This training video was created for first responders in Montgomery County, Pennsylvania to better serve individuals with autism.
The Prepared4ALL emergency preparedness courses will increase your knowledge about whole community emergency planning, including COVID-19 planning, as well as provide basic information needed to connect with your own local emergency planners, public health professionals, and community. Learning Agendas help to build on the concepts and skills to deepen your impact on your own communities. Each lesson has a short preview to get an idea of what you'll be learning.
Prepared4All addresses gaps in emergency planning by sharing insights on how to make efforts accessible for people with disabilities through three related strategies:
This factsheet provides helpful information and resources about the COVID-19 vaccine experience and how to create an accessible experience for people with disabilities and older adults.
For more information and resources related to COVID-19 issues for people with disabilities and older adults, visit the Administration for Community Living Covid-19 Response website.
Regional disability integration specialists prepare individuals and families and strengthen communities before, during, and after a disaster by providing strategies to integrate and coordinate emergency management efforts to those with disabilities and others with access and functional needs. This resource provides a current list of regional disability integration specialists.
Disability etiquette promotes goodwill and respect among all people. It helps make society more inclusive for everyone.
People with disabilities make up the largest minority group in the United States. At some point in our lives, most of us will develop a disability, know someone who has one, or both. Disability affects everyone - all ages, genders, and ethnic and cultural backgrounds. Use this publication for helpful tips and practices to be inclusive of everyone.
La etiqueta para relacionarse con personas con discapacidades promueve la buena voluntad y el respeto entre todas las personas. Ayuda a que la sociedad sea más inclusiva.
Las personas con discapacidades son la minoría más grande de los Estados Unidos. En algún momento de nuestras vidas, la mayoría de nosotros padeceremos una discapacidad, conoceremos a alguien que tenga alguna o experimentaremos ambas posibilidades. La discapacidad afecta a todos: a personas de todas las edades, géneros y orígenes étnicos y culturales.
This video features Special Olympics Chairman Timothy Shriver and our athletes discussing why it's so important to include people with intellectual disabilities in all areas of life-especially healthcare access. The first step is learning how to communicate with respect, compassion, and care.
Whether you're in a professional environment or just having a personal conversation, consider these 10 basic rules for communicating with a person with an intellectual disability.
The Office for People with Developmental Disabilities (OPWDD) recognizes the importance of information sharing and networking among the people they support and their families. You may not know where to turn to get direction and guidance.
This website has a number of groups that exist across New York State. Within these organizations are self-advocates, parents, and family members just like you, who have experienced similar circumstances and are willing to share their experiences.
Many of these organizations and groups are organized by self-advocates and parents of children with disabilities. They are often staffed by professionals who can provide assistance or guide you to other advocacy groups that will be able to answer your questions.
Encouraging you to get the vaccine to protect yourself, your coworkers, your patients, your family, and your community. View this factsheet to learn why it is important to get the COVID-19 vaccine.
A plain language infographic about the importance of getting the COVID-19 vaccine.
Disability Rights New York (DRNY) has been closely monitoring the status of COVID-19 within New York State and across the country. In order to protect our staff, our families, and our community, DRNY has decided to temporarily close our offices to the public..
DRNY will continually assess the situation and follow the recommendations of our federal, state and local authorities and will continue to be a partner to you and our community as we navigate this public health concern. As information becomes available, DRNY will update the below list of resources and as always, feel free to call, email or visit our website if you need further assistance.
Plain language factsheets with easy to read information about COVID-19 and the vaccine.
Use this resources to find maps and charts tracking cases, deaths, and trends of COVID-19 in the United States, updated daily by 8 pm ET.
Learn more about the COVID Data Tracker, CDC's home for COVID-19 data, including vaccinations, cases, and hospitalizations and more. It offers easy-to-interpret visualizations, such as interactive maps and graphs. Visit COVID Data Tracker for more information.
This toolkit provides resources and tools to help pregnant people, breastfeeding people, and new parents caring for infants to protect their health and help people who serve these communities communicate with them.
This dashboard was created as a partnership between the Johns Hopkins Disability Health Research Center and the Center for Dignity in Healthcare for People with Disabilities as a starting point for understanding how the disability community is prioritized in COVID-19 vaccine distribution and intends to help people with disabilities determine when they qualify for a COVID-19 vaccine in their state.
This tool tracks vaccine prioritization plans across four categories for the 50 US states, 5 US territories, and the District of Columbia:
1. Long-term care settings, such as nursing homes
2. Other types of congregate care settings, including group homes
3. People with chronic conditions
4. Additional disability-related groups, including three main groups: (1) people with disabilities who receive direct support care in the community, (2) people with intellectual or developmental disabilities, or (3) recipients of certain Medicaid programs
View this resource for frequently asked questions about the COVID-19 vaccine.
Ensuring strong demand for the COVID-19 vaccines is critical to achieving herd immunity, protecting the most vulnerable populations, and reopening social and economic life. But about 31% of US adults are hesitant to get a vaccine.1 Public engagement and clear and transparent messaging play a central role in building COVID-19 vaccine confidence.It will take a variety of strategies at the national, state, and local levels to engage with the public, address vaccine hesitancy, and build trust. At the local level, listening to community members to identify and understand concerns will help determine what messaging, delivered by whom, will be most effective.
The public's opinions on vaccination fall along a continuum, ranging from those who fully accept vaccines, to those who are vaccine hesitant, to those strongly or unequivocally opposed to vaccination (a very small minority of the population).2 The vaccine hesitant group is most likely to respond to efforts to build vaccine confidence. For these individuals, resources, information, and support are needed. This rapid expert consultation highlights strategies for engaging with the public and communicating effectively to ensure demand and promote acceptance. These strategies are informed by five principles for effective risk communication.
During a time when in-person interactions pose health risks due to possible exposure of the virus, lack
of access to broadband Internet can have far reaching consequences for older adults, such as
challenges enrolling in benefit programs that provide much needed financial assistance for needslike
food, health care, and energy assistance; challenges accessing services and being connected to service
and health care providers; and challenges with social isolation, including prevention of connection with
friends, family, and various support networks. Health and safety guidelines themselves can have the
paradoxical effect of increasing social isolation, particularly for older adults. Measures such as physical
distancing, stay-at-home or safe-at-home guidance, and limitations on interactions, services, or
gatherings in physical settings, while important for limiting disease transmission, can result in greater
isolation from others. State aging and disabilities agencies were asked if individuals that their agency serve have been impacted by a lack of access to broadband Internet.
Informational videos about COVID-19 in American Sign Language.
A new database will collect information from clinicians about COVID-19-related neurological symptoms, complications, and outcomes as well as COVID-19 effects on pre-existing neurological conditions. The COVID-19 Neuro Databank/Biobank (NeuroCOVID), which was created and will be maintained by NYU Langone Health, New York City, will be a resource of clinical information as well as biospecimens from people of all ages who have experienced neurological problems associated with SARS-CoV-2 infection. The database is supported by the National Institutes of Health's National Institute of Neurological Disorders and Stroke (NINDS).
In light of the global COVID-19 pandemic, governments across the world worked with pharmaceutical companies to develop coronavirus vaccine candidates at a record pace. Here in the United States, the breakneck speed of vaccine development has left state and federal health authorities racing against the clock to devise frameworks for how to distribute vaccines as efficiently as possible to hasten the end of the COVID-19 pandemic.
To aid in the effort to ensure these most vulnerable populations are appropriately prioritized for vaccination, ANCOR analyzed states' vaccine allocation frameworks to identify the extent to which people with I/DD have been included.
This document offers a quick visualization of which states have identified people with intellectual and developmental disabilities (I/DD) and direct support professionals (DSPs) in high-priority tiers for receiving the COVID-19 vaccine.
As part of its 2020 CARES Act Telehealth Award from The Health Resources and Services Administration (HRSA), Family Voices National created a Telemedicine Curriculum titled the Nuts and Bolts of Telemedicine: Essentials for a Family-Centered Experience.
The curriculum includes four webinars:
There is a recording of each webinar that serves as a train-the-trainer so presenters can familiarize themselves with the information. There is an accompanying set of PowerPoint slides and talking points, in English and Spanish, that presenters can use "as is" or adapt to best need the needs of the families they serve.
Provides location-based recommendations on where community members can get a COVID-19 test, fill prescriptions, and get a COVID-19 vaccine when distribution increases in the coming months.
The PRACTICAL Tool was originally created by the American Bar Association for attorneys to help them identify and support implementing decision-making options for persons with disabilities that are less restrictive than guardianship. Like attorneys, healthcare providers may find themselves involved with families and patients as they navigate similar issues, and also like attorneys, little has been done historically to prepare them for attending to the full breadth of decision making support options available.
This manual begins with the PRACTICAL Tool, amended for use by healthcare providers, and then moves into a more detailed overview of patient-centered care (Part I) and other decision making supports that do not involve the removal of rights (Part II).
This video provides information on Supported Decision Making in Health Care and Medical Treatment Decisions, including FAQs for medical and health care providers, for people with disabilities, and their family, friends, and advocates.
The production of this video was funded by a grant from the WITH Foundation. The contents do not necessarily represent the official views of the WITH Foundation. This video is for informational purposes only and not for the purpose of providing any legal advice.
A public service video that effectively communicates important messages about various disaster preparedness topics. It includes a portion on considerations for individuals with access and functional needs (12:24). Answers questions: Who is considered a person with access and functional needs? What should a person with an access and functional need do to prepare for a disaster or emergency? How should people with access and functional needs stay informed?
COVID-19 is a disease caused by a virus that spreads easily and can make people very sick. Getting a COVID-19 vaccine protects against COVID-19, and is an important tool to help stop the pandemic. People with developmental disabilities, their families, and supporters play an important role in preventing COVID-19 by getting a vaccine. View this website for fact sheets with information about the COVID-19 Vaccine.
Black, Indigenous and People of Color, disabled people, higher weight people,and older adults have historically experienced and continue to experience discrimination by medical professionals. In health care settings, members of these communities face pervasive negative biases and inaccurate assumptions about their value, quality of life, capacity to communicate and make decisions, and likelihood of survival.
During the COVID-19 pandemic, these biases can have serious and even deadly consequences. Such biases may be exacerbated when hospitals are faced with scarce resources and must make decisions about which critically ill patients should receive treatment. The “crisis standards of care” which are used by many states and hospitals to make these decisions, have too often reflected these biases. It is crucial that these standards be tailored to avoid unlawful discrimination.
The Emergency Broadband Benefit is an FCC program to help households struggling to pay for internet service during the pandemic. This new benefit will connect eligible households to jobs, critical healthcare services, and virtual classrooms.
Under Federal guidance, states have developed plans to vaccinate residents for COVID-19 in tiers. Nursing home residents and older adults have been prioritized across the board, but as state plans evolve over time, it has become clear that nonelderly community residents with disabilities, as a group, are not being afforded high priority for vaccination. Several states target segments of the disability population, such as those with specified chronic health conditions confirmed to increase the risk of COVID-related mortality, leaving many others at high risk for COVID exposure, severe disease, and mortality to wait for a later phase.
This analysis focuses on people with disabilities who need and receive long -term services and supports (LTSS) in their homes and other community settings, a largely overlooked population at high risk for both exposure to the virus, because they typically get daily help and other services from people entering their living quarters, and for mortality, because of health conditions and impairments that increase their likelihood of severe disease.
The National Guardianship Association, along with the American Bar Association Commission on Law and Aging and the National Center for State Courts, recognizes that guardians have many questions about the COVID-19 vaccine. Together we have developed some answers to questions we are hearing from guardians. This supplements the FAQ published in September 2020.
For all questions you should refer to your state laws, local resources, medical advice, and specific court orders. Nothing in this document is to be considered legal advice for specific questions. Consult with your attorney and other professionals as necessary and use the NGA Standards of Practice for further guidance when faced with difficult decisions.
A social story in plain language that explains the process of getting a COVID-19 vaccine.
A social story in plain language that explains the process of getting a COVID-19 vaccine.
The 2020 COVID-19 pandemic has disproportionately affected people with Intellectual or Developmental Disability (I/DD). The purpose of this study was to evaluate the impact of COVID-19 on people with I/DD across the USand to educate key stakeholders to better support people with I/DD.
Amid the COVID-19 pandemic, access to dependable, affordable public transportation is more important than ever. Many essential workers rely on public transportation to commute to jobs providing critical services, like health care. But they and many others don’t have equal access to affordable transportation. Black, Indigenous, and people of color (BIPOC); people with disabilities; the elderly; and people with irregular work schedules often face significant barriers to finding safe and affordable means of transportation to work, and they did long before the pandemic began.
The Urban Institute explored this issue during a recent webinar, when we showcased our new transportation equity data tool and hosted a panel discussion with city and community leaders nationwide. Speakers discussed barriers to transportation equity and solutions cities can use to increase equity in the wake of COVID-19. Four lessons emerged from the conversation.
This 8-page booklet about the Coronavirus is written in plain language. It was created by and for people with developmental disabilities. It focuses on “need to know” information (not “nice to know” information). Translations are provided in Spanish, Bengali, Korean, Haitian Creole, Russian, Simplified Chinese and Traditional Chinese, French, Mandarin, and Vietnamese.
The Advisory Committee on Immunization Practices (ACIP) recommends that when a COVID-19 vaccine is authorized by the Food and Drug Administration (FDA) and recommended by ACIP, vaccination in the initial phase of the COVID-19 vaccination program (Phase 1a) should be offered to both 1) health care personnel (HCP) and 2) residents of long term care facilities (LTCF). These considerations will be updated as additional information becomes available.
These Easy to Read COVID-19 materials were primarily developed for people with intellectual and developmental disabilities and others who read or listen with understanding below a third-grade level.
Informational videos about COVID-19 in American Sign Laguage (ASL).
V-safe is a smartphone-based tool that uses text messaging and web surveys to provide personalized health check-ins after you receive a COVID-19 vaccine. Through v-safe, you can quickly tell CDC if you have any side effects after getting the COVID-19 vaccine. Depending on your answers, someone from CDC may call to check on you and get more information. V-safe will also remind you to get your second COVID-19 vaccine dose if you need one.
Some people may be concerned about getting vaccinated now that COVID-19 vaccines are available in the United States. While more COVID-19 vaccines are being developed as quickly as possible, routine processes and procedures remain in place to ensure the safety of any vaccine that is authorized or approved for use. Safety is a top priority, and there are many reasons to get vaccinated. View this summary of the benefits of COVID-19 vaccination based on what we currently know. CDC will continue to update this page as more data become available.
Now that there are authorized and recommended COVID-19 vaccines in the United States, accurate vaccine information is critical. View this website to find helpful facts bout the COVID-19 Vaccine.
Some racial and ethnic minority groups are disproportionately affected by COVID-19. View this site to learn about underlying health and social inequities that can put many racial and ethnic minority groups at increased risk of getting sick, having more severe illness, and dying from COVID-19.
This resource is an informational video about the COVID-19 vaccine.
This resource is a one page plain langage informational sheet about COVID-19 prevention and the vaccine.
