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AFN AWARENESS LEVEL COURSE TRAINING 1

ACCESS AND FUNCTIONAL NEEDS AWARENESS LEVEL COURSE TEMPLATE

An Outline for a Half-day ProgramNote to Instructors This template is a suggested outline for a half-day awareness level course that provides information and resources for mass care and other emergency response situations when assisting people with disabilities and others with access and functional needs. The outline below identifies the overall goals and objectives for this course and contains corresponding activities and content. For this half-day course, the main areas of focus include 1) access and functional needs and disability related topics, 2) accessibility, 3) assistive technology (AT) and durable medical equipment (DME), and 4) an interactive activity.

Intended Audience: The target audience for this awareness course is Pennsylvania Department of Human Services employees, other Commonwealth collaborating agency employees, and community partners who may assume roles in mass care or emergency assistance operations.

Duration: 3 ½ hours

Goals1. Increase participant disability awareness and provide participants with a greater

understanding of access and functional needs and disability related topics.

2. Teach participants about the function of Disability Integration staff.

3. Provide participants with hands-on experience using common AT devices found in accessibility kits and/or provide participants with a disability awareness activity.

Objectives 1. Understand the basics of disability etiquette with an emphasis on inclusive language.

2. Describe the importance of self-determination, accommodation, and the non-medicalization of disabilities and access and functional needs (AFN) and understand how these principles apply in an emergency situation.

3. Explain the general contents of accessibility kits and identify situations where the kits might be utilized.

4. Describe the function of Disability Integration staff and identify appropriate situations where they should be alerted.

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Funding This awareness course was funded by the Pennsylvania Department of Human Services.

Pennsylvania Department of Human ServicesThe Pennsylvania Department of Human Services mission is to improve the quality of life for Pennsylvania’s (PA DHS) individuals and families and to improve statewide capabilities to support individuals with disabilities and others with access and functional needs during emergency planning, response, and recovery operations. PA DHS promote opportunities for independence through services and supports while demonstrating accountability for taxpayer resources. Providing accommodations allows for more inclusive emergency operations and more effective community recovery.

Please send any comments or suggestions as you use this template, to the Institute on Disabilities at [email protected] .

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mailto:[email protected]


AgendaAccess and Functional Needs Awareness Level Course

(Sample Timeline)

TIME TOPIC

[Time]

(allow 30 minutes)Setup/ prepare for workshop

Setup tables, registration, rooms, etc.

[Time]

(allow 15 minutes)Sign- In/ Seat attendees

[Time]

(allow 15 minutes)Participant introductions

Introduction of the course and the purpose

[Time]

(allow 45 minutes)Part 1: Access and Functional Needs / Disability Topics

[Time]

(allow 45 minutes)Part 2: Accessibility

[Time]

(allow 15 minutes)15-minutes break

[Time]

(allow 45 minutes)Part 3: Assistive Technology and DME/ Accessibility Kits Topics

[Time]

(allow 30 minutes)Part 4: Interactive Activity: Explore AT Devices or Disability Awareness Activity

[Time]

(allow 15 minutes)Wrap up/ Questions/ Session evaluation

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Awareness Level CourseAccess and Functional NeedsTotal Time: 3 ½ hours

What you need:

Computer

Projector

Access to internet

PowerPoint

Link for “Disability Sensitivity Training”: https://www.youtube.com/watch?v=Gv1aDEFlXq8

Link for Physical Disabilities - First Responder Access & Functional Needs Training Serieshttps://www.youtube.com/watch?v=V2sG1Ua0aQs&list=PLxNmLzgMtRHPFQ35Z83jvUdFMPmpJDKWh&index=8

Note to Instructor: Presentation Translator is an Office add-in for PowerPoint enables presenters to display live, translated subtitles. Key Features: live subtitling, customized speech recognition, translate PowerPoint text, audience participation, multi-lingual Q&A, inclusivity through accessibility. Compatible with Windows 10 and Office 365

Please visit: https://www.microsoft.com/en-us/garage/profiles/presentation-translator/

Note to Instructor: Google Slides offers a similar captioning function. This feature is only available in U.S English, using Chrome on a computer.

Please visit: https://support.google.com/docs/answer/9109474?hl=en

Note to Instructor: Presentation Translator/Google Caption are a great resource, however, technology is not perfect and errors may occur. Test it and set it up prior to using it live. At all times a qualified and state registered interpreter should be utilized.

Slide 1 -Title SlideWelcome and Introduction

15 minutes

Welcome participants

Check with participants to make sure they can hear you

Introduce yourself and your co-instructor (if you have one)

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https://support.google.com/docs/answer/9109474?hl=en

https://www.microsoft.com/en-us/garage/profiles/presentation-translator/

https://www.youtube.com/watch?v=V2sG1Ua0aQs&list=PLxNmLzgMtRHPFQ35Z83jvUdFMPmpJDKWh&index=8

https://www.youtube.com/watch?v=V2sG1Ua0aQs&list=PLxNmLzgMtRHPFQ35Z83jvUdFMPmpJDKWh&index=8

https://www.youtube.com/watch?v=Gv1aDEFlXq8



Introduce the course: The purpose of today’s course is to provide you with information and resources for mass care and other emergency response situations when assisting people with disabilities and others with access and functional needs. As mass care or emergency assistance personnel, disability advocates, and volunteers, you know firsthand that disasters are inclusive and affect everyone.

Slide 2 Say: Individuals with disabilities and others with access and functional needs may require additional considerations. This course is intended to help you provide the needed services and to ensure appropriate steps are taken to accommodate people who may need extra assistance during an emergency or disaster situation.

Our goals and objective for today’s course include:

Goals

Increase participant disability awareness and provide participants with a greater understanding of access and functional needs and disability related topics.

Teach participants about the function of Disability Integration staff.

Provide participants with hands-on experience using common AT devices found in accessibility kits and/or provide participants with a disability awareness activity.

Objectives

Understand the basics of disability etiquette with an emphasis on inclusive language.

Describe the importance of self-determination, accommodation, and the non-medicalization of disabilities and access and functional needs (AFN) and understand how these principles apply in an emergency situation.

Explain the general contents of accessibility kits and identify situations where the kits might be utilized.

Describe the function of Disability Integration staff and identify appropriate situations where they should be alerted.

Slide 3Say: Today, we will take some time to cover topics related to access and functional needs and disability-related topics, accessibility including communication and physical access, assistive technology, durable medical equipment, and accessibility kits. And, later, you will have the opportunity to explore some of the devices found in the accessibility kits.

Note to Instructor: If you do not have an accessibility kit, do a disability awareness activity.

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Say: Provided to you today is a toolkit folder that contains easy-to-reference information related to the topics we will be discussing. After this course, keep this folder in a safe, readily available place that you can take with you in the event of deployment as a refresher or point of reference when assisting someone who may have a disability or others with an access and functional need. Throughout this course, I will be referencing content that is in the Toolkit.

