October is National Disability Awareness Month

The Ten Commandments of Communicating with People with Disabilities

1. Speak directly rather than through a companion or sign language interpreter who may be present.

2. Offer to shake hands when introduced. People with limited hand use or an artificial limb can usually shake hands. Offering the left hand is also an acceptable greeting.

3. Always identify yourself and others who may be with you when meeting someone with a visual disability. When conversing in a group, remember to identify the person to whom you are speaking. When dining with a friend who has a visual disability, ask if you can describe what is on his/her plate.

4. If you offer assistance, wait until the offer is accepted. Then listen or ask for instructions.

5. Treat adults as adults. Address people with disabilities by their first names only when extending that same familiarity to all others. Never patronize people using wheelchairs by patting them on the head or shoulder.

6. Do not lean against or hang onto someone’s wheelchair. Bear in mind that people with disabilities treat their chairs as extensions of their bodies. As do people with guide dogs or assistance dogs. Never distract a work animal from their job without the owner’s permission.

7. Listen attentively when talking with people who have difficulty speaking and wait for them to finish. If necessary, ask short questions that require short answers, or a nod of the head. Never pretend to understand; instead repeat what you have understood and then allow the person to respond.

8. Place yourself at eye level, whenever possible, when speaking with someone who uses a wheelchair.

9. Tap a person who has a hearing disability on the shoulder or wave your hand to get his or her attention. Look directly at the person and speak clearly, slowly and expressively to establish if the person can read lips. If so, try to face the light source and keep hands away from your mouth when speaking. Never shout, just speak in a normal tone of voice.

10. Relax! Don’t be embarrassed if you happen to use common expressions such as “see you later” or “did you hear about this?” that seem to relate to the person’s disability.

(Copyright 2004 by TransCen, Inc.)

When Sue Austin got a power chair 16 years ago, she felt a tremendous sense of freedom — yet others looked at her as though she had lost something. In her art, she aims to convey the spirit of wonder she feels wheeling through the world. Includes thrilling footage of an underwater wheelchair that lets her explore ocean beds, drifting through schools of fish, floating free in 360 degrees. (Filmed at TEDxWomen.)

October is National Disability Awareness Month

Here are two quick quizzes to help you measure your knowledge and confidence when interacting with persons with disabilities. The answers appear below the quizzes . . . . .

Personal and Professional:

 

1. As you are meeting or being introduced to someone, you notice they have a prosthesis and shake with their right hand. You should:

__A. Withdraw your hand and continue to introduce yourself.

__B. Offer your right had as you would with anyone.

__C. Offer your left hand.

 

2. When meeting someone who is deaf and accompanied by an interpreter, you should:

__A. Maintain eye contact with the person who is deaf.

__B. Maintain eye contact with the interpreter.

__C. Look back and forth between them.

 

3. You are speaking to someone who is deaf or hard of hearing and they ask you to repeat a statement. You should:

__A. Repeat the statement in a louder voice.

__B. Repeat the statement more slowly.

__C. Rephrase the statement.

__D. Use gestures to act out your statement.

__E. Offer to write your statement.

 

4. You see someone who has a disability and they appear to be struggling. You should ignore them so as not to embarrass, draw attention, or infringe upon their independence.

__ True     __False

 

If your answer was True, move to question 6.

 

5. If your answer to the last questions was false, what would you do in this situation:

__A. Watch for a while to determine if they need assistance.

__B. Offer to assist the person.

__C.   Assist the person.

 

 

6. You are conversing with a person who has difficulty speaking. You are only able to understand a few words and phrases. What should you do?

__A. Pretend you understand what was said.

__B. State what you understood and ask the person the repeat the rest of the information.

__C. Smile and walk away as soon as you can.

 

7. When conversing with a person who uses a wheelchair, it is preferable to pull up a chair, if available and convenient, and converse at eye level.

__ True     __False

 

 

Answers:

 

1. Offer your hand as you would anyone. The key is to treat people with disabilities as you would anyone. Remember, however, that each person is an individual and how he/she reacts to a particular situation may differ. For example, in this situation, the person with the disability may extend his/her prosthesis or may choose not to extend his/her hand at all.

 

2. Maintain eye contact with the person who is deaf. You are speaking directly to the person who is deaf; therefore it is appropriate to maintain eye contact with this person, not with the interpreter.

 

3. Any combination, or all of these answers may be appropriate, depending on the person and the circumstances. The best recommendation is to use you judgment based on the individual situation.

 

4. The best response in this situation to offer the person assistance and then proceed according to his/her response. It is important to remember that each person is an individual and some people may be grateful for the assistance while others my decline assistance . . . as would anyone else.

