DIVERSITY TRAINING 1 Diversity or Cultural Competence is
- Slides: 20
DIVERSITY TRAINING 1
Diversity or Cultural Competence is the capability of effectively dealing with people from different cultures. Last year, we completed a self-assessment to heighten the awareness and sensitivity to the importance of cultural diversity and cultural competence in a provider setting. This year we will focus on the largest demographic we serve – people with disabilities. Disability advocates have done much to define disability culture and underlying common themes. Laws have been passed that address discrimination against people with disabilities. Section 504 which declares that any public place or place getting public funding must be accessible. • The Americans with Disabilities Act (ADA) which says we have the right to work with reasonable accommodations, among other things. • These laws acknowledge that People with Disabilities have been discriminated against as a group, and Congress has passed laws to protect the groups’ rights. Disability culture always existed, but the acknowledgement of it did not. The most widely known definition of disability is that of someone who has a major life impairment preventing them from participating easily in a major activity such as walking, seeing, hearing, thinking. 2
Disability culture is people with all different kinds of disabilities sharing a lot of things in common, for example: • special education or accommodations in the classroom • accessible housing • a job that will provide accommodations • trying to get access to needed healthcare There is a whole movement (a group of people who try and change laws, stereotypes and attitudes about something) called the Disability Rights movement. The Disability Rights movement is an important part of disability culture. People in the movement try to defend the rights and opportunities of all people with disabilities. One of the main goals of the Disability Rights movement is called “Self Determination” which means that people with disabilities have control over their lives. 3
Currently people with disabilities don’t have a lot of choice about where they work, where they live and things like who assists them with personal care (like getting ready in the morning etc). The Disability Rights movement is trying to change this for all people with disabilities. They are working with the public and politicians (people who make laws), trying to educate others that people with disabilities deserve the same opportunities as everyone else. 4
A disability culture acknowledges life with a disability as a way of life, which means that the life of a person with a disability is not necessarily tragic or devalued. A disability culture is the basis for the establishment and implementation of disability rights. While confronting the very real difficulties that physical and intellectual differences involve, we can fight against discrimination and insist that the needs created by those differences are met in a way which enhances the quality and control in the lives of people with disabilities. For years we have discussed integration from the viewpoint that the person with a disability must be able to fit in with mainstream society. What if, instead, we focus on how they can be of benefit exactly the way they are. 5
This is where WE can effect a change: • Encouraging and educating the public so society is informed and understands disability culture. • Ensuring the rights of people with disabilities are promoted and upheld. • Providing employment opportunities for people with disabilities. • Fostering leadership opportunities by people with disabilities. • Supporting quality living in the community for people with disabilities. DRTC has been a major player for many years in advocating for people with disabilities, advocating for their rights, enabling them to assert more control in their lives, and enhancing their quality of life and that of their family members. 6
Attitudes towards people with disabilities vary across cultures. Different cultures have different views of the causes of developmental disabilities, as well as the treatment and programs of services they are comfortable in accessing. • Traditional Confucian beliefs (China) see the birth of a child with a developmental disability as a punishment for parental violations of traditional teachings, such as dishonesty or misconduct. The child’s disability may also be seen as punishment for ancestral wrongdoing. The wider community may feel that the parents are responsible and be less likely to provide the family with sympathy or support. • Individuals from South-East Asian cultures may believe that developmental disabilities are caused by “mistakes” made by parents or ancestors. 7
• Indian cultures offer multiple causes for a disability, ranging from medicines or illness during pregnancy and consanguinity (people descended from the same ancestor), to psychological trauma in the mother and lack of stimulation for the infant. • In other cultures, the will of God or Allah, karma, evil spirits, black magic or punishment for sins may be seen as causes of disability. • Mexican, Haitian and Latin American cultures may see disability as the result of a mother (or family) being cursed. 8
When working within the wide range of Disability Culture, the first and foremost requirement is to have respect for the people you deal with. Secondly, shift your focus to their abilities and what they can do, not on their disability or limitations. Third, think outside the box and consider accommodations that will enable a person with a disability to perform a task or role that would not otherwise be possible given the nature of their disability. Fourth, consider the person’s ethnicity, religious beliefs, cultural norms, values, etc. when evaluating needs and planning for services. 9
Interaction & Etiquette Tips People with Disabilities … General Interaction Tips 10