Bridge: Before we begin, let’s take a few minutes to do some housekeeping and find out who is here in the room.

Slide 4Participant Introduction

Ask: Participants to state their name, organization, background/experience assisting persons with a disability or others with access functional needs.

Instructor or instructor introductions

(After introductions) Say: A few housekeeping items:

1. We will be having a 15-minute break half way through this morning’s training, but if you must step away to use the restroom, answer a phone call, etc., please do so. (Explain where restrooms are located).

2. This is an interactive course. Please feel free to actively participate throughout the session and ask questions.

3. In the case of an emergency, exits are located (explain to group where exits are located).

Slide 5

Bridge: Let’s get started.

Part 1: Access and Functional Needs and Disability Topics

30 minutes

Slide 6Say: Let’s start today’s course with a video.

Video: Show “Disability Sensitivity Training Video” -3 minutes 40 seconds Link for Disability Sensitivity Training

Note to Instructor: Remember to turn on video captions. This should be a best practice; it doesn’t matter if a person requested captions or not.

Ask: What do think the video is trying to convey?

(wait for responses)

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Explain: The purpose of the video is to highlight how most people, although they want to show respect and sensitivity to people with disabilities, they don’t always realize what they are doing can actually be offensive or harmful. People with disabilities and others with access and functional needs are people first. It’s important that we are mindful of the words we say and how we interact.

Slide 7Say: People with disabilities and others with access and functional needs represent a large diverse group. Chances are you or someone you know has a disability or access and functional need, whether visible or not visible. Statistically, in Pennsylvania, 1 in 7 people have some type of disability. Typically, persons 65-years-old and older account for more than 72% of those with a disability or access and functional need. This can include mobility, cognition, or sensory disabilities including low vision or deaf/hard or hearing.

Disability does not discriminate.

It’s important to mention that just because someone has a disability doesn’t necessarily mean they have an access and functional need and visa versa.

Slide 8Topic 1: Access and Functional Needs

Ask: What does Access and Functional Needs mean?


Slide 9Say: Access and functional needs includes populations whose members may have limitations or additional needs before, during, and after an incident in functional areas, including but not limited to: maintaining independence, communication, transportation, safety, support, and health care. Our communities also include people with temporary functional needs who may not identify themselves as having a disability.

Access and functional needs (AFN) refers to individuals who are or have:

Physical, developmental, or intellectual disabilities

Chronic conditions or injuries

Sensory disabilities

Limited English proficiency

Older adults

Children

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Single working parent

Specific dietary needs

Low income, homeless and/or transportation disadvantaged (i.e., dependent on public transit)

Pregnant women; and

This could also include individuals with temporary functional needs or use other assistive technology to maintain their independence.

It’s important to be aware of various types of disabilities and others with access and functional needs, so you can provide the best and safest assistance, if needed.

Slide 10Say: It is important to know and understand your community’s demographic profile in order to determine what services and equipment will be needed in a disaster or emergency.

Explain: Caring for people with disabilities and others with access and functional needs is vital towards inclusive planning and inclusion. This has been mandated in federal, state, territorial, tribal, and local emergency plans by the Americans with Disabilities Act (ADA).

The C-MIST strategy (Communication, Maintaining Health, Independence, Safety, Support Services, Self-Determination and Transportation) is a beneficial model for planning and organizing information to ensure needed services are provided to the entire population.

The C-MIST approach is based on a “Functional Needs Framework.” It identifies people’s actual needs during an emergency and identifies people with temporary needs or those who do not identify themselves as having a disability. People may have limitations in the areas of seeing, hearing, speaking, moving, breathing, understanding, and learning.

Needs are organized into five categories: Communication; Medical; Independence; Supervision; and Transportation (C-MIST):

Slide 11Say: Communication: Some individuals have difficulties with the receipt of and response to information and will need that information provided in method they can understand and use. This is especially true in regards to alerting and notification. Individuals may have difficulty hearing verbal announcements, see directional signs, or understanding how to get assistance due hearing, vision, speech, cognitive processing, intellectual disabilities, and/or limited English proficiency.

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Medical or Maintaining Health: Individuals who are not independent or who do not have adequate support from caregivers, family, or friends, may need assistance with managing unstable, terminal, or contagious conditions that require observation and ongoing treatment. They may also require assistance in managing activities of daily living such as eating, dressing, grooming, transferring and using the restroom. Individuals may require support of trained medical professionals.

Slide 12Say: Independence: Individuals who maintain their independence based on routines and supports for daily living activities may lose this support during an emergency or disaster. In a general population shelter, if individuals have their assistive devices and/or equipment, such as mobility, communication aids, and or medical equipment, they can maintain their independence. Additionally, independence can also be maintained, if individuals have access to consumable medical supplies, assistive technology, durable medical equipment, and/or their service animals.

Supervision (including Services, Support and Self-Determination): People with support needs may include those who have psychiatric conditions (such as dementia, Alzheimer’s, or severe mental illness), addiction, brain injury, or become anxious due to trauma. During an emergency, individuals may lose the support of caregivers, family, or friends and may be unable to cope in a new environment. They may also require a more protected and supervised setting.

Slide 13Say: And lastly,

Transportation: Individuals, who cannot drive or who do not have a vehicle because of disability, age, injury, poverty, addiction, legal restriction or have no access to a vehicle, may require transportation support for successful evacuation. During an evacuation, wheelchair accessible transportation will be necessary or information about how and where to access mass transportation during an evacuation.

Slide 14Say: It’s important to have a good understanding of the C-MIST model and how to provide services that assist individuals with disabilities in order to maintain their independence.

Explain: People with disabilities are the most knowledgeable about their own needs, and how they go about their activities of daily living within their own home and community environment. They are the best resource for information regarding how or what is necessary to meet their needs.

Bridge: This is called self-determination.

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Explain: Asking questions like - “How can I help you?” or “Do you need any support or accommodation?” are two ways to start the conversation.

Some people find meeting someone with a disability to be an awkward experience because they are afraid they will say or do the wrong thing. Maybe you are one of them. We are all unique human beings with varying abilities; however, there is no need to feel uncomfortable. A good way to find out what an individual needs or how you can best assist them is to simply ask.

Say: The three keys to assisting individuals with disabilities and others with access and functional needs is to: Ask, Listen, and Learn.

Slide 15Topic 2: Etiquette

Quote: “The difference between the right word and the almost right word is the difference between lightning and the lightning bug”- Mark Twain.

Say: People with disabilities and others with access and functional needs are people first and we should be mindful of the words we say and how we interact.

Explain: It’s critical that emergency management practices be inclusive of people with disabilities. The correct language has the power to set this inclusive tone.

