Upon completing this unit you should be able to:
Use information by applying
it to a real life situation.
To help participants transfer learning into daily practice so that it is sustained and productive, this workshop uses coaching and other kinds of follow-up activities. These activities are based on the following adult learning characteristics (Speck, 1996):
The post workshop activities are designed to facilitate on-the-job transfer. Dean Spitzer, in his book SuperMotivation comments:
The first assignment will be to talk to people with disabilities and practice some of your new sensitivity skills. Take a few minutes and review the interview tips and techniques found in Unit 3, Lesson 3:5 Conversation Etiquette and then print out a copy of the Interview Worksheet.
Lesson 3.5: Conversation
To get the attention of a person with a hearing impairment, tap the person on the shoulder or wave your hand. Look directly at the person and speak clearly, naturally and slowly to establish if the person can read lips. Not all persons with hearing impairments can lip-read. Those who can will rely on facial expression and other body language to help in understanding. Show consideration by placing yourself facing the light source and keeping your hands, cigarettes and food away from your mouth when speaking. Keep mustaches well-trimmed. Shouting won't help. Written notes may.
When talking with a person in a wheelchair for more than a few minutes, use a chair, whenever possible, in order to place your self at the person's eye level to facilitate conversation.
When greeting a person with a severe loss of vision, always identify yourself and others who may be with you.
EXAMPLE: On my right is John Jones.
When conversing in a group, give a vocal cue by announcing the name of the person to whom you are speaking. Speak in a normal tone of voice, indicate in advance when you will be moving from one place to another and let it be known when the conversation is at an end.
Listen attentively when you're talking to a person who has a speech impairment. Keep your manner encouraging rather than correcting. Exercise patience rather than attempting to speak for a person with speech difficulty. When necessary, ask short questions that require short answers or a nod or a shake of the head. Never pretend to understand if you are having difficulty doing so. Repeat what you understand, or incorporate the interviewee's statements into each of the following questions. The person's reactions will clue you in and guide you to understanding.
If you have difficulty communicating, be willing to repeat or rephrase a question. Open-ended questions are more appropriate than closed-ended questions.
Do not shout at a hearing impaired person. Shouting distorts sounds accepted through hearing aids and inhibits lip reading. Do not shout at a person who is blind or visually impaired -- he or she can hear you!
To facilitate conversation, be prepared to offer a visual cue to a hearing impaired person or an audible cue to a vision impaired person, especially when more than one person is speaking.
Now it is time for you to practice and apply some of your new skills. Please click here to get your Interview Worksheet.
Much can be learned from professionals who work for organizations chartered to serve the disabled community. These organizations range from State sponsored groups such as The Governors Council on Developmental Disabilities to those with more of local community focus. For the second assignment, you will have an opportunity to interview a service provider of your choice or you may get a listing of Disability Groups and Resources by selecting the appropriate menu above. Please click here to get your Service Provider Interview Worksheet.
ADA-TA, a series of technical assistance (TA) updates from the Disability Rights Section of the Civil Rights Division of the Department of Justice, provides practical information on how to comply with the Americans with Disabilities Act (ADA). Each ADA-TA highlights specific topics of interest to business owners and managers, State and local government officials, architects, engineers, contractors, product designers and manufacturers, and all others who seek a better understanding of accessible design and the ADA. The goal of the series is to clarify potential misunderstandings about the requirements of the ADA, and to highlight its flexible, common sense approach to accessibility.
Each ADA-TA has two standard features: Common Questions and Design Details. Common Questions answers questions that have been brought to our attention through complaints, compliance reviews, calls to our information line, or letters from the public. Design Details provides supplemental information and illustrations of specific design requirements.
ADA-TA complements the Department's ADA documents, including the regulations issued under titles II and III of the ADA and the Department's technical assistance manuals. ADA-TA is not a legal interpretation of the ADA. Instead it provides practical solutions on how to comply with the ADA while avoiding costly and common mistakes.
Your third assignment is to download the following document and use it as a guide for the next few days to develop a better awareness of accessible design in your community.
Congratulations! You have made it to the best part of this workshop. Now it is time for you to decide how you will use the information to make a difference in your community. Consider the following prescriptive model for development:
In his book High Flyers, Morgan McCall, Jr., presents the following:
Bottom line use it or lose it! Our challenge to you is to proactively seek out opportunities to help make a difference in your community. One of the best ways to get started is to contact an agency or an organization chartered to help people with disabilities. In Georgia, you can start your journey by contacting disability link. http://www.disabilitylink.org or Georgia Disability Advocate at http://www.gadisabilityadvocate.com.