{"id":338,"date":"2022-04-04T16:00:04","date_gmt":"2022-04-04T16:00:04","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/esc-businesscomskills\/chapter\/disabilities\/"},"modified":"2022-04-04T16:00:04","modified_gmt":"2022-04-04T16:00:04","slug":"disabilities","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/esc-businesscomskills\/chapter\/disabilities\/","title":{"raw":"Disabilities","rendered":"Disabilities"},"content":{"raw":"\n<div class=\"textbox learning-objectives\">\n<h3>Learning Outcomes<\/h3>\n<ul>\n \t<li>Discuss how various physical and mental disabilities might affect communication<\/li>\n<\/ul>\n<\/div>\n<blockquote>Impossible is an opinion\u2014not a fact.\n\n\u2014Paul Hockey<\/blockquote>\n<img class=\"alignright wp-image-3391 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/2785\/2018\/04\/25212103\/accessibility-1682903_1920-211x300.jpg\" alt=\"Collage of icons representing different disabilities and impairments. Icons include: man with cane, woman with child, pregnant woman, ear, person with service dog, and person in wheelchair.\" width=\"211\" height=\"300\">\n\nGeneral perception and understanding of those who are different is not unlike ancient cultures' understanding of the world: flawed (i.e., the belief the world was flat) and with large areas marked \u201cthe great unknown.\u201d This is particularly the case when it comes to people with disabilities. This lack of understanding is due to a combination of factors including a lack of exposure to people with disabilities, the amorphous definition of disability, and privacy and discrimination concerns. People with disabilities are under-represented in media and entertainment\u2014a situation that the <a href=\"https:\/\/www.specialacademy.org\/blog\/educational\/assisting-artists-with-disabilities-alliance-for-inclusion-in-the-arts\/\" target=\"_blank\" rel=\"noopener\">Alliance for Inclusion in the Arts<\/a> is seeking to address. The ADA (Americans with Disabilities Act) text defines an individual with a disability as a person who has a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment. Further, people with disabilities are not required to disclose their disability, and indeed, they are often advised not to\u2014at least in the job search process.[footnote]Isaacs, Kim. \"Should You Disclose a Disability on Your Resume?\" Monster. Accessed August 5, 2019. Disclosing a disability: <a href=\"https:\/\/www.monster.com\/career-advice\/article\/disclose-disability-on-resume\" target=\"_blank\" rel=\"noopener\">https:\/\/www.monster.com\/career-advice\/article\/disclose-disability-on-resume<\/a>[\/footnote]\n\nSo how do we approach the great unknown? Let\u2019s start by considering our perceptions of people with disabilities. In the <a href=\"https:\/\/www.youtube.com\/watch?v=yu24PZIbkoY_\" target=\"_blank\" rel=\"noopener\">award-winning short <em>Different<\/em>, by&nbsp;Tahneek Rahman<\/a>,&nbsp;we see two young people navigating a new relationship. The actors\u2019 perceptions and emotions are shaped and colored by what they think they see; then, like a kaleidoscope, reality changes. As you watched the film, how did you feel when you looked through the young girl\u2019s eyes as she peered through the bushes? It may have felt like you\u2019ve been here before\u2014in a situation you thought you understood, only to have your perspective shift and click into place, framing a new reality. How often do we do this with people who are wired differently or have a different range of abilities?\n\nIt's important to note that not all disabilities are visible or accompanied by obvious cognitive or processing challenges. It's possible to work with someone for a long time before you learn that they have a disability. Some disabilities can be invisible or usually unobtrusive (MS, for example, which can lay dormant and then flare up). Additionally, some mental illnesses (like ADHD or OCD) can impact a person's work, but are completely invisible.\n<div class=\"textbox key-takeaways\">\n<h3>Learn More<\/h3>\nEmpathy goes a long way in bridging knowledge and communications gaps. For a start, watch one or more of the videos in <a href=\"https:\/\/www.youtube.com\/playlist?list=PLfjTXaT9NowjmBcbR7gJVFECprsobMZiX\" target=\"_blank\" rel=\"noopener\">Soul Pancake\u2019s <em>How You See Me <\/em>series<\/a>.