volunteer
24. Regardless of disclosure, making the availability of reasonable accommodations known
Difficult to initiate conversation about an issue, performance or non-performance related
The culture of the site may be inclusive, but there are no signs- inclusive statements, pictures of people with disabilities- to make someone comfortable to disclose Perspective of Program/Site
25. Alice, a Foster Grandparent volunteer, is in her second year as a volunteer to youth at a local school.
Some responsibilities include:
Tutoring students from 8:30 a.m. – 12:00 p.m.
Reading with and reviewing students’ work
She has been consistently arriving after 8:45 a.m., however. Alice’s supervisor has been receiving complaints from teachers and students.
Case Study
26. Alice recently learned from her doctor that she has Age-Related Macular Degeneration. As a result, she is no longer able to drive.
She has only stated that she is late because she is taking the bus
She also has expressed difficulty reading and reviewing students’ work
Alice has always been an asset. However, the supervisor is now having concerns about her ability to perform the functions of the position. Case Study, cont.
27. Is this a person with a disability?
Feel free to ask any follow up/clarifying questions!
Revealing the (In)visible Barriers
28. The open pane includes information such as hair color, occupation, and physical appearance.
The blind pane includes information that others can see in you, but you cannot see in yourself. You might think you are poor leader, but others think you exhibit strong leadership skills.
The hidden pane contains information you wish to keep private, such as dreams or ambitions.
The unknown pane includes everything that you and others do not know about yourself. You may have hidden talents, for example, that you have not explored. Through self-disclosure, we open and close panes so that we may become more intimate with others.
The open pane includes information such as hair color, occupation, and physical appearance.
The blind pane includes information that others can see in you, but you cannot see in yourself. You might think you are poor leader, but others think you exhibit strong leadership skills.
The hidden pane contains information you wish to keep private, such as dreams or ambitions.
The unknown pane includes everything that you and others do not know about yourself. You may have hidden talents, for example, that you have not explored. Through self-disclosure, we open and close panes so that we may become more intimate with others.
29. 3. What are some things you can do to make the environment more conducive to disclosure?
Feel free to ask any follow up/clarifying questions! Revealing the (In)visible Barriers
30. 4. Are there any accommodations you might suggest to the supervisor?
Feel free to ask any follow up/clarifying questions! Revealing the (In)visible Barriers
31. To enable the Foster Grandparent volunteers to remain physically and mentally active and to enhance self-esteem through participation in needed community service.
To enable children less than 21 years of age with either exceptional or special needs to achieve improved education, physical, mental, emotional, and social development.
www.VolunteerDelaware.org
Inclusive Efforts with Foster Grandparents of Delaware
32. Personal Story- Edna Newsome
State Office of Volunteerism, Foster Grandparents of Delaware
www.VolunteerDelaware.org
Inclusive Efforts with Foster Grandparents of Delaware
33. Examine the inclusiveness of your program’s environment and culture
Do you have an inclusive statement? Do any materials mention acquired disabilities?
Are the inclusive images visible to members and volunteers?
Are members and volunteers aware of reasonable accommodations? Opening the Window Panes Availability of reasonable accommodations is openly posted and publicized
Individuals are asked about their experience and satisfaction
Individuals with disabilities are full participants in program and service activities
Making sure expectations for individuals with disabilities are the same as for others
Display of statements, such as “Qualified individuals with disabilities and those from diverse backgrounds are strongly encouraged to apply. We provide reasonable accommodations for qualified individuals and conduct all activities in fully accessible settings.”
Questions and solutions naturally arise about accessibility when planning activities
Products and interior decorations portray images of people with disabilities
e now know about disclosure and
Practice the skills of effective and active listening
Support and reinforce the discloser
Keep the disclosures confidential
Availability of reasonable accommodations is openly posted and publicized
Individuals are asked about their experience and satisfaction
Individuals with disabilities are full participants in program and service activities
Making sure expectations for individuals with disabilities are the same as for others
Display of statements, such as “Qualified individuals with disabilities and those from diverse backgrounds are strongly encouraged to apply. We provide reasonable accommodations for qualified individuals and conduct all activities in fully accessible settings.”
Questions and solutions naturally arise about accessibility when planning activities
Products and interior decorations portray images of people with disabilities
e now know about disclosure and
Practice the skills of effective and active listening
Support and reinforce the discloser
Keep the disclosures confidential
34. Encourage disclosure in your program
Ask individuals about their experience and satisfaction
Keep any disclosures confidential
Support and reinforce the discloser
Opening the Window Panes Availability of reasonable accommodations is openly posted and publicized
Individuals are asked about their experience and satisfaction
Individuals with disabilities are full participants in program and service activities
Making sure expectations for individuals with disabilities are the same as for others
Availability of reasonable accommodations is openly posted and publicized
Individuals are asked about their experience and satisfaction
Individuals with disabilities are full participants in program and service activities
Making sure expectations for individuals with disabilities are the same as for others
35. Make sure expectations for individuals with acquired disabilities are the same as for any other member or volunteer
Reviewing essential and marginal functions of the position
Following up on effectiveness of reasonable accommodations
Opening the Window Panes
36. Job Accommodation Network (JAN) site:
http://askjan.org/
Understanding physical and mental disabilities associated with an aging population: http://www.nationalserviceresources.org/practices/17884
Inclusion Weekly and Responses on Seniors and Acquired Disabilities- 11/4/2010:
http://www.serviceandinclusion.org/index.php?page=iw#w_ad
Foster Grandparents of Delaware: www.VolunteerDelaware.org
National Service Inclusion Project: www.ServiceandInclusion.org
Additional Available Resources
37. Questions?
Chad Gobert,
National Service Inclusion Project
Chad.Gobert@umb.edu
Robin Fisher
Foster Grandparents of Delaware
Robin.Fisher@state.de.us
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