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
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
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?
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.
Networking occurs between various individuals including different
Disciplines
Consumers
Agencies
organizations
Primary reasons for Networking
Accommodate needs of individuals in our program
Serve more people with disabilities
Benefits of Networking
Agencies can increase internal resources by adding the specialized skills of staff that work with the other agencies with which they network.
Can guide individuals to programs
Provide planning, teaching and leading skills to recreation activities
Staff within the network may be able to assist other agencies
Can help during peaks
Lead to higher quality service
Improve resource utilization
Networks are enhanced when united
Focus more on individuals needs
Greater success is achieved
Increased information flow through organizations in the network
For example, when a therapeutic recreation specialist in a hospital shares the discharge with a community recreation professional
Individual with disability has a better chance of receiving better care.
Both parties are able to communicate needs of patient with each other successfully
Keeps professionals and peers informed within and outside their respective fields
Provide more diverse programs, better facilities, and a variety of trained professionals
Better services that improve quality of life for individual
Share common vision
The vision spreads and more rights are created for people with disabilities
No longer parents or advocacy groups, it’s the whole network
Keys to Effective Networking
Common Vision
Communication
Compromise (win-win)
Commitment
Consumer Involvement by people with disabilities
Clarity (roles, authority)
Elements of Networking
Decide if you have enough in common to start a partnership
Shared vision and motivation to accomplish is a must!
Combines missions through mutually agreed upon goals and objectives
Evaluate the strengths and weaknesses of all individuals involved in the network
Supplementing weaknesses and complimenting strengths increases success
By realizing that networks are long-term relationships, we can overcome short-term failures
Compromise
Take risks without anticipating rejection
Be receptive to new ideas
Always search for win-win solutions
Communicate
Remain in touch with those involved
Promotes motivated employees
Provides information regarding consumer satisfaction and views
Benefits of communication:
Increases motivation
Shares important information regarding progress toward the goal
Provides assistance when facing a difficult task
What you can do to promote networking and collaboration
Personally
keep an open mind, ask questions and seek clarification
follow through with your responsibilities and tasks
know your limits and when to get help
Regarding Others
bring more people into your network
recognize others and their achievements give feedback
value and act on the expertise of others in the network-listen
obtain training and info. that will increase your skills
remember why you are collaborating-to help people with disabilities live enriched lives with inclusive recreation.
Community Resources
Human Resources
give out responsibilities
Information
Net, Libraries, Computer resources, and conferences
Financial
State and Federal taxes, fees from participants, fundraising and grants
Facilities and Equipment
work with other facilities to save money
Special Olympics using BYU swimming pool for free, also had volunteer network
Transportation
carpools and carts
Here is a link that I got from another persons blog: http://www.difflearn.com/
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:
What is Program Accessibility and how is it accomplished?
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
Besides the person’s own devices, do we need any special equipment or modifications?
Have the steps of the activity been broken down into small tasks to match the competence of the participant?
Do we need to make changes to the rules to accommodate everyone?
Is the terrain or space accessible to everyone?
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
Frequent and consistent opportunities to get acquainted
Equal status
Mutual goals
Cooperation and interdependence
Receiving accurate (not stereotyped) information about the person with a disability
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 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.
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 ofhaving 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.
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.
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:
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.
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.
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!
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.
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.
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
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
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
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