\n\n<\/div>\n<div class=\"textbox examples\">\n<h3>Summiting Mount Everest<\/h3>\n<img class=\"alignright wp-image-3934\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/2785\/2018\/04\/15213458\/1600px-Mount_Everest_as_seen_from_Drukair2_PLW_edit.jpg\" alt=\"Mount Everest\" width=\"401\" height=\"218\">Perhaps our perception of ability\u2014and disability\u2014says more about us then it does about others. So before we discuss communication specifics, let\u2019s broaden our perspective of what\u2019s possible. Erik Weihenmayer is one of seven disabled athletes to have successfully climbed Mount Everest, the highest mountain in the world at 29,029 feet above sea level. The only blind person to summit Everest to date, Erik went on to complete the \u201cSeven Summit\u201d challenge, scaling the highest peaks of each of the seven continents. Erik subsequently co-founded No Barriers, a non-profit organization that helps youth, veterans, and people with disabilities achieve transformative challenges. The organization\u2019s motto: Unleash the Human Spirit.\n\nIndian amputee Arunima Sinha is another of the seven disabled Everest summiters. In the aftermath of a train accident that severed her leg, Arunima \u201cpondered on the most impossible dream I could set for myself. I decided to climb Everest.\u201d Erik and Arunima are remarkable athletes and people, but there are thousands of similar stories\u2014people who, by birth or circumstance, found themselves at a relative disadvantage and yet prevailed and indeed, thrived. Clearly, they did not see their disability as a limitation. Tapping this human spirit is critical to business success in a competitive global economy.\n\n<\/div>\n<h2>Overcoming Communication Challenges<\/h2>\nPeople with disabilities can experience unique communication challenges whether they have sensory impairments (blindness or deafness), cognitive disorders (autism spectrum disorder, post-stroke challenges), or physical disabilities (head trauma or neurological injury).&nbsp;In particular, some communication difficulties in the workplace can include the following:\n<ul>\n \t<li>Difficulty speaking: speech may be unclear, interrupted by stuttering, or abnormally slow, fast or irregularly paced<\/li>\n \t<li>Difficulty with listening for extended periods or listening to multiple people participating in a conversation<\/li>\n \t<li>Difficulty reading manuals with dense amounts of text<\/li>\n \t<li>Difficulty keeping track of procedural material without the help of notes or hands-on experience<\/li>\n \t<li>Difficulty interpreting language that has implied meaning such as indirect requests or offers for help, or certain types of humor<\/li>\n \t<li>Difficulty interpreting body language, the emotions of others, or other non-verbal language<\/li>\n \t<li>Difficulty communicating with unfamiliar people; this can include eye contact<\/li>\n<\/ul>\nWhether individuals have disclosed a disability or not, the way you approach a communication breakdown or misunderstanding matters. If you do not understand something a person says, do not pretend that you do. Ask the individual to repeat what he or she said and then repeat it back.&nbsp;Try to ask questions that require only short answers or a nod of the head. Concentrate on what the person is saying and do not rush to a conclusion about what you think they mean. Do not speak for the individual or attempt to finish her or his sentences. If you are having difficulty understanding the individual, consider writing as an alternative means of communicating, but first ask whether this is acceptable.\n\nOther things to consider are:\n<ul>\n \t<li>If you are in a public area with many distractions, consider moving to a quiet or private location.<\/li>\n \t<li>Be prepared to repeat what you say, orally or in writing.<\/li>\n \t<li>Offer assistance completing forms or understanding written instructions and provide extra time for decision-making. Wait for the individual to accept the offer of assistance; do not \"over-assist\" or be patronizing.<\/li>\n \t<li>Be patient, flexible and supportive. Take time to understand the individual and make sure the individual understands you.<\/li>\n<\/ul>\nIf you notice a communication breakdown or misunderstanding, it is of utmost importance to treat everyone with dignity, respect, and courtesy. Be patient, be supportive, and take as much time as necessary to listen to the individual because it can make all of the difference.