Slide 16Say: Ready San Diego has created a series of Best Practices for First Responders for Access and Functional Needs Training. Their videos cover physical disabilities, cognitive disabilities, deaf/hard of hearing, mental illness, chronic pain, blind and low vision, as well as dementia. I’d like to show you the video related to physical disabilities as its focus is to educate emergency personnel on the various visual cues, dos and don'ts, proper behaviors, mannerisms and sensitivities related to those members in the community with physical disabilities and assistive devices.

Say: Although this video is directed towards First Responders, as mass care or emergency assistance personnel, disability advocates, and volunteers, these series of videos can be beneficial for all in addressing the needs of individuals in our communities during times of an emergency or disaster. I encourage you to view the other videos available after today’s course.

Video: Show Physical Disabilities - First Responder Access & Functional Needs Training Series- 8 minutes 46 seconds: Link for Physical Disabilities Training

Note to Instructor: Remember to turn on video captions.

(After the video) Ask:

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https://www.youtube.com/watch?v=V2sG1Ua0aQs


What did you think of the video?

Do you think the first responders did a good job assisting the individual with the disability?

What did you notice?


Slide 17Say: There are some guidelines for inclusive language and etiquette that will help both you and the person with the disability feel more comfortable. The following are some general recommendations, as well as, some disability-specific tips to improve communication and interaction skills.

First and foremost, be natural. Talk with a person who has a disability just as you would talk with anyone else.

Don't pre-judge a person's needs or capabilities based on their disability. Let the person tell you if they can't do something rather than assuming that they can't.

It’s important to remember that the person is an adult, and unless you are informed otherwise, they make their own decisions.

Always ask and wait until the assistance is accepted before providing help.

o The person who has a disability is the best source of information about their needs. Rely on them to provide you with information about what is helpful and what is not.

Offer choices whenever possible.

Keep in mind and be sensitive about physical contact. You should not touch someone’s equipment like a walker, wheelchair, cane, etc., without asking. The equipment is considered part of a person’s personal space.

Remember that not all disabilities are visible. When asked for an accommodation, respond politely and do your best to assist. Respect the person’s needs and requests.

This is not a one-size-fits-all process; there are a wide range of communication methods. Be patient and give the individual your full attention. In some instances, it may be appropriate to move to a quieter environment or to utilize other means of communication.

Slide 18Toolkit: Language Guidelines for Inclusive Emergency Preparedness, Response, Mitigation, and Recovery can be found in your ToolKit Packet.

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Slide 19Topic 3: Inclusive Language

Say: Recognize that people with disabilities are ordinary people with common goals for a home, a job and a family. ‘People first’ language is used to speak appropriately and respectfully about an individual with a disability. ‘People first’ language emphasizes the person first, not the disability.

For example, saying "a person who is blind" rather than "a blind person" puts the emphasis on the person. Another example, saying a “person with a disability” rather than “a disabled person.”

It’s okay to use idiomatic expressions like “it was good to see you” or “got to run” that seem to relate to the person’s disability.

Bridge: Remember, language influences behavior. Inclusive language is a powerful ingredient for achieving successful outcomes.

Slide 20Topic 4: Disability-Specific Topics

Quote: Like the saying, “If you’ve met one person with autism, you’ve met one person with autism.”

Explain: This quote emphasizes that there is great diversity within the autism spectrum. This is true for other disabilities. While there may be commonalities, it’s important to understand it’s different for each person. People with disabilities do not all require the same assistance and do not all have the same needs.

Bridge: Next, we will take some time to discuss commonalities for various disability types and tips for effective communication when meeting or assisting a person with disabilities. Again, this is not a one-size-fits-all.

Slide 21Deaf/Hard of Hearing

Say: People who are deaf/hard of hearing rely on visual communication. People who are deaf/hard of hearing vary in the extent of hearing loss they experience. The effects of hearing loss vary per individual, depending on the level of severity and time of onset. Some people rely on various forms of visual communication, while others can hear almost typically with hearing aids. However, hearing aids do not guarantee that the person can hear and understand speech. Hearing aids increase volume, not clarity.

Slide 22

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Explain: When meeting or assisting a person who is deaf/hard of hearing you’ll want to know if a person uses American Sign Language or spoken language. The individuals answer will help you find the correct tools to communicate with the individuals who is deaf/hard of hearing.

Some other communication tips include:

Make sure you have the person's attention before you begin to communicate, otherwise they may miss part of what you’re saying. You can do this with a wave or a light touch on the shoulder.

Sometimes a person who is deaf is accompanied by a Sign Language Interpreter. Look directly at the person you are talking to and maintain eye contact, even if they have an interpreter who translates your speech into sign language.

o Remember: You are having a conversation with the person and the interpreter is simply a facilitator. The interpreter is there to bridge the gap of communication. You should never ask the interpreter to "Tell [them] this . . ."

o The interpreter is required to sign everything you say, including anything you say directly to the interpreter. Don't ask an interpreter to omit anything you have said.

o Speak normally as you would to any other person.

Find out how you can communicate best by asking. Some people who are deaf can read lips, however, that is not always effective. You should not assume it is understood. Some individuals use sign language while others prefer information be written down.

If the person can read lips, keep the light source in front of you.

o For example: If you’re standing in front of a sunny window, or if a bright light is behind you, your face will be in shadow. That makes it harder for someone who is deaf to see your lips, facial expressions and other conversational cues. If necessary, move so you face the light source.

If the person does not understand you, rephrase your message instead of repeating it. Speaking loudly doesn’t necessarily help, as louder volume can distort words. You can also use pen and paper to enhance understanding.

Use body language and facial expression to augment your message. Try not to exaggerate or overemphasize lip movement.

If the person has some hearing, try to eliminate background noises.

o Example: If you’re in a group, make sure only one person is talking at a time as multiple conversations can be difficult for someone to follow.

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If giving a group announcement, repeat any questions before answering them. If you need an interpreter, make sure they are positioned near the speaker so individuals can see both the speaker and the interpreter.

Slide 23Toolkit: In your Toolkit, you will find a handout for some common words in American Sign Language (ASL) for emergencies. Remember this handout is just a quick reference guide. You should always use a state registered sign language interpreter.

Low Vision/Blindness

Say: Low vision is vision loss that interferes with daily activities and generally describes a wide range of visual function through total blindness.

Explain: Types of visual function include central vision, tunnel vision, or peripheral vision. Central vision loss making daily routines such as driving, facial recognition, or reading the newspaper, signs and labels difficult since these require the fine focus of central vision. Vision loss with field of view can interfere with recognizing the surrounding environment, such as stairs and curbs may become difficult to see or moving from place to place. An individual can also experience double vision or clouded vision caused by cataracts or macular degeneration.

"Low vision" is the term used when vision can no longer be corrected to 20/20, with regular glasses or contact lenses. To further understand, an individual is considered legally blind if they cannot read the big E on the vision chart.

Slide 24Say: When meeting or assisting a person who is blind or has low vision:

Identify yourself by name and association when you approach

If the individual has a service animal, you should never pet, feed or otherwise distract a guide dog without first getting permission from the owner.

o We will discuss the role of a service animal later on.

