Tagged with 'Accessibility'

Looking at Special Olympics as a Key to Community Involvement

By Dr. Ray Heipp

When many of us think of Special Olympics, we think of our individuals participating in games and finding success in their efforts. Special Olympics has evolved into so much more and is making a strong push to become part of the fabric in connecting the larger community to our individuals. I recently attended the “Sports for Inclusion Event” and saw various groups within the Special Olympics organization come together to expand their impact. Much of what they are doing can have an influence on what we do in our schools and therapy centers as well.

I first began volunteering with Special Olympics in the mid-1980s. It was great to see individuals receive an opportunity to demonstrate their abilities in more of the public eye. It was wonderful to observe the camaraderie between athletes and the support they gave each other. To me, the most amazing part came when I witnessed one of my athletes compete in the 100-meter dash. He was fantastic in training. When he competed in the finals, his time would have placed him in the top 6 at the high school level if he had the opportunity. The other volunteers were as amazed at his efforts as I was. The difference lay in the fact that I understood that he had the potential to do something like this. The others were not as aware and made comments like, “how can someone like him run so fast?” It would take another decade until the arrival of “Forrest Gump” where the public would have a wider sense of our individuals’ abilities.

One of the aspects discussed at the “Sports for Inclusion Event” was of the Unified School Program. Many of you may already be familiar with our Unified sports where our individuals are on teams with their neuro-typical peers and compete with other teams in sports like basketball and soccer. We are seeing more schools move toward this program which benefits everyone involved. I recently had an opportunity to work with one of the districts in my home state of Ohio as they put together this program for their students. The moderator of the program described how neuro-typical involvement increased dramatically once a few games had been played. The excitement generated by these games and the overall interactions with individuals who would not have had other opportunities was contagious. This story reminded me of the student with CP, whose use of a Zip Ball to play catch with the school’s varsity quarterback created a lasting relationship as well as changed the way others viewed the individual.

The “Sport for Inclusion Event” also brought in the idea of community support and activities. We definitely want to consider moving beyond a single day in the summer to provide games for individuals of all ages. Here are some “what ifs” to consider for your community:

• Can we create leagues for those outside of school ages to compete in things like basketball?
• Does your community have a wheelchair basketball league?
• Would one of your schools be open to hosting these leagues in their gyms?
• Can you have some of your students learn life skills by having them support the concession stands and ticket booths?
• If you are able to create these leagues, what about indoor soccer, so that those in wheelchairs can also be included?
• We have seen the rise of “Champion Leagues” for baseball, so what about expanding those into softball for all ages?
• Are there available fields and can we also encourage support from our communities for sponsorship?
• How about the inclusion of these teams in any kick-off parades?

Those sports, along with track and field, tend to be the ones that we think of for our individuals and Unified teams. Did you know that other sports are also at the heart of what Special Olympics does? How about some adapted bowling or bocce? The hottest sport which was discussed at the conference was Paddle Ball. Are there ways that we can get our individuals into other leagues? The beautiful thing is that Special Olympics already has kits designed for these sports to assist with the adaptations as well as getting the sponsors of these games a start on the equipment needed. What would it be like to have inclusive bocce or paddle ball tournaments as part of community days? There are so many opportunities to create events like these and I encourage you to reach out to me or to Special Olympics for other ideas!

Inclusion must take place within and beyond the walls of our schools! Special Olympics offers us an opportunity to take inclusion to our communities. Together, we can make the “tomorrow” of everyone a little better by allowing everyone to demonstrate their abilities. If you have any questions about how you can look to create this inclusion, please feel free to reach out to me at rheipp@schoolhealth.com!

Access Angle: Supporting Parents of Children and Youth with Disabilities

By: Gabriel Ryan, School Health Blog Writer and Contributor

Parents and guardians of children and young adults with disabilities taking an active role in the special education process and as a member of the Individual Education Program (IEP) is extremely important! Learning about how their child’s disability affects their participation in school and in the community helps parents to be more informed decision makers for their child.

For many families of children with disabilities, finding information, when they need it, related to services and supports can be overwhelming and sometimes difficult.

