This document presents an interactive presentation about Disability Awareness Day. It aims to educate children about different disabilities to increase tolerance and acceptance, as there is at least one child with a disability in every school. The presentation covers various disabilities like autism, blindness, cerebral palsy, deafness, Down syndrome, dwarfism and resources for learning more. It emphasizes that people with disabilities are more similar than different and having disabilities does not define one's abilities. The author hopes to promote understanding and inclusion of those with differences.
Disability etiquette refers to respectful communication and interaction with people with disabilities. Some key points of disability etiquette include: putting the person first by referring to them as a "person with a disability"; speaking directly to the person rather than their companion; and avoiding assumptions and stereotypes. It is important to ask before providing assistance, be sensitive to physical contact, think before speaking, and respond graciously to any accommodation requests from those with disabilities.
این پاورپوینت در کارگاه تخصصی توانبخشی شناختی در اختلالات یادگیری توسط دکتر هاشم فرهنگ دوست ارائه شده است.
برای مطالعه مطالب بیشتر در این زمینه به وب سایت فروردین مراجعه فرمایید.
www.farvardin-group.com
Individuals with disabilities have historically been treated as second class citizens in Canada. They were institutionalized and faced discrimination. Labels like "idiot" and "moron" were used to describe people with disabilities, influencing negative perceptions. While the Ontario Human Rights Code now prohibits disability discrimination, individuals with disabilities still face barriers to full inclusion and equality including higher rates of poverty, lack of support programs, and social stigma. Solutions include changing perceptions of disability, improving support systems, and promoting greater awareness and acceptance of individuals with disabilities.
This document discusses Attention Deficit Hyperactivity Disorder (ADHD). It summarizes that ADHD is a condition affecting children and adults, characterized by problems with attention, impulsivity, and overactivity. It notes the prevalence of ADHD is approximately 7.5% in children. The document discusses the subtypes of ADHD and clinical presentation. It explores the impact of ADHD, including academic limitations, relationships issues, and legal difficulties. Etiology discussed includes neuroanatomical, neurochemical, genetic, and environmental factors. Assessment and diagnosis involves clinical history and rating scales. The prognosis is improved with treatment but many symptoms persist into adulthood without treatment.
Intellectual disability is defined as below average intelligence and adaptive functioning that manifests during childhood, affecting educational performance. It is categorized by mild, moderate, severe or profound levels based on IQ scores. Intellectual disability can be caused by genetic conditions, pregnancy/birth complications, illness/injury, or in many cases the cause is unknown. Signs include delays in meeting developmental milestones as well as difficulties with problem solving, memory, and behavior.
Complex developmental disability in infancy and early childhood, sign and symptom, its treatment via therapist approaches across the child's daily life
This document provides information about Alzheimer's disease and dementia. Some key points:
- Alzheimer's disease is the most common form of dementia and causes nerve cell death and brain tissue loss. It is progressive, irreversible, and fatal.
- The first case was identified in 1901 by Alois Alzheimer. The term "Alzheimer's disease" was coined in 1910.
- Risk factors include genetic mutations, age, and lifestyle. The disease develops due to plaques, tangles, and neuronal loss in the brain.
- Symptoms start with mild cognitive decline and progress to severe cognitive and physical impairment. It affects memory, thinking, behavior, and ability to perform daily tasks.
- Over 5 million
Occupational Therapy ADHD Case Study AssessmentCamilla_Mahon
Sean is a 4-year-old Irish traveler boy who has been referred to occupational therapy by the public health nurse due to concerns about his upcoming school transition. He has been diagnosed with ADHD and exhibits difficulties with attention, impulse control, and engagement in sedentary activities. The occupational therapist will use several assessments to evaluate Sean, including the SCOPE interview, COSA adapted as a game, and the Revised Knox Preschool Play Scale during observations of Sean's play. The assessments aim to understand Sean's skills, motivations, and challenges in order to create goals and an intervention plan to support his occupational participation and prepare him for school.
