Michigan State University Extension
Tourism Educational Materials - 33810001
06/06/02
Tips on Serving Patrons with Special Needs
Coastal Tourism Accessibility
Fact Sheet
Date: 11-1985
By Linda L. Parks
New York Sea Grant Extension Program
Sea Grant
Cooperative Extension
New York State
Cornell University
In recent years, much attention has been given to the
rights of people with disabilities. Legislation and
efforts of many consumer groups have spurred facilities
modifications to ease access for people with physical
impairments, affirmative action to increase employment
opportunities and television programming to include
realistic role portrayals for people with disabilities.
These developments - resulting from the recognition that
people with disabilities are indeed valuable and equal
members of society - have helped people who have
disabilities lead happier, more productive lives. The
hospitality industry is also beginning to respond to the
needs of disabled travelers and recreationists. However,
may non-disabled people have negative or uninformed
attitudes which may arise and interfere when they
interact with a person who is disabled. This may arise
from fear of someone who is different in any way or
simply from a lack of knowledge about disabilities.
Despite good intentions and educational programs,
negative stereotypes and callous behavior remain.
In an effort to assist the hospitality industry to become
more sensitive to the needs of the disabled and to
develop techniques to better serve disabled patrons this
factsheet was developed by the New York Sea Grant
Extension Program using resources and infmration from:
the Eastern Paralyzed
Veterans Association; the New York Easter Seal Society;
the York State Office of Advodcate for the Disabled; the
National Park Service and rehabilitaion professionals and
disabled individuals.
ATTITUDES & BARRIERS
A person with a disability is - first and foremost - a
person. Ten to fifteen percent of the population has a
disability such as blindness, deafness, paralysis,
cerebral neurological disorder, arthritis, mental and
learning impairments.
An attitude is a feeling or emotion which a person has
towards a fact, situation or person. Awareness is the
knowledge or preception about a situation, object or
person. Attitudinal barriers are a way of thinking or
feeling that blocks or limits people's preception of the
potential of people who have disabilities to be capable,
independent individuals. Attitudinal barriers include
prejudice, ignorance, fear, insensitivity, bigotry,
sterotyping, misconception, discrimination, dislike,
insecurity, discomfort, tension and intolerance.
Positive attitudes and awareness help non-disabled people
in their contacts and relationships with people who have
disabilities. Attitudes which are insensitive and
prejudicial produce poor relationships. A person may not
be of biases or negative attitudes and may express them
in words or actions.
COMMUNICATION - THE TWO-WAY STREET
If you are not used to communicating with a person who
has a disability and have any hesitations or concerns,
here are a points to remember when you meet individuals
with disabilities:
- USE COMMON SENSE - Individuals with disabilities want
to be treated the same way as everyone else.
- BE POLITE - Show the person the same respect that you
would expect to be given you.
- BE CONSIDERATE - Be patient, take time and try to
understand the problem or need of the individual.
- OFFER ASSISTANCE - Do not hesitate to offer assistance.
However, do not automatically give help unless the person
clearly needs help or asks for it. If the person declines
your help, do not insist on helping. Ask the person if
assistance is needed and how it should be given.
- COMMUNICATE - Talk directly to the person. It is not
difficult to communicate with individuals with
disabilities. In some cases, it may take a little time,
depending on the person's disability. Let the individual
with the disability set the pace.
- EMERGENCY ACTION - Know the location of individuals
with disabilities in your facility to help with
evacuation, if necessary, during an emergency.
- REMEMBER - that we all have disabilities; on some of us
they show!
HIDDEN DISABILITIES
Many people recognize disablied individuals the way they
see disabilities portrayed: the poster child, the person
who is blind with a white can, so on.
However, many person who are disabled have hidden
conditions which come in many varieties: people with
mental and emotional problems; people who are hearing
impaired and who may not speak or read lips but who do
understand sign language; people with mental disabilites;
people with diabetes, rheumatioid arthritis, and many
more.
It is important that persons with hidden disabilites be
frank about their limitations with those person around
them. Especially, when they are planning a vacation or
trip. For instance, it is important that the person with
the hidden disability communicate their limitations to
the travel agent. If the travel agent is properly
informed, the agent is then able to make special travel
arrangements, if necessary.
It is important then to remember that disabilities come
in many forms. Person who are disabled don't always have
a wheelchair or a guide dog. Everyone needs to look
beyond the obvious clues, to be more sensitive to ALL
those around us.
