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A disability awareness and community involvement
program by Cerebral Palsy, Inc. (CP) designed to bring
invaluable experiences to students throughout
Northeast Wisconsin.
Celebrating All Abilities 11/10; page 1
Table of Contents:
Introduction to Celebrating All Abilities ..........................................................................3
Introduction to disabilities, terminology, answers to common questions
Disability Etiquette Proper Terminology (all ages) ..............................................4
Language of Disability (all ages) ..........................................................................8
Language of Disability Quiz (Middle +High School) ........................................11
Helpful Hints when meeting friends with disabilities (all ages) .........................13
When meeting someone new or making friends (Elementary Ages) .................15
Common Questions Kids Ask & Answers (all ages) ..........................................17
General Disability Awareness Quiz (all ages) ....................................................19
Myths & Realities (all ages) ...............................................................................22
Articles and information to use to generate discussion
CP’s Adult Program Newsletter (all ages) ..........................................................25
Celebrities with Disabilities (all ages) ................................................................26
Elementary Age Activity Worksheets
Coloring Pages (Elementary School) ..................................................................28
Friendship Maze (Elementary School) ...............................................................34
Disability Awareness Crossword Puzzle (ages 10+) ..........................................35
Celebrating All Abilities Word Search (ages 8+) ...............................................36
Group Activities to generate an understanding of all abilities
Exploring Similarities & Differences (ages 3-8) ................................................38
Mobility Disabilities & Adaptive Equipment (all ages) .....................................40
Developmental Disability Activity - Sensory Activity (all ages) .......................44
Vision Impairments Activity (all ages) ...............................................................46
Hearing Impairment Activity (all ages) ..............................................................47
Disabilities in real life - Barriers to Recreation (Middle/High School) ..............49
Accessibility in college (Middle/High School)...................................................51
Disabilities in the media and the arts (Middle/High School) .............................53
Disabilities & Civil Rights (High School) ..........................................................54
Interactive activity to introduce CP’s services
Story and Treasure Map Activity (Elementary/Middle School) .........................55
Fundraising projects
CP Circle Campaign (Artwork + Poster) ............................................................59
Fundraising Progress Puzzle ...............................................................................62
Examples of school/group letters for making donation requests ........................63
Recommended Resources (videos, reading, etc.) ...........................................................67
References .......................................................................................................................68
Celebrating All Abilities 11/10; page 2
Introduction
It is through the ongoing generosity and support of our community that Cerebral Palsy, Inc. (CP) has
been able to provide essential services to your friends, family, and neighbors living in Northeast
Wisconsin. By including Celebrating all Abilities and Supporting CP in your curriculum, you are
providing your students with an opportunity to gain a better understanding about disability awareness,
inclusion, appreciation of all abilities, exploration of similarities and differences, community
responsibility, and service and compassion. We are pleased to invite your school to participate in this
program which teaches core, fundamental values and concepts. It is our hope that this program will
make a positive impact on the children that will last a lifetime
Purpose: This purpose of this program is to provide you with a variety of materials to help introduce
and incorporate disability awareness concepts into your classroom to promote empathy, understanding,
and inclusion of all abilities.
The activities and resources were collected from a variety of sources in order to provide a wealth of
information/options for you to use in your classroom (Easter Seals Avenues to Understanding, 2006;
Cerebral Palsy, Inc.; Learning Links; Possibilities Inc., 2006). Activities include individual worksheets
and group activities for various ages.
While these activities are meant to be both fun and educational, they can also be incorporated into many
subjects including History, Health, Physical Education, English, Music, or Art. The material is meant to
be used at any time throughout the school year calendar; however, f your group would like to do a
fundraising project, consider having the project coincide with the Annual CP Telethon, which is held the
first full weekend of March each year.
Ages: Many of these activities are appropriate for all ages; however, some are meant for a specific age
groups. Recommended ages are referenced in the table of contents.
Contact Information: For more information about this program, fundraising ideas, to request materials,
or to schedule a tour/presentation, please contact Amy Murphy, CP’s Community Outreach Specialist, at
920-337-1121 ext 1205 or email [email protected]
Thank you for helping CP to bring Caring to Life.
Celebrating All Abilities 11/10; page 3
Disability
Etiquette
Words are very powerful tools. Today’s society is acutely aware of and tries to be
sensitive to using terminology that is not offensive to another individual or group.
One group that the public and others have heard little about is people with disabilities.
We have developed this flyer to give the reader information about what terminology
people with disabilities prefer. We encourage you to review this information often,
especially if you are going be meeting or writing about people with disabilities.
To know more, please contact one of the agencies listed.
IMPROPER TERMINOLOGY
PROPER TERMINOLOGY
Language we use to describe someone
usually creates an attitude. Just as
some well-known, four-letter words are
offensive, so are some words used in
referring to people with disabilities. These
terms should be avoided when speaking
to or about people with disabilities:
A person who is:
Blind, Visually Impaired
Deaf, Hard of Hearing
Non-Disabled
Physically Disabled
Afflicted
Cerebral Palsied
Confined to a Wheelchair
Courageous
Unfortunate
Burden
Deaf and Dumb or Deaf Mute
Handicapped or Handicapper
Incapacitated
Deformed
Crippled
Wheelchair Bound
Poor, Pitiful
Retard or Retardate
Spastic
Suffering
Victim
Hearing Impaired
A person who has:
Cerebral Palsy
Multiple Sclerosis
Muscular Dystrophy
Polio
Appropriate Phrases:
A woman who uses a wheelchair
A person with a spinal cord injury
An employee with arthritis
A child who uses a communication
device
A person with a mental illness
Hint:
Always remember the person comes before
the disability. For example, “a person with
MS” …or… “Jane, who has CP” …etc.
Celebrating All Abilities 11/10; page 4
Deaf/Hard of Hearing
This term includes all people who have a hearing loss to any degree.
When communicating with a person who is deaf or hard of hearing:
• Make sure you have the person’s attention before you begin speaking. Either a tap on
the shoulder or a visual signal can be used to gain attention.
• Always face the person with a hearing loss when speaking, making sure there is good
light on your face.
• Speak normally, and do not exaggerate your speech — the person may wish to
speech read. Speech reading is only 30-50% effective.
• Do not speak with anything in your mouth, such as gum, a pipe or a cigarette. Also,
take care to keep your hands away from your mouth so that your lip movements,
facial expression and visual clues can be seen. People with hearing loss find it hard to
hear in the presence of background noise. Be sure to move away from such noise or
turn down the radio or TV when conversing.
• If a word is not understood, try another word or rephrase rather than simply
repeating yourself.
• Beware of the false interpretations (a nod of the head does not necessarily mean,
“I understand”).
• Do not shout. Hearing aids make sounds louder, not clearer.
• If a sign-language
interpreter is present,
talk directly to the person
who is deaf — not to the
interpreter.
People with Cognitive
Disabilities learn best when:
• Use a qualified signlanguage interpreter
when necessary.
• Information and instructions are presented in
small, sequential steps, and reviewed frequently.
• Use sign language only
if you are qualified.
Otherwise, incorrect
information may be
conveyed.
• A hands-on approach is used.
• If all else fails, use a
pad and pencil to
communicate.
• They are provided safe opportunities to make
mistakes.
• Prompt and consistent feedback are provided.
• They are provided concrete rather than abstract
information.
• The purpose of a task is made clear.
• Skills are taught in natural environments.
Celebrating All Abilities 11/10; page 5
Speech Difficulty
There are many reasons for having difficulty with speech. Cerebral palsy, deafness,
head injury and stroke are just a few of the causes. When dealing with a person with
speech difficulty:
• Speak directly to the individual, not to a friend or companion.
• Keep eye contact, do not look around or turn away.
• Try to give your whole, unhurried attention if the person has difficulty speaking.
• Do not complete the speaker’s sentences. Let the person finish.
• Don’t become flustered when you cannot understand, or pretend to understand
when you really don’t.
• Do not be afraid to ask the person to repeat or spell a word. If you still have difficulty,
ask them to use different words.
• Do not equate speech difficulties with intellectual ability.
Mobility Limitations
Limitations can vary greatly and may include such disabilities as arthritis, cerebral
palsy, multiple sclerosis, paraplegia and quadriplegia. When you are with a person
using a wheelchair:
• Treat a person’s wheelchair or adaptive aid with respect. This device is an extension
of that person’s space.
• Talk directly to the person using the wheelchair, rather than to someone else.
Get on the individual’s level if possible, kneeling on one knee, sitting in a chair, etc.
If this is not possible, stand back so he/she does not have to look sharply upwards.
• In greeting a person, feel free to extend your hand to shake hands. Use a gentle
grip and do not squeeze.
• Push a wheelchair only when asking the person if assistance is needed. Listen to
instructions the person may give.
• Learn the location of “accessible” ramps, restrooms, elevators and telephones.
• Persons with physical disabilities are now using service animals (dogs) more frequently.
Service animals are highly trained. Do not pet or distract a service dog.
Celebrating All Abilities 11/10; page 6
Blind or Loss of Vision
This disability can range from total blindness to partial loss of sight.
