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1 Council of the Nation’s Capital Girl Scout ALL Including Girls Program Patch © 2008 Girl Scout Council of the Nation’s Capital 4301 Avenue, NW ■ Connecticut Washington, DC 20008 7898 ■ (202) 237 ‐ 1670 ■ (800) 523 ‐ www.gscnc.org

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3 of Table Contents to Including ALL Girls 3 Welcome Requirements 4 Patch Discover Required 6 Activities Activities 7 Discover 9 Connect Activities Take Activities 12 Action Level Disability Awareness Quiz 16 Daisy/Brownie/Junior Answer Disability Awareness Quiz Key 17 Daisy/Brownie/Junior Level Level Disability Awareness Cadette/Senior/Ambassador Quiz 18 Disability Awareness Cadette/Senior/Ambassador Level Answer Key 20 Quiz Celebrity Trivia 23 Celebrity Trivia Answer Key 24 Person First Language 25 Barrier Building Survey 26 ‐ Free Accessibility Checklist 30 Playground ‐ Volunteer National Service Organizations 32 Opportunities Opportunities ‐ District of Volunteer Columbia 38 Volunteer Opportunities ‐ Maryland 38 Volunteer Opportunities ‐ Virginia 41 and Podcasts 42 Webinars Girl Scout Promise in American Sign Language 43 Activity 46 Coloring Internet Safety Pledge 47 48 Evaluation 5

4 Including ALL Girls Welcome program you for bringing the Including ALL Girls Thank to your girls! Funded by a patch grant from Mitsubishi Electric America generous Including ALL Girls educates girls Foundation, about inclusion and how they can include girls with disabilities in all aspects of Girl Scouts. The patch program will heighten Girl Scouts’ awareness, understanding and acceptance of people’s differences disabilities. and No Experience Required do not need to be an expert You in the disability field to teach girls about acceptance and including all girls. All of the activities include easy ‐ to ‐ follow activity plans complete with discussion questions and material lists. The helpful links below can provide some valuable support. Helpful Links 15 Refer to the Resource Guide located on pages ‐ for additional information. About This Publication the All Girls publication outlines the requirements for the patch. Many of Including activity The require materials from the will Inclusion Resource Center. options GSCNC Inclusion The Task Force would like to acknowledge and thank Ashley LaGasse Anderson ALL Girls was updated from Including the original GSCNC patch program Keeping The Pace , developed by Ashley as her Gold Award project in 1997. Since her Gold Award, Ashley receiving went on to college. is a board certified music therapist who specializes in working with children with autism She University of disabilities, and is currently a doctoral candidate at the and developmental Kansas neurologic music therapy. in Program Including All Girls Patch Revised February 2008 Taskforce By the GSCNC Inclusion 3

5 Requirements Patch Daisies activities REQUIRED activities first (these the meet the DISCOVER Complete two then choose ONE activity from CONNECT and ONE activity from TAKE requirements), and a total of FOUR ACTION for activities. Activities: Possible ACTION (REQUIRED)DISCOVER: CONNECT TAKE 1 1 … 1 … … 2 … … 3 2 … 4 … 3 … 4 … 5 … … 6 … 5 13 … … 14 Brownies two REQUIRED activities first, and Complete choose ONE activity from EACH of the the then CONNECT, and TAKE ACTION categories, for a total of FIVE DISCOVER, activities. Possible Activities: DISCOVER (REQUIRED) ACTION TAKE CONNECT 1 … … 3 3 … … 6 4 DISCOVER … 7 … … … 8 5 … 1 13 … … 6 2 … 15 … 14 … … 4 … 5 … 6 Juniors the two REQUIRED activities first, and then choose ONE activity from Complete of the EACH DISCOVER, CONNECT, and TAKE ACTION (in addition to the required activities, then two additional activities from any category, for a total of SEVEN activities. Activities: Possible DISCOVER (REQUIRED) ACTION TAKE 1 … CONNECT 3 … 4 6 … … DISCOVER … 7 … 5 8 … 2 … 6 … … 9 … 4 … 7 … 5 … 13 … 15 14 … 6 … 4

6 Cadettes ONE the REQUIRED activity first, and then choose activity from EACH of the Complete CONNECT, and TAKE ACTION (in addition to the required starred activities) and DISCOVER, ACTIVITY categories. Then, complete the REFLECTION activity, for OWN a total of YOUR activities. SEVEN Possible Activities: DISCOVER (REQUIRED) ACTION TAKE 7 … … 2 … 3 8 … … 9 DISCOVER 3 … 10 … … 4 … 11 … 5 12 … 6 … … 13 CONNECT … 15 10 … OWN ACTIVITY YOUR … 11 … … REFLECTION … 13 15 … Ambassadors Seniors and Complete activity first, and then choose ONE REQUIRED activity from EACH of the the CONNECT, and TAKE ACTION (in addition to the activities) starred DISCOVER, and required ACTIVITY categories. Then, complete the REFLECTION activity, OWN a total of YOUR for SEVEN activities. Possible Activities: DISCOVER (REQUIRED) ACTION TAKE 7 … … 2 8 3 … … … 9 DISCOVER … 10 3 … … 11 … 4 … 12 … 5 13 … 6 … … 14 CONNECT … 15 … 10 … 11 ACTIVITY OWN … YOUR 12 … … REFLECTION 13 … 14 … 5

7 REQUIRED DISCOVER activities must be completed first). (These 1. Most Beautiful Orange The oranges, markers and stickers, towel or cloth, bowl, plate. Materials: orange for each girl. Give the an markers or stickers to decorate their Have girls Tell the girls you oranges. be having a contest to choose the most beautiful orange. will When the oranges are decorated, place them in a bowl and send them to the judges. orange already peeled. Place the peeled orange one on a plate and cover with a Have towel or cloth. Bring the covered peeled orange to the girls and announce: “We have is chosen beautiful orange!” Then uncover the orange and ask “Whose orange most the we that what matters this?” not on the outside, that inside Explain are all the same, is with the same feelings, needs, etc. 2. Strengths and Weaknesses all unique and have strengths and We weaknesses. are There are some things we can do well and there are other things we don’t do as well as others. Discuss as a troop some examples of strengths and weaknesses. Write up a list of your strengths and weaknesses. up with another girl to compare lists when you are both done. Then, Pair the as a troop. Look for similarities in lists. How did you feel discussing compare lists of your weaknesses? Was it comforting to see that other girls had some of the some on their same lists? things Disability Awareness Quiz 3. Go over the Daisy/Brownie/Junior level Disability Awareness Quiz questions (Resource Guide page 16) with your troop. Lead a small discussion on each question to make sure the girls understand the concept of inclusion. Daisy/Brownie/Junior the troop take the Disability Awareness Quiz Have Guide page 16). Distribute the activity to them to do (Resource individually, but read the questions out loud to them and have use True or False for their response. them When they finish, go over each question and discuss their answers as a troop. (Resource Take the “Disability Awareness Quiz” Guide page 18). Do the activity individually, and check your own answers when finished. Be prepared to discuss each answer with your troop. 6

8 DISCOVER a Book on Inclusion 1. Read the A Inclusion Specialist to check out the book Don’t Call Me Special: First Contact your at , by Pat Thomas. Read it to troop and lead a discussion on topics Look Disability as person ‐ first language (information in the Resource Guide on page 25) such or on special equipment that children with disabilities might use in schools, their home, the There is a brief discussion guide bathroom, etc. located in the back of Don’t Call Me Look First Special: at Disability . A Understanding Differences Color Wheel 2. and plates, crayons paper several mirrors Materials: Have each girl look into a mirror. Ask them, “What do you see? How many different colors you see?” Giving them time to answer, ask, “What colors are your eyes, hair, do skin, clothes, shoes, etc.?” Say out loud two lips, colors that you are wearing today.” (If you do not have mirrors, pair the girls to tell each other the colors they see). Give each to girl large circle or paper plate. Instruct them a divide it into six wedges. Instruct the girls to color each section according to the colors that they observed on just themselves. Have the girls look at the color wheels that they have just created and compare them to the other girls’ wheels. Point out that there are no two exactly alike (if are two that have the same colors, they most likely do not have them there the in places on the wheel.) Emphasize the large variety of colors. One color wheel is same as another. Stress how people are all as very different and that making decisions special someone according to color, shape of eyes, height, weight, ability is wrong. Talk about about our differences make how And that us we have special. in common what us. connects 3. Learn to Sign the Language (ASL) is one of Sign primary forms of communication for American a in America who are Deaf, have hearing impairment, or are people non ‐ verbal. Contact county, local library, Gallaudet University, or the Maryland School for the your one for free. introductory sign language class Deaf observing or taking an about interpreter Another is to arrange for an ASL option or instructor to come and teach some basic signs to your troop. Also, learn the Girl Scout Promise in ASL as a troop (Resource page 43). Guide Including Samuel 4. Contact the Inclusion Specialist to check out the film “Including Samuel” from the Inclusion Resource Center and watch it with your troop. As a group, go over the discussion questions that are included with the checked ‐ out materials. 7