If asked directions, be very specific and try not to point.

Avoid using terms such as "over there" or "turn that way."

Be specific in your descriptions.

o For example, "Walk along the wall to your left past two doors. The restroom is the third door.”If leaving, let the person know if you are leaving the room or moving to a different location during a conversation.

Slide 25Toolkit: In your Toolkit folder, you have a handout for the Sighted Guide Technique.

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Explain: When guiding someone, use the Sighted Guide Technique. The basis of the sighted guide technique is to enable a person who is blind or has low vision to move through an environment safely with the assistance of a guide. The person being guided will hold the back of the guide’s arm lightly above the elbow and will follow one-half step behind.Sighted Guide Technique

Always ask first and wait for acceptance before assisting.

Narrow Passage/ Door: When going through a narrow passage, the guide will move their forearm and hand to rest against the lower portion of their back, palm facing outward. The person being guided will move directly behind the guide in single file. When coming to a door, the guide should pause and indicate the direction the door opens. The person being guided can then move to the appropriate side behind the guide.

Curb: When approaching a curb, pause briefly at the edge of the curb and indicate whether the curb goes up or down.

Chair: The guide should place their guiding arm hand on the chair back or chair arm and allow the person being guided to follow the guide’s arm down to the seat.

Stairs: At stairs, the guide should inform the person they are guiding whether the steps go up or down, how many steps there are, and where the railing is located. The guide should state when the final step is approaching and when completed.

Slide 26Deafblind

Say: We mentioned tips for individuals who are blind and deaf, but you may need to assist a person who is both deaf and blind:

Explain:● Deafblindness is a combination of sight loss and hearing loss that causes

difficulties with communication.

● Depending on residual sight and hearing, people who are deafblind may use some form of tactile or other communication.

Say: Interpreters and Support Service Providers (SSPs) are essential for relaying information to people who are Deafblind in order to be informed, active participants within society.

Services are often performed by a SSP, a specially-trained guide who is familiar with communication needs and is able to provide environmental information and assistance

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before, during and/or after a scheduled event takes place. For example, an individual may wish to receive an orientation to a building or room, ask that someone be available to function as a guide to the restroom or request assistance for meals.

An interpreter is not a substitute for a Support Service Provider and a Support Service Provider is not a substitute for an interpreter. They are two separate and distinct services and both may be required to assist and individual who is Deafblind.

Slide 27Say: Some ways you can assist before an interpreter or Support Service Provider is available is through:

Explain: Touch

o Can be an important foundation for engagement, as well as, a way to get and give information. It can be used as a prompt or a way for an individual to know that staff is present in their space.

For example, a tap on the hand or shoulder lets them know they are not alone. Touch can also act as a physical guide to interact with an object.

A personal example shared by someone in the community: “When I am out with an SSP, if I am standing or sitting, for example waiting for food or help, touch is the way I know that the SSP is there. It can be the touch of the hand, arm, or that our feet touch. Whenever the SSP needs to leave me, they need to tell me either orally or by signing it. They can also use my body to show that they are leaving. For example, on my arm or back they would use one finger to show that they are leaving in the direction they are going and then use the opposite when they come back. Drawing a line in one direction or drawing a line in the opposite direction for the arrival back.”

If an emergency situation happens and you must notify a person who is deafblind quickly, draw an "X" on their back with your finger and lead them by the arm.

o An "X on the back" is a universal deafblind sign for an emergency. o If their back is not available, draw an “X” in their palm.o Note: This is used in the culturally deafblind community. Persons who may have

vision and hearing loss may not understand this cue. You may, however, establish this as a quick emergency cue with them.

Lastly, when helping to navigate, remember the Sighted Guide Technique.

Slide 28Cognitive Disability

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Say: Cognitive disabilities can refer to individuals who may have an intellectual or developmental disability. A variety of medical conditions can affect a person’s cognitive ability.

Explain: This is a broad concept encompasses various intellectual or cognitive functioning, including intellectual disability, various specific conditions (such as specific learning disabilities), and difficulties developed later in life through a traumatic brain injury or neurodegenerative diseases like dementia.

When meeting or assisting a person with a cognitive disability:

Be patient, flexible, and supportive.

Take time to understand the individual. Listen and make sure the individual understands you.

Respond to an adult with a cognitive disability as an adult, not a child.

It’s important to explain what will happen before you begin.

Use concrete language and avoid jargon.

o Example: “Show me”; “Tell me”; “Do this” with gesture; “Come with me”; “I’m going to…”

o Say “Put your coat on” instead of “get ready.”

You may need to repeat directions.

o Break down components of a task or job into small components that can be easily followed.

o Use visual aids, if needed, such as simple diagrams and gestures.

Slide 29Toolkit: In your Toolkit folder, you have a handout Emergency Communication for All. This is a resource to help facilitate communication, if verbal language is difficult to understand.

Slide 30Complex CommunicationSay: An person with complex communication may have limited ability to comprehend, detect, or apply language and speech to interact with others.

Explain: This can include non-verbal, stuttering, slurring, and/or social-communication anxiety. Some people may use speech-generating devices or an alternative and augmentative communication (AAC) device to assist them in speaking.

When meeting or assisting a person with complex speech:

Be patient and listen closely.

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Ask the individual to repeat statements you do not understand. Do not pretend that you do.

o In most cases, the person would rather have you ask for clarification rather than to be misunderstood.

If a person is using an AAC device, speak as you would normally, with normal strength and tone.

o Ask one question at a time. That way you will know what question they are answering when they respond to you.

Most importantly, do not speak for the person or attempt to finish their sentences.

Use pictures when communicating; find signs in the patient’s communication device or tablet with apps like Proloquo2Go or Speak For Yourself. Sometimes individuals may have a simple tech communication book, which includes symbol sets of core vocabulary.

Slide 31Physical or Mobility Disability

Say: A physical disability is a limitation in a person's physical functioning, mobility, dexterity or stamina.

Explain: Individuals with physical disabilities often use assistive devices or mobility aids such as crutches, canes, wheelchairs, and artificial limbs (prosthesis).

When meeting or assisting a person with a physical disability:

Offer assistance if it makes sense, such as opening the door, moving something out of the way. Wait until it is accepted before you begin assisting.

o Remember the video from earlier? Providing assistance before asking can be harmful.

If engaged in a long conversation, try to position yourself at the same eye level as the person in the wheelchair or scooter.

Remember don't lean or sit on the person's wheelchair, walker, scooter, etc. This is part of their personal space.

Direct all questions to the person directly rather than asking their caregiver or another person who is with them.

Slide 32Bridge: We cannot assume that every person we interact with speaks English or speaks English proficiently.

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Explain: There are over 20 languages spoken in the state of Pennsylvania (Source: https://statisticalatlas.com/state/Pennsylvania/Languages). Limited English Proficiency or other cultural needs (may include dietary needs or service delivery needs for cultural sensitivity) may need to be considered.