In the recent months, the US has experienced record-breaking highs of new coronavirus cases and deaths in nearly every state across the country, and new overall cases and deaths have been higher in January 2021 than at any other point in the pandemic. Research suggests that increased community-level cases are associated with increased long-term care (LTC) cases. A rise in cases in LTC facilities (LTCFs) is particularly concerning, given that those who live in LTCFs are more vulnerable to severe illness and death from the virus than the general population. This analysis assesses when new LTCF cases and deaths were highest in states across the country, as well as how national trends in LTCF COVID-19 cases/deaths compare to national trends in overall COVID-19 cases/deaths.
This resource is a plain language factsheet with information about the COVID-19 vacccine and other prevention methods for disability communities.
This resource is a social story for people with intellectual and developmental disabilities that provides information about the COVID-19 vaccine and prevention strategies.
COVID-19 is the reason you have not been able to do all of the things you like to do, like meet with friends and family or go to day programs and work. People with developmental disabilities living in group homes will be some of the first to get the COVID-19 vaccination, but soon everyone will be able to get it. Read this infographic to learn more about the COVID-19 vaccine in plain language.
Your child may not want to wear a mask and have a hard time keeping it on. Wearing a mask can be really hard for children with anxiety, sensory differences, and autism. Your child may be extra sensitive to the way the mask feels on their face, head, and ears. Some children may even feel panicked when a mask is put on them. Some kids won’t like the way mask looks on themselves or others, and might feel scared. Other children just won’t like it because it is different and doing something different is hard for them. Use this toolkit to help your child feel comfortable.
This project started in January of 2020 when the world, and most especially the United States, was different. Our priority to analyze the changing reality of disability was born of a growing sense of concern that much of what people knew of disability in 1990 had not evolved or not evolved enough. Unless we know who's being left out we cannot create a world that minimizes the rising volume of functional limitation and support everyone to live self-directed lives.
The goal of this project is to spotlight issues for people too seldom considered as central to understanding disability in America. To summon awareness that can help to inform policy as we act to rebuild from the 2020 COVID 19 pandemic and the Black Lives Matter protests. The hope is to stimulate research with neglected populations to end doing harm and learn what works if we are to measure progress.
People with intellectual, cognitive or developmental disabilities get involved as both victims and suspects/offenders with law enforcement and with the criminal justice system. Use this factsheet to discuss policing with individuals with disabilities.
Traditional face masks interfere with lip reading and transmission of sign language "facial grammar," disrupting communication for people who are deaf or hard of hearing. In fact, being unable to see facial expressions is a barrier to communication for many people: teachers, health professionals, performers, police, and more. Clear masks -- those with a transparent window in front -- are being sought by many. Nationwide, volunteer sewists have produced and donated thousands of cloth masks, easing the PPE crisis. Together, let's shift mask culture to clear.
Use this resource for answers to frequently asked questions about face coverings to prevent the spread of COVID-19.
OSHA means the Occupational Safety and Health Administration. This government office makes rules to keep people safe and healthy at work. OSHA has rules that will protect workers from COVID-19. This booklet uses plain language to describe many of those rules. It includes information and tools to use to make a decision about going out in public during the COVID-19 outbreak.
State across the country have submitted COVID-19 vaccination plans to be reviewed by the Centers for Disease Control (CDC). Plans are based upon the COVID-19 Vaccination Program Interim Playbook for Jurisdiction Operations as developed by the CDC. States were asked to consider many different items including:
View this website to see states' current draft vaccination plan.
The interim playbook serves as an interim playbook for state, territorial (including the US-affiliated Pacific Islands [USAPI] of American Samoa, the Commonwealth of the Northern Mariana Islands, Guam, the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau), tribal, and local public health programs and their partners on how to plan and operationalize a vaccination response to COVID-19 within their jurisdictions. The document’s sections cover specific areas of COVID-19 vaccination program planning and implementation and provide key guidance documents and links to resources to assist those efforts. Many, but not all, of the COVID-19 Vaccination Program activities described may overlap with routine activities; routine immunization and pandemic influenza program activities can serve as a foundation for COVID-19 vaccination planning.
All children, including those with disabilities, need love, respect, nurturing, and time, especially during difficult and uncertain times. Check out these tips for children with disabilities to use while dealing with COVID-19.
Watch this video with helpful tips about caring for a new baby during COVID-19.
This is a stressful time. Take care of yourself, so you can support your children. check out these tips for managing stress and keeping calm during COVID-19.
We love our children and teenagers, but stress from caregiving, money, and COVID-19 can make us angry. Here is how we can maintain control and manage our anger so we do not hurt others.
DRNY has been closely monitoring the status of COVID-19 within New York State and across the country. In order to protect our staff, our families, and our community, DRNY has decided to temporarily close our offices to the public. DRNY will continually assess the situation and follow the recommendations of our federal, state and local authorities and will continue to be a partner to you and our community as we navigate this public health concern. As information becomes available, DRNY will update this list of resources and as always, feel free to call, email or visit their website if you need further assistance.
“Kinship Families and Grandfamilies” are families in which children are raised by their grandparents, other extended family members, or adults with whom they have a close family-like relationship. Currently, there are an estimated 2.7 million children in grandfamily/kinship households without parents in the home. Under normal circumstances, these families face significant challenges—health, well-being, financial, and legal—to name a few.
During emergencies, including natural disasters or pandemics, these challenges are magnified for Kinship Families and Grandfamilies. Recognizing this, the Advisory Council to Support Grandparents Raising Grandchildren (SGRG) developed a COVID-19/Emergency Preparedness Resource Guide.
COVID-19/Emergency Preparedness Resource Guide for Kinship Families and Grandfamilies contains resources on the following topic areas:
This resource provides 8 helpful tips from improving ocmmunication while wearing a mask to better communicate with individuals who may have a disability.
Use this page to search for any disability-related course or document on the TRAIN Learning Network site.
In the United States, over 591,000 people with IDD live in community residential settings of six or fewer people (Tanis, et al., 2020). These environments include grouphomes and other congregate support settings in which people with IDD are infrequent and close proximity with one another and support staff. According to the Centers for Disease Control and Prevention (2020b), shared living environments may "facilitate the introduction and spread of COVID-19." Therefore, this group faces a substantial risk for contracting COVID-19 and experiencing severe outcomes similar to that of people who reside in nursing homes.
Despite these risks, the public health recommendations targeting this population are relatively sparse and vary greatly across states. The American Academy of Developmental Medicine and Dentistry (AADMD) has developed these clear guidelines with the hope that they be applied nationally to reduce the impact of COVID-19 on individuals with IDD.
The COVID-19 pandemic has changed how CILs and SILCs are supporting consumers and meeting the needs of their communities. As most centers aim to provide all services remotely during this time, the initial transition of appropriately utilizing technology can be a challenge.
However, the use of technology often results in employees being more productive and focused by working from home, and consumers who have difficulties accessing in-person services because of mobility, communication, accessibility, transportation, or other barriers also benefit from virtual services.
Despite the advantages of technology, the greatest obstacle can be knowing which technology platform or application best meets the needs of your organization. This factsheet was developed to assist CILs in determining the various factors that should be considered when selecting technology platforms or applications. This factsheet was developed by the IL-NET with contributions from the Accessible Technology for CIL Service Delivery Work Group.
The United States Census Bureau reports that approximately 56.7 million Americans have a disability. This booklet is for anyone—with or without a disability—who wants to interact more effectively with people with disabilities. The Americans with Disabilities Act of 1990 was conceived with the goal of integrating people with disabilities into all aspects of life, particularly the workplace and the marketplace. Sensitivity toward people with disabilities is not only in the spirit of the ADA, it makes good business sense.
Use this resource to help you expand your practice, better serve your customers or develop your audience. When supervisors and co-workers use disability etiquette, employees with disabilities feel more comfortable and work more productively. Practicing disability etiquette is an easy way to make people with disabilities feel welcome.
Disability can impact communication. Identifying a patient’s disability and its potential impact on effective communication is the first step in reducing the risk of miscommunication. The type of disability – whether intellectual, sensory, mobility or mental health – will help determine the kind of accommodation needed. Usually minor accommodations can be made to ensure effective communication. There are many options for auxiliary aids and services to ensure effective communication. Health care providers and their staff can develop skills and acquire tools that will allow them to successfully provide accommodations to patients with disabilities. This guide will provide information to help you communicate effectively with your patients with disabilities.
The C-MIST personal planning tool assists you to consider what specialized items to add to a Stay Kit and Go Bag, and guides you through the creation of a personalized Emergency Plan.
We are writing this booklet in June of 2020. Right now, there are protests all over the country about racism and police violence. We wrote this booklet in plain language so as many people as possible can understand the protests. There is a lot to know about racism and police violence. Racism is when people are treated unfairly because of their race. Anti-Black racism is when Black people are treated unfairly because they are Black. We can’t talk about everything in this short booklet. We will tell you where to learn more. And, we will work on more resources. This booklet is just to get you started.
The National Association of County and City Health Officials (NACCHO) Health and Disability program offers technical assistance to local health departments to improve their capacity to develop emergency preparedness plans that are inclusive of people with disabilities. The program provides health departments with practical strategies and recommendations for successfully including people with disabilities in emergency planning and response efforts.
Based on NACCHO’s experience in providing this technical assistance to health departments, NACCHO developed five key recommendations that health departments should consider when planning to accommodate and address the needs of people with disabilities in emergencies or disasters.
The National Association of County and City Health Officials (NACCHO), with support from the National Center on Birth Defects and Developmental Disabilities (NCBDD) at the Centers for Disease Control and Prevention (CDC) and The Arc of the United States (The Arc), promotes the inclusion and engagement of people with disabilities in planning, implementing, and evaluating public health programs, products, and services. In 2013, NACCHO conducted key informant interviews with LHDs on the topic of inclusion for people with disabilities to better understand the capacity for inclusion among LHDs. NACCHO found that LHDs were interested in including people with disabilities but did not always have the tools, resources, or knowledge needed to begin. This guide highlights specific strategies and tools to help both local and state health departments include people with disabilities in public health programming and planning efforts.
Federal law requires covered entities—like COVID-19 testing centers and other medical facilities—to ensure their staff communicate effectively with people with disabilities. There are many types of disabilities—some visible, some invisible—and each individual person has their own unique needs and preferences. The best thing to do is ask a person how you can support them during the testing process. Use this resource for tips and guidelines to help you communicate effectively.
This resource provides guidance on including individuals with disabilities in the COVID-19 response to ensure equitable care.
While engaging with communities and larger populations in the response to COVID-19, it is important to understand the needs of specific groups who might experience barriers to accessing information, care and support or be at higher risk of exposure and secondary impacts, such as children and adults with disabilities, who make up an estimated 15% of the population and are often invisible and excluded. While UNICEF and partners work tirelessly to reduce the spread of COVID-19 and develop inclusive response and RCCE plans and strategies, this response also calls upon us to consult and work closely with affected communities, engage with them and in some cases, make them champions of change in reaching out to their peers and communities as part of the COVID-19 response efforts. This factsheet has some tips for UNICEF country offices and partners on key considerations when planning to engage with children and adults with disabilities for COVID-19 response.
This documnet provides guidlines on how to effectively write about people with disabilities.
Social vulnerability is defined in terms of the characteristics of a person or group that affect “their capacity to anticipate, cope with, resist, and recover from the impact” of a discrete and identifiable disaster in nature or society. A person’s vulnerability to disaster is influenced by many factors. The following six categories are among the most commonly accepted: socioeconomic status, age, gender, race and ethnicity, English language proficiency, and medical issues and disability. This resource describes six categories that can help you to identify the at-risk groups within your community that could be disproportionately affected by disasters.
The capacity to reach every person in a community is one of the major goals for emergency preparedness and response. The goal of emergency health communication is to rapidly get the right information to the entire population so that they are able to make the right choices for their health and safety. To do this, a community must know what subgroups make up its population, where the people in these groups live and work, and how they best receive information. Although knowing this type of information might seem obvious, many jurisdictions have not yet begun the process to define or locate their at-risk populations.
This document describes a process that will help planners to define, locate, and reach at-risk populations in an emergency. Additional tools are included to provide resources for more inclusive communication planning that will offer time-saving assistance for state, local, tribal, and territorial public health and emergency management planners in their efforts to reach at-risk populations in day-to-day communication and during emergency situations.
Everyday Words for Public Health Communication offers expert recommendations from CDC's Health Literacy Council and other agency communicators on how to reduce jargon and improve reader understanding. You can search for public health jargon or plain language words and find alternatives and example sentences.
The CDC Clear Communication Index (Index) is a research-based tool to help you develop and assess public communication materials.
JFK Partners is a program of the Department of Pediatrics of the University of Colorado School of Medicine located at the Anschutz Medical Campus in Aurora, Colorado. Designated as Colorado's University Center of Excellence in Developmental Disabilities (UCEDD) and Leadership Education in Neurodevelopmental Disabilities (LEND) Program, JFK Partners has collaborative relationships with numerous organizations that are a part of Colorado's developmental disability and special health care needs communities.
The purpose of JFK Partners is to provide:
This toolkit assists public health and emergency planners and nongovernmental organization (NGO) stakeholders in determining the capacity and capability of particular NGOs for disaster response and recovery. In addition, the toolkit fills an important gap in knowledge and understanding about the key elements that drive NGO participation. Revisiting the toolkit routinely can help an NGO monitor its progress in achieving goals for engagement in disaster response and recovery and for working with other NGOs in a community or region.
This online training provides foundational knowledge about people with disabilities, the health disparities that they experience, and how local health department staff can include people with disabilities in their public health programs and services.
This research-based guide will help you develop intuitive health websites and digital tools that can be easily accessed and understood by all users — including the millions of Americans who struggle to find, process, and use online health information.
Today, our experience tells us that effective emergency preparedness requires consideration of the whole community. An important segment of the whole community is individuals with access and functional needs. This includes individuals with disabilities, children, older adults, and populations having limited English proficiency, limited access to transportation, and/or limited access to financial resources to prepare for, respond to, and recover from the emergency. Many of these people are protected from discrimination under Federal and State civil rights laws. Attention to the inclusion of these individuals in your emergency preparedness efforts will help ensure that you are in compliance with these laws and that your emergency and disaster management is successful. You can use this tool as a quick and easy reminder of the essentials for integrating this critical population into your emergency activities.
This resources includes some action steps that all of us in the emergency management community can take to address the needs of the whole community, along with links to obtain more information.
The COVID-19 pandemic has illustrated how public health crises dramatically magnify existing health disparities due to the influence of the social determinants of health (SDOH). This fact sheet is first in a series of tools for addressing SDOH during the COVID-19 pandemic, and outlines how PRAPARE SDOH domains may be associated with individuals’ risk of morbidity and mortality from COVID-19. PRAPARE is the most widely used social risk screening tool among community health centers, whose patient populations are at greatest risk of contracting and developing severe cases of COVID-19. Though the domains below are specific to PRAPARE, many of these domains are aligned with national tools including UDS reporting requirements. While presented separately, all of the social determinants of health are intimately interconnected. Care team members and aligned social services partners can use this information to identify those who may be most vulnerable during this pandemic, prioritize patients in need of outreach and additional services, identify gaps in and develop plans for addressing social risks in the community, and work to attain and maintain health equity.