• Assistive devices (canes, wheelchairs, crutches, communication boards, etc. ) should be respected as personal property. • Always direct communication to the individual with the disability. If they are accompanied, do not direct your comments to the companion. • Use the same level of formality with everyone present. • Relax. Do not be embarrassed if you happen to use common expressions like “See you later” or “Got to be running along” that seem to relate to the person’s disability. • It is appropriate to shake hands when introduced to a person with a disability. People who have limited use of their hand or who wear an artificial limb can usually shake hands. Shaking with the left hand is acceptable. For people who cannot shake hands, touch the person on the shoulder or arm to welcome and acknowledge their presence. • Focus on the individual and the issue at hand, not the disability. 11
• People with disabilities are interested in the same topics of conversation in which people without disabilities are interested. • If someone needs you to speak in a louder voice, they will ask. • People with disabilities, like all people, are experts on themselves. They know what they like, what they do not like, and what they can and cannot do. If you are uncertain what to do, ask. • Offer assistance in a dignified manner with sensitivity and respect. Be prepared to have the offer declined. If the offer is accepted, listen to and accept instructions. • When mistakes are made, apologize, correct the problem, learn from the mistake and move on. • Let people provide information about their disability on their own initiative. They are not responsible for educating the public by sharing their story. 12
Physical Disabilities • Do not make assumptions about what a person can and cannot do. A person with a physical disability is the best judge of his or her own capabilities. • Do not push a person’s wheelchair, or grab the arm of someone walking with difficulty, without asking if you can be of assistance. Personal space includes a person’s wheelchair, crutches, or other mobility aid. Never move someone’s crutches, walker, cane, or other mobility aid without permission. • When speaking with someone using a wheelchair for more than a few minutes, try to find a seat for yourself so the two of you are on eye level with each other. 13
Deaf or Hard of Hearing • Ask the person how he or she prefers to communicate. (writing notes, lip reading, or need for an interpreter. ) • If you are speaking through an interpreter, remember that the interpreter may lag a few words behind - especially if there are names, numbers or technical terms that need to be finger spelled. Pause occasionally to allow him or her time to translate completely and accurately. • Talk directly to the person who is deaf or hard of hearing. • Before you start to speak, make sure you have the attention of the person you are addressing. A wave, light touch on the shoulder, or other visual or tactile signals are appropriate ways of getting the person’s attention. • Speak in a clear, expressive manner. Do not over-enunciate or exaggerate words. 14
• Unless you are specifically requested to do so, do not raise your voice. Speak in a normal tone; do not shout. • To facilitate lip reading, face into the light, and keep your hands and other objects away from your mouth. • If the person is lip reading, face the person directly and maintain eye contact. Don’t turn your back or walk around while talking. If you look or move away, the person might assume the conversation is over. • While you are writing a message for someone who is deaf or hard of hearing, don’t talk, since the person cannot read your note and your lips at the same time. • If you do not understand something that is said, ask the person to repeat it or write it down. The goal is communication; do not pretend to understand if you do not. • If you know any sign language, try using it. It may help you communicate, and it will at least demonstrate your interest in communicating and your willingness to try. 15
Speech Disabilities • Talk to people with speech disabilities as you would talk to anyone else. • Be friendly; start up a conversation. • Be patient; it may take the person a while to answer. • Give the person your undivided attention. • Speak in your regular tone of voice. • Tell the person if you do not understand what he or she is trying to say. Ask the person to repeat the message, spell it, tell you in a different way, or write it down. • To obtain information quickly ask short questions that require brief answers or a head nod. However, try not to insult the person’s intelligence with oversimplification. 16
Cognitive Disabilities • Treat adults with cognitive disabilities as adults • When speaking to someone who has a cognitive disability, try to be alert to their responses so that you can adjust your method of communication if necessary. • Use language that is concrete rather than abstract. Be specific; without being too simplistic. • People with brain injuries may have short-term memory deficits and may repeat themselves or require information to be repeated. • People with auditory perceptual problems may need to have directions repeated, and may take notes to help them remember directions or sequence of task. • People with perceptual or “sensory overload” problems may become disorientated or confused if there is too much to absorb at once. Provide information gradually and clearly. Reduce background noise if possible. 17
• Repeat information using different wording or different communication approach. Allow time for the information to be fully understood. • Don’t pretend to understand if you don’t, ask the person to repeat what was said. • In conversation, people may respond slowly, so give them time. Be patient, flexible and supportive. • Some people who have a cognitive disability may be easily distracted. Try not to interpret distraction as rudeness. Instead, try to redirect politely. • Do not expect all people to be able to read well. Some people may not read at all. 18
People First Language Instead of. . Say. . Handicapped, disabled Person with a disability Confined to a wheelchair Uses a wheelchair Slow Developmental delay Mute or dumb Communicates without using words Blind Visually impaired Retarded Person with an intellectual disability Crazy or deranged Person with mental disability Normal, healthy or able-bodied Non-disabled The epileptic Person with epilepsy Autistic Has autism Focus on the person, not the label. It is the cornerstone of dignity and respect and should drive everything you do when interacting with people with disabilities. 19
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