9 5. The Girl Scout Law: Its True Meaning the Girl Scout Law together. Talk what inclusion means and go over each Recite about of the Law and discuss how it is applicable to inclusion. Focus on section the last line of the Law and talk about what it really means to be a sister fellow Girl Scouts. to Disabilities 6. Famous People With Walt Disney ‐ Have the girls talk about their favorite Disney show, movie or ride at a shows, Disney park. Explain that all of those theme movies and rides exist because of one man, Walt Disney. Tell the girls that he had dyslexia and explain to them that dyslexia a is has where an learning individual disability trouble processing written language. As a child, Walt Disney was called slow and as a young adult, he was fired from a Kansas City newspaper for not being creative enough. Have the girls discuss challenges and succeeded. If how him down; he overcame his didn’t let people get he would believe in himself there be no Disney. he didn’t Have the girls take the Celebrity Trivia Quiz located in the Resource Guide (page it reviewing 22). with them, have them research the life and accomplishments of After a person who has (or had) a disability. famous They can share what they have learned with the troop/group in their own creative way (for example, performing a monologue, using or audio aids, or reading fun facts). visual Take the Trivia Quiz in the Resource Guide (page 23) and go over Celebrity the answers as a troop. Research the life and accomplishments of a famous person who have has had) a disability. Share what you (or learned with your troop/group in a creative way of your choice (for using example, a monologue, performing visual or audio aids, or reading out fun facts). 8

10 CONNECT Understanding Color Wheel 1. Differences crayons and several mirrors paper plates, Materials: girl look into a mirror. Ask them, “What do you see? How Have different each many do you see?” Giving them time to answer, “What colors are your eyes, hair, colors ask, lips, clothes, shoes, skin, Say out loud two colors that you are wearing today.” (If etc.? not have mirrors, pair the girls to tell each other the colors they see). Give each do you a large circle or paper plate. Instruct them to divide it into six wedges. Instruct the girl on observed just they according to the colors that girls each color to section that Have girls look at the color wheels the they have just created and themselves. them to the other girls’ wheels. compare Point out that there are no two exactly alike are two that have there same colors, they most (if the likely do not have them in the of on the wheel.) Emphasize the large variety colors. One color wheel is as places same as another. Stress how people are all very different and that making decisions special according to color, shape of eyes, someone height, about weight, ability is wrong. Talk about how our differences make us special and that what we have in common connects us. Famous People That Have a Disability 2. CD Ninth player, iPod, or other multimedia player, Beethoven’s Symphony Materials: ‐ Beethoven a portion of Beethoven’s Ninth (Deaf) Symphony . Ask the girls, “How play this music make you feel?” Talk to does about how this music was written by girls Beethoven, who was deaf at the time he wrote this symphony. Ask the girls, “Can you the music if you couldn’t hear what writing it would sound like?” Talk imagine to girls about feeling music through vibrations on the floor. Have girls see if they can feel the vibrations the change in the music through the floor. and OR Charles or Steve Wonder ‐ (Blind) ‐ If you have Ray access to a piano you might try this activity. Have the girls listen to a piece of music by Ray Charles or Stevie Wonder. Now Ask the piano. the piano. Ask the girls if any of them knows how to play show the girls them if they could imagine learning how to play the piano without being able to see the girls keys. Explain to the that the music they heard at the beginning of this activity was played a person who is blind. by Read a Book on Inclusion 3. the Inclusion Specialist to check out Susan Laughs (about an active girl who Contact wheelchair) by Jeanne Willis or My Friend a Isabelle (a book about a young friend uses who has Down Syndrome) by Eliza Woloson from the Inclusion Resource Center and on read to your troop. Lead a discussion it topics such as person first language (information in the Resource Guide page 25) or on special equipment that children with disabilities might use in schools, their home, the bathroom, etc. 9

11 4. Samuel Including the Contact Specialist to check out the film “Including Samuel” from the Inclusion the and watch it with your Resource troop. As a group, go over Center Inclusion questions that are included with the checked out materials. discussion The Scout Law: Its True Meaning 5. Girl Girl Scout Law together. Talk about what inclusion means and go over each Recite the to of Law and discuss how it is applicable inclusion. Focus on the last line of section the Law and talk about what it really means to be a sister to fellow Girl the Scouts. Work Out a Workout 6. girls choose an activity or game they play at recess or in physical education class Have think of ways they would play these games with girls with different abilities. They and ask a knowledgeable adult who is familiar with disabilities, such as can a physical or special education teacher, for ideas, or use the Girl Scouts game book and adapt a game. Cooking with Awareness 7. a great opportunity This for children to work is together, learn to cook, and learn why some children need to eat foods different from what other children eat, for reasons which include, but are not limited to, allergies, braces, or cultural habits. Talk about and use cooking equipment. Several adaptive important concepts could be other into activities such as counting, cooking patience, taking turns/sharing, incorporated sequencing. Go to http://kidshealth.org/kid/recipes/index.html and some great for recipe ideas. Daily Living 8. Activities of a local school/college or assistive technology provider, and arrange for Contact a professional who works or has worked with people with disabilities to come to a troop bring adaptive equipment. Have meeting the girls try to use some of the and equipment and explain how it helps with disabilities children participate in everyday activities better. Act it Out 9. up girls to act out the scenario given to them for the troop: Pair is your first day in school It with new braces on your teeth a. b. Your best friend tells you that you have big ears class c. are playing softball in gym You and you just struck out. d. The only clean pair of jeans you have to wear to school are too short. Start a discussion with the girls about how they felt while acting these scenarios out, ability. and how everyone should be treated equally, regardless of appearance or 10

12 10. Check Out a Local Service Provider children an that works with adults and/or organization with disabilities. Find out Visit the organization what does, what kinds of services they offer and how they can be a Check the Resource Guide resource. (pages 32 ‐ 42) in the back of this booklet for local service providers and organizations near you. Volunteer 11. with an organization Volunteer works with adults and/or children with disabilities. that If you did CONNECT activity 10, you can arrange to volunteer with that organization, or choose service provider or program. Check the Resource Guide (pages 32 ‐ 42) another back of this booklet for local in service providers and organizations near you. the 12. Interview a Person with a Disability an If you know a person with a disability, ask her/him if she/he will do informational dreams, interview. Ask about her/his hobbies, family, what she/he wants people to know about her/his disability, or if she/he uses any accommodations. Go over the and interview what you have learned from it with troop. your Night at the Theater 13. A troop, As a performance put on by Gallaudet Productions, Maryland School for a attend Deaf, Imagination Stage’s AccessAbility Theatre Program the or contact the Program GSCNC for the performance schedule for TAPIOCA (a local Girl Scout Department at children troupe that performs interactive plays to teach about disabilities and theater issues). other Service Animals 14. Do some research on the internet and discuss with your troop about do, animals are trained, what they can service and how the public should interact how with them. If possible, arrange for someone who trains or uses a service dog to come about and to your troop speak these topics. AND You could look in to possibly training a service animal yourself. Training a even service animal is not required. 11

13 TAKE ACTION 1. Activity Coloring the girls color the picture located in the Resource Guide (page 46). each Have of picture shows and why it’s important to what include all children in Discuss the activities. everyday Make a Schedule 2. http://www.dotolearn.com/picturecards/printcards/index.htm and use the links Go to print use out different Picture Communication Symbols. Have the girls them to to a schedule for the day. Discuss why Picture Communication Symbols are make up for some children to use. important Collection Start a 3. Lions the girls talk to their school about organizing a collection for the Club Have (http://www.lionsclubs.org/EN/index.shtml a service organization ), is known for that individuals who are blind or have a visual impairment. helping Remember, Scouts cannot raise money for Girl other organizations, but there are of other ways you can help! Ask about collecting items that the Lion’s Club plenty need. may 4. Volunteer volunteer for your troop to an with Arrange organization that works with adults and/or children disabilities. Check the Resource Guide (pages 32 ‐ 42) in the back of this with for local service providers and organizations near you. booklet Signing the Girl Scout Promise 5. Using the Guide (page 43) and web resources such Resource as http://www.lifeprint.com Scout necessary, go over the Girl Promise in American Sign , if (ASL) Language your troop. Explain to them why some people might use ASL and with what it is. Have them practice the Promise on their own and with each other, and then sign together as a troop. it AND Have each girl sign it individually to the troop. Playground 6. Plan around the Have girls think about accessible playgrounds ‐ visit this site: http://projects.kaboom.org/FeaturedAccessi blePlayspaces/tabid/20512/Default.aspx . Find and visit an accessible playground in your neighborhood. Use the checklist in the its Resource Guide (pages 30 ‐ 31) to measure accessibility. What is different from other same? playgrounds? What is the 12