Preparing for disasters and emergencies is important for all individuals. This is especially important for those with access and functional needs who may need other types of assistance during an emergency.
The overall goal of this guidebook is to:
This is a communication aid for emergency personnel that has been created as a companion to the flipbook, “Prep is Personal Find the Fridge - Tips For Emergency Personnel: Supporting People with Unique Access or Functional Needs (including disabilities).”
From education, to employment, to healthcare, there are a multitude of societal issues facing people with disabilities, and our voices are important to the wider conversation on how to address these issues. In addition to creating more trainings that focus specifically on disability, it is imperative that current community organizing trainings, events, and conferences more broadly are made accessible to people with intellectual and developmental disabilities. When disabled people are not included in community organizing opportunities such as these, non-disabled people don’t get the chance to learn from the critical perspectives and unique lived experiences of the disabled community, and disabled people don’t receive the tools that we need to turn that experience into effective organizing. The purpose of this white paper is to share the insights we have learned through organizing leadership and community organizing programming for the intellectual and developmentally disabled community in order to encourage the adoption of these techniques for other organization’s similar efforts, whether specific to the disability community or not.
Foundational Principles and Guidelines for Sustainable Inclusion of People with Intellectual Disability is designed to provide organizations with the necessary foundation to move towards the full and sustainable inclusion of people with ID as they work to improve overall population health. This foundational resource also provides organizations with strategies to better understand what actions they can take to improve inclusion of people with ID in their existing policies, programs, and services. Using this resource to develop an action plan, specific to the goals and capacity of the organization, a program or organization can outline strategies to identify where the organization is (assessment), what steps to take (implementation), and whether it is doing what it intended to do (evaluation).
The goal of inclusive health is to promote inclusion of people with ID in health systems that serve the general public, including their policies, programming and services, training programs, research, and funding streams.
The Tip Sheets For First Responders were developed in response to requests from first responders who wanted quick, easy-to-understand guidance on how to effectively work with people with a wide range of physical and cognitive disabilities in emergency situations.
Now in its fifth edition, the laminated, color-coded Tip Sheets are ring-bound so they can be hung from hooks in emergency vehicles, duty stations, school health offices, and taken into the field. Since 2003, over 120,000 copies of the Tip Sheets have been distributed throughout the United States and abroad.
Including People with Disabilities: Public Health Workforce Competencies outlines recent advances in knowledge and practice skills that public health professionals need to include people with disabilities in the core public health functions - Assessment, Policy Development and Assurance. This document provides strategies to meet the competencies and real examples of how people with disabilities can be successfully included in public health activities. These competencies align with existing broad public health competencies, and compliment them. These existing competencies include those developed by the Association of Schools and Programs of Public Health, Masters in Public Health Core Competencies; Public Health Accreditation Board; Public Health Foundation Core Competencies for Public Health Professionals, Council on Linkages Between Public Health and Academia, and the 10 Essential Public Health Services. In addition, they foster workforce capacity-building priorities, such as the Healthy People 2020, Disability and Health Objective DH-3.
Face masks are an essential and necessary defense in preventing the spread of COVID-19. Some adults with intellectual and developmental disabilities may not understand why they and others need to wear them, or may have fear, anxiety, or sensory challenges that impact mask wearing. This resource provides strategies supporters can use to help adults with intellectual and developmental disabilities become more comfortable with face masks.
An infographic that providex information about the 61 million adults in the United States that re living with a disability. Use this infographic to join CDC and its partners to work together to improve the health of people living with disabiltiies.
About 1 in 4, or 61 million, U.S. adults reports having some form of a disability. Disability is part of the human experience, but sometimes people use words or phrases that are insensitive and do not promote understanding, dignity, and respect for people with disabilities. Most often than not, this is not intentional, but is disrespectful just the same. Use this factsheet to learn more about plain language and tips for communicating with and about people with disabilities.
Adults with disabilities experience significant health disparities compared to adults without disabilities. To improve the health of this population, state epidemiologists, researchers and public health professionals need access to accurate and timely data to inform their state’s health promotion activities. The U.S. Centers for Disease Control and Prevention (CDC) created Disability and Health Data System (DHDS) to provide quick and easy access to data on demographics and health information for adults with disabilities. Learn more about DHDS in this informative factsheet.
The CDC-funded New Hampshire Disability and Public Health project (DPH) is a collaboration between the University of New Hampshire Institute on Disability and NH Division of Public Health Services. The project goal, to promote and maximize health, prevent chronic disease, improve emergency preparedness and increase the quality of life among people with disabilities, is achieved through activities that focus on infusing disability components into existing public health programs and initiatives.
Individuals who use augmentative and alternative communication (AAC) and their families have new expectations for life after high school, including attending college, becoming employed, managing personal assistance services and transportation, and having intimate relations. However, the vocabulary needed to support these socially-valued adult roles is frequently not be available in pre-programmed devices nor in commonly used visual symbol systems. This website contains vocabulary needed to participate in 8 socially-valued adult roles:
This guidance is for a broad audience, including emergency professionals across settings and sectors of government, education, business, and nonprofits. People with disabilities and others with access and functional needs are a diverse and large part of every community. Combined, these individuals can represent over 50 percent of your population and include people who have no or limited abilities to run, walk, stand, climb, see, hear, read, speak, understand or remember. These are people who may need additional, targeted response assistance to:
Planning ahead for inclusion can help to create an event that is welcoming to everybody. Here are some guidelines to consider when organizing meetings and events.
This checklist is designed to help any person, group, or organization plan a meeting or conference that is inclusive and welcoming for everyone. It offers helpful suggestions in many areas of event planning, including choosing a location, using respectful language for registration questions about accommodations, and tips on refreshments and meals. Its purpose is to provide practical recommendations that promote meaningful participation for everyone.
This archived webinar strives to define the three major types of disability, discribe how people with disabilities can be included in the six MAPP phases, and describe three NACCHO and NCHPAD resources that can suppot local public health disability inclusion efforts.
Adults with disabilities living in rural areas typically rely on services that are more informal and less specialized. They must travel farther and pay more for those services, and they tend to receive lower quality care than their urban counterparts. Local health departments play a crucial role in filling resource and service gaps that face rural America. This resources provides five approaches health departments can follow to promote the health and well-being of people with disabilities who live in rural areas.
The National Association of County and City Health Officials (NACCHO) works to promote the highest level of engagement of people with disabilities within all local health department (LHD) programs, products, and services. The establishment of accessible communication practices across all LHD activities is critical in supporting this aim. Title II of the Americans with Disabilities Act (ADA) requires state and local government agencies to practice “effective communication,” stating “whatever is written or spoken must be as clear and understandable to people with disabilities as it is for people who do not have disabilities.” This fact sheet provides five action steps for LHDs to ensure that accessibility and inclusion are agency-wide priorities when developing and delivering all forms of communication.
The Department of Justice (DOJ) has issued revised ADA regulations under Title III, which covers many types of private businesses, or “places of public accommodation.” Many of these revisions apply to places of lodging, such as new requirements for reservation systems, and revised standards for facility access.
El Departamento de Justicia (DOJ, por sus siglas en inglés) ha emitido regulaciones revisadas de la ADA bajo el Título III, que cubren muchos tipos de empresas privadas o “lugares de alojamientos públicos”. Muchas de estas revisiones se aplican a lugares de alojamiento, tales como los nuevos requisitos para los sistemas de reserva y normas revisadas sobre el acceso a instalaciones.
There are people in Puerto Rico who, because of a disability, the state of their health, or because they are taking care of a person who requires supervision or has a disability, cannot physically go to a clinical laboratory to get tested for COVID-19. Because of the close contact for supervising and supporting the daily tasks of these populations, it is difficult for these families to implement the appropriate isolation at home. For this reason, we recommend performing the test at home through the services of a clinical laboratory. It is also crucial that a doctor provides the order or referral for taking the sample for the COVID-19 test of all the household members who live with the person with disabilities.
This document outlines a number of recommendations in order to facilitate the implementation of at-home COVID-19 laboratort tests.
Direct Service Providers (DSPs) include personal care attendants, direct support professionals, paraprofessionals, therapists, and others. They provide a wide variety of home and community-based, health-related services that support people with disabilities. Services provided may include personal care, activities of daily living, access to health services, and more. DSPs should follow everyday prevention actions when working with clients without suspected or confirmed COVID-19, and healthcare provider guidance for standard and transmission-based precautions when providing care for clients with COVID-19. Risk of infection with COVID-19 is higher for people providing direct care (such as DSPs and household members) for someone known to have COVID-19 because of their close contact with the infected person.
This website includes information on DSPs and COVID-19 and how to protect yourself and the people you work with.
Group homes (GHs) for people with disabilitiesexternal icon can vary in size from small to larger congregate settings. In congregate living settings, several factors may facilitate the introduction and spread of SARS-CoV-2, the virus that causes COVID-19.See this website for considerations and strategies for GH administrators to encourage behaviors that reduce the spread of COVID-19.
Developmental and behavioral disorders are a group of conditions due to an impairment in physical, learning, language, or behavior areas. These conditions begin during the developmental period, may affect day-to-day functioning, and usually last throughout a person’s lifetime.Most people with developmental or behavioral disorders are not naturally at higher risk for becoming infected with or having severe illness from novel coronavirus (COVID-19). However, people with developmental or behavioral disorders who have serious underlying medical conditions may be at risk of serious illness.
This website includes information on how to protect yourself and others from COVID-19 and understanding or practicing preventative measures, and communicating symptoms of illness.
Patients with the coronavirus who need communication tools and supports due to speech-related disabilities face greater risks of discrimination and isolation during this pandemic. Your legal and civil rights to access your communication supports do not go away during an emergency, in quarantine, or in the hospital! But, for safety reasons, your family members and others who help you communicate may not be allowed to join you in the hospital. And you may face other barriers to communicating your needs and desires while you are being treated.
This toolkit: (1) explains your communication rights; (2) provides tips on advocating for them, and (3) has an accommodation request form you can bring to the hospital.
"We have received multiple calls from around the country about overly restrictive hospital "no-visitor" policies. These policies often allow visitors for patients without disabilities, including infants, children, women giving birth, and those at the end of life, but prevent access to the support people necessary for patients with disabilities. These policies discriminate against patients who require communication and other disability-related supports that hospital staff simply are unable to provide—a significant portion of CommunicationFIRST's population."
This guide offers tips for disability rights activistis advocating for visitations and working with healthcare facilities and state governments during the current pandemic crisis about how to ensure healthcare facilities comply with the Americans with Disabilities Act.
It is time to think through all that you may face if you require medical care in a hospital. Know that it is NOT business as usual. You should do everything you can to stay out of a hospital, but if you have no choice, BE PREPARED! Healthcare staff may not or do not hold the same attitudes about your quality of life that you do. Also, the COVID-19 pandemic has changed the usual standards of practice; “usual” standards are not followed. This is because hospitals need to help many more people than they usually do.
It’s up to you and your advocates to prepare if you must go to a hospital or long-term care facility. Be your own best advocate. Do your preparation. See this document for some tips to help.
This video shares answers to questions from children about COVID-19 in American Sign Language.
This story explains social distancing and protecting yourself and others from COVID-19 in a simple way for visual learners.
Developmental and Behavioral Pediatrics & UCCEDD Cincinnati Children’s Hospital Medical Center
At the onset of the COVID-19 pandemic, Lakeshore Foundation and the National Center on Health, Physical Activity and Disability (NCHPAD) initiated a survey to gain a better understanding of needs of the disability community during this time. Findings from the national online, COVID-19 survey data identify critical, unmet needs of the disability community from the viewpoint of both people with disabilities and/or chronic health conditions and those who are family members or caregivers of someone with a disability and/or chronic health condition. Over a two-week period, 1409 people who identified as members of the disability community responded to the survey.
National Center on Health, Physical Activity and Disability (NCHPAD)
This document is a collaborative tipsheet that provides information on access through sign language & text for low vision & tactile communicators during the coronavirus pandemic.
This document provides a number of resources focused on self care and care for family member and clients during a pandemic.
Adults are empowered to make their own decisions about medical treatment. Accident or illness may impact an adult’s ability to make their own healthcare decisions. When an adult is not able to make their own healthcare decisions, someone else may make those decisions for them. Adults may use an advance directive to designate who has the power to make decisions on their behalf, what decisions others may make for them, and the scope of those decisions. Having an advance directive in place is particularly important in light of the COVID-19 pandemic.
The demands of parents have grown exponentially because of COVID-19. Social distancing has challenged families with managing a healthy work-life balance. This cooperation chart provides quick releif for parents struggling with child behavior during COVID-19.
Drs. McNeil and Naguib share a behavior plan that you can use with your children in your homes to help manage your children's behavior while dealing with the challenges of social distancing. This plan, created by Dr. McNeil is called the Cooperation Chart.
The card is to assist Medical Professionals and Deaf and hard of hearing individuals communicate better regarding assessment of COVID-19 symptoms. Deaf or hard of hearing individuals can use the icons to help communicate their preferred method of communication, symptoms, severity, and time frame of symptoms.
This resource provides guidlines on the proper use of face covering and masks to prevent the spread of COVID-19.
FEMA is committed to working with public, private and non-profit organizations to build a culture of preparedness and ready the Nation for catastrophic events in a manner that includes and meets the needs of people with disabilities. This document contains the contact list of regional disability integration specialists addressing emergency response in multiple regions.
The Boggs Center, as New Jersey's federally designated University Center for Excellence in Developmental Disabilities (UCEDD) and New Jersey's Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program, has compiled a selection of resources from New Jersey and across the country that may be useful to the disability community across the state. This website provides a number to find a number of helpful resources.
This resource provides detailed steps with visual support on how to effectively wash your hands.
The "Preventing discrimination against people with disabilities during a public health emergency" training teaches triage team members how to ensure equitable and objective resource allocation in times of shortages.
This resource provides information on proper cleaning techniques to help prevent the spread of viruses and bacteria.
Drive-thru medical sites are one way that hospitals and health departments provide intermittent medical services (such as administering the flu vaccine) with greater ease and/or safety for their patients. Typically consisting of pop-up tents and traffic cones, these temporary sites may be located in a parking lot at the hospital or a retail store or in a state fairground.
Whether these drive-thru medical services are funded and/or operated by the state, county, or city or a private business, the Americans with Disabilities Act (ADA) requires that the services are accessible to people with disabilities. This fact sheet lists considerations and strategies to promote accessibility at drive-thru medical sites, including those sites where patients may be asked to exit their vehicles.
We serve a diverse population, including people with different educational, work, and life experiences. Using plain language simplifies words, making them clear to the reader, no matter their background.The National Center for Education Statistics reports about 1 in 5 adults cannot read a newspaper. This resource provides information on writing in plain language.
Although telehealth services have been available in many states for decades, the recent public health emergency (PHE) resulting from COVID-19 has accelerated the interest in service delivery through telehealth. The purpose of this document is to identify for states the policy topics that should be addressed in order to facilitate widespread adoption of telehealth services, especially when they reside outside the immediate authority of a Medicaid or CHIP program.