When you are with a person who is blind or has a loss of vision:
• Speak directly to the person, using a normal tone of voice.
• Identify yourself.
• Do not be afraid to use terms such as “See you soon.”
• Do not pet a guide dog. The dog has an important job to do and petting may be
distracting.
• Offer assistance but be guided by the individual’s direction.
• Walk alongside and slightly ahead of the person you are assisting. Never hold the
person’s arm while walking. Let the individual hold your arm. The motion of your
body tells the person what to expect.
• Avoid escalators or revolving doors, if possible.
• Assist the individual on stairs by guiding a hand to a banister. When giving
assistance in seating, place the person’s hand on the back or arm of the seat.
• Never leave a person who is blind in an open area. Instead, lead the person to the side
of the room, a chair or some landmark from which he or she can obtain a direction for
travel.
• Do not leave a person who is blind abruptly after talking in a crowd — or where there
is noise that may obstruct the person’s hearing—without saying that you are leaving.
Otherwise, he or she may be talking when no one is listening or even present.
For more information about communicating with people with disabilities or the
Americans with Disabilities Act, contact:
300 S Adams St.
Green Bay, WI 54301
(920) 448-4300
1673 Dousman St.
Green Bay, WI 54303
(920) 498-2599
2801 S. Webster Ave,
Green Bay, WI 54301
(920) 337-1122
555 Country Club Rd.
Green Bay, WI 54303
(920) 490-0500
2900 Curry Ln.
Green Bay, WI 54311
(920) 468-1161
Celebrating All Abilities 11/10; page 7
Avenues – The Language of Disability
By bschuetz
Created 02/15/2010 - 18:32
The difference between the almost right word and the right word is really a large matter—
It's the difference between the lightning bug and the lightning.
— Mark Twain
Language is a fluid thing, evolving as sensitivity to the impact that words can have on attitudes
increases. Terms that are thought to be perfectly acceptable one day many be deemed unacceptable the
next. Like any group of people, people with disabilities often do not agree on what terminology is
‘correct’ for their ‘group’. But most agree that language can foster negative, positive, or neutral images
and attitudes and that because language does play an important role in shaping beliefs and behavior, the
words used to describe people with disabilities or the disabilities themselves are important and should be
used with thought and care.
While not universally accepted by disability rights groups and by people with disabilities, the following
will give you a number of tips regarding currently preferred language.
Disabilities and Handicaps
The words disability and handicap are not interchangeable.
A disability is a condition caused by an accident, trauma, genetics or disease which may limit a person’s
mobility, hearing, vision, speech or mental function. Some people have more than one disability.
According to the U.S. Census Bureau, one in every five Americans has a disability, and it is estimated
that 50% of all people with have some type of disability during their lifetime.
A handicap is a physical or attitudinal constraint that is imposed upon a person, regardless of whether
that person has a disability.
Many people with disabilities feel their real disability involves problems with the environment rather
than problems with their bodies. Architectural barriers limit participation, productivity, and
independence. For instance, if a person who uses a wheelchair is offered a job that they cannot accept
because it is located on the second floor of a building without an elevator, the real problem the handicap
is that there is no elevator. Attitudinal barriers can cause further limitations. If an employer passes on a
qualified candidate with a physical disability because he believes the person will miss too much work
because of their disability, the real problem the handicap is the attitudinal barrier in the mind of the
prospective employer.
Person First Language
When speaking about people with disabilities, perhaps the most important thing to remember is to
always put the person first. Referencing the person before their disability conveys respect and simple
good manners.
person with a disability rather than disabled person*
student who is deaf rather than deaf student
People are not medical conditions, and prefer not to be referred to as such.
people with spinal cord injuries rather than the spinal cord injured
Celebrating All Abilities 11/10; page 8
people who have epilepsy, rather than epileptics
* While it is preferable to always reference the person first, then the disability, it is acceptable to use
‘disabled person’ occasionally when writing in the interest of conserving print space or to avoid
repetitiveness.
Replacing Outdated or Demeaning Language with More
Appropriate Words
Person with a physical disability or physical disability can replace: crippled, the crippled, crip, lame,
invalid, defective, deficient, bed-ridden, bound/confined/restricted to a wheelchair, deformed,
handicapped, physically-challenged, differently-abled, spastic, paralytic or victim.
Person with spina bifida (for example) or person who has spina bifida can replace: stricken with/by
spina bifida, victim of spina bifida, afflicted with/by spina bifida, burdened with/by spina bifida, suffers
with or from spina bifida, crippled with/by spina bifida.
Person with a developmental disability or person with a cognitive delay can replace: mentally ill,
mentally retarded, retarded, retard, slow, crazy, nuts, lunatic, maniac, mentally diseased, psycho, feeble
minded, moron, deficient, mentally defective, imbecile or idiot.
Person who does not have a disability or person who is able to walk (for example) can replace: healthy
or normal. When used for comparative purposes, the words healthy and normal imply that people with
disabilities are unhealthy (many are in excellent health) or abnormal.
Person born without legs (for example), born with or condition present at birth can replace: birth defect,
congenital defect.
Seizure can replace: fit, spell or attack.
Non-verbal or does not speak can replace: dumb or mute.
Accessible parking and accessible bathrooms can replace: Handicapped parking/bathroom or disabled
parking/bathroom.
Words to Avoid
Avoid: special, burden, burdens to their families or to society, unfortunate, less fortunate, sick (a
disability is not a sickness), fragile, abnormal, subnormal, deformed, deformity, pitiful, deaf and dumb,
dependent, incompetent, patient (unless the person under discussion is in the hospital) or poor.
Avoid suggesting that people with physical, sensory or cognitive disabilities are in any way menaces,
deviants or dangers to society, that they are outcasts or that they are somehow biologically inferior or
less than fully human.
Avoid suggesting that people with disabilities are in constant need of charity or welfare, or that they are
‘noncontributing’ members of society.
Also avoid words like courageous, brave and inspirational. Adapting to a disability does not
automatically mean acquiring those traits.
A Final Word
As mentioned earlier, the language of disability can be confusing, more so because not everyone agrees
on just what the ‘correct’ word should be. Finding contradictions in what is considered ‘correct’
language in printed materials or on the web is not uncommon. Some websites contradict themselves!
Celebrating All Abilities 11/10; page 9
Because of the lack of hard and fast rules and definitions, people are sometimes afraid of using the
wrong word. Don’t be. Don’t let that uncertainty stop you from discussing disability related issues or
from speaking to people with disabilities.
Source URL: http://edu.eastersealswisconsin.com/content/avenues-language-disability Note
1.
^
[1]
Easter Seals Wisconsin 2006, p. 51-52.
Celebrating All Abilities 11/10; page 10
Avenues – Language of Disability Quiz
By bschuetz
Created 02/15/2010 - 18:37
Write ‘yes’ to indicate terms and phrases you feel are acceptable and ‘no’ to indicate those you
feel are not.
______ a psychiatric disability
______ a congenital disability
______ a person with a deformity
______ a person who has a speech impairment
______ a person with a congenital disability
______ a person who has fits
______ a person who has had a disability since birth
______ a person who has seizures
______ a person who is deaf
______ able-bodied person
______ abnormal
______ afflicted
______ bed-ridden
______ birth defect
______ confined to a wheelchair
______ congenital defect
______ crazy
______ crippled
______ deaf mute
______ deaf person
______ deformed
______ differently-abled
______ disability community
______ disfigured
______ disability
______ disabled people
______ feebleminded
______ handicapped
______ had polio
______ has an emotional disability
______ has cerebral palsy
______ idiot ______ imbecile
______ invalid
______ is afflicted with
______ is arthritic
______ is cerebral palsied
______ less fortunate
______ lives with a disability
______ maimed
______ midget
______ moron
______ multiple sclerosis
______ mute
______ non-verbal
______ normal person
______ palsied
______ people of short stature
______ person who overcame a disability
______ person with a disability
______ person without a disability
______ physically challenged
______ polio victim
______ retard
______ retarded
______ spastic
______ spaz
______ special people
______ stroke patient
______ suffers from
______ unhealthy
______ victim of cerebral palsy
______ wheelchair bound
______ wheelchair user
Answer Key
Y a psychiatric disability
Y a congenital disability
N a person with a deformity
Y a person who has a speech impairment
Y a person with a congenital disability
N imbecile
N invalid
N is afflicted with
N is arthritic
N is cerebral palsied
Celebrating All Abilities 11/10; page 11
N a person who has fits
Y a person who has had a disability since birth
Y a person who has seizures
Y a person who is deaf
N able-bodied person
N abnormal
N afflicted
N bed-ridden
N birth defect
N confined to a wheelchair
N congenital defect
N crazy
N crippled
N deaf mute
N deaf person
N deformed
N differently-abled
Y disability community
N disfigured
Y disability
N disabled people
N feebleminded
N handicapped
Y had polio
Y has an emotional disability
Y has cerebral palsy
N idiot N less fortunate
Y lives with a disability
N maimed
N midget
N moron
Y multiple sclerosis
N mute
Y non-verbal
N normal person
N palsied
Y people of short stature
N person who overcame a disability
Y person with a disability
Y person without a disability
N physically challenged
N polio victim
N retard
N retarded
N spastic
N spaz
N special people
N stroke patient
N suffers from
N unhealthy
N victim of cerebral palsy
N wheelchair bound
Y wheelchair user
* What is considered appropriate terminology tends to differ among disability rights groups and
elsewhere within the disability community. Preferred terms also change over time. These answers are
open to continuing debate.