When meeting or assisting a person whose native language is not English or has limited proficiency:

You should always seek an interpreter to ensure information is being relayed correctly. You should avoid using family, friends, or children as interpreters.

Provide information in their appropriate language.

Additionally, individuals may have a variety of cultural needs.

o Some examples of diversity and cultural groups include:

Geography, gender, spirituality, parental status, language, disability, sexual orientation, and age.

It is important to connect with appropriate voluntary agencies, cultural community groups, and religious communities that are familiar with the needs of the community. This ensures individual needs are being met. You may be required to seek out organizations in your community.

Slide 33Say: Accessible communication is repetitive communication. Offer information in multiple formats.

Announce it

Caption it

Picture it

Describe it

E-mail it/ Text it/ Post it

Relay it,

Interpret it (language or by signing)

Repeat it, frequently

Slide 34ToolKit: If you are unsure what language someone speaks, in your Toolkit is a Language Identification tool. You can also use Google translate to detect language.

Slide 35

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https://statisticalatlas.com/state/Pennsylvania/Languages


Say: Not all disabilities are visible. Conditions such as heart disease, dyslexia, or attention deficit disorder may not be obvious. Hidden disabilities may affect a person in a variety of ways. A hidden disability may affect a person's ability to read quickly or aloud, focus on more than one task at a time, maintain stamina, sit or stand for any length of time, grasp or manipulate items, or concentrate.

Explain: A hidden condition such as mental health/substance abuse can be exacerbated in stressful disaster situations and as with any disability or access and functional needs, it may or may not be a “standalone” condition.

Focus on a few strategies such as:

Designate a quiet room.

o A quiet room can help with distractions and noise, which may cause anxiety or agitation.

Provide accommodations such as moving their cot to a quieter part of the dormitory or providing one-on-one assistance completing a form in a quiet area.

Request assistance from other providers who could provide useful services such as Red Cross Disaster Mental Health and Spiritual Care, county mental health offices, Disaster Crisis Outreach and Referral Teams (DCORT), PA Department of Human Services (Office of Developmental Programs, Office of Mental Health and Substance Abuse Services), and PA Department of Drug and Alcohol Programs.

Provide appropriate AT items like noise cancelling headphones or weighted blankets, found in accessibility kits, which we will discuss more about later.

Slide 36Bridge: It’s your job to help ensure individuals, regardless of their disability or access and functional needs, receive the proper accommodations and services needed to maintain their independence.

Explain: Use a warm hand off after you have been working with an individual to determine needed accommodations/communication methods. If you are leaving the site or the individual is leaving the site, take the time to explain the accommodation/communication need to the new staff member and introduce the individual to them, if possible. You took the time to develop a rapport and establish a level of trust with an individual. Share the information needed to best serve this individual to the new staff member and help the individual establish a trust relationship with them as well.

Slide 39Bridge: As mentioned, a person with a disability and others with access and functional needs are the most knowledgeable about their needs for independence.

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Topic 4: Independent Living

Say: Regardless of your setting, you will meet individuals with disabilities and others with access and functional needs who live independently. However, the environment before, during, or after an emergency or disaster, may present some new difficulties. There are individuals who may have certain limitations, which may affect their abilities to live independently. Independent living means having every opportunity to be as self-sufficient as possible.

Say: Independent living is a philosophy and a worldwide movement of individuals with disabilities working for equal opportunities, self-determination, and self-respect. It stems from the fundamental principle that people with disabilities are entitled to the same civil rights, options, and control over choices in their own lives as people without disabilities.

Explain Essentially, independent living is living just like everyone else. Having opportunities to make decisions that affect one's life and the ability to pursue activities of one's own choosing, is the ultimate goal.

In a shelter situation or other emergency circumstance, ensuring people with disabilities or others with access and functional needs can maintain their independence and receive the same services is a top priority.

Slide 40The Independent Living Movement

Say: The Independent Living Movement started in the late 1960s and the early 1970s. This led people with disabilities from around the county to take active roles on local, state, and national levels to shape decisions on issues affecting their lives. A major part of these activities involved formation of community-based groups of people with different types of disabilities. They worked together to identify barriers and gaps in service delivery.

Explain: To address gaps in services, a new method of service delivery was conceived. People with disabilities determine what kinds of services are essential to living independently; directing the delivery of these services and have people with disabilities provide those services.

The success of the Independent Living Movement, helped push forward important legislation including the Rehabilitation Act of 1973, the Individuals with Disabilities Education Act, and the Americans with Disabilities Act of 1990. These efforts also helped to found the first Center for Independent Living in Berkley, California in 1972. From that point forward, Centers for Independent Living were founded in states across the nation.

Slide 41

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Topic 5: Centers for Independent Living

Independent Living Centers

Say: In Pennsylvania, we have 17 Centers of Independent Living across the Commonwealth. The goal of CILs is to promote and support opportunities for people with disabilities to fully participate in an integrated community and search for the possibilities to live as they choose. Centers for Independent Living are non-residential programs. They are consumer-controlled, community-based organizations that fall under the Administration for Community Living (ACL) and provide cross disability programs and services.

Because peer support is an integral part of Independent Living, the majority of the staff and board of directors of every CIL are people with disabilities. CIL workers have both training and the personal experience to know what is needed to live independently and have a deep commitment in assisting other people with disabilities in becoming more independent.

Slide 42Say: Centers offer a wide variety of services, which include five core services:

1. Information and referral: such as availability in their communities of accessible housing, transportation, employment opportunities, lists of persons available to serve as personal care attendants, interpreters, and many other services.

2. Independent Living Skills Training: Centers provide training courses to help people with disabilities gain skills that would enable them to live more independently; courses may include using various public transportation systems, managing a personal budget, dealing with insensitive and discriminatory behavior by members of the general public, and many other subjects.

3. Peer counseling: where a person with a disability can work with other persons who have disabilities and who are living independently in the community.

4. Advocacy.

5. Transition: Transition is assisting people with disabilities to move out of nursing homes and other institutions into independent lifestyles of their choice; helping to prevent people with disabilities from entering institutions; and assisting youth in transitioning from high school to adult life including next steps such as going to college or obtaining employment.

CILs also provide other services such as community education and other public information services, equipment repair, recreational activities, and home modifications.

Slide 43

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Toolkit: Included in your training materials for today, you will find a list of all the Centers for Independent Living in PA. This handout is a great tool to connect individuals with disabilities or other access and functional needs to services in their local area. You can also visit www.pasilc.org for a list of states CILs.

Say: CILs can also play a role in preparing staff and individuals with disabilities for disaster. Its unique role as a community-based organization has a wealth of knowledge and a strong commitment to address the concerns of people with disabilities. CILs can also help individuals with disabilities understand what may happen during an evacuation, sheltering, or other emergency-related response.