In this Access Angle segment, I want to spotlight a fantastic resource for parents and families of children with disabilities. Across the nation, parent organizations are available to support families of children with disabilities as well as young adults with disabilities. These parent organizations may operate differently from one another and from state to state. However, there is one consistent purpose, and that is to support and assist parents with resources, information, and training to be the most informed they can be as they effectively participate in their child’s education and development.

According to the Center for Parent Information & Resources website, there are nearly 100 Parent Training and Information Centers (PTIs) and Community Parent Resource Centers (CPRCs) in the US and Territories. You can find the PTI in your state by using their Find Your Parent Center page at https://www.parentcenterhub.org/find-your-center.

In California, there are six PTIs, these centers serve parents of children ages birth to 26 years old. In addition to the PTIs, California also has over 40 Family Resource Centers (FRCs) which are funded to serve ages birth to 3, and 32 Family Empowerment Centers (FECs) funded to serve ages 3 to 22.

I have personal experience with these centers in California as my family has accessed them for supports and services over many years. My mom, Robin, served as a Resource Specialist at one of the FRCs in Sacramento. She worked there for many years before moving on to a California Department of Education state training and technical assistance project, which supports and provides assistance to the FECs and aspects of Family Engagement. The last couple of years have been exciting for California in relation to the Family Empowerment Centers. FECs were originally enacted through legislation in 2001, and by 2006, there were 14 centers serving 27 of California’s 58 counties. There was not enough funding to have a center in all FEC regions of the state. Sixteen years later, additional funding was allocated to expand the establishment of the FECs to the rest of the state. In the last couple of years, 18 new FECs have received funding, which brings the total to 32 centers serving all regions of the state! Learn more about the FECs at the Seeds of Partnership webpage related to Family Empowerment Centers. If you are in California, I encourage you to reach out to a center if you are looking for this type of resource and support. They are mostly staffed by parents of children with disabilities, so they have first-hand experience!

Learn more about the type of supports and services offered in your state by accessing the parent centers. They are a great place to start when seeking resources and support for you, as a family, or families you serve. If you are an educator or a support provider, reach out to explore what collaborative partnerships can be made. I am excited to spread the word about these agencies and the wonderful work they do each day!

Let us know: Did you find this article interesting? Would you like to read more of these types of articles? Do you have a topic you would like to see highlighted? Contact me through email Gabe Ryan gryan@schoolhealth.com. I’d love to know how you’ve used information from the School Health Access Angle segments.

Access Angle: Cosmo by Filisia

Interactive and Multisensory Accessibility Switches

I recently had an opportunity to use Cosmo and the Cosmo Training Application activities. It took me a few trials to pair the Cosmoids at first, but once the firmware was updated and I learned how to switch between modes for the training application and the switch set up application, the connection worked great. I was on my way to exploring the games and activities. The application is a free download with access to 18 activities and a trial with the option to purchase several more. My favorite three activities were the ones named; Exercise, Whac-a-mole, and Cosmonaut. I enjoyed the challenge of reaching to touch the appropriate switch with either a physical stretch or trying to beat the clock. The vibrant colors and music helped keep things interesting. The ability to reposition the switches based on the activity, or to create a greater challenge, added to the versatility. I can definitely see this type of set up as being a motivating way to increase hand-eye coordination, response/ reaction time, and speed and range of movement for my upper extremities. There is much more to explore with Cosmo, I have only scratched the surface!

Two ways to use Cosmo:

• Cosmo Training Application (iPad only) – play activities and games
• Accessibility Switch Set Up Application – (iOS & Android to use third party applications and devices)

Key features of Cosmo:

• The switches are called Cosmoids
  • Shape and size: Round. 5cm radius. 3.5cm high.
  • Color: Semitransparent white and can light up in 9 available colors
  • Switch type: Mechanical
  • Activating force: Adjustable. Min. 50-grams. Max. 17.6 oz/ 500 grams
  • Battery: Lithium Polymer, 800mAh or 600mAh. Rechargeable via micro usb. Approx. 2-4 hours to charge. A full charge will last around 20 hours. When fully charged, the switch will be green.
  • On/off power button/mode button
  • Mounting holes are included on the Cosmoid and each comes with a magnet for mounting.