\n<div class=\"textbox tryit\">\n<h3>Practice Question<\/h3>\nhttps:\/\/assessments.lumenlearning.com\/assessments\/8700\n\n<\/div>\n<h2>Developing an Accessible Workplace<\/h2>\nThe Society for Human Resource Management\u2019s (SHRM) <a href=\"https:\/\/www.shrm.org\/resourcesandtools\/tools-and-samples\/toolkits\/pages\/developinganaccessibleworkplace.aspx\" target=\"_blank\" rel=\"noopener\">Developing an Accessible Workplace toolkit<\/a> is an excellent resource, addressing the business case, physical accessibility and information accessibility. Technology accommodations might include use of large display screens, screen readers, and\/or voice recognition software. In order to communicate effectively across a range of abilities, businesses also need to design materials\u2014from onboarding and ongoing communications to training and development\u2014with accessibility in mind. Rather than \u201cretrofitting\u201d materials and programs to accommodate a person\u2019s particular disability, a best practice is to use a <a href=\"http:\/\/udlguidelines.cast.org\/\" target=\"_blank\" rel=\"noopener\">Universal Design for Learning (UDL)<\/a> approach. Briefly, UDL is a research-based educational framework that guides the development of flexible learning environments that can accommodate individual learning differences.\u201d[footnote]Rose, David H., Anne Meyer, Nicole Strangman, and Gabrielle Rappolt.&nbsp;<em>Teaching Every Student in the Digital Age: Universal Design for Learning.<\/em>&nbsp;Association for Supervision &amp; Curriculum Development, 2002.<em><a href=\"http:\/\/www.ascd.org\/Publications\/Books\/Overview\/Teaching-Every-Student-in-the-Digital-Age.aspx\" target=\"_blank\" rel=\"noopener\">http:\/\/www.ascd.org\/Publications\/Books\/Overview\/Teaching-Every-Student-in-the-Digital-Age.aspx<\/a>[\/footnote]<\/em> The concept and language of UDL was inspired by the universal design movement, proposing that \u201cproducts and environments be designed to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.\"\n\nAs with many conceptual frameworks, there are different approaches to achieving UDL. The following 7 core principles provide the framework for an online educational certification program at Saddleback College:\n<ol>\n \t<li style=\"font-weight: 400;\">Principle 1: Inclusive &amp; Fair<\/li>\n \t<li style=\"font-weight: 400;\">Principle 2: Straight-Forward &amp; Clear<\/li>\n \t<li style=\"font-weight: 400;\">Principle 3: Flexible &amp; Fair<\/li>\n \t<li style=\"font-weight: 400;\">Principle 4: Explicitly Presented<\/li>\n \t<li style=\"font-weight: 400;\">Principle 5: Supportive<\/li>\n \t<li style=\"font-weight: 400;\">Principle 6: Minimize Effort<\/li>\n \t<li style=\"font-weight: 400;\">Principle 7: Appropriate Learning Space<\/li>\n<\/ol>\nDelving into UDL is beyond the scope of this section and course. However, even at the summary level, these principles clearly contribute to a fair, inclusive and effective workplace. The upside is that applying the design principles also makes information more accessible to people for whom English is a second language. The clarity that the design principles require also contributes to clear communication across other diversity dimensions\u2014for example, cultures and ethnicities.\n\nThere are also simple, practical adjustments we can make in our one-on-one interactions that will facilitate effective communication. The following eight recommendations, adapted from a toolkit for medical practitioners, are equally relevant to communicating with people with disabilities in the workplace (<a href=\"http:\/\/iddtoolkit.vkcsites.org\/general-issues\/communicating-effectively\/\" target=\"_blank\" rel=\"noopener\">Heath Care for Adults with Intellectual and Developmental Disabilities<\/a>):\n<ul>\n \t<li style=\"font-weight: 400;\">Allocate additional time to achieve the communication objective.<\/li>\n \t<li style=\"font-weight: 400;\">Be aware of your tone of voice and nonverbal signals.<\/li>\n \t<li style=\"font-weight: 400;\">Moderate your speaking pace and give the person with a disability adequate time to process and respond to what you\u2019ve communicated.<\/li>\n \t<li style=\"font-weight: 400;\">Actively confirm the person\u2019s understanding and your own understanding of what he or she communicated.<\/li>\n \t<li style=\"font-weight: 400;\">Focus on abilities rather than disabilities.