End of Semester

Two posts in one day. Whoops!

This semester was great. I learned so much from the materials, my teacher, my classmates, and the kids I was able to work with. I am so grateful for the things I've been able to learn and how much I've been able to grow. I was reading a classmates blog and she had a list of ways to help us interact with people who have disabilities. I would like to share that list here:

More Tips!
1. Ask first. Don’t assume people need help. Ask if they need anything to make the process
more effective or easier for them. They are the experts on their needs and how to best meet
them. If they do request assistance, ask for specific instructions on how you can help. Be
sure to ask if you don’t know what to do or what something means.
2. Keep an open mind. Don’t make assumptions about a person’s abilities. The individual is
the best judge of what he or she can or cannot do. If a person has a speech impairment, don’t
assume that person also has a hearing impairment or intellectual limitations.
3. Be direct. Make eye contact and speak to the person directly, even if their personal care
attendant or interpreter is with them.
4. Speak like yourself. Use your normal volume and pace, unless they ask you to speak
louder or slower.
5. Ask for help. If you don’t understand what someone is saying, ask the person to repeat it or
offer another form of communication (such as paper and a pen or a computer) for
clarification.
6. Be wheelchair-sensitive. If you’re working with someone who uses a wheelchair or
mobility device, don’t lean on it. Also, if you’re speaking with them for a prolonged period
of time, sit in a chair to be at their level. Never start to push someone's wheelchair without
first asking the occupant’s permission.
7. Give visual aid. If you are working with someone who is visually impaired, clearly identify
yourself when you first arrive and be sure to let him or her know when you’re leaving the
conversation or room. Also, offer to read any written information. Give the person your arm
and gently guide him or her if requested. When walking with a person who is visually
impaired, allow that person to set the pace. If the person asks for or accepts your offer of
help, don't grab his arm. It is easier for him to hold onto you.

I also found this website to give a few more insights:

http://www.dhs.state.il.us/page.aspx?item=32276

Week 12 (last week. Yikes again)

Last week was kind of a culminating week. We learned about Therapeutic Recreation and all of the ways we can incorporate the things we've learned this semester into a job situation. It was really cool. Here are some of the cool things I learned:

American Therapeutic Recreation Association (ATRA), “the provision of Treatment Services and the provision of Recreation Services to persons with illnesses or disabling conditions. The primary purposes of Treatment Services, which are often referred to as Recreational Therapy, are to restore, remediate or rehabilitate in order to improve functioning and independence as well as reduce or eliminate the effects of illness or disability. The primary purposes of Recreational Services are to provide recreation resources and opportunities in order to improve health and well being. Therapeutic recreation is provided by professionals who are trained and certified, registered and/or licensed to provide therapeutic recreation (1987).”
National Therapeutic Recreation Society (NTRS), a branch of the National Recreation and Park Association, “Therapeutic recreation uses treatment, education and recreation services to help people with illnesses, disabilities and other conditions to develop and use their leisure in ways that enhance their health, functional abilities, independence and quality of life.”
Therapeutic Recreation Process

1. Assessment: Identify Clients needs; physical, social, emotional, mental, and spiritual
2. Planning: Determine client’s goals and objectives; functional intervention, leisure education, recreation participation
3. Intervention: Facilitate the group or the activity
4. Evaluation: Determine progress of the client and benefit of the program.

Job Settings

• Hospitals
• Long term care facilities and nursing homes
• Community recreation centers
• Schools
• Camps
• Wilderness programs
• Drug and alcohol rehabilitation
• Mental health facilities, acute and residential
• Correction centers
• Group homes
• Senior centers
• Veterans administration hospitals
• Retirement communities
• Home healthcare and outpatient services 

Here is a video I found that kind of explains how it all comes together:

Lesson 11: Sports rock.

This week we learned about the importance sports can play in the lives of people with disabilities. And before I tell you all the official stuff that I learned, let me tell you a little bit about the stuff that I learned all on my own that touched my heart. The last 3 weeks we have learned about 3 different activities that can help improve, inspire, entertain, motivate, make happy, etc. people with disabilities. Those are: outdoor activities, art, and sports. The thing that hit me the hardest this week is that WE ARE SO MUCH ALIKE. Is that any different than people who don't have disabilities? NO! We need those activities in our lives just like they do. It is wholesome, fun, and good for our minds, bodies, and souls. As professionals it is important to provide these benefits for anyone who is looking for them.

We watched a few great videos and I will post one that we watched and one that I found a few weeks ago. Both are so sweet:

Really I just think that we need to provide for those in need, whether disabled or not, to help people be happy, grow, and in some cases come closer to reaching their full potential.

Art from the Heart

Ok so this week (And by this week I mean last week. Holy cow bad week on homework for me. Thanksgiving will getcha!) we learned about the effect creating art can have on people. We watched many incredible, inspiring, in-makes me so happy (do you get my joke?) videos that demonstrated this point. This is really helpful because as professionals we will interact with all kinds of people and art might be the key to helping some of these individuals succeed. This is an especially helpful reminder to me because I am HORRIBLE at art and it probably wouldn't be my first thought or choice of activity. I need to remember to make all kinds of activities available.

Here are two of my favorite videos I saw:

And this one: 

 https://www.youtube.com/watch?v=x4vdGpnpr0k 

One of my other favorite videos in this realm is this guys who does art with a type writer! He is the sweetest thing and is really really good :) 

 

Here is some information I don't want to lose either: 

ART

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The Arts

Like Outdoor activities and Sports the Arts provides participants with many unique opportunities. The arts includes such activities as music, theater, painting, sculpting and pottery, photography, creative writing, and poetry, etc. Participation in the arts can be broken down into three distinct levels:

1. The Perceiver: At this level participants might enjoy listening to music, watching a play or going to a photo exhibition. They appreciate the talents of others.
2. The Performer: Performers enjoy playing a piano piece or acting in a play. Their participation is much more than that of the perceiver.
3. The Creator: Participants at this level enjoy shooting photos, sculpting with clay or painting a mountain setting. Participation involves high levels of creativity.