Source URL: http://edu.eastersealswisconsin.com/content/avenues-language-disability-quiz Note
2.
^
[2]
Easter Seals Wisconsin 2006, p. 77-78.
Celebrating All Abilities 11/10; page 12
HELPFUL HINTS

Learning to accept ourselves is hard to do, especially when we want so much to fit in with our
friends and our classmates.

Most of us are self-conscious about the way we look. Or we wish we could be better than we are
at something. Many of us worry about things that are invisible to our friends and our families.
But they are important to us and influence the way we act.

When you have a disability, fitting in is even harder. A disability is the first thing other people
see. Sometimes it's the only thing. And people forget to look beyond the wheelchair, or the
hearing aid, or the prosthesis.

They don't see the person -- only the person's disability. They forget that these are people who
could be our friends. Kids with disabilities may seem different, at first. But they are people with
many interests, ideas and feelings, just like everyone else!
When Meeting Friends with Disabilities:
1. It’s okay to offer your help to someone, but don’t just go ahead. Ask first. Or wait for someone to
ask you for your help.
2. It’s okay to ask people about their disabilities and it’s also okay for them not to talk about it.
3. Remember, just because people use wheelchairs, it doesn’t mean they are sick. Lots of people who
use wheelchairs are healthy and strong.
4. When you’re talking with people who use wheelchairs, sit down so their necks won’t get sore
looking up at you.
5. It’s okay to use words like “see”, “hear”, “walk” and “run” when you’re talking with friends who
have disabilities.
6. It’s okay to ask people who have speech problems to repeat what they said if you didn’t understand
the first time.
7. If an interpreter is helping you speak with a deaf person, make sure you talk to the deaf person, not
the interpreter.
Cerebral Palsy, Inc. 2801 South Webster Avenue, Green Bay, WI 54301 / 920-337-1122 Voice / 920-337-9811 TTY / 920-337-1126 Fax
Form # OUT-116 Revised 11/2/2010
Celebrating All Abilities 11/10; page 13
8. Don’t speak loudly when talking to blind people. They hear as well as you do.
9. Never pet or play with Seeing Eye dogs. They can’t be distracted from the job they are doing.
10. Invite friends with disabilities to sleep over, come to your house to play, or to your birthday party.
Think about ways to make sure that they can be included in the things that you do.
11. Don’t let your parents park in places reserved for people with disabilities.
12. When you go to restaurants and shopping malls, see if a disabled friend could be there with you. If
not, ask the manager to put in ramps, get raised numbers for the elevators, or have Braille menus
printed.
13. Treat a person with a disability the way you like to be treated.
Cerebral Palsy, Inc. 2801 South Webster Avenue, Green Bay, WI 54301 / 920-337-1122 Voice / 920-337-9811 TTY / 920-337-1126 Fax
Form # OUT-116 Revised 11/2/2010
Celebrating All Abilities 11/10; page 14
Celebrating All Abilities 11/10; page 15
[3]
Note
3.
^
Easter Seals Wisconsin 2006, p. 18-19.
Celebrating All Abilities 11/10; page 16
Avenues - Common Questions Kids Ask
By bschuetz
Created 02/15/2010 - 18:15
Q & A: Answers to the Most Common Questions Kids Ask
People with Disabilities (these questions and answers deal with
mobility disabilities)
We asked our Easter Seals Camp Wawbeek ambassadors what questions very young children most
commonly ask them, and how they would reply. Ashley, 16; Megan, 13; Brad, 18; and Ed, 29 all have
cerebral palsy and all use wheelchairs.
Why are you in a wheelchair?
Ashley: My muscles don’t work as well as other people’s do.
Megan: Because my legs don’t work.
Brad: My legs don’t work like they should.
Ed: I’m in a wheelchair because God made me special. I can’t walk or stand on my own. I need support.
My legs do not work like others who can run, jump, hop, and skip.
Does it hurt?
Ashley: No.
Megan: No.
Brad: Yes, sometimes certain parts of my body hurt, but not very often.
Ed: No, having a disability doesn’t hurt! My leg muscles tighten up from time to time.
Can you walk?
Ashley: Yes, with a grown up’s help or with my walker.
Megan: Yes. It’s but it’s hard for me.
Brad: No, I can’t walk.
Ed: Yes, I can walk. I walk with a special walker that gives me the support. I need to walk to keep my
legs loose. I can only walk short distances. When the weather is bad - deep snow or heavy rain, my
friends help me get around campus.
Do you sleep in your wheelchair?
Ashley: No, my mom or dad pick me up and put me in bed.
Megan: No. I sleep in my bed just like you and I get tucked in by my parents too.
Brad: No, my parents and friends help me into bed.
Ed: Yes, I fall asleep in my chair from time to time for a few hours when I’m really tired from watching
TV or doing homework.
How do you get dressed?
Ashley: I need help from a grown up to get dressed.
Megan:
I get help, but I pick out my own outfit and make myself pretty.
Brad: My parents help me.
Ed: I can get dressed as far as putting on shirts, shorts, and pants. I need help putting on my socks,
braces, and shoes.
Celebrating All Abilities 11/10; page 17
How do you take a bath?
Ashley: I have a bench that I sit on in the shower in our bathroom.
Megan: I get undressed, get in the tub and take a bath. :-)
Brad: I have a special chair my parents put me in to take a shower or bath.
Ed: I take a shower by using a special shower chair with rollers on it so that way I can just roll in to the
shower with little help.
How do you go up and down stairs?
Ashley: I have a special chair that sits on a rail and it takes me up and down the stairs by pushing a
button. I also use ramps to get into other places.
Brad: I either take the elevator if there’s one or my parents take me out of my chair and carry me up or
down the stairs.
Then they carry my chair up.
Ed: I walk upstairs hanging onto railings. One person goes in front of me and one behind. They are
there for support.
Do you go to school?
Ashley: Yes, I have to take a special bus that has a lift in the side of it so I can get my wheelchair in the
bus. I go to regular classes.
Megan: Yes I go and learn just like everybody else. My favorite subject in school is reading.
Brad: Yes, I go to school just like you, but I have someone there that helps me with what I need.
Ed: Yes, I do go to school. I attend the University of Wisconsin Oshkosh, majoring in Radio/TV/Film.
Even though you have a disability, you can still follow your dreams and do whatever you want to do.
Do you play sports?
Ashley: Some sports are made especially for people in wheelchairs, so yes I can play sports.
Megan: Yes I do. I love playing basketball.
Brad: Yes, I can play some sports with some special equipment. My favorite sport is bowling. They
have a special ramp that I can use. All they have to do is put the bowling ball on the ramp & then I can
push it down the ramp and it rolls down the alley toward the pins. They also have adapted pool tables
where I can wheel my chair right under the table and use shorter pool cues.
Ed: Yes, I do play sports. I compete in Special Olympics. I participate in sports like basketball, bowling,
and track and field. In track and field I compete in the 100 meter and 200 meter wheelchair racing.
Can you dance?
Ashley: Yes, I just move my wheelchair back and forth on the dance floor.
Ed: Yes, I can dance. I just put my hands on my wheels and move my chair from left to right. I also do
circles and pop wheelies.
What do you do with your friends?
Ashley: I go shopping, to movies and talk to them on the phone a lot. I also have friends spend the night
and go camping with us.
Megan: We play. We talk. We go places like the movies. We hang out.
Brad: I go shopping, I go to the movies, I talk with them on the phone and many other things.
Ed: I go to movies, go out to eat, and go to sporting events with my friends. I also just hang out and
have a good time.
Source URL: http://edu.eastersealswisconsin.com/content/avenues-common-question-kids-ask [4]
Note
4.
^ Easter Seals Wisconsin 2006, p. 47-48.
Celebrating All Abilities 11/10; page 18
Avenues - General Disability Awareness Quiz
By bschuetz
Created 02/15/2010 - 18: 36
Next to each statement, indicate if you believe that statement to be true or false.
1. Only people who can’t walk use wheelchairs.
2. You have a friend who has a speech impairment and sometimes you’re not sure what he said. To
make things easier, you should pretend that you understand.
3. When you meet someone who is blind or visually impaired, you should introduce yourself to that
person.
4. When communicating with people who are deaf or hard of hearing, it is necessary to speak through
an interpreter.
5. It’s safe to assume that people with disabilities usually need help.
6. It’s okay to gossip about people who are deaf hard or hearing because they can’t hear you anyway.
7. People who use wheelchairs can’t go anyplace fun.
8. People with cerebral palsy usually have a cognitive disability, too.
9. People with disabilities want to be treated just like everyone else.
10. When you meet someone with a guide or companion dog, you should make friends with the dog first
so that the dog is comfortable with you being nearby.
11. Among other professions, people with disabilities work as stockbrokers, lawyers, doctors and
teachers.