Autism spectrum disorder is a neurological disorder that affects social interactions, communication, and behavior. It is considered a spectrum disorder with a wide range of symptoms from mild to severe. The main disorders included in the autism spectrum are autism, Asperger's syndrome, Rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified. Autism is likely caused by biological factors and tends to be diagnosed by age 3. Common characteristics include difficulties with social interaction and communication as well as restricted interests and repetitive behaviors. Classroom adaptations focus on structure, visual supports, social skills training, and addressing each child's individual needs.
Attention Deficit Disorder with Hyperactivity (ADHD)ishamagar
This document discusses attention deficit disorder (ADD), including its four types and their characteristics. It provides details on symptoms, causes, diagnosis criteria, and treatment approaches for ADD with hyperactivity (ADHD). Key information includes that ADHD is one of the most common childhood disorders, affecting 3-5% of school-aged children. It involves inattention, hyperactivity, and impulsivity. Treatment may involve behavioral therapy, pharmacological therapy with stimulants or non-stimulants, or a combination approach depending on the child's age. Nursing management focuses on ensuring a safe environment and developing a trusting relationship to encourage the child.
Children with disabilities: concept of disability, definitions, categories, causes, rights, health and community care, prevention, community-based rehabilitation.
This document discusses challenging behavior and how to effectively deal with it. It defines challenging behavior and outlines some common examples, such as self-stimulation, self-harm, abuse towards others, and property destruction. The document aims to help candidates understand challenging behavior, recognize signs and symptoms, identify potential causes, and use simple interventions to diffuse difficult situations. It also stresses the importance of managing one's own behavior and asking whether one's responses are helping or hindering the situation.
This document discusses several learning disorders: Auditory Processing Disorder (APD), also known as Central Auditory Processing Disorder, which affects how the brain processes and understands auditory information; Dyscalculia, which involves difficulties with mathematical concepts and operations; Dysgraphia, which impacts written expression; Dyslexia, characterized by problems with reading; and Dyspraxia, a disorder involving motor control and coordination. For each, it outlines common signs and symptoms and provides strategies to help students who have these disorders.
autism spectrum disorder-a general introduction varinder kumar
Autism spectrum disorder (ASD) is a developmental disorder characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. The causes are both genetic and environmental. Symptoms begin in early childhood and can range from mild to severe. Treatment focuses on education, behavioral therapies, medication management and developing communication and life skills.
Autism spectrum disorder is characterized by difficulties with social communication and restricted behaviors. Screening with a validated tool at 18- and 24-month well-child visits can assist with early detection. Applied behavior analysis-based early intensive behavioral intervention delivered over an extended time frame can improve cognitive ability, language, and adaptive skills. Medical management may also help target comorbid conditions, though behavioral intervention is usually the primary treatment approach.
Sensory processing disorder is a condition where the brain has difficulty processing sensory information from the environment. People with sensory processing disorder may be over-sensitive or under-sensitive to stimuli like sounds, textures, or movement. They may struggle with motor coordination, spatial awareness, focus, and adapting to changes. While the causes are unknown, it may relate to genetics, birth complications, or environmental factors. Occupational therapy aims to help individuals learn to tolerate and respond appropriately to sensory experiences through playful challenges.
Learning disabilities refer to neurological disorders that can affect areas such as reading, writing, and mathematics. They are caused by impairments in processes like language processing, memory, attention, and executive functions. Specific learning disabilities include dyslexia, dysgraphia, and dyscalculia which impact reading, writing, and math abilities respectively. Neuroimaging research shows differences in brain structure and activity in regions associated with these skills in individuals with learning disabilities compared to typical peers. Genetics and biological factors during pregnancy may also contribute to increased risk. Early identification and specialized instruction targeting areas of difficulty can help individuals with learning disabilities achieve academic success.
What are the different categories of disabilityDeepika Sharma
There are many types of disabilities, such as those that affect a person's: Vision. Hearing. Thinking. Learning. Movement. Mental health. Remembering. Communicating.
The document provides guidance for security guards on sensitivity training and interacting respectfully with people from diverse backgrounds and with various needs. It emphasizes that security guards should approach all people with respect, avoid prejudice, and understand differences in communication that can arise from cultural differences. It then provides specific tips for respectfully interacting with those who have disabilities, speak other languages, are seniors or youth, have mental or physical illnesses, and more. The overall message is that security guards must comply with human rights laws requiring equal treatment of all.