After an emergency or disaster, CILs can help with disaster recovery by providing information and resources to individuals with disabilities.

Slide 44Bridge: Let’s review some of the information we covered so far.

Part 1: Review

Ask: What are the three keys to assisting individuals with disabilities and others with access and functional needs? (Answer: Ask. Listen. Learn.)

Slide 45Ask: How can CILs help individuals with disabilities? (Answer: Any of the following-- Information and referral, Independent Living Skills Training, Peer counseling, Advocacy, or Transition).

Slide 46Ask: Name one of the five categories for the C-MIST strategy? (Answer: Any of the following—Communication, Medical, Independence, Supervision, or Transportation).

Slide 47Part 2: Accessibility

30 minutes

Say: We are now at Part 2 of today’s course: Accessibility.

Say: You play an important role in assisting individuals with disabilities and others with access and functional needs in a variety of settings. It’s important to have a clear understanding of your responsibilities and the legal requirements to ensure that all Pennsylvania residents and visitors have access to the resources needed to remain safe during emergencies and fully recover after.

Explain: Federal civil rights laws require equal access for, and prohibit discrimination against people with access and functional needs and disabilities. To comply with federal law it’s important to understand the concepts of accessibility and nondiscrimination.

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http://www.pasilc.org/


Slide 48Topic 6: Americans with Disabilities Act (ADA) Overview

Say: Compliance with the Americans with Disabilities Act applies to notifications, communication, evacuation, transportation, registration, unification centers, sheltering, medical care, recovery, points of distribution (POD) areas, to name a few. Under the ADA, emergency programs must not exclude or deny benefits to people with disabilities.

Explain: Emergency programs, services, and activities must be provided at locations that all people can access, including people with access and functional needs. People with disabilities should be able to enter and use emergency facilities and access the programs, services, and activities that are provided. Areas that need to be accessible include parking, drop-off areas, entrances and exits, security screening areas, restrooms, bathing facilities, sleeping areas, dining areas, areas where medical care or human services are provided, and walk and hallways between those areas.

Emergency programs, services, and activities for general population must be equal for people with disabilities. Equal access applies to emergency preparedness, notification of emergencies, evacuation, transportation, communication, shelter, distribution of supplies, food, first aid, medical care, housing, and application for and distribution of benefits.

Say: We can accomplish this through ensuring our services provide equal access to all.

Slide 49Topic 7: Physical Access and Reasonable Accommodations

Say: One of the most important roles of State and local government is to protect people from harm, including helping people obtain food and shelter in major emergencies. When disasters occur, people are often provided safety in temporary shelters located in schools, office buildings, tents, or other facilities.

Explain: ADA Accessibility includes:

Title II: Public Services: The ADA prohibits discrimination and exclusion from participating in government services, programs, and activities on the basis of any disability. This means announcements, planning, and emergency services must be accessible to individuals with disabilities.

Title III: Public Accommodation: This includes ensuring access to facility entrances, access to services, access to restrooms, and removal of any barriers. The ADA prohibits discrimination by places of public accommodation because of a disability. All places of public accommodation must be accessible. Accommodations may include the placement of temporary ramps to entrances, accessible toilets,

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handwashing stations, and showers. Accommodations should be locations that are comparable in convenience for people without disabilities.

Title IV: Telecommunications: This requires all telecommunication relay services be made available to enable people with hearing or speech disabilities. Public announcements must be accessible to people with disabilities by broadcasting the information in multiple formats.

Say: If those are the laws, what can you do to be sure they are followed?

Slide 50Say: Some facilities require modifications for full access. A first step to providing an accessible environment is to identify any physical barriers that exist that will prevent access to people with disabilities and others with access and functional needs. Individuals may require other accommodations in order to maintain their independence, health, and safety.

Some tips for ensuring accessibility at your location include:

1. Physical Accessibility

o Accessibility should focus on areas where people are dropped off, entrances and pedestrian routes (indoors or outdoors).

Locate areas where people are likely to register, sleep, eating, use the restrooms, receive food distribution, or medical services.

Entrance surfaces should be firm, stable, slip resistant, without steps or steep slopes, and accessible for a person using a wheelchair or other mobility aid.

Maintain accessible routes. Everyone must have access to various areas where activities and services take place.

Drop off locations must have level access space aisle.

Accessible parking spaces must be provided.

Eliminate protruding objects in areas where people can walk. Pedestrian routes should be open and free of overhanging objects to ensure people can pass safely under them.

Check-in areas should provide a writing surface at an accessible height for people who use a wheelchair, scooter, or other mobility device.

If you find a barrier, either remove the barrier, or locate a staff member immediately.

Additionally, offer orientation and wayfinding assistance to people who are blind, have low vision or any person who may be in need to help them

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become familiar and comfortable in the new environment. If you have spent some time with an individual to identify their needs, a warm-hand off can assist someone with their next steps.

If you are unsure if something accessible, contact a Disability Integration staff member. We will discuss their role a little more in a few.

Slide 51Say:

1. Communication Accessibility and Effective Communication

o Good communication between staff, volunteers, and residents is essential.o When possible, provide alternate format materials to people who are blind or

have low vision.o Ensure that audible information is made accessible to people who are deaf/hard

of hearing such as TTY (text telephone) or interpretation.

Slide 52Say:

1. Reasonable Accommodations

o Reasonable accommodations and modifications may be required to meet the functional needs of shelter residents or in other emergency environments.

Reasonable accommodations may be requested in order for an individual to maintain their independence, health, and safety.

Types of reasonable accommodation may include:

Language assistance, such as a translator or assistive technology.

Place cots for shelter residents close to the bathroom, electrical outlet, or against a wall for individuals who may transfer from a wheelchair.

A quiet space for individuals who may need low stimulation.

Appropriate meals and snacks for specific diets or dietary restrictions.

Slide 53Say:

1. Nondiscrimination

o As mentioned earlier, people with disabilities and others with access and functional needs are the most knowledgeable about their own needs.

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o Asking for reasonable accommodations does not require the need for medical attention or in a shelter situation, the need to go to a specialized medical shelter or unit.

o Whenever choices are available, people with disabilities have the right to choose their shelter location, what type of services they require, and who will provide them.

o In some cases, family members, friends, and health care agency personnel may provide assistance with activities of daily living, including feeding, mobility assistance, or personal care needs.

o Emergency programs services and activities must be provided in integrated settings. The provision of services keep individuals connected to their support system and caregivers and avoids separate service facilities. This includes sheltering, information intake for disaster services, and service animals.

Slide 54Toolkit: If you are assigned in an area that has a medical shelter or unit, use the flowchart provided in your Toolkit to determine the correct location for an individual. However, remember to listen to the person and their needs.

Slide 55Bridge: At various locations and situations, you may encounter individuals with a service animal.

Topic 8: Service Animals and Comfort Animals

Say: Under the ADA, only a dog or miniature horse can serve as service animals. Service animals are individually trained to assist a person with a disability.