12. People with disabilities prefer to hang out with others who have disabilities.
13. Most public places such as movie theaters, restaurants and ballparks are easy for people who use
wheelchairs to enjoy.
14. People with disabilities can’t dance.
15. It’s okay to ask people with disabilities about their disabilities.
16. People with disabilities can participate in competitive sports.
17. People with disabilities can’t live on their own when they grow up.
18. People can become disabled at any point in their lives.
19. Disabilities are illnesses to be treated by medical professionals in the hope of a cure.
20. Many people with disabilities feel their real disability involves problems with the environment rather
than problems with their bodies.
Answer Key
1. FALSE. While is it true that many people who use wheelchairs can’t walk, many can. People with
disabilities who can walk on their own or with the aid of braces or a walker may tire easily and
choose to use a wheelchair because it gives them more independence.
2. FALSE. Never pretend you understand what someone is saying if you don’t. Instead, ask your friend
to repeat himself. If you’re still having trouble, make your best guess about what the person is saying
and ask if you heard correctly. Occasionally, your friend may need to write something down for
clarity.
3. TRUE. Introductions are always appropriate when meeting new people. When you have a friend or
acquaintance with vision loss, it is appropriate to simply state your name whenever you meet them.
“Hi Michael, it’s John Anderson.”
Celebrating All Abilities 11/10; page 19
4. FALSE. Because some people who are deaf or hard of hearing use sign language, others read lips
and still others use a combination of both, you need to find out how you can best communicate with
them. If he or she has an interpreter, it’s perfectly fine to use this person, but look at and speak
directly to the person with the disability, not to the interpreter. The interpreter with stand beside you
and interpret as necessary.
5. FALSE. Most people with disabilities prefer to be independent. When offering help to someone with
a disability, always ask first, wait for their response and then ask them about the best way to provide
the help they need. Don’t feel bad if your help is turned down.
6. FALSE. People who are deaf or hard of hearing are just as likely to know they are being talked about
as other people would be. Even if they do not hear exactly what’s being said, they will notice. Why
be rude?
7. FALSE. People who use wheelchairs may face some architectural barriers when going out into the
community. But this doesn’t mean they can’t go anywhere fun. Instead, it’s a reason to check out the
places you plan to go ahead of time to see if there are potential problems. Decisions can then be
made to work around barriers or to choose another location. Knowing what to expect ahead of time
will make planned activities more enjoyable for everyone.
8. FALSE. Cerebral palsy is a disability affecting movement. Although cerebral palsy affects the motor
control center of the brain, it does not affect one’s natural intelligence.
9. TRUE. People with disabilities have said that this, more than anything, is what they want—to be
included and treated just like everyone else.
10. FALSE. You should always meet the person before their dog! Guide and companion dogs are
working and should not be disturbed. As you’re getting to know the person, you can ask about the
dog, and ask to be introduced.
11. TRUE. People with disabilities are involved in a full range of professions.
12. FALSE. Friendship is usually based on common interests and activities, not on whether or not a
person has a disability.
13. FALSE. Although the Americans with Disabilities Act calls for public places to be accessible to
people who use wheelchairs, the fact is that there are still many places that are difficult for people
who use wheelchairs to navigate. When make plans with someone with a disability, possible
architectural barriers should be considered.
14. FALSE. Most people have their own styles of dancing, and people with disabilities are no different.
15. TRUE. What’s important is how you ask. Don’t ask, “What’s wrong with you?” Instead, learning
more about a person’s disability should be a part of getting to know each other. Even then, some
people may be willing to answer questions, while others may choose not to. Be sensitive to and
respect their wishes.
16. TRUE. Competitive sports are as important to people with disabilities as they are to those without.
Having a physical, sensory or cognitive disability does not necessarily preclude involvement in
individual or team sports. People with disabilities ski, play tennis and racquetball, race in 10Ks and
marathons and participate in dozens of other sports. Keep in mind, though, that just like everyone
else, some people with disabilities love sports, while others just aren’t interested.
17. FALSE. With adapted housing, personal assistants, accessible transportation and available
employment, most people with physical disabilities can and do choose to live independently.
18. TRUE. People can be born with a disability or the disability may come after birth, the result of
illness, age or an accident. Statistics show that during their lifetime, 50 % of people will experience a
disability.
Celebrating All Abilities 11/10; page 20
19. FALSE. Disabilities are not the same as illnesses. People with disabilities are not sick, and most are
seeking acceptance and inclusion rather than a ‘cure’.
20. TRUE. Architectural barriers limit participation, productivity, and independence. For instance, if a
person who uses a wheelchair is offered a job that they cannot accept because it is located on the
second floor of a building without an elevator, the real problem the handicap is that there is no
elevator.
Source URL: http://edu.eastersealswisconsin.com/content/avenues-general-disability-awareness-quiz Note
5.
^
Easter Seals Wisconsin 2006, p. 74-76.
Celebrating All Abilities 11/10; page 21
[5]
Avenues – Myths and Realities
By bschuetz
Created 02/15/2010 - 18:34
Myths are roadblocks usually caused by misunderstandings and a lack of experience interacting with
people with disabilities. Too often, these misunderstandings interfere with the ability of people with
disabilities to find acceptance among their peers because they evoke fears and discomfort.
 Misunderstandings about a disability can evoke the following fears.
o That we might “catch” it.
o That we will do or say the wrong thing.
 Misunderstandings can also create discomfort or embarrassment if we are afraid of the
following:
o That people with disabilities are so different from us that we cannot understand them and
they cannot understand us.
o That we cannot communicate with persons with disabilities.
o That the needs and wants of persons with disabilities are not the same as ours.
o That we may feel our own vulnerability and shortcomings in their presence, and have to
face up to the fact that we are likely to experience a disability at some point in our lives.
 Misunderstandings can lead to pity if we believe the following:
o That persons with disabilities want others to feel sorry for them.
o That persons with disabilities only need our help, rather than our support and friendship.
o That persons with disabilities are less fortunate, and want “special” attention (e.g., special
education, special friends).
Myths & Realities
Myth: People with disabilities are brave and courageous.
Reality: Adjusting to a disability requires adapting to a lifestyle, not bravery and courage. Going to
college, having a family, participating in sporting events and working in a job are normal not heroic
activities for people with disabilities just as they are for people without disabilities.
Myth: People with disabilities are sick.
Reality: Of course, individuals with disabilities are sometimes sick, just as people without disabilities
are sometimes sick. A disability, though, is a condition, not an illness. Assuming they are the same thing
can foster negative stereotypes, including fear of ‘catching’ the disability, or that people with disabilities
need to be ‘cured’.
Myth: If you cannot see a disability it does not exist.
Reality: One out of every five Americans has a disability, and not all disabilities are visible or
immediately apparent. Conditions such as chronic back pain and arthritis, as well as learning disabilities
and psychological disabilities, can create significant limitations or difficulties for those experiencing
them.
Myth: People with physical disabilities have lower IQs or are 'uneducable'.
Reality: People with physical disabilities have a full range of IQs and academic abilities. The degree of
the physical disability has no bearing on a person’s mental capacity.
Celebrating All Abilities 11/10; page 22
Myth: A wheelchair is confining; people who use wheelchairs are ‘wheelchair
bound’.
Reality: A wheelchair, like a bicycle or a car, is a personal assistive device that enables someone to get
around. Rather than ‘confining’, most people who use wheelchairs consider them liberating!
Myth: People who use wheelchairs can’t walk.
Reality: Some people using wheelchairs cannot walk, others can. Many people use wheelchairs because
they tire easily or because their strength is limited and using a wheelchair makes it possible for them to
travel longer distances, or to be ‘out and about’ for longer periods of time.
Myth: People who are blind acquire a ‘sixth sense’.
Reality: Although many people who are blind may refine their remaining senses and use them more
fully, they do not develop a ‘sixth sense’.
Myth: All people who are blind or visually impaired read Braille.
Reality: Only about 10% read Braille. Many use other methods of gaining access to printed materials,
including computers with screen readers and books on tape.
Myth: People with disabilities are more comfortable with ‘their own kind’.
Reality: People with disabilities are most comfortable with people they like and enjoy spending time
with. This misconception probably came about because, in the past, many people with disabilities often
went to separate schools or lived in institutions.
Myth: People with disabilities always need help.
Reality: Many people with disabilities are independent and capable of giving help. And while anyone
may offer assistance, most people with disabilities prefer to be responsible for themselves.
Myth: People with disabilities should be protected from the harsher aspects of life.
Reality: People with disabilities want to participate in the full range of human experiences the good and
the bad.
Myth: Curious children should never ask people about their disabilities.
Reality: Many children have a natural, uninhibited curiosity and may as questions that some adults
consider embarrassing. But ‘shushing’ curious children may make them think having a disability is
‘wrong’ or ‘bad’. Most people with disabilities won’t mind answering a child’s questions.
Myth: The lives of people with disabilities are totally different than the lives of
people without disabilities.
Reality: People with disabilities go to school, get married, work, have families, laugh, cry, pay taxes, get
angry, have prejudices, vote, plan, dream and set goals like everyone else. People with disabilities are
human beings who can be just as annoying, nice, rude or amusing as anyone else you might know.
