 1829 Braille invented.  1864 Institution for the Deaf and Dumb and Blind grants college degrees.  1869 First wheelchair patent given.  Push for state worker’s compensation program: no. of states: 1913, 21 ;  1916 British Braille is English standard.  1921 AFB (Helen Keller) is founded.  1927 Forced sterilization is not violation of constitutional rights; 1970s, 60,000; 27 states.  1935 Social Security Act sets aside federal funds for old age and blind and disabled children  1947 First President’s Committee on National Employ the Physically Handicapped Week is celebrated.  1960 Social Security Amendment eliminates restriction of 50 years or older.  1961 ANSI publishes specs for access.  1971 National Center for Law and the Handicapped is founded.  1975 Education of All Handicapped Children Act is passed.  1990 Americans with Disabilities Act is passed.

 35% (vs 78%) employed  26% (vs (%) in poverty  21% (vs 10%) drop out of high school  31% (vs 13%) have inadequate transportation  18% (vs 7%) go without health care  Less likely to socialize  34% (vs 61%) are satisfied  50% (vs 25%) worry about being a burden

 Inadequate Social Structure  Cultural Assumptions *Are unreliable *Accommodation is costly *Are likely to sue employer  Disincentives

 Imagine how you would like to be treated if you were he/she.  Interact with the person, not the disability.  If you do not know, ask.  Always speak to him/her directly.  Be patient and willing to learn.  Offer assistance, wait for acceptance before acting.  Make effective communication a priority.  Relax. Have a sense of humor.

 There are many types.  Illness can be chronic or short-term.  Causes can be: biochemical, emotional, environmental.  There are many types of medication.  Disability does not automatically preclude him/her from working.  Some medication have side effects.  Some individuals are uncomfortable talking about it.  It is an ‘invisible disability’…confidentiality is extremely important.  It is the most frequent disability encountered in the workplace.

 Discuss in private.  Treat him/her with respect; involve him/her in problem-solving.  Do not provide therapy.  In the workplace, behavioral policies must apply to all.

 There is a wide range of reasons; wide range of capabilities.  Assistive devices come in all shapes and sizes.  Do not consider any space for which you are responsible to be accessible unless you know it for sure.

 If you are not sure, ask.  His/her assistive device is his/her extension.  When talking with someone in a wheelchair, try to be at his eye level.  When expecting someone in a wheelchair, see that a wide path is clear.  When possible, provide places to sit and rest.

 Learning problems are common.  They affect how people process information and may influence many of their thinking functions.  There are many types of learning disabilities; dyslexia is only one of them.

 Begin by asking.  Be prepared to communicate in many formats.  Be prepared to allow him/her to practice a new skill or physically experience an action.  Say literally what you mean.  Encourage him/her to work creatively and to develop nontraditional methods.

 There are many levels of intellectual deficiency.  Often, they are treated condescendingly or as children.  They are extremely reluctant to discuss their learning problems.  They are particularly sensitive to signs of approval or disapproval.

 Avoid condescension and childish treatment.  Keep conversation simple.  Avoid noisy, busy, confusing environments.  Do not hurry.  Be prepared to repeat or paraphrase.  Break down instructions into component steps.  Encourage use of aids: charts, lists, colored folders, pictures, labels, etc.

 Some consider deafness, not as a disability, but as a different culture.  There are many different levels of hearing loss.  Not all deaf use sign language. Not all can read lips or speak.  Not all use hearing aids. Those who do may not do so all the time.  Not all lip-read; of those who do, only 35% of words are successfully understood.  Sign language is not English.  Excessive volume is inappropriate.

 Find our preferred way to communicate.  Politely tap him/her to get attention.  Be prepared to use notes or interpreter.  Always look at the person, not the interpreter.  Avoid conversations in noisy places if he/she uses a hearing aid; speak clearly in normal tone.  If he/she prefers to read lips, keep obstructions away from your face. Use short, simple sentences, simple gestures and facial expressions.  Be patient and repeat your message if necessary.

 Many things can cause speech impairments.  They are frequently misperceived as intoxicated or mentally disabled.  They may be easier to understand at particular times and harder with fatigue or stressful situation.  Allow time for him/her to express himself/herself; allow yourself time to understand.

 Ask politely for repetition if needed.  Consider moving to quieter location.  Help them to speak up in meetings or group discussions.  Do not speak for him/her or finish his/her sentences.  Ask short, simple questions to confirm your understanding.  Consider using written communication.

 There is a wide range of visual impairment.  Legal blindness is 20/200 to the best correction.  Many blind people do have some sight.  They consider it more of an inconvenience than a disability.  Most do not use braille. Many use adaptive equipment.

 Introduce yourself and the names of those with you. Excuse yourself before you leave.  Offer to describe physical layout, position of food on a plate, etc.  Do not grab him/her; let them take your arm; walk half a step ahead; point out obstructions ahead.  Don’t pet a guide dog; he is working.  Changing a physical environment can cause problems; inform him if you must.