Accommodations for Individuals with Spina Bifida in the

Accommodations for Individuals with Spina Bifida in the Volunteer Site Julie A. Yindra October 9, 2007

Typical SB Profile • Neurological Impairment • Orthopedic Impairment • Learning Differences

Neurological Impairments • • • Could possibly affect: Sensation/paralysis Eye-hand coordination Visual perception Hydrocephalus and The Shunt

Orthopedic Impairment • Could be use a wheelchair for mobility, could be ambulatory, with or without aids • Ambulatory individuals may fatigue easily • May have transportation concerns

Learning Differences • Many individuals with Spina Bifida have cognitive deficits • Particularly common is Non-verbal learning disorder and/or ADHD

NLD • • • High verbal ability, lower non-verbal ability Visual/spatial difficulties Delayed development of non-verbal, social cues Extreme difficulty with abstract mathematics concepts Difficulty with other abstract reasoning of non-verbal concepts • May have directional problems

Other secondary Conditions • Latex allergy/sensitivity • Skin breakdown • Prone to infection

Common Accommodations • Pre-Service In-Depth Interview • Accessible Sites • Avoid tasks requiring high-level math, and for circumstances requiring simple math, provide calculator • Provide all task instructions in sequential, verbally based instructions-such as a procedural manual • Proximity to bathrooms • Ambulatory individuals may need to sit frequently • Latex free environment (if necessary)

Inclusion of Individuals with Spina Bifida in National & Community Service David Morrissey, MPS Disability Policy Leadership Fellow Association of University Centers on Disabilities Silver Spring, MD

Cycle of Volunteer Management 1. 2. 3. 4. 5. 6. Program design Recruitment and screening Training Deployment and supervision Recognition Evaluation and Celebration

Inclusive Service Environments: Indicators of a Welcoming Service Program • Individuals with disabilities are full participants in program & service activities • Individuals with disabilities are treated as peers • Expectations for individuals with disabilities are the same as for others • Individuals with disabilities are encouraged to apply • Questions & solutions naturally arise about accessibility when planning activities • Brochures, web sites & materials portray images of people with disabilities • Individuals with disabilities assist in reviewing materials & practices • Availability of accommodations is openly posted & publicized • Buildings and programs are accessible • Interviews, meetings, and social gatherings are held in accessible locations • Individuals are asked about their experience & satisfaction • Regularly review recruitment strategies

Access Considerations • • • How accessible are sites & programs? What can be done to remove barriers? How can you provide program access? THIS BUILT SETTING (building, parking lot, playground, etc. ) IS READILY AVAILABLE AND USABLE (barrier free) BY A WIDE RANGE OF PEOPLE WITH DISABILITIES (physical, sensory & cognitive) – Ramps for entering the building and elevators for multiple story buildings – Corridors, conference rooms and common areas open enough for wheelchair access

“Qualified Individual” An individual with a disability who, with or without reasonable accommodations, can perform the essential functions of the position. Just like participants without disabilities, the individual must meet the qualifications the program has in place.

An accommodation… is any change in the service environment or in the way things are customarily done that enables an individual with a disability to enjoy equal service opportunities The U. S. Equal Employment Opportunity Commission, October 17, 2002 Examples: • • • Making facilities accessible Job restructuring Modified work schedules, including breaks Acquisition or modifications of equipment or devices Providing readers, interpreters, or auxiliary aids

Recruitment √ State Agencies that Support Youth & Adults with Disabilities • providers funded by state agencies √ University Centers for Excellence √ Consumer -Directed Self Advocacy Groups • People First, Self Advocates, TASH √ Disability-Specific Organizations • SBA Chapters • Centers for Independent Living √ Parent and Family Organizations • Parent Training & Information Centers √ Students with Disability Offices at Colleges & Universities

Recruitment • After initial outreach, change your message – Provide more than general information about CNCS – Start stating benefits and possibilities for people with disabilities • Stay in contact with State/local government agencies, advocacy groups • Establish close relationship with provider agencies, school districts, and self-advocacy groups (have contact with people with disabilities daily, this is where you will find people) • Recruit at: – Disability related conferences – Disability related job/resource fairs

Orientation • • • Describe your overall mission and programs Describe the volunteer’s mission and program Introduce volunteer to all staff Acquaint volunteer to facility Acquaint volunteer with phones, technologies, procedures Acquaint volunteer with correct language Training • This is what you should do • This is what you should not do • This is what you should do if the following situation arises

Deployment and supervision: coaching for success • Effective delegation includes goal setting, expected results, define level of control, communicating guidelines, establishing check-ins • Coaching teaches based on learning experience, identifying areas for improvement, challenge, affinity, and playing to the strengths and addressing challenges honestly. • Counseling is a more focused addressing of a volunteer’s performance problems, after challenges have been addressed in coaching. • Create a motivating environment for volunteer success (clear mission, ownership, recognition, camaraderie) • Alternatives to firing: retrain, remotivate, reassign, offer a referral to another agency, retire. Firing must have systemic mechanisms in place via program/policy design

Ameri. Corps Alum Dana O’Bryan