This document provides tips for effectively communicating with people who have disabilities in the workplace. It emphasizes treating individuals with disabilities with respect and focusing on them as people first rather than their disability. Some key tips include speaking directly to the person with the disability rather than a companion, offering assistance only after it is accepted, and putting yourself at eye level and not touching assistive devices when interacting with someone who uses a wheelchair. The goal is to relax and focus on the subject matter of the interaction rather than disability-related issues.
The document provides guidance for first responders encountering individuals with autism spectrum disorder (ASD) in emergency situations. It describes common characteristics of ASD including poor eye contact, repetitive behaviors, communication problems, and sensitivities. It emphasizes treating the person with dignity, minimizing stress and sensory overload, explaining actions clearly, and involving caregivers familiar with the individual's needs whenever possible. Physical intervention should only be used if absolutely necessary, prioritizing de-escalation instead. Safety of all parties is the top priority.
This document discusses disabilities from several perspectives. It begins by defining disability according to the UN Convention, as an interaction between individuals and societal barriers. It then contrasts the medical and social models of disability, with the medical model focusing on impairment and the social model emphasizing societal barriers. The document lists various types of disabilities and rights protected under disability law. It provides guidance on disability etiquette, such as speaking directly to individuals with disabilities and not making assumptions. Finally, it offers recommendations for verbal and non-verbal communication with those who have various disabilities.
Behavioral Management Technique For Patient With Special Needs DrGhadooRa
done by : ( ABCD'S &G )
alaa ba-jafar
abrar alshahranii
sahab filfilan
nada alharbi
shahd rajab
Ghadeer suwaimil
I hope that you enjoy and you benefit❤
Disability Etiquette 101 - BACHA RA Conferencecmuchata
This document is a presentation on disability etiquette given by Chris Muchata. It discusses using people-first language, communicating respectfully with those who have various disabilities, challenging stereotypes, and providing inclusive programming. Specific tips are provided for visual, hearing, mobility and speech impairments. Videos explore communicating with those who have physical disabilities and common inappropriate statements. The presenter advocates educating oneself on disabilities and empowering students to get involved on campus through universal program design.
How to communicate with and about individuals with special needsLiomarys Reyes Santos
This document discusses effective communication with people with special needs. It begins by defining special needs and discussing relevant laws. Guidelines are provided for respectful terminology when referring to disabilities and for interacting with people with disabilities, such as addressing them by their preferred name and not touching assistive equipment without permission. Barriers people with disabilities face, such as discrimination, are reviewed. The conclusion emphasizes that language and attitude influence perceptions and inclusion of people with special needs.
This document discusses effective communication with people with special needs. It begins by defining special needs and discussing relevant laws like the Americans with Disabilities Act. It then provides guidelines for respectful terminology when referring to people with disabilities, such as using "person with a disability" rather than "disabled person". The document offers tips for appropriate interaction, such as waiting for assistance to be offered before helping, and concludes by emphasizing the importance of communication and attitudes in inclusion.
Adults with autism training series module four v2sworaac
This document discusses autism and sensory differences. It notes that people with autism spectrum disorder often experience differences in how they process and react to sensory input, such as sounds, sights, smells, tastes, touch, and movement. These sensory issues can impact behavior and learning. The document provides examples of how individuals may over-react or under-react to sensory experiences and strategies to help manage sensory sensitivities.
This document discusses autism and sensory differences. It notes that people with autism spectrum disorder often experience differences in how they process and react to sensory input, such as sounds, sights, smells, tastes, touch, and movement. These sensory issues can impact behavior and learning. The document provides examples of how individuals may over-react or under-react to sensory experiences and strategies to help manage sensory sensitivities.
This document provides guidance for assisting disabled individuals during emergency evacuations. It discusses considerations for various disabilities including vision, hearing, mobility and cognitive impairments. Key recommendations include asking individuals what assistance they need, being patient and clear with communication, and providing guidance through evacuation routes. Special care may be required for individuals with service animals, psychiatric conditions or medical issues.