Myth: People who are deaf or hard of hearing can read lips.
Reality: Lip-reading skills vary among people who use them and may not be entirely reliable. People
who are deaf or hard of hearing use a number of methods to communicate, including sign language and
interpreters.
Myth: People with disabilities cannot participate in sports and recreational
activities.
Celebrating All Abilities 11/10; page 23
Reality: People with disabilities take part in a wide variety of sports. In recent years, technological
advances in adaptive sports equipment have opened doors to even more recreational opportunities.
Myth: Once architectural barriers are removed, full integration into society will be
possible for people with disabilities.
Reality: A world without architectural barriers will be a wonderful help to people with disabilities. But
until attitudinal barriers also fall, people with disabilities may continue to have trouble being recognized
as valuable members of society.
Myth: There is nothing one person can do to help eliminate the barriers confronting
people with disabilities.
Reality: Everyone can contribute to change. You can help remove barriers by:
 Understanding the need for accessible parking and leaving it for those who need it.
 Encouraging participation of people with disabilities in community activities by using accessible
meeting and event sites.
 Understanding children’s curiosity about disabilities and people who have them.
 Advocating barrier-free environments. Speaking up when negative words or phrases are used
about disabilities or about people with disabilities.
 Writing producers and editors a note of support when they portray someone with a disability as a
‘regular’ person in the media.
 Accepting people with disabilities as individuals capable of the same needs and feelings as
yourself.
And now, a couple of myths about people without disabilities:
Myth: People who don’t have disabilities don't want to be around those that do.
Reality: Not true. However, lack of experience in meeting people with disabilities sometimes makes
those without uncomfortable. They’re often afraid of saying the wrong thing, and nervous about doing
something offensive. People with disabilities and those without must get past this initial hesitation and
discover ways to make interaction more comfortable for everyone involved.
Myth: People who offer to lend a hand to people with disabilities know how to
provide the needed help.
Reality: The desire to help and the knowledge of how to do so do not necessarily go hand in hand. If a
person with a disability accepts an offer for assistance, it’s helpful for him or her to give specific
instructions on exactly what type of assistance is needed and the best way to carry it out.
Source URL: http://edu.eastersealswisconsin.com/content/avenues-myths-and-realities Note
6.
^
[6]
Easter Seals Wisconsin 2006, p. 53-54.
Celebrating All Abilities 11/10; page 24
CP CENTER SPEAKS SPRING 2010
Disabled People With
Communication Devices
And The Community
Newsletter Crew
By Lynn
Lynn
Mark
Holly
Mike
Meggen
Joe
Diana
By Diana F.
Go Green! Get the ENewsletter. Save a tree this
Earth Day, E-Mail us at…
[email protected]
KITECHEN CORNER BY HOLLY
MINT CHOCOLATE CUPS
2 box [3 ounces total ] sugar – free chocolate Pudding mix2 1/2 cups fat- free half-and –half
1/ 2 cup fat-free sour cream
1 teaspoon vanilla
1/ 2 to 1 teaspoon peppermint extract
1 ½ cups fat- free whipped topping
6 sugar- free peppermint patties, chopped
1. in medium bowl, mix together pudding mix with half and half,.
Blend prepared pudding with sour cream ,vanilla and peppermint extract. until smooth.
2. Divide mixture evenly into 6 parfait glasses or dessert cups
With 2 tablespoons whipped topping in between to make layers.
Top each with abbitional 2 talespoons whipped topping. chill
1 hour or until completely cold. garish each serving with
1 chopped peppermint patty, and Whipped topping.
nutrients per serving : 2/3 c. chocolate mixture with 1/4cup whipped topping
Calories : 166 caiories from fat< 1%
Total fat:< 1g
Saturated fat : < 1g
What I like about spring
By Joe
With spring starting on Saturday I got to thinking
about what I like about spring here are some
thoughts.
Over the years I have been fortunate to have access to
many things. Here at cp we have an accessible garden
started by my follow peers. Another thing I see is the
slow transition to lighter coats from heavier coats.
For most of us spring means getting out and doing
things that we enjoy such as biking and gardening.
Some of my peers unfortunately have to deal with
things that are beyond their control so spring provides
them with a brief respite. For me I have noticed that
some people are happier and have more energy. I’m
sure over the next few weeks I’ll see other signs of
spring such as robins, and flowers. For the most part
spring is a time to make new goals and come up with
new ideas. And it’s a chance to get outside and enjoy
the warm weather, and to watch brewer baseball.
It takes the able bodied person less than
half an minute to speak a full sentence. For a
severely disabled person with a
communication device it takes a few minutes
to speak a full sentence. It can be very
frustratimg for the person with a
communication device to communicate as the
able bodied person does. While the disabled
person has to type what they need to say the
able bodied person becomes impatient waiting
for the person, looses patience then walks
away either saying that they don't have time to
listen, or saying nothing at all. There's
another thing that's very frustrating as a
communication device user myself is the fact
that the able bodied people at times often treat
the communication device user as though
they're mentally retarded, or mentally slow. I
know that they sometimes don't mean to do it,
but people shouldn't treat us like that.
The disabled person with a communication
device would like to be treated the same way
as you would treat any other person without a
disability. We can do almost anything as long
as we have adaptive equipment.
C.P., Inc. Helps People in Many Ways
By; Mike B
Cerebral Palsy, Inc. helps people who struggle with many types of problems.
We adapt things so all are able to work. Clients help one another out with many things. The staff helps us
with; computers, swimming, Work Activity Program, exercise classes, kitchen classes, Newsletter group,
Adaptive Technology, feeding,
Celebrating All Abilities 11/10; page 25
Celebrating All Abilities 11/10; page 26
Celebrating All Abilities 11/10; page 27
Celebrating All Abilities 11/10; page 28
Celebrating All Abilities 11/10; page 29
Celebrating All Abilities 11/10; page 30
Celebrating All Abilities 11/10; page 31
Celebrating All Abilities 11/10; page 32
Celebrating All Abilities 11/10; page 33
Celebrating All Abilities 11/10; page 34
Celebrating All Abilities 11/10; page 35
Celebrating All Abilities 11/10; page 36
Celebrating All Abilities 11/10; page 37
Celebrating All Abilities 11/10; page 38
[7]
Note
7.
^
Easter Seals Wisconsin 2006, p. 7-8.
Celebrating All Abilities 11/10; page 39
Celebrating All Abilities 11/10; page 40
[8]
Note
8.
^
Easter Seals Wisconsin 2006, p. 9-10.
Celebrating All Abilities 11/10; page 41
bilities
Physical Disa
Warning! It is illegal to give out any information about a student without written permission from his/her parents.
There are a large variety of different physical
disabilities, all of which can range from a mild
problem to complete immobility. Many people
will have more than one disability, such as not
being able to use their legs or hands.
Activity 2 - Using one hand
Have students try
different activities using
only one hand.
• Tying their shoes;
Activity 1 - In a wheelchair
• Going through the
lunch line and eating
lunch;
Borrow a wheelchair from a disability agency or
see if the school nurse has one.
Have each student take a turn sitting in the
chair. Have them try different activities:
• Going from one part of the building to
another, pushing the wheelchair with their
hands
• Going through the lunch line
• Getting a book off the top shelf in the
library
• Playing a game in the gym or playground
(soccer, basketball, chase, etc.)
• Going to the bathroom
• Going through an outside door
• Being in a group where everyone else is
standing up
• Opening a jar that has a screw-on lid;
• Playing catch;
• Holding a stack of papers and handing out
one at a time; and
• Going to the bathroom.
15
Discuss the problems the students had. What if
they couldn’t use either hand? What problems
would there be if they were in a wheelchair
AND couldn’t use their hands?
[9]
Discuss how being in the wheelchair felt. What
would have made things better?
Students in wheelchairs are often left out of
games or PE or given the job of keeping score.
Discuss how this would feel. What if you hate
keeping score?
No one likes to be treated as if they are helpless.
If you see
someone in a
wheelchair,
don’t just do
things for them.
Ask if they
want help first.
Note
9.
^
Possibilities 2006, p. 15.
© 2006 Possibilities, Inc.
Celebrating All Abilities 11/10; page 42
[10]
Note
10. ^
Easter Seals Wisconsin 2006, p. 11.
Celebrating All Abilities 11/10; page 43
Autism
Warning! It is illegal to give out any information about a student without written permission from his/her parents.
Autism is a developmental disability that
usually appears during the first three years
of life. The cause is unknown. It affects how a
person’s brain works, but not all people with
autism are affected the same way.
When a person has autism, they may have
problems:
• letting you know what they want;
• thinking;
• understanding what other people say or
want;
• ignoring sounds;
• ignoring things or people that are moving;
• ignoring lights;
• being touched;
• understanding social rules;
• showing affection;
• controlling their feelings;
• knowing how to play with other kids; and
• dealing with changes.
Autism is a “spectrum disorder.” That means
that not everyone with autism has all the
problems. One person may have three of the
problems listed while another person has only
one. Some people with autism struggle to learn.
