Including Seniors and Members with Acquired Disabilities February 29, 2012

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Introduction Ms. Robin Fisher Program Manager for the Delaware Foster Grandparent Program Works on the national and local level to promote Senior Corps programs and disability inclusion Working on development of Delaware’s Inclusion Team

Webinar Objectives Define a “Person with a Disability” Disclosure in terms of people with acquired disabilities Potential barriers to addressing acquired disabilities, faced by- Programs and sites Members and volunteers Helpful solutions

Who is a Person with a Disability? A volunteer who uses non-prescription reading glasses. An applicant for service who recently broke their leg. A member who, because of a stroke, needs a little more time to speak.

“Disability” as Defined by Section 504 of the Rehabilitation Act & the Americans with Disabilities Act A physical or mental impairment that substantially limits one or more major life activities A history or record of such an impairment Being regarded as having such an impairment, even when no limitations exist Someone who has an association with someone with a disability This slide contains a direct quote of the definition of disability taken from legislation. Note: We can’t change terms in the legislation (i.e. impairment) but we can change how we talk about inclusion, using proper language and etiquette to help create a welcoming environment. 8

“Substantially limits” …unable to perform, or significantly limited in the ability to perform, an activity as compared with an average person. Factors to be considered are: Its nature and severity How long it will last or is expected to last, and Its permanent or long-term impact, or expected impact 9

What is an example of a Major Life Activity? “Major Life Activity” is Anything an Average Person Can Do with Little or No Difficulty What is an example of a Major Life Activity? The legal definition of “major life activity” according to the Americans with Disabilities Act. The Americans with Disabilities Act Amendments Act, which went into effect January 1, 2009, reinstates a broad scope of protection to be available under the ADA. Some of the changes to this passage include updates to the major life activities considered under the ADA. For a compete list of updates regarding the ADAAA, please visit http://www.jan.wvu.edu/bulletins/adaaa1.htm 10

“Major Life Activity” is Anything an Average Person Can Do with Little or No Difficulty Major life activities include, but are not limited to: caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, working, sitting, standing, lifting, reaching, sleeping and mental/emotional processes such as thinking, concentrating and interacting with others. Americans with Disabilities Act Amendments Act (ADAAA) additions: operation of major bodily functions such as the immune system, normal cell growth and the endocrine system. http://www.jan.wvu.edu/bulletins/adaaa1.htm The legal definition of “major life activity” according to the Americans with Disabilities Act. The Americans with Disabilities Act Amendments Act, which went into effect January 1, 2009, reinstates a broad scope of protection to be available under the ADA. Some of the changes to this passage include updates to the major life activities considered under the ADA. For a compete list of updates regarding the ADAAA, please visit http://www.jan.wvu.edu/bulletins/adaaa1.htm 11

Defining Person with an Acquired Disability Of or related to a disease, condition, or characteristic that develops after birth; not inherited. -Mosby’s Medical Dictionary, 8th edition. 2009. Part 1 of the definition of a person with a disability: A physical or mental impairment that substantially limits one or more major life activities 12

Why not simply disclose? If we, or on behalf of another person, meet the definition of a person with a disability, why not simply disclose? This law was created to protect people with disabilities.

Why not simply disclose? Culture of program environment “Gossipy” Excessively competitive Racially insensitive Fear of potential reactions Refusal by others to share equipment Not relevant Stigma associated with disability Need to disclose to other people outside of service program first The information on this slide was collected for a PhD Dissertation. The responses above were collected from people with disabilities who chose not to disclose and includes their reasons for not disclosing. What are some other reasons as to why a person with a disability may chose not to disclose?

How Willing to Self-Disclose Are You? 5 = would definitely self-disclose 4 = would probably self-disclose 3 = don’t know 2 = would probably not self-disclose 1 = would definitely not self-disclose Rate on a scale of 1 – 5 the following questions: 1. What are your hobbies? Regardless of whether you are/are not a person with a disability- the answer “why not simply disclose” can take on meaning if it is a question more personal to you. For example, on a scale of 1-5, how willing are you to self-disclose for each of the following questions? 1. 2. 3. 4. There are no right or wrong answers to these statements. The major purpose of this test is to stimulate you to think about what you would and would not disclose and why one question may be ranked higher than others. These questions were drawn from Journard’s (1971a) list of self-disclosure topics.