Please answer the questions on this form to help physicians provide you with proper medical treatment, in case you need to go to the hospital for COVID-19 related symptoms. Complete as many of the questions as possible.
This special Zoom webinar, which aired on Wednesday April 15, 2020, was co-sponsored by the Center for START Services and AUCD’s Mental Health Aspects of I/DD Special Interest Group (SIG). Who would have guessed that the "new normal" would close our neighborhoods, businesses, schools, and industries? Covid-19 is overwhelming our thoughts and our lives. But in the midst of a steady stream of worrisome news, there is also an emerging science of hope to help us cope. Hope is the only one of the positive emotions that is activated by uncertainty or negativity. In the world right now, hope thus becomes one of our most precious commodities. Dr. Dan Tomasulo is an expert on hope and is part of a new movement in positive psychology. His latest book, Learned Hopefulness: The Power of Positivity To Overcome Depression, will be published June 1. You don't have to wait until then to learn and practice some of the principles described in his book.
Center for START Services, Institute on Disability/UCED, University of New Hampshire
With the coronavirus (COVID-19) global pandemic, there is a constant barrage of information being shared. Things are changing almost hourly across the country. The National Alliance for Direct Support Professionals (NADSP) is committed to sharing resources for Direct Support Professionals. Given this global crisis, Direct Support Professionals are working to provide supports. As Direct Support Professionals are on the front lines, this tool kit contains website contains self care information and additional resources for individuals.
COVID-19 is a new disease and we are still learning how it spreads, the severity of illness it causes, and to what extent it may spread in the United States. Most people with disabilities are not inherently at higher risk for becoming infected with or having severe illness from COVID-19. However, some people with disabilities might be at a higher risk of infection or severe illness because of their underlying medical conditions. All people seem to be at higher risk of severe illness from COVID-19 if they have serious underlying chronic medical conditions like chronic lung disease, a serious heart condition, or a weakened immune system. This resource provides information on COVID-10 protection and preperation for emergency preparedness.
This social narrative about the Coronavirus (COVID-19) was created so that it could be shared with your loved ones to help get them through this situation.
Eleven videos, created by the CDC, featuring a certified Deaf interpreter deal with managing COVID-19 at home, symptoms of the virus, prevention tips, risk factors, and what older adults need to know about COVID-19. Videos include closed captions.
Life is looking very different right now, thanks to the coronavirus (COVID-19) outbreak. Many people are staying close to home, teleworking or telelearning, and restricting their social interactions significantly. During this unprecedented time, people may want to explore opportunities to learn and interact online, and they may be looking for activities they can participate in while keeping up the recommended social distancing. This website includes resources from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) community and elsewhere which we hope will help you stay engaged, active, and connected to your community.
Collection Spotlight from the National Rehabilitation Infomation Center
All children and young adults require support from caregivers during times of stress and uncertainty, such as those we are facing now with the spread of the coronavirus (COVID-19). Coping with the unknown and navigating school closures, abrupt changes in routines, loss of connections with teachers and freidns, and fear around contracting the virus- are burdens for all, and caregivers play an important role in helping children and young adults understand the changes and process their related feelings. Individuals with autism may need additional support to process the news and adapt to the many changes. This population may face additional challenges related to comprehension, communication, difficulty understanding abstract language, an insistaence on sameness, and a greater likelihood of anxiety and depression - all of which may be exacerbated during this stressful period.
This resource includes 7 support strtegies are designed to meet the uniques needs of individuals with autism during this period of uncertainty. In addition, examples and ready-made resources are included to help caregivers implement these strategies quickly and easily.
During the COVID-19 public health emergency, the HHS Office for Civil Rights (OCR) has provided guidance that helps explain civil rights laws as well as how the HIPAA Privacy Rule allows patient information to be shared in the outbreak of infectious disease and to assist patients in receiving the care they need.
This resource provides ideas that can be done remotely while social distancing. For most, participants will need access to telephones with cameras. Some will require access to a computer and the internet. Activities can be modified depending on individuals' independence. Some assistance may be required for some participants.
The State Council on Developmental Disabilities (SCDD)
This resource is a short story for children to understand the coronavirus (COVID-19), social distancing, and ways to stay healthy and safe.
This is a video in plain language that explains information about the coronavirus (COVID-19).
This website provides a number of resources with multiple plain language websites and handouts to understand the coronavirus (COVID-19).
The Centers for Disease Control and Prevention offers the most accurate and up-to-date information about the COVID-19 outbreak. This website provides resources that align with CDC messaging and offer science-based information about supporting health with good nutrition.
This resources provides information about the symptoms of the coronavirus (COVID-19).
This resources provides information about COVID-19 for people whohave recently traveled.
This resource has general information about prevention of COVID-19.
This resource debunks a number of myths about the coronavirus (COVID-19).
In the light of the COVID19 pandemic and its disproportionate impact on persons with disabilities, the International Disability Alliance (IDA) has compiled the following list of the main barriers that persons with disabilities face in this emergency situation along with some practical solutions and recommendations. This document is based on inputs received from our members around the world aiming to assist global, regional, national and local advocacy to more efficiently address the range of risks persons with disabilities face.
This resource provides information on general prevention of spreading COVID-19.
The New Hampshire Disability & Public Health Project (DPH) is a collaboration between the New Hampshire Division of Public Health Services and its Bona Fide Agent, the Institute on Disability (IOD) at the University of New Hampshire. The overarching goal of the collaboration is to improve the health and quality of life of people with disabilities in NH by strengthening the capacity of the state's public health programs and initiatives to include people with intellectual disabilities and mobility limitations.
The Responsive Practice training is online, on-demand, free for a limited time, and eligible for continuing education & continuing medical education credits. Responsive Practice enhances health care providers' ability to deliver culturally competent, accessible care to people with intellectual, mobility, and other disabilities. This training focuses on accessible and adaptive communication for patients with disabilities.
This website contains a list of materials and resources to assist physicians in healthcare to gain an understanding of the health and development of individuals with disabilities.
The Developmental Disabilities Primary Care Program is a program of Surrey Place, Toronto. Surrey Place provides specialized clinical services to children and adults with intellectual and developmental disabilities in the Toronto Region. Surrey Place is affiliated with the University of Toronto and other academic institutions and is a teaching site for students in a variety of health care professions.
At Let's Go!, we believe that children with intellectual and developmental disabilities (I/DD) deserve the same opportunities to lead healthy lives as those offered to typically developing children. To ensure our 5-2-1-0 programs are inclusive of all children, we've developed a toolkit for Children with Intellectual and Developmental Disabilities (I/DD) to address their unique needs. These tools are specifically designed for professionals such as yourself who work with children with I/DD and they complement our multi-setting 5-2-1-0 programs. Registered sites in Maine and Mount Washington Valley, New Hampshire, receive a free hard-copy toolkit. For all others, Let's Go! offers free online access to our Developmental Disabilities (I/DD) toolkit in an easy-to-use format, as well as printable PDFs of individual pages.
In this Interprofessional Virtual Grand Rounds presentation Dr. Thad Woodard and Molly Rutledge, Speech-Language Pathologist, present cases that will highlight communication strategies for working with patients with IDD, and how providers can involve patients with IDD in their health decisions. Rain Van Den Berg, MPH, and LEND Training Coordinator share resources to learn more.
The IDD Toolkit was created with a grant from The WITH Foundation. This toolkit provides resources and training to assist medical professionals serve adults with intellectual and developmental disabilities.
The Florida Center for Inclusive Communities (FCIC) recognizes that good health is vital to enjoying all other life activities. People with developmental disabilities often have difficulty accessing appropriate high-quality healthcare oftentimes because health care providers lack training or familiarity with the support people with developmental disabilities need.
FCIC is addressing this issue by undertaking activities that:
a) Educate health care providers to be sensitive to the special health needs of people with disabilities
b) Assist individuals and their caregivers to be proactive about knowing and communicating their own health needs across their lifespan.
Access helpful resources by clicking on the "Materials & Resources" or "XCEL Training" (www.xcel.flcic.org).
This is an online resource for healthcare providers to share with self-advocates, family members and caregivers. This visually based website focuses on plain language information about health for individuals with IDD and their families. Access the website at: My Health Toolkit
A presentation on American Sign Language, deaf culture, and working with interpreters.
Institute on Disabilities at Temple University
This presentation focuses on identifying physicians' roles in promoting self-advocacy and health self-management for their patients with intellectual/developmental disabilities.
Westchester Institute for Human Development
Resources from the Developmental Medicine Workshop were shared in a document to be available for medicine residents.
This resource is an article on health self-management from the perspective of a self-advocate. Mitchell Levitz shares personal experiences and advice on how individuals with disabilities can manage their own health and be self-advocates.
Lack of medical training results in physicians being unprepared to provide care to people with disabilities, which, in turn, contributes to the substantial health disparities that are evident in this population. Few medical schools or primary care residencies address the care of adults with disabilities. Competencies and guidelines to assist American physicians in caring for patients with physical or intellectual disabilities have yet to be established, thus making educational goals unclear. This article describes one novel training module regarding people with disabilities that was developed at the University of South Florida Health, Morsani College of Medicine (USF) and inserted into the primary care clerkship during a major curriculum redesign in 2005. Since then, all USF third-year medical students have been required to participate in this disability-related course component. The authors describe the module's development and integration into the primary care clerkship, as well as the specific elements of their curriculum.
This list provides information and resources for developmental diagnosis and referal for early intervention.
An evaluation form used to determine the participant's understanding of developmental diagnosis and early intervention.
This assignment has readings created for medical students or resident education. Read through this case and be prepared to discuss the listed key concepts related to developmental disabilities and competencies.
This is a comprehensive training for Nurse Practitioners (NP) on disability care. This content addresses a long-standing problem that affects a very underserved and vulnerable group that is growing exponentially. The materials found on this website provide nursing faculty with curricula content that can be integrated into the existing curriculum. Content includes competencies for NPs caring for people with disabilities, references and resource lists, standardized patient cases/case studies, a pre/post quiz and slide presentation, and video clips depicting positive and negative NP patient interactions to help address the lack of knowledge about people with disabilities in NP education.
This video was recorded for training Physician Assistants on interacting with Deaf patients. This lesson includes basic American Sign Language (ASL) for brief communication with deaf patients.
The Autism Friendly Initiative at Boston Medical Center aims to improve the hospital experience for patients with autism spectrum disorder (ASD). Patients with ASD have various sensory and communication needs, which can make the fast-paced and often over-stimulating hospital environment particularly challenging. To address the needs of patients with ASD, we strive to make the hospital environment more autism-friendly, educate clinicians and staff, and provide resources to patients. We believe these efforts will lead to better hospital experiences, and ideally, better outcomes, for patients with ASD.
The outcomes of this module are for participants to first, better understand the concept of Culture and the intersectionality of cultures. Second, to learn how to effectively communicate with diverse patients with disabilities in a health care setting. And third, to have access to tools to create an inclusive health care environment.
This model covers topics that include communicating with patients with disabilities from diverse cultures within the healthcare field (including doctors, dentists, nurses, front line staff) and ensuring they have equitable access to quality health care. Built into this module are pre and post-self assessments to gauge what you have learned, videos, case studies to apply the knowledge you have learned, and tools you can print and share.
The outcomes of this module are for participants to first, better understand the concept of Culture and the intersectionality of cultures. Second, to learn how to effectively communicate with diverse patients with disabilities in a health care setting. And third, to have access to tools to create an inclusive health care environment.
This module touches on the theories of the intersectionality of identities and cultural agility that was first highlighted in module 1. It highlights some data about why these theories are becoming increasingly important. Built into this module pre and post-self assessments to gauge what you have learned, videos, and tools you can print and share. Some case studies to apply the knowledge you have learned are also included.
This toolkit provides information about health disparities for people with disabilities and the need for educational standards, the Core Competencies on Disability for Health Care Education, and use of the Delphi method to gain consensus on these standards. These resources can be helpful in making the case to organizational leadership or committees to provide an official endorsement of the competencies.
This resource is a Responsive Practice brochure that provides information on training for mammography technologists. This program discusses the barriers that women with disabilities face and different strategies mammography technologists can use to best serve women with disabilities.
This is a tool for medical and residency student education learning. In this assignment:
1) You will be able to discuss the Ecobiodevelopmental Model (EBCD) and the science of Toxic Stress.
2) You will find an evidence-based article regarding early brain and child development and will be able to "translate" information into an email/handout for parents.
3) You will use a Baby Buffer email prescription to give parenting advice via a role play.
This resource is an educational tool for first-year medical students to gain information about:
1) The healthcare needs of patients with disabilities
2) The effects of the disability on the patient/family health and wellness
3) Key factors in optimizing the care for patients with disabilities
4) Describe the challenges for people with disabilities in accessing health-related services
5) Apply "person-centered" and "family-centered" approaches to working with people with disabilities
This is a guided session between first-year medical students and individuals with disabilities and their parents/adult siblings.
"People First Language puts the person before the disability, and describes what a person has, not who a person is." Visit www.disabilityisnatural.com to see the original, full-length article.
This is a factsheet provided for medical students to understand stigmatizing attitudes about disabilities. For people with disabilities, stigma can be a major barrier to participation. Stigmatizing attitudes about disabilities can also affect relationships between patients and providers. However, health care providers can be allies with their patients and help reduce the impact of stigma.
The University of Washington, Healthy Aging & Physical Disability
Are you in social work,pre-med, nursing, oral hygiene, or other health related fields? Come and learn how you can work better with and improve the health outcomes for your future patients that experience intellectual and developmental disabilities (IDD).
This kit contains:
1) Facilitator guide
2) Link to presentation (Google doc)
3) Link to training video (YouTube)
4) Health Literacy Activity Handout
5) Slides (PDF)
6) Slides Handout (PDF)
7) Evaluation form
8) Sample flyer
This PowerPoint is a Co-Curricular Disability Home Visiting Training Module with proper language and cultural competencies for engaging with families with children with intellectual and developmental disabilities. Learner objectives:
- Understand and use person first language
- Identify two culturally competent practices
- Define two possible issues families with children who have disabilities may experience that can result in them not following Physician's recommendations for treatment
Wayne State University School of Medicine
Autism 101 is a PowerPoint presentation for medical students that address the unique needs of patients with autism through staff training, environmental adaptation, and protocol adjustment.
The Autism Friendly Initiative at Boston Medical Center aims to improve the hospital experience for patients with autism spectrum disorder (ASD). Patients with ASD have various sensory and communication needs, which can make the fast-paced and often over-stimulating hospital environment particularly challenging.
The Sensory Toolbox Training is designed to facilitate successful appointments for patients with autism spectrum disorders (ASD). It includes items to help communication between staff and patients, ease sensory overstimulation, and promotes appropriate interactions with the patient
This presentation provides social and historical context of dispiarities that impact individuals with disabilities. Guiding Questions:
1) What is disability? How does it differ from impairment?
2) What factors affect health care and health disparities among people with disabilities?
