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Disability Awareness Training:Inclusive libraries start with us
Staff Development Day, Nov. 20 2015Patti-Lynne McLeod and Toby Willis-CampOutreach Services
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So why disability awareness training?
• Saskatchewan has a disability rate of 15%, which translates to over 100, 000 individuals.
• This is higher than the national average of 13.7%
• Individuals with a wide variety of disabilities come through our doors. Some disabilities are visible, some are invisible.
• Regina Public Library staff need to feel supported, confident and comfortable providing services to these individuals.
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Breakdown of disability in Saskatchewan
Pain (71.4 per cent),Flexibility (53.1 per cent)Mobility (50.1 per cent)Hearing (24.4 per cent)Mental/psychological (22.8 per cent)Dexterity (21.8 per cent)
Other (ranked highest to lowest):sight, memory, learning, and developmental
from People Before Systems (June 2015)
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Power of Words• Words are important and
powerful tools in shaping ideas, perceptions and attitudes.
• Words and how we use them make a difference in the way we think about and relate to people.
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BCLA (2014) Library Services for Patrons with Disabilities Workshop
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Power of Words Activity
Everyone raise their hands.
We will now read a series of statements with two options.
Keep your hand raised if you choose Option A.
Lower your hand if you choose Option B.
Don’t think too hard – choose quickly!5
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Person First Language
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Examples of People First LanguageSAY… INSTEAD OF…
People with disabilities The handicapped or disabled
She has a learning disability She’s learning disabled
Brain injury Brain damaged
She uses a wheelchair She is confined to a wheelchair/is wheelchair bound
He has a physical disability He’s a quadriplegic/is crippled.
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Communication Strategies
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Cognitive AccessibilityArea Definition
Memory Ability to remember what has been learned
Problem-solving Ability to understand what happened and possible actions to try
Attention Ability to focus on the task at hand
Language comprehension Ability to understand text and/or oral instructions
Visual comprehension Ability to decode images
Perception & processing Ability to bring together information into meaningful chunks 9
BCLA (2014) Library Services for Patrons with Disabilities Workshop
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Cognitive Walkthrough - activity
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What have we learned?
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Cognitive Ramping
1. Get it straight in your head first
2. Start at the beginning
3. One thing at a time4. One step at a time5. Use repetition6. Watch your words 12
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Cognitive Ramping7. Avoid acronyms8. Consider
readability9. Go to the person10. Use pictures11. Demonstrate or
show a video12. Adapt
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Helping Patrons Who Have Vision Loss
• Identify yourself
• If the person needs to be guided, you can offer your arm.
• If the person has a guide dog, walk on the side opposite the dog.
• As you are walking, note out loud any obstacles such as stairs.
• Don’t touch the person’s cane or guide dog.
• If the person puts the cane down, don’t move it.
• Offer to read written information to patrons who have vision loss. Count out change so that they know which bills are which.
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Helping Patrons Who Have Hearing Loss• Face the person and speak clearly
• Don’t shout
• Write your message down if necessary
• Avoid talking too fast or using complex sentences
• Keep your hands away from your face
• Avoid sudden changes of topic
• Rephrase sentences rather than repeating them
• When you are working with an interpreter, speak directly to the person you are trying to communicate with, NOT the interpreter. 15
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Helping Patrons Who Use Wheelchairs or Other Mobility Devices• Don’t push or touch a person’s wheelchair; it’s part of her personal
space.
• Wait for instructions before pushing a chair or lifting its handles.
• Keep the ramps and wheelchair-accessible doors to your building unlocked and unblocked.
• Keep entrances, aisles, and ramps clear.
• Be aware of a person’s reach limits. Place as many items as possible within their grasp.
• When talking to a person using a wheelchair, grab your own chair and sit at her level. If that’s not possible, stand at a slight distance, so that she isn’t straining her neck to make eye contact with you. 16
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Communication tips① Identify yourself② Speak directly and clearly to
the person③ Listen-speak-listen④ Show and tell or walk and
talk (repeat)⑤ Ask for help if you are
having difficulty understanding
⑥ Make eye contact at the eye level of the person
⑦ Show respect and patience17
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The agent of remedy can be the individual, an advocate or anyone who affects
the arrangements or interactions
You can make a difference.
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Resources and Further Reading• Accessibility Standard for Customer Service: Training Resource
. Government of Ontario, 2015.
• Accessible Library Services for Persons with Disabilities. Ontario Library Association, n.d.
• Desjardins, M. (2010) “Invisible disabilities,” Feliciter 56(3):106-105.
• Hingsburger, D. (2013) “Cognitive ramping: Principles of plain language and accessible communication,” The Direct Support Workers Newsletter, 2(10), http://www.thefamilyhelpnetwork.ca/wp-content/uploads/2013/03/sss-vol-2-issue-10-oct.pdf
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Resources and Further Reading Con’t
• Roberts, Ann and Richard J. Smith. Crash Course in Library Services to People with Disabilities. Santa Barbara CA: Libraries Unlimited, 2010.
• Saskatchewan. Disability Strategy Consultation. (2014) Our experience, our voice: The reality of today, the opportunity to shape tomorrow.
• Saskatchewan. Saskatchewan Disability Strategy. (2015) People Before Systems: Transforming the Experience of Disability in Saskatchewan.
• Services to People with Print Disabilities Working Group. BCLA. (2014) Disability Awareness Toolkit. Available at The Library Toolshed.
• United Spinal Association. Disability Etiquette. (2015) Tips on Interacting with People with Disabilities.
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