Other people with autism are very smart and
can do complicated math when they are 3 years
old. Some people with autism have trouble
being touched while others like to hug.
Many people with autism like to do things in
the same order all the time and have things
arranged the same way. This helps them stay
calm.
Other people with autism have a very hard
time ignoring noises, especially if they are
upset or in a new situation. They may try to
calm themselves by rocking, moaning, talking
loudly or even screaming. The moaning, talking
or screaming helps them drown out the other
noises so they can calm down. They may also
try to go under a desk or in a small, dark place
where they feel safer.
© 2006 Possibilities, Inc.
Note
11. ^
Possibilities 2006, p. 5.
Activity 1
This activity is designed to show how people
with autism are bothered by things most people
don’t notice. People with autism are often extra
sensitive to noise, movement and even things
like background noises most of us don’t notice.
Remember, not everyone with autism has these
problems.
Divide the class into groups of 5. Explain that
they will each have a job to do. Go over their
jobs and tell them they will start when you give
the signal.
One student in each group will play the part of
someone with autism. The other 4 people each
have different jobs:
• Person #1 - You will play the part of a
person with autism. Your job is to try and
listen to what Person #5 is reading to you so
you can take a test on the material. Try to
ignore everyone else.
• Person #2 - Stand behind the student
playing the part of someone with autism.
Rub the edge of an index card (or piece of
cardboard) against the back of their neck.
You do not need to rub hard, but keep
doing it over and over.
• Person #3 - Grab a book (any book will do),
lean close to Person #1 and read in a loud
voice the entire time.
• Person #4 - Pat Person #1 on the head and
shoulder the entire time.
• Person #5 - Using a normal voice, read
a paragraph to Person #1 then ask them
questions about what you read. Do NOT try
to drown out the other noises.
Have all the students take a turn being Person
#1 before you discuss it. How did it feel to be
have so much commotion going on? Did it
make them want to scream or get away? Were
they able to concentrate on the paragraph being
read? What might have helped?
[11]
Celebrating All Abilities 11/10; page 44
[12]
Note
12. ^
Easter Seals Wisconsin 2006, p. 13.
Celebrating All Abilities 11/10; page 45
irments
Vision Impa
Warning! It is illegal to give out any information about a student without written permission from his/her parents.
Vision impairments include things like being
short-sighted or far-sighted that are correctable
with glasses. It can also mean more serious
problems like blindness or problems that are
only helped a little by glasses.
Activity 1- Blindness
You need:
• A good blindfold.
• A room with several
occupied chairs and one or
more vacant chairs. Put odd
obstacles on the way to the
chair, and/or face the chair
in an unexpected direction.
Leave the door halfway open.
NOTE: If you get an exceptional “guide” who
does it correctly, use that as a way to talk about
why their method was successful.
Discuss:
• Did the guide do a good job?
• How would it feel to be the blind person
being dragged or pushed?
• What would be more helpful than saying
“look out”?
• How did the 2 volunteers feel?
Repeat the activity, doing it the right way.
16
What to do
Explain that you will need 2 students - a
“guide” and a “blind person.” You will be rearranging the room. The guide’s job is to help
the blind person come into the room and go to
the chair without running into anything. They
can tell them how to do it and can also touch
them to help guide their way.
Make sure the blindfold is on and foolproof.
Send the 2 volunteers into the hall and rearrange the room. The vacant chair should not
be too easy to get to.
Hint: Most “guides” grab the blind person and
pushes them around. This usually results in the
“blind” person running into things. “Guides”
usually don’t describe the path, and say “look
out” instead of “stop” at major obstacles. When
the chair is reached, “guides” usually spin the
“blind” person around and push them into the
seat, then leaves without explanation.
Activity 2 - Blurred vision
Use overhead projector. You may Transfer the
text on the next page (“More Than 60 Percent
of U.S. in Drought”) to an overhead sheet or
use any overhead with a lot of text.
Make sure the projector is out of focus so
that the words cannot be read. Tell the class to
copy the information. Then ask questions about
the text. Discuss how frustrating it is when you
are trying and paying attention, but can’t see.
What are the ways the class could be helpful to
someone who has vision problems? Be sure to
point out that they should ASK before helping.
Some people would rather do things for
themselves.
[13]
© 2006 Possibilities, Inc.
Note
13. ^
Possibilities 2006, p. 16.
Celebrating All Abilities 11/10; page 46
irments
Hearing Impa
Warning! It is illegal to give out any information about a student without written permission from his/her parents.
Hearing impairments include everything from
not being able to hear certain sounds to being
totally deaf. In most cases, a hearing loss doesn’t
simply mean that sounds are not loud enough.
It usually means that sounds are garbled or
unclear. A hearing aid may make speech louder,
but usually will not make speech clearer.
In their pairs, they should:
• “say” each word or phrase once only;
• go through the whole exercise before they
tell each other the answers;
• when they finish discuss what they learned
about lipreading; and
• return to the main group to share their
ideas.
Activity 1 - Not being able to hear
Discussion:
Allow 15 minutes for the exercise in pairs, then
have everyone return to the main group.
You need:
• a pair of foam ear plugs for each student
• a radio, TV, fan or anything else that can
make “white noise”
What to do:
• Show students how to put in the earplugs .
• Put on the “white noise”. If using a TV,
put it on a station with no reception and
turn up the volume — loud enough to be
distracting. If using a radio, set it between
stations so you only hear static. If using a
fan, turn it up on high.
• Read a long newspaper article or book
passage. Read rapidly, using a soft voice,
mumbling monotone, runing words
together and pausing in odd places.
• Ask students 5 questions about the content
of what you read. Continue talking quickly
in a soft, mumbling voice.
• Remove ear plugs, turn off white noise and
discuss (in a normal voice) how not being
able to hear clearly felt.
Activity 2 - Lip-reading
Instructions for teacher:
Divide the class into pairs. One of each pair
is A, and the other B. Give them the relevant
instructions (page 7) and briefly explain the
exercise. They should not see each other’s
instructions. Have them take turns lipreading,
while their partner “reads” (moving their
lips but making no sounds) a list of words or
sentences.
Ask questions like:
• How successful were you at lip-reading?
• What helped make lip-reading easier?
• What does this show about lip-reading?
Points about lipreading:
lipreading is not easy;
a lot of guessing is involved;
most people can lip-read a little;
some people are better at it than others;
some people are easier to lip-read than
others;
• it is impossible to lip-read unless you can
clearly see the mouth and face of the person
talking;
• some words look alike on the lips, so single
words are very difficult to lip-read;
• it helps if you know the topic.
•
•
•
•
•
Ways to make lipreading easier:
• the person lipreading must see the speaker;
• the speaker’s mouth, jaw and eyes must
be clearly visible and it helps to see the
speaker’s eyes.
• use sentences rather than single words;
• give clues to the subject;
• speak a little slower than usual, keeping the
normal rhythm of speech;
• if you are not understood, try saying the
sentence another way; and
• speak clearly (but don’t exaggerate mouth
movements).
© 2006 Possibilities, Inc.
Celebrating All Abilities 11/10; page 47
Instructions for person A
Instructions for person B
Don’t let your partner see this page!
Don’t let your partner see this page!
Read the following list of words - moving your
mouth but making NO sounds and without
moving your hands. Say each word only
once. After each word, give your partner time
to write down the word.
Your partner will say a list of words to you. Try
to lip-read your partner and write each word
down.
Word list: ship, Jim, chimp, punk, mud, bun,
jeer, cheer, jib, chip
Now your partner will do the same for you but
with a different list of words. Write down what
you think was said.
Next, read the sentences below to your partner.
Move your mouth but make NO sounds and
don’t move your hands. Say each sentence only
once. Give your partner time to write each one
down.
Sentences:
• Would you like tea or coffee?
• Do you take sugar?
• Here’s the milk for your cereal.
• Would you like more toast?
• Do you prefer jam or marmalade?
• Would you like some eggs?
Now your partner will do the same for you
with different sentences. Write down what you
think was said.
This time tell your partner (really talking) that
you will read sentences about breakfast. Now
silently (moving your mouth but making NO
sounds) read the sentences, again. This time
you can use your hands if you want. Give your
partner time to write down what you said.
Now your partner will tell you a clue and then
silently read their sentences again. Write down
the sentences.
Show each other the words and sentences you
read out. Check how many you got right each
time. What did you learn about lip-reading that
you can share when you return to the main
group?
Then read the following list of words to your
partner - moving your mouth but making NO
sounds and without moving your hands. Say
each word only once. After each word, give
your partner time to write down the word.
Word list: bad, man, pat, bat, sheep, cheese, tea,
she, pound, mount
Now your partner will read you some
sentences. Write down what you think was said.
Next, read the sentences below to your partner.
Move your mouth but make NO sounds and
don’t move your hands. Say each sentence only
once. Give your partner time to write each one
down.
Sentences:
• It looks a bit cloudy.
• It might be quite hot.
• I think we’re in for a storm.
• It looks like the wind’s getting up.
• It looks like we’re in for a good day.
Now your partner will tell you (out loud) a clue.
Then they will read sentences and may use
hand gestures. Write down what you think was
said.