14 7. First Language Person Person First Language is located in the Resource Guide on page 25) on (Information each girl carry a notebook around with her for a week and write down when Have notices that person first language is not used. At the end of the week, have girls she look over their notebooks and brainstorm ways that they can help change individually behaviors those around them, with occasional of prompting. Have them conduct the own group discussion of possible ideas for their action. a notebook around with you for a Carry week and write down when person first is not used. At the end of the week, look over the notebook and brainstorm language ways you can help change the behaviors of those around you. Share these ideas that your troop. with Look through your local newspapers, church newsletters, school newspaper, your friends' Facebook™*, MySpace™* websites, blogs to see when college and first language is not used. If you notice that person first language is not being person write a paper or on a website, a letter or e ‐ mail in used out when it was not pointing you how it could have been stated. If and find that your friends are not using used first language, bring it to their attention and person let them know why it is important to it. use * not Scout Council of the Nation’s Capital does Girl endorse this website. Girls must Internet sign Pledge (page 47) before participating in this activity Safety Be a 8. Buddy! a “buddy system” with a girl your own age with disabilities. Go to Form http://www.bestbuddies.org more information on which schools in your area for in the “Best Buddies” program. If your school is not listed, you have the participate to find a buddy through another organization, find an e ‐ buddy at option http://www.ebuddies.org/ ACTION or complete another TAKE , activity instead. Start a Buddy Program 9. Go the “Best Buddies” programs website http://www.bestbuddies.org to and see if your participates in the program. If not, contact the given Program Manager listed on school a for the your area and work with that person to start website chapter for your school. 10. Train a Day for Participate the GSCNC annual, “Program Aide (PA) Training: Working with Girls of in For more information contact the Abilities.” GSCNC Inclusion Specialist at (202) ‐ ALL 237 ‐ 1670, ext. 251. Use Your 11. Voice Record books for people who are blind and people who are dyslexic. Go to involved. for more information on how to get http://www.rfbd.org/support_1.htm 13

15 12. Get into Technology who an Technology Specialist (a person Assistive designs, constructs, and/or Interview assistive devices for people with disabilities) , volunteer at modifies local assistive a program, or see if you can help exchange get one started in your technology community. 13. Physical Barriers Survey A barrier is something that makes it very difficult or impossible for a person physical Locate disability to get into or around a building. with a public building or a GSCNC a Guide campsite use the checklist located in the Resource and (pages 26 ‐ 29) to see if the building you picked is barrier free. If the building you choose does not do very well on the don’t be too surprised. Most buildings have barriers, and barriers can be checklist, you find any physical barriers, how can they be eliminated? changed. Contact the If the building or owner/manager GSCNC Asst. Property Manager to inform him/her of of barriers you found. Calling all 14. Drivers! Many people with disabilities can drive a vehicle like anyone else, but may need special adaptive and instruction to do so. Go equipment to the website www.driver ‐ ed.org and contact the Association of Driver Education for the Disabled (ADED), a professional organization dedicated to maximizing transportation options for those who need them. They can refer you to a local member, who you can talk to about driving options for a person a disability. with The Wonderful 15. of World Therapy Recreational disabilities therapy enable kinds people with of to participate in an Different many activity, enjoyable experience numerous physical benefits. You can try going to and find a local to that offers equine http://www.bcpl.net/~gharris/ther.html organization (horse riding) to individuals with disabilities or therapy check the adaptive program at . Contact them or American Canoe Association http://www.americancanoe.org the organization (try http://www.ncpad.org/lifetime another of for list a organizations) offers another type of recreational therapy to see if that it is possible to visit their center and volunteer for a day. OWN YOUR ACTIVITY What can YOU do to learn more about inclusion? How can you build awareness for others? Pick topic of your choice and use it to design an activity on inclusion. What is the goal of this a you you prefer, activity? may choose from the “Discover, Connect, Take Action” If activities you didn’t do and use it that YOUR OWN activity. as REFLECTION Talk with a parent or adult friend about what you’ve learned through Including ALL Girls. What your favorite activity? What knowledge will was you bring with you throughout your life? If you could express one thing to others about inclusion, what would it be? Choose a way to express your reflections: a paragraph, a poem, music, or a drawing/painting/photo, for example. 14

16 Including ALL Girls Guide Resource 15

17 Daisy/Brownie/Junior Disability Awareness Quiz Level Answer True (T) or False (F) with from can 1. “catch” a disability You someone else. ____ People in 2. cannot play sports. ____ wheelchairs People who talk slow or have 3. learning disability are not smart. ____ a People who are blind 4. can read. ____ People with disabilities don’t have the same 5. feelings as people without disabilities. ___ disabilities People with cannot live by themselves. 6. ____ 7. Everyone who uses a wheelchair is unable to walk. ____ ____ 8. A person with a disability can get a job. 16

18 Daisy/Brownie/Junior Disability Awareness Quiz Level Key Answer can “catch” a You disability from someone else. 1. A disability is not something that you can catch. False 2. in wheelchairs cannot play sports. People False been every sport you think of has adapted so that people in wheelchairs Almost can play! From wheelchair basketball, to sled hockey, to rugby! can 3. People who talk slow or have a learning disability are not smart. or because somebody has problems vocalizing their thoughts False processing certain Just smart. information does kinds mean that they are not of not blind who are 4. People can read. True People who are blind may be able to read with a special kind of alphabet: Braille. not 5. People with disabilities do have the same feelings as people without disabilities. False has feelings. Everyone live with disabilities cannot People by themselves. 6. False There are many people with disabilities who live independently. There also many are people that live by themselves but may have help them with more difficult tasks. someone 7. Everyone who uses a wheelchair is unable to walk. False people are in wheelchairs because their legs Many are too weak to carry them long distances. They may walk for short distances or just for exercise, while some people who use are unable wheelchairs to walk. 8. A person with a disability can get a job. done. A person with a disability can work just as hard as anyone else to get their job True 17

19 Cadette/Senior/Ambassador Disability Awareness Quiz Level with Answer (T) or False (F) True Only can’t walk use people wheelchairs. ____ 1. who You have a friend who has a 2. speech impairment and sometimes you’re not sure what he make things easier, you should To that you understand. ____ said. pretend When you meet someone who is blind or visually impaired, you should introduce yourself to 3. ____ person. that When communicating with people who are deaf or hard of hearing, it is necessary to speak 4. interpreter. ____ an through It’s safe to assume that people with disabilities usually need help. ____ 5. 6. It’s okay to gossip about people who are deaf or hard of hearing because they can’t hear you anyway. ____ People who use wheelchairs can’t anyplace fun. ____ 7. go People with cerebral palsy usually have a 8. disability, too. ____ cognitive People with disabilities want to be 9. just like everyone else. ____ treated 10. When you meet someone with a guide or companion dog, you should make friends with comfortable the first so that the dog is dog with you being nearby. ____ 11. Among other professions, people with disabilities work as stockbrokers, lawyers, doctors and teachers. ____ 12. People with disabilities prefer to hang out with others who have disabilities. ____ 18

20 13. Most public places such as movie theaters, restaurants and ballparks are easy for people wheelchairs to enjoy. ____ who use People with disabilities can’t dance. ____ 14. It’s okay to ask people with disabilities about their disabilities. ____ 15. People with disabilities can 16. in competitive sports. ____ participate own People with disabilities can’t live on their when they grow up. ____ 17. are illnesses to be treated by medical 18. Disabilities in the hope of a cure. ____ professionals 19. People can become disabled at any point in their lives. ____ 20. Many people with disabilities feel their real disability involves problems with the environment rather than problems with their bodies. ____ Wisconsin Used with permission from Easter Seals 19

21 Cadette/Senior/Ambassador Disability Awareness Quiz Level Key Answer who can’t walk people use wheelchairs. 1. Only is it true that many people who use wheelchairs can’t walk, can. While many False disabilities who can walk on their own or with with the aid of braces or a People may tire easily and choose to use a walker wheelchair because it gives them more independence. have You 2. sometimes friend who has a speech impairment and you’re not sure what he a To make things said. you should pretend that you understand. easier, pretend you understand what someone Never saying if you don’t. Instead, False is your to friend ask repeat himself. If you’re still having trouble, make your best guess about what the person is saying and ask if you heard correctly. Occasionally, friend may need to write something down for clarity. your impaired, you meet someone 3. is blind or visually When you should introduce who to that person. yourself True Introductions are always appropriate when meeting new people. When you have friend or acquaintance with vision loss, it is appropriate to simply state your a you see or greet name him/her. “Hi Michelle, its Jane Anderson.” whenever When communicating with people who are 4. deaf or hard of hearing, it is necessary to speak through an interpreter. False some people who are deaf or hard of hearing use sign language, Because read lips and still others use a combination of both, you need to find out how others can best communicate with them. If he or she has an interpreter, it’s perfectly you to use this person, but look at and speak directly to the fine person with the disability, not to the interpreter. The interpreter will stand beside you and interpret as necessary. It’s safe to assume that people with disabilities usually need help. 5. False be Most people with disabilities prefer to independent. When offering help to someone with a disability, always ask first, wait for their response and then ask them the best way to provide the help they need. Don’t feel bad if your help about down. is turned deaf hear can’t they gossip about people who are or hard of hearing because to okay It’s 6. anyway. you False People who are deaf or hard of hearing are just as likely to know they are Even being about as other people would be. talked if they do not hear exactly what’s being said, they will notice. Why be rude? can’t People who use wheelchairs 7. go any place fun. False going People who use wheelchairs may face some architectural barriers when 20