 

5. Offer to assist the person. See #4.

 

6. State what you understood and ask the person to repeat the rest of the information. It is always best to be honest and politely tell a person if you are having difficulty understanding them. Stating what you think you understand is a way to make sure that your understanding is really correct, then ask them to repeat the parts of the conversation that you did not understand.

 

7. If possible, the appropriate response is to pull up a chair and converse with this person at eye level. It is not appropriate, however, to kneel, bend over the person, or lean on the wheelchair as support. If a chair is not available, maintain a regular stance and continue the conversation.

 

Myths and Facts:

 

Review each of the statements below. Note whether you believe each statement is true or false.

 

__A. All people who are blind live in total darkness.

__B. People with a cognitive impairment always enjoy jobs with repetitive tasks.

__C. People with quadriplegia are totally dependent on others for daily support.

__D. All people who are blind can read braille.

__E. People who are deaf make ideal employees in a noisy work environment.

__F. People with emotional disabilities cannot work in a stressful environment.

__G. The unemployment rate for people with disabilities is equal to that of people without disabilities.

__H. New workplace technologies make if more difficult for people with disabilities to secure and maintain employment.

__I. Accommodating people with disabilities is often cost prohibitive.

__J. Employing and managing employees with disabilities requires unique skills.

 

Answers:

 

1. Many people who are blind can see some levels of light and/or colors within various fields of vision.
2. People with a cognitive impairment are individuals and vary in ability as do all individuals.
3. Different people with quadriplegia have differing levels of independence.
4. Only an estimated 10% of people who are blind read braille.
5. Some people who are deaf have various types and levels of residual hearing, and some may be bothered by noisy environments, just as some hearing people are. As always, the type of work a person is suited for will depend on the individual’s preferences and skills.
6. This answer will depend on a person’s definition of “stressful environment,” and how different kinds of stress affect (or don’t affect) an individual.
7. The unemployment rate for people with disabilities is far greater than that of people without disabilities.
8. Technological advances have opened many doors for some individuals with disabilities.
9. The majority of accommodations required for the workplace cost under $1000. Source: Job Accommodation Network.
10. Managing employees with disabilities requires the same kind of good management skills that are needed to manage all workers.

 

Both quizzes compiled by TransCen, Inc. “Disability Awareness Activity.” www.transcent.org.

Jeff Float, who lost 80% of his hearing in his right ear and 60% in his left ear after contracting viral meningitis at the age of 13 months, competed at the 1984 Olympic Games in Los Angeles. There he was named team captain by his peers, earned a gold medal in the men’s 4×200-meter freestyle relay, and finished fourth in the men’s 200-meter freestyle. When he emerged from the pool after swimming the third leg for the U.S. team in the 4×200-meter relay and shattering the world record by five seconds, he heard the roar of the crowd. “It was the first time I remember distinctively hearing loud cheers at a meet. I’ll never forget what 17,000 screaming people sounds like. It was incredible!” Float said. (Wikipedia)
Photo: Rich Clarkson/Sports Illustrated/Getty Images

OCTOBER IS NATIONAL DISABILITY AWARENESS MONTH

Did you know . . . .

A “reasonable accommodation” is a modification, adjustment, and/or auxiliary aid that minimizes or eliminates the impact of a disability, allowing the student to gain equal access and opportunity to participate in the College’s courses, programs, services, activities, and facilities.

A “reasonable and appropriate accommodation” is one that does not:

• Require a substantial change or alteration in the curriculum or an essential element of a course or program.
• Fundamentally alter the nature of the service provided.
• Pose an undue financial hardship or administrative burden.
• Pose a direct threat to the health and safety of others.

Accommodations:

• Include examples such as notetakers, text-to-voice programs, and alternative testing which may include reading software, additional time, or a scribe.
• Are determined on an individual basis; not all students with the same disability will need the same accommodations.
• Require students to provide documentation of disability to the Disability Support Services (DSS) Office.

Confidentiality in ALL Areas:

• This means faculty may receive a request for accommodations without knowing the nature of the student’s disability. However, some students may choose to disclose information about their disability and how it impacts their learning.
• Violation of confidentiality can have legal impacts on both the faculty member and the institution.

Universal Design (UD) allows access for all, regardless of individual characteristics:

• More integrated, less stigmatizing and more supportive of learning environments.
• Key component of UD is flexibility.
• Takes into consideration the full range of learners.
• Includes accessibility of ALL instructional materials; those required as well as those that are supplemental.

Ildikó Rejtö was born deaf on May 11, 1937. When she began fencing at age 14 her coaches communicated their instructions on pieces of paper. She competed in five Olympics, earning two gold medals, one silver and two bronzes. She also holds the unusual distinction of being the only Summer Olympian to win medals using three different names, having married twice during her Olympic career. Photo courtesy International Olympic Committee.