Explain: There are many functions that service animals perform for people with a variety of disabilities. Service animals are not pets and therefore are not subject to restrictions applied to pets or other animals. There are also no limitations on the size or breed of dogs that can be used as service animals.

Slide 56Say: Examples of ways service animals support individuals with disabilities include:

Hearing sounds for persons with significant hearing loss;

Guiding individuals with vision loss;

Supporting people who may use wheelchairs or have other disabilities in accomplishing numerous tasks, such as retrieving items;

Alerting an individual that a seizure is about to occur;

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Alerting others that a seizure is occurring;

Alerting when blood sugar reaches high or low levels; or

Calming a person with post-traumatic stress disorder (PTSD) during an anxiety attack.

Slide 57Say: Typically, in a shelter situation, emergency shelters do not allow residents or volunteers to bring their pets or other animals. However, shelters must make exceptions to “no pets” or “no animals” policies to allow people with disabilities to be accompanied by their service animals.

Explain: Service animals can only be excluded if, the service animal is out of control and the handler does not take effective action to control it or if the individual cannot take care of the animal’s needs. The animal must be under the handler’s control at all times. As volunteers and staff, you are not responsible for the care of the service animal.

Most service animals are easily identified because they wear special harnesses, capes, vests, scarves, or patches. Others can be identified because they accompany individuals with visible disabilities and the functions they perform can also be readily observed. However, ADA does not require service animals to wear vests, identification, or specific harnesses.

Slide 58Say: When none of these identifiers are present, you may ask only two questions to determine if an animal is a service animal:

1. “Is this a service animal required because of a disability?”

2. “What work or tasks has the animal been trained to perform?”

If the answers to these questions reveal that the animal has been trained to work or perform tasks or services for a person with a disability, it must be allowed to accompany its owner anywhere other members of the public are allowed to go. This includes bathrooms, areas where food is served, and areas where medical care is provided.

Slide 59Say:

You cannot:

Ask about the person’s disability

Require medical documentation

Require a special identification card or training documentation for the dog or miniature horse

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Ask that the service animal demonstrate its ability to perform the work or task. (Source: ADA Requirements on Service Animals http://www.ada.gov/service_animals_2010.htm)

Say: When a service animal is in your presence, assume the service animal is working. The person with the service animal may introduce the animal to you, as this provides an opening for conversation. You should keep your conversation directed to the person, respect the discipline of the harness, and resist the urge to pet the animal. Animals that are working with their handlers may become confused if people other than their handlers want to pet or feed the animal treats.

Slide 60Bridge: In some situations, a person may have an animal that is not a service animal such as comfort or emotional support animal.

Emotional Support/Comfort Animals

Say: Comfort animals are animals that provide comfort just by being with a person. Because they have not been trained to perform a specific job or task, they do not qualify as service animals under ADA. However, some states, including Pennsylvania, under the Fair Housing Act, or local government have laws that allow emotional support animals into public places.

Explain: ADA makes a distinction between service animals and emotional support animals. If an animal (usually a dog) has been trained to sense that an anxiety attack is about to happen and take a specific action to help avoid the attack or lessen its impact, that would qualify as a service animal. However, if the animal’s mere presence provides comfort, that would not be considered a service animal under ADA.

Say: Because of the various laws that protect the presence of service animals and emotional support animals, if you are unsure, remember the two important questions:

1. “Is this a service animal required because of a disability?”

2. “What work or tasks has the animal been trained to perform?”

If in doubt, allow.

Say: Remember, at all times, the handler is responsible for caring for and supervising the animal. This includes toileting, feeding, grooming, and veterinary care. You are not obligated and should not be asked to supervise or otherwise care for the animal.

Slide 61Review Service Animals:

Ask: True or False: Service animals be any breed of dog?

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http://www.ada.gov/service_animals_2010.htm


(Answer: True. ADA does not restrict the type of dog breeds that can be service animals. Service animals can also be miniature horses)

Slide 62Ask: When can a service animal be excluded? (If the service animal is out of control and the handler does not take effective action to control it or if the individual cannot take care of the animal’s needs. The animal must be under the handler’s control at all times.)

Slide 63Ask: What’s one of the two questions you may ask to determine if an animal is in fact a service animal? (Answer: “Is this a service animal required because of a disability?” or “What work or tasks has the animal been trained to perform?”)

Slide 64Topic 9: Support Services

Say: At all times, if you are unsure of what to do, seek out your dedicated Disability Integration staff member(s).

Explain: Disability Integration staff may serve either as an advisory or management role for the disaster response or a direct service to the disaster survivor role. The exact role will vary, depending on location. Generally, this person has qualifications, understanding and knowledge of legal compliance issues, diverse functional needs populations, and support service systems. The positions are commonly held by disability stakeholders including subject experts, emergency managers, state agency staff, and community disability agency representatives. Typically, they have been appointed to help ensure the needs of individuals with disabilities and others with access and functional needs are met.

Disability Integration staff work with disaster survivors to help with unmet needs related to a disability or access and functional needs in the field. Staff may provide needed items, such as durable medical equipment, assistive technology, services to disaster survivors or request items or services if they are not available. Direct service Disability Integration staff may respond in a small team such as a Functional Assessment Service Team (FAST).

Disability Integration staff should be contacted if assistance is needed to utilize AT items on location. We’ll discuss the types of AT or AT Kits that might be available in your area after the break.

Slide 65Review Part 2:

Ask: Give an example of a reasonable accommodation?

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Slide 66Ask: True or False: A person with an intellectual disability and requires some assistance from a caregiver should go to a medical shelter? (Answer: false)

Slide 67Ask: What is the law the requires emergency programs to be accessible for people with disabilities? (Answer: Americans with Disabilities Act of 1990)

Slide 68Dismiss: Participants for a short 15 minute break.

Break

15 minutes

Instructor notes: Use break to gather AT/DME devices or awareness activity.

Slide 69

Assistive Technology (AT), Durable Medical Equipment (DME), Accessibility Kits30 minutes

Welcome participants back from break

Say: Next, we will discuss assistive technology, durable medical equipment and the use of accessibility kits.

Slide 70Topic 10: Assistive Technology

Ask participants: What is assistive technology?


Explain: Assistive technology (AT) is any item, products, equipment, or systems that is used to increase, maintain, or improve learning, working, and daily living for a person with a disability or access and functional needs.

Ask participants: Can you think of any examples of AT?


Slide 71 AT can be low-tech or simple tech: communication boards made of cardboard or

paper.

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AT can be high-tech: special-purpose computers.

AT can be hardware: prosthetics, mounting systems, and positioning devices.

AT can be computer hardware: special switches, keyboards, and pointing devices.

AT can be computer software: screen readers and communication programs.

AT can be inclusive or specialized learning materials and curriculum aids.

AT can be specialized curricular software.