22 out the community, but this doesn’t mean they can’t go anywhere fun. into it’s a reason to check out the places you plan to go ahead of time to see if Instead, are potential problems. Decisions can then be made to work around barriers there to choose another location. or Knowing what to expect ahead of time will make planned activities more enjoyable for everyone. have with cerebral palsy usually People a cognitive disability, too. 8. Cerebral palsy is a disability affecting movement. False cerebral palsy Although affects the motor control center of the brain, does not affect one’s natural it intelligence. 9. People with disabilities want very much to be treated just like everyone else. True with disabilities have said that this, more than anything, is what they People included and treated just want—to like everyone else. be When you 10. someone with a guide or companion dog, you should make friends meet with the dog first so that the dog is comfortable with you being nearby. before should always meet the False You their dog. Guide and companion person dogs are working and should not be disturbed. As you are getting to know the person, you can ask about the dog, and ask to be introduced. people 11. Among other professions, lawyers, with disabilities work as stockbrokers, doctors teachers. and People disabilities are involved in a with full range of professions. True People with disabilities prefer to hang 12. with others who have disabilities. out False is usually based on common Friendship interests and activities, not on or not a person has a disability . whether are places such as movie theaters, restaurants and ballparks Public easy for people who 13. wheelchairs to enjoy. use Although the Americans with Disabilities Act calls for public places to be False is to people who use wheelchairs, the fact that there are still many places accessible are wheelchairs difficult for people who use that to navigate. When you make plans with with a disability, possible architectural barriers should someone considered. be with 14. disabilities People can’t dance. False and Most people have their own styles of dancing, people with disabilities are no different. 15. It’s okay to ask people with disabilities about their disabilities. True important is how you ask. What’s ask, “What’s wrong with you?” Don’t Instead, learning more about a person’s disability should be a part of getting to know each other. Even then, some people may be willing to answer questions, their wishes. others may choose not to. Be sensitive to and respect while 21

23 16. with disabilities can participate in competitive sports. People True with sports are as important to people disabilities as they are to Competitive without. Having a physical, sensory or cognitive disability does those not necessarily preclude involvement in individual or team sports. People with play tennis and racquetball, race disabilities in 10Ks and marathons and ski, everyone like just that other sports. Keep in mind, though, of dozens in participate while people with disabilities love sports, others just aren’t interested. else, some 17. with physical disabilities can’t live on People their own when they grow up. False With adapted housing, personal assistants, accessible transportation and available most people with physical disabilities can employment, and do choose to live independently. 18. Disabilities are illnesses to be treated by medical professionals in the hope of a cure. Disabilities are not the sick, same as illnesses. People with disabilities are not False and are seeking acceptance and inclusion rather than a ‘cure’. most can become disabled at any People time in their lives. 19. True People can be born with a disability or the disability may come after birth, the illness, age or an accident. Statistics show that during their of lifetime, 50 % result a will experience people disability. of 20. Many people with disabilities feel their real disability involves problems with the environment than problems with their bodies. rather productivity, True barriers limit participation, Architectural and independence. For instance, if a person who uses a wheelchair is offered a job that they cannot accept of because it is located on the second floor a building without an elevator, the real problem and obstacle is that there is no elevator. 22

24 Celebrity Trivia in famous noted in this quiz all had something people common. Each of them found ways The accommodate her/his disability and to excelled in her/his chosen profession. greatly choices for the answers: Your Bob Dole a. Tom Cruise b. Disney c. Walt Cher d. e. Williams Robin Charles f. Dickens Carly Simon g. Franklin Delano h. Roosevelt Willis i. Bruce Wonder j. Stevie This celebrity earned very poor grades and was labeled slow in school. Went on to produce 1. cartoons for family and entertainment. ____ movies This actor learns lines by listening to audiotapes because dyslexia makes reading difficult. ____ 2. lines actor has to practice speaking 3. This because of stuttering. ____ This comedian/actor is always moving about because of ADHD. ___ 4. This politician hid the residual effects of polio from the public. ____ 5. This singer started to sing because that was the only time stuttering wasn't a problem. ____ 6. famous writer 7. This epilepsy. ____ had 8. This politician became paralyzed on the right side after being struck by a shell in WWII. ____ This singer/actor has struggled with a lifelong learning disability. ____ 9. 10. This singer has a visual impairment. _ __ 23

25 Celebrity Answer Key Trivia This celebrity earned very poor grades and was labeled slow in 1. school. Went on to produce movies and cartoons for family entertainment. c. Walt Disney 2. This actor learns lines by listening to audiotapes because dyslexia makes reading difficult. b. Cruise Tom because lines of stuttering. speaking This actor has 3. practice to i. Bruce Willis This comedian/actor is always moving about 4. because of ADHD. e. Robin Williams the 5. This politician hid residual effects of polio from the public. h. Delano Roosevelt Franklin 6. This singer started to sing because that was the only time stuttering wasn't problem. a Simon g. Carly This famous writer 7. had epilepsy. f. Charles Dickens 8. This politician became paralyzed on the right side after being struck by a shell in WWII. a. Bob Dole 9. This singer/actor has struggled with a lifelong learning disability. d. Cher impairment. visual a has This 10. singer Wonder j. Stevie 24

26 Person Language First personal characteristics. Mary is a child who likes to swim. Joan is a child who has Everybody to play basketball and has epilepsy. We are all different. Some of us wear eyeglasses to likes learn see. Some people are short help some people are tall. We all look different and us and differently. We should all be remembered, not for our limitations, but for our accomplishments This is what makes us who and we are and what makes everyone abilities. special. Important etiquette to keep in mind when talking about and/or getting to know someone with a disability: • Don’t label with disabilities as a large group—“the disabled.” A better way people to refer to such a large group to say, “people with disabilities.” is • Speak about the person first, then, if necessary, the person’s disability. A girl’s disability needs to be mentioned if she needs only special consideration or action to accommodate it. • Emphasize a person’s abilities, not disabilities (ex. If asked about Katie, describe her as as enthusiastic and smart; not person with autism.) your • Do not base to opinion of a person solely on their disability; get know the whole person. Always let a person • a disability speak for herself himself. If a girl is not able to with or for herself, either she or her personal assistant will let you know that. If speak you want to know about her disability, ask her, not the person standing next to her! And if she doesn’t want her to talk about her disability, wish and don’t keep asking. honor Language” First “People of Examples Instead of: Say: handicapped the disabled. The or People with disabilities. She’s retarded. Suzie has a cognitive disability. She’s autistic. autism. Kate has Down’s; person Down's a She’s syndrome. Down has Jennifer disabled. She’s learning disability. Sara has a learning She’s a quadriplegic/is crippled. Sharon a disability. physical has She’s a dwarf/midget. of is Mary a little stature/she’s person. short She’s bound. wheelchair/wheelchair a to confined uses a wheelchair. Nora Tonya has a developmental delay. delayed. She’s developmentally her Vanessa communicates with eyes/device/etc. verbal. non is Vanessa ‐ has a brain injury. Claire is Claire damaged. brain Children without disabilities. Normal/healthy/typical children. term the use to OK never is term, popular a is it though Even Note: it “retarded”. 25

