Opening Doors:
Empowering people with disabilities
A Project of the University of Kansas Center for Research on Learning,
Division of Adult Studies
Funded by the Kansas Department of Human Resources
ÓJuly 2000
KU-CRL, Division of Adult Studies
Joseph R. Pearson Hall, 6th Floor
1122 West Campus Rd.
Lawrence, KS 66045
Phone - (785) 864-4780
Fax - (785) 864-5728
Questions or requests for more information can be addressed to our
staff:
Gwen Berry - gwen@ukans.edu
Jean Hall - jhall@ukans.edu
Daryl Mellard - dmellard@ukans.edu
Kathy Parker - kparker@kumc.edu
To request addition copies or alternative formats of this manual
contact:
Noelle Kurth - pixie@ukans.edu
Contents:
The information contained in this manual has been developed in response
to discussions we have had with service providers, administrators and
educators. The overall purpose of
the information is to help you work with persons who have disabilities and,
ultimately, to increase their employment success.
The first part of the manual deals with disability etiquette. We heard from many of you that you are
unsure of how to interact with people with disabilities. Hopefully, this section will help to
make you feel more comfortable and knowledgeable as you work with increasing
numbers of people who have disabilities.
The second part of the manual provides information on legal issues as
they pertain to people with disabilities in both the service and employment
settings. Employment provisions of
the Americans with Disabilities Act (ADA) are discussed, as are the issues of
disclosing disabilities and requesting accommodations.
Next are sections on various kinds of disabilities, the functional
limitations they may result in, and strategies for accommodation. Finally, we have provided descriptions
of various accommodations and assistive technology, and additional resources to
utilize in learning more about legal issues, accommodations, and specific types
of disabilities.
Our hope is that these materials will truly empower you to "Open Doors"
for people with disabilities so that they can enjoy the satisfaction of competitive
employment and a good quality of life.
Image how shocked you would be if a colleague referred to someone as "colored"
or "Negro." Using terms like "handicapped," "challenged,"
or "special" to describe people with disabilities is equally as
inappropriate and insulting. The
following pages include tips to help you feel more comfortable when communicating
with and about people with disabilities.
Affirmative phrases are show in bold print along with examples of negative phrases
and explanations of why they are inappropriate shown in non-bold type.
WORDS:
Because people
are not defined by their disability, but rather the person that they are,
use the person-first rule. For
example, "person with mental retardation" is appropriate
while "retarded," "mentally defective," or "special"are
not.
Do not use "confined
or restricted to a wheelchair" or "wheelchair bound. " People
use wheelchairs as convenient modes of transportation and can engage in activities
without their wheelchairs, so saying "person who uses a wheelchair"
is appropriate.
Refer to persons
who are blind as such, not as simply "the blind." Furthermore, the word "blind"
refers to total loss of eyesight, while phrases like "person who is
visually impaired" or "person with low vision" should
be used to refer to individuals who have some degree of sight.
Do not use the term "non-sighted."
"People
who are deaf" or "person who is hard of hearing"
is preferred to "the deaf" or "suffers a hearing loss."
Avoid victimizing
or defining a person by a disease. Use "person living with AIDS"
rather than "AIDS victim;" "person with epilepsy"
rather than "she is an epileptic;" "person who has multiple
sclerosis" rather than "afflicted by MS;" "person
who has muscular dystrophy " rather than "stricken by MD;"
"person with diabetes" rather than "he is diabetic."
Do not use term's "handicap"
or "handicapped." This word, derived from the phrase "cap in
hand,”"refers to a beggar, which stereotypes people with disabilities
as needing charity. Instead of these offensive terms, use
" disability" or "person with a disability."
Avoid the term "incapacitated"
when talking about persons with disabilities. This term implies that the person is somehow
inferior or incapable.
Terms like "crippled," "lame,"
"freak," "grotesque," "deformed," or "defective"
should be avoided. Use the generic term "person with
a physical disability" or more
specifically for example "person born without legs" because in fact the person is neither defective nor deformed.
Avoid using the terms "normal," "able-bodied,"
"healthy," or "sound" to refer to people without disabilities.
This terminology is inaccurate because it implies that the person with a disability
is not normal or healthy in comparison.
Group designations
such as "the blind," "the deaf," or "the disabled"
are inappropriate because they do not reflect the individuality or dignity
of people with disabilities. Again, use "person with disability" instead.
Do not say that
a person has "overcome" his or her disability. Use adjectives such
as successful or productive just as you would for any person. Similarly, it is also inappropriate to
imply that a person is courageous simply because of having a disability.