BLIND OR VISUALLY-IMPAIRED
Blind or visually-impaired people rely on their other
senses to perceive the world round them. A person who is
determined to be "legally blind" has a corrected vision
of 20/200. Therefore, the legally blind persons sees at
20 feet what a person with normal vision can see at 200
feet. The visually-impaired person's eyesight is between
20/60 and 20/200, corrected. Normal vision is 20/20.
Some people may be visually-impaired or blind at birth,
others lose their sight later in life due to injury, eye
disease, diabetes, or glaucoma.
Although any facility is physically accessible to a
visually-impaired or blind person, there are some
accommodations that can be made to make his or her stay
more comfortable and enjoyable.
- It is always apprecaited, by indiviudals who are
visually-impaired or blind, when management conveniently
places signs with alternative lettering throughout their
facility (embossed print letters, large lettering with
constrasting background, braille writing), so that
visually-imparied or blind persons may journey throughout
the facility and return to his/her room independently.
- Rest rooms can be a frustration to the
visually-impaired or blind person when paper towel
dispensers are not placed or located in a logical
relationship to the sink. Recessed towel dispensers that
are flush to the wall are very difficult to find and
poorly placed dispensers which protrude into the room can
be a hazard.
- Employee's attitude is very important. Trained staff
can eliminate negative feelings and develop awareness of
the needs of the visually-impaired or blind person.
Welcome the person who is visually-impaired or blind with
an attitude which displays a wilingness to serve, in a
friendly, courteous way.
- Always inform the perosn who is visually-impaired
before moving a white can, however, it's better not to
move the cane unless it's absolutely necessary.
- When requesting persons with visiual-impairments to
sign documents, provide a guiding device such as a ruler
or card as a guide.
- Braille menus are extremely helpful in dining
facilities; however, do not assume all blind persons can
read braille.
Ask the person who is blind if he/she would like the menu
and prices read. When the person who is blind has been
served, explain where the food is located on the plate in
relation to a clock. Example: meat is at 12 o'clock,
vegetable is at 6 o'clock, etc. Note: Braile menus are
inexpensive to prepare and the American Foundation for
the Blind will work with restauranteurs in this matter,
or any local chapter of A.F.B or American Council of the
Blind or local volunteers, and some libraries are also a
good resource.
- Perons who are visually-impaired require good lighting
and plain block type on literature is recommended.
- Magnifiers are sometimes helpful.
- All tour guides should be alert to someone who is
visually-impaired or blind and should be descriptive.
- Research has shown that ropes along a trail are not
effective.
1. They are cut and stole, or worse, restrung to lead
to a dangerous point.
2. They draw attention to the person who is blind and,
thus, separates them form other trail users.
Trails with defined edges are adequate for
guidance.
- Portable tape recorders work extremely well when
describing the scenery and surroundings. Braille signs
are O.K. but should not be the primary means of
communication.
- Let the individual know of your presence by introducing
yourself.
- Orient the individual upon arrival concerning the
surroundings and indicate possible guideposts.
- Always speak directly to the person who is blind (don't
consider a companion to be a converstaional go-between).
Never shout! Just because the perosn who is visually-
impaired or blind can't see you, doesn't mean that he/she
can't hear you, or that they can't make their own
decisions.
- It is vital that you ask the person who is visually-
impaired if assitance is needed before you proceed. If
assistance is needed, offer your arm rather than pulling
them along behind you or pushing them ahead of you. A
slight pause before going up and down steps or curbs or
verbally communicating changes is strongly recommended.
- When guiding an indivdual who is blind to a chair,
place his/her hand on the back or arm of the chair.
- In handing money to a person who is blind, separate the
bills into denominations, saying that they are ones,
fives, etc.
- Dog guides should be allowed to enter the facility.
Such dogs are highly trained and need no special care
other thanthat provided by their owner. Remember: One
should never pet, feed, talk to or call the dog guide
without the permission from the owner. The dog is "on
duty" and disrupting the dog's concentration may make the
dog unreliable, and thus, cause a potentially dangerous
situaiton for the person who is visually-impaired.
- Never leave an individual who is blind in an open area.
Lead the person to the side of a room or to a landmark
from which he/she can obtain a direction for travel.
- Under no circumstances should you leave an individual
who is blind without saying so!
- Safety should always be a consideration. In
hotels/motels, it is important that laundry carts are
located along the wall of the hall and not in the middle
or in entrance ways.