Researchers have identified the following benefits of participation in the Arts at any level:

1. Self-discovery
2. Communication with others
3. Improved self-concept
4. Skill development
5. Societal recognition and awareness
6. Social interaction

Many programs exist today encouraging persons with disabilities to participate. The article below demonstrates the possibilities and positive benefits for people participating in just one area of the arts: music.

Music Therapy for People with Disabilities

(Full Article and more information here: Music Therapy)

Abstract

Information regarding music therapy as an effective educational and therapeutic tool for children and adults with disabilities.

“An increasing amount of scientific evidence indicates that rhythm stimulates and organizes a person’s muscle responses and helps people with neuromuscular disorders.”

Detail

Music therapy is an effective educational and therapeutic tool for both children and adults with forms of disabilities. The strategies involved with music therapy may effect changes in skill areas that are important for people with a variety of forms of disabilities such as learning disabilities, intellectual disabilities, cerebral palsy, autism and many others. As a person with disabilities, I have found music to be invaluable in relation to the forms of disabilities I experience.

From a therapeutic perspective, music has a number of benefits for people with disabilities. It is an important learning tool of course. A portion of the benefits of music comes from the fact that repetition within music may be more enjoyable than without it. Music also provides significant memorization assistance. Maybe the most important thing for some people is the fact that they can participate in music even if they experience difficulties in other areas and music therapists are trained to help them accomplish this goal. Successful participation in music can find a person with a disability feeling motivated to pursue additional efforts.

Music is also an effective way to stimulate and focus a person’s attention and might be particularly significant for some people who may not respond to other types of interventions. At times, music is used as a stimulating introduction. At other times, an entire therapeutic intervention might be structured using music to maintain a person’s attention. Changes in music may provide other signals or alerts that important interactions or information are coming. Some kinds of music might also provide a calming effect when a person’s anxiety interferes with their cognitive focus.

Music therapy is an effective tool to use for stimulating and motivating a person’s speech. It provides a path for nonverbal communication as well. Music therapy is a valuable tool for people who are learning to use an augmentative or alternative system of communication.

In some songs, harmony and melody cue a person’s speech by setting up a type of auditory anticipation, yet delaying the resolution until a person provides the final lyric. In other singing activities, rhythm may help a person to slow down their rate of speech and become more intelligible. The way songs are stored and the way rhythm stimulates a person’s motor function appears to help people with apraxia of speech. Changing melody lines can help to improve a person’s range and the inflection of their voice.

An increasing amount of scientific evidence indicates that rhythm stimulates and organizes a person’s muscle responses and helps people with neuromuscular disorders – one of the ways that music therapy strategies can help to improve a person’s physical skills. When a specific note played on an electronic device or an instrument is crucial to the completion of a particular song, anyone – to include people with severe forms of physical disabilities, can become the focus of a successful musical experience. The opportunity to participate in music may motivate a person to attempt physical movements that require some additional effort. Music may also be very relaxing, on the other hand, and help to alter a person’s perception of pain.

As a person who experiences pain related to osteoarthritis, music has become a part of my relaxation therapy. Listening to certain types of music helps me to relax and also helps to ease the physical pain I experience through relaxation to music. After learning that I can use music as a means of relaxation, it has become a part of my routine for responding to osteoarthritis pain.

Music therapy can help people work on their social skills too.

It helps in a couple of ways – by providing a familiar and consistent support for practicing, and by encouraging cooperation in the completion of a satisfying musical product such as a musical piece accompanied by others who each play a beat for example where each note is important. Music also provides people with developmental disabilities with opportunities to interact and cooperate with those who do not experience these forms of disabilities. Music has the ability to equalize and enrich the lives of those who become involved with it.

From an emotional perspective, music provides people with many opportunities to express and experience a number of emotions. The desire to participate in music, as well as to produce something musical, may become motivations to control emotional outbursts. Live music may be changed from moment to moment to reflect, or maybe alter, the moods of the people who are listening and participating. Successful participation with music that a great many people with disabilities have the ability to achieve has a positive effect on self-esteem too.

From a simple perspective, music has always been something that I can enjoy with others because I enjoy a number of types of music. It is a social equalizer in many ways and has led to friendships, social participation, and much more. Somehow, when music becomes involved, the presence of disabilities seem to fade or disappear entirely. Where pain is concerned, music is one of the best things in the world.

Lesson 9

This week we talked about Outdoor recreation. We specifically talked about how using outdoor recreation with a disability can help others. I had a hard time connecting to this week personally because I am not very outdoorsy. I like sports. I decided to take the term outdoors with a grain of salt and think about it in broader terms. That seemed to help.

We watched quite a few videos that were incredibly inspiring. I will post a few of them below. For me I learned 2 main things. One is, everyone has a disability. Whether emotionally, physically, mentally, we all have an aspect in life that is harder for us to overcome. Second is, we can overcome and accomplish anything if we decide to. It will not be easy, but it is possible.

This video shows us that as professionals we can give someone a totally different identity. "We are climbers first, disabled second." We can used our programs to give people their positive identity.

This videos talks about accomplishing goals. We can help others gain self-esteem by helping them create and then achieve their goals.

Here is a link I found for creating outdoor programs for everyone: https://outdoorsforall.org/

Outdoor Activities

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Outdoor Activities includes water sports such as sailing, canoeing, kayaking; snow based programs such as downhill and cross country skiing, snow machining, ice fishing; land based activities such as camping, rock climbing, hiking bicycling, riding horses, fishing and hunting.