Seizures are episodes
in which sudden, unexpected brain disturbance occurs. People with seizure disorders should
not be referred to as "epileptic," nor should they seizures themselves
be referred to as "fits."
Avoid using the
euphemisms "differently abled," "physically challenged,"
or "handi-capable." These terms are patronizing to people with
disabilities.
Do not refer to
person who are unable to speak or use synthetic speech as "dumb,"
"deaf-mute," "deaf and dumb," "mute,” or as
having a "speech impediment." These terms incorrectly imply an inferiority
or lack of intelligence based on mode of communication.
Avoid using "dwarf"
or "midget," which people may find offensive.
The term "person of short stature" is preferable.
Never use terms
"retarded," "backward," or "dim-witted." Instead
say "person with mental retardation."
Persons may experience
psychiatric disabilities such as schizophrenia or depression. Frequently used, yet inappropriate terms
to describe these individuals include "crazy," "schizo,"
"psycho," "lunatic," "looney," "feeble-minded,"
"nuts," or "mentally ill." These terms are inaccurate
and offensive; use the term "person with a psychiatric disability"
instead.
Do not use terms
such as "slow" or "stupid" to describe people with
learning disabilities. People
with LD simply process information differently.
A person who no
longer lives in an institution should not be referred to as "the deinstitutionalized,"
for this term takes away a person's individuality.
Avoid saying that
an individual "admits he or she has a disability." Simply state
that the individual "says he or she has a disability," otherwise
the implication is that having a disability is wrong and should be kept hidden
or unknown.
Quadriplegia is
a substantial loss of function in the arms and legs, while paraplegia is a
substantial loss of function in the legs.
Do not simply use the terms "quadriplegic" or "paraplegic."
Use of these terms defines an individual by their disorder rather than by
their humanity, instead use "person with paraplegia" or "he
or she has quadriplegia."
Do not refer to
a person with cerebral palsy as "palsied," "spastic,"
or "a spaz."
The chromosomal
condition of Down syndrome causes developmental disabilities. Avoid using
archaic terms such as "mongoloid" or "mongol."
Instead use, "person with Down syndrome."
While being sensitive in your language is important, don't get so worried
about everything you say that you end up not communicating at all. Preferred terms change over time, and
some people with disabilities prefer different terms. When in doubt, ask the person what he or she prefers.
ACTIONS:
Outlined below are the "Ten Commandments of Etiquette for Communicating
with People with Disabilities"* to further help you in communicating
with persons with disabilities.
1. When
talking with a person with a disability, speak directly to the person rather
than through a companion
or sign language interpreter.
2. When
introduced to a person with a disability, it is appropriate to offer to shake
hands. People with limed hand use or who wear
an artificial limb can usually shake hands. (Shaking hands with the left had is an acceptable greeting.)
3. When
meeting a person who is visually impaired, always identify yourself and others
who may be with you. When conversing
in a group, remember to identify the person to whom you are speaking.
4. If
you offer assistance, wait until the offer is accepted then listen to or for
directions.
5. Treat
adults as adults. Address people
who have disabilities by their first names only when extending the same familiarity
to all others. (Never patronize people who use wheelchairs by patting them
on the head or shoulder.)
6. Leaning
on or hanging on to a person's wheelchair is similar to leaning on or
hanging onto a person and is generally considered annoying.
The chair is part of the personal body space of the person who uses
it.
7.
Listen attentively when you're talking with a person who has difficulty
speaking. Be patient and wait for the person to finish, rather than correcting
or speaking for the person. If
necessary, ask short questions that require short answers, a nod or shake
of the head. Never pretend to
understand if you are having difficulty doing so. Instead, repeat what you have understood
and allow the person to respond. The response will clue you in and guide your understanding.
8.
When speaking with a person who uses a wheelchair or a person who uses
crutches,place yourself at eye level in front of the person to facilitate
the conversation.
9.
To get the attention of a person who is deaf, tap the person on the
should or wave your hand. Look
directly at the person and speak clearly, slowly, and expressively to determine
if the person can read your lips. Not
all people who are deaf can read lips.
For those who do lip read, be sensitive to their needs by placing yourself
so that you face the light source and keep hands, cigarettes and food away
from your mouth when speaking.
10. Relax. Don't be embarrassed if you happen to
use accepted, common expressions such as "See you later," or "Did
you hear about that?" that seem to relate to a person's disability.