27 Barrier ‐ Building Survey Free Parking … an adequate number of parking spaces? … 1. there No Is Yes of Spaces Given #of Accessible Out 1 to For 25 1 space ‐ 50 2 spaces For 26 51 75 3 spaces ‐ For 76 ‐ 100 For spaces 4 Comments: ____________________ ____________________ ____________________ ___________________ Is the parking close to the building? … Yes … No 2. Comments: ____________________ ____________________ ___________________ ____________________ Is the minimum parking space width at least 3. ft? … Yes … No 8 Comments: ____________________ ____________________ ____________________ ___________________ Is the parking surface and/or drop ‐ off area at bus stops smooth, firm, non ‐ slip, and at the 4. there a ramp to main routes? … is Yes … No curb Comments: ____________________ ____________________ ____________________ ___________________ Does the 5. accessible route from parking or bus stops to building have a width of at least 5 ft, and a firm surface with no steps? … Yes … No have Comments: ____________________ ___________________ ____________________ ____________________ ramp External Is it possible to reach the 1. without using steps? … Yes … No entrance Comments: ____________________ ____________________ ____________________ ___________________ 2. Is the minimum width of the ramp at least 3 ft? … Yes … No Comments: ____________________ ___________________ ____________________ ____________________ Are there handrails on each side of the ramp 3. to the building? … Yes … No Comments: ____________________ ____________________ ____________________ ___________________ Entrances and internal doors 1. Is the door opening at least 3ft for entrances and 2.6 ft for internal doors? … Yes … No Comments: ____________________ ____________________ ____________________ ___________________ 26

28 2. there adequate free space on both side of the doors (related to the type of approach, on Is … pull and push sides)? Yes … No both the Comments: ____________________ ___________________ ____________________ ____________________ Are the door handles less than 3 ft in height 3. easy to grip? … Yes … No and Comments: ____________________ ____________________ ____________________ ___________________ Corridors 1. Are there sufficient and continuous wide areas for wheelchair maneuvering in the corridor/hallway? Yes … No … Comments: ____________________ ____________________ ____________________ ___________________ 2. Is there an absence of obstacles in the circulation path in the corridors/hallways? … … No Yes Comments: ____________________ ____________________ ____________________ ___________________ 3. Is there a guide strip along the corridor/hallway? … Yes … No Comments: ____________________ ____________________ ___________________ ____________________ there an absence of steps and abrupt changes in Is level in the corridor/hallway? 4. … Yes … No Comments: ____________________ ____________________ ___________________ ____________________ floor the corridor/hallway have a firm, non ‐ slipping and even 5. Does surface? … Yes … No Comments: ____________________ ____________________ ____________________ ___________________ 6. Is the floor color contrasted with wall color? … Yes … No Comments: ____________________ ___________________ ____________________ ____________________ Elevators Does each floor have adequate landing areas off 1. of the elevator? … Yes … No Comments: ____________________ ____________________ ____________________ ___________________ 2. Is the height of the elevator call button less than 4.2 ft and at least 1.3 ft from the adjacent wall? … Yes … No Comments: ____________________ ____________________ ____________________ ___________________ 27

29 3. there both visual and a Braille indicator of the floor level adjacent to call buttons and Are elevator? … Yes … No opposite the Comments: ____________________ ___________________ ____________________ ____________________ Is the opening of the elevator doors at 4. 2.6 ft? … Yes … No least Comments: ____________________ ____________________ ____________________ ___________________ 5. Is the elevator car at least 3.6 ft x 4.3 ft? … Yes … No Comments: ____________________ _______________ ____ ____________________ ____________________ Does the elevator control panel have embossed numbers, contrasted 6. colors and Braille indicators? … Yes … No Comments: ____________________ ____________________ _________________ _________________ _____ of Does the elevator have an audible and a visual signal at arrival 7. each floor? … Yes … No Comments: ____________________ ____________________ _________________ _______________ _______ Stairs 1. Are the stairs at least 3ft wide? … Yes … No Comments: ____________________ _________________ _ ____________________ _______________ there adequate landing areas between 2. flight of stairs? … Yes … No Are each Comments: _________________ _________________ ________________ ___ ____________________ ½ the rising steps on the stairs no higher than 3. Are ft? … Yes … No Comments: ____________________ ____________________ _______________ __________________ 4. Do the stairs have extended, easy to grip, and continuous handrails on both sides of the … stairs an approximate height of 3ft? … Yes with No Comments: _________________ ________________ ____________ _________________ ___________ Toilets 1. Are the toilet stalls at least 4.9 ft x 4.9 ft? … Yes … No Comments: ____________________ _________________ _________________ ______________ _____ 2. Does the stall door open outwards? … Yes … No Comments: ______ _________________ _________________ ________________ _________________ 28

30 3. Is there space for a complete turn with wheelchair outside of the stall? … Yes … No Comments: _________________ ________________ ______________ _________ _________________ Is the height of the toilet seat approx. 1.5 4. … Yes … No ft? Comments: _________________ _________________ ____________________ ____ _______________ 5. Are there grab bars (approx. 3 ft in height) on the adjacent wall of the toilet in the accessible bathroom … Yes … No stall? Comments: _________________ _________________ _______________ ____________________ ____ 6. Is there a lever ‐ type flush control fixed towards the side of the toilet that has space for a Yes wheelchair transfer? … … No Comments: ____________________ _________________ _____ _________________ ______________ Sinks Are there lever ‐ type faucets? … Yes 1. No … Comments: _________________ _______________ ____________________ ____________________ _ Is the accessible sink for wheelchair uses between 2.6 and 2.7 ft? Are the other sinks around 2. … … Yes No ft? 3 Comments: _________________ _________________ _______________ ____ ____________________ accessible 3. there free knee space and free toe space under the Is sink for a wheelchair user? No … Yes … Comments: ____________________ _________________ _______________ _ ____________________ Are the paper towel, soap dispenser, hand dryer between 4. 3 ft from the floor? … Yes … No Comments: __________ _________________ _________________ ________________ _____________ 29

31 Center Creative Play® for Accessible a Universally Creating Playspace for Checklists reputable manufacturers will All meet ADA (Americans with Disabilities Act) requirements. Here is help list of suggestions to be truly warm and welcoming to ALL members of your community. a When Planning people with disabilities and/or … parents Include who are raising children with on your committee disabilities children with a variety of disabilities Include in your design and build days … children who use mobile devices For … poured in ‐ place surfacing Use ramps a maximum slope of 1:20 … paths and Use on … Incorporate frequent areas resting on ramps for … Install as many ramps as your budget allows (instead of transfer systems) each other, pass or a child and ramps for two wheelchairs to … Provide enough width on paths to pass a wheelchair For children with sensory integration disorders Provide spaces where … noise is muffled … Outdoors: Include a playhouse or tree house painted with calming colors … include a quiet space with white mats or pillows, calming music, a vestibular swing, Indoors: fiber optic lights and/or children with visual impairments For Post frequent, easy ‐ to ‐ locate signs that incorporate large ‐ print words, Braille, and pictures … your playspace well ‐ lit … Keep plenty of space between structures … Provide Keep pathways clear, and make sure obtrusions … changes can be detected with a cane and … Add auditory to your elements playspace, like music and toys that make sounds … tactile stimulation, such as sand and water areas Provide texture changes to define different … play areas Use with For hearing impairments children … (but not Use over ‐ stimulating) colors bright … Use colors, symbols, and many signs to signify meaning and place toys … plenty of tactile Include and play structures For children with cognitive impairments Design for “safety first” … … Use color ‐ coded pathways abilities … Install equipment and activity panels challenging to different 30

32 Playgrounds are great places for gross motor activities. You can greatly improve your playground by areas for diverse play activities. Also include more than one way to access including (like ramps, places The a rope ladder). stairs, following are some our favorite suggestions. and Quiet Play playhouses, tree houses, lofts … (places Install children feel cozy and “hidden”) … Include lots of tunnels, crawlspaces, cubbies, and caves Pretend Play theater ‐ like spaces like grocery … doctor’s Install offices, fire engines (include dress ‐ stores, up clothes) … Paint street lines onto the surface of your playspace and road signs onto wall and fences windows) … Install accessories on large structures (such as steering wheels, gauges, Fine Motor Activities … Provide sand studios and art panels shapes, … Install activity panels with textures, sounds, patterns, and puzzles … accessible sand diggers Provide foam outdoor toy boxes or storage cubbies, filled with and plastic blocks … Incorporate and Proprioceptive Play Vestibular Install merry ‐ go ‐ rounds and playground spinners … … accessible swings Provide spring rockers … Provide Install vertical and horizontal climbers (challenging a … range of disabilities) … Install climbing walls, “rocks”, and “mountains” … Create obstacle courses out of plastic cones and hoops Sensory Play reach wind chimes within easy Include … Install talk tubes … Install … tables and splash pads water … Include an elevated box sand Nature Play … Plant nature throughout with plenty of colors and textures and … Shade your playspace with trees and bushes (pay attention to bark texture leaf sounds in the wind) … Incorporate bird feeders and fish ponds Kaboom! Used with permission from 31