The document provides an overview of autism spectrum disorder (ASD) and guidance for working with children who have ASD. [1] It defines ASD as a neurological disorder that affects the brain's functioning and development, causing issues with social interaction, communication, and behavior. [2] Signs of ASD include repetitive motions, avoiding eye contact, speech delays, digestive issues, and poor motor skills. [3] The document offers tips for helping children with ASD, such as using visual aids to facilitate communication and providing sensory toys or breaks when a child seems overstimulated.
This document provides training on accessibility standards for customer service at Oliver & Bonacini Restaurants. It discusses the purpose of the training, which is to help staff welcome and serve guests with disabilities by understanding different types of disabilities and how to communicate and provide assistance. It covers principles of dignity, independence, integration and equality. It also defines physical, vision, hearing and other disabilities and provides guidance to staff on how to best serve and accommodate guests with various disabilities.
These days, there are so many ways we can find information: Google, Facebook, Twitter, USQ’s Social Hub, SlideShare… the list goes on! But despite having access to all these fantastic resources, myths, stigma and stereotypes still exist when it comes to understanding disability.
Here at USQ, we think it’s important that everyone is on the right page when it comes to understanding different life experiences in your classrooms, workplaces and relationships, so we’ve put together some true or false scenarios to test your knowledge. Let's bust some myths, stop the stigma and start honest, accurate conversations about disabilities. Did you learn something new?
If you liked these disability myth busters and want to learn more about how to better understand and support your peers, simply search the ‘disability’ tag on USQ’s Social Hub or contact USQ’s Student Services team!
Certain behaviors are common in people with dementia, such as repetitive questioning, trailing the caregiver, hiding things, and shouting. These behaviors often communicate underlying feelings and needs. By understanding what a behavior means, caregivers can better address the situation rather than feel stressed or helpless. The document provides examples of common behaviors and potential causes to help caregivers cope.
Disability Etiquette - Working with Colleagues and Clients Who Have Disabili...John McNabb
In the workplace there are advantages and disadvantages to disclosing a disability. Learn how to work with colleagues and clients who have a disability. A third of people surveyed said they avoid people with disabilities for fear of saying the wrong thing; as a result, many people hide their disabilities to avoid awkwardness.
End the awkwardness by exploring common issues surrounding disability, including disability types, people-first language, permanent/temporary/situational disabilities, invisible disabilities, Social Model vs. Medical Model, curb-cut effect, Spoon Theory of chronic illness, whether to disclose a disability, etc.
People with disabilities are us; we will all experience some form of disability in our lives.
Educating blind and visually impaired studentsCachelle
The document provides guidance for interacting with and supporting students who are blind or visually impaired. It recommends speaking normally, identifying yourself, and describing surroundings. When giving directions, speak clearly and avoid vague phrases. Resist the urge to rush in and help, and encourage independence. Treat blind students normally and provide necessary modifications. Maintain a structured routine and warn students of moved objects. Keep the classroom clutter-free and safe for independent navigation.
Adults with autism training series module four v2sworaac
The document discusses sensory differences that individuals with autism spectrum disorders may experience. It covers reactions and strategies related to sound, vision, smell, taste, touch, and movement. The key message is that behaviors in individuals with autism may be related to sensory over- or under-responsiveness, and preparing them for sensory experiences can help reduce negative reactions.
dental management of autism patients is very important to understand how we can treat those children in our clinic, cause they need special care from us not like the other normal children.
we must understand everything associted with them in order to treat them.
if we understand how to deal with autistic patient so we can treat other handicapped children in our dental clinic like Mongolism, mental retarded child and others.
we must know the classification of autism and types of them, social skills, communication, behavioral problems.
The document discusses differences between secondary and post-secondary disability services and steps for obtaining services at the college level. Key differences include laws, required documentation, self-advocacy, parental roles, instruction, and grades/tests. The steps to gain services at ICC are outlined, including documentation, intake forms, and approved accommodations. Tips are provided for students to prepare, register, study, and maintain GPA. ICC resources like tutoring and testing spaces are also noted.