Benefits of Outdoor Recreation

• Physical Exercise and Activity
• Physical challenge
• Learning new skills and applying those skills
• Enjoy the wonders and beauty of Nature
• Opportunity to be with friends
• Freedom from daily stress and pressures
• Closeness to Heavenly Father; spiritual growth
• Outdoor activities are Fun and enjoyable!
• Excitement of planning an outdoor experience

Below are a number of successful outdoor programs.
Breckenridge Outdoor Education Center
(www.boec.org)
Extraordinary things happen at the Breckenridge Outdoor Education Center (BOEC). A man with quadriplegia finds the courage and patience to take on the high ropes course, a woman who is blind feels the thrill of carving down some fresh powder, a group of teenage boys learn what it means to work hard as they set fence ties on a desert farm in Utah; these are mere glimpses of what happens at the BOEC. For more than 35 years, the BOEC has been changing lives, or more accurately, showing people that they have the power within themselves to change their own lives. The mission of the Breckenridge Outdoor Education Center is to expand the potential of people of all abilities through meaningful, educational, and inspiring outdoor experiences, with a specialized focus on serving those with disabilities and special needs. The BOEC offers an Adaptive Ski and Ride School, Wilderness Programs (on-site as well as mobile courses), Professional Team-building Retreats, and a unique Internship Program. Situated on 39 acres above Breckenridge, Colorado, the BOEC features a residential lodge, climbing wall, high ropes course, team initiatives, rafts, canoes, sea kayaks, teepees, as well as programs at many locales in the mountains and on the rivers of the Colorado Rockies and the Desert Southwest.
Bradford Woods
(www.bradwoods.org)
Bradford Woods is a national and international leader in the application of universal design principles on our property. Our facilities are designed for all participants, regardless of their ability level. Universal Design is the design of products and environments to be usable by all people, to the greatest extent possible, without adaptation or specialized design (NCA). Many examples of Universal Design can be found on the grounds of Bradford Woods. These include, but are not limited to, our nationally known Amphitheater, switchback trail, high universal course, climbing tower, and Olympic-sized swimming pool.
The Therapeutic Camp program is designed to support each group’s medical, social, and physical needs. Camps are grouped by diagnosis so that each child has his or her specific needs met. This also provides a unique opportunity for youth to form social connections with and receive support from others who have similar life circumstances.
Multiple clinical research projects at Bradford Woods have concluded that our Recreation Therapy summer camp program meets the psycho-social needs of our campers through this disability specific design in that it provides a normalizing experience, a supportive community to be one’s self without medical labels, and to simply be a kid without barriers. We recognize that opportunities to find support from staff and peers with similar disabilities is absolutely crucial for positive psycho-social support, growth, and long term achievement. Indeed, our research has confirmed that there are few, if any, opportunities for youth to have this experience in a supportive, empowering, inclusive, and camper first environment.
The State of Colorado offers a variety of year-round activities for disabled persons seeking indoor and outdoor adventures.

Summer

Hiking in Boulder

Outside of Boulder are 21 natural sites and 22 trails that meet Americans with Disabilities Act accessibility guidelines. The website provides a guidebook for people with disabilities featuring descriptions, maps and videos of wheelchair user Topher Downham navigating each trail www.Bouldercolorado.gov
CTRC CampsThe Colorado Therapeutic Riding Center (CTRC) provides the opportunity for children and adults with disabilities to ride horses with the assistance of certified instructors. CTRC offers a camp where children with and without disabilities can learn to participate in group games and horse-related arts. www.ctrcinc.org
No BarriersNo Barriers USA, a gathering of assistive technology pioneers, has selected Telluride to host its summit August 8–11, 2013. Scientists, inventors, and people hindered by physical limitations will collaborate on solutions for those who are challenged to achieve their wildest dreams. www.nobarriersusa.org
Summit Rock Climbing with Paradox SportsParadox Sports, in partnership with the Boulder Rock Club, has established a bimonthly Front Range Adaptive Climbing Clinic for disabled climbers. www.pardoxsports.org
ASA Summer ProgramDurango’s Adaptive Sports Association’s (ASA) summer program supports accessibility with rafting as well as canoeing and kayaking. Adaptive adult and tandem trikes are also available. www.asadurango.org
NSCD Summer ProgramThe National Sports Center for the Disabled’s (NSCD) summer program offers adventures for all ages, including horseback riding, sailing, and more. www.nscd.org
ASC Summer ProgramThe summer program at the Adaptive Sports Center (ASC) brings dynamic adaptive activities including downhill mountain biking, cycling, hiking, and more. www.adaptivesports.org

Winter

ASA Winter Program

The winter program at Durango’s Adaptive Sports Association (ASA) provides one-on-one lessons and state-of-the-art equipment and instruction, even the method of “sit-skiing.” www.asadurango.org
NSCD Winter ProgramThe National Sports Center for the Disabled (NSCD) offers options from alpine and cross-country skiing, and even ski biking. The NSCD camps of overnight hut trips, moonlight adventures and world-class ski racing. www.nscd.org
ASC Winter ProgramThe winter program at the Adaptive Sports Center (ASC) includes Siblings Camps, Ladies Getaways, full and half day ski, monoski, ski bike, and snowboard lessons as well as hut trips and snowshoe outings. www.adaptivesports.org

Something from someone else blog: Camp Kostopulos  

Lesson 8, Networking is Great!

This week we focused on Networking. I never thought much about networking, especially not in my professional life. This week helped me to understand not only HOW to network, but why it is so crucial to my profession particularly as being involved in recreation. I guess that last part isn't exactly fact, but the more I thought about it, the more I came to that conclusion. Let me explain. 

Every time someone asked me what I'm studying and I respond with recreation management, they all give me the same look. "Well that is a useless degree." I also used to work with our local YMCA and I've seen first hand how hard it is to get funds/support for the programs they were trying to put together. From these experiences I have concluded that most people see recreation as lesser than other professions. By having a good network, we will have other ways to get the support we need as well as the opportunity to help serve others who are trying to build up our community. 

As a side note: This is the purpose of our professions. To make our communities and peoples lives better. We should try to partner ourselves with others who have that as their main priority too :) 

Here are two videos that give advice on networking. 

I liked the last video because sincerity is so key. It will help you feel better about your partnerships and will help those you are working with feel like they are not being used. 

As we go into our lives let us bring these three key attributes: Positive attitude, enthusiasm, and sincerity and I believe that we will succeed. 

Here is some information that I do not want to loose: 

WHAT IS NETWORKING?

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Networking

Definition: Networking is the process of establishing and maintaining communication with professionals and consumers from a variety of backgrounds that have a common vision about community leisure services.

