1. Access and Functional Needs Just-In-Time Training
[Presenter name]
[Title]
[Organization here]
Welcome participants
Introduce yourself and your co-instructor (if you have one)
Say: Provided to you today is a toolkit folder that contains easy-to-reference information related to the topics we will briefly be discussing. Keep this folder in a safe, readily available place that you can take with you and reference at any point while assisting someone with a disability or others with an access and functional need. The content and resources available can be beneficial before, during, and after emergency situations. Additionally, these materials can be accessed online by visiting techowlpa.org
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6/11/2019

2. Quick Topics Disability and Access and Functional Needs
Disability Etiquette and Inclusive Language
Service vs Comfort Animals
Reasonable Accommodations
Disability Integration Staff
Accessibility Kits
Say: Today, we will briefly discuss:
Disability and access and functional needs
Disability etiquette and inclusive language,
Reasonable Accommodations
Service vs comfort animals
The function of Disability Integration staff, and
The use of accessibility kits.
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3. Disability & AFN Overview
1 in 7 people have some type of disability.
Individuals with disabilities or others with access and functional needs (AFN) may require additional considerations.
Functional areas:
Maintaining independence
Communication
Transportation
Safety
Support
Health care
Topic 1: Disability and Access and Functional Needs Overview
Say: During an emergency situation individuals with disabilities or others with access and functional needs may require additional considerations. Disability does not discriminate.
Explain: In Pennsylvania, 1 in 7 people have some type of disability whether visible or not visible. This can include mobility, cognition, or sensory disabilities including low vision or deaf/hard or hearing.
Just because someone has a disability doesn’t necessarily mean they have an access and functional need and visa versa. Our communities also include people with temporary functional needs who may not identify themselves as having a disability.
Access and functional needs includes populations whose members may have limitations or additional needs before, during, and after an incident in functional areas, including but not limited to: maintaining independence, communication, transportation, safety, support, and health care.
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4. Overview Cont’d Individuals we may assist:
Physical, developmental, or intellectual disabilities
Chronic conditions or injuries
Sensory disabilities
Limited English proficiency
Older adults
Children
Specific dietary needs
Low income, homeless and/or transportation disadvantaged
Others who may use assistive technology
Say: Some individuals we may assist include people who are or have:
Physical, developmental, or intellectual disabilities
Chronic conditions or injuries
Sensory disabilities
Limited English proficiency
Older adults
Children
Specific dietary needs
Low income, homeless and/or transportation disadvantaged
Or others who may use assistive technology to maintain their independence.
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5. Ask. Listen. Learn. Three Keys
Say: The three keys to assisting individuals with disabilities and others with access and functional needs is simple: Ask, Listen, and Learn.
Explain: People with disabilities are the most knowledgeable about their own needs, and how they go about their activities of daily living within their own home and community environment. They are the best resource for information regarding how or what is necessary to meet their needs.
Asking questions like - “How can I help you?” or “Do you need any support or accommodation?” are two ways to start the conversation.
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6. Etiquette and Inclusive Language
Be mindful of the words you say and how you interact.
Emergency practices should be inclusive of people with disabilities and others with AFN.
The correct language has the power to set this inclusive tone.
Inclusive language and etiquette can help you and the person with the disability feel more comfortable.
Topic 2: Etiquette and Inclusive Language
Say: People with disabilities and others with access and functional needs are people first and we should be mindful of the words we say and how we interact.
Explain: It’s critical that our emergency management practices be inclusive of people with disabilities. The correct language has the power to set this inclusive tone.
Say: There are some guidelines for inclusive language and etiquette that will help both you and the person with the disability feel more comfortable.
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7. Communication Tips Talk just as you would talk with anyone else.
Don't pre-judge a person's needs or capabilities based on their disability. 
Let the person tell you if they can't do something rather than assuming that they can't. 
Remember that the person is an adult.
Always ask and wait until the assistance is accepted before providing help.  
Do not touch someone’s equipment without asking. 
Explain: The following are some general communication tips:
Talk with a person who has a disability just as you would talk with anyone else. Don't pre-judge a person's needs or capabilities based on their disability. Let the person tell you if they can't do something rather than assuming that they can't. It’s important to remember that the person is an adult, and unless you are informed otherwise, they make their own decisions.  Always ask and wait until the assistance is accepted before providing help. The person who has a disability is the best source of information about their needs. Rely on them to provide you with information about what is helpful and what is not. 
You should not touch someone’s equipment like a walker, wheelchair, cane, etc., without asking. This equipment is considered part of a person’s personal space. 
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8. Inclusive Language Cont’d
People with disabilities are ordinary people with common goals.
‘People first’ language is used to speak appropriately and respectfully about an individual with a disability.
Emphasizes the person. Not the disability.