This document discusses the importance of diversity and its relationship to bullying. It defines diversity as the presence of people who differ in terms of characteristics like race, culture, religion, socioeconomic status, sexual orientation, and ability. The document explains that diversity is important because it expands worldliness, enhances social development, and prepares students for future career success in a global society. It also discusses how bullying is often related to perceived differences, and provides definitions of bullying. The document provides suggestions for how to address bullying by not engaging in it, supporting victims, and creating a culture of inclusion and respect for differences.
The document provides guidance on effective study skills for college students. It recommends using the SQ3R method of survey, question, read, recite and review when studying from textbooks. Additional tips include making study guides, using flashcards, creating acronyms and acrostics to remember material, and forming study groups. Effective time management is also important, such as setting aside specific times each day to review notes in small increments.
This document discusses various note taking methods that can help students be effective in class. It provides details on the Cornell note taking method, outline method, mapping method, charting method, and sentence method. For each method, it outlines the advantages and disadvantages and when each method is best to use. It encourages students to try different methods to find what works best for their individual learning needs and instructs them to explore other topics in the effective student series, such as time management, study skills, and taking exams.
The document discusses traditional and non-traditional careers for men and women. Traditionally male careers include jobs like welder while traditionally female careers include jobs like nurse. These traditions are based on gender stereotypes. However, the document encourages exploring non-traditional careers as there may be incentives available and one's talents may be better suited for a non-traditional field. It suggests finding a career one is passionate about rather than just good at.
This document contains a collection of motivational quotes from various notable figures throughout history on topics such as hope, perseverance, success, goals, humility, character, attitude, patience, inspiration, and individualism. The quotes encourage the reader to stay motivated and inspired, have courage in the face of challenges, focus on their goals and dreams rather than fears, think for themselves, and perseverance over strength of will or force. Interspersed are repetitions of the words "Motivation" and "Inspiration" and ending photos credit to emphasize the overall themes.
1) Career clusters organize related careers into broader groupings based on common skills and knowledge. There are currently 16 career clusters and 81 career pathways that span high school and post-secondary education.
2) A career pathway is a sub-grouping within a career cluster that represents the knowledge and skills needed for a range of career opportunities in that field. Programs of study outline the specific course requirements across high school and further education to enter a career pathway.
3) Effective career pathways systems provide multiple entry and exit points, involve business and industry partnerships, and align academic and technical courses to support all students in exploring a range of career options.
To do well on tests, it is important to prepare through good study habits, organization, and time management. When taking a test, read directions carefully, answer easy questions first, and review your work. Multiple choice questions should be carefully considered to eliminate incorrect answers before choosing. Essay tests involve outlining your answer first before writing in full sentences. Managing test anxiety through relaxation techniques like deep breathing can also help improve your test performance.
The document outlines a plan to redesign workforce education in Mississippi. It proposes new career discovery courses from 7th to 9th grade, increased articulation between high school career pathways and post-secondary education, and integrating academic and vocational skills. The goal is to better prepare students for 21st century jobs and reduce high school dropout rates.
Taking effective notes, managing study time and environment, and using study methods like acronyms, flashcards, and study groups are key to studying more effectively. The document provides guidance on the three stages of note taking, establishing a dedicated study place, and specific study techniques including using acronymic sentences, pegwords, loci mapping, and the ASPIRE system to optimize learning. Forming an effective study group requires selecting motivated classmates, setting goals and agendas, and ensuring all members contribute while maintaining a positive environment.
The document discusses challenges facing the US workforce and economy, including a lack of skilled workers, low graduation rates, and the rise of China and globalization. It notes that 90% of new jobs will require post-secondary education but only half of college students graduate. China is becoming a major economic force, with over half its population under 25, and will surpass the US as the largest consumer market by 2020. The US workforce is divided into those with skills, those who need retraining, and poorly educated "techno-peasants". The job market now demands higher skills, threatening those with only a high school degree or less.
This document discusses the importance of time management and organizational skills for college students. It recommends estimating commitments and scheduling time for the most important tasks first. Factors like work, family, and recreation can affect time management. Maintaining balance through proper sleep and relaxation is also important. The document provides tips for avoiding distractions and suggests using an assignment framework model to plan, gather information, draft, and produce assignments.