1. Networking occurs between various individuals including different
1. Disciplines
2. Consumers
3. Agencies
4. organizations
2. Primary reasons for Networking
1. Accommodate needs of individuals in our program
2. Serve more people with disabilities

Benefits of Networking

1. Agencies can increase internal resources by adding the specialized skills of staff that work with the other agencies with which they network.
1. Can guide individuals to programs
2. Provide planning, teaching and leading skills to recreation activities
2. Staff within the network may be able to assist other agencies
1. Can help during peaks
2. Lead to higher quality service
3. Improve resource utilization
3. Networks are enhanced when united
1. Focus more on individuals needs
2. Greater success is achieved
4. Increased information flow through organizations in the network
1. For example, when a therapeutic recreation specialist in a hospital shares the discharge with a community recreation professional
2. Individual with disability has a better chance of receiving better care.
3. Both parties are able to communicate needs of patient with each other successfully
5. Keeps professionals and peers informed within and outside their respective fields
1. Provide more diverse programs, better facilities, and a variety of trained professionals
2. Better services that improve quality of life for individual
6. Share common vision
1. The vision spreads and more rights are created for people with disabilities
2. No longer parents or advocacy groups, it’s the whole network

Keys to Effective Networking

1. Common Vision
2. Communication
3. Compromise (win-win)
4. Commitment
5. Consumer Involvement by people with disabilities
6. Clarity (roles, authority)

Elements of Networking

1. Decide if you have enough in common to start a partnership
1. Shared vision and motivation to accomplish is a must!
2. Combines missions through mutually agreed upon goals and objectives
2. Evaluate the strengths and weaknesses of all individuals involved in the network
1. Supplementing weaknesses and complimenting strengths increases success
2. By realizing that networks are long-term relationships, we can overcome short-term failures
3. Compromise
1. Take risks without anticipating rejection
2. Be receptive to new ideas
3. Always search for win-win solutions
4. Communicate
1. Remain in touch with those involved
1. Promotes motivated employees
2. Provides information regarding consumer satisfaction and views
5. Benefits of communication:
1. Increases motivation
2. Shares important information regarding progress toward the goal
3. Provides assistance when facing a difficult task

What you can do to promote networking and collaboration

1. Personally
1. keep an open mind, ask questions and seek clarification
2. follow through with your responsibilities and tasks
3. know your limits and when to get help
2. Regarding Others
1. bring more people into your network
2. recognize others and their achievements give feedback
3. value and act on the expertise of others in the network-listen
4. obtain training and info. that will increase your skills
5. remember why you are collaborating-to help people with disabilities live enriched lives with inclusive recreation.

Community Resources

1. Human Resources
• give out responsibilities
2. Information
• Net, Libraries, Computer resources, and conferences
3. Financial
• State and Federal taxes, fees from participants, fundraising and grants
4. Facilities and Equipment
• work with other facilities to save money
• Special Olympics using BYU swimming pool for free, also had volunteer network
5. Transportation
• carpools and carts 

Here is a link that I got from another persons blog: http://www.difflearn.com/ 

Lesson 7 I'm in Heaven!

Super cheesy title, but I'M IN MEXICO RIGHT NOW AND IT IS BEAUTIFUL!! I've never been out of the country, so you can understand my excitement :)

This week we learned about how to create programs that are fully accessible. This is a website that I found to help me with our case study this week:

Principles for Adapting Recreation Programs

We watched a few videos showing good examples of recreation programs that include people with disabilities:

The coach of the disability sports program said something I really enjoyed. I won't quote it exactly, but in effect it said that by interacting, coaching, and interacting with those people who have disabilities, her appreciate for the sweetness of life and activities is increased. I think as we realize this, we can bring that enthusiasm to work and help others realize their potential and how great life really is!

I also like how one of her track students said that she was hard on them. If we are truly going to treat those individuals who have disabilities the same as we treat everyone else, we will need to push them to excel sometimes. I think it is a tendency of human nature to fall beneath our potential and have the need of external motivation sometimes. People with disabilities can be the same way. We all have a divine nature and have potential beyond what we can comprehend. I am grateful for the people in my life who have pushed me to excel when I needed it.

Here is some information from this week that I do not want to loose and something from a classmates portfolio that I am required to add weekly: 

http://www.un.org/wcm/webdav/site/sport/shared/sport/SDP%20IWG/Chapter5_SportandDisability.pdf

What is Program Accessibility and how is it accomplished?

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Approach

• Designing recreation programs and activities so people with disabilities can actively and socially participate in them.
• Approach > Enter > Use > Conveniences

The Inclusion Process

Step One: Program Promotion

• Refers to advertising and promotion of program.
• Ask questions to ensure that advertising is conveying the message that you want. Do my flyers show that my program is accessible? Are my flyers reaching the special population?

Step Two: Registration Process and Assessment of Needs

• Registration forms need to include a space where the applicant can state any special needs.
• Be prepared to meet with applicants to discuss special needs and how to best prepare for optimal experience.
• Does the participant require any accommodations of have any needs of which we should be aware?

Step Three: Accommodations and Supports

• Accommodations: Equipment and Activity Adaptations
1. Besides the person’s own devices, do we need any special equipment or modifications?
2. Have the steps of the activity been broken down into small tasks to match the competence of the participant?
3. Do we need to make changes to the rules to accommodate everyone?
4. Is the terrain or space accessible to everyone?
5. 5. How we manage the dynamics of the group to operate more effectively?
• Supports: Additional Staff of Volunteers What additional support staff does our program need?
• Assign a one-to one assistant
• Assign an extra staff member for the group
• Develop a “leisure partner” or peer support system
• Develop a leisure coach system

Step Four: Staff Training

• All staff participants are well informed and prepared.
• Guidelines: Is our training ongoing and consistent? Conducted with new programs? For all program leaders? Involve participant input? Are new staff members educated and trained in the inclusion process?
• Topics: Do our training topics include importance of inclusion? Benefits of inclusion? Disability awareness activities? People-first language? Simulation/experiential activities? Involve scenarios? Leadership roles? Discuss only important needs of specific participants?
• Does our program offer equal special personal care?
• Are the non disabled participants comfortable and well informed of needs of participants with disabilities?