October is National Disability Awareness Month

Did you know . . . .

People with Disabilities constitute the nation’s largest minority group, and the only group any of us can become a member of at any time. (Source: 2009 Disability Funders Network)

The Americans with Disabilities Act (ADA) was passed in 1990 and was amended in 2008 (ADAAA). The Act protects individuals with disabilities from discrimination that may occur as a result of misconceptions, attitudinal barriers, and/or failure to provide appropriate accommodations. Obligations of colleges/universities are outlined under Title 2 of the ADA.

ADA Definition of Disability: Having a record of or being regarded as having a physical or mental impairment that substantially limits one or more major life activities. (ADA, 42 U.S.C. § 12102(2)

Major life activities include: caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking breathing, learning, reading, concentrating, thinking, communicating, working. The list of major bodily functions that are now considered major life activities includes, but is not limited to: functions of the immune system, normal cell growth, and digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions. See Amendments Act § 4(a) (codified as amended at 42 U.S.C. § 12102)

What does that mean for GRCC in terms of our obligations under the law . . . .

• Prevent discrimination based on a student’s disability
• There are 4 basic implications:
  • Right to higher education
  • Right to confidentiality
  • Right to access to all programs
  • Right to reasonable accommodation
• Students are responsible for requesting accommodations from the College, and providing the necessary documentation and testing.
• The College is not responsible for providing diagnostic testing, and is not responsible for identifying students with disabilities. (That said, we make every effort to communicate information about the GRCC Disability Support Services (DSS) Office to both students and faculty/staff.)

George Eyser (born August 31, 1870, date of death unknown) was a German-American gymnast who competed in the 1904 Summer Olympics, earning six medals in one day, including three gold and two silver medals. Eyser competed with a wooden prosthesis on his left leg, having lost his real leg after being run over by a train. Despite his disability, he won gold in the vault, an event which then included a jump over a long horse without aid of a springboard. (Wikipedia)

October is National Disability Awareness Month

Did you know . . . . .

• In the U.S. the number of people with reported disabilities is 11.9%

That’s 36,399,700 people! **

• In Michigan the number of people with reported disabilities is 13.5%

That’s 1,316,000 people! **

• Just over 1 in 4 of today’s 20 year olds will become disabled before they retire. *
• We are running 1531 class sections this fall. Students with reported disabilities are enrolled in 854 sections . . . that’s 56%.

*   Council for Disability Awareness, http://www.disabilitycanhappen.org 2012

** US Department of Education, National Center for Education Statistics, 2010

Important Facts for Instructors:

• Faculty should expect to have students with disabilities in their courses.
• Faculty should have the same expectations of students with disabilities as other students, and maintain the same academic performance standards while providing the appropriate accommodations as given listed on the student Accommodations Agreement from the Disability Support Services Office (DSS).
• When students with disabilities graduate, they are as successful as other graduates.

Many Shades of Disability:

Defining the various categories of disability does not have black and white clarity. Professionals in the field have their own terminology. Below are a few categories often used and some examples associated with each:

• Psychiatric Disorders- schizophrenia, bi-polar disorder, anxiety
• Physical Disabilities- cerebral palsy, spinal cord injury, amputation
• Auditory and Visual Impairment- range from partial to total loss
• Brain Injury- traumatic brain injury (damage from an external source) and acquired brain injury (tumors, stroke, degenerative diseases)
• Health Impairments- lupus, epilepsy, cancer, Tourette’s syndrome
• Autism Spectrum Disorders- has range of severity, with Asperger’s Syndrome being the mildest form.

 

100 Ways to Give: backpacks for Coit Academy

The Counseling & Career Center, Disability & Occupational Support Services and Student Support Services teams along with others across campus, gathered over 100 backpacks full of school supplies for the students of GRPS’s Coit Creative Arts Academy.

Each backpack was filled with the following supplies:

• Ream of note book paper
• Spiral bound note book
• Package of pencils
• Pencil sharpener
• Scissors
• Eraser
• Pens
• Glue Sticks
• Box of Crayons
• Box of Colored pencils
• Box of Markers
• Pocket Folders
• Zippered Pencil Pouch

There were additional supplies of the above beyond those needed for the 100 backpack, these too were donated to the school. The teachers at Coit Elementary were very excited about these supplies for their students, as this school serves many low income families.

This effort was led by Rosario Montes-Sutton who has been a reading mentor at Coit for many years.

Thanks to all those who helped make this donation happen through your generous gifts, time (assembling all the backpacks & making the delivery).