3) How does intersectionality impact health disparities within the disability community?
This FREE, SELF-PACED ABLEx Series aims to improve the health of people with intellectual disabilities around the world. More than 120 contributors from 22 countries have provided content. The courses are tiered to fit with Years 1, 2, 3 of any health, medical, or related degree. They can also be used for workforce education. Anyone can do the courses - they are open to everyone!
The ARIE Co-Curricular Initiative Project is a collaborative project between the Michigan Developmental Disabilities Institute and the Wayne State University College of Medicine, to assist medical students in obtaining volunteer hours that enhances their educational curriculum. This resource is a case study that aims to help medical students understand the needs of patients and families with intellectual and developmental disabilities.
The Michigan Developmental Disabilities Institute's (MI-DDI) award-winning Possibilities series of videos focuses on the lives and accomplishments of individuals with developmental and intellectual disabilities. Each 4-7 minute video highlights the journeys of different individuals, along with their family and friends, and illustrates the lives possible for all people as they mature, become independent, and pursue their life's dreams and goals. The purpose of the Possibilities series is to present a vision of how individuals with developmental and intellectual disabilities and their families can lead the lives that they wish to lead, without barriers and in the direction they truly intend to go. The hope is that these films are viewed and shared by anyone looking to explore all of the possibilities that life has to offer!
These modules are designed to build knowledge about the adult phase of the life course continuum of health and health care for people with developmental and intellectual disabilities (ID). By participating in this curriculum, trainees will gain knowledge and perspective concerning: common health issues for adults with ID; socio-cultural influences on the health of adults with ID; self-determination and person-centered care as essential elements of health promotion and healthcare for adults with ID; the importance of competitive employment and place of residence on health status; and the central importance of optimal health status on quality of life and on the ability of adults with ID to live the lives they desire in inclusive communities.
Additional Related Materials on Adult Health of Individuals with Disabilities
Queensland Centre for Intellectual and Developmental Disability (QCIDD) provides a number of resources that aim to improve the health and wellbeing of adults with an intellectual and developmental disability who live in Queensland through clinical practice, education, research, and advocacy.
Information and resources to help teens and young people with intellectual and developmental disabilities, families and caregivers to address transitioning from pediatric to adult health care, independent living, and becoming a self-advocate.
The Responsive Practice training is online, on-demand, free for a limited time, and eligible for continuing education & continuing medical education credits. Responsive Practice enhances health care providers' ability to deliver culturally competent, accessible care to people with intellectual, mobility, and other disabilities. This training focuses on providing health care and screenings to individuals with disabilities.
The Autism Friendly Initiative at Boston Medical Center has a list of helpful tips for healthcare professionals to improve interactions with patients with Autism.
This resource outlines what is expected to learn while working with children and youth with Special Health Care Needs (CYSHCN). This information is helpful to faculty responsible for directing a development rotation for pediatric residents. The overview lists the various activities for residents who spend the mandatory month during their internship year.
Key messages on talking with deaf patients cultivated from conversations between healthcare providers and patients with lived experiences.
This resource provides information healthcare providers about telehealth options.
The Taking Charge of My Health Care Toolkit is designed to provide health and health care advocacy education and resources for people with intellectual and developmental disabilities and those who support them. The toolkit also provides resources for disability service providers and family members who play an integral role in providing support to self-advocates.
Oregon Office on Disability and Health at Oregon Health & Science University
Quick tips on how to make your bog accessible to people with disabilities.
The purpose of this resource guide is to provide guidance on how the MAPP process can be inclusive of people with disabilities.
The toolkit compiles evidence-based and promising models and resources to support organizations implementing mental health programs in rural communities across the United States, with a primary focus on adult mental health.
From mobility issues to cognitive impairment, disabilities affect many people's lives, whether by living with or loving someone who is differently-abled.
Informal or family caregivers provide regular care or assistance to family members or friends who have disabilities or health difficulties.Promoting self-care and healthy habits for caregivers is important so they, in turn, can help the people they support to be healthier, more independent, and more active in their chosen communities.
The purpose of the Capacity-Building Toolkit for Including Aging and Disability Networks in Emergency Planning (hereafter, the "Toolkit") is to serve as a resource to guide the aging and disability networks in increasing their ability to plan for and respond to public health emergencies and disasters. For organizations already engaged in emergency planning, this Toolkit can help expand and improve their capabilities. For organizations new to emergency planning, this Toolkit will help orient them to the process.
These fact sheets were created as part of our Cincinnati LEND Seminars in Evidence-Based Medicine project. A team of LEND trainees and faculty members conducted research on best practices while also consulting with stakeholders, including women with disabilities who have experienced pregnancy and prenatal care as well as medical providers.
These fact sheets were created as part of our Cincinnati LEND Seminars in Evidence-Based Medicine project. A team of LEND trainees and faculty members conducted research on best practices while also consulting with stakeholders, including women with disabilities who have experienced pregnancy and prenatal care as well as medical providers.
Curious about why going fragrance-free is important? Want to make your space more accessible? This new toolkit makes the answers easy to find and provides helpful tips and resources.
This guide discusses the unique difficulties autistic students face and how educators can respond to them. In addition, advice is provided from autism experts and resources to help families with an ASD child.
This checklist is not intended to measure the cultural and linguistic competence of any given medical home team. Rather, it is designed to provide a structure for discussion and self-examination. It is also designed to facilitate the programmatic and organizational change necessary to respond effectively to culturally defined beliefs, practices, and preferences and the inherent issues they raise in the provision of health care and related services for youth and their families.
The Roots of Health Inequity online curriculum
is designed for people to participate in groups,
which allows the rich discussions necessary for
getting to the root of health inequities.
The city you live in can have an enormous impact on your quality of life - especially if you have a disability. From wheelchair accessible sidewalks to employment options to the weather itself, there are a variety of characteristics that can determine whether your hometown is a good place to live.
All too often, people with mobility limitations are excluded from the party, gathering or social event because the host's home is not visitable. The Research and Training Center on Independent Living has produced "Making Homes Visitable: A Guide for Wheelchair Users and Hosts," a resource that provides information about how people can make their homes visitable by people with mobility limitations - and why it matters.
Now that a major storm has struck the same regions that were battered last year, people face something called Re-traumatization. This is the opening of old emotional wounds and the anxious anticipation of such re-wounding. It may be worse that the original trauma because it implies a string of "bad luck"-a sense of endless travail rather than one bad episode that has come and gone. It often feels like the old trauma plus a new trauma plus a loss of psychological safety. Psychological safety may be a myth (the thought that everything will eventually turn out right) but it is a helpful myth.
Dart Center for Journalism and Trauma
It is common for people to experience very strong emotional reactions with the arrival of a hurricane and its accompanying damage to homes and community infrastructures. If you are experiencing distress in the wake of the recent hurricanes, you are not alone. Understanding common responses to extreme events can help you to cope effectively with your feelings, thoughts, and behaviors. Putting into practice some of the tips in this guide can help you along the path to managing the storm's aftermath and feeling better.
This document offers parents guidance on helping their children after a hurricane. This fact sheet describes common reactions children may have after a hurricane, what to do to help, and self-care tips for parents.
Here are some simple and effective ways to manage your storm-related fears and anxiety. Many are essential ingredients for a healthy lifestyle and adopting them can help improve your overall emotional and physical well-being.
This white paper provides summarizes key learnings from recent disasters impacting specific Territories and policy recommendations for University Centers for Excellence in Developmental Disabilities Education, Research, and Service (UCEDDs), as well as government leaders at the Federal, State and Territorial levels.
This toolkit is intended to assist entities in planning meetings and events that are accessible to persons
with disabilities. It provides recommendations and checklists for all phases of a meeting or an event,
from choosing the venue to promotion, registration, presentations, materials, social events, meals,
and staff and volunteer training. Note, however, that it is impossible to anticipate every barrier that
might limit or preclude participation by a valued member. Moreover, because new ideas for improving
accessibility and new technologies continue to emerge, this toolkit should be viewed as a living
document that is meant to evolve.
Presentation on interviews with Territories (Themes, Recommendations) on Inclusive Emergency Management Preparedness, Response, and Recovery.
Let's Go! has developed this toolkit for professionals who work with children with I/DD. Inside you'll find strategies, tools, and resources that address the healthy eating and physical activity needs of children with I/DD. These materials complement their core 5-2-1-0 message and evidence-based strategies for success, and are designed to ensure that the Let's Go! program can work for each and every child.
This resource provides a checklist for people with disability in the event of a major diaster.
The University of Guam, Center for Excellence in Developmental Disabilities Education, Research, and Service (Guam CEDDERS) offers a guidebook with recommendations and tips for individuals with disabilities to establish their personal preparedness plans, thus enabling individuals to minimize the effect of emergency situations and allow for fast recovery to normal routine.
APA's Healthy Communities Policy Guide identifies policy ideas for local, state, and federally elected officials aimed at improving community health and quality of living through planning. APA believes "healthy communities" are places where all individuals have access to healthy built, social, economic, and natural environments that give them the opportunity to live their fullest potential regardless of their race, ethnicity, gender, income, age, abilities, or other socially defined circumstance.
The National Curriculum Initiative in Developmental Medicine (NCIDM)uses its platform to improve curricula for medical schools and residency programs. People with ID/DD experience significant disparities in the quality of healthcare that they receive. As a result, they are kept in poorer health and can be expected to die at a younger age than their non-disabled cohort. This resource provides background on the mission of NCIDM and projects that are created to achieve their goal of improving curricula to be inclusive of treating people with ID/DD.
XCEL - Excellent (X) care to patients with DD through improved Communication (C), Environment (E), and Logistics (L).
XCEL was developed by the Florida Center for Inclusive Communities (FCIC) and is designed to give quick tips in an entertaining way to reception/support staff who interact with people with developmental disabilities in healthcare settings.
American Academy of Developmental Medicine and Dentistry created a webseires that aims to provide information about patients with intellectual and developmental disabilities. Topics include healthcare financing, health transtition, medication management, and more!
Developmental disabilities curriculum outline from UCSF medical school.
Systematically plan and institutionalize a curriculum in developmental disabilities (DD), including children, adolescents, and adults and integrate it into the undergraduate medical school curriculum to ensure that every medical student graduating from the UCSF School of Medicine will have basic skills, knowledge, and attitudes necessary to care for patients with developmental disabilities.
The Core Competency Training series provides a comprehensive training curriculum to front line staff providing care coordination (including case managers, care coordinators, etc.) from a wide range of medical, social, and community service organizations in communities state-wide. Core curriculum will cover competencies related to care coordination and disability awareness. Additional training opportunities include advanced care coordination training, care coordination training for managers and supervisors, and "train the trainer" training. In total, 34 separate training opportunities are available to up to 240 participants state-wide.
This website features information, continuing education opportunities, resources, and more for health and health care professionals to learn about culturally and linguistically appropriate services, or CLAS. Launched in 2004, Think Cultural Health is sponsored by the Office of Minority Health.
This website offers resources that describe and comment on law and policy responses to the Zika Virus.
Seventy years after CDC was founded to fight mosquitoes that carried malaria, CDC found itself entrenched in combat with another mosquito-borne illness, Zika virus. CDC activated its Emergency Operations Center to fight Zika on January 22, 2016, after a widespread Zika outbreak in the Americas was linked to a large increase in the number of babies born with microcephaly. As the emergency response approaches one year, CDC's Morbidity and Mortality Weekly Report highlights 10 critical contributions towards the fight against Zika virus this year.
Researchers found the antibiotic azithromycin can block the Zika virus from infecting fetal brain tissue cells grown in lab dishes. The findings, published online in the journal Proceedings of the National Academy of Sciences, revealed the virus targets brain cells with an abundance of the AXL protein.
Zika Resources including response activities and resources for pediatricians from the American Academy of Pediatrics.
It is the news that doctors and families in the heart of Zika territory had feared: Some babies not born with the unusually small heads that are the most severe hallmark of brain damage as a result of the virus have developed the condition, called microcephaly, as they have grown older.
The findings were reported in a study of 13 babies in Brazil that was published Tuesday in Morbidity and Mortality Weekly Report. At birth, none of the babies had heads small enough to receive a diagnosis of microcephaly, but months later, 11 of them did.
"The Zika Virus was discovered in the heart of Africa in 1947 and infected small clusters of people over the next 60 years. But then, in 2007, it began popping up on some islands in the pacific. People infected there started traveling... triggering, Dr. Fauci says, a global pandemic."
Learn more from this CBS news story where U.S. Dr. Jon LaPook speaks with the country's top scientist about the fight against Zika.
Recent research has shown that the mosquito-borne Zika virus has the potential to cause serious health problems, including severe birth defects in humans. But the damaging effects of Zika might not end there: results of a new mouse study show that the virus may also have an unexpected negative-and possibly long-lasting-impact on male fertility.
Combatting the spread of the Zika virus in the United States and territories as well as helping those who are already affected requires a public health response. This includes the coordination and collaboration of health care systems, providers, and families at the national, state and local levels. In this rapidly changing environment, HRSA has made helping our programs address this public health threat a top priority.
This resource is focused on the comprehensive health needs of infants and children affected by Zika Virus (ZIKV). It is intended as a planning resource for states and ommunities as they develop a coordinated response to meet the immediate and long term needs of infants and children affected by ZIKV, and their families. The resource guide applies a system of care approach and builds on existing Federal and State services and programs for supporting children with special health care needs (CSHCN). This information will assist states and communities in effectively leveraging and integrating existing programs and assessing programmatic flexibilities to augment their systems of care to address ZIKV.
You take medicines to help with health problems. Medicines can help you live a healthier life. You
have to be careful because medicines can also cause problems. There are four things you should
do to be safe.
This fact sheet provides important information on effective medicine use for women with intellectual disailities. Medicines can treat health problems and help you live a healthier life. When used incorrectly, medicines can also cause serious health problems. Many of these problems can be prevented. Learn four (4) tips to avoid common medicine mistakes.
This course tells the story of one community's efforts to collaborate on improvements to its emergency shelter plans. You are invited to participate in these efforts, working with the county's Emergency Manager and other stakeholders to update plans last revised five years ago. As the story unfolds, you encounter questions asking you to identify relevant facts or to select the best course of action for making improvements to the planning process and its outcomes. Need help answering a question? Click on Help to see excerpts from publications included in the FNSS Resource Toolkit that comes with this training.
How your child plays, learns, speaks, and acts offers important clues about your child's development.
Developmental milestones are things most children can do by a certain age. Take this with you and talk with your child's doctor at every visit about the milestones your child has reached and what to expect next.
La manera en que su hijo juega, aprende, habla y actúa nos ofrece pistas importantes sobre cómo se está desarrollando el niño. Los indicadores del desarrollo son las cosas que la mayoría de los niños pueden hacer a una edad eterminada. En cada visita médica de su hijo, lleve esta información y hable con el pediatra sobre los indicadores que su hijo alcanzó y cuáles son los que debería alcanzar a continuación.
This toolkit will serve as a foundation for a national effort that will enhance diversity, inclusion, and cultural and linguistic competence; cultivate partnerships; respond to increasingly diverse communities across the country; and develop strategies for continuing efforts to better serve diverse populations.