Step Five: Program Implementation

• Are we executing the principles that we had prepared for?
• Are we communicating well with patrons to further improve the program?

Step Six: Documentation

• Are we properly documenting daily progress to evaluate success over time?

Step Seven: Evaluation

• Involve everyone (participants, parents, leaders) in evaluation process
• What happened? Why did it happen? What could be improved? What can be done differently?

Principles for Structuring Social Integration in Recreation Activities

1. Frequent and consistent opportunities to get acquainted
2. Equal status
3. Mutual goals
4. Cooperation and interdependence
5. Receiving accurate (not stereotyped) information about the person with a disability
6. Fair and tolerant norms

Developing friendships

• Promote social integration to develop reciprocal relationships whether they have a disability or not.

Scenario

A staff member from a psychosocial rehabilitation center for people with mental illness calls you to see if one of his clients can join the painting class your agency sponsors. How should you proceed with this situation?

• Step 1: Re-evaluate brochures to ensure the clarity that all are welcome; ask what interested them in the program.
• Step 2: Ask if any special considerations are needed for the client; have the client come in ahead of time to familiarize themselves with the facilities and answer questions with the registration process.
• Step 3: Inform staff of the new participant from the psychosocial rehabilitation center; assign a volunteer to work one on one with the new participant.
• Step 4: Make sure staff is trained and prepared for the inclusion of the participant; inform class of new participant.
• Step 5: Monitor the program.
• Step 6: Document observations of the participants and the staff, and their ability to implement inclusion for the new participant.
• Step 7: Evaluate effectiveness by questioning staff members and especially the one on one volunteer. Get feedback from the rehabilitation center and if they would be interested in coming again.
• Promote social integration by:
• introductions
• organizing small groups of 2-3 for community sharing and cooperation
• recognizing the new participant when he/she does something well

Week 5 Character Strengths

Week 5 we had the opportunity to learn about character strengths and how to best utilize those strenghts. My survey was not working, but I tried again from Mexico (I'm in freaking Mexico right now!!!) and it worked! Ha-zah! Here are my results :) Seems accurate.

1.

Love

You value close relations with others, in particular those in which sharing and caring are reciprocated. The people to whom you feel most close are the same people who feel most close to you.

2.

Humor

You like to laugh and tease. Bringing smiles to other people is important to you. You try to see the light side of all situations.

3.

Spirituality

You have strong and coherent beliefs about the higher purpose and meaning of the universe. You know where you fit in the larger scheme. Your beliefs shape your actions and are a source of comfort to you.

4.

Judgment

Thinking things through and examining them from all sides are important aspects of who you are. You do not jump to conclusions, and you rely only on solid evidence to make your decisions. You are able to change your mind.

5.

Social intelligence

You are aware of the motives and feelings of other people. You know what to do to fit in to different social situations, and you know what to do to put others at ease.

6.

Appreciation of Beauty & Excellence

You notice and appreciate beauty, excellence, and/or skilled performance in all domains of life, from nature to art to mathematics to science to everyday experience.

7.

Honesty

You are an honest person, not only by speaking the truth but by living your life in a genuine and authentic way. You are down to earth and without pretense; you are a "real" person.

8.

Gratitude

You are aware of the good things that happen to you, and you never take them for granted. Your friends and family members know that you are a grateful person because you always take the time to express your thanks.

9.

Prudence

You are a careful person, and your choices are consistently prudent ones. You do not say or do things that you might later regret.

10.

Perspective

Although you may not think of yourself as wise, your friends hold this view of you. They value your perspective on matters and turn to you for advice. You have a way of looking at the world that makes sense to others and to yourself.

11.

Bravery

You are a courageous person who does not shrink from threat, challenge, difficulty, or pain. You speak up for what is right even if there is opposition. You act on your convictions.

12.

Love of learning

You love learning new things, whether in a class or on your own. You have always loved school, reading, and museums-anywhere and everywhere there is an opportunity to learn.

13.

Curiosity

You are curious about everything. You are always asking questions, and you find all subjects and topics fascinating. You like exploration and discovery.

14.

Hope

You expect the best in the future, and you work to achieve it. You believe that the future is something that you can control.

15.

Kindness

You are kind and generous to others, and you are never too busy to do a favor. You enjoy doing good deeds for others, even if you do not know them well.

16.

Forgiveness

You forgive those who have done you wrong. You always give people a second chance. Your guiding principle is mercy and not revenge.

17.

Zest

Regardless of what you do, you approach it with excitement and energy. You never do anything halfway or halfheartedly. For you, life is an adventure.

18.

Fairness

Treating all people fairly is one of your abiding principles. You do not let your personal feelings bias your decisions about other people. You give everyone a chance.

19.

Leadership

You excel at the tasks of leadership: encouraging a group to get things done and preserving harmony within the group by making everyone feel included. You do a good job organizing activities and seeing that they happen.

20.

Perseverance

You work hard to finish what you start. No matter the project, you "get it out the door" in timely fashion. You do not get distracted when you work, and you take satisfaction in completing tasks.

21.

Creativity

Thinking of new ways to do things is a crucial part of who you are. You are never content with doing something the conventional way if a better way is possible.

22.

Self-Regulation

You self-consciously regulate what you feel and what you do. You are a disciplined person. You are in control of your appetites and your emotions, not vice versa.

23.

Teamwork

You excel as a member of a group. You are a loyal and dedicated teammate, you always do your share, and you work hard for the success of your group.

24.

Humility

You do not seek the spotlight, preferring to let your accomplishments speak for themselves. You do not regard yourself as special, and others recognize and value your modesty.

Lesson 6

This is a video of Erica Van Zuidam. She is a quad amputee and she is incredibly inspirational with her kind spirit and happy disposition. What an example to all of us. 


This week we talked about making facilities and programs fully accessible to anyone in our community, including those individuals with physical disabilities.

