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G-1 A P P E N D I X G Training Program Resources Organizations are encouraged to partner with local experts and advocacy groups to help further customize training to fit the unique needs of the area. Disability Equity Training (DET) Empathy Exercises Ideally, one or more individuals with one or more disabilities or access and functional needs would facilitate or co-facilitate all discussion and training activities. In preparation for the activity, the facilitator can print and cut out the cards on the following pages. Cut around the dotted lines, and then fold on the solid line. There are three types of cards: â¢ Function cards (for TONE, EYE CONTACT, BODY LANGUAGE, and SERVICE ANIMAL) â¢ Question cards (e.g., âWould you like help?â and âDo you need assistance?â) â¢ HELP cards What Is a Disability? Discussion prompt (read aloud by facilitator or participant): âAs a society, we have mistakenly adopted a mindset that divides us into two groups: âable- bodiedâ people and âdisabledâ people. In fact, we all will be part of the disability community at some time in our lives. If we recognize that all of us will need accommodations at some point in our lives, we will learn to be more compassionate and understanding of individuals with disabilities, people with access and functional needs, and people with limited English proficiency.â (5 minutes) Facilitator: Ask participants to provide their own definitions of disability. Remind volunteers that there is no perfect answer. Encourage and model respectful, creative candor. (2â3 minutes) Facilitator: âIf we think of disability as a conditional state of any duration that can make it difficult for a person to do activities or perform functions that keep him or her safe and healthy, how does that change your definition?â
G-2 Airport Emergency Communications for People with Disabilities and Others with Access and Functional Needs (5 minutes) Facilitator: Have participants brainstorm types of disabilities using sticky notes (one per note). If participants have difficulty with brainstorming, share a few prompts from the following list: Prompts (as needed): â¢ Infant or child without verbal communication or literacy â¢ Individual with visible mobility aids and hearing aids â¢ Individual with service animals â¢ Visible markers of surgery, injury, and/or illness â¢ Any person without verbal communication or literacy in a particular language â¢ Invisible effects of surgery, injury, and/or illness â¢ Differences in cognition (e.g., differences related to depression, grief, or neurodivergence, such as people with autism, schizoaffective disorder, bipolar disorder, or attention deficit hyperactivity disorder (1 minute) Facilitator: Have participants place their notes along the continuum. Variation: decide on the placement of each note as a group. Facilitator (reads aloud): âIdentifying groups or individuals with specific needs who require assistance (for example, unaccompanied and separated children and adults with mobility disabilities) is not a simple or straightforward task. While there may be cues or clues that signal a person in need of assistance (such as unfocused or âdazedâ eye movements, a visible injury, or not heeding warning sounds or signals), the majority of disabilities are not immediately visible.â Role-Play: Communicating with People with Disabilities and Others with Access and Functional Needs Set-Up: Two chairs side by side in front of the room, with a table or third chair available from which participants will pick up cards during the activity. Facilitator: (1) Divide the group into pairs. Within each pair, ask the participants to determine who will be Player A and who will be Player B. (2) Place the Function playing cards (i.e., TONE, EYE CONTACT, BODY LANGUAGE, SERVICE ANIMAL) with the colored side up in a single pile on a table or chair where players will be able to pick them up as they come to the front of the room. Place the Question playing cards in a separate pile. Hold the HELP playing cards for distribution to participants in the audience after the role-play has begun. (3â5 minutes) Facilitator: (1) Ask participants to share a time or situation when they were or would have been considered âdisabledâ according to the definition. Remind volunteers that states of disability may be invisible or visible and highly situational. (2) After participants have shared, write or place the written definition of disability on the top center of a whiteboard, chalkboard, or wall, and read it aloud: âDisability: a conditional state of any duration that can make it difficult for a person to do activities or perform functions that keep them safe and healthy.â Draw a continuum from âVisibleâ to âInvisibleâ just below the definition, or mark columns with sticky notes. )
Training Program Resources G-3 Participant (reads aloud): âDiagnoses and labels are not relevant when helping someone in an emergency. What is important is performing the functions necessary to maintain safety and security (with or without assistance).â Facilitator (reads aloud): âYou canât tell a personâs needs just by looking at them. If a particular access and functional need is identified, it does not mean that the person doesnât have additional needs. Just because you have worked with someone with an access and functional need does not mean that every person with that need will want, request, or require the same accommodations.â Facilitator (shares the following instructions): 1. Each pair will have a chance to participate in the role-play. 2. Player A will choose a Question card (either âWould you like any help?â or âDo you need assistance?â), and Player B will pick a Function card. 3. Player A and Player B may consult with each other briefly before moving to the front of the room to enact the role-play. 4. During the role-play, Player A will approach Player B, ask the question on the Question card, and perform the action according to the Function card. The players may interact however they like with the chairs. Differing approaches are encouraged. 5. After each role-play, I will ask for feedback from the audience. The audience will try to guess the type of function or action being modeled, describe what âworked,â or share ideas for how the speaker or helper could improve. Facilitator: Ask if participants have any questions. When all participants understand the process, ask for the first volunteer pair to begin the role-play activity. Once players get the hang of the activity (after two or three rounds), introduce the HELP cards. Explain that you will hand a HELP card to any audience participant who raises their hand, and encourage audience members to request a HELP card as needed to help performers. Remind participants that their goals are to guess the type of function or action being modeled and identify both what âworkedâ or how the speaker/helper can improve. Continue the role-play until all participant pairs have had a turn and received feedback. Facilitator (reads aloud): âThere are a growing number of people with multiple access and functional needs. Every person and every disability is uniqueârespect his or her independence to the greatest extent possible. Donât make assumptions about the personâs abilities. Ask if he or she would like help or needs assistance. Always ask if and how you can help before attempting any assistance. The person may not agree with the type of help you wish to offer; remember, it is their choice how they wish to use or accept assistance.â Facilitator: Select a participant to read aloud.
Training Program Resources G-5
G-6 Airport Emergency Communications for People with Disabilities and Others with Access and Functional Needs
Training Program Resources G-7
G-8 Airport Emergency Communications for People with Disabilities and Others with Access and Functional Needs
Training Program Resources G-9