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Message of thanks from Teri Dilworth

A message from Teri Dilworth in Disability Support Services:

I would like to say thank you for all of the many sympathy card and flowers my family and I received. I was deeply touched by the kind words and condolences regarding my father’s passing.

 

Condolences to Teri Dilworth

We extend our condolences to Teri Dilworth, of Disability Support Services, and her family on the death of her father, Lawrence J. “Larry” McVey. To read his obituary, click here.

Benefit for GRCC student in critical condition after car crash

Osman Koroma, a GRCC student, was hit by a car last Wednesday night. His faithful and loyal companion guide dog, Gala, was killed.  Osman is in critical condition with a broken leg and serious head injuries.

Opportunities Unlimited for the Blind will be hosting a benefit on April 5, 2014. Information below:

Join us as we celebrate Osman Koroma’s Guide Dog, Gala, who lost her life in the line of duty on March 19, 2014.

Join us as we gather our strength to support Ozzie and his family through this difficult time as Ozzie heals from his injuries.

 Join us for a buffet supper, fun and fellowship!

Join us as we celebrate the gifts so many of us have been given in music – live performances by young people who are blind or visually impaired and friends of Ozzie’s 

Join us in celebrating Ozzie and his many accomplishments in his few short years and our hopes for many more years to come in health and strength.

Join us in supporting  Osman financially and his favorite charity, Opportunities Unlimited for the Blind! 

5-10 PM on April 5, 2014   

Indian Trails Camp

O-1859 Lake Michigan Drive

Grand Rapids, MI 49534 

Please RSVP to Gwen Botting

 gwen@oubmichigan.org

989-855-2430

616-755-2221

Condolences to Yolanda Duncan

Condolences to Yolanda Duncan, a counselor in Disability and Occupational Support, on the death of her husband, Dr. Lonnie E. Duncan. Sympathy cards may be sent to: 5209 Driftwood Ave., Kalamazoo, MI 49009.

To read the obituary, click here.

Accessibility Indicators Report Completed and Results Available Online

Greetings Fellow Raiders,

Thank you to each of you who took the time to respond to the Accessibility Survey sent out in October of this year. Your responses and feedback will be utilized in pushing accessibility related agendas and addressing concerns in each of the six areas highlighted by the Accessibility Indicators: college conversations, administrative empowerment, student services, physical spaces, instruction and campus inclusion.

The collective feedback from over 300 students and 250 faculty and staff members has been compiled in the first Accessibility Indicators Report for 2013-2014. Once again, the goal of this survey data collection effort was to transparently display the perceptions and opinions of accessibility on our campus and use the data to collectively move the needle on creating a more inclusive and accessible campus for individuals of all ability levels. Please take a moment to visit the Office of Accessibility’s Accessibility Indicators page to see the results as well as a much more comprehensive report analyzing results, emerging themes and data results by population.

Again, we thank you for your participation and look forward to addressing your concerns and making GRCC a banner institution for not just ADA compliance but inclusive access!

Photos from Coffee & Conversation

During the Coffee & Conversation hosted by President Dr. Steven C. Ender, Dominic Dorsey gave an update on his work with the Office of Accessibility; Vicki Janowiak provided a general overview of the centennial celebration and upcoming construction, and Donna Kragt talked about the HLC visit and strategic planning.

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Mental Health Screening

Have you been feeling sad, anxious, irritable, not up to the challenge or just plain stressed out and overwhelmed? If you are worried about yourself or a friend, free confidential mental health screenings are taking place today until 3 p.m., 3^th Floor Student Center. Come take a quick mental health screening, talk with a counselor, or pick up informational materials.

Sponsored by Disability Support Services and the Counseling and Career Center

October is Disability Awareness Month

In recognition of Disability Awareness Month, Disability Support Services invites you to the following events.

Disability Awareness Fair

October 2

10 am to 2 pm

Raider Grill

Room 203, Student Center

Disable the Label: A Campus Forum on Accessibility at GRCC

October 2

1:30 pm to 2:30 pm

Raider Grill

Room 203, Student Center

Mental Health Screenings

October 10

10 am to 2 pm

3^rd Floor Student Center

“Strength lies in differences…..” — Dr. Stephen R. Covey

All participants are welcome. Those in need of special accommodations please contact DSS at 616-234-4140.

GRCC offices offer extended hours

Extended Service Hours!

Offices open until 6:30 p.m.
August 19-22 & August 26-29, 2013 (Monday through Thursday)

The Cashier’s Office, Counseling and Career Center, Enrollment Center, Financial Aid, Occupational and Disability Support, Student Life and Conduct and Student Records will be open until 6:30 p.m. to serve you!