<\/li>\n \t<li style=\"font-weight: 400;\">Use specific rather than abstract language; for example, \u201cbring a pen and paper\u201d rather than \u201cget ready for the meeting.\u201d<\/li>\n \t<li style=\"font-weight: 400;\">Stage conversations in areas that are relatively quiet without distracting activity or background noise.<\/li>\n<\/ul>\nJust as our history is not our destiny, our frame of reference doesn\u2019t need to limit our future possibilities\u2014individually or collectively, as a business or society. Disability rights are not only civil rights, they\u2019re human rights\u2014the right to strive to achieve our full potential, whatever that is. As one of the testimonials on <a href=\"http:\/\/equality.nike.com\" target=\"_blank\" rel=\"noopener\">Nike\u2019s Equality Campaign page<\/a> phrased it: \u201cwe all deserve a starting line.\u201d\n<div class=\"textbox key-takeaways\">\n<h3>Additional Resources<\/h3>\n<ul>\n \t<li><a href=\"https:\/\/www.ada.gov\/cguide.htm\" target=\"_blank\" rel=\"noopener\"><span style=\"font-size: medium;\">A Guide to Disability Rights Laws<\/span><\/a><\/li>\n \t<li><a href=\"http:\/\/equality.nike.com\" target=\"_blank\" rel=\"noopener\">Nike\u2019s Equality Campaign page<\/a><\/li>\n \t<li><a href=\"https:\/\/www.dol.gov\/odep\/pubs\/fact\/communicating.htm\" target=\"_blank\" rel=\"noopener\">Communicating With and About People with Disabilities<\/a><\/li>\n<\/ul>\n<\/div>\n<h2>Contribute!<\/h2><div style=\"margin-bottom: 8px;\">Did you have an idea for improving this content? We\u2019d love your input.<\/div><a href=\"https:\/\/docs.google.com\/document\/d\/19soq5fptCwEDjol0jifj7BIuhBozD_hBJ_l5p9cOyT4\" target=\"_blank\" style=\"font-size: 10pt; font-weight: 600; color: #077fab; text-decoration: none; border: 2px solid #077fab; border-radius: 7px; padding: 5px 25px; text-align: center; cursor: pointer; line-height: 1.5em;\">Improve this page<\/a><a style=\"margin-left: 16px;\" target=\"_blank\" href=\"https:\/\/docs.google.com\/document\/d\/1vy-T6DtTF-BbMfpVEI7VP_R7w2A4anzYZLXR8Pk4Fu4\">Learn More<\/a>\n","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Outcomes<\/h3>\n<ul>\n<li>Discuss how various physical and mental disabilities might affect communication<\/li>\n<\/ul>\n<\/div>\n<blockquote><p>Impossible is an opinion\u2014not a fact.<\/p>\n<p>\u2014Paul Hockey<\/p><\/blockquote>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-3391 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/2785\/2018\/04\/25212103\/accessibility-1682903_1920-211x300.jpg\" alt=\"Collage of icons representing different disabilities and impairments. Icons include: man with cane, woman with child, pregnant woman, ear, person with service dog, and person in wheelchair.\" width=\"211\" height=\"300\" \/><\/p>\n<p>General perception and understanding of those who are different is not unlike ancient cultures&#8217; understanding of the world: flawed (i.e., the belief the world was flat) and with large areas marked \u201cthe great unknown.\u201d This is particularly the case when it comes to people with disabilities. This lack of understanding is due to a combination of factors including a lack of exposure to people with disabilities, the amorphous definition of disability, and privacy and discrimination concerns. People with disabilities are under-represented in media and entertainment\u2014a situation that the <a href=\"https:\/\/www.specialacademy.org\/blog\/educational\/assisting-artists-with-disabilities-alliance-for-inclusion-in-the-arts\/\" target=\"_blank\" rel=\"noopener\">Alliance for Inclusion in the Arts<\/a> is seeking to address. The ADA (Americans with Disabilities Act) text defines an individual with a disability as a person who has a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment. Further, people with disabilities are not required to disclose their disability, and indeed, they are often advised not to\u2014at least in the job search process.<a class=\"footnote\" title=\"Isaacs, Kim. &quot;Should You Disclose a Disability on Your Resume?