The Fogarty International Center has provided top news and resources that address the Zika Virus.At NIH, the National Institute of Allergy and Infectious Diseases (NIAID) is working with its partners in government, academia, and the pharmaceutical and biotechnology industries to better understand Zika virus, the disease it causes, and ways to combat it. The National Institute of Child Health and Human Development (NICHD) at NIH is studying how Zika virus infection affects reproductive health, pregnancy, and the developing fetus. NIH is also funding many research projects to study Zika virus.
Guidelines and technical documents around Zika
Compared to people without disabilities, people with disabilities are at a higher risk for poor health outcomes such as hypertension, obesity, fall-related injuries, and depression. Knowledge about the health status and public health needs of people with disabilities is essential for addressing these and other health disparities. However, most public health training programs do not include curricula on people with disabilities and methods for including them in core public health efforts. There is a clear need for public health efforts to reduce health disparities among people with disabilities. This may be achieved by building a stronger public health workforce skilled in ways to include people with disabilities in all public health efforts.
Association of University Centers on Disabilities (AUCD)
This resource has information on the services that are provided through the Nutrition Service Program. The mission of the Nutrition Services Program is to improve the quantity and quality of nutrition services available to children and youth with disabilities in West Virginia and to increase awareness of the importance of nutrition services on the local, state and national levels.
Nutrition is essential for promoting growth and development in children and promoting and maintaining good health in adults. Good nutrition enables individuals to reach their full physical, mental, and emotional potential. Individuals with disabilities are often at risk for nutritional problems resulting from:
- Special eating or feeding problems that make it difficult to meet nutritional needs
- Movement or neurological limitations that affect activity levels and alter calorie needs
- Weight problems (overweight or under weight)
- Diets that are inappropriate or unbalanced
- Vitamin and mineral deficiencies and other side effects of long term or multiple medications
- Alternate forms of feeding, such as G & J feeding tubes
- Special nutrient requirements
Center for Excellence in Disabilities at WVU
The National Organization on Disability (NOD) is a private, non-profit organization that promotes the full participation and contributions of America's 57 million people with disabilities in all aspects of life. NOD focuses on increasing employment opportunities for the 80-percent of working-age Americans with disabilities who are not employed.
Over 2.4 million Medicare beneficiaries rely upon electricity-dependent medical and assistive equipment, such as ventilators and wheel chairs, in our communities. Severe weather and disasters that cause power outages can be life threatening for these individuals. How can we empower community and electricity-dependent Medicare beneficiary health resilience? Every hospital, first responder, electric company, and community member can use the map to find the monthly total of Medicare beneficiaries with electricity-dependent equipment claims at the U.S. state, territory, county, and zip code level and turn on "real-time" NOAA severe weather tracking services to identify areas and populations that may be impacted and at risk for power outages. Together, we can all better anticipate potential access and functional needs, emergency plan for the whole community, and assist our at-risk community members before, during, and after an emergency.
Only half of American adults get enough physical activity to reduce the risk of chronic disease, the leading cause of death in the United States. Walking is an easy way to start and maintain a physically active lifestyle. The Surgeon General aims to increase walking across the nation by calling for access to safe and convenient places to walk and wheelchair roll.
The Step It Up! The Surgeon General's Call to Action to Promote Walking and Walkable Communities Program Website includes:
This factsheet provides statistics on hearing loss, important facts on hearing loss, and information about children and hearing loss.
By definition, preparedness means the state of being prepared. Each individual has a personal responsibility for application. But because we are so diverse each person's "state" in remarkably different from everyone else. However, when preparing for an event or emergency, remarkably, we have a lot in common. Understanding your options can quicken your response time and lessen the initial fear and panic.Knowledge is power and in times of crisis your survival may depend on preparation and common sense.
The National Association of County and City Health Officials' (NACCHO's) Health and Disability Program has been working with local health departments (LHDs) across the United States for several years to encourage the inclusion of people with disabilities in LHD programs, products, outreach, and services. In a recent national assessment of LHDs, NACCHO found that LHDs often misperceive what constitutes the population of people with disabilities.1 Some LHDs reported people with disabilities as those with developmental disabilities or physical disabilities, while others reported that Communities of Color or non-English speaking populations classify as members of the disability population, which is not the case. This fact sheet helps to clarify who people with disabilities are from a public health perspective and provides health-related information to LHDs about the members of this population.
To reduce and eliminate the disparities in health experienced by people with disabilities, the National Association of County and City Health Officials (NACCHO) works with local health departments (LHDs) to promote the inclusion and engagement of people with disabilities in all public health programs, products, outreach, and services. A recent NACCHO survey found that approximately 75% of LHDs provide some type of obesity or tobacco prevention program; however, only 30% include people with disabilities in such
prevention efforts.1 The purpose of this fact sheet is to emphasize the importance of including people with disabilities in all LHD programs, products, outreach, and services.
National Association of County & City Health Officials (NACCHO)
The National Association of County and City Health Officials' (NACCHO's) Health and Disability program works with local health departments (LHDs) to increase the inclusion and engagement of people with disabilities into all public health programs, products, outreach, and services. Findings from a recent national survey of LHDs (Table 1) suggest that many LHDs provide reproductive health services to members of the general population; however, very few specifically include people with disabilities in these services.1 The purpose of this fact sheet is to educate and raise awareness of LHDs about the importance of including men and women with disabilities in existing reproductive health programs and services offered by LHDs.
Being prepared for disasters or emergencies is critically important in today's ever changing environment. it is even more important for those with disabilities, special needs or those who may need assistance in the event of a disaster or other emergency.
This document contains information on what persons with special medical needs should know for disaster preparedness
Michigan's Kent County Health Department (KCHD) has been including people with disabilities in its programs, policies, and procedures for several years. KCHD realizes how important it is to include people with disabilities in emergency preparedness planning efforts. In 2007, KCHD's emergency preparedness
program was mandated to develop partnerships in its jurisdiction to report on and determine how to include people with disabilities in emergency response planning. As a result, KCHD developed a committee of organizations that serve people with disabilities and other human services agencies that provide
cultural services to the elderly and children.
Local health departments (LHDs) can help to reduce andeliminate disparities in health experienced by people with disabilities by including them in all health programs, services, and activities. In spring 2014, the National Association of County and City Health Officials (NACCHO) surveyed LHDs across the country to understand better how they were including people with disabilities in programs and services. One respondent, Region 2 of the Louisiana Office of Public Health, stood out as being particularly inclusive of people with disabilities in public health practice. The Louisiana Office of Public Health met with NACCHO to discuss how the health department includes people with disabilities in its public health practice.
La Guía de preparación en caso de emergencias de Florida se realizó gracias a un subsidio para la preparación en caso de emergencias de los Centros para el control y prevención de enfermedades (Centers for Disease Control and Prevention). Esta guía fue elaborada por la Oficina de Comunicaciones y la Oficina de Preparación y respuesta del Departamento de Salud de Florida (Florida Department of Health's Office of Communications and the Bureau of Preparedness and Response).
The cases of this module are designed for LEND and UCEDD trainees to learn more about the adult phase of the life course continuum of health and health care for people with developmental and intellectual disabilities. By participating in this case-based curriculum, LEND and UCEDD trainees will gain knowledge and perspective concerning: common health issues for adults with ID; socio-cultural influences on health of adults with ID; self-determination and person-centered care as essential elements of health promotion and healthcare for adults with ID; the importance of competitive employment and place of residence on health status; and the central importance of optimal health status on quality of life and on the ability of adults with ID to live the lives they desire in inclusive communities. These cases were created by the Association of University Centers on Disabilities (AUCD) and Westchester Institute for Human Development UCEDD, with input from the Nisonger Center UCEDD and Sonoran UCEDD, and with support from the HealthMeet Project of The Arc.
This module is designed to help trainees, students and health professionals to increase their knowledge and skills to improve communication with people with intellectual disabilities (ID). The resources in this module concern: communication during health care and wellness encounters with people with ID; cultural and linguistic competence in communication; working with interpreters; inclusion strategies in written and electronic communication; language use to demonstrate respect; supporting self-determination in health; the use of technology for effective communication; and communication with people with sensory challenges and language differences.
Make an Emergency plan!
Your Plan, Just Make It!
• What you and your family will do.
• What to have on hand.
• What to take with you.
• Where to go, if necessary.
• A pet plan.
Disasters can interrupt your normal routine and support systems. Planning ahead could increase the odds that your access and functional needs will be met if you evacuate quickly or shelter in place. Taking responsibility by creating a disaster plan and to-go bag is the first step in maintaining your health and independence. All your information should be current and because it is personal keep it in a safe but handy place in your home.
Knowing that an emergency situation involves an individual with autism is important from the dispatcher to the first responders on scene. When the dispatcher includes "the individual has autism," what is going to be your reaction?
The Autism Society's Autism Awareness Wallet Card is a colorful two-sided card that provides "helpful hints" for interacting with someone who has autism and includes special information for law enforcement or medical emergency personnel.
With their high levels of energy, remarkable ability to bounce back from stumbles and falls, and endless curiosity, children often put themselves at risk for injury. This can be especially true when they're exploring the great outdoors. Here are some basic safety guidelines for children.
Babies and small children can get from one place to another in the blink of an eye, and in seconds could be exposed to dangers that could have very harmful consequences. It takes years for children to become self aware to the point where they can recognize potential hazards; therefore, ensuring your home is safe and secure is of paramount importance.
Are your students prepared for all types of disasters and emergencies, including: hurricanes, tornadoes, fires, floods, school violence, bomb threats, lockdowns, and evacuations?
Remember, your school and students are only as prepared as you equip them to be! Consider including emergency preparedness curricula in your classrooms today! A prepared school is a safe school!
This website includes emergency preparedness curriculum for grades 1-12, and teaches kids what todo before, during and after an emergency while fostering critical 21st-century skills such as problem solving, teamwork, creativity, leadership and communication. Your students will benefit greatly from this valuable information. There is also additional information available for teachers, students, and parents/guardians at kidsgetaplan.com.
This document has been specially developed by a team of emergency management and health professionals to help assist those with special needs to be better prepared for a disaster or emergency. Your ability to successfully respond to a disaster is directly related to your preparedness prior
to the disaster. You should review this document with your family and any persons who may provide care for you. This document includes tips for:
- Cognitive Impairments Disaster Tips
- Deaf or Hard of Hearing Disaster Tips
- Life Support Systems Disaster Tips
- Mental Health and Substance Abuse Problems Disaster Tips
- Mobility Impairments Disaster Tips
- Senior Disaster Tips
- Service Animals and Pets Disaster Tips
- Visual Impairments Disaster Tips
- Parents or Caregivers of Children Disaster Tips
- A Disaster Kit
- A Health Card
Are you ready to leave your home on short notice and travel to a relative's home or a public shelter? Do you have medicines you would need for several days away from home? If you provide supports for a person with disabilities, have you helped them prepare for a time when daily routines cannot be maintained at home? Evacuation will be much easier and safer if you and those you care for prepare now for what might happen tomorrow. When weather causes power outages, for example, it is hard for anyone to keep to daily routines. But a person who needs electricity for an oxygen supply or other medical services must take action, before an emergency strikes, to prepare for loss of power.
People with disabilities have been impacted harshly by hurricanes, floods, or even a bad snow storm. Emergencies can disrupt your daily routines and interrupt services that you rely on.This tutorial will help you think through your personal needs in an emergency and plan how to respond. It will suggest action steps for your personal preparedness plan.
The Pennsylvania Fresh Food Financing Initiative (FFFI) is a practice-tested policy-level intervention designed to increase access to affordable, quality healthful foods in underserved areas of the state. The program provides critical one-time loans and grants for the development, expansion or renovation of fresh food retail establishments, such as supermarkets or grocery stores. The FFFI also creates steady jobs for community members living in economically distressed areas. FFFI is a community-level policy and environmental-change intervention.
Baltimore Healthy Stores (BHS) is a research-tested intervention that uses a store's existing facilities to improve access to healthy food and to increase consumers' knowledge, self-efficacy and behavioral intentions about healthy food choices and food preparation through health education and point-of-purchase marketing strategies. BHS targets two levels of the socio-ecologic model:
1) the individual level by seeking to change consumer behaviors
2) the organizational level by seeking to change corner stores practices, in particular by increasing the availability of healthy options.
The Center for Training and Research Translation
Healthy Food Environments is a practice-tested policy intervention developed by NC Prevention Partners to increase availability, visibility, and affordability of healthy foods and beverages for employees, volunteers, and visitors on hospital campuses. The intervention includes a pricing policy incentive to encourage purchase of healthier items (through a price decrease) and discourage purchase of less healthier items (through a price increase). This is an organizational policy and environmental change intervention that targets individual behavior
Food can be sold at a variety of retail venues in a community. To increase fruit and vegetable consumption by community members, it is important to improve access to these venues and to increase the availability of high-quality, affordable fruits and vegetables sold at these locations. This document highlights a few states' work in this area.
Health professionals must commit to advocating for improved health literacy in our respective organizations. We must embed health literacy in our programs, policies, strategic plans, and research activities.
You can advocate for health literacy in your organization.
-Make the case for health literacy
-Incorporate health literacy into mission and planning
-Establish accountability for health literacy activities
Emergency Preparedness For All Children is a toolkit that provides child-centered planning and response tools for use by:
- families
- emergency managers
- shelter workers
- organizations that provide care for children
The toolkit supports planning for sheltering-in-place, evacuating, and staying in a general shelter. Use of these tools can help ensure that the children and the people who care for them will be included in whole community planning policies and processes. The Inclusive Preparedness Center developed these guidance documents and tools to support state and local community emergency planning for children.
The Hilltop Institute's Hospital Community Benefit Program is a central, objective resource for state and local decision makers who seek to ensure that tax exempt hospital community benefit activities are responsive to pressing community health needs.This brief is the ninth in the series, Hospital Community Benefits after the ACA. Earlier briefs address the requirements for tax exempt hospitals established by §9007 of the Affordable Care Act (ACA) and assessed federal and state approaches to community benefit regulation.
The Public Health Improvement Resource Center is a searchable database that has recently been improved to include additional and updated resources to better help users build and improve public health systems. Some of the Resource Center's latest resources include:
-Using a Population Health Driver Diagram to Support Health Care and Public Health Collaboration
-Opportunities to Improve Population Health by Integrating Governmental Public Health and Health Care Delivery: Lessons from the ASTHO Million Hearts Quality Improvement Learning Collaborative
-Improved Population Health Through More Dynamic Public Health and Health Care System Collaboration
-Writing a Grant Application for Funding
-Why Don Berwick Is Almost Right: How Public Health Quality Improvement Operates Within Complex Systems
Recent Developments in Emergency Preparedness for Individuals with Functional and Access Needs PowerPoint Presentation from the National Association of SARA Title III Program Officials
Focus For This Session:
Vulnerable Individuals and Levels of Vulnerability
Moving from Special Needs to Functional Definition
Populations Included in Functional Definition
What's New at the Federal Level
Why This Is Important to NASTTPO
Issues for Individuals Who Are Most Vulnerable
Sheltering in Place
Evacuation
Emergency Planners and Responders
Service Provider Organizations
Organizational Planning
Individual Planning
Other Preparedness Activities
Residential Fire Safety Planning Materials and Trainings are free and designed to support Fire Life Safety Educators and other fire safety educators who work to improve home fire safety. The Smoke and Fire Safety Action Planner and the Instruction Manual support face to face planning with residents to install and maintain smoke alarms, prepare to get out fast, and prevent residential fires. The Instruction Manual can also be used to train staff of partnering organizations to use the Action Planner with the people the organization serves.