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
Satta Matka Dpboss Kalyan Matka Results Kalyan ChartMohit Tripathi
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Principles of Roods Approach!!!!!!!.pptxibtesaam huma
Principles of Rood’s Approach
Treatment technique used in physiotherapy for neurological patients which aids them to recover and improve quality of life
Facilitatory techniques
Inhibitory techniques
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
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2. Hopefully after this presentation you will
feel more comfortable and less awkward
when dealing with individuals with disabili-ties.
And if you are ever unsure how to
Interact with a person with disabilities,
JUST ASK!
6. People Who Use Wheelchairs or Other Mobility Devices
People who use wheelchairs have different abilities
and levels of disabilities. Some can use their arms and
legs and some can not. Some may be able to walk short
distances.
First and foremost remember that a person in a
wheelchair is an individual and the wheelchair is not
equipment to that person. The wheelchair is a part of
their person.
7. Don’t push or touch a person’s wheelchair – The chair is part of their personal
space. Touching the chair or trying to help without instructions could cause the
person to fall out of the chair, or parts to come loose.
Keep the ramps and wheelchair accessible doors unlocked and unblocked –
According to ADA; signs should mark the entrances, objects should not be blocking
aisles, and boxes and objects should never be kept or stored on ramps.
Be aware of the person’s reach limits – try to keep objects the person will need
well within their reach. When talking to a person in a wheelchair, try to position
yourself at their level whenever possible.
Be sure to mark hallways with signage marking accessible routes.
8. Always ask before helping – often time your help could be a hindrance. Holding
the arm of a person with a cane or crutch can cause them to lose their balance.
Opening a door from behind could also cause the person to lose their balance.
Arrange for appropriate seating.
Falls can be very dangerous. Take every precaution to warn of wet floors, or place
matting down for security.
For persons with canes of crutches, wall railing would be a welcome addition.
Be prepared to offer a hand when needed, but ask, “can I help you”.
9. People Who are Blind
People who are blind generally have learned to maneuver in
their everyday situations. There are often very independently
mobile.
However; in a new surrounding or school, they may require a
very specific walk-through of the facilities. They may use a
guide cane or guide dog. It would be important to make sure
they are provided with the safest routes to their classes
10. Always identify yourself when making contact with a person that is blind.
Introduce yourself by name and by title. Do not forget to introduce an other
people in the group.
Be sure to provide the person that is blind a tour of the facilities.
If there are physical changes within the facility, be sure to notify the person
that is blind and offer another tour.
People who are blind may need an arm for balance. – Never take the blind
person’s arm to lead them, allow them to take your arm. You can guide the
person’s hand to a banister or back of a chair if needed.
If you are walking with a person with a guide dog, walk on the opposite of
the dog. As you are walking describe the setting including all obstacles.
Describe obstacles in detail. Remember to note any low hanging objects, or
objects protruding from the walls or floors.
11. Give directions using non-visual cues. In other words; avoid saying, “Walk
down the aisle and turn right at the wall mural”.
If you leave a person that is blind, inform them and ask if they need
anything before you leave.
Never touch the person’s cane or guide dog. The guide dog is working
and the cane is person space.
Offer to read anything the person might need to know, or menus, etc…
When serving a person who is blind, give clock directions. Using the term
your meat is at 12 o’clock will help the person orient themselves to the
plate and food.
A Person with Low Vision:
Good lighting is vital.
Keep walk-ways clear of obstacles
13. People Who are Deaf or Have a Hearing Loss
American Sign Language (ASL) is entirely
a different language from English.
Different countries have their own signs.
ASL has its own syntax, very different
from English. This is why many students
who are deaf have a hard time with
English courses and writing.
14. When the information being communicated is specific and complex, and
interpreter is best. For average communication needs, writing back and forth is
fine.
Try to use the person’s preferred form of communication (sign, voice, writing).
If you cannot understand the person who is deaf when they voice tell them.
When using an interpreter, look at the person who is deaf. It is more respectful
to look at the person who is deaf.