• Cosmo Training Application activities were co-designed by therapists and special educators with a focus on learning, play, and therapy. Cosmo offers a growing selection of activities that motivate learners to develop cognitive, communication, and physical skills through play and music. Multi-sensory activities work towards achieving skill-based, functional, and national curriculum-compatible goals.
• Switch Set Up Application has multiple configurations to customize the function of the Cosmoid, such as touch sensitivity, brightness, color, function, etc. Once configured, it can be paired to Bluetooth compatible devices such as laptops, tablets, phones that run iOS, OS X, Windows, and Android, Linux operating systems.
• Switching between Cosmo mode and Bluetooth controller HID mode is completed through a sequence of holding down the power button.
• There are three types of Cosmo Kits; Cosmo Excel, Cosmo Explore, and Cosmo Switch. The main difference in kits is the number of Cosmoids.

Cosmo has produced a few webinars on YouTube specific to inclusion, to learn more visit Inclusive Learning, Therapy, and Play and Technology for Inclusion.

SchoolHealth is a United States Cosmo distribution partner. The Cosmo devices can be purchased through the website at https://www.schoolhealth.com/cosmo-devices or reach out with any questions and the sales team will be happy to work with you.

During each spring, tens of thousands of students check their email or standard mail waiting for an acceptance letter from colleges. For thousands of middle school students, spring brings acceptance letters from private high schools. Parents in certain locations throughout the country seek acceptance into special pre-school programs for their young children. Individuals of all ages hope for acceptance into groups or other activities. The idea of acceptance is nothing new. We have seen it throughout the history of humanity. The idea of not being accepted brings concern and sadness and may even cause feelings of failure. Acceptance is an important part of any community and can help to establish higher levels of diversity and success within that group.

A few years ago, we moved from April being the month of “Autism Awareness” to “Autism Acceptance.” This came about because one can be aware of another person, but not accept them for any number of reasons. With the large number of individuals with Autism Spectrum Disorder, acceptance of who they are is important to maintain a socially healthy community. Those who push back and fight accepting these individuals often do not understand that many individuals who may have had undiagnosed ASD have provided amazing insights into the world because of their “uniqueness” or “idiosyncratic” approach to life. Some people fear a label and do not give that person a chance to demonstrate what they can add to life.

Several years back, I was contacted by some consultant colleagues for insights on a project they were working on with a district. The district was moving toward having a strong inclusive approach to their student population and was developing a plan and budget to properly support faculty and students.  The seven-person Board had final approval and it looked like it would be a close vote as two members were opposed simply because of costs for the professional development. Two members were former educators and were very positive about the movement. So, both sides had the opportunity to present the pros and cons of an inclusionary program. The only argument against the plan was fiscal in nature. I was asked for insights on proper training and documentation because of work I had done internally with schools in the 1990s and early 2000s.

On the night of the public Board vote, both sides had one final time to share their side. Each side did and the crowd was asked to remain silent while the vote began. One of the three Board members who was undecided offered to vote first with his rationale. He shared his status as a parent of two students as well as a citizen concerned about doing what was right. He then went on to share that although the inclusion of students was important, he was going to vote against it because he did not want his children to “catch Autism.” Chaos arose in the meeting, but his vote was cast, and the other two undecided folks voted along with him in fear of something that wasn’t real. That district voted down inclusive classrooms because of being labeled without knowing anything about it. Fortunately, two years later a new superintendent entered the district and was able to put through a resolution with proper funding and training for “modern classroom teacher support and training.” Inclusion was able to be introduced in that way.

Events like that demonstrate why awareness is not enough. Too often, individuals making decisions are not aware of what actually happens in the classrooms. This is especially evident in our politically charged environment today where people assume they “know education” and “what really goes on” because they went to school. We have to put ourselves in a situation where these generalities and labels are pushed to the background while the individuals and the great things they bring to the community are in the forefront. One way of doing this is to highlight the accomplishments of all students side-by-side. Create videos and materials that surround the amazing work done by students, making sure that neurodiverse students are featured with their neurotypical peers.  

When we look for examples, think about some of the students on the autism spectrum who may be excellent actors or actresses. Be sure to use them in some of the advertising for shows or for recruiting others into the fine arts. Look at some of those individuals who may have other conditions and still make a positive difference in activities throughout the school. Be sure to have these students along with other students as examples to the community of the positive things being done by the students.  

