Transcript Document

North Carolina Commission on
Volunteerism and Community Service
Presents:
Disability Disclosure
Ray Riordan
Chad Gobert
July 25th, 2012
www.serviceandinclusion.org
Toll-free hotline: 888-491-0326 (voice/TTY)
National Partnerships
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The session will be recorded.
Objectives
1. Define disclosure and its importance in disability
inclusion.
2. Describe reasons people do or do not disclose.
3. Upon discussing the impacts of non-disclosure,
identify physical and programmatic elements of a
program which may contribute to non-disclosure.
4. Incorporate principles of universal design in your
program to make members or volunteers more
comfortable to disclose.
5. Take appropriate action when a member or
volunteer makes a disclosure.
1. What is self-disclosure?
Definition of Disclosure
Self-disclosure refers to your
communicating information about
yourself and may involve:
1. Your values, beliefs, and desires
2. Your behavior
3. Your self-qualities or characteristics
Johari Window
The Johari window is a way of showing how much
information you and others know about yourself.
Known to Self
Unknown to Self
Known to Others
Open Pane
Known to self and others
Blind Pane
Blind to self, seen by
others
Unknown to Others
Hidden Pane
Open to self, hidden from
others
Unknown Pane
Unknown to self and
others
Why might we share things with
others we might otherwise keep in
the “Hidden Pane”?
Known to Self
Unknown to Self
Known to Others
Open Pane
Known to self and others
Blind Pane
Blind to self, seen by
others
Unknown to Others
Hidden Pane
Open to self, hidden from
others
Unknown Pane
Unknown to self and
others
Disclosure and Member Success
• Benefits to members
– Individual service performance
– Serving with others
• Comfort in asking for reasonable
accommodations
• Benefits to program
Impact of non-disclosure
• Social isolation
– Did not get close to people for fear of
personal questions
• Feel compelled to misrepresent
– Explained medical appointments by saying
she was part of a nutritional study
– One individual told others she had a
different diagnosis
• Unable to request accommodations
• Report less support than people who did
disclose
• Stress of keeping the secret
True or False?
In a typical relationship, the sooner an
individual engages in self-disclosure, the
better the relationship will be.
Yes- that’s true
No- that’s false
WHY?
2. Why not simply disclose?
• Culture of program environment
– “Gossipy”
– Excessively competitive
– Racially insensitive
• Fear of potential reactions
• Refusal by others to share equipment
• Not relevant
• Stigma associated with disability
• Need to disclose to other people outside of
service program first
How Willing to Self-Disclose Are
You?
5
4
3
2
1
=
=
=
=
=
would definitely self-disclose
would probably self-disclose
don’t know
would probably not self-disclose
would definitely not self-disclose
Rate on a scale of 1 – 5 the following questions:
1. What are your hobbies?
2. What is your worst fear?
3. What aspects of your personality do you dislike?
4. What is your level of income?
What are some reasons people
end up having to self-disclose?
3. Physical and Programmatic
Accessibility of Programs
Examples of Potential Barriers:
• Entrance/exit to site
• Moving around environment
• Accessibility of materials
• Treatment of staff and peers
Distinguishing Accessible
Accessible refers to the
degree to which an
environment, product, or tool
is available to as many
people as possible.
• For recipients or
beneficiaries of federal
funds, this can represent
the minimum legal
requirement so a person
with a disability can use
the environment.
Example: Entrance to
a building
Accessible
Accessible:
An accessible entrance
meets the minimum
requirements of the law.
However, there is• One entrance for people
who can use this door.
• Another, accessible
entrance for people who
cannot use this door.
Distinguishing Accessible
and Universally Designed
Universally Designed
products and environments
are to be made usable by all
people, to the greatest
extent possible, without the
need for adaptation or
specialized design.
-Center for Universal Design
at NC State
Example: Entrance to
a building
Universally
Designed
Accessible
Universally Designed:
• Equal access to
an environment,
product, or tool.
Please see this link in our Train-the-Trainer Manual to
learn about the Seven Principles of Universal Design:
http://serviceandinclusion.org/ttt/node/191.
Principles of Universal Design
1.
2.
3.
4.
5.
6.
7.
Equitable Use
Flexibility in Use
Simple and Intuitive Use
Perceptible Information
Tolerance for Error
Low Physical Effort
Size and Space for Approach and Use
Please see this link in our Train-the-Trainer Manual to
learn about the Seven Principles of Universal Design:
http://serviceandinclusion.org/ttt/node/191.
Distinguishing Accessible,
Universally Designed, and
Fully Inclusive
The goal is to create a Fully
Inclusive environment. A
fully inclusive environment
refers to the seamless use of
the environment by all people,
regardless of diversity or
disability. It also refers to the
type of culture that is
welcoming to all participants.
Example: AmeriCorps event
Fully
Inclusive
Universally
Designed
Accessible
Fully Inclusive:
AmeriCorps
registration packet
includes:
• An inclusive
statement
• Printed materials in
at least 14pt font
• A CD to make
materials available
in electronic format
Different Environments and
the Need for Reasonable
Accommodations
Reasonable Accommodation
refers to the technology,
services, and changes in
policy, procedures, and the
environment that enable
individuals with disabilities to
perform essential functions or
to equally participate in events
and programs.