Always include the person who is deaf in all decisions.
Before speaking to a person who is deaf, make sure to get their attention.
Depending on what the student prefers you can wave your hand, tap their
shoulder, etc…
15. Rephrase rather than repeat sentences if the person does not
understand.
When taking face to face, a well lit and quiet room is best for
communication. Be mindful that lip reading is important to many of
these students. Having a window to your back or any backlighting,
for example, may make it hard for the person to see your face or
lips.
Speak clearly and so not hide your mouth.
There is never a need to shout or speak loudly.
18. People with Cerebral Palsy (CP)
Cerebral is caused by an injury to the central nervous
system. It is a condition that originates from birth
and often due to some type of complication during
birth.
People with Cerebral Palsy have a lack of muscle
control and the extent of their condition can vary
greatly.
19. People with CP often have slurred speech and uncontrollable muscle
movements. Interact with them as you would anyone else.
People with CP often function normally intellectually, do not pre-judge their
abilities based on speech, mobility, or first impressions.
21. Tourette Syndrome
People with Tourette Syndrome may make
vocalizations and gestures, such as tics which they
cannot control. Unfortunately, some of these
vocalizations and gestures may be offensive in nature.
There is a small percentage of persons with Tourette
Syndrome cannot use medication to manage their
condition. For the small percentage that do have or
make offensive gestures and vocalizations, classroom
cooperation should be obtained.
22. If a person with Tourette Syndrome has uncontrollable vocalizations, calmly wait for
them to finish and continue the conversation.
Freedom to leave a meeting during these vocalizations might benefit the student.
Often these urges build up and an opportunity to release in a private setting may be
beneficial.
23. People with Epilepsy or Seizure Disorders
Epilepsy and other seizure disorders are a
neurological condition characterized by seizures that
occur as the electrical system in the brain
malfunctions. Seizures can vary greatly from;
convulsive, mild tremors, inability to speak, trance like
appearance, or sleep walking appearance.
Follow general guidelines to seizure care, and be
aware of what your business and school’s safety
procedures include.
24. If a person has a seizure there is nothing you can do to stop it.
If the person having a seizure has fallen, make sure their head is protected and
wait for the seizure to run its course.
When the seizure has ended, the person may feel tired, disoriented, and
embarrassed. Try to calm the person and removing others from around the person
is always best.
Be aware that beepers, strobe lights, blinking items can trigger a seizure in some
people.
(At ICC) make sure the Supportive Services Coordinator is aware of the person with
a seizure disorder and that he/she has forwarded you safety information for that
student.
25. People with Multiple-Chemical Sensitivity (MCS) & Respiratory Disabilities
MCS is a sensitivity to chemicals that can cause
respiratory distress. Respiratory disabilities include;
asthma, emphysema, and other related conditions and
diseases.
An incident of MCS or respiratory disabilities results
in the individual not being able to breath or catch
their breath.
26. Avoid cleaning products while the person with respiratory disabilities is in your
presence.
If products must be used, spray or pour the products onto the cleaning cloth and not
into the air.
Try to avoid or eliminate strong smelling perfumes, candles, and lotions.
Maintain good room ventilation.
27. People with HIV or AIDS
People with Human Immunodeficiency Virus (HIV) or
Autoimmune Deficiency Syndrome (AIDS) have
impaired immune systems, so their bodies have
trouble fighting off infections and disease.
As a reminder, any health condition or disability
should be kept in confidence – but because of the
sensitive nature of HIV and AIDS it is vitally
important.
28. You cannot catch HIV from casual contact such as shaking hands.
A person with HIV is however in danger of being exposed to germs and virus from
other people. Try to keep the environment healthy.
Because people with HIV or AIDS often feel stigmatized, try to be open and treat
them as you would anyone else.
29. People with Psychiatric Disabilities or Mental Illness
There is a wide range of disorders and illnesses that
would be considered Psychiatric Disorders or Mental
Illness; including, stress disorders, antisocial
behavior, depression disorders, paranoid disorders,
schizophrenic disorders, etc.
Individuals with psychiatric disabilities and mental
illnesses may have very individual behaviors or
characteristic behaviors based on their illness.
