“To the world you may be but one person, but to one person you may be the world.”
-Author Unknown 

Faith is the daring of the soul to go farther than it can see.

“A friend is one to whom you can pour out the contents of your heart, chaff and grain alike. Knowing that the gentlest of hands will take it and sift it, keep what is worth keeping and with a breath of kindness, blow the rest away.”
Author Unknown

• 504 Accommodation Checklist
• Examples of People First Language
• Interacting With Persons' With Disabilities
• Watch Your Language
• Buying Toys for Children With Disabilities

504 Accommodation Checklist

If you have a child that does not qualify for special education but has a mental or physical impairment which substantially limits one or more major life activities, including learning, that child may qualify for special help in a regular classroom setting under section 504 of IDEA.  The following is a list of accommodations that may help your child succeed in the classroom. The list can be used as a reference for parents and school personnel.

Physical Arrangement Of Room:

• seating student near the teacher

• seating student near a positive role model

• standing near the student when giving directions or presenting lessons

• avoiding distracting stimuli (air conditioner, high traffic area, etc.)

• increasing distance between desks

Lesson Presentation:

• pairing students to check work

• writing key points on the board

• providing peer tutoring

• providing visual aids, large print, films

• providing peer notetaker

• making sure directions are understood

• including a variety of activities during each lesson

• repeating directions to the student after they have been given to the class: then have him/her repeat and explain directions to teacher

• providing written outline

• allowing student to tape record lessons

• having child review key points orally

• teaching through multi-sensory modes, visual, auditory,  kinestetics, olfactory

• using computer-assisted instruction

• accompany oral directions with written directions for child to refer to blackboard or paper

• provide a model to help students, post the model and refer to it often 

• provide cross age peer tutoring

• to assist the student in finding the main idea underlying, highlighting, cue cards, etc.

• breaking longer presentations into shorter segments

Assignments/worksheets

• giving extra time to complete tasks

• simplifying complex directions

• handing worksheets out one at a time

• reducing the reading level of the assignments

• requiring fewer correct responses to achieve grade (quality vs. quantity)

• allowing student to tape record assignments/homework

• providing a structured routine in written form

• providing study skills training/learning strategies

• giving frequent short quizzes and avoiding long tests

• shortening assignments; breaking work into smaller segments

• allowing typewritten or computer printed assignments prepared by the student or dictated by the student and recorded by someone else if needed

• using self-monitoring devices

• reducing homework assignments

• not grading handwriting

• student should not be allowed to use cursive or manuscript writing

• reversals and transpositions of letters and numbers should not be  marked wrong, reversals or transpositions should be pointed out for corrections

• do not require lengthy outside reading assignments

• teacher monitor students self-paced assignments (daily, weekly, bi-weekly)

• arrangements for homework assignments to reach home with  clear, concise directions

• recognize and give credit for student's oral participation in class

Test Taking:

• allowing open book exams

• giving exam orally

• giving take home tests

• using more objective items (fewer essay responses)

• allowing student to give test answers on tape recorder

• giving frequent short quizzes, not long exams

• allowing extra time for exam

• reading test item to student

• avoid placing student under pressure of time or competition

Organization:

• providing peer assistance with organizational skills

• assigning volunteer homework buddy

• allowing student to have an extra set of books at home

• sending daily/weekly progress reports home

• developing a reward system for in-schoolwork and homework completion

• providing student with a homework assignment notebook

Behaviors:

• use of timers to facilitate task completion

• structure transitional and unstructured times (recess, hallways, lunchroom, locker room, library, assembly, field trips, etc.) 

• praising specific behaviors

• using self-monitoring strategies

• giving extra privileges and rewards

• keeping classroom rules simple and clear

• making "prudent use" of negative consequences

• allowing for short breaks between assignments

• cueing student to stay on task (nonverbal signal)

• marking student's correct answers, not his mistakes

• implementing a classroom behavior management system

• allowing student time out of seat to run errands, etc.

• ignoring inappropriate behaviors not drastically outside classroom  limits 

• allowing legitimate movement

• contracting with the student

• increasing the immediacy of rewards

• implementing time-out procedures

People first language puts the person before the disability and it describes what a person has, not what a person is.

             Are you “myopic” or do you wear glasses?

             Are you “cancerous” or do you have cancer?

             Are you “freckled” or do you have freckles?

             Is a person “handicapped” or “disabled”  or does
             she have a disability?

If people with disabilities are to be included in all aspects of our communities—in the ordinary, wonderful, and typical activities most people take for granted—we must use the ordinary, wonderful, typical language used about people who don’t have disabilities.