&quot; Monster. Accessed August 5, 2019. Disclosing a disability: https:\/\/www.monster.com\/career-advice\/article\/disclose-disability-on-resume\" id=\"return-footnote-338-1\" href=\"#footnote-338-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><\/p>\n<p>So how do we approach the great unknown? Let\u2019s start by considering our perceptions of people with disabilities. In the <a href=\"https:\/\/www.youtube.com\/watch?v=yu24PZIbkoY_\" target=\"_blank\" rel=\"noopener\">award-winning short <em>Different<\/em>, by&nbsp;Tahneek Rahman<\/a>,&nbsp;we see two young people navigating a new relationship. The actors\u2019 perceptions and emotions are shaped and colored by what they think they see; then, like a kaleidoscope, reality changes. As you watched the film, how did you feel when you looked through the young girl\u2019s eyes as she peered through the bushes? It may have felt like you\u2019ve been here before\u2014in a situation you thought you understood, only to have your perspective shift and click into place, framing a new reality. How often do we do this with people who are wired differently or have a different range of abilities?<\/p>\n<p>It&#8217;s important to note that not all disabilities are visible or accompanied by obvious cognitive or processing challenges. It&#8217;s possible to work with someone for a long time before you learn that they have a disability. Some disabilities can be invisible or usually unobtrusive (MS, for example, which can lay dormant and then flare up). Additionally, some mental illnesses (like ADHD or OCD) can impact a person&#8217;s work, but are completely invisible.<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Learn More<\/h3>\n<p>Empathy goes a long way in bridging knowledge and communications gaps. For a start, watch one or more of the videos in <a href=\"https:\/\/www.youtube.com\/playlist?list=PLfjTXaT9NowjmBcbR7gJVFECprsobMZiX\" target=\"_blank\" rel=\"noopener\">Soul Pancake\u2019s <em>How You See Me <\/em>series<\/a>.<\/p>\n<\/div>\n<div class=\"textbox examples\">\n<h3>Summiting Mount Everest<\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-3934\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/2785\/2018\/04\/15213458\/1600px-Mount_Everest_as_seen_from_Drukair2_PLW_edit.jpg\" alt=\"Mount Everest\" width=\"401\" height=\"218\" \/>Perhaps our perception of ability\u2014and disability\u2014says more about us then it does about others. So before we discuss communication specifics, let\u2019s broaden our perspective of what\u2019s possible. Erik Weihenmayer is one of seven disabled athletes to have successfully climbed Mount Everest, the highest mountain in the world at 29,029 feet above sea level. The only blind person to summit Everest to date, Erik went on to complete the \u201cSeven Summit\u201d challenge, scaling the highest peaks of each of the seven continents. Erik subsequently co-founded No Barriers, a non-profit organization that helps youth, veterans, and people with disabilities achieve transformative challenges. The organization\u2019s motto: Unleash the Human Spirit.<\/p>\n<p>Indian amputee Arunima Sinha is another of the seven disabled Everest summiters. In the aftermath of a train accident that severed her leg, Arunima \u201cpondered on the most impossible dream I could set for myself. I decided to climb Everest.\u201d Erik and Arunima are remarkable athletes and people, but there are thousands of similar stories\u2014people who, by birth or circumstance, found themselves at a relative disadvantage and yet prevailed and indeed, thrived. Clearly, they did not see their disability as a limitation. Tapping this human spirit is critical to business success in a competitive global economy.<\/p>\n<\/div>\n<h2>Overcoming Communication Challenges<\/h2>\n<p>People with disabilities can experience unique communication challenges whether they have sensory impairments (blindness or deafness), cognitive disorders (autism spectrum disorder, post-stroke challenges), or physical disabilities (head trauma or neurological injury).&nbsp;In particular, some communication difficulties in the workplace can include the following:<\/p>\n<ul>\n<li>Difficulty speaking: speech may be unclear, interrupted by stuttering, or abnormally slow, fast or irregularly paced<\/li>\n<li>Difficulty with listening for extended periods or listening to multiple people participating in a conversation<\/li>\n<li>Difficulty reading manuals with dense amounts of text<\/li>\n<li>Difficulty keeping track of procedural material without the help of notes or hands-on experience<\/li>\n<li>Difficulty interpreting language that has implied meaning such as indirect requests or offers for help, or certain types of humor<\/li>\n<li>Difficulty interpreting body language, the emotions of others, or other non-verbal language<\/li>\n<li>Difficulty communicating with unfamiliar people; this can include eye contact<\/li>\n<\/ul>\n<p>Whether individuals have disclosed a disability or not, the way you approach a communication breakdown or misunderstanding matters. If you do not understand something a person says, do not pretend that you do. Ask the individual to repeat what he or she said and then repeat it back.