30. Stress can always aggravate any psychiatric condition, always try to minimalize the
stress.
If the person with the mental illness or psychiatric disability tells you of their
condition – research the condition and learn what you can about it.
Contact your Support Services Coordinator for assistance and advise in dealing with
persons with psychiatric disabilities. (Keep in mind the person must give permission
for the Coordinator to discuss their specific condition with you – in most cases the
Coordinator has already obtained this permission from the student.)
In any crisis situation, stay calm, and send for help from the campus police or the
Supportive Service Cooridnator.
31. People with Learning Disabilities
The category of Learning Disabilities encompasses a
large number of conditions and disorders. A student
can have a Specific Learning Disability (SLD) in
reading comp., reading recog., written expression, oral
expression, math calculation, math reasoning, and
educationally disabled.
There are specific methods that can be used in
dealing with these students, but here are some
general rules to follow.
32. Be prepare to give oral instructions or explain written instructions when needed.
Realize that extra time may be needed for written assignments.
Be prepared to provide detailed written instructions if needed.
Be direct and precise with your communication.
Ask the person how they best learn or how they would prefer material presented to
them; written or orally.
Allow assistive devices such as recorders or note-takers.
Understand that a quiet and distraction free environment may be required.
33. People with Traumatic or Acquired Brain Injury
People with traumatic brain injury (TBI) have some
type of damage to the brain due to an accident or
stroke. This is a growing population due to car
accidents.
The severity can vary greatly and often the process
of recovery (which may never be fully recovered) is a
long one.
34. Many factors that affect people with learning disabilities also affect people with TBI
There may be mobility losses that are not obvious; for example, a person may can
move their hand but not be able to write or correctly hold a pen or pencil.
A person with TBI may also have issues with impulse control. The person may make
abrupt comments that are offensive and not realize they have offended someone.
The person with TBI may often seem pushy and demanding. They often get frustrating
at not being able to fully get their point across and as a result appear demanding and
pushy.
A person with TBI is also likely to have short term memory problems.
A person with TBI often has directional or orientation problems.
35. Be prepared to repeat instructions and commands several times; and ask often if the
person understands.
The person with TBI is often easily distracted and may even become frustrated or
angry at those distractions.
The person with TBI will most likely have issues with organization and may need
assistance in arranging or organizing their materials.
36. Asperger’s and Autism Disorders
Asperger’s is merely a syndrome within the autism
spectrum disorders (ASD). Asperger’s is considered
to be on the high functioning end of the spectrum.
Along with Asperger’s and other autism disorders,
there are often associated issues such as; depression,
learning disabilities, or language and speech problems.
The range can be from completely non-verbal and
socially non-functioning to very high level of
functioning. Dealing with these students requires
knowing what behaviors can be expected.
37. A person with Asperger’s or ASD will like have very limited and/or inappropriate
social interactions. Often time they will have memorized learned responses to
frequently asked questions such as; “how are you today”.
A person with Asperger’s or ASD may appear to have a very robotic or repetitive
speech style.
They may have rather high verbal skills and vocabulary, but will have problems with
the subtlety of language.
They often have severe problems understand and interpreting facial expression,
gestures, and other non-verbal communication.
Their conversations will most like be centered around themselves without an
understanding of others around them.
38. Persons with Asperger’s or ASD have problems with non-literal expressions and
communication.
They will often have problems understanding social and emotional issues.
They will most likely fail to make any eye contact during a conversation.
They will often become obsessed with a specific topic or subject matter and want to
talk about and read about it constantly. They will try to bring the topic of conversation
back to the subject or topic they are obsessed with like; cats, history, geography.
They may also have some noticeable ticks, mannerisms, and body movements that
are repetitive by nature.
41. The Office of Supportive Services
The Office of Supportive Services/or the special education teacher
is there to assist you. Within the boundaries of privacy, OSS or your
special education department can often assist you with students in
numerous ways.
Always check with OSS or your special education department if you
have problems.
Marcus Simmons – Coordinator OSS
Office Student Support Center E 123 – Tupelo Campus
662.620.5314 – mgsimmons@iccms.edu