33 National Agencies and Organizations Disability Kinds of Minds All www.allkindsofminds.org Kinds of Minds is a non ‐ profit that helps students who struggle with learning All Institute improve their success in school and life by measurably programs that integrate providing educational, scientific, and clinical expertise. with Association of People Disabilities (AAPD) American http://www.aapd.com disability AAPD largest national nonprofit cross ‐ is member organization in the United the States, dedicated to ensuring economic self ‐ sufficiency and political empowerment for the other more 50 million Americans with disabilities. AAPD works in coalition with than disability organizations for the full and enforcement of disability implementation nondiscrimination laws, particularly the Americans with Disabilities Act (ADA) of 1990 and the Act of 1973. Rehabilitation Disability Association American www.adanet.org An information and knowledge resource to help people with disabilities develop and deliver their unified message. Arc of the U.S. www.thearc.org the The Arc of United States works to include all children and adults with cognitive, intellectual, developmental disabilities in every community. and Center on Families and Disability Beach www.beachcenter.org teaching, Through technical assistance, service and collaborations with those research, and entities dedicated to the same ends, the Beach Center on Disability makes individuals a significant and sustainable difference in the quality of life of families and individuals affected disability and of those who are closely by involved with them. Best Buddies http://www.bestbuddies.org Best Buddies ® is a nonprofit 501(c)(3) organization dedicated to enhancing the lives of one people intellectual disabilities by providing opportunities for one ‐ to ‐ with friendships and integrated employment. Children's Defense Fund www.childrensdefense.org The mission of the children's defense fund is to Leave No Child Behind and to ensure every a child a healthy start, a head start, a fair start, safe start, a moral start in life and successful communities. passage to adulthood with the help of caring families and 32

34 The for Citizens with Disabilities (CCD) Consortium www.c ‐ d.org ‐ c for Citizens with Disabilities is a coalition of approximately The national Consortium 100 working together to advocate organizations national public policy that disability for the self determination, independence, ensures integration and inclusion of empowerment, children and adults with disabilities in all aspects of society. Exceptional Children Council (CEC) for www.cec.sped.org Council for Exceptional Children (CEC) The improves educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. CEC advocates for standards, appropriate policies, sets professional provides continual governmental development, advocates for newly and historically underserved individuals professional and helps professionals obtain conditions and exceptionalities, resources necessary with for effective professional practice. is Natural Web Site Disability http://www.disabilityisnatural.com/ created Disability is Natural web site was The by BraveHeart Press, the family ‐ owned business of Kathie Snow. The mission of this site is to encourage new ways of thinking about disability and to help create a society in which all people are valued and included. Disabled Sports USA http://www.dsusa.org/ 1967 national 501(c)(3), organization established in nonprofit, by disabled Vietnam A to veterans serve the war injured. DS/USA now offers nationwide sports rehabilitation to anyone with a permanent disability. Activities include winter skiing, water programs sports, and winter competitions, fitness and special sports events. Participants summer with visual include those amputations, spinal cord injury, dwarfism, multiple impairments, sclerosis, cerebral palsy, and other neuromuscular head and orthopedic conditions. injury, Easter Seals www.easterseals.com Easter Seals is the largest non ‐ profit disability service provider for children and adults in the United Through over 450 sites across the country (including camping and States. programs) and inclusive day care programs Easter Seals provides exceptional recreation services to ensure that people living with autism and other disabilities have equal live, learn, work and opportunities play. to Educational Resource Information Center (ERIC) http://www.eric.ed.gov is a national information system ERIC by the U.S. Department of Education's funded resources. Institute of Education Sciences to provide access to education literature and 33

35 Education Organizations Directory (EROD) Resource http://wdcrobcolp01.ed.gov/Programs/EROD/ site is designed to help pursue the President's initiatives and to ensure This equal access to to promote educational and for all Americans. education excellence HEATH Resource Center The http://www.heath.gwu.edu HEATH Resource Center is the national clearinghouse on postsecondary education for The disabilities. The individuals serves as an information exchange about with clearinghouse educational support services, procedures, adaptations, and opportunities at American campuses, vocational ‐ technical schools, and other postsecondary training institutions and centers. Clearinghouse gathers and disseminates information to help people with The their disabilities potential through postsecondary education and reach training. full All Kids Site Including Web www.includingallkids.org The IncludingAllKids.org Web site is part of the Beyond Participation project sponsored by The The Electric America Foundation (MEAF). Mitsubishi project's goal is to increase inclusion of young people with disabilities in community youth organizations. Kids Included Together (KIT) www. Kitonline.org that KIT is a registered 501(c)(3) non ‐ profit organization founded was in San Diego, California 1997. The mission of Kids Included Together is to support recreational, child in and youth development programs that include children with and without development, the KIT's goals are to enrich lives of all who disabilities. participate and to increase of acceptance understanding disabilities as a natural part of life. and LD OnLine Web Site www.ldonline.org reach seeks to help LD and adults OnLine their full potential by providing accurate children and up ‐ to ‐ date information and advice about learning disabilities and ADHD. The site features of helpful articles, multimedia, monthly columns by noted experts, first hundreds person children’s writing and artwork, a essays, comprehensive resource guide, very active forums, and a Yellow Pages referral directory of professionals, schools, and products. International LightHouse www.lighthouse.org For more than 100 years, the Lighthouse has been helping people remain productive and independent through the unique synergy of vision rehabilitation services , education , research advocacy. , prevention and 34

36 Lions Club http://www.lionsclubs.org and an international network of 1.3 million men and women in 202 countries Lions are who work together to answer areas the needs that challenge communities geographic a in participate Lions , blindness end preventable working for Known world. the around to cleaning of projects important to their communities. These projects range from vast variety providing parks to up supplies to victims of natural disasters local . National Association The the Deaf for http://www.nad.org As a nonprofit federation, the mission of the NAD is to preserve, protect, and promote the civil, and linguistic rights of deaf Americans. The advocacy scope of the NAD is human, the the breadth of broad, a lifetime and impacting future generations in covering areas of early intervention, education, employment, care, technology, telecommunications, health youth leadership, and more. The NAD is headquartered in Silver Spring, MD. National Association for Parents of Children with Visual Impairments (NAPVI) www.spedex.com/napvi/ NAPVI is a national organization that enables parents to find information and resources for their children who are blind or visually impaired, including those with additional disabilities. NAPVI leadership, support, and training to assist parents in helping children reach provides potential. their Center for the Dissemination of Disability Research National http://www.ncddr.org in 1995, the NCDDR Established research, technical assistance and performs activities focusing on the dissemination and utilization of disability research demonstration the National Institute on Disability and Rehabilitation Research (NIDRR). by funded Center for Education in Maternal and Child Health National www.ncemch.org National Center for Education in The and Child Health provides national Maternal the to maternal leadership and child health community in three areas ‐‐ program development, and state ‐ of ‐ the ‐ art knowledge ‐‐ to improve the health and well ‐ education, the being nation's children and families. of The National Clearinghouse on Disability Exchange and www.miusa.org/ncde / NCDE staff attend many conferences and meetings across the country and often meet staff from chapter/council/regional/member offices. About 90% your of the time, these individuals are not aware of MIUSA or NCDE and their organization's important role as an NCDE Roundtable Consortium Member. 35

37 National on Disability Council www.ncd.gov overall is to promote policies, programs, purpose practices, and procedures that NCD's guarantee opportunity for all individuals with disabilities and to empower individuals equal disabilities to achieve economic self ‐ sufficiency, independent living, and inclusion and with into all aspects of society. integration Living on Independent Council National http://www.ncil.org/about.html National Council on Independent Living is the longest ‐ running The cross ‐ disability, national grassroots organization run by and for people with disabilities. Founded in 1982, NCIL represents thousands of organizations and individuals including: Centers for Independent Living Statewide Independent Living Councils (SILCs), individuals with disabilities, (CILs), organizations that and other for the human and civil rights of people with advocate disabilities the United States. throughout and Early Childhood The Transition Research National Training Center (NECTC) http://www.ihdi.uky.edu/nectc/ The Center's Mission is to examine factors that promote successful transitions between infant/toddler preschool programs, and public school programs for programs, young children with disabilities their families. and National Federation of the Blind www.nfb.org NFB is the nation's largest and most influential membership organization of blind persons, states with affiliates in all fifty plus Washington D.C. and Puerto Rico, and over seven hundred chapters. The purpose of the NFB is two ‐ fold—to help blind persons achieve local collective ‐ and self ‐ respect and to act as a vehicle for self ‐ expression by the self confidence services Special the blind. of include: A Materials Center containing over eleven NFB blindness of literature about hundred and four hundred different adaptive aids and pieces Blind for the ‐ the world's appliances; Center the International Braille and Technology and center largest most complete evaluation and demonstration and for all speech and Braille. National Information Center for Children and Youth with Disabilities www.nichcy.org provides is the national information center that information on disabilities and NICHCY ‐ related issues. Anyone can use the services ‐ families, educators, administrators, disability and NICHCY's special focus is children students. youth (birth to age 22). journalists, Organization on Disability National www.nod.org Disability of the National Organization on The mission (N.O.D.) is to expand the participation and contribution of America's 54 million men, women and children with disabilities in all aspects of life by raising disability awareness through programs and information. 36