Children with disabilities are children, first. The only labels they need are their names! Parents must not talk about their children in the clinical terms used by professionals. The parent of a child who wears glasses (medical diagnosis: myopia) doesn’t say, “My daughter is myopic,” so why does the parent of a child who has a medical diagnosis of autism say, “My daughter is autistic.”?

Adults with disabilities are adults, first. The only labels they need are their names! They must not talk about themselves the way professionals talk about them. An adult with a medical diagnosis of cancer doesn’t say, “I’m cancerous,” so why does an adult with a diagnosis of cerebral palsy say, “I’m disabled.”?

The only places where the use of disability labels is appropriate or relevant are in the service system (at those ubiquitous “I” team meetings) and in medical or legal settings. Labels have no place—and they should be irrelevant—within our families, among friends, and within the community.

We often use labels to convey information, as when a parent says, “My child has Down syndrome,” hoping others will realize her child needs certain accommodations or supports. But the outcome of sharing the label can be less than desirable! A label can scare people, generate pity, and/or set up exclusion (“We can’t handle people like that.”). In these circumstances, and when it’s appropriate, we can simply describe the person’s needs in a respectful, dignified manner and omit the label.

Besides, the label is nobody’s business! Have individuals with disabilities given us permission to share their personal information with others? If not, how dare we violate their trust! Do you routinely tell every Tom, Dick, and Harry about the boil on your spouse’s behind? (I hope not!) And we also talk about people with disabilities in front of them, as if they’re not there. We must stop this demeaning practice.

My son, Benjamin, is 16 years old. More important than his disability label are his interests, strengths, and dreams. He loves Star Wars, anything “Harry Potter,” fish sticks with malt vinegar, writing plays and stories on the computer, and his Pez collection. He earned two karate belts and has been in four children’s theater productions. Benj wants to be a movie critic when he grows up. He has blonde hair, blue eyes, and cerebral palsy. His disability is only one of many characteristics of his whole persona. He is not his diagnosis. His potential cannot be defined by his disability label.

When I meet new people, I don’t tell them I’ll never be a prima ballerina. I focus on my strengths, not on what I cannot do. Don’t you do the same? So when speaking about my son, I don’t say, “Benj can’t write with a pencil.” I say, “Benj writes on a computer.” I don’t say, “He can’t walk.” I say, “He uses a power chair.” It’s a simple matter of perspective.

A person’s self-image is strongly tied to the words used to describe him. For generations, people with disabilities have been described in negative, stereotypical language which has created harmful, mythical portrayals. We must stop believing (and perpetuating) the myths—the lies—of labels. We must believe children and adults with disabilities are unique individuals with unlimited potential to achieve their dreams, just like all Americans.

We have the power to create a new paradigm of disability. In doing so, we’ll not only influence societal attitudes—we’ll also be changing the lives of children and adults with disabilities, and our own lives, as well.

Isn’t it time to make this change?  If not now, when? If not you, who?People First Language is right.  Just do it—NOW!

And no more "special needs!" That term evokes pity, and a person's needs aren't special to him, they're normal and ordinary!

Keep thinking - there are many descriptors we need to change.

Examples of People First Language

Interacting with Persons With Disabilities

­Persons with disabilities deserve the same etiquette and respect as any other person. When we don’t know what to do it is easy to make a mistake. Here are a few guidelines of interaction from The National Service Inclusion project. The National Service Inclusion project is a cooperative agreement (#01CAM0016) between The Corporation for National and Community Service, a collaborative effort of the Institute for Community Inclusion at UMass Boston and the Association of University Centers on Disabilities. Visit these websites for information to help you understand and respect a person’s differences.

Disability  Interaction Tips

People with cognitive or developmental delays

• Adults who have developmental disabilities are adults. Assume their life experiences are similar to other adults and speak with them from that perspective. Bring up topics that would be approached in general conversation such as weekend activities, vacation plans, the weather, or recent events.

• Address questions, comments, or concerns directly to the individual, not to a companion.

• If someone needs you to speak in a louder voice, they will ask.

• Assume people with cognitive disabilities are legally competent. They can often sign documents, vote, consent to medical care and sign contracts. Rely on the individual to let you know if they must get someone else to sign documents

People with hearing impairment or loss

• There is a wide range of hearing loss, and communication preferences vary depending on the individual. Do not assume that an individual does or does not lip read or use sign language. If you do not know the individual's preferred communication method, ask.

• Always direct communication to the individual with the disability when they are accompanied by an assistant or interpreter. Interpreters are present to relay information and generally should not be included in the conversation.

