Providing Programs and Services and Visitors with Various Cognitive and Behavioral Disabilities October 9, 2014

Well known faces Lauren Potter “Glee” Glenn Campbell Country Singer Temple Grandin Author 2

Modification of policies, practices and procedures – Unless they result in a fundamental alteration or an undue hardship Effective Communication – Individualized assessment of the individuals communication needs What does the ADA Say? 3

Intellectual disability begins before age 18 and is characterized by problems with both: – Intellectual functioning or intelligence ability to learn, reason, problem solve, and other skills; and – Adaptive behavior including everyday social and life skills What is an Intellectual/Developmental Disability? 4

Developmental disability is a broader category that can be intellectual, physical, or both. What is an Intellectual/Developmental Disability? (con’t) 5

General term for a group of complex disorders of brain development. Difficulty with – – Communicating (25% non-verbal) – Forming relationships with other people – Using language and abstract concepts – Exhibiting repetitive behaviors Many on the spectrum have exceptional abilities: – visual skills – music – academic skills More about Autism Spectrum 6

Dementia: a general term for a decline in mental ability severe enough to interfere with daily life. – Alzheimer’s disease is the most common form of dementia and results in loss of Memory Communication and language skills Ability to focus and pay attention Reasoning and judgment Visual perception Fine and gross motor skills Dementia/Alzheimer's 7

Ensure you have the person’s attention. – Address the person by name; use eye contact and/or touch. Be aware of known communication difficulties: – Receptive (e.g. deafness, cognitive impairment, autism spectrum disorder) – Expressive (e.g. cerebral palsy, autism spectrum disorder) – Use appropriate tone and volume. When unsure of ability to understand, it’s best to assume competence and adjust accordingly. – Speak directly to the person, NOT to family member, caregiver, companion with them. If there is a communication or comprehension issue, the companion will speak up and reply. – Don’t pretend to understand if you don’t. Tips for Working with These Groups 8

If uncertain ASK about communication preferences /style/techniques – How does s/he say yes/no? – Does s/he use a communication device or aid? – Is an interpreter needed? Wait for response. Allow person time to listen, process what you say and respond. DONT RUSH! – Close-ended questions (“Yes or no” questions) may be more effective than open-ended questions. – Negative phrases may be more difficult to understand. “No touching at the museum” may be harder to understand than simply saying “at the museum, we keep our hands at our sides.” Use appropriate and respectful Language: – Simple, clear words & short uncomplicated sentences. Tips for Working with These Groups (con’t) 9

Use appropriate and respectful Visual information: – Pictures – Diagrams – Signs – Gestures Treat people age appropriate – Adults as Adults If you are unsure what to do don’t be afraid to ask! – Seek suggestions from family member/care giver – Seek assistance from resources in the community Tips for Working with These Groups (con’t) 10

Meet Today’s Panelists Gerri Fiterman-Persin, CJE SeniorLife Lucas Livingston, Art Institute of Chicago & CCAC Christena Cunther, Elmhurst Historical Museum & CCAC Jacqueline Russell, Chicago Children’s Theatre

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Break Out Groups Please join us as we look at different scenario's and discuss how your organization might respond

QUESTIONS?

Thank you for joining us today! Join us on November 12, 2014 “Creating an Access Advisory Board/Access Committee” Steppenwolf Theatre