This lesson was difficult for me. I had a hard time feeling connected to what we are learning which isn't typical for me. Usually I find I have a personal and emotional connection but this week it seemed to be missing.

We had a case study this week that put us in charge of building a facility that was fully accessible. I will post what I learned below.

• How will all outside areas and entrances be fully accessible? The parking lot will need to have spaces close exclusively for people who have disabilities. These spaces will need to be larger to accommodate wheelchairs and other helpers. There will also need to be flat opening on the curb, and a ramp up to the door. This ramp will need to have a gradual enough incline to easily go up and down and will need to have hand rails. The doors to the entrance will need to be wide enough and will need to have an automatic option.
• How will each level and all rooms be fully accessible? Our facility will need to have an elevator option for those who cannot use stairs. All of the rooms will need to have doors that are wide enough. Another option is having helpers assigned to each level to assist with any transportation needs. The rooms will be labeled with signs that are easy to read along with a brail sign.
• How will services and service areas be fully accessible? Our service desk counter personal will all be trained to know how to communicate respectfully and efficiently with all people with or without disabilities. If funds allow, we will have some devices that will allow us to type back and forth with those people who are hard of hearing or deaf, and if not we will always have a pen and a piece of paper handy and ready to use. Brail copies of our programs will be available.
• How will the personal facilities (drinking fountains, restrooms, etc.) be fully accessible? Our locker rooms, restrooms, and drinking fountains will all be accessible to those with disabilities. Locker rooms will have wide entrances as well as personal that are able to direct and help anyone in need. The restrooms will have stalls exclusively for those with disabilities that will have hand rails, will be extra long and wide, and have dispensers close enough to reach but not in the way of moving. Our drinking fountains will be wall mounted with space underneath them so that wheelchairs can easily reach. They will also be multi-leveled to accommodate all heights and preferences.
• How will activities and activity areas be fully accessible? We will have screens in all of the rooms so that instructions can be written as well as heard over the speaker system. Instructors will be able to upload PowerPoint’s to assist their classes to the screens for all to see. We will also ask those who attend our classes if they have any input on how we can improve our classes. We will take that feedback and include it in our coming classes.
• How will emergency devices and exits be fully accessible? There will be signs, lights, and a speaker system in our facility. In times of emergency we will incorporate all three of them.
• How will you balance each of these needs within the allowable budget? How will you balance what you really would like to do with what will suffice? This is a big concern. We will use the budget we can to build the best facility as possible. The things that we cannot afford will need to be less high-tech. For example, I mentioned earlier that instead of having a fancy typing device at our front desk, a pen and paper would do. Instead of  having automatic doors, you could just have the front desk person who will be able to open the door for those who need assistance. We could get the community involved to raise funds or cut costs. I would talk to contractors and builders and see if they would be willing to give us a small discount because we are trying to make our facilities as accessible as possible. Ultimately, we will be creative, ask for help from those who have disabilities to give us advice, and do the best we can with what we have.
• What types of individuals and experts will you consult and involve on your committee? I would contact those in the community who have disabilities and get them involved from the get go. I would also contact The American National Standards Institute, Uniform Federal Accessibility Standards, and Americans with Disabilities Act accessibility guidelines for further help.

Lesson 5..Stayin' Alive...but not just alive because the absence of disease is not health.

I know that was a long and slightly obnoxious blog title, but I hope you really think about the last sentence. I heard this is a TED talk video given by Shawn Anchor (it will be posted below). The absence of disease does not mean someone is healthy. We are in this life to have joy, and that is not achieved by doing everything we can to avoid pain. Again, the absence of sickness isn't health, the absence of pain isn't joy, and the absence of bad things happening in our lives does not mean good things are happening. The good news is, we can do something about our happiness. This week we learned about Positive Psychology and what how that can play a huge role in our every day lives and in what we bring to the table in our professional lives. I am lucky because I spend all last semester researching and studying this to write my final 10 page paper on happiness. Here are some of the things I have found that have helped me understand happiness in a better way, and why positive psychology is so important.

http://thehowofhappiness.com/discover-happiness/
The link above is the website of a great book I read this past semester. The How of Happiness :) Check it out!

One of my favorite things I learned this week is the PERMA model. I will post it below.

Before I go, I want to challenge you to choose to be happy. It is why we are here on earth.

The PERMA Model was developed by respected positive psychologist, Martin Seligman, and was widely published in his influential 2011 book, “Flourish.” “PERMA” stands for the five essential elements that should be in place for us to experience lasting well-being. These are:

1. Positive Emotion (P)
   For us to experience well-being, we need positive emotion in our lives. Any positive emotion such as peace, gratitude, satisfaction, pleasure, inspiration, hope, curiosity, or love falls into this category; and the message is that it’s really important to enjoy yourself in the here and now, just as long as the other elements of PERMA are in place.
2. Engagement (E)
   When we’re truly engaged in a situation, task, or project, we experience a state of flow : time seems to stop, we lose our sense of self, and we concentrate intensely on the present.
   This feels really good! The more we experience this type of engagement, the more likely we are to experience well-being.
3. Positive Relationships (R)
   As humans, we are “social beings,” and good relationships are core to our well-being. Time and again, we see that people who have meaningful, positive relationships with others are happier than those who do not. Relationships really do matter!
4. Meaning (M)
   Meaning comes from serving a cause bigger than ourselves. Whether this is a specific deity or religion, or a cause that helps humanity in some way, we all need meaning in our lives to have a sense of well-being.
5. Accomplishment/Achievement (A)
   Many of us strive to better ourselves in some way, whether we’re seeking to master a skill, achieve a valuable goal, or win in some competitive event. As such, accomplishment is another important thing that contributes to our ability to flourish. 

Lesson 4...I can't think of a good rhyme!

This week we spent more time learning about the different kinds of disabilities. The more I learn the more fiercely I feel love for these people with disabilities. There has always been something inside of me that has been drawn to those people who have mental disabilities. Children with autism and down syndrome especially. I think it is something about their innocence and sweet disposition that draws others to them. Below I will post two videos that bring joy to my heart.