CEREBRAL PALSY
Cerebral palsy is a group of conditions - not a disease -
characterized by nerve and muscle dysfuntion. Sometimes
it shows itself by awkwardness of gait, loss of manual
dexterity or other motor problems. Other disabilites may
be seizures; vision, hearing speech and learning
difficulties; or psychological and behavioral problems.
When communicating with a person with cerebral palsy,
here are a few tips:
- Be yourself.
- Speak directly to the individual, not to a friend or
companion.
- Try to give your whole, unhurried attention if the
person has difficulty speaking.
- Do not complete the speaker's sentences. Let the person
finish.
- Do not be afraid to ask the person to repeat something
if you do not understand their speech. Don't pretend to
understand if you don't - that's insulting.
DEAF & HEARING IMPAIRED
In the United States, there are approximately 1,700,000
deaf individuals and 15,000,000 others with partial
hearingimpairments ranging from mild to severe.
A person's failure to respond to a spoken request or
warning may be the result of an inability to hear. There
are several ways to communicate with a person who is
hearing impaired. Such as: lip reading, fingerspelling,
sign language, writing and electronic instruments.
When communicating with a person who is hearing impaired:
- Address a person with a hearing loss by being
considerate and try to make the person feel comfortable
and confident in dealing with you.
- Smile! Use positive body language and a gentle touch to
gain the attention of a person who is hearing impaired.
- Speak directly to the person, remembering to maintain
eye contact. Try to stand facing the light source in
order to provide a clear view of your face.
- It is important to enunciate clearly and speak slowly
(the deaf person may want to lip-read). Don't exaggerate
or shout!
- Be flexible with yopur language. If a word is not
understood, try another word rather than simply repeating
yourself.
- Watch the person who is deaf carefully for facial
expressions and body language that will help determine
the success of your communication. Be aware of false
interpretations (a nod of the head does not necessarily
mean "I understand").
- If the individual's speech is difficult to understand,
don't hesitate to ask them to repeat. Never say "never
mind" or "I understand if you do not". This attitude may
be interpreted by the person who is hearing impaired that
what he/she has to say is not important.
- Always address the person with a hearing impairment and
not someone who may be serving as an interpreter for that
person.
- If all else fails, use a pad and pencil to communicate.
- Providing communication modes such as a TDD
(Telecommunication devises for the deaf) at your facility
would be a plus.
- Smoke detectors with flashing lights are a must to help
alert the person with a hearing impairment of emergency
situations.
- A flashing alarm clock or a bed vibrator are used by
many overnight facilities to accommodate wake-up services
for guests with hearing impairments.
- A TV decoder is needed so the person with a hearing
impairment can see news and weather reports on closed-
caption television programs.
- There is now an International Symbol for Deafness. The
logo is a drawing of an ear, crossed by a bar. If your
facility caters to individuals with hearing impairments,
you may want to consider using the logo in promotional
materials, directory listings, or displaying it in the
window of your facility to call attention to the type of
services you provide.
- Eye contact is most important and should be constant.
EPILEPSY
Epilepsy is a hidden disability and is a disorder of the
central nervous system. Seizures are a primary
characteristic of eilpesy, but they often can be
controlled or prevented by the use of medication. Most
seizures last only a few minutes and many individuals
receive enough of a warning to avoid falling or other
injury. If an individual has a seizure:
- Keep calm. Once a seizure has started, it cannot be
stopped.
- Never restrain the person.
- Lay the person on his/her side.
- Clear the area of hard, sharp or hot objects which
could injure the individual.
- DO NOT place any objects into the mouth of a person
with epilepsy.
- Keep crowds away.
- Place a pillow or rolled-up coat under the perons's
head.
- Loosen tight clothing but do not interfere with
movements.
- Remember that the person does not breathe well and skin
color may be affected.
- After the seizure, the peroson may be confused and
should not be left alone. Help the individual to a place
where he/she can rest. (Have H2O if requested by the
individual).
- Medical attention is nescessary if the seizure lasts
for more than 10 minutes, if breathing stops, or if a
series of attacks, one following another in rapid
succession occurs without the victim regaining
consciousness.
MENTAL/LEARNING IMPAIRMENTS
People who have mental/learning impairments learn at a
slower than average rate and sometimes have difficulty in
using what they have learned.
Through education and training, most persons who have
mental/learning impairments learn to be self-sufficient.
It important to remember that each disabled person should
be treated as an individual with individual albilities
and needs. A person who is mentally/learning impaired may
also have other disabilities, such as, problems with
coordination, balance, agility, strength or stamina.