&nbsp;Try to ask questions that require only short answers or a nod of the head. Concentrate on what the person is saying and do not rush to a conclusion about what you think they mean. Do not speak for the individual or attempt to finish her or his sentences. If you are having difficulty understanding the individual, consider writing as an alternative means of communicating, but first ask whether this is acceptable.<\/p>\n<p>Other things to consider are:<\/p>\n<ul>\n<li>If you are in a public area with many distractions, consider moving to a quiet or private location.<\/li>\n<li>Be prepared to repeat what you say, orally or in writing.<\/li>\n<li>Offer assistance completing forms or understanding written instructions and provide extra time for decision-making. Wait for the individual to accept the offer of assistance; do not &#8220;over-assist&#8221; or be patronizing.<\/li>\n<li>Be patient, flexible and supportive. Take time to understand the individual and make sure the individual understands you.<\/li>\n<\/ul>\n<p>If you notice a communication breakdown or misunderstanding, it is of utmost importance to treat everyone with dignity, respect, and courtesy. Be patient, be supportive, and take as much time as necessary to listen to the individual because it can make all of the difference.<\/p>\n<div class=\"textbox tryit\">\n<h3>Practice Question<\/h3>\n<p>\t<iframe id=\"lumen_assessment_8700\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=8700&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_8700\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<h2>Developing an Accessible Workplace<\/h2>\n<p>The Society for Human Resource Management\u2019s (SHRM) <a href=\"https:\/\/www.shrm.org\/resourcesandtools\/tools-and-samples\/toolkits\/pages\/developinganaccessibleworkplace.aspx\" target=\"_blank\" rel=\"noopener\">Developing an Accessible Workplace toolkit<\/a> is an excellent resource, addressing the business case, physical accessibility and information accessibility. Technology accommodations might include use of large display screens, screen readers, and\/or voice recognition software. In order to communicate effectively across a range of abilities, businesses also need to design materials\u2014from onboarding and ongoing communications to training and development\u2014with accessibility in mind. Rather than \u201cretrofitting\u201d materials and programs to accommodate a person\u2019s particular disability, a best practice is to use a <a href=\"http:\/\/udlguidelines.cast.org\/\" target=\"_blank\" rel=\"noopener\">Universal Design for Learning (UDL)<\/a> approach. Briefly, UDL is a research-based educational framework that guides the development of flexible learning environments that can accommodate individual learning differences.\u201d<a class=\"footnote\" title=\"Rose, David H., Anne Meyer, Nicole Strangman, and Gabrielle Rappolt.\u00a0Teaching Every Student in the Digital Age: Universal Design for Learning.\u00a0Association for Supervision &amp; Curriculum Development, 2002.http:\/\/www.ascd.org\/Publications\/Books\/Overview\/Teaching-Every-Student-in-the-Digital-Age.aspx\" id=\"return-footnote-338-2\" href=\"#footnote-338-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a><\/em> The concept and language of UDL was inspired by the universal design movement, proposing that \u201cproducts and environments be designed to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.