As I watched the second video I had the thought that this message applies to so many more aspects of our life than just people with down syndrome. Despite all of our differences, political, religious, income, we are all more alike than different. We are all children of our Heavenly Father and in that way we all have a divine nature. Can we not focus on the ways we are alike and treat others the way we would want to be treated?

Here are some of the great sources I learned from this weeks lesson. I'm sure people do not want to read them, but I do not want to lose this information so I will continue to post them at the end of my blog each week.

Developmental Disabilities

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A developmental disability is defined as a severe, chronic disability that is:

• Attributable to a mental or physical impairment or combination of the two
• Manifested before the person reaches age 22
• Likely to continue indefinitely
• Classified by substantial functional limitations
• Classified by a person’s need for interdisciplinary or generic care, treatment, or other services that are of lifelong or extended duration.

It is estimated that some 764,000 children and adults in the United States manifest one or more of the symptoms of cerebral palsy. Currently, about 8,000 infants are diagnosed with the condition each year; And 1,200 to 1,500 preschool-age children are recognized each year to have cerebral palsy.

(United Cerebral Palsy Research and Educational Foundation)

Disabilities such as brain injury, autism, cerebral palsy, and other neurological impairments may be considered developmental disabilities as well. For example, autism is a complex developmental disability that typically appears during the first three years of life. Autism is the result of a neurological disorder that affects the functioning of the brain. Children and adults with autism typically have difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. Persons with autism may exhibit repeated body movements (hand flapping, rocking), unusual responses to people or attachments to objects, and resistance to changes in routines
Cerebral palsy is a condition caused by damage to the brain, usually occurring before, during, or shortly after birth. Cerebral palsy is characterized by an inability to fully control motor functions. This may include stiff and difficult movements, involuntary and uncontrolled movements, or a disturbed sense of balance and depth perception. People with cerebral palsy may exhibit spasms, mobility impairments in sight, hearing, or speech, or mental retardation.
The American Association of Mental Retardation states that mental retardation is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. The disability, originating before the age of 18, is thought to be present if the individual has an intellectual functioning (IQ) of 70 or below. Causes of mental retardation range from genetic disorders to lead poisoning, but The Arc, a nonprofit organization devoted to promoting and improving supports and services for people with mental retardation and their families, states that the three major causes are Down syndrome, fetal alcohol syndrome, and fragile-X.

One in every 800 to 1,000 children is born with Down syndrome. Over 350,000 people in the United States alone have Down syndrome.

(National Down Syndrome Society)

Down Syndrome
Down syndrome, the most common cause of mental retardation, is a condition caused by a chromosome abnormality in which cell development inexplicably results in 47 instead of 46 chromosomes. The extra chromosome affects the orderly development of the brain and body. The level of mental retardation for persons with Down syndrome may range from mild to severe, with the majority functioning in the mild to moderate range.
Fetal Alcohol Syndrome (FAS)
Fetal alcohol syndrome is the name given to a group of physical and mental birth defects that are the result of a woman’s alcohol consumption during pregnancy. These mental and physical birth defects can include mental retardation, growth deficiencies, central nervous system dysfunction, craniofacial abnormalities, and behavioral maladjustments. Not all women who drink alcohol during pregnancy have babies with FAS. Variables affecting outcome include genetics, cigarette smoking, drug use, nutrition, and time of use during pregnancy.
Fragile-X
In 1991, scientists discovered the gene (called FMR1) that causes fragile-X. In individuals who have fragile-X syndrome, a defect in FMR1 shuts the gene down, preventing it from manufacturing proteins. According to the National Institute of Child Health and Human Development, fragile-X syndrome is the most common inherited cause of mental retardation, affecting approximately 1 in 4,000 to 6,000 males and 1 in 8,000 to 9,000 females. Symptoms of fragile-X syndrome include mental impairment ranging from learning disabilities to mental retardation, attention deficit and hyperactivity, anxiety and unstable mood, autistic behaviors, long face, large ears, flat feet, and hyper extensible joints.
Suggestions to Improve Access and Positive Interactions

• Interact with the person with a developmental disability as a person first.
• Avoid talking about a person with a developmental disability when that person is present.
• Break down concepts into small, easy-to-understand components.
• If necessary, involve an advocate when communicating with a person with a developmental disability.

Mobility Impairments

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According to the National Center for Medical Rehabilitation Research, an estimated 25 million people have mobility impairments. Mobility impairments include a broad range of disabilities that affect a person’s independent movement and cause limited mobility. Mobility impairments may result from cerebral palsy, spinal chord injury, stroke, arthritis, muscular dystrophy, amputations, or polio. Mobility impairments may take the form of paralysis, muscle weakness, nerve damage, stiffness of the joints, or lack of balance or coordination. Only people whose mobility impairments substantially limit a major life activity are covered by the ADA.
The conditions that cause mobility impairments each have their own distinct characteristics. Some mobility impairments are acquired at birth, while others are caused by accidents, illnesses, or the natural process of aging.

Every year approximately 185,000 people undergo amputation surgery and 1.6 million amputees live in the United States.