Sensitivity training is important for staff members so
that they can learn how to effectively interact with
individuals who have mental/learning impairments.
When communicating with an individual with
mental/learning impairments, here are some helpful hints:
- Treat mentally/learning impairments adults as adults,
not children. They deserve the same respect and dignity
as anyone else.
- Do not use complex sentences. Remember - a slow
response may be the result of timidness or just simply a
slow response - not that the person is rude or ignoring
you.
- Never "talk down" to the mentally/learning disabled
person, keep your talk and written materials on an
understandable level.
- Be pleasant (smile).
- Be supportive and friendly.
MOBILITY IMPAIRED
A perons with mobility problems (physically handicapped)
may use crutchs, canes, wheelchairs, braces, or a walker.
Architectural barriers are a consideration for this group
as the design of parking, entrances, steps, bathroom,
meeting rooms, bars, etc. may caust obstacles. (See Some
Tips... For Accssibility page 5.) Wheelchairs provide
mobility for persons with paralysis, muscle weakness,
lack of coordination, nerve damage and stiffness of
joints. Whether using crutches, cane, walker, or
wheelchair, all persons with mobility problems will have
unique and individual personalities. By the same token,
they will have different skill levels in manipulating
their aids. What may be an obstacle for one person may
not to another. Some individuals may want assistance
while others may not. Therefore, it is advised that the
best way to handle the situation is to ask if assistance
is needed.
- A wheelchair becomes an extension of a person's body.
Never hang or lean on a person's wheelchair. Push a
wheelchair only after asking if assistance is needed.
- Speak directly to the person in the wheelchair, not to
someone nearby as if the wheelchair user did not exist.
- If conversation lasts more than a few minutes, consider
kneeling to get yourself on the same eye level as the
wheelchair user.
- Don't demean or patronize the wheelchair user by
patting the person on the head.
- Give clear directions, including distance, weather
conditions and physical obstacles that may hinder the
wheelchair user's travel.
- Don't discourage children from asking questions about
the wheelchair. Open communication helps overcome fearful
or misleading attitudes.
- When a wheelchair user transfers out of the wheelchair
to a chair, toilet, car or bed, do not move the
wheelchair out of reaching distance.
- It is OK to use expressions like "running along" when
speaking to the wheelchair user. It is likely the
wheelchair user expresses things the same way.
- Be aware of a wheelchair user's capabilities. Some
users can walk with aid and use wheelchairs because they
can conserve energy and move about quickly.
- Don't classify persons who use wheelchairs as sick.
Wheelchairs are used for a variety of non-contagious
disabilities.
- Don't assume that using a wheelchair is in itself a
tragedy. It is a means of freedom that allows the user to
move about independently.
- When assisting someone in a wheelchair to go up or down
a curb, ask if the person perfers to go forward or
backward, and ask for exact instructions on how to
assist.
- In guiding a wheelchair down an incline, hold the push
handles so that the chair does not go too fast.
- Learn the location of wheelchair accessible ramps, rest
rooms, elevators, and telephones. For more than one step,
keep the wheelchair tilted back at all times while
descending or ascending. Do not attempt to negotiate more
than one step alone - ask for assistance from another
person.
- To assist persons with limited ability to walk long
distances, climb stairs, climb hills, or participate in
physical activities for an extended period of time, it is
recommended that benches be located along paths,
handrails on stairs and inclines, ground level entrances,
and handicapped parking spaces be constructed near
building entrances.
- If your business is accessible to the disabled, place
an appropriate decal in the window. The decals are
available free from the National Restaurant Association,
Human Resource Department, 311 First Street, N.W.,
Washington, DC 20001.
- The International Access Symbol could be run in any ads
or listing signifying the facility is accessible to
people with disabilities.
- Make sure that all facilites within the building are
accessible (e.g. restroom, water fountain, gift shops,
restaurants, bars, etc.) before you display the symbol in
front of the building.
- The five critical elements of accessibility are the
following:
1. Accessible Parking.
2. Path of travel from parking lot to accessible
entrance (no steps, entry way of 32 inches or wider clear
opening).
3 & 4. Accessible restrooms (M & F).
5. Drinking fountains (accessible).
SOME TIPS FOR ACCESSIBILITY
Shopping in a store, dining in your favorite restaurant,
browsing for a book in the library, going to the theatre,
attending special events, or looking for a job are
everyday activities for most people. They're taken for
granted. But for the person who uses crutches or a
wheelchair to get around or who has a vision or hearing
impairment, these activities can be difficult or
impossible if the building and its surroundings present
barriers.