REMEMBER, don't be afraid to ask questions
when you're unsure of what to say or do.
*Ten Commandments for Communicating with
People with Disabilities
produced by:
National Center for Access Unlimited
155 North Wacker Drive
Suite 315
Chicago, IL 60606
ATTITUDES
Perhaps even more than language, attitudes can influence
your interactions with people with disabilities. Even if you personally do not have any of the following attitudes, your clients with disabilities will have experienced them from others, and may thus be wary. In addition, you will probably encounter them in working with employers. Some of the attitudinal barriers are:
Pity
People feel sorry for the person with a disability, which tends to lead to patronizing attitudes. People with disabilities generally don't want pity and charity, just equal opportunity to earn their own way and live independently.
Ignorance
People with disabilities are often dismissed as incapable of accomplishing a task without the opportunity to display their skills. In fact, people with quadriplegia can drive cars and have children. People who are blind can tell time on a watch and visit museums. People who are deaf can play baseball and enjoy music. People with developmental disabilities can be creative and maintain strong work ethics.
The Spread Effect
People assume that an individual's disability negatively affects other senses, abilities or personality traits, or that the total person is impaired. For example, many people shout at people who are blind or don't expect people using wheelchairs to have the intelligence to speak for themselves. Focusing on the person’s abilities rather than his or her disability counters this type of prejudice.
Stereotypes
The other side of the spread effect is the positive and negative generalizations people form about disabilities. For example, many believe that all people who are blind are great musicians or have a keener sense of smell and hearing, that all people who use wheelchairs are docile or compete in paralympics, that all people with developmental disabilities are innocent and sweet-natured, that all people with disabilities are sad and bitter. Aside from diminishing the individual and his or her abilities, such prejudice can set too high or too low a standard for individuals who are merely human.
Backlash
Many people believe individuals with disabilities are given unfair advantages, such as easier work requirements. Employers need to hold people with disabilities to the same job standards as co-workers, though the means of accomplishing the tasks may differ from person to person. The ADA does not require special privileges for people with disabilities, just equal opportunities.
Denial
Many disabilities are "hidden," such as learning disabilities, psychiatric disabilities, epilepsy, cancer, arthritis and heart conditions. People tend to believe these are not bona fide disabilities needing accommodation. The ADA defines "disability" as an impairment that "substantially limits one or more of the major life activities." Whether a condition is visible or not, it still can result in substantial limitations.
Breaking Down Barriers
Unlike physical and systemic barriers, attitudinal barriers that often lead to illegal discrimination cannot be overcome simply through laws. The best remedy is familiarity, getting people with and without disabilities to mingle as coworkers, associates and social acquaintances. In time, most of the attitudes will give way to comfort, respect and friendship. You can do your part by overcoming these attitudes in your own work and helping employers to overcome them as well.
Contents
1. Definition of Disability
2. Public Entities
3. Communications Checklists
4. Facility Accessibility Checklists
5. Employment Provisions of the ADA
6. Non-Discrimination and Qualified Individuals
7. Reasonable Accommodations
8. Undue Hardship
9. References
DEFINITION OF DISABILITY
The Americans
with Disabilities Act (ADA) utilizes a three-pronged definition of an individual
with a disability. Thus, a person with a disability is one who has:
® a physical or mental impairment that substantially limits one or more of the major life activities of the individual;
® a record of such an impairment; or
® been regarded as having such an impairment.
The phrase "physical or mental impairment" may include such diseases and conditions as orthopedic, visual, speech, and hearing impairments, cerebral palsy, epilepsy, muscular dystrophy, multiple sclerosis, cancer, heart disease, diabetes, mental retardation, emotional illness, specific learning disabilities, HIV disease, tuberculosis, and recovery from drug addiction or alcoholism. Examples of major life activities include caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, or working.
PUBLIC ENTITIES
Title II of the ADA applies to "public entities," including state or local governments and any of their departments or agencies. Under Title II, public entities must ensure that they do not intentionally or unintentionally discriminate against persons with disabilities.
Integration is fundamental to the purposes of the ADA, and by adhering to these provisions, state entities will meet that goal. Requirements for public entities include:
® They may not refuse to allow a person with a disability to participate in a service, program or activity simply because the person has a disability.
Ensuring the accessibility of your offices is an important step in providing effective services to clients with disabilities. It is important for you to remember that being "accessible" means more than making your facility usable by people who use wheelchairs. In all of the United States, there are less than one million people who use wheelchairs. In contrast, four times as many people have serious visual impairments and 24 times as many have hearing impairments. Thus, you must make sure that your programs are accessible to people with many different types of disabilities. The following diagrams and checklists will help you to think about ways to do this.