Amputation
Amputation is the removal of all or part of a limb. An amputation may occur as a result of an accident or as a surgical intervention for a medical condition. Prior to this century, amputation was commonly performed to prevent gangrene in a limb. When antibiotics came into use, wounds could be more effectively treated and many limbs were spared. Today, most amputations are for those patients who have wounds that do not heal properly due to vascular disease, atherosclerosis, and blood clots. Amputation may also be carried out to prevent the spread of cancer to another part of the body.
Phantom pain is a sensation felt by a person who has had a limb amputated. According to information collected by the National Amputation Foundation, the sensation may be one of a crushing, cramping or twisted feeling in the absent body part. Some individuals may also feel an aching or burning pain where the extremity was. The sensation is caused by stimulation along a nerve pathway, where the sensory ending has been severed in the amputated body part. The pain generally lasts between two and three months after the amputation, although some individuals have been noted to have the sensation for years.
Muscular Dystrophy
A definition provided by the Muscular Dystrophy Family Foundation describes muscular dystrophy (MD) as the common name for many progressive hereditary diseases that cause muscles to weaken and degenerate. According to the Foundation, there are 43 different neuromuscular diseases. The term muscular dystrophy is kind of a misnomer as it is a category of diseases, but not a disease itself. MD is caused by altered genes, which prevent the body from manufacturing essential substances in adequate amounts to maintain and fuel the muscles. Each type of MD has its own hereditary pattern, age of onset, and rate of muscle loss. In cases where heredity does not seem to be a factor, MD occurs because of a new gene mutation in the affected person or the parent(s) of that person.
Multiple Sclerosis
Multiple Sclerosis Central, a Web site dedicated to providing information on multiple sclerosis (MS), defines it as a disease of the brain and spinal chord (central nervous system) in which the covering of the nerves is destroyed. This situation causes messages from the brain and spinal chord to interpret signals ineffectively, creating a multitude of different symptoms. Each case of MS is unique and typical symptoms include balance and coordination problems, bowel and bladder problems, fatigue, tremors and spasms, pain, weakness, cognitive problems, numbness, tingling, and communication disorders related to vision, speech, and hearing.

According to the Spina Bifida Association of America, an estimated 70,000 people in the United States are currently living with spina bifida. There are 60 million women at risk of having a baby born with spina bifida. Every day, an average of 8 babies are affected by spina bifida or a similar birth defect of the brain and spine; and each year, about 3,000 pregnancies are affected by these birth defects.

Polio
The Polio Society defines polio, short for poliomyelitis, as a disease that can damage the nervous system and cause paralysis. The polio virus lives in the throat and intestinal tract of infected persons. The virus attacks the nerve cells that control muscle movements. Many people infected with the virus have few or no symptoms, and others only have short-term symptoms such as headache, tiredness, fever, stiff neck and back, and muscle pain. More serious problems occur when the virus invades nerves in the brain and causes paralysis of the muscles used in swallowing and breathing. Invasion of the nerves in the spinal cord can cause paralysis of the arms, legs, and trunk. Polio is most common in infants and young children, but complications occur most often in older persons. Post-polio is a name given to new symptoms of increased weakness, fatigue, and muscle deterioration that occur in people who previously contracted polio after many years of relatively stable physical condition. This syndrome typically shows up in middle age or later
Spina Bifida
Spina bifida is the most common neural tube defect (NTD) a serious birth defect that involves incomplete development of the brain, spinal cord and/or protective coverings for these organs. It results from the failure of the spine to close properly during the first month of pregnancy. In severe cases, the spinal cord protrudes through the back and may be covered by skin or a thin membrane. Surgery to close a newborn’s back is generally performed within 24 hours after birth to minimize the risk of infection and to preserve existing function in the spinal cord. Because of the paralysis resulting from the damage to the spinal cord, people with spinia bifida may need surgeries and other extensive medical care.

The National Spinal Cord Association estimates that 250,000 to 400,000 individuals are living with spinal cord injury or spinal dysfunction, with 7,800 to 12,660 new injuries each year.

Spinal Cord Injury
Spinal Cord Injury is damage to the spinal cord that results in a loss of function, such as mobility. Cases include motor vehicle accidents, falls, sports injuries (including diving accidents), and diseases such as polio and spina bifida.
Suggestions to Improve Access and Positive Interactions

• If a person appears to have little grasping ability, do not be afraid to shake hands.
• Do not hold on to a person’s wheelchair. It is a part of the person’s body space and touching it or leaning on it are both inappropriate and dangerous.
• Talk directly to a person using a wheelchair, not to an attendant or third party.
• During a conversation with a person using a wheelchair, consider sitting down in order to share eye level.
• Avoid inappropriate terms such as “cripple,” “confined to a wheelchair,” “bed-ridden,” “wheelchair-bound,” “deformed,” and “suffering from a disability.” Instead, use terms such as “person with a physical disability” or “person who uses a wheelchair.”
• Invite people with disabilities to serve on program boards and planning committees.
• Create an access policy to demonstrate your commitment to comply with the ADA and to include people with disabilities.
• Implement changes, if necessary, to make your pro¬grams and facilities accessible and compliant with the ADA.

Acquired Brain Injuries

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According to the Centers for Disease Control, 1.4 million people sustain a traumatic brain injury each year in the United States. That means a person receives a traumatic brain injury every 22 seconds. Of those 1.4 million, 50,000 die, 235,000 are hospitalized, and 1.1 million are treated and released from an emergency department.

Acquired brain injuries are caused by external forces applied to the head that occur suddenly in the course of normal development. The most common causes of acquired brain injuries are automobile accidents, falls, assaults, and sports injuries.
Acquired brain injuries typically result in total or partial brain damage that is diffuse or widespread; it is not usually confined to one area of the brain. Thus, impairments are multiple and can affect both cognitive abilities and physical functioning.
People who sustain acquired brain injuries may experience physical symptoms, such as persistent head-aches, fatigue, seizures, lack of motor coordination, and sleeping disorders; cognitive symptoms, such as short and long-term memory loss, limited attention span, inability to make decisions, and communication impairments; or behavioral/emotional symptoms, such as mood swings, depression, irritability, impulsivity, and denial of the disability.

There are 5.3 million Americans living with a brain injury. The two age groups at highest risk for traumatic brain injury are 0 to 4-years-old and 15 to 19-years-old. Males are about 1.5 times as likely as females to sustain this type of injury.

Suggestions to Improve Access and Positive Interactions

• Repeat important information about the purpose, duration and guidelines for a workshop, class, or meeting.
• Keep the environment distraction-free.
• Be aware that impulsiveness, irritability, or egocentric behavior are possible from a person with an acquired brain injury.
• Accentuate positive gains using frequent praise.

Additional Information:
Visit the Church Disabilities Website and the the List of Disabilities
Brain Injury Association of America
8201 Greensboro Drive, Suite 611
McLean, VA 22102
(703) 761-0750 (v)
800-444-6443 (family helpline)
(703) 761-0755 (fax)
Web: www.biausa.org