In 1980 the American National Standards Institue (ANSI)
developed minimum architechural specifications for
building construction and renovations so that public
facilities and buildings would be accessible to people
with physical disabilities. If you are planning to
construct a new facility or remodel an existing one,
consult a knowledgeable architect for complete details on
the 1980 ANSI standards and applicable state and local
building codes.
If the project in any way receives Federal funds, the
1984 Uniform Federal Accessibility Standards (UFAS) must
be used.
Walkways
- Walkways should be a minimum of 36 inches wide, with a
maximum slope of 1:20 (five percent grade) and surfaced
with a firm, slip-resistant finish.
Parking
- Parking should be as close to the building as possible
and have a pathway that is free of curbs and other
barreirs. Spaces should be eight feet wide and five foot
access aisle and be marked with a "handicapped parking"
sign.
Ramps
- Ramps are needed where there are exterior steps. A ramp
should have a minimum width of 36 inches, with a maximum
slope of 1:12 (8.3 percent grade). Although ANSI
standards specify ramp length, when the horizontal run
exceeds 30 feet, there should be a level five-foot by
five-foot rest area every 30 feet.
- Ramps shall include railing 33 inches in height which
extend one foot beyound the top and bottom of the ramp.
- Level landings are needed at the top and bottom of each
ramp - as wide as the ramp and at least five feet long.
- When constructing a ramp next to a wall, the handrail
should have a clear space of not more and not less then
one-and-one half inches between the rail and the wall.
- The diameter or width of the gripping surface of a
handrail or grab bar shall be 1 1/4 inches to 1 1/2
inches.
Curb Cuts
- A curb cut is a graded indentation in a curb which
enables a person in a wheelchair to get from a road or
parking lot to a walkway. The curb cut should be 36
inches wide with a slope not exceeding one inch in 12.
Entrances
- Entrances should have accessible doors and doorways.
- A door should require 8.5 pounds or less to open
(pulling or pushing) and have minimum clear opening of at
least 32 inches.
- Doors in series should have a clearance between each
door of at least 48 inches plus the width of the door
swinging into the space. Threshold height should not
exceed one-half inch or should be beveled to the floor
surface with a slope no greater than 1:12.
- Door handles should be lever-operated, push type or U-
shaped hardware that is easy to grasp with one hand and
does not require a tight grip, pinch or a twist of the
wrist to operate.
Elevators
- An elevator should be located along a major accessible
path of travel from an accessible building entrance. It
should be automatic and self-leveling.
- Doors should have a reopening device that will stop and
reopen the door if the door becomes obstructed by an
object or person. The entranceway shall have a minimum
opening of 36 inches.
- The uppermost controls should be grouped together at
the bottom of the panel and must be no less than 35
inches from floor.
- Control buttons should have floor numbers and symbols
on their side. Floor numbers and symbols should be raised
or indented 1/32 inch (for reading by touch).
Restrooms & Bathrooms
- Entry doors should have a minimum clear width of 32
inches and not swing into the clear floor space required
by fixture. A door that swings out is preferable. Vanity
screens and walls should not block access into the
restroom.
- Shower stalls that are 36 inches by 36 inches wide
provide additional safety to people who have difficulty
maintaining balance because all grab bars and walls are
in easy reach. Shower stalls that are 60 inches wide and
have no curb may increase usability of a bathroom because
the shower area provides additional maneuvering space.
- Lavatories (wash basins) shall be mounted with the rim
or counter surface no higher than 34 inches above the
finished floor. Provide a clearance of at least 29 inches
from the floor to the bottom of the apron.
- A clear floor space 30 inches by 48 inches shall be
provided in front of a lavatory to allow forward
approach. Such clear floor space shall adjoin or overlap
an accessible route and shall extend a maximum of 19
inches underneath the lavatory.
- The top of the toilet seat should be 17 inches and 19
inches from the floor.
- Horizontal grab bars - one-and-one half or one-and-one
quarter inches in diameter and circular - should be
mounted exactly one-and-one-half inches from the wall.
- Lever type faucets and insulated hot water pipes should
be provided.
- Botton edge of mirrors and other accessories should not
be more than 40 inches from the floor.
- Urinals should have a clear floor space of 30 inches
wide four-feet deep to accommodate a forward approach.
They should be stall-type or wall-hung, with a elongated
rim at a 17 inch maximum above the floor.