Example: saying "a person who is blind" rather than "a blind person" puts the emphasis on the person.
Say: Recognize that people with disabilities are ordinary people with common goals for a home, a job and a family. ‘People first’ language is used to speak appropriately and respectfully about an individual with a disability. ‘People first’ language emphasizes the person first, not the disability.
Explain: For example, saying "a person who is blind" rather than "a blind person" puts the emphasis on the person.
Say : Remember, language influences behavior. It is a powerful ingredient for achieving successful outcomes.
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9. Reasonable Accommodations
Emergency programs, services, and activities for general population must be equal for people with disabilities.
Reasonable accommodations can include:
Language assistance
Translator or assistive technology
Cot placement
Close to the bathroom, electrical outlet, or against a wall
Low Stimulation
Providing a quiet space
Appropriate meals and snacks
Specific diets or dietary restrictions.
Say: You play an important role in assisting individuals with disabilities in a variety of settings. It’s important to have a clear understanding of your responsibilities and the legal requirements to ensure that all Pennsylvania residents and visitors have access to the resources needed to remain safe during emergencies and fully recover after.
Topic 3. Reasonable Accommodations
Say: Emergency programs, services, and activities for general population must be equal for people with disabilities. Equal access applies to emergency preparedness, notification of emergencies, evacuation, transportation, communication, shelter, distribution of supplies, food, first aid, medical care, housing, and application for and distribution of benefits.
Explain: Reasonable accommodations can include:
Language assistance, such as a translator or assistive technology.
Placing cots for shelter residents close to the bathroom, electrical outlet, or against a wall for individuals who may transfer from a wheelchair.
Providing a quiet space for individuals who may need low stimulation.
Appropriate meals and snacks for specific diets or dietary restrictions.
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10. Warm Hand Off Leaving the site or the individual is leaving the site?
Share the information needed to best serve this individual to the new staff member.
Say: If you are leaving the site or the individual is leaving the site, use a warm hand off. You have been working with an individual to determine needed accommodations/communication methods. Transfer the information needed to best serve this individual to the new staff member and help the individual establish a trust relationship with them as well.
Say: It’s our job to help ensure individuals, receive the proper accommodations and services needed to maintain their independence. To ensure we comply with federal law it’s important to understand the concepts of accessibility and nondiscrimination.
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11. Service Animals
Only a dog or miniature horse can serve as service animals.
Individually trained to assist a person with a disability.
Not pets and not subject to restrictions applied to pets or other animals.
Emergency shelters must make exceptions to “no pets” or “no animals” policies.
ADA does not require service animals to wear vests, identification, or specific harnesses.
Topic 4: Service Animals vs Comfort Animals
Say: Under the ADA, only a dog or miniature horse can serve as service animals. Service animals are individually trained to assist a person with a disability.
Explain: There are many functions that service animals perform for people with a variety of disabilities. Service animals are not pets and are not subject to restrictions applied to pets or other animals.
Say: In a shelter situation, some emergency shelters may not allow residents or volunteers to bring their pets or other animals. However, shelters must make exceptions to “no pets” or “no animals” policies to allow people with disabilities to be accompanied by their service animals.
Explain: Most service animals are easily identified because they wear special harnesses, capes, vests, scarves, or patches. However, ADA does not require service animals to wear vests, identification, or specific harnesses.
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12. Service Animals Questions
You may ask only two questions:
“Is this a service animal required because of a disability?”
“What work or tasks has the animal been trained to perform?”
Say: You may ask only two questions to determine if an animal is a service animal:
“Is this a service animal required because of a disability?”
“What work or tasks has the animal been trained to perform?”
Explain: If the answers to these questions reveal that the animal has been trained to work or perform tasks or services for a person with a disability, it must be allowed to accompany its owner anywhere other members of the public are allowed to go. This includes bathrooms, areas where food is served, and areas where medical care is provided.
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13. Service Animals Questions (cont’d)
You can not:
Ask about the person’s disability;
Require medical documentation;
Require a special identification card or training documentation;
Ask that the service animal demonstrate its ability to perform the work or task. (Source: ADA Requirements on Service Animals
You can not:
Ask about the person’s disability;
Require medical documentation;
Require a special identification card or training documentation for the dog or miniature horse; or
Ask that the service animal demonstrate its ability to perform the work or task. (Source: ADA Requirements on Service Animals
Say: When a service animal is in your presence, assume the service animal is working. You should respect the discipline of the harness, and resist the urge to pet the animal. Animals that are working with their handlers may become confused if people other than their handlers want to pet or feed the animal treats.
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14. Comfort/ Emotional Support Animal
Comfort animals provide comfort just by being with a person.
They have not been trained to perform a specific job or task and therefore, do not qualify as service animals under ADA.