• Shouting or exaggerating your speech does not help communication.

• To get a person's attention, call his/her name. If there is no response, lightly touch him/her on the arm or shoulder.

• Make direct eye contact. Natural facial expressions and gestures will provide important information to your conversation.

• Keep your face and mouth visible by not obscuring them with your hands, hair, cigarettes and food.

• When speaking to a person who lip-reads, speak clearly and evenly. Do not over-articulate.

• If you are asked to repeat yourself several times, try rephrasing your sentence.

• Be honest. If you are having trouble understanding or communicating, say so. Never say, "Oh, forget it, it's not important." When appropriate, a conversation can even be held by writing information on a shared paper or sharing a computer screen.

• When giving a number or an address, consider alternative ways to provide it: writing, faxing, or e-mailing are great ways to ensure accuracy.

• Bright and dark places can be a barrier to clear communication. Good lighting is important, but keep in mind the glare factor and do not stand in front of a sunny window.

• Use transitional phrases between topics, such as "my next question is about” or "Okay, I'm going to change the subject" Changing the topic abruptly can cause confusion.

People with physical disabilities

• A wheelchair, prosthesis, crutch, or cane is a part of an individual's "personal space." Do not lean on the wheelchair, push it, or rest your feet on it without permission.

• Offer assistance before attempting to provide it. If assistance is accepted, ask for instructions and follow them.

• If the individual is accompanied by someone, address all questions, comments, or concerns directly to the individual to whom you are speaking.

• In order to facilitate a conversation, make sure you are eye level with the person to whom you are speaking. If they are in a wheelchair, sit down to speak with them whenever possible.

• Do not pat an individual on the back, shoulder, or head.

People with communication disabilities

• Speak only when you are certain the person has finished speaking.

• Plan for conversations to take more time. Do not attempt to rush a conversation. Exercise patience rather than attempting to speak for a person.

• Give the conversation your full attention by facing the individual and maintaining eye contact.

• Address questions, comments, or concerns directly to the individual, not to a person in their presence.

• Be honest. If you do not understand what is being said, say so.

• Until you know an individual well, do not make assumptions based on facial expressions or vocal inflections. Some people with speech impairments have difficulty with these aspects of speech.

• When appropriate, ask closed-ended questions that require short answers or a nod of the head.

• Repeat what you understand, or incorporate the person's statements into what you are saying. Their reactions will clue you in and guide you to understanding.

People with Blindness or vision loss

• When greeting someone, identify yourself by name and introduce anyone else who might be present. If the person does not extend their hand to shake hands, verbally extend a welcome.

• You may offer the use of your arm (at around the elbow), walking as you normally would. This enables you to guide, rather than steering/leading the individual. When entering a narrow space, move your guiding arm behind your back as a signal they should walk directly behind you. Give verbal instructions as well. If the individual is using a cane or guide dog, you may still offer assistance, especially in an unfamiliar place.

• Service dogs are working animals that guide people with blindness and vision loss and they should not be treated as pets. Do not give them instructions, play with them, or pet them while they have their harness on. They are permitted to enter any public facility, including restaurants.

• A cane is part of an individual's personal space. Do not touch or steer a person's cane.

• People with vision loss have individual needs regarding how they best receive information. Large print is only useful for people who have some vision. Not all people with visual impairments use Braille. Many people with vision loss may prefer to receive information on an audiotape or in electronic form such as by disk or email. It is important to get this information to the individual before the meeting so they have time to review it. Ask in advance to confirm preferences and needs.

• Address questions, comments, or concerns directly to the individual, not to a person in their presence.

• Let the person know if you move your location or if the conversation needs to end. Verbally close a conversation and announce your departure before leaving a room.

• When guiding an individual through a doorway, inform them about whether the door opens in or out and to the right or left. You may offer direction if the individual is using a cane or guide dog, especially in an unfamiliar place.

• Before ascending or descending steps, come to a complete stop and inform the person regarding the direction (up or down) and approximate number of steps there are. If there is a handrail, inform them of the location. If there is a choice between an escalator and an elevator, ask the person which they prefer.

• When giving a description of the surroundings, use descriptive phrases relating to sound, smell, and distance. Be as specific as possible and describe obstacles in the path of travel. Give clock clues: "The desk is at 3 o'clock."

• Give verbal cues when offering seating. Place the individual's hand on the back of the chair, and they will not require further assistance.

• When dealing with money, count bills separately and identify the denomination of the bills. This is not usually necessary with coins that can be identified by touch.