How Willing to Self-Disclose Are You? 5 = would definitely self-disclose 4 = would probably self-disclose 3 = don’t know 2 = would probably not self-disclose 1 = would definitely not self-disclose Rate on a scale of 1 – 5 the following questions: 1. What are your hobbies? 2. What is your worst fear? Regardless of whether you are/are not a person with a disability- the answer “why not simply disclose” can take on meaning if it is a question more personal to you. For example, on a scale of 1-5, how willing are you to self-disclose for each of the following questions? 1. 2. 3. 4. There are no right or wrong answers to these statements. The major purpose of this test is to stimulate you to think about what you would and would not disclose and why one question may be ranked higher than others. These questions were drawn from Journard’s (1971a) list of self-disclosure topics.

How Willing to Self-Disclose Are You? 5 = would definitely self-disclose 4 = would probably self-disclose 3 = don’t know 2 = would probably not self-disclose 1 = would definitely not self-disclose Rate on a scale of 1 – 5 the following questions: 1. What are your hobbies? 2. What is your worst fear? 3. What aspects of your personality do you dislike? Regardless of whether you are/are not a person with a disability- the answer “why not simply disclose” can take on meaning if it is a question more personal to you. For example, on a scale of 1-5, how willing are you to self-disclose for each of the following questions? 1. 2. 3. 4. There are no right or wrong answers to these statements. The major purpose of this test is to stimulate you to think about what you would and would not disclose and why one question may be ranked higher than others. These questions were drawn from Journard’s (1971a) list of self-disclosure topics.

How Willing to Self-Disclose Are You? 5 = would definitely self-disclose 4 = would probably self-disclose 3 = don’t know 2 = would probably not self-disclose 1 = would definitely not self-disclose Rate on a scale of 1 – 5 the following questions: 1. What are your hobbies? 2. What is your worst fear? 3. What aspects of your personality do you dislike? 4. What is your level of income? Regardless of whether you are/are not a person with a disability- the answer “why not simply disclose” can take on meaning if it is a question more personal to you. For example, on a scale of 1-5, how willing are you to self-disclose for each of the following questions? 1. 2. 3. 4. There are no right or wrong answers to these statements. The major purpose of this test is to stimulate you to think about what you would and would not disclose and why one question may be ranked higher than others. These questions were drawn from Journard’s (1971a) list of self-disclosure topics.

Johari Window The Johari window is a way of showing how much information you and others know about yourself. Known to Self Unknown to Self Known to Others Open Pane Known to self and others Blind Pane Blind to self, seen by others Unknown to Others Hidden Pane Open to self, hidden from others Unknown Pane Unknown to self and others The open pane includes information such as hair color, occupation, and physical appearance. The blind pane includes information that others can see in you, but you cannot see in yourself. You might think you are poor leader, but others think you exhibit strong leadership skills. The hidden pane contains information you wish to keep private, such as dreams or ambitions. The unknown pane includes everything that you and others do not know about yourself. You may have hidden talents, for example, that you have not explored. Through self-disclosure, we open and close panes so that we may become more intimate with others.

Window Perspective of Member/Volunteer What does the member know about himself/herself and what are they willing to disclose? Known to Self Unknown to Self Known to Others DISCLOSURE- May or may not ask for/ need an accommodation NON-DISCLOSURE- May not consider themselves a PWD Unknown to Others May not be aware of ADA protection and/or RA Something yet to be learned about ourselves

Window Perspective of Member/Volunteer What does the member know about himself/herself and what are they willing to disclose? Known to Self Unknown to Self Known to Others DISCLOSURE- May or may not ask for/ need an accommodation NON-DISCLOSURE- May not consider themselves a PWD Unknown to Others May not be aware of ADA protection and/or RA Something yet to be learned about ourselves

Window Perspective of Member/Volunteer What does the member know about himself/herself and what are they willing to disclose? Known to Self Unknown to Self Known to Others DISCLOSURE- May or may not ask for/ need an accommodation NON-DISCLOSURE- May not consider themselves a PWD Unknown to Others May not be aware of ADA protection and/or RA Something yet to be learned about ourselves

Window Perspective of Member/Volunteer What does the member know about himself/herself and what are they willing to disclose? Known to Self Unknown to Self Known to Others DISCLOSURE- May or may not ask for/ need an accommodation NON-DISCLOSURE- May not consider themselves a PWD Unknown to Others May not be aware of ADA protection and/or RA Something yet to be learned about ourselves

Perspective of Program/Site Regardless of disclosure, making the availability of reasonable accommodations known Difficult to initiate conversation about an issue, performance or non-performance related The culture of the site may be inclusive, but there are no signs- inclusive statements, pictures of people with disabilities- to make someone comfortable to disclose

Case Study Alice, a Foster Grandparent volunteer, is in her second year as a volunteer to youth at a local school. Some responsibilities include: Tutoring students from 8:30 a.m. – 12:00 p.m. Reading with and reviewing students’ work She has been consistently arriving after 8:45 a.m., however. Alice’s supervisor has been receiving complaints from teachers and students.