Water Fountains
- Parallel approach clearnce should be four feet wide by
30 inches deep for free-standing and built-in units.
- Forward approach clearance should be 30 inches wide by
four feet deep. This depth includes a 17 to 19 inch deep
knee space height.
- Spouts should be a maximum of three feet high and be
located at the front of the fountain. A four-inch minimum
trajectory shall be located so that it is parellel to the
front of the fountain.
- Controls should be operable by one hand and shall not
require a tight grasp, pinching or a twist of the wrist.
Controls
- Electrical switches, controls and thermostats should be
located at a height no greater than 48 inches above the
floor. Wall outlets should be located no lower than 15
inches from the floor.
Funding Programs
There is a wide range of programs to choose from for
funding the removal of barriers to disabled persons.
For community facilities, the most frequently used
federal program is the Community Development Block Grand
(CDBG) program of the U.S. Department of Housing and
Urban Development. The removal of physical barriers to
disabled person in building and facilities in the
community is an accepted activities under the CDBG
program. Communities must make the removal of physical
barriers to the disabled a priority, however, in order to
receive these funds. The CDBG program and other Federal
Funding sources are thoroughly detailed in The
Handicapped Funding Directory, 1984-85 edition, by Burton
J. Eckstein. For ordering information, write Research
Grant Guides, P.O. Box 357, Oceanside, New York 11572.
The Handicapped Funding Directory is also an excellent
source for corporate and foundation grants which may be
used to remove barriers to disabled persons.
For the businessperson, a provision of the Tax Reform Act
of 1984, know as Section 190 of the IRS Code, provides a
maximum tax deduction incentive of $35,000 per year for
the years 1984 and 1985, if barriers to person with
disabilities are removed in places of business or
privately-held public transportation facilities.
Modification to or installation of walks, parking lots,
ramps, building entrances, door and doorways, drinking
fountains, public telephones, elevators, warning signals,
curb ramps and wheelchair lifts all qualify as
architectural barrier removal and entitle business
entrepreneurs to the $35,000 tax deduction.
Technical Assistance
- The Eastern Paralyzed Veterans Association (EPVA)
offers free technical assistance to anyone who is
interested in removing barriers to person who are
disabled in any type of building or facility. EPVA
provides information on accessibility laws, building code
provisions for person who are disabled, grants and tax
deductions all free of charge.
Architectural and Transportation Barriers Compliance
Board 330 C. St., S.W. Room 1010
Switzer Building
Washington, DC 20202
(202) 245-1591
Signage
- Ability Building Center
P.O. Box 6938
1911 14th N.W.
Rochester, MN 55901
(507) 289-1891
Braille Alphabet and Numbers used by the Blind
- AFB Rehabilitation Center
2811 Fair Park Boulevard
Little Rock, AR 72214
Sensitivity Posers/Training
- Sensitivity posters and training sessions on how to
relate to customers who are disabled, plus, first aid
orientation for choking and seizures contact:
UPC
315 West Gordhan Street
Madison, WI 53703
Communication Aids
- Large print dial phones; low vision push button phones,
for information contact:
American Foundation for the Blind
15 West 16th Street
New York, NY 10011
TTY/TDD
- Telecommunications for the Deaf, Inc.
814 Thayer Avenue
Silver Springs, MD 20910
Voice or TDD (301) 589-3006
NO-NO WORDS
Just as some well-known, four-letter words are offensive,
so are some words used in referring to people with
disabilities. Here are some to avoid when speaking to or
about people with disabilities:
AFFLICTED - It is negative and suggest hopelessness.
CASE - Sounds like something to be filed away and
institutionalized.
CEREBRAL PALSIED - Sounds like an inanimate object
instead of a person. The correct description is "person
with cerebral palsy".
CONFINED TO A WHEELCHAIR - A person uses a wheelchair.
"Wheelchair bound" - chair gives freedom, they do not
bind.
COURAGEOUS - Persons who are disabled are not unusually
brave and do not want to be regarded as superheroes.
Like everyone, else, they have the will to live and enjoy
life's pleasures.
CRIPPLED - This paints a mental picture of a person who
can't do anything, someone whom people would rather
ignore.
DEAF AND DUMB OR DEAF MUTE - These out-of-date terms were
used to describe a deaf person who also could not speak.
Many deaf or hearing-impaired individuals can speak,
although their speech may be hard to understand.
Deafness does not make a person dumb or ignorant.
