Lesson 5: Hidden Disabilities, Brain Injuries and Moble Impairment.

 Hidden Disabilities

• People with hidden disabilities have conditions such as cancer, epilepsy, diabetes, lung disease, kidney failure, hemophilia, hypertension, early stages of AIDS, and heart disease. While their numbers are far greater than those of any one disability group, people with hidden disabilities often do not feel like they belong within the disability community because they are not considered to be “disabled enough” to be included. People with hidden disabilities are caught between not being fully accepted as people without disabilities, and not being recognized as having “real” disabilities.

• The lawmakers of the Americans with Disabilities Act (ADA) included people with hidden disabilities under the protection of the law. The law's broad definition of disability includes people with histories of impairment and those who are perceived as having a disability. Further, ADA regulations encourage people with hidden disabilities to disclose their disabilities and seek the full protection of the law.

• Children with hidden disabilities also are included under the Individuals with Disabilities Education Act (IDEA), the law that ensures a free and appropriate public education for children with disabilities. Children in this category include those with asthma, sickle cell anemia, hemophilia, leukemia, and diabetes

 

 Developmental Disability

defined as a severe, chronic disability that is: 

• Attributable to a mental or physical impairment or combination of the two

• Manifested before the person reaches age 22

• Likely to continue indefinitely

• Classified by substantial functional limitations

• Classified by a person’s need for interdisciplinary or generic care, treatment, or other services that are of lifelong or extended duration.

•  Disabilities such as brain injury, autism, cerebral palsy, and other neurological impairments may be considered developmental disabilities as well. For example, autism is a complex developmental disability that typically appears during the first three years of life. Autism is the result of a neurological disorder that affects the functioning of the brain. Children and adults with autism typically have difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. Persons with autism may exhibit repeated body movements (hand flapping, rocking), unusual responses to people or attachments to objects, and resistance to changes in routines 

 Mobility Impairments

• According to the National Center for Medical Rehabilitation Research, an estimated 25 million people have mobility impairments. Mobility impairments include a broad range of disabilities that affect a person’s independent movement and cause limited mobility. Mobility impairments may result from cerebral palsy, spinal chord injury, stroke, arthritis, muscular dystrophy, amputations, or polio. Mobility impairments may take the form of paralysis, muscle weakness, nerve damage, stiffness of the joints, or lack of balance or coordination. Only people whose mobility impairments substantially limit a major life activity are covered by the ADA.

•  The conditions that cause mobility impairments each have their own distinct characteristics. Some mobility impairments are acquired at birth, while others are caused by accidents, illnesses, or the natural process of aging.
  
  
  Acquired Brain injuries

• Acquired brain injuries are caused by external forces applied to the head that occur suddenly in the course of normal development. The most common causes of acquired brain injuries are automobile accidents, falls, assaults, and sports injuries.

• Acquired brain injuries typically result in total or partial brain damage that is diffuse or widespread; it is not usually confined to one area of the brain. Thus, impairments are multiple and can affect both cognitive abilities and physical functioning.

• People who sustain acquired brain injuries may experience physical symptoms, such as persistent head-aches, fatigue, seizures, lack of motor coordination, and sleeping disorders; cognitive symptoms, such as short and long-term memory loss, limited attention span, inability to make decisions, and communication impairments; or behavioral/emotional symptoms, such as mood swings, depression, irritability, impulsivity, and denial of the disability.

Suggestions to improve Access and Positive interactions

Hidden Disabilities

• Provide an environment conducive to self-disclosure.

Once a person has identified himself or herself as having a disability, a confidential discussion can follow regarding the need for, and nature of, accommodations required.

Ask questions that will help you provide appropriate accommodations.

Development Disabilities

• Suggestions to Improve Access and Positive Interactions

Interact with the person with a developmental disability as a person first.

Avoid talking about a person with a developmental disability when that person is present.

Break down concepts into small, easy-to-understand components.

If necessary, involve an advocate when communicating with a person with a developmental disability.

Mobility impairment

• If a person appears to have little grasping ability, do not be afraid to shake hands.

• Do not hold on to a person’s wheelchair. It is a part of the person’s body space and touching it or leaning on it are both inappropriate and dangerous.

• Talk directly to a person using a wheelchair, not to an attendant or third party.

• During a conversation with a person using a wheelchair, consider sitting down in order to share eye level.