This time tell your partner (really talking) that
you will read sentences about the weather. Now
silently (moving your mouth but making NO
sounds) read the sentences, again. This time
you can use your hands if you want. Give your
partner time to write down what you said.
Show each other the words and sentences you
read out. Check how many you got right each
time. What did you learn about lip-reading that
you can share when you return to the main
group?
[14]
© 2006 Possibilities, Inc.
Note
14. ^
Possibilities 2006, p. 7-8.
Celebrating All Abilities 11/10; page 48
Celebrating All Abilities 11/10; page 49
[15]
Note
15. ^
Easter Seals Wisconsin 2006, p. 26-27.
Celebrating All Abilities 11/10; page 50
Celebrating All Abilities 11/10; page 51
[16]
Note
16. ^
Easter Seals Wisconsin 2006, p. 35-36.
Celebrating All Abilities 11/10; page 52
[17]
Note
17. ^
Easter Seals Wisconsin 2006, p.38.
Celebrating All Abilities 11/10; page 53
[18]
Note
18. ^
Easter Seals Wisconsin 2006, p.42.
Celebrating All Abilities 11/10; page 54
Captain’s Treasure Map Activity
Recommended Ages: 7-12
Purpose: A fun, interactive way to introduce some of the many services offered through CP.
Materials: Story and Treasure Map are provided in this booklet; Gold Coins, Treasure Chest and props
may be provided by CP
Directions: The story is read to the children, if possible by a representative from CP. As the story is read
aloud, the principle or a teacher’s name is used as the Pirate Captain. During the story, students are
asked a series of thought provoking questions, some of which require the use of the map.
Description: The story is about a pirate with poor vision who had an unexpected accident resulting in a
wooden leg and chronic pain. Instead of searching for buried treasure, the Pirate Captain searches for a
place to exercise, ease his discomfort, and navigate his ship, as well as, provide services to other
members in his family.
Celebrating All Abilities 11/10; page 55
Captain’s Treasure Map
The students and teachers of
your school are treasured by CP
staff and clients! Thank you so
much for your wonderful support!
Outreach Services provides
financial assistance to
families in 17 of
Wisconsin’s counties!
Aquatics Center
90 - 92 Degrees
All skill levels welcome!
Birth to Age
Three Services
Pediatric Therapy
Adult Day Services
Classes include art,
kitchen, exercise,
computers, work
activities & more.
Assistive Technology
(adapted computers,
communication devices, controls
for electronics, lights & other
household appliances) help many
people - including those not born
with a disability.
Inclusive day care for
kids with and without
disabilities.
Celebrating All Abilities 11/10; page 56
Captain’s Treasure Map Activity
Once upon a time, mighty Captain (Name of Teacher) was sailing along with his crew in a search for buried
treasure. All of a sudden, a violent vicious storm came along and Captain ___ was tossed overboard into the
rough waters of the sea. A shark sensed his presence in the water. Quickly, the shark attacked poor Captain
___. But the shark was no match for Captain ___, with his charm and strength he was able to calm and tame
the ferocious shark and made him the pirate ship’s mascot. However, before he was able to tame the shark, it
bit off his leg and Captain ___ forever more walked the earth with a wooden leg.
Due to the accident and poor vision, Captain ___ had to learn how to cope with his disabilities and the
associated chronic pain. He was in search of a place to help soothe his aching body and provide him with a
source of exercise, since he was no longer able to exercise like he used to. Sometimes his wooden leg
bothered him so much that he used a wheelchair to get around. Finding such a place would be like finding
buried treasure.
One day, Captain ___’s pet parrot Petie was flying around the waters of Green Bay and happened to gaze
upon a place where both children and adults with disabilities were greeted with warm welcomes and open
arms. The sign outside the building read “Where Caring Comes to Life.” Petie immediately thought of his
friend Captain___ and flew back to the pirate ship to report the good news.
Captain ___ exclaimed, “That place sounds wonderful! I wonder if it will help my back pain, eye strain,
balance, leg muscles, and fear of cold water swimming?”
CLASS: Can anyone tell me from their map, where parrot Petie told the Captain to go?
The next day, Captain ___ and his crew went to visit this magical place called the CP Center and was
warmly greeted by the tour guide Amy Murphy.
The first stop on his tour of the CP Center was visiting the Aquatic Center, where Captain ___ learned about
the many wonderful classes offered in the warm water pool to help him with his pain, stress, balance, and
exercise needs. The warm water was particularly great for Captain ___ because after being in the cold sea
water so long, he detested swimming in the cold.
CLASS: How warm do you think the pools are at the CP Center?
CLASS: Do you need to know how to swim to exercise in the pools at the CP Center?
Captain ___ immediately registered for a class in the Aquatic Center. After visiting the pools, Amy led
Captain___ on to Common Paths Early Education & Care, which is for children with and without special
needs. The children at this daycare learn to respect each other’s similarities and differences. They realize that
individuals with disabilities are more similar than they are different. Captain ___ thought this would be
helpful for his sister’s wee one, Jack, while they were away on their long adventures searching for treasure.
CLASS: Is our daycare for both children with AND without disabilities?
CLASS: Are most people born with a disability or develop one later on in life?
Celebrating All Abilities 11/10; page 57
Captain ___ shared with Amy that his 4-year old nephew Jack had a difficult time concentrating, using his
hands to get dressed and use his muscles to play with small toys. Captain ___ asked Amy if, in addition to
the daycare, there were any services available to help little Jack. “Let me show you!” exclaimed Amy. In the
lower level of the CP Center, Amy showed Captain ___ the Pediatric Therapy rooms filled with toys,
trampolines, swings, rock climbing wall, zip line, and hugging machine to help children ages three and older
develop their skills. While kids are playing they are strengthening and challenging their muscles, working on
balance and coordination.
CLASS: What if a mom and dad have a child under age 3 who needs help?
In addition to Pediatric Therapy, CP has therapists who work with children ages three and younger at home
or in their daycare to help them develop their skills.
As they walked upstairs, Amy shared that one of CP’s largest services is Adult Day Services, in which adults
ages 18 and up with physical and/or multiple disabilities attend a variety of classes (much like school)
Monday through Friday.
CLASS: What are some of the classes in Adult Day Services?
Adult Day Services is a unique program that we are fortunate to have in our area. Some parts of the state
don’t even have a place for individuals with disabilities to go to help work on skills, socialize and increase
their independence.
Next, Amy showed Captain ___ another special service which is one of a kind in this area that would help
him with his vision by using a special voice activated device to help navigate the pirate ship. CP has a
speech therapist who works with people of all ages and disabilities to help them communicate and access the
computer. Communication devices, much like people, come in all different shapes and sizes ranging from
simple picture boards to devices that can be activated by a person’s eyes. Many people with disabilities use
assistive technology to help them with everyday tasks and moving around, so they can be as independent as
possible. The speech therapist gave Captain ___ a large map magnifier and a device that enlarged books to
help him with his limited vision.
CLASS: What are some examples of Adaptive Equipment or Assistive Technology?
Lastly, Amy showed Captain ___ her favorite service of CP – Outreach Services. Many people with
disabilities have additional expenses such as assistive technology, wheel chair ramps, wheel chair lifts and
hand controls for vans, special bikes, and more, in which neither insurance, the state, or the family can afford
on their own. Thanks to the generosity of donors, some of the monies from fundraising efforts are used to
help people purchase this important equipment. This helps people with their independence.
CLASS: How many counties does CP provide financial assistance to through Outreach Services?
During his tour through the CP Center, Captain ___ learned about CP’s mission statement, which is to
provide equipment and services to people to enhance the quality of life for people and that it is just as
important to include and treat people with disabilities just as you would treat everyone else. Many of the
services provided to the community were available thanks to the generosity of donors and especially thanks
to the children from School!
Celebrating All Abilities 11/10; page 58
CP Circle Campaign
The CP Circle Campaign is a great way for students to get involved in service learning and be a part of
Cerebral Palsy’s mission to bring “Caring to Life” in our community.
Choose a Campaign Manager: The first step in running your school’s CP Circle Campaign is to select
a teacher or staff member to act as campaign manager. The campaign manager will be responsible for
collecting the money, the stock of circle tags, and donation receipts. If you would like posters to
promote your fundraiser, we would recommend having the students come up with a slogan to
personalize their circle sales or we can give you some of CP’s Circle Posters.
Circle Sales: CP Circle Tags can be sold for any dollar amount ranging from $1, $5, $10 to $25. Please
have the donor put their name on the circle tag, then proudly display the circles in a prominent spot so
the entire student body can get excited as they see the campaign grow. Students and staff can purchase
CP Circle Tags themselves, and can sell them to their friends and families.
Timing of Campaign: The CP Circle Campaign can begin at any time and go for as long as you would
like….most businesses and schools will chose to have the campaign last a minimum of two weeks or up
to one month.
Personal Connection: CP focuses on the concept of a community of caring and we try to make a
personal connection between donors and those whom their kindness benefits. Volunteers are encouraged
to think about anyone they may know who may be benefiting from the services offered at CP. These
stories are compelling and photographs can greatly help motivate student involvement in your campaign.