Create community events like “Talent Evenings” with performances from the bands and choirs surrounded by art and pottery from student portfolios. Have the actors and actresses perform a short piece while speech and debate can mirror some of their competitions. I mention all these areas as various districts have shared with me how their neurodiverse students are thriving in these settings – something that the larger community may not be aware of at all!

We have heard of using the Universal Design for Learning principles for arranging classrooms and other educational settings. Keep the idea of "universal" in mind when highlighting the efforts of our students. We have experienced some of our students who may be on the autism spectrum becoming great athletes in sports like basketball, cross country, soccer, and volleyball. We don’t have to promote their condition, but we do have to promote their accomplishment. This way, we are designing a platform where individuals are assessed on what they have accomplished.

The question might arise surrounding those students who may be in programs to give them life skills with the goal of transitioning into the workforce. Celebrate them as well. Offer evenings and weekends when the community can interact with them as well as with those in standard vocational programs.  Look at what dishes can be cooked and serve those without distinguishing one group from another. Have some students work together to build something that can be presented to the community. Inclusion comes from the acceptance we have of one another. The way to break down some of those barriers is to highlight what can be done as opposed to how individuals are seen. By starting within our schools and programs, we can develop acceptance which can then be modeled for the world outside of our school walls!

Gabriel Ryan, School Health Blog Writer and Contributor

Celebrate National Disability Employment Awareness Month

Every October, the U.S. Department of Labor's Office of Disability Employment Policy, along with state and local organizations, recognize National Disability Employment Awareness Month (NDEAM). The purpose of NDEAM is to educate about disability employment issues and celebrate the many and varied contributions of America's workers with disabilities. This is the 76th Anniversary of NDEAM and this year's theme is "America’s Recovery: Powered by Inclusion". To bring national awareness, the White House has issued a proclamation on their website related to this National Disability Employment Awareness Month, 2021. The history of NDEAM dates back to 1945.

• 1945: Congress designated the first week in October to recognize the skills and contributions of people with physical disabilities.
• 1962: The language was broadened to include all disabilities.
• 1988: Congress expanded the week to a month and renamed it National Disability Employment Awareness Month (NDEAM)

All are invited to join the U.S Secretary of Labor, Marty Walsh, and Assistant Secretary for Disability Employment Policy, Taryn Williams and others across the nation on October 20th, 2021, at the National Disability Employment Awareness Month (NDEAM) Virtual Celebration. This is an opportunity to learn more and hear from leaders and change makers supporting the continued efforts.

There are a wealth of materials available for employers and educators to promote National Disability Employment Awareness Month. Beyond the awareness month, there are several informative resources on websites such as Accessibility.com, where accessibility in the workplace and accessibility in education are highlighted. Another useful resource is the ADA National Network. Their purpose is to provide information, guidance, and training on how to implement the Americans with Disabilities Act (ADA). They serve businesses, employers, state and local governments, disability organizations and individuals with disabilities whose rights are protected under the ADA.

In celebration of varied contributions of workers with disabilities, through an inclusive lens, I’d like to highlight some fantastic examples I encourage you to read more about.

Mozzeria

Founded in 2011, Mozzeria cooks up authentic wood-fired Neapolitan pizzas and offers an experience in Deaf culture while working to increase career placement opportunities for Deaf people. Mozzeria is proud to be a place where employees can demonstrate their talent and feel a shared sense of belonging.

Ada’s Café

Ada's Cafe is a non-profit corporation dedicated to hiring, training and empowering employees with disabilities. Where Good Food and Community Meet. Ada's also conducts collaborative research on improving workplaces for people with disabilities. 

Vertical Harvest

Provides inclusive employment for underserved populations in the vertical farms programs. These employees grow food for the local communities in vertical greenhouses located in urban environments. Watch their award-winning independent documentary Hearts of Glass.

Collettey’s

A national cookie business founded by Collette Divitto, who was born with Down Syndrome. Collettey’s has a mission to create jobs for people with disabilities, change public perception of how capable this population is, and they work with law makers in Washington D.C. on policies to support employees with disabilities.

Josh Blue

An entertainment icon, Josh has a huge presence on social media with over one million views on his YouTube clips and almost one million followers on Facebook. He is a comic who has Cerebral Palsy and is my personal favorite. His comedy and wit are enjoyed by people with and without disabilities.