• Avoid inappropriate terms such as “cripple,” “confined to a wheelchair,” “bed-ridden,” “wheelchair-bound,” “deformed,” and “suffering from a disability.” Instead, use terms such as “person with a physical disability” or “person who uses a wheelchair.”

• Invite people with disabilities to serve on program boards and planning committees.

• Create an access policy to demonstrate your commitment to comply with the ADA and to include people with disabilities.

• Implement changes, if necessary, to make your programs and facilities accessible and compliant with the ADA

Acquired Brain Injuries

• Repeat important information about the purpose, duration and guidelines for a workshop, class, or meeting.
• Keep the environment distraction-free.
  Be aware that impulsiveness, irritability, or egocentric behavior are possible from a person with an acquired brain injury  
  • Accentuate positive gains using frequent praises
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   Classmates Resources
  • I added what Angela Rice added to her professor tool box. The video of Howie Mandel describing his OCD and how it affects his life and that of his family.       https://www.youtube.com/watch?v=dSZNnz9SM4g&feature=youtu.be  
  •  I added a few videos that Emma Tennyson put in her tool box that I thought was impactful. The first one is called look up. It is about how we truly need to get to know people, and get off of our smart phones. I think this important cause that truly way to know each other struggles and strengths, is to look up from our phones. https://youtu.be/Z7dLU6fk9QY . The Second one is called “Eating Dinosaur eggs” It is a girl who Down Syndome who talks about the saying “Special needs”  and talks about what actually would be special.  https://youtu.be/wswsCXXEZ8w
  • This guy in this video is amazing. He doesn’t let anyone tells him what he can and can’t do, even with no arms and feet. https://youtu.be/Gc4HGQHgeFE 
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  • I added Jake resources to my tool box because both of them are inspiring. The first one is called,”Let Me Be Your Camera-Understanding ADHD Video”    https://www.youtube.com/watch?v=KyOdenFEwnQ   . This is inspiring because most of her life she didn’t know she had ADHD, and she struggled with it. In her adult years she finally found out. The next video is called, “I’m a mormon, a blind guitarist, and Australian Bicyclist” Video https://www.youtube.com/watch?v=S-Cax9ZD7eo  The guy doesn’t let anything stops him from doing what he love
     
  • I added one more resources, which will be on the next slide. It is from Markehl Erickson, and it is about using First Language. I used everything she said because how she said it was perfect
  • People-First Language- Aims to avoid defining and discriminating against a people or group.
     It is important that we practice people-first language because the way we speak about people really impacts someone’s life.
                    https://www.youtube.com/watch?v=HYRXFAh_lvA
                   
  • This video focuses on people-first language. The message is very educational because it takes a label and turns it into people-first language. This allowed us to see what we can say. The video was very raw and had a powerful message in it; disabilities don’t define a person. When we practice people first language, we see a PERSON with talents, families, and strengths, rather than just a disabilities.
   
  Tools and Tricks I learned in past or now   with working with special population
   
  
  •  Find activities you can both do, that you  know they will in enjoy. Example, my brother had a few different mental illnesses. All he was doing was listening to mental music. I went to him and said, “We should mountain Bike this week!” (He did love Mountain biking) By doing that, it got him active. Don’t try to make them do it that second, but when they are ready. Choose a time and date to do it.
  • If you mentor someone with a disability, let them set a goal. If they not sure what goal to set, share some ideas that you have helped with before, and be vulunble and share what hard for you, than each set up a goal.  Do it at their time and don’t pressure them.  It doesn’t help.
  • If you doing an activity with special population, if someone in the group don’t want to do the activity, that’s ok! Find other ways to include them. Example, see if they want to lead the music, talk to them, and sometimes, just let them watch in peace and quiet. Sometimes, just like all of us, they are not in the mood to be social
    
    
    
    
    Resources I thought would be helpful 
    • Here is an article for parents to handle when Head injuries happens to children. http://www.activebeat.com/your-health/children/6-tips-to-handle-head-injuries-in-children/5/
      
      
    • A story of a lady who had a brain injury https://www.aota.org/Publications-News/AOTANews/2016/brain-injury-awareness.aspx
      
      
    • Ashlyn Anderson Traumatic Brain Injury Journey https://youtu.be/HeGyvpnP7p4  This is a story of a girl who was in a car accident and had a brain Trauma.   It is about her journey though healing.