CP Contact: Please contact Amy Murphy if you would like more circles, donation slips, or have any
additional questions. Contact information 337-1121, ext. 1205 or [email protected]
We appreciate your willingness to help make the 2010 CP Circle Campaign a success!
Celebrating All Abilities 11/10; page 59
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The purchase of this circle benefits Cerebral Palsy, Inc.,
a locally run and funded non-profit organization serving Northeast Wisconsin
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Celebrating All
Abilities 11/10;
page 61
Cut out this puzzle, reassemble the puzzle adding a piece each time a $100 goal is met. When the puzzle is completely reassembled,
you have raised $1000, or the amount of money needed to purchase a walker similar to the one in the photo.
$100
$100
$100
$100
$100
$100
$100
$100
$100
$100
Celebrating All Abilities 11/10; page 62
Sample letter for kids to use in their fundraising efforts: Dear (insert name), This Spring I will participate in the Annual CP Telethon raising funds for Cerebral Palsy, Inc. (the local CP Center) supporting persons throughout northeastern Wisconsin who are affected by temporary or permanent physical, sensory and/or speech needs or conditions. CP strives to promote community involvement, inclusion and to enhance the quality of life for its clients. This year I hope to raise $(enter dollar amount) to support this important cause. Your tax‐deductible pledge will help me meet (and exceed!) that goal, and help bring caring services to those in need. Please make your check payable to Cerebral Palsy, Inc and send it to me at (insert your address). You can learn more about the CP Center, as well as the Annual CP Telethon scheduled to air live on WBAY (insert date) by visiting www.cp‐center.org Together, we can make a difference and help bring caring to life … at CP! Sincerely, (Your name) Celebrating All Abilities 11/10; page 63
Sample letter for kids to use in their fundraising efforts: Dear (insert name), This March I will be representing (insert school name) on the Annual CP Telethon, as an on‐air VIP. Please tune in to Channel 2 WBAY‐TV on (insert date) to watch and to support Cerebral Palsy, Inc. (the local CP Center). The CP Center is a local non‐profit organization that supports babies, children and adults with Cerebral Palsy, Multiple Sclerosis, Muscular Dystrophy, Autism Spectrum Disorders, Brain and Head Injuries, Amputees, Diabetes, Chronic Pain ... just to name a few of the conditions. Their organization helps over 1200 families throughout 17 counties in North East Wisconsin every year. I hope to raise at least $500 to support the CP Center, because they make a difference in the lives of babies, children and adults just like you and me. Your tax‐deductible pledge will help me meet (and exceed!) that goal, and help bring caring services to those in need. Please make your check payable to Cerebral Palsy, Inc and send it to me at (insert your address). You can learn more about the CP Center, as well as the Annual CP Telethon by visiting www.cp‐center.org/events Together, we can make a difference and help bring caring to life … at CP! Sincerely, (Your name) Celebrating All Abilities 11/10; page 64
Sample letter for orgs to send to parents of children who will
be fundraising:
Dear Parents:
As you know each year, Faith Lutheran Church is happy to offer VBS to you at no cost in
hope that you will prayerfully consider donating to a worthy cause which is either an
international, national, or local focus. (Each year the VBS focuses on an International,
National, or Local need in the community). This year our focus is on a local mission and we
have chosen Cerebral Palsy, Inc. as the designated charity.
Cerebral Palsy Inc. provides services for the people of all ages, with and without disabilities.
Our mission is to promote community involvement, inclusion, and to enhance the quality of
life of persons affected by temporary or permanent physical, sensory, and/or speech needs or
conditions. CP offers nine unique services including Birth to 3 and Pediatric Therapies,
Assistive Technology, Aquatic Exercise, Adult Occupational Therapy, Inclusive Child Care,
Adult Day Services, Vocational Services and Outreach Services. All of the money raised
helps to support and maintain these high quality services to individuals directly within our
community. The money raised by our VBS will be used towards purchasing items on
Cerebral Palsy’s wish list and help purchase adaptive equipment for the Adult Program’s
Photography Class.
This week the children will learn about disability awareness and will be coming home with
handouts related to this topic. They will learn about celebrating all abilities; the meaning of
inclusion; Cerebral Palsy’s mission and their services; and most importantly, they will have
an opportunity to serve and experience the joy and happiness in helping others in need.
Each day we are reminded of the special gifts and blessings that God has bestowed upon us
and how we can use our talents and resources to help others in need. Please consider
helping Cerebral Palsy to make a difference and continue to provide the much needed
therapy, services, and adaptive equipment to those living in NE Wisconsin by making a
charitable donation.
Thank you
Celebrating All Abilities 11/10; page 65
Sample letter for orgs to send to parents of children who will be fundraising: Dear Parents, I have exciting news to share with you! (insert your org name) will be supporting Cerebral Palsy, Inc. (the local CP Center) by fundraising for the upcoming Annual CP Telethon. The Telethon will air on Channel 2 WBAY‐TV (insert date) and is the longest running telethon in the nation. We decided to support the CP Center, because it is a non‐profit organization that supports babies, children and adults with Cerebral Palsy, Multiple Sclerosis, Muscular Dystrophy, Autism Spectrum Disorders, Brain and Head Injuries, Amputees, Diabetes, Chronic Pain ... just to name a few of the conditions. Their organization helps over 1200 families throughout 17 counties in North East Wisconsin every year. I'm sending you this letter today to ask for you and your child’s support in fundraising for this worthy charity. Please kindly consider: a) Having your child sell at least 25 CP Circle tags for $1 each. If every child can meet this goal, we will raise over $1000 and the CP Center will give $100 back to the Academy to have a pizza or ice cream reward party for the children. b) Making a pledge to donate to the CP Telethon. Please note, that all I am asking for is a pledge, and the CP Center will mail you a pledge reminder to send in your donation at the beginning of March. If you are willing to pledge $35, $25, $15 or any amount, please provide your address and amount of your pledge. c) Asking businesses you frequent, friends, family and neighbors to consider donating in support of the CP Center. Please see attached fundraising tips for other unique and easy ideas. Please note: 100% of all donations remain local to help your friends, family and neighbors right here in Wisconsin. This is a fantastic opportunity for the children to learn the value of supporting our community. I GREATLY appreciate your consideration and willingness to support this wonderful organization that (insert your org name) is proud to be associated with. Sincerely, (insert name) Celebrating All Abilities 11/10; page 66
Recommended Resources
Video Available for Checkout from the CP Center:
KidAbility DVD (ages K-12 Grade) 25 minutes – Shows children narrators education
themselves and the viewers about disabilities. They meet people who have visible disabilities and
some that do not. They discover how adults and other children with disabilities deal with
obstacles in their everyday lives from using the telephone to participating in sports activities.
Videos available online:
Boy's NBA-Size Dream Comes True from ABC News (all ages) 5 minutes
and 45 seconds:
http://abcnews.go.com/GMA/boys-nba-sized-dream-true/story?id=10392569
Much Like You from Cesa 7 (Middle and High School Students):
http://www.specialed.us/videos/mlu/mluindex.html
Movies (DVD) check rental availability at a local retailer:
Temple Grandin 2010 (Rated TV PG) 1 hour and 43 minutes: A biopic of Temple Grandin, an
autistic woman who has become one of the top scientists in the humane livestock handling
industry.
Music Within 2007 (Rated R) 1 hour and 33 minutes: The true story of Richard Pimentel, a
brilliant speaker with a troubled past. Pimentel returns from a tour of duty in Vietnam, his
hearing severely impaired and finds true purpose and meaning in his life working on behalf of
Americans with disabilities.
Books:
Extraordinary People With Disabilities by Deborah Kent and Kathryn A. Quinlan; Children's
Press, 1996: biographies of 48 people who made their mark upon the world and who had various
disabilities. Each article is three or four pages long. Children in the upper elementary grades and
above can read this book for themselves, and younger children can understand it when it is read
aloud. This book is available for checkout from the CP Center.
Avenues to Understanding (Educational Guide) An Easter Seals Wisconsin Program: provides
disability awareness initiatives for children and young adults. Many of the activities in this
compilation were borrowed with permission from this source. To obtain a copy of Avenues to
Understanding contact Easter Seals Wisconsin or visit
http://edu.eastersealswisconsin.com/content/avenues-understanding
Website/Download:
Disability Awareness Activity Packet; some of the activities in this compilation were borrowed
from this source, for a complete copy of this pdf visit http://www.vcu.edu/partnership/CSAL/downloadables/PDF/DisabilityAwarenessPacket.pdf
Celebrating All Abilities 11/10; page 67
References
Adcock, B. & Remus, M.L. (2006) Possibilities, Inc. Disability Awareness Activity
Packet. Retrived November 15, 2010 from http://www.vcu.edu/partnership/CSAL/downloadables/PDF/DisabilityAwarenessPacket.pdf.
Betow, G. Learning Links. Appleton, WI
Easter Seals Wisconsin. (2006). Avenues to Understanding Educational Guide. Madison, WI.
Kent, D., & Quinlan, K. Extraordinary People With Disabilities; Klein, S.D., (Eds.); Children’s Press:
Danbury 1996, p.8-10.
.
Celebrating All Abilities 11/10; page 68