Residential Fire Safety Planning Materials and Trainings are free and designed to support Fire Life Safety Educators and other fire safety educators who work to improve home fire safety. The Smoke and Fire Safety Action Planner and the Instruction Manual support face to face planning with residents to install and maintain smoke alarms, prepare to get out fast, and prevent residential fires. The Instruction Manual can also be used to train staff of partnering organizations to use the Action Planner with the people the organization serves.
Welcome to Conference-On-Demand! FEMA invites you to explore over 40 best practices in inclusive emergency management from across the country.
You will hear from local, regional, state and federal practioners, managers and educators at all levels. Ideas range from academic to "BTDT" (Been There, Done That)! Some of the video and PowerPoint presentation topics are:
-ALERT: Autism Lifesaving Emergency Response Program, -Accessible Emergency Communications over Wireless Platforms
-An Inclusive Emergency Response to 2011 Alabama Tornados
-Emergency Registries and Alternatives: Toolks for Decision Makers
Each video can be shared and passed along.
All presentations can be downloaded.
This checklist is for emergency planners, managers, responders, and public information officers (PIOs) who have responsibility for developing, maintaining, testing, delivering and revising emergency plans and services.
Use it to help:
•Evaluate current capacity of critical elements that integrate people with disabilities and others with access and functional needs into emergency planning, responsr, and recovery
- Identify areas needing attention
- Set priorities
- Assess progress
•Develop inclusive emergency plans, policies, processes, protocols, training, job aids/checklists, standard operating procedures and exercise programs
•Periodically evaluate progress and identify elements that have been implemented, and areas that continue to need attention
OODH's mission is to prevent secondary conditions and improve the health and quality of life of Oregonians with disabilities through improved access to health care facilities and public health programs and effective health promotion and wellness programs.
This report summarizes recommendations that were developed to establish a more consistent approach to operationalizing the case definition for the purpose of public health surveillance among adults with intellectual disability in the United States. This approach was designed to allow for research and analysts to build sample frames from existing data, and to recognize where they may be missing a given population. It can also be used to inform the development of targeted survey questions.
This report includes recommendations for the Health Surveillance of People with Intellectual Disabilities in the United Stated. Recommendations include:
1. Identify adults with ID using ICD and other codes in medical service claims
2. Link multiple existing data sources for health surveillance
3. Include valid and reliable questions in existing surveys to identify people with ID
4. Incorporate promising methods to include representative sample of adults with ID
5. Incorporate question and response options in existing surveys to facilitate participation of adults with ID and their proxies
This guide provides steps that every emergency manager or first responder should consider in ensuring that the needs and situations of people with disabilities are taken into account in all four phases of emergency management: mitigation, preparedness, response, and recovery.
The Tips for First Responders resource includes information and instruction on how to develop Emergency Preparedness programs for people with disabilities. Tips are provided for mobility impairments, cognitive disabilities, mental illness, Autism, deaf or hard of hearing, blindness or visual impairments, service animals, seniors, childbearing and newborns, chemical sensitivities, general tips.
Tips for planning for the evacuation needs of people with disabilities in the community.
There are currently at least 30 million Americans using wheelchairs and those numbers continue to increase as a large population of people with age related challenges look for ways to live independently in their homes.Bathroom safety is one of the number one concerns in making a home accessible because more than 2/3 of emergency room visits are due to bathroom falls.
Women with disabilities are as likely and sometimes more likely to get breast cancer as the general population due to having more risk factors than women in general. Because there's no sure way to prevent breast cancer, it's important to take care of yourself by having regular screenings to find breast cancer early, when breast cancers often respond well to treatment and the chance for survival is high. These tip cards stress the importance of early screening and give recommendations for you to follow. Also covered are the diagnosis, treatment issues, and insurance coverage.
Take charge of your breast health and be a self-advocate. Getting early breast cancer screening can save your life!
Communities (state, regional, local and neighborhood) provide a vital role in implementing steps to help combat obesity among people with disabilities and assist them in achieving a healthy weight and an improved quality of life. This factsheet contains information on healthy weight and considerations for addressing obesity and disability in the community.
Health Departments along with community partners can implement strategies that make healthy choices available, affordable, and easy for people with disabilities. This resource provides considerations for increased physical activity and improved diet for people with disabilities and updates from emerging practices from CDC's funded state based programs.
Disability and obesity are complex public health challenges, but addressing these challenges offer major dividends to our country if effective strategies are successfully applied to include the workplace. This resource provides information on healthy weight and considerations to ensure that worksite nutrition and physical activity programs are accessible to people with disabilities.
These guidelines from the U.S. Access Board serve as the basis for standards for new construction and alterations of recreation facilities covered by the Americans with Disabilities Act (ADA).
The Guide to Community Preventive Services is a free resource to help you choose programs and policies to improve health and prevent disease in your community. Systematic reviews are used to answer these questions:
-Which program and policy interventions have been proven effective?
-Are there effective interventions that are right for my community?
-What might effective interventions cost; what is the likely return on investment?
Emergencies can happen at a moment's notice. Mobility problems and hearing, learning, or seeing disabilities can add complication. It is important to plan ahead so you are better prepared for any urgent situation. Our booklet Preparing for Disaster for People with disabilities and other Special Needs gives tips on getting informed, making a plan, assembling a kit, and keeping your plans up to date.
These tips provide people with disabilities and their caregivers with guidance in managing communications, equipment, pets and home hazards. The materials were co-authored by the American Red Cross and Department of Homeland Security and FEMA.
The Guidelines provide suggestions on ways psychologists can make their practices more accessible and disability-sensitive, and how they might enhance their working relationships with clients with disabilities. Additionally, the Guidelines provide information on how psychologists can obtain more education, training and experience with disability-related matters.
This checklist provides guidance for determining whether a hotel has accessible grounds, paths, and amenities for guests with a variety of disabilities. This checklist was adapted and modified by AUCD to be used for site selection of the 2012 Disability and Health Partners Meeting site hotel.
This document provides guidelines and recommendations to help health care professionals ensure equal use of the facility and services by all their patients. The information in this guide gives health care providers a better understanding of how to improve not only the physical environment, but also their personal interactions with patients with disabilities. There is also a review of some of the design standards established through state and federal laws, such as the Americans with Disabilities Act (ADA), that health care professionals need to know.
This guide encourages health care professionals to go beyond the minimum requirements set by law to make facilities and services universally usable to the greatest extent possible. By meeting the needs of people with disabilities, you will also be providing enhanced facilities and services to all your patients.
This webpage contains scoping and technical requirements for accessibility to buildings and facilities by individuals with disabilities under the Americans with Disabilities Act (ADA) of 1990. These scoping and technical requirements are to be applied during the design, construction, and alteration of buildings and facilities covered by titles II and III of the ADA to the extent required by regulations issued by Federal agencies, including the Department of Justice and the department of Transportation, under the ADA.
The Access Board is an independent Federal agency devoted to accessibility for people with disabilities. The Board develops and maintains design criteria for the built environment, transit vehicles, telecommunications equipment, and for electronic and information technology. It also provides technical assistance and training on these requirements and on accessible design, and continues to enforce accessibility standards that cover federally funded facilities.
This guide suggests ways your fitness facility can go beyond the minimum requirements of the law and make your facility and services more appealing and accessible to more people. The illustrations and information in this book demonstrate how barriers in the physical environment can be removed and how exercise equipment and fitness programs can be designed to create a welcoming facility that will attract additional members.
This guide is intended to help designers and operators in using the accessibility guidelines for play areas. These guidelines establish minimum accessibility requirements for newly constructed and altered play areas. This guide is not a collection of playground designs. Rather, it provides specifications for elements within a play area to create a general level of usability for children with disabilities. Emphasis is placed on ensuring that children with disabilities are generally able to access the diversity of components provided in a play area.
This checklist from the American Foundation for the Blind provides practical, cost-effective solutions concerning access to hotel services and facilities by your guests who are blind, deaf-blind, or visually impaired, as required by the Americans with Disabilities Act (ADA).
This guide focuses on ways to effectively communicate and interact with people with disabilities by providing information and tips that can be incorporated in the workplace as well as in other activities of daily community living. Most of the recommendations are low- or no-cost approaches that would be easy to implement in a variety of settings including government, non profits, advocacy agencies, private businesses, the general public and the media.
This guide provides information for people with disabilities on developing an Emergency Plan. Elements of the plan include: What to do; Where to go, if necessary; A Pet Plan; What to have on hand; and What to take with you. The guide also provides helpful contact information for services around Florida to know about and utilize during emergencies.
This guide provides information about creating a emergency preparedness plan, including contact information, and other important steps to take to be prepared in the event of an emergency.
This course is designed to increase the capacity of health care providers in Florida to provide quality healthcare to persons with disabilities. This training will present various disability issues and strengthen participants' competence in sensory and physical disabilities. Presented by Susan Havercamp, PhD, licensed psychologist and Assistant Professor at the Florida Center for Inclusive Communities, UCEDD, Florida Mental Health Institute / DARES, University of South Florida.
Eating well enhances our well-being and health. This site provides information about elements of a healthy diet, as well as, resources for cooking, selecting healthy foods, and recommended nutrients to be aware of.
This Data Brief is prepared by the Illinois Department of Public Health's Disability and Health Program, a statewide project initiated jointly by the Illinois Department of Public Health and the University of Illinois at Chicago. The goal of the program is to reduce and prevent chronic health conditions among Illinois citizens with a disability and promote their health, well-being and quality of life. Persons with a disability have an increased risk of chronic health conditions, such as arthritis, obesity, hypertension, and high cholesterol, when compared to those without a disability. As a group, however, persons with a disability have rarely been targeted by health promotion and disease prevention efforts. The Illinois Disability and Health Program represents an effort to include those with a disability in on-going health promotion and disease prevention activities and to raise professional awareness of disability issues to increase access to health care for persons with disability.
This Data Brief is prepared by the Illinois Department of Public Health's Disability and Health Program, a statewide project initiated jointly by the Illinois Department of Public Health and the University of Illinois at Chicago. The goal of the program is to reduce and prevent chronic health conditions among Illinois citizens with a disability and promote their health, well-being and quality of life. Persons with a disability have an increased risk of chronic health conditions, such as arthritis, obesity, hypertension, and high cholesterol, when compared to those without a disability. As a group, however, persons with a disability have rarely been targeted by health promotion and disease prevention efforts. The Illinois Disability and Health Program represents an effort to include those with a disability in on-going health promotion and disease prevention activities and to raise professional awareness of disability issues to increase access to health care for persons with disability.
This Data Brief is prepared by the Illinois Department of Public Health's Disability and Health Program, a statewide project initiated jointly by the Illinois Department of Public Health and the University of Illinois at Chicago. The goal of the program is to reduce and prevent chronic health conditions among Illinois citizens with a disability and promote their health, well-being and quality of life. Persons with a disability have an increased risk of chronic health conditions, such as arthritis, obesity, hypertension, and high cholesterol, when compared to those without a disability. As a group, however, persons with a disability have rarely been targeted by health promotion and disease prevention efforts. The Illinois Disability and Health Program represents an effort to include those with a disability in on-going health promotion and disease prevention activities and to raise professional awareness of disability issues to increase access to health care for persons with disability.
CDC introduces an online interactive system that quickly helps translate state-level, disability-specific data into valuable public health information. With Disability and Health Data System (DHDS), users can customize how they view disability and health data throughout the country, making it easy to understand health disparity information, identify trends, and help support the development of fiscally-responsible, evidence-based programs, services and policies that include people with disabilities.
This booklet tells you how to maintain your home in order to reduce or remove dangers. It also tells you how to prevent injuries from happening so that your home can be a safe and healthy place for your family.
Healthy recreation is an important, but often ignored, aspect of a good quality of life. Activity, exercise and recreation frequently lose out as we spend more time at work or school and less time at play. For individuals with disabilities, the idea of devoting time and energy to recreation and physical activity is too often not even on the radar, due both to other priorities that fill up the day as well as the barriers involved in negotiating the environment. This guide provides resources on accessible recreation opportunities in Viriginia.
The Florida Office on Disability and Health (FODH) states that entities other than UF are authorized to freely use and distribute the images on this website in any format with no expiration. Images have been obtained with the written or verbal consent of those photographed. We do ask that The Florida Office on Disability and Health be cited when photographs are included in re-printed materials. We also require that the organization who donated the images also be cited, for example NCPAD (The National Center for Physical Activity and Disability) , Full Radius Dance Company, the Colorado Medical Home Initiative, and Mike Coonan Photography have donated images which are in separate folders under this post, if these images are used please cite the organization as well as FODH. Lastly, we ask that the FODH Project Manager is contacted by email when any images are used, as we are trying to track the usage of these images for our files
If you saw a person in a wheelchair unable to get up the stairs into a building, would you say "There is a handicapped person unable to find a ramp?" Or would you say "There is a person with a disability who is handicapped by an inaccessible building?" What is the proper way to speak to or about someone who has a disability?
This document provides suggestions on how to use Person First Language to communicate with and about people with disabilities.
On May 21st the American National Standards Institute (ANSI) Homeland Security Standards Panel (HSSP) published a workshop report providing strategies to address the barriers associated with emergency preparedness for those with physical and sensory disabilities.
This toolkit is designed to help state and local public health departments develop emergency preparedness plans that address individuals with special needs living in communities.
The Federal Highway Administration (FHWA) presents this primer as the third in the Routes to Effective Evacuation Planning primer series. This installment focuses on evacuating people who need assistance in leaving an area, particularly people with disabilities, aging populations, people living in congregate or residential care facilities, and those with household pets. This primer is developed to assist transportation agencies, emergency managers, first responders, and special needs service organizations understand applicable legislation-including new legislation passed after the Hurricane Katrina response-and develop and implement evacuations of special needs populations
This brochure provides information for people with disabilities and their caregivers on how to quite tobacco.
In 2007, Florida was awarded a disability and health grant from the Centers for Disease Control and Prevention (CDC). This grant allowed for the creation of the Florida Office on Disability and Health, housed within the College of Public Health & Health Professions at the University of Florida.
Good Nutrition Ideas is your source for innovative nutrition products and services, developed by nutrition scientists at The University of Montana's Rural Institute for use by adults and kids -- including those with disabilities or special health care needs. The website includes Products and Services, including MENU-AIDDs, the Wise Choices Food Pyramid, Standards of Care for adults with intellectual or developmental disabilities, and Food On Film, a tool for measuring dietary intake.