&#8221;<\/p>\n<p>As with many conceptual frameworks, there are different approaches to achieving UDL. The following 7 core principles provide the framework for an online educational certification program at Saddleback College:<\/p>\n<ol>\n<li style=\"font-weight: 400;\">Principle 1: Inclusive &amp; Fair<\/li>\n<li style=\"font-weight: 400;\">Principle 2: Straight-Forward &amp; Clear<\/li>\n<li style=\"font-weight: 400;\">Principle 3: Flexible &amp; Fair<\/li>\n<li style=\"font-weight: 400;\">Principle 4: Explicitly Presented<\/li>\n<li style=\"font-weight: 400;\">Principle 5: Supportive<\/li>\n<li style=\"font-weight: 400;\">Principle 6: Minimize Effort<\/li>\n<li style=\"font-weight: 400;\">Principle 7: Appropriate Learning Space<\/li>\n<\/ol>\n<p>Delving into UDL is beyond the scope of this section and course. However, even at the summary level, these principles clearly contribute to a fair, inclusive and effective workplace. The upside is that applying the design principles also makes information more accessible to people for whom English is a second language. The clarity that the design principles require also contributes to clear communication across other diversity dimensions\u2014for example, cultures and ethnicities.<\/p>\n<p>There are also simple, practical adjustments we can make in our one-on-one interactions that will facilitate effective communication. The following eight recommendations, adapted from a toolkit for medical practitioners, are equally relevant to communicating with people with disabilities in the workplace (<a href=\"http:\/\/iddtoolkit.vkcsites.org\/general-issues\/communicating-effectively\/\" target=\"_blank\" rel=\"noopener\">Heath Care for Adults with Intellectual and Developmental Disabilities<\/a>):<\/p>\n<ul>\n<li style=\"font-weight: 400;\">Allocate additional time to achieve the communication objective.<\/li>\n<li style=\"font-weight: 400;\">Be aware of your tone of voice and nonverbal signals.<\/li>\n<li style=\"font-weight: 400;\">Moderate your speaking pace and give the person with a disability adequate time to process and respond to what you\u2019ve communicated.<\/li>\n<li style=\"font-weight: 400;\">Actively confirm the person\u2019s understanding and your own understanding of what he or she communicated.<\/li>\n<li style=\"font-weight: 400;\">Focus on abilities rather than disabilities.<\/li>\n<li style=\"font-weight: 400;\">Use specific rather than abstract language; for example, \u201cbring a pen and paper\u201d rather than \u201cget ready for the meeting.\u201d<\/li>\n<li style=\"font-weight: 400;\">Stage conversations in areas that are relatively quiet without distracting activity or background noise.<\/li>\n<\/ul>\n<p>Just as our history is not our destiny, our frame of reference doesn\u2019t need to limit our future possibilities\u2014individually or collectively, as a business or society. Disability rights are not only civil rights, they\u2019re human rights\u2014the right to strive to achieve our full potential, whatever that is. As one of the testimonials on <a href=\"http:\/\/equality.nike.com\" target=\"_blank\" rel=\"noopener\">Nike\u2019s Equality Campaign page<\/a> phrased it: \u201cwe all deserve a starting line.\u201d<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Additional Resources<\/h3>\n<ul>\n<li><a href=\"https:\/\/www.ada.gov\/cguide.htm\" target=\"_blank\" rel=\"noopener\"><span style=\"font-size: medium;\">A Guide to Disability Rights Laws<\/span><\/a><\/li>\n<li><a href=\"http:\/\/equality.nike.com\" target=\"_blank\" rel=\"noopener\">Nike\u2019s Equality Campaign page<\/a><\/li>\n<li><a href=\"https:\/\/www.dol.gov\/odep\/pubs\/fact\/communicating.htm\" target=\"_blank\" rel=\"noopener\">Communicating With and About People with Disabilities<\/a><\/li>\n<\/ul>\n<\/div>\n<h2>Contribute!<\/h2>\n<div style=\"margin-bottom: 8px;\">Did you have an idea for improving this content? We\u2019d love your input.<\/div>\n<p><a href=\"https:\/\/docs.google.com\/document\/d\/19soq5fptCwEDjol0jifj7BIuhBozD_hBJ_l5p9cOyT4\" target=\"_blank\" style=\"font-size: 10pt; font-weight: 600; color: #077fab; text-decoration: none; border: 2px solid #077fab; border-radius: 7px; padding: 5px 25px; text-align: center; cursor: pointer; line-height: 1.5em;\">Improve this page<\/a><a style=\"margin-left: 16px;\" target=\"_blank\" href=\"https:\/\/docs.google.com\/document\/d\/1vy-T6DtTF-BbMfpVEI7VP_R7w2A4anzYZLXR8Pk4Fu4\">Learn More<\/a><\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-338\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Disabilities. <strong>Authored by<\/strong>: Nina Burokas. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Overcoming Communication Challenges. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>accessibility. <strong>Authored by<\/strong>: renma . <strong>Provided by<\/strong>: Pixabay. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/pixabay.com\/en\/accessibility-disability-1682903\/\">https:\/\/pixabay.com\/en\/accessibility-disability-1682903\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/cc0\">CC0: No Rights Reserved<\/a><\/em><\/li><li>Communicating With and About People with Disabilities. <strong>Provided by<\/strong>: United State Department of Labor. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.dol.gov\/odep\/pubs\/fact\/communicating.htm\">https:\/\/www.dol.gov\/odep\/pubs\/fact\/communicating.htm<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/pdm\">Public Domain: No Known Copyright<\/a><\/em><\/li><li>Mount Everest as seen from Drukair. <strong>Authored by<\/strong>: shrimpo1967; derivative work by Papa Lima Whiskey 2. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/File:Mount_Everest_as_seen_from_Drukair2_PLW_edit.jpg\">https:\/\/en.wikipedia.org\/wiki\/File:Mount_Everest_as_seen_from_Drukair2_PLW_edit.jpg<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section><hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-338-1\">Isaacs, Kim. \"Should You Disclose a Disability on Your Resume?\" Monster. Accessed August 5, 2019. Disclosing a disability: <a href=\"https:\/\/www.monster.com\/career-advice\/article\/disclose-disability-on-resume\" target=\"_blank\" rel=\"noopener\">https:\/\/www.monster.com\/career-advice\/article\/disclose-disability-on-resume<\/a> <a href=\"#return-footnote-338-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-338-2\">Rose, David H., Anne Meyer, Nicole Strangman, and Gabrielle Rappolt.&nbsp;<em>Teaching Every Student in the Digital Age: Universal Design for Learning.<\/em>&nbsp;Association for Supervision &amp; Curriculum Development, 2002.<em><a href=\"http:\/\/www.ascd.org\/Publications\/Books\/Overview\/Teaching-Every-Student-in-the-Digital-Age.aspx\" target=\"_blank\" rel=\"noopener\">http:\/\/www.ascd.org\/Publications\/Books\/Overview\/Teaching-Every-Student-in-the-Digital-Age.aspx<\/a> <a href=\"#return-footnote-338-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":395986,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"Disabilities\",\"author\":\"Nina Burokas\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"accessibility\",\"author\":\"renma \",\"organization\":\"Pixabay\",\"url\":\"https:\/\/pixabay.com\/en\/accessibility-disability-1682903\/\",\"project\":\"\",\"license\":\"cc0\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Communicating With and About People with Disabilities\",\"author\":\"\",\"organization\":\"United State Department of Labor\",\"url\":\"https:\/\/www.dol.gov\/odep\/pubs\/fact\/communicating.htm\",\"project\":\"\",\"license\":\"pd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Mount Everest as seen from Drukair\",\"author\":\"shrimpo1967; derivative work by Papa Lima Whiskey 2\",\"organization\":\"Wikipedia\",\"url\":\"https:\/\/en.wikipedia.org\/wiki\/File:Mount_Everest_as_seen_from_Drukair2_PLW_edit.jpg\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Overcoming Communication Challenges\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"68cdb622-67b6-4240-86e7-a37a3f0779c7, dd3a2f34-7334-4091-a9aa-1132199fe0a3","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-338","chapter","type-chapter","status-publish","hentry"],"part":323,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/esc-businesscomskills\/wp-json\/pressbooks\/v2\/chapters\/338","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/esc-businesscomskills\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/esc-businesscomskills\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/esc-businesscomskills\/wp-json\/wp\/v2\/users\/395986"}],"version-history":[{"count":0,"href":"https:\/\/courses.lumenlearning.com\/esc-businesscomskills\/wp-json\/pressbooks\/v2\/chapters\/338\/revisions"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/esc-businesscomskills\/wp-json\/pressbooks\/v2\/parts\/323"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/esc-businesscomskills\/wp-json\/pressbooks\/v2\/chapters\/338\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/esc-businesscomskills\/wp-json\/wp\/v2\/media?parent=338"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/esc-businesscomskills\/wp-json\/pressbooks\/v2\/chapter-type?post=338"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/esc-businesscomskills\/wp-json\/wp\/v2\/contributor?post=338"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/esc-businesscomskills\/wp-json\/wp\/v2\/license?post=338"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}