Microsoft-Supported Employment Program

Their mission is to partner with vendors and local employment agencies to make a substantial difference in the lives of people with intellectual and developmental disabilities. Workers receive wages and benefits from their vendor employers, plus the social benefits of working alongside colleagues of all abilities.

"There was a whole group of people out there that could do the job as well or better, that we were unjustly leaving behind," says Randy Lewis, a former SVP at Walgreens. “I think we have demonstrated beyond a reasonable doubt that people with disabilities can do the job. Try it, if it doesn’t work what did you really loose? It will take a lot more people doing it, but if we can move the world that millionth of an inch...it makes it all worthwhile.”  Learn more about Randy Lewis and Walgreens approach to including workers with disabilities through this brief video, Employers Rarely Hire People With Disabilities. Here's Why They Should.

My personal example of a creative employment opportunity is with the School Health Corporation. Eight years ago, they offered me an interview for a blog writer position. They were interested in bringing in my perspective and experience as a person with a disability who is familiar with accessibility, assistive technology, and inclusion in everyday situations. Over time my role in the company has expanded to also include co-presenting at conferences, representing at exhibitor events, participating in department and companywide meetings, and serving as a thought partner on various projects and products. I’m proud to promote the resources and products our company offers and hand out my business cards wherever I go.

Often employment opportunities for individuals with disabilities are hard to find or don’t yet exist. When an individual comes along with skills and talents to share, and a business is willing to create a role or adjust the environment to support that person’s contribution, both individuals and companies thrive.

“We will all profit from a more diverse, inclusive society, understanding, accommodating, even celebrating our differences, while pulling together for the common good.”~ Ruth Bader Ginsburg

Gabriel Ryan, School Health Blog Writer and Contributor

Accessible Parking Spaces: “I’ll just park here for a minute!”

As businesses are re-opening across the country and people are increasing their activities throughout the day in the community, keep in mind that where you park matters. Parking in handicapped/accessible parking spaces with the International Symbol of Accessibility and without a valid disabled parking placard, disabled license plate, or if you are blocking access aisles (striped cross-hatched areas next to disabled space) can impact your wallet as well as create hurdles for people with disabilities. Sometimes people think, “I’ll just park here for a minute,” but that minute could turn into an expensive parking ticket! These tickets can potentially cost thousands of dollars and in some states the penalty can result in a suspended or revoked driver’s license. 

Why does it matter?

Access to accessible parking spaces can be critical for members of our communities with disabilities who may not otherwise be able to easily gain entry to a business or venue. The distance between the parking area and the entrance is not the only reason these spaces are important for many people who rely on them. Often, the extra room in the access aisles provides the needed space to unload equipment such as walkers and wheelchairs or to completely open the doors for entering and exiting the vehicle. When these parking spaces are occupied, people who need the extra clearance to unload/exit the vehicle are left with the choice to find two consecutive open spaces, unload in a potentially busy high-traffic area or uneven surface, and sometimes leave the business or venue altogether and try again another day, if possible. 

Realizing that not everyone has seen how these accessible spaces are utilized by people who use wheelchairs, I decided to create a short video clip to demonstrate how I use the van accessible parking space. My van has a ramp that extends to just under four feet from the passenger side of the vehicle when deployed. Notice how the access aisle provides just enough space to maneuver onto the ramp. This video example shows how this space allows room to safely navigate entering and exiting a vehicle. It is common to see delivery trucks, cars, and motorcycles obstructing the access aisles. The number one item randomly placed in the access aisle or accessible parking space is the shopping cart. This may be from someone just not wanting to put the cart back where it goes, or it may have been left by someone with a disability not able to return the cart. Either way, obstacles like these could pose a risk or hazard, which could lead to catastrophic damage or injury.

Spread the word:

·         Accessible parking spaces are reserved only for those with valid placards and plates. Remember, the person with the disability must be in the vehicle.

·         Obstructions in the access aisle create barriers for people with disabilities.

·         Do your part, take back the cart! Return shopping carts to the store or cart return area if you are able to.

Accessible parking spaces are just one part of the extensive Americans with Disabilities Act Federal civil right law. For more information check out the Americans with Disabilities Act – ADA Update: A Primer for State and Local Governments publication.