DISEASE - Describes a contagious condition. Most disabled
persons are as healthy as anyone else.
EPILEPTIC - Individuals with this condition prefer to be
referred to as person who have epilepsy.
GIMP - This out-of-date word was once used to describe
someone who walked with a limp. It's a putdown.
NORMAL - Refers to numbers, not people. When used to
describe a non-disabled person, it suggests that a person
who is disabled is abnormal or sub-normal.
PATIENT - Hospitals and doctors have patients. Most
disabled people, are not in hospitals or regularly cared
for by doctors. Rather, they are self-reliant members of
the community.
POOR - Describes a person who lacks money or one to be
pitied.
RETARD, RETARDATE OR RETARDED - Because some disabled
people are at times considered awkward, this does not
mean that they are retarded. Individuals who are mentally
retarded prefer to be called by their own names.
SPASTIC - Some people who are disabled lack coordination
but only a product of the physical disability and should
not be ridiculed.
SUFFERING - To say that someone suffers from a disability
means that he or she is in constant pain as a result of
the disability. This is rarely the case.
UNFORTUNATE - This implies unlucky, unsuccessful or
social outcast. Whether or not luck had anything to do
with a person becoming disabled, he or she wants to be
regarded asa real, likeable person.
VICTIM - Victims are people who are adversely affected by
an uncontrollable force or agent. Persons who are
disabled do not want to be considered as helpless victims
but as people - with many worthwhile attributes.
SUGGESTED READINGS
Accent on Living (Bi-monthly publ.)
P.0. Box 700
Bloomington, IL 61702
Coping
The Magazine of the Maine Association
of Handicapped Persons
32 Thomas Street
Portland, MA 04102
(207) 774-4360 (voice/TTY)
Frommer's - A Guide for the Disabled Traveler: The United
States, Canada, and Europe
Author: Francis Barish, book contains specific
information about accessibility (including door widths)
in hotels, restaurants, theaters, tourist sites, and
transportation terminals in major cities in U.S., Canada,
and Europe. Available in major book stores and department
stores as well as through the mail: Frommer/Pasmantier
Publishers, 1230 Avenue of the Americans, New York, NY
10020 - $10.95 plus $1 for postage.
Handi Helps Newsletter
Pauline Odegard-Johnson, M.S.
Handicapped Programs Coordinator
Colorado State University
134 Aylesworth Hall, N.W.
Fort Collins, CO 80523
(303) 491-6421
Kaleidoscope
Literary/Art Magazine
UCPSH/326 Locust Street
Akron, OH 44302/USA
Rehabilitation International USA**
1123 Broadway
New York, NY 10010
(212) 620-4040
** Periodicals: Rehabilitation/World, Rehabfilm
Newsletter, International Rehabilitation Review
** Newsletters: Rehabilitation International, USA
Newsletter, Access to the Skies Newsletter
ADDITIONAL SOURCES OF INFORMATION on how to better serve
the needs of handicapped guests, contact the following
organizations:
American Coalition of Citizens with Disabilities
1220 15th Street, N.W.
Washington, DC 20005
Eastern Paralyzed Veterans Association
432 Park Avenue South
New York, NY 10016
(212) 686-6770
Independent Living Research Utilization Project
P.O. Box 20095
Houston, TX 77225
National Association of the Deaf
814 Thayer Avenue
Silver Springs, MD 20910
(301) 587-1788
National Center for a Barrier Free Environment
1051 15th Street, N.W.
Washington, DC 20005
(202) 466-6896
National Easter Seal Society
2023 West Ogden Avenue
Chicago, IL 60612
(312) 221-6827
National Federation of the Blind
1800 Johnson Street
Baltimore, MD 21230
(301) 659-9314
National Park Service Special Programs and Populations
Branch
P.O. Box 37127
Washington, DC 20013-7127
(202) 343-3674
National Technical Institute for the Deaf
Rochester Institute of Technology
1 Lamb Drive
Rochester, NY 14623
President's Commission on the Employment of the
Handicapped
1919 Connecticut Avenue, N.W.
Washington, DC 20210
New York State Office of Advocate for the Disabled
One Empire Plaza
Albany, NY 12223
(800) 522-4369 (voice/TTY/TDD)
(518) 473-4538 (voice only)
(518) 473-4231 (TTY/TDD only)
Programs for the Handicapped
CLEARING HOUSE ON THE HANDICAPPED
Office of Information and Resources for the Handicapped
Room 3132 Switzer Building
Washington, DC 20202-2319
(202) 732-1248 or 732-1245
Society for the Advancement of Travel for the Handicapped
5014 42nd Street, N.W.