• Accommodations are limited
only by creativity.
• Accommodations will vary
depending on the individual
need, the disability, and/or
the type of program.
Fully
Inclusive
Universally
Designed
Accessible
3. Physical and Programmatic
Accessibility of Programs
Design Your Program to Overcome
Potential Barriers
• The physical building
• Designing a barrier-free space
• Making electronic, paper documents
accessible
• Culture of inclusion
Open Question:
When are you most likely to
self-disclose voluntarily?
4. Promoting Disclosure in
Your Program
Incorporating
“person-first”
language into the
program’s culture.
Instead of using “the”
anything (the blind, the
disabled), recognize the
individual first:
Person with a disability.
Please see http://serviceandinclusion.org/ttt/node/32 for
more information on person-first language.
4. Promoting Disclosure in
Your Program
Products and
interior decorations
portray images of
people with
disabilities.
Members and
volunteers can identify
that people with
disabilities are
welcome in the
program.
Please see http://photos.nationalservice.gov for free inclusive
photos of members and volunteers from all streams of service.
4. Promoting Disclosure in
Your Program
Make the
availability of
reasonable
accommodations
openly posted and
publicized.
“Qualified individuals with
disabilities and those from
diverse backgrounds are
strongly encouraged to
apply.”
“We provide reasonable
accommodations for
qualified individuals and
conduct all activities in fully
accessible settings.”
4. Promoting Disclosure in
Your Program
Individuals with
disabilities are full
participants in
program and
service activities.
• Ex. An open house
recruitment event:
– Is the environment open,
clutter-free?
– If conducted on a second
floor, is their equal access?
• People will offer feedback
more freely if their
perspective is valued.
Please see http://serviceandinclusion.org/ttt/node/171
for guidelines on accessibility for grantees.
4. Promoting Disclosure in
Your Program
Regularly inquire
about the
experience and
satisfaction of all
members and
volunteers.
• A universal design
strategy, programs can
receive effective feedback
from all members about
how to make the program
better.
• People will offer feedback
more freely if their
perspective is valued.
4. Promoting Disclosure in
Your Program
Making sure
expectations for
individuals with
disabilities are the
same as for others.
• When providing feedback
to participants in the
program, treat all
members equally.
Please see http://serviceandinclusion.org/ttt/node/208
for management and retention information and
requesting reasonable accommodations.
5. Guidelines for Responding
to Self-Disclosure
• Practice the skills of effective and active
listening
• Support and reinforce the discloser
• Keep the disclosures confidential
Case Study
Emily is an AmeriCorps member who is part of a
small but competitive team of members working on a
fundraising project. She does not disclose her chronic
fatigue syndrome, even when she begins having
attendance problems that she believes are related.
After she arrives late five times in two weeks, her
supervisor discusses the attendance problems with
her, but two days later she is a half hour late again.
Emily is a great asset to the team, and her supervisor
doesn’t want to lose her, but it seems unfair to the
other members to let Emily’s tardiness slip.
Questions:
1. What should Emily’s manager do?
2. How could changes be made that
would benefit Emily and everyone else
in the program?
3. What similar changes could you make
in your program?
Case Study
Ginger is a retired teacher who loves kids. She
volunteers as a Foster Grandparent at a local shelter
for battered women, spending time with the children
who are staying there. Ginger’s eyesight is slowly
getting worse, and she worries that soon she will not
be able to read to the children. She doesn’t want to
tell her supervisor because she doesn’t want to stop
volunteering, but she also wants to make sure the
children she works with have the support they need.
Questions:
1. What should Ginger’s manager do?
2. How could changes be made that
would benefit Ginger and everyone else
in the program?
3. What similar changes could you make
in your program?
Things to Remember about
Disclosure:
• It is up to the individual to disclose a disability.
• The amount of information provided about a disability is up
to the individual.
• If an individual discloses a disability, that information must
be maintained confidentially and cannot be disclosed to
others.
Things to Remember about
Disclosure:
• May share information regarding disabilities if member
provides approval in writing or alternative verifiable
method.
• Human Resource personnel and supervisors are
trained/informed in the confidentiality of medical, disability
and accommodation-related information.
Discussion and Questions
With regard to confidentiality, can
anyone share a success story about
members disclosing in their own
program?
Objectives
1. Define disclosure and its importance in disability
inclusion.
2. Describe reasons people do or do not disclose.
3. Upon discussing the impacts of non-disclosure,
identify physical and programmatic elements of a
program which may contribute to non-disclosure.
4. Incorporate principles of universal design in your
program to make members or volunteers more
comfortable to disclose.
5. Take appropriate action when a member or
volunteer makes a disclosure.
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Contact
Information:
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National Service Inclusion Project
888.491.0326 [V/TTY]
[email protected]
Chad Gobert
[email protected]
www.SERVICEandINCLUSION.org