The diagram on the following page illustrates examples of specific access issues in the areas of policies, practices, procedures, equipment, environment, and attitudes. The second diagram offers solutions to these issues.
The communications and facility accessibility checklists are available to give you ideas on how to ensure that your services are accessible to people with disabilities.
Policies
Practices
Procedures
Equipment
Environment
Attitudes
Access Issues
Policies
- No animals are allowed in building
- Weekly meetings are rotated to different sites
- A driver's license is required for identification.
- "Order of Selection."
Practices
- An oral interview is required of all clients.
- Intakes, exams, and classes are done in groups.
- Videos are purchased for use with consumers.
Procedures
- Client must complete all forms.
- Classes are offered to the public
- Program approval depends upon certification from other agencies.
Equipment
- Organization has a telephone available to consumers.
- Consumers use computers.
- Standard height desks are available for completing forms.
Environment
- Reception area has a high counter.
- Clients choose their own items from shelves in the back of the room.
- Building has an audible smoke alarm.
Attitudes
- We do not serve people with disabilities because they have never requested services.
- People with disabilities could not benefit from our services because we place people in jobs.
Solutions to these Access Issues
Policies
- Allow service animals in buildings.
- Weekly meetings are held in accessible sites close to transportation routes.
- Alternate proof of identification is acceptable.
-
"Order of Selection."
Practices
- Interview questions are available in written format.
- Alternative, accessible arrangements are made for people who cannot participate in group settings.
Procedures
- Proxy or office staff members may complete forms.
- Classes and reasonable accommodations are available upon request.
- Agency follows confidentiality guidelines.
Equipment
- TDD is available for deaf consumers
- Keys can be color-coded to access given functions.
- One desk should have at least 27" under it for wheelchair access.
Environment
- Lower counter or a portion of it to 24-26 inches high.
- Assistance is given upon request for individuals who are unable to access items.
- A smoke alarm with visual signal is also installed.
Attitudes
- Education, education, education.
COMMUNICATIONS CHECKLIST
If your agency has information that is communicated visually, such as printed materials or forms, you need to consider ways to make that information accessible to people with visual and cognitive disabilities. Similarly, if you have information that is usually presented aurally (i.e.., must be heard) you need to consider ways to make that information accessible to people with hearing impairments. And, finally, if you have procedures that require a person to use oral communication (e.g., answer questions in an interview), you must think of alternate ways that a person with a speech can respond.
In the assessment of communications your office uses, consider communication involved in all aspects of services, including outreach, public meetings and hearings, and day to day activities. Examples might include:
telephone conversations
video tapes
interviews
brochures
forms
The Communications Checklists provide examples of alternative forms of communication that you can use to make your services accessible to people with a variety of disabilities. Also, keep in mind that many of the strategies for making communications accessible, such as simplifying forms and providing documents in larger print, will make your communications more user friendly for all clients, not just those who have disabilities.
For each type of communication, check those accessible formats that your office already has available. Be sure to consider accessibility of all program communication, not just communication that occurs within your office (e.g. brochures, telephone conversations). If you can provide the auxiliary aid or service within your office, note this is in the "Provider Information" column. For example, if you can provide written documents on computer diskette, indicate this. If your office does not have a certain accessible format available at the time, investigate ways of obtaining it so it will be available if needed and list the provider name and contact information in the space provided.
Find out the processing time for each provider so that you can inform an individual how long it will take to provide a requested format. You may also want to check to see if your regional or state office has standing provider contracts for obtaining any of the formats. Centers for independent living and other agencies listed in the Resources section are also good places to ask about possible providers.
After you have completed the checklists, inform the public (in flyers, brochures, advertisements, etc.) that you have alternative formats available. Establish procedures for timely response to requests for alternative formats. A person with a disability should not be forced to wait an inordinate period of time to receive materials in an accessible format.
(column one)
(column two, to circle)
Yes or No
Yes or No
Yes or No
Yes or No
Yes or No
(column three, to fill out, if "no")
(column one)
written materials
TDD (Telecommunications Device for the Deaf)
Telephone amplification
Real time captioning
Assistive listening devices
Word processors
Others (list)
(column two, to circle)
Yes or No
Yes or No
Yes or No
Yes or No
Yes or No
(column three, to fill out, if "no")