WSDDIC

(Washington State Democrats Disabilities Issues Caucus)

 

Disability Awareness and Etiquette

 

Disability awareness strategies foster inclusion of people with disabilities.   Appropriate disability awareness allows everyone to be more comfortable and productive.

 

Definitions:

 

Disability

 

Washington Law Against Discrimination (RCW 49.60.040) Disability is defined as follows:

• The presence of a sensory, mental, or physical impairment that:

• Is medically recognizable or diagnosable.

• Exists as a record or history; or

• Is perceived to exist whether or not it exists in fact.

• A disability exists whether it is temporary or permanent, common or uncommon, mitigated or unmitigated, or whether or not it limits the ability to work generally or work at a particular job.

• For purpose of this definition, impairment includes, but is not limited to:  Any physiological disorder, or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: Neurological, musculoskeletal, special sense organs, respiratory, including speech organs, cardiovascular, reproductive, digestive, genitor-urinary, hemic and lymphatic, skin, and endocrine; or

• Any mental, developmental, traumatic, or psychological disorder, including but not limited to cognitive limitation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. affecting one or more of the following body systems: Neurological, musculoskeletal, special sense organs, respiratory, including speech organs, cardiovascular, reproductive, digestive, genitor-urinary, hemic and lymphatic, skin, and endocrine; or

• Any mental, developmental, traumatic, or psychological disorder, including but not limited to cognitive limitation, organic brain syndrome, emotional or mental illness, and specific learning disabilities.

 

Individuals with Mobility Disabilities

 

Please do not make assumptions about limitations based on appearance or the use of assistive devices. For example, individuals who use mobility aids such as canes, walkers, or wheelchairs have different limitations and may use a mobility aid regularly or only as required by their limitations. Also, people who appear to be mobile may require accommodations such as accessible parking because they are unable to walk long distances due to a medical impairment (e.g., a person with asthma or a heart condition).

 

Please do not touch or lean on a wheelchair, move a person’s walker or cane without being asked, or pet or distract a service animal without first asking the individual with the disability if it is okay. A wheelchair, mobility aid, or service animal is part of an individual’s personal space, an extension of that individual.

 

• Be aware of meeting or event location’s accessible and inaccessible elements. You may want to take a tour and evaluate the site for accessibility.

• Make accessibility changes according to the specific needs of the attendee’s needs.

• Keep disability etiquette in mind when planning social events or training opportunities. Host events at accessible locations and design activities that include everyone.

• Ask whether a person needs assistance before you help. Extend the same courtesies to individuals with disabilities as you would others. Do not be afraid to ask how you can help.

• Sit down when speaking for more than a few minutes with a person who uses a wheelchair, so you are at eye level.

• Be careful about the language you use. For example, people who use wheelchairs or scooters are not confined or bound to them. The wheelchair enables the person to get where they need to go. It does not confine the person.

 

Individuals with Vision Disabilities

 

Provide descriptive directions that do not require the person to rely on visual references. When appropriate, note if Braille signage is posted on walls and doors.

 

Verbally greet and identify yourself before extending your hand to greet a person who is blind. Use the same courtesy when entering or leaving a room or saying goodbye when ending a conversation. Do not just walk away when talking with a person who is blind or visually impaired.

 

• Offer your arm instead of taking the arm of a person who is blind or visually impaired when guiding the person. As you walk, tell the person where you are going, make note of steps or slopes, and point-out opening doors or other obstacles.

• Do not pet or distract a guide dog. When walking along-side someone who is using a guide dog, walk on the side opposite the animal.

• Offer to read written information, when appropriate, during an interview or on the job.

• Inform a person who is blind or visually impaired of structural changes or hazards they may need to be aware of in the event of new construction or location modifications.

• Provide materials, such as agendas, meeting minutes or proposed resolutions in an accessible format (e.g., large print, Braille, or accessible web page accessed with a screen reader).

 

Individuals who are Deaf or Hard of Hearing

 

Be aware that individuals who are deaf or hard of hearing communicate in various ways. Pay attention to cues such as whether the person uses sign language, is reading lips, writing, or gesturing.

 

• Do not be afraid say that you do not understand if you have trouble understanding the person’s speech. It is better to find another way to communicate, such as through writing notes, than to pretend to understand.

• Do not put hands in front of your face, or food or other items in your mouth when communicating with someone who is reading lips. Also, do not turn your head or walk away while talking. When possible, speak in a well-lit room that is free from background noises.

• Maintain eye contact and direct your communication to the person who is deaf when using a sign-language interpreter.

• Speak using a normal tone of voice unless asked to raise your voice and rephrase rather than repeat the same words if you are not understood.

• Take turns when talking during a meeting so the person who is deaf or hard of hearing can read lips if they are able to.

• Get the attention of a person who is deaf or hard of hearing before you start speaking by waiving your hand, tapping them on the shoulder, or through some other appropriate gesture.

• Talk with the individual about his preferred method of communication for job training or complex work-related situations.

• ·When appropriate, provide a qualified sign-language interpreter, CART service, or training videos that are captioned.

• Remember to include people who are deaf or hard of hearing in casual conversation and social events.

• Provide a sign-language interpreter for social events, when appropriate.

 

Individuals with Speech Impairments

 

• Be patient and listen. Do not complete words or sentences for the individual. Do not be afraid to say you do not understand. Ask them to repeat and then listen carefully. Repeat what you heard to verify. Or, ask them to write it down.

• Be attentive in your mannerisms by maintaining conversational eye contact and focusing on the content of communication rather than the delivery of the communication.

• Relax and communicate as you would normally.

 

Individuals with Respiratory Impairments or Chemical Sensitivities

 

Be aware that products that are commonly used in public areas (e.g., air fresheners, cleaning products, markers) can trigger a reaction for someone who has a respiratory or chemical sensitivity. Ask to use less toxic products when possible.

 

• Encourage attendees to use fragrance-free products and discontinue wearing fragrances and colognes in the event location; fragrances, colognes, and fragranced personal products can make some people very ill.

• Make a commitment to maintaining good ventilation and indoor air quality. This can benefit everyone.

• Do not make assumptions based upon appearance. For example, a person with asthma may not appear to be limited but may need accessible parking because they are not able to walk long distances or be in the cold or humidity for long periods of time.

 

Individuals with Cognitive Disabilities

 

Do not assume that because someone has a cognitive impairment, such as a learning disability, that they have below-average intelligence. The individual may have above-average intelligence, but may have difficulty receiving, expressing, or processing information.

 

• Ask the person if they prefer verbal, written, or hands-on instruction, or a combination of methods in training and work-related situations. For example, if providing verbal instructions, it may be helpful to follow-up with an e-mail that clarifies your request.

• Treat the individual as an adult. Speak directly to the individual, rather than their companion, and use words and phrases according to their level of complexity.

• Be patient. Allow the individual time to think and answer questions independently.

 

Individuals with Psychiatric Disabilities

 

Avoid stereotypes and assumptions about the individual and how they may interact with others. In most cases, it will not be obvious that someone has a psychiatric impairment.

 

Recognize and respect the differences in people. People with psychiatric impairments may behave differently than other individuals, may have trouble interpreting social cues, or may have different ways of coping with their impairment.

 

• Respect personal space and do not touch the individual or their personal belongings.

• Provide support and assistance, as appropriate.

• Be patient. Allow the individual time to think and answer questions independently.