Case Study, cont. Alice recently learned from her doctor that she has Age-Related Macular Degeneration. As a result, she is no longer able to drive. She has only stated that she is late because she is taking the bus She also has expressed difficulty reading and reviewing students’ work Alice has always been an asset. However, the supervisor is now having concerns about her ability to perform the functions of the position.

Revealing the (In)visible Barriers Is this a person with a disability? Feel free to ask any follow up/clarifying questions!

Where would this person be on the Johari window? Known to Self Unknown to Self Known to Others 1. Open Pane Known to self and others 2. Blind Pane Blind to self, seen by others Unknown to Others 3. Hidden Pane Open to self, hidden from others 4. Unknown Pane Unknown to self and others The open pane includes information such as hair color, occupation, and physical appearance. The blind pane includes information that others can see in you, but you cannot see in yourself. You might think you are poor leader, but others think you exhibit strong leadership skills. The hidden pane contains information you wish to keep private, such as dreams or ambitions. The unknown pane includes everything that you and others do not know about yourself. You may have hidden talents, for example, that you have not explored. Through self-disclosure, we open and close panes so that we may become more intimate with others.

Revealing the (In)visible Barriers 3. What are some things you can do to make the environment more conducive to disclosure? Feel free to ask any follow up/clarifying questions!

Revealing the (In)visible Barriers 4. Are there any accommodations you might suggest to the supervisor? Feel free to ask any follow up/clarifying questions!

Inclusive Efforts with Foster Grandparents of Delaware To enable the Foster Grandparent volunteers to remain physically and mentally active and to enhance self-esteem through participation in needed community service. To enable children less than 21 years of age with either exceptional or special needs to achieve improved education, physical, mental, emotional, and social development. www.VolunteerDelaware.org

Inclusive Efforts with Foster Grandparents of Delaware Personal Story- Edna Newsome State Office of Volunteerism, Foster Grandparents of Delaware www.VolunteerDelaware.org

Opening the Window Panes Examine the inclusiveness of your program’s environment and culture Do you have an inclusive statement? Do any materials mention acquired disabilities? Are the inclusive images visible to members and volunteers? Are members and volunteers aware of reasonable accommodations? Availability of reasonable accommodations is openly posted and publicized Individuals are asked about their experience and satisfaction Individuals with disabilities are full participants in program and service activities Making sure expectations for individuals with disabilities are the same as for others Display of statements, such as “Qualified individuals with disabilities and those from diverse backgrounds are strongly encouraged to apply. We provide reasonable accommodations for qualified individuals and conduct all activities in fully accessible settings.” Questions and solutions naturally arise about accessibility when planning activities Products and interior decorations portray images of people with disabilities e now know about disclosure and Practice the skills of effective and active listening Support and reinforce the discloser Keep the disclosures confidential

Opening the Window Panes Encourage disclosure in your program Ask individuals about their experience and satisfaction Keep any disclosures confidential Support and reinforce the discloser Availability of reasonable accommodations is openly posted and publicized Individuals are asked about their experience and satisfaction Individuals with disabilities are full participants in program and service activities Making sure expectations for individuals with disabilities are the same as for others

Opening the Window Panes Make sure expectations for individuals with acquired disabilities are the same as for any other member or volunteer Reviewing essential and marginal functions of the position Following up on effectiveness of reasonable accommodations

Additional Available Resources Job Accommodation Network (JAN) site: http://askjan.org/ Understanding physical and mental disabilities associated with an aging population: http://www.nationalserviceresources.org/practices/17884 Inclusion Weekly and Responses on Seniors and Acquired Disabilities- 11/4/2010: http://www.serviceandinclusion.org/index.php?page=iw#w_ad Foster Grandparents of Delaware: www.VolunteerDelaware.org National Service Inclusion Project: www.ServiceandInclusion.org

Questions? Chad Gobert, National Service Inclusion Project Chad.Gobert@umb.edu Robin Fisher Foster Grandparents of Delaware Robin.Fisher@state.de.us

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