1. It’s About Respect Evaluation Form Heading Workshop: Respect Date: 2/27/11 Presenter: Eileen … and don’t Eat the M&Ms! (YET!)

2. WELCOME TO IT’S ABOUT RESPECT Disability Awareness Training

3. INTRODUCTIONS Eileen Gilley & Diane Joslin

4. Half your world. *Over 302 million people: US Census Bureau Estimate or about one-half the population* About 150 million people within the U.S.

5. Children with Disabilities in Florida’s Schools

6. You have been touched by a child with a disability.

7. Specific Disabilities Tips & Strategies Feel Comfortable Positive Attitudes Respectful Language Purpose of This Presentation People with disabilities are … people. How can we acknowledge that in our language?

8. Our Language: A Look at the Past Past 50 Years  Dramatic Change Mystery Lack of Understanding Fear  

9. Fight Uncomfortable Awkward Avoidance   Flight   Bullying Physical Abuse Verbal Abuse Belittling Our Language: A Look at the Past

10. Fast Forward to Now Living in the community Attending school Still some mystery Still some fear Still some labels & language “When it becomes wrong in our society to use words that are hurtful and disrespectful, then our society’s attitudes will change.”

11. The Language of Disability It’s not about “Politically Correct” It is about Discrimination / “Slurs” Degrading Acknowledging Humanness Respect

12. The Language of Disability Using Disability Slurs as Insults Dictionary.com Unabridged v. 1.1 defines “retard” as: 4. Slang: Disparaging. a) a mentally retarded person. b) a person who is stupid, obtuse, or ineffective in some way: a hopeless social retard.

13. The Language of Disability Using Disability Slurs as Insults This usage is still widespread! Imdb.com –over 100 movies in the last 10 years Facebook – over 500 names YouTube – over 87,000 hits MySpace – over 3 million hits Google – over 32 million hits

14. The Language of Disability Person-First Language Acknowledges the Person and His/Her Humanness Disabled Boy Boy with a Disability

15. Person First Language First: Person / Man / Woman / Child / Boy / Girl Middle: with / who has Last: Disability The Downs kid.Boy with Down Syndrome. That CP woman.Woman who has Cerebral Palsy.

16. Other Respectful Language handicapped vs. with a disability suffers from vs. has birth defect vs. genetic disability

17. Other Respectful Language Best Practice: Use nouns instead of adjectives. autism vs. autistic dyslexia vs. dyslexic

18. Person First Language Group Activity

19. Disabilities

20. Specific Learning Disability Speech & Language Academic Reading Writing Mathematics Other Coordination / Motor Skills Other Learning / Organization Neurological Disorder / Could Affect:

21. Working with Individuals with Specific Learning Disability Individual Strengths Structure & Expectations Short Sentences / Simple Speech Positive Reinforcement Opportunities for Success Self-Correcting Materials Tape Recorder for Notes TIPS

22. Speech & Language Disorders What’s the difference? Speech Articulation Voice Language Using words Fluency Understanding words

23. Speech Disorder Causes Stroke, Cerebral Palsy, Deafness Communication Speech Sign Language Handwriting Devices

24. TIPS Working with Individuals with Speech Disorders Don’t assume ability. Quiet environment. Talk to person. Be patient, ask questions. Don’t pretend, ask. Repeat or rephrase.

25. Language Disorders Aphasia: Difficulty with: Understanding spoken language Vocabulary Reading comprehension Symptoms Difficulty expressing thoughts Frustration with communication

26. TIPS Working with Individuals with Language Disorders Speak slowly, clearly Use tape recorder Use visualization / aids Listen patiently. Read body language.

27. Emotional Disorders IDEA Federal Definition Learning Relationships Behavior Mood Physical Symptoms

28. Emotional Disorders Hyperactivity –Attention Span –Impulsiveness Aggression Withdrawal Immaturity Learning Difficulties Characteristics

29. TIPS Working with Individuals with Emotional Disorders Work with the Family Behavior Assessment Coordinate Care & Services Relaxation / Breathing Movement, Activities, and Exercises

30. Cognitive Disabilities Developmental Milestones Memory Social Rules Consequences Problem-Solving

31. TIPS Working with Individuals with Cognitive Disabilities Be specific. Send positive vibes. Be patient, flexible, and supportive. Repeat as many times as necessary.

32. Attention Deficit Disorder (ADD) & Attention Deficit / Hyperactivity Disorder (ADHD) As many as 5 out of every 100 children in school may have ADD or ADHD. Attention Span Very Active (Hyperactivity) Impulsive

33. TIPS Working with Individuals with ADD / ADHD Structured Environment Post Rules / Assignments / Schedule Frequent eye contact Repeat & write directions Frequent feedback Break down large projects into small tasks.

34. TIPS Working with Individuals with Mobility Impairments Respect Personal Space Speak to the Individual Eye Level Offer Help Quietly & Respectfully

35. TIPS Working with Individuals with Hearing Impairments Eye Contact Speak to the Person Light Source Reduce Distractions Voice Volume Get Attention Respectfully

36. TIPS Working with Individuals with Visual Impairments Offer arm or elbow Identify yourself Address the person by name Speak normally Speak directly to the person Don’t Pet the Dog Announce Your Exit

37. TIPS Working with Individuals with Autism Speak calmly Avoid misinterpretation Be concrete Simple language Repeat / rephrase Avoid distractions Establish routines Use visual aids

38. Working with Parents

39. Activity Emotions

40. Working with Parents Welcome to Holland “And the pain of that will never, ever go away because the loss of that dream was a very significant loss.”

41. Grieving States “The grieving states each have a positive function and are solutions to a problem of separating from a shattered dream.” Denial Anxiety Fear Guilt Depression Anger Working with Parents

42. TIPS Working with Parents of Children with Disabilities Communicate State of Grief Emotional Breaks Recognize Strengths Patient / Nonjudgmental Encourage Questions Validate

43. TIPS Refer parents to us! (888) 61-AWARE (727) 789-2400 www.CFLparents.org Working with Parents of Children with Disabilities

44. Please take a moment to fill out our evaluation!