• When reading for a person, first describe the information to be read. Use a normal speaking voice and do not skip information unless requested to do so.

Connect with the disability coordinators working in your state.  Are they involved with planning disability trainings? Plan a training that addresses recruitment and disability for all alumni recruiters. Do they know about national service programs that are experienced and welcoming? Ask them to suggest disability organization contacts for recruitment. Consider partnering in the development of these relationships.  Plan a recruitment event together.

For more information in Minnesota
Institute on Community Integration
University of Minnesota
College of Education and Human Development

102 Pattee Hall
150 Pillsbury Drive SE
Minneapolis, MN 55455-0223

Main Phone: 612-624-6300

Main Fax: 612-624-9344

Main Email: info@icimail.coled.umn.edu

Dave Johnson, Director 612-624-1062

Watch Your Language!

The words we use to describe one another can have an enormous impact on the perceptions we and others have, how we treat one another, mutual expectations, and how welcome we make people feel. The following are guidelines for talking with, and about, a person with a disability. While these guidelines can be helpful, keep in mind the following:

• If you're unsure of the proper term or language to use, ask!

• The best way to refer to someone with a disability is the same way we all like to be referred to: by name.

• Relax and be yourself. During conversations stay focused on the individual and issues at hand.

• Always direct communication to the individual NOT the assistant.

• Do not expect any more or any less from a person with a disability.

• Accept your own humanness. People make mistakes. When a mistake is made apologize, correct the mistake and learn from the problem. Then move on with new wisdom.

• Assume nothing. Except that the person with the disability is the BEST EXPERT about what they need and what they can and cannot do. If you have concerns talk to the person about them.

* All currently accepted terms should be used with "people first" language - i.e., "people with...," "person with...," the exception to this are "deaf people" and "deaf community," which are fine.  Adapted from material developed by : Mid-Hudson Library System, Outreach Services Department, 103 Market Street, Poughkeepsie, NY 12601 (914) 471-6006. Permission granted to reprint. © 2000-2002, Institute for Community Inclusion and Emily E. Miller

The National Lekotek Center recommends the following
Top Ten Things to Consider When Buying Toys for Children with Disabilities:

1. Multisensory appeal: Does the toy respond with lights, sounds, or movement? Are there contrasting colors? Does it have a scent? Is there texture?

2. Method of activation: Will the toy provide a challenge without frustration? What is the force required to activate? What are the number and complexity of steps required to activate?

3. Where toy will be used: Can the toy be used in a variety of positions such as side-lying or on wheelchair tray? Will the toy be easy to store? Is there space in the home?

4. Opportunities for success: Can play be open-ended with no definite right or wrong way? Is it adaptable to the child’s individual style, ability and pace?

5. Current popularity: Is it a toy most any child would like? Does it tie-in with other activities like T.V., movies, books, clothing, etc?

6. Self-expression: Does the toy allow for creativity, uniqueness, and choice-making? Will it give the child experience with a variety of media?

7. Adjustability: Does it have adjustable height, sound volume, speed, level of difficulty?

8. Child’s individual characteristics: Does the toy provide activities that reflect both developmental and chronological ages? Does it reflect the child’s interests and age?

9. Safety and durability: Consider the child’s size and strength in relation to the toy’s durability. Is the toy and its parts sized appropriately? Does the toy have moisture resistance? Can it be washed and cleaned?

10. Potential for interaction: Will the child be an active participant during use? Will the toy encourage social engagement with others?

­Play between the child with disabilities and his/her non-disabled siblings

Make sure the sibling who is typically developing has the right to protect his or her favorite toys from the sibling with a disability. Favorite toys and games of all children in a family can be adapted so that the sibling with a disability can share in playing with a toy. Check with your child’s occupational therapist for an ingenious way to make an adaptation

­TOY IDEAS on the Web

Let’s Play! Projects

http://cosmos.ot.buffalo.edu/letsplay/

Dr.Toy

http://www.drtoy.org/

The Dragonfly Toy Company

http://www.dragonflytoys.com/

Disability Resources Monthly Guide

www.disabilityresources.org/TOYS.html

Laureate Learning

http://www.laureatelearning.com/

Exceptional Parent Toy Recommendations

http://www.exceptionalparent.com/toys/

Alliance for Technology Access

www.ataccess.org/resources/wcp/endefault.html

Toy Directory.com

http://www.toydirectory.com/specialneeds.htm

Foster and Adoptive Care Association of Minnesota
P.O. box 48716
Minneapolis, MN 55448-0716
612-233-3399

Articles have been reprinted from News and Views of Our Families 1992-2004