If you are unsure, remember the two important questions:
“Is this a service animal required because of a disability?”
“What work or tasks has the animal been trained to perform?”
If in doubt, allow.
Say: In some situations, a person may have an animal that is not a service animal such as comfort or emotional support animal.
Say: Comfort animals provide comfort just by being with a person. They have not been trained to perform a specific job or task and therefore, do not qualify as service animals under ADA.
Explain: Because of the various laws that protect the presence of service animals and emotional support animals, if you are unsure, remember the two important questions:
“Is this a service animal required because of a disability?”
“What work or tasks has the animal been trained to perform?”
If in doubt, allow.
Say: At all times, the handler of the service or comfort animal is responsible for caring for and supervising the animal. This includes toileting, feeding, grooming, and veterinary care. You are not obligated and should not be asked to supervise or otherwise care for the animal.
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15. Disability Integration Staff
Available as a resource.
Role will vary, depending on location.
Have qualifications, understanding and knowledge of legal compliance issues, diverse functional needs populations, and support service systems.
Staff will work with disaster survivors to help with unmet needs related to a disability or AFN.
Staff should be contacted if assistance is needed to utilize any AT items on location.
Topic 5: Support Services
Say: If you are unsure of what to do at any point, seek out your dedicated Disability Integration staff member(s).
Explain: Disability Integration staff may serve either as an advisory or management role for the disaster response or a direct service to the disaster survivor role. The exact role will vary, depending on location. Generally, this person has qualifications, understanding and knowledge of legal compliance issues, diverse functional needs populations, and support service systems.
Disability Integration staff will work with disaster survivors to help with unmet needs related to a disability or access and functional needs in the field. Staff may provide needed items, such as durable medical equipment, assistive technology, services to disaster survivors or request items or services if they are not available.
Disability Integration staff should be contacted if assistance is needed to utilize any AT items on location.
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16. Accessibility Kits
Assistive Technology: any item, products, equipment, or systems that is used to increase, maintain, or improve learning, working, and daily living for a person with a disability or access and functional needs.
Topic 6: Accessibility Kits
Say: Assistive technology (AT) is any item, products, equipment, or systems that is used to increase, maintain, or improve learning, working, and daily living for a person with a disability or access and functional needs. Assistive technology helps people who have difficulty speaking, typing, writing, remembering, pointing, seeing, hearing, learning, walking, and many other things.
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Explain: During or after a disaster or emergency situations, devices and equipment may become stolen or damaged.
Say: Accessibility Kits contain common assistive technology items and other tools to assist those in need. Contents may vary from county-to-county, Red Cross, or FEMA. Providing accommodations such as those present in this kit allows for more inclusive emergency operations and more effective community recovery.
Example: A few sample items include:
Personal amplifiers
Noise cancelling headphones
Various accessible phones for people who are deaf/hard of hearing
Magnifiers
Adaptive tableware
Communication boards
Figits and;
Weighted Blankets
Say: If you need assistance accessing items in the Accessibility Kits, ask a member of the Disability Integration staff.
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17. Accessibility Kits (cont’d)
Accessibility Kits contain common AT items and other tools to assist those in need.
Examples:
Personal amplifiers
Noise cancelling headphones
Various accessible phones for people who are deaf/hard of hearing
Magnifiers
Adaptive tableware
Communication boards
Figits and;
Weighted Blankets
Explain: During or after a disaster or emergency situations, devices and equipment may become stolen or damaged.
Say: Accessibility Kits contain common assistive technology items and other tools to assist those in need. Contents may vary from county-to-county, Red Cross, or FEMA. Providing accommodations such as those present in this kit allows for more inclusive emergency operations and more effective community recovery.
Example: A few sample items include:
Personal amplifiers
Noise cancelling headphones
Various accessible phones for people who are deaf/hard of hearing
Magnifiers
Adaptive tableware
Communication boards
Figits and;
Weighted Blankets
Say: If you need assistance accessing items in the Accessibility Kits, ask a member of the Disability Integration staff.
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18. Wrap Up
Our goal is to meet the varied needs of those we serve before, during and after disasters. We should always make sure our services provide equal access to all services and support for everyone in the community. 
Wrap Up/ Questions
Say: This concludes our training.
Explain: Our goal is to meet the varied needs of those we serve before, during and after disasters. We should always make sure our services provide equal access to all services and support for everyone in the community. We listen to each person and provide them with the tools necessary to maintain their usual level of independence. We must also ensure their needs are being met, and that we comply with the Americans with Disabilities Act. 
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19. Thank you!
To use the Access and Functional Needs Awareness Couse and Toolkit documents:
 Visit techowlpa.org
Say: Today’s information is available at techowlpa.org or by scanning the QR code provided.
Thank participants
Dismiss
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