38 National for Rare Disorders (NORD) Organization www.rarediseases.org National Organization for Rare Disorders (NORD) The is a unique federation of voluntary organizations dedicated to helping people with rare "orphan" diseases and assisting health organizations that serve them. NORD is committed to the identification, treatment, the of and rare disorders through programs of education, cure advocacy, research, and service. Project Evolve www.uvm.edu/~cdci/evolve/ The Project evolve model is a team planning process that relies on an adaptation of validated ‐ solving methods. The model addresses an important need of national problem evaluation the development, implementation, and significance, of alternatives to namely with current practices to support students service disabilities in general education delivery classes. Special Olympics http://www.specialolympics.org organization* is an international nonprofit Special Olympics dedicated to productive and respected members of society through sports training and competition. Special Olympics to empower individuals with intellectual disabilities become physically fit. Special Olympics offers children and adults with intellectual disabilities year ‐ round training and competition 30 Olympic ‐ type summer in winter sports . and TASH www.tash.org is an international association of TASH with disabilities, their family members, people advocates, and professionals fighting for a other in which inclusion of all people in society all aspects of society is the norm. Traumatic Injury (TBI) Technical Brain Assistance Center www.nashia.org The goal of the Federal TBI Program is to improve and expand services and supports for individuals TBI of all ages and to extend knowledge of with TBI and research in the field. VSA Arts http://www.vsarts.org VSA arts is an international, nonprofit organization founded in 1974 by Ambassador Jean all Kennedy to create a society where Smith people with disabilities learn through, participate in and enjoy the arts. VSA Arts is an affiliate of the John F. Kennedy Center for Arts. the Performing 37

39 Volunteer ‐ D.C. Washington Opportunities Enables Art ‐ 0957 Phone: (301)593 Avenue, NE 411 New York FAX: (301)593 ‐ 0576 20002 Washington, DC www.ddamaryland.org/bsi.htm ‐ 9455 Phone: (202)554 www.art ‐ enables.org Center, Children's National (NCC) Inc. SE Ave, Jr. King, Luther Martin 3400 DC 20032 Washington, Sisterhood The Brotherhood And 4900 (Early ‐ (202)279 Phone: International Intervention) 2509 Street, 22nd NE (202)561 7280 (SE School) ‐ DC 20018 Washington, http://www.nccinc.org/ ‐ Maryland Volunteer Opportunities Abilities Network Ardmore Inc. Enterprises, Road LaSalle 8503 3010 Vista Road Lottsford Suite 1103 Mitchellville, Maryland 20721 21286 Towson, MD (301)577 2575 ‐ Phone: 7700 ‐ (410)828 Phone: FAX: (301)731 ‐ 4551 ‐ 1 Free: Toll ‐ 2523 492 ‐ 800 www.ardmoreenterprises.org 7708 ‐ FAX: (410)828 www.abilitiesnetwork.org Community Open Benedictine Program of Arc Montgomery County 11600 Street Nebel Benedictine 14299 Lane Ridgely, Maryland Rockville, 20852 21660 MD Phone: (301)984 2112 ‐ (410)634 Phone: ‐ 5777 FAX: FAX: ‐ 2640 (301)816 ‐ 2429 (410)634 (301)881 E 1548 ‐ mail: TTY: [email protected] ‐ http://www.benschool.org www.arcmontmd.org Inc. Maryland Buddies Best Arc Of Prince George's County, MS 210 Suite 47, ‐ St. Boston 3500 1401 McCormick Drive Maryland 21224 Baltimore, Largo, Maryland 20774 Phone: Phone: 7050 ‐ (301)925 (410)327 ‐ 9812 ‐ 4387 FAX: 9816 (301)925 FAX: (410)327 ‐ www.bestbuddies.org www.thearcofpgc.org Southern Inc. Maryland, Arc Inc. Of Caroline Center, 460 Box O. P. Street, School 12061 268 Merrimac Court P.O. Ridgely, 1860 Box MD 21660 Frederick, Prince 20678 Maryland Phone: 1 ‐ 800 ‐ 863 ‐ 2102 2413 ‐ (410)535 Phone: 2653 ‐ (410)634 FAX: FAX: (410)535 ‐ 1314 www.carolinecenterinc.net http://www.arcsomd.org/ 38

40 For Enrichment Inc.* eMerge, The Center Life P. Road Rumsey 9180 O. Box 610 Road Three D2 Suite Notch 25089 Hollywood, 20636 Maryland Columbia, Maryland 21045 Phone: (410)884 ‐ 4420 8100 ‐ (301)373 Phone: FAX: ‐ (410)884 FAX: 4425 (301)373 ‐ 3019 www.emergeinc.org www.tcle.org Services Lives People's Changing Family Foundation, Inc.* th 5301 204 Redland Court, 76 Suite 500 Avenue Maryland 21117 Owings Mills, Maryland Landover, 20784 7800 ‐ (410)581 Phone: 2121 1 Free: Toll 888 ‐ ‐ (301)459 Phone: ‐ 2800 259 ‐ Toll Free: 1 ‐ 877 ‐ ‐ 7505 333 (410)581 0036 FAX: ‐ TTY: (301)731 ‐ 6141 http://www.cplcares.org 0675 FAX: (301)459 ‐ www.fsfinc.org Social Center For Change Of Citizenship Full Maryland Drive Amberton 6600 Elkridge, Road Queensbury 4415 MD 21075 6789 ‐ (410)579 Phone: 20737 Maryland Riverdale, (301)209 800 ‐ Phone: 269 ‐ 0383 Toll 1 Free: ‐ 0696 ‐ Fax: ‐ (301)209 1201 ‐ 0699 FAX: (410)796 www.centerforsocialchange.org Foundation Jewish Group Homes for 6010 Executive Blvd. Suite 800 Maryland / Intervals Chimes Rockville, Maryland 20852 ‐ 4816 4814 Drive Seton ‐ Phone: (301)984 3839 Maryland Baltimore, 21215 TTY: 3449 ‐ (301)984 (410)358 ‐ 6677 Phone: FAX: 4712 ‐ (301)770 1747 FAX: (410)358 ‐ www.jfgh.org www.chimes.org Community Services Maryland,Inc. of For Autistic Jubilee Association Avenue Adults 10408 and Children Montgomery Kensington, Maryland 20895 CSAAC East Village 8626 ‐ (301)949 Ave., 8615 Phone: FAX: 20851 ‐ Montgomery Village, 4628 Maryland (301)949 www.jubileemd.org 2220 ‐ (240)912 Phone: 2258 ‐ 1 ‐ 800 TTY: 735 ‐ 9384 ‐ (301)926 FAX: http://www.csaac.org 39

41 Inc. LIFE, Rehabilitation Opportunities, Inc. 2822 Hollins Ferry Road Way 5100 Philadelphia Maryland 21230 Baltimore, Maryland 20706 Lanham, Phone: (410)735 5433 ‐ 4242 (301)731 Phone: ‐ TTY: 2258 ‐ 735 ‐ 800 ‐ 1 ‐ 4191 (301)731 FAX: FAX: 5431 ‐ (410)735 http://www.roiworks.org http://www.lifeinc.org Foundation Creek Rock Drive, Orchard Plum 12120 Community Maryland Suite Connection B Suite Road Maryland Spring, Silver Landover 6490 , A9 20904 Phone: Landover, Maryland 0900 20785 (301)586 ‐ Telephone: (301)583 ‐ ‐ (301)572 TTY/TDD: 0358 5062 FAX: ‐ 8724 TTY: 711 (MD (301)587 Relay Service) FAX: www.thesantegroup.org (301)583 ‐ 0359 www.marylandcommunityconnection.org SecureCare Ltd. Services, Mentor Maryland Suite 12301 Pike, Columbia Old 106 Executive Drive 5720 Silver MD Spring, 20904 1757 ‐ 21228 Maryland Baltimore, Phone: (301)625 ‐ 2406 Phone: 5055 ‐ (410)944 ‐ 9789 FAX: (301)625 FAX: (410)944 ‐ 5581 SEEC Community MedSource Inc. Services, 8905 Suite Road, Fairview 200 2090 1E Suite Drive, Farm Old 20910 Silver Spring, Maryland 21702 Maryland Frederick, (301)576 Phone: 9000 ‐ (301)631 Phone: ‐ 6901 ‐ FAX: 9008 (301)576 1 ‐ 800 ‐ 735 ‐ 2258 TTY: 1 ‐ 888 ‐ 399 ‐ 7332 Toll Free: FAX: (301)631 ‐ 6905 http://www.seeconline.org Training Melwood Horticultural St. Mary's Resource County Center Coordination Dower 5606 House Road 21580 Peabody Street Upper Marlboro, Maryland 20772 Leonardtown, 20650 Maryland Phone: (301)599 ‐ 8000 Phone: ‐ 4389 (301)475 TTY: (301)599 ‐ 5907 FAX: ‐ 4350 (301)475 1138 FAX: ‐ (301)870 www.smchd.org http://www.melwood.com Maryland of REM Inc. Center, Dell Spring Drive Executive 5720 6040 Radio Station Road 21228 Baltimore, MD La Plata, Maryland 20646 Phone: (443)543 ‐ 2144 ‐ 4561 Phone: (301)934 www.thementornetwork.com FAX: (301)870 ‐ 2439 Address: Web www.springdellcenter.org 40