Washington, DC 20016
(202) 966-5500
RESOURCE LIST
A Different Approach (21 minutes)
This film promotes the abilities of disabled people. The
producer proves to their employee that serious thought
with humorous overtones can be an effective way to
approach attitude change. Although originally intended
for use as an employment file, this is an excellent
awareness film highlighting the abilities of disabled
people. This film is available for loan from the Special
Programs and Populations Branch, WASO (FTS 343-3674).
Source:
South Bay Mayor's Committee for Employment of the
Handicapped, Inc.
2409 N. Sepulveda Blvd., Suite 202
Manhatten Beach, CA 90266
Tips on Serving Disabled Customers (21.19 minutes)
A color video cassette which discusses courtesy needs of
visually impaired, mobility impaired, and hearing
impaired. Available in the following formats: 3/4"
video-cassette (U-matic); 1/2" VHS video-cassette (SP
mode).
Accessibility in the Hospitality Industry (10 minutes)
A slice/sound program which addresses architectural
barriers, parking, signs, accessibility, menus,
furniture, lighting, and laws.
Courtesy Needs of the Disabled Customer
An instructor's guide/student text which provides general
information about the disabled, essentials of mobility,
laws, architectural barriers, resources, and equipment
suppliers (116 pages). Available for loan from the Sea
Grant Office in Ithaca, ($5.00 handling charges each).
Source: Materials Development Center
Stout Vocational Rehab. Inst.
University of Wisconsin-Stout,
Menomonie, WI 54751
Employer Guide: How to Successfully Supervise Employees
with Disabilities Employer Guide: Simply Steps to Job
Accommodation Source: The President's Committee on
Employment of the Handicapped
Washington, DC 20210
Films on Job Accommodation for use in Employee
Orientation and Training Programs
Source: The Film Library
The President's Committee on Employment of the
Handicapped
Washington, DC 20210
Interpretation for Disabled Visitors in the National Park
System This publication represents the most up-to-date
source available regarding program access for disabled
people. Although intended primarily for the National Park
Service, the publication provides all program managers
with methods and techniques to make programs accessible.
Included are general disability tips, valuable resource
materials and illustrations. Available for $4.00 (Stock
No. 024-005-00871-3)
Source: Superintendent of Documents
U.S. Government Printing Office
Washington, DC 20402
ACKNOWLEDGMENTS
The author wishes to express thanks to Tom Colman,
Special Programs and Population Branch, United States
Department of Interior, National Park Service; Michael
Duttweiler, Program Coordinator of the New York Sea Grant
Extension Program: Christopher Greene, ARISE
Incorporated; Richard Hutchenson, Professor of General
Education and Philosophy, School of Liberal Studies.
School-with-in-a-School, Potsdam College, Pauline
Odegard-Johnson, 4-H Handicapped Programs Coordinator,
Colorado State University; Sigrid Ouderkirk, Regional
Director, New York Easter Seal Society; Mel Seamans,
Legislative Liaison, and Paul Smith, Deputy Advocate, New
York State Office of Advocate for the Disabled; and Judy
Weise, Associate Professor of English, Potsdam College
for the extensive input, support and guidance during the
review process.
For more information contact:
New York Sea Grant Extension Program
12 Fernow Hall, Cornell University
Ithaca, NY 14853
(607) 256-2162
Cooperative Extension
Price per copy 50 cents. Quantity discount available.
This publication is issued to further Cooperative
Extension mandated by acts of Congress of May 8 and June
30, 1914. It was produced with the cooperation of the
U.S. Department of Agriculture, Cornell Cooperative
Extension, New York State College of Agriculture and Life
Sciences, New York State College of Human Ecology, and
New York State of Veterinary Medicine, at Cornell
University. Cornell Cooperative Extension offers equal
programs and employment opportunities. Lucinda A. Noble,
Director.
11/85
This information is for educational purposes only. References
to commercial products or trade names does not imply
endorsement by MSU Extension or bias against those not
mentioned. This information becomes public property upon
publication and may be printed verbatim with credit to MSU
Extension. Reprinting cannot be used to endorse or advertise
a commercial product or company.
This file was generated from data base TD on 09/30/03.
Data base TD was last revised on 06/06/02.
For more information about this data base or its contents please contact
alexande@msue.msu.edu . Please read our
disclaimer for important
information about using our site.