AT can be much more—electronic devices, wheelchairs, walkers, braces, educational software, power lifts, pencil holders, eye-gaze, head trackers, and much more.

Assistive technology helps people who have difficulty speaking, typing, writing, remembering, pointing, seeing, hearing, learning, walking, and many other things.

Slide 72Bridge: Although similar, there is a distinct difference between DME and AT.

Topic 11: Durable Medical Equipment

Explain: In FEMA’s publication Guidance on Planning for Integration of Functional Needs Support Services in General Population Shelters (2010), DME (e.g., walkers, canes, wheelchairs, etc.) is described as items used by persons with a disability to maintain their usual level of independence. DME may be items used to maintain health and vital functions, e.g. highly specialized medical equipment such as nebulizers, feeding pumps, suctioning devices, ventilator and other breathing apparatus. DME is the term usually assigned specific meaning by private and public health insurers as meeting the following criteria:

Durable (having a functional life of 5 years);

Medical in nature (not for persons without a disease or disability);

Medically necessary, prescribed by a physician or relevant health care professional; and

Not experimental.

DME or AT should not be considered “one size fits all.”

Slide 73Topic 12: Basic Medical Equipment

Say: Millions of individuals rely on DME to meet their activities of daily living needs, manage their chronic medical conditions, and/or support other functional needs.

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Explain: Examples of DME include: wheelchairs (manual and electric), hospital beds, ventilators, oxygen concentrators (and accessories), nebulizers, glucose monitors, canes, crutches, walkers, pressure mattresses, lifts, infusion and feeding pumps, and various other equipment.

Emergencies, particularly with prolonged power outages or that require evacuation, can quickly create life-threatening situations for people who depend on DME.

Electricity- and power-dependent DME consists of three categories:

Oxygen and Related Respiratory Devices—Respiratory therapy equipment that provides treatment of breathing disorders and other cardiopulmonary needs.

o Ventilatorso Continuous Airway Pressure Devices (C-PAP)o Powered Suction Pumps

Infusion/Intravenous and Feeding Equipment— Equipment/devices that deliver fluids, nutrients, and medications into an individual’s body in controlled amounts.

o Infusion Pumps

Insulin Pumps

Mobility Assistive Equipment—Equipment that provides the ability to perform one or more mobility-related activities of daily living in or out of the home, including access to the community.

o Power Wheelchairso Power Scooterso Semi-Electric Wheelchairs

Explain: Just because someone may use specialized durable medical equipment does not mean they required specialized medical attention at all times. Remember self-determination and allowing the individual with disabilities or others with access and functional needs to determine what’s appropriate for them.

Slide 74Say: During or after a disaster or emergency situations, devices and equipment may become stolen or damaged. There are state and community resources that can help people get the devices they might have lost.

Explain: In Pennsylvania, there are 9 Assistive Technology Resource Centers (ATRCs). Working closely with their community CILs and other organizations, the ATRCs can recommend places to obtain donated or used equipment for free or for low cost. Additionally, through TechOWL PA, a program with the Institute on Disabilities at

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Temple University, there is a statewide lending library in which individuals with disabilities can borrow equipment.

Slide 75Toolkit: Information related to TechOWL PA and their services for helping individuals after a disaster are included in your ToolKit Packet.

Say: Individuals can also reach out to organizations such as the PassItOnCenter.org, the Partnership for Inclusive Disaster Strategies; Disaster Survivors with Disabilities Hotline, and recovers.org for post-disaster relief.

Pennsylvania Assistive Technology Foundation (PATF), can help individuals apply for loans for purchasing replacements for lost, damaged, or stolen AT. All of this information is in your ToolKit packet.

Slide 76Bridge: Earlier we discussed reasonable accommodations for individuals to maintain their independence, health and safety. Some solutions for reasonable accommodations may be found in the accessibility kits.

Topic 13: Accessibility Kits

Say: Contents in the accessibly kits may vary from county-to-county, Red Cross, or FEMA. All kits will contain items to assist people who have physical disabilities, are blind or have low vision, are deaf/hard of hearing, speak limited or no English, difficulty speaking, or other access and functional need. Accessibility Kits help improve statewide capabilities to support individuals with disabilities and others with access and functional needs during emergency planning, response, and recovery operations. Providing accommodations such as those present in this kit allows for more inclusive emergency operations and more effective community recovery.

Example: A few sample items include:

Personal amplifiers

Big button phones

Noise cancelling headphones

Reachers/Grabbers/Donners/Dressing kits

Captioned phones

Video Phones

TTY phone (text phone)

Magnifiers

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Adaptive tableware

Tablets with various apps

Dry erase boards

Communication boards

These kits are typically stored [Instructor notes: Where are kits stored?; Who has access?] and require signing in and out. If you need assistance, ask a member of the Disability Integration staff.

Slide 77Toolkit: A list of common items found in the Accessibility Kits and who may benefit from their use is located in your Toolkit folder. Remember, AT is not a one size fits all.

Slide 78Part 3: Review

Ask: In a shelter situation, individuals who use AT or DME should always be placed in medical shelters or medial units? (Answer: False. Individuals who use AT or DME should be housed in general shelters unless they require ongoing medical assistance and monitoring. Individuals should be given a choice on which type of shelter is necessary for them.)

Slide 79Ask: Give an example of AT and how it can help a person with a disability or access and functional needs?

Slide 80Ask: What’s the difference between AT and DME? (Answer: AT is nonprescription and not medical in nature. DME is medically necessary

Slide 81Say: We are almost finished with today’s course. For the next 30 minutes, I’d like to give you the opportunity to explore some of the devices in the Accessibility Kits. Depending where you are, each kit may be different, however, these are common items you may find.

Instructor Notes: If you do not have access to an accessibility kit, do a disability awareness activity.

Explore Devices or Disability Awareness Activity

30 minutes

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What You’ll Need: Accessibility Kit and Devices or

Disability Awareness Activity Sheet and Script

Slide 82Wrap Up/ Questions

15 minutes

Say: This concludes our course on Access and Functional Needs.

Explain: To recap, remember that individuals with disabilities are people, just like you and me. Our goal is to meet the varied needs of those we serve before, during and after disasters. We should always make sure our services provide equal access to all services and support for everyone in the community. We listen to each person and provide them with the tools necessary to maintain their usual level of independence. We must also ensure their needs are being met, and that we comply with the Americans with Disabilities Act.

Ask: Did you learn anything that surprised you today?

Ask: Are there any changes or adjustments you might make within your organization or policy/procedures to better serve people with disabilities?

Ask: Any questions?

Slide 83: Final slide Say: I hope this course has provided you with important information related to supporting the needs of people with disabilities and others with access and functional needs. Remember to hold on to your Toolkit documents and familiarize yourself them and the services and accommodations available for people with disabilities and others with access and functional needs. These documents are also available at Techowlpa.org.

Thank participants for their participation

Dismiss

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