42 Volunteer Opportunities – Northern Virginia Central Fairfax Services (CFS) Inc. Opportunities, Has Citizen Every Drive Commercial 6860 (ECHO) Springfield, 22151 VA Box P.O. 2277 0900 354 ‐ (703) Phone: ‐ Leesburg, 20177 VA FAX: (703) 0008 ‐ 354 ‐ ‐ (703) Phone: 2100 779 http://www.centralfairfaxserv.org http://www.co.loudoun.va.us/mhmr/mr .htm Cooperative Employment Program, Department of Rehabilitative Employment ICON Services (ICON) Services 1240 North Pitt Street, Suite LL Suite 300 Boulevard, Fairfax 11150 22314 Alexandria, VA 22030 VA Fairfax, (703)548 Phone: ‐ 4048 ‐ Phone: (703) ‐ 359 1124 (703)548 FAX: 0198 ‐ ‐ TTY: (703) 359 ‐ 1126 http://www.iconservices.org Chimes Job Discovery, Inc. 103 Road, Pender 3957 Suite 10345 A Democracy Lane ‐ VA 22030 Fairfax, VA Fairfax, 22030 703.267.6558 Phone: 0041 Phone: (703)385 ‐ 1.888.CHIMES4 http://www.jobdiscovery.org FAX (703)267 ‐ 9684 http://www.chimes.org MVLE 7420 110 Suite Road, Fullerton 22153 VA Springfield, Inc . Didlake 3900 ‐ (703)569 Phone: 8621 Breeden Avenue 20110 http://www.mvle.org VA Manassas, (703) ‐ 361 4195 Phone: FAX: ‐ 369 7141 (703) Day St. Program Coletta Support http://www.didlake.com 207 South Peyton Street Alexandria, VA 22314 TRON Inc. ‐ E Systems, 6940 ‐ 438 (571) Phone: 9406 ‐ F Gunston Cove Road (571) FAX: 438 6949 ‐ Lorton, 22079 VA http://www.stcoletta.org 690 ‐ 2731 Phone: (703) 690 ‐ 6005 FAX: (703) Community St. Johns Inc. Services, http://members.aol.com/etronsys/index Turnpike, 404 7611 Little River Suite Annandale, VA 22003 .html Phone: (703) ‐ 914 ‐ 2755 914 5437 ‐ FAX: (703) ‐ http://www.sjcs.org 41

43 ServiceSource, Inc. Edsall 6295 Suite 175 Road, 22312 Alexandria, VA 461 Phone: 6000 (703) ‐ ‐ 3906 FAX: 461 (703) http://servicesrcsub1.timberlakepublishi ng.com SOC Enterprises 750 23rd Street South VA Arlington, 22202 Phone: 444 ‐ 521 (703) 521 FAX: 3443 ‐ (703) http://www.socent.org/index.cfm Volunteers – of America Chesapeake Community Living Northern Virginia Center Drive Hereford 14381 Woodbridge, 22193 VA (703)590 ‐ 1969 Phone: http://www.volunteersofamericachesap eake.org Webinars on Disability ‐ Related Topics and Podcasts and audio video at http://www.kitonline.org/ntci/learning ‐ lab/video.html podcasts KIT ‐ DBTAC Southwest ADA Center ‐ podcasts on topics such as education, housing at accommodations, more and http://www.Dlrp.org TASH ‐ various disability ‐ related web ‐ based programs at http://www.tash.org 42

44 Promise Scout Girl jawbone the Trace hand same Then move with lips Touch Hold of fingertips index H temple to hand finger with chin to ear from it slap and down flat index and thumb against the of side palm the thumb right A side of other finger closed hand fist signs. ASL Alphabet on page to Please the 43 for any any letter hands used in refer Honor I On My Will both in a Bring open hand open hand Bring facing palms Bring Place With dominant flat H hand chest to to chest cheek opposite down, dominant backward arc toward hand place face the facing palm flat hand on with back of in. hand other the hand straight Move ahead Try (continued) To Serve To God touch until fingertips index upturned side flat up in hand flat Move Bring palm Hold the left Move both back hands arc backward toward T hands out finger up and move in forth and index alternately self and right the end in front an in you of front 43 it towards finger upward of upper chest motion

45 Country And People My Help palm open hand open Place Make Rub of side in Y circles on hand closed Place inward Bring chest to hand opposite in. from alternately hand in a palm flat the front, palm facing it Move counterclockwise sides with both P body across hands both lift and hands. underside on direction together fingertips while bringing together thumb and opposite the of forearm near elbow All Hold flat hand to front left of body. palm facing Move right hand, flat palm facing with ending down out, over ‐ ‐ in ‐ up, right the with of back the palm of the hand the in left. Times And To Rotate of right T thumb the (continued) To left Hold the hand index Place in open front, hand on in a circle clockwise until fingertips touch it Move the facing palm finger up and move in. the left flat palm body right index while across finger towards it fingertips and bringing together thumb By Hold hand curved left away body the from in. facing palm with the Move back the of right hand from curved a the to close position body the near one to palm left hand of The Live Law Girl Scout the Hold T hand up right Move the palm Trace the jawbone from Hold fingertips Place index and thumb left with palm facing dominant side side to hand H of L hand of of both L ear to chin palm the with and rotate it side of the temple thumb A right on front opposite of up from hands counterclockwise 44 and top at palm. Begin the to abdomen then move downward chest the signs by Nicki Cohen GSCNC from *All pictured Troop #3956 of

46 are of a Girl Scout signing the Girl Scout promise in American Sign Language (ASL). ASL is a separate These pictures used by individuals language are deaf or hard of hearing. In ASL, each sign represents a whole word. who started ASL Thomas Gallaudet in the United States here in the 1817 when he opened the "Hartford School for the Deaf" in Connecticut, which is now known as the “American School for the Deaf”. ASL is primarily used by people in for North America. Other countries have their own sign languages, example, Australia uses Auslan. ASL Alphabet 45

47 46

48 Internet Pledge Safety you through can be fun, but like any trip cyberspace take you have to "Be Prepared" Traveling unforeseen things. So, read this before you go any further. Then print this page out for and with your parent or guardian. discuss it I will not give out personal information such as my address, telephone number, • address/telephone number, or work name and location parents'/guardians' the my school without my parents'/guardians' permission. of will tell an adult right away if I come across any information that makes me feel I • uncomfortable. I will never agree to get together with someone I "meet" online without first checking • the parents/guardians. If my parents/guardians agree to meeting, I will be sure my with it is in a public place and bring my parent or guardian along. that • I will never send a person my picture or anything else without first checking with my parents/guardians. will not respond to any messages that are mean or in any way make me • I uncomfortable. It is not my fault if feel I get a message like that. If I do I will tell my parents/guardians right away so that they can contact the online service. • I will talk with my parents/guardians so that we can set up rules for going online. We will upon the time of day that I can be decide online, the length of time I can be online, and appropriate areas for me to visit. I will not access other areas or break these rules without their permission. Girl Name ___________ __________ Date __________ Parent/Guardian _____________________ Date __________ Children Source: National Center for Missing & Exploited 47

49 Including Girls Evaluation Form ALL for taking the time to share your about the Including ALL Girls patch Thank you thoughts Your evaluation will help GSCNC to better meet the needs of girls program. and leaders. this form to: Membership Initiatives, Girl Scouts Council of the Nation’s mail Please Capital, 2, 20008. DC Washington, M ‐ Connecticut Suite NW, Avenue 4301 did you hear about this patch program? How Book of Program … Capital Notes … In Addition … Website … Expo … Other Big … of girls who used the program? Program Level/s Ds Br Jr Cd Sr Am Number program used by this Was materials? the receive you did How Individual … Service Unit … Obtained from Troop … (location) … Picked up at _______________________ Unit event Service … __________________ … Other Were available when requested? … Yes … No (If no, provide details below) materials alternate for an acceptable date Comments: … Available rate each category excellent very good good fair Please poor Ease of request requirements Clarity of gained about Knowledge inclusion Condition/completeness of resources Appropriateness for level/age of girls Program expectations/needs met with program Overall satisfaction were your girls’ What parts of this patch program? favorite What could be done to improve the Including ALL Girls Patch Program? Additional Comments OPTIONAL: Name Phone Email 48

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