The purpose of this document is to provide planning guidance that can be incorporated into existing shelter plans to State emergency managers and shelter planners to meet access and functional needs in general population shelters. This document provides guidance to assist emergency managers and shelter planners in understanding the requirements related to sheltering children and adults with functional support needs in general population shelters. Functional Needs Support Services (FNSS) and the guidance provided are designed to assist in the planning and resourcing of sheltering operations whether government, NGO, faith- or private-based to meet the access and functional needs of children and adults. These guidelines identify methods of achieving a lawful and equitable program through the delivery of FNSS for children and adults.
Relatively little research has been conducted comparing the health of people with disabilities to that of people from racial and ethnic minority groups. However, research has consistently documented that, as a group, people with disabilities experience worse health than the general population.The purpose of this chart book is to answer the question of whether working age (18-64) people with disabilities in the United States experience health disparities similar to those experienced by members of racial and ethnic minority groups in the United States.
HealthMatters: Community Academic Partnership (CAP) is a collaboration between university and community based organizations who support people with developmental disabilities (DD). HealthMatters: CAP aims to improve health of people with DD by evidence-based training and curricula by involving community providers to provide practical solutions to sustainable changes. We hope this website will give you useful information on health promotion for individuals with developmental disabilities.
The Healthy Delawareans with Disabilities: Bridging the Gap Project (HDWD:BtG) is charged with working to improve the health status of people with disabilities in Delaware. The project is a three-year (2012-2015) cooperative agreement between the National Center on Birth Defects and Developmental Disabilities (NCBDDD) of the Centers for Disease Control and Prevention (CDC), and the Center for Disabilities Studies (CDS) at the University of Delaware (UD). This program focuses on preventing secondary conditions and promoting the health and wellness of Delawareans with disabilities.
Healthy Living with a Disability under the auspices of the California Department of Public Health (CDPH), Safe and Active Communities (SAC) Branch, started operations July 1, 2002 under a cooperative agreement with the Centers for Disease Control. Healthy Living with a Disability has a mission statement of promoting the health and quality of life of people with disabilities (PWD) and to prevent or lessen the effects of secondary conditions through collaborative leadership to affect environmental, policy and systems changes.
HealthyPeople 2020 is a list of national objectives for improving the health of all Americans, including people with disabilities.
Although the term "disparities" often is interpreted to mean racial or ethnic disparities, many dimensions of disparity exist in the United States, particularly in health. If a health outcome is seen in a greater or lesser extent between populations, there is disparity. Race or ethnicity, sex, sexual identity, age, disability, socioeconomic status, and geographic location all contribute to an individual's ability to achieve good health. It is important to recognize the impact that social determinants have on health outcomes of specific populations. Healthy People 2020 strives to improve the health of all groups.
A model project where the library has expanded its role as an information center for the public before, during and after catastrophic events by establishing the Douglas County Public Information Center (DCPIC).
This fact sheet shows a snapshot of people with disabilities in the United States and how that is a cause for targeted public health efforts.
"The Illinois Disability and Health Program is a collaboration initiated jointly by the Illinois Department of Public Health and the University of Illinois at Chicago. The goal of the program is to develop, sustain and support activities to improve the health and quality of life and reduce the risk of chronic disease and associated secondary conditions among persons with disabilities.
Funding for this program is provided through a federal grant from the Disability and Health Team, National Center on Birth Defects, Developmental Disabilities, and Disability and Health, U.S. Centers for Disease Control and Prevention."
The mission of the Inclusive Fitness Coalition is to increase inclusion and access to health and physical activity for people with disabilities. On the site you will find information on making health and fitness clubs more inclusive, providing more inclusive play environments, and impacting policy to include the needs of people with disabilities.
Healthy eating and physical activity are important aspects of all peoples' lives, including people with disabilities. This webinar features Amy Rauworth, MS, RCEP and Jim Rimmer, PhD on behalf of the National Center on Physical Activity and Disability (NCPAD), a resource center dedicated to providing physical activity and nutrition programs that acknowledge and address the individual needs of every person. NCPAD shares their program successes and offer ideas for inclusive programs at the community and local level. Watch the webinar for an engaging discussion on including people with disabilities in your health promotion efforts.
IASSID is an international and interdisciplinary scientific non-governmental organization which maintains official relations with the World Health Organization. IASSID promotes worldwide research and the exchange of information on intellectual disabilities. Founded in 1964, the organization is the first and only world-wide group dedicated to the scientific study of intellectual disabilities.
This program is funded through a grant from the Centers for Disease Control and Prevention, National Center for Birth Defects and Developmental Disabilities. In partnership the University of Iowa, and guided by the Prevention of Disabilities Policy Council, the Office of Disability and Health focuses on 5 areas: Disability and health surveillance and strategic planning; Livable communities through ADA compliance education and technical assistance; Universal Design, ideas notebook demonstrating successful home modifications and contractor training; Emergency preparedness for people with disabilities, tools for all-hazard planning; Living Well with a Disability, an evidence-based health promotion program.
The mission of the Disability and Health Program is to increase the quality of life for Kansans with disabilities through promoting health and reducing secondary conditions.
This site provides information on Developmental Screening, Autism Spectrum Disorders, Asperger Syndrome, Cerebral Palsy, Vision Loss, Intellectual Disability, Hearing Loss, ADHD (Attention-Deficit/Hyperactivity Disorder), and Fetal Alcohol Spectrum Disorders (FASD). Links provide resources for developmental screening and milestones and other early screening, detection, and education materials.
National Center on Birth Defects and Developmental Disabilities (NCBDDD)
Living Well with a Disability is a is a ten-week workshop within the Healthy Community Living Program for people who want to set goals to support their overall quality of life and wellbeing. In this workshop participants can set quality of life goals, discover helpful tools and resources, and practice self-advocacy and systems-advocacy to help them make changes that can support themselves and others in sliving well.
Project REDD, part of the Center on Disability and Development at Texas A&M University, has developed Mobile TIPS, a mobile-based website (http://disabilitytips.tamu.edu) for first responders that provides detailed instructions and resources about helping people with disabilities or special needs. Each section of Mobile TIPS includes multiple instructions and real life, applicable scenarios. For example, in the Mobility Impairments section, one tip is, If the conversation will take more than a few minutes, sit or kneel to speak to the person at eye level. Mobile TIPS also includes contact information for state resources and groups.
The Montana Disability and Health Program develops services to prevent secondary conditions and promote the health of people with disabilities. Through this approach they may improve quality of life for people with disabilities and reduce unnecessary medical expenditures.
The 2011-2012 Montana Mammography Directory provides information on mammography service providers by city. Each entry includes contact information, hours of operation, standard and additional services available, and disability access information.
The Florida Center for Inclusive Communities' (FCIC) My Health Passport is a document that should be completed by an individual (and/or their caregiver), to describe important aspects about their special health care needs. My Health Passport was designed to be shared with many types of healthcare providers, in clinic and hospital settings. It is especially useful for providing pertinent information to those who are not very familiar in providing care to individuals with intellectual/developmental disabilities.
The Florida Center for Inclusive Communities (FCIC)
The Florida Center for Inclusive Communities' (FCIC) My Health Passport is a document that should be completed by an individual (and/or their caregiver), to describe important aspects about their special health care needs. My Health Passport was designed to be shared with many types of healthcare providers, in clinic and hospital settings. It is especially useful for providing pertinent information to those who are not very familiar in providing care to individuals with intellectual/developmental disabilities.
The Florida Center for Inclusive Communities (FCIC)
The National Center on Birth Defects and Developmental Disabilities (NCBDDD) strives to advance the health and well-being of our nation’s most vulnerable populations. Although our efforts are broad and far-reaching, we have identified four critical Center-level thematic areas.
- Saving babies through surveillance, research, and prevention of birth defects and infant disorders
- Helping children live to the fullest by understanding developmental disabilities
- Protecting people by preventing the complications of blood disorders
- Improving the health of people living with disabilities
National Center on Birth Defects and Developmental Disabilities (NCBDDD)
The overall goal of the project is to develop a distance-learning network among MCHB-sponsored training programs and state Title V agencies to strengthen nutrition services for children with special health care needs and their families in Regions VII, IX and X, including Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, New Mexico, Nevada, Oregon, Utah, Washington, and Wyoming. This series of six self-study modules is a product of the Pacific West MCH Distance Learning Network.
This fact sheet describes overweight and obesity among people with disabilities. It also discusses challenges that people with disabilities may face accessing physical activity opportunities and health consequences of overweight and obesity.
National Center on Birth Defects and Developmental Disabilities (NCBDDD)
The Partnership for Health & Disability is a collaboration between public health and disability advocacy and service organizations on issues that surround health for people with disabilities in the state of Michigan. The Michigan Health Promotion for People with Disabilities Initiative is a statewide partnership committed to reducing the health disparities between people with disabilities and people without disabilities through member collaboration, expertise, and leveraged resources.
This article presents key statistics demonstrating the need for physical activity among people with disabilities, as well as, provides resources for increasing physical activity.
This fact sheet describes participation in physical activity by people with disabilities in the United States. The fact sheet also lists common barriers to regular physical activity.
This is a collaborative strategic planning effort to improve physical activity and sports opportunities for people with disabilities.
This fact sheet presents statistics on the inactivity of people with disabilities, on a state-by-state basis.In all states, there is a difference in physical inactivity rates by disability status, suggesting a disparity in access to these services and health promotion strategies. Interested in your state? Use the table below to determine the prevalence of promotion activities physical inactivity among people with disabilities compared to those without.
National Center on Birth Defects and Developmental Disabilities (NCBDDD)
This document provides details on a Plan of Operations for the Douglas County Public Information Hotline.
A 75-minute course Planning for Disaster-Related Risk and Functional Needs of People with Disabilities: Train-The-Trainer (course #1026720), which gives the trainer the course and materials to use in their own community.
Planning for Disaster-Related Risks and Functional Needs for People with Disabilities (course #1026403) FREE. For nontrainers.
This booklet gives tips on getting informed, making a plan, assembling a kit, and maintaining these plans for people with mobility problems or who have hearing, learning, or seeing disabilities. These tips provide you and your caregivers with considerations needed to help manage communications, equipment, pets and home hazards. The booklets are co-authored by the American Red Cross and Department of Homeland Security, FEMA and are available from your local chapter of the Red Cross.
Project REDD conducts research on how disaster affects people with disabilities and provides research-based training and resources. Our goal is to support all individuals, including those with disabilities, to be better prepared and equipped in the event of a disaster or emergency.
FREE. A two-hour introduction on disability etiquette, terminology, communication methods and evacuation tips to assist people with physical, sensory or cognitive disabilities.
Launched in February 2003, Ready is a national public service advertising (PSA) campaign designed to educate and empower Americans to prepare for and respond to emergencies including natural and man-made disasters. The goal of the campaign is to get the public involved and ultimately to increase the level of basic preparedness across the nation. Ready and its Spanish language version Listo ask individuals to do three key things: (1) build an emergency supply kit, (2) make a family emergency plan and (3) be informed about the different types of emergencies that could occur and their appropriate responses.
This publication highlights guidelines and strategies to help organizations make their meetings accessible and welcoming to people with disabilities. The guide focuses on small and last-minute meetings to make sure that a variety of participants are included in all aspects of organizational life.
Roughly half of all Americans make New Year's resolutions and commit to improving their lifestyles or
reaching a long-term goal. This year, why not make a resolution that is easy to keep - and can save lives and
protect property. For 2012, Resolve to be Ready for emergencies by taking simple steps to prepare your
family, your home, your business, and your community in the face of potential disaster.
Attached is the Resolve to be Ready Toolkit that contains ways that you can engage your family, friends,
employees, customers and constituents to make this important New Year's resolution with their fellow
Americans. Also included are banners for your organization's Website, posters, sample e-mails, and
articles that you can share.
This webinar discusses new initiatives of the Special Olympics Healthy Athletes Program and updates from the 2011 World Games held in Greece.
This webinar features Jamey French, Development Director for the Amputee Coalition. Jamey discusses the Amputee Coalitions new approaches to public health outcomes and provides some background information on the organization.
This webpage provides information for women with disabilities on getting a mammogram. The brochure covers factors that contribute to successfully getting a mammogram, accessibility and equipment, training and education, and health care provider screening and facility tips.
The SC Interagency Office of Disability and Health (SCIODH) works to promote the health and wellness of persons with disabilities in South Carolina through an integrated program of policy, practice and evaluation. The South Carolina Interagency Office for Disability and Health (IODH) is a strong university and state agency partnership focused on disability issues. Their collaboration has focused on building an infrastructure for disability knowledge since 1997 when they eceived a CDC Capacity Building project.
For more than 10 years, Special Olympics has been serving athletes by offering free health screenings and health information at local, regional and World Games. In the process, Special Olympics has become the largest global public health organization dedicated to serving people with intellectual disabilities. This webiste includes information on their inclusive efforts and their most recent health report.
This website provides information on services, supports, and advocacy for people with intellectual and developmental disabilities.
NCPAD is an information center concerned with physical activity and disability. NCPAD offers interactive videos and learning modules on physical activities for people with disabilities. NCPAD is partially funded by the National Center on Birth Defects and Developmental Disabilities (NCBDDD) as a Public Health Practice and Resource Center.
The NC Office on Disability and Health (NCODH) works to promote the health and wellness of persons with disabilities in North Carolina through an integrated program of policy, practice and evaluation. The goals of the NCODH are to increase awareness and understanding of the health related needs of individuals with disabilities; improve access and inclusion; develop health promotion programs and educational materials for consumers and professionals; conduct and report on research and data collection; and to affect disability policy related to these areas.
Booklet to assist with planning for seasonal and pandemic flu with checklists for nonperishable food, emergency supplies, documents, pets, and supplies for people with disabilities.
This is a national campaign aimed at raising awareness that women with disabilities face the risk of breast cancer too. Women with disabilities face many barriers in accessing screening and care for breast cancer. Learn the facts about breast cancer and why screening should be a regular part of your health care.
National Center on Birth Defects and Developmental Disabilities (NCBDDD)
This tip sheet provides resources and tips that women with disabilities can use to understand and prepare for getting a mammogram.
A resource to help youth and young adults with special health care needs and disabilities make a successful transition to adult living that includes their education, health and community living.
This webinar discusses existing approaches to transitioning youth and young adults from pediatric to adult health care systems. The webinar was hosted by the Health and Disability Special Interest Group (SIG).
The Virginia Health Promotion for People with Disabilities (HPPD) Project is administered by the Partnership for People with Disabilities at Virginia Commonwealth University. This initiative was established in 2002 and is funded through the National Center for Birth Defects and Developmental Disabilities at the Centers for Disease Control and Prevention (CDC).
This webinar features a presentation by Susan Wolf-Fordham, J.D., Senior Project Manager at the Eunice Kennedy Shriver Center, UMASS Medical School (Shriver UCEDD). Susan providers background on her work on Emergency Preparedness and Response for People with Disabilities (EPR/D) initiatives at the Shriver Center. A few examples include LEND fellow Emergency Preparedness Day, Getting Ready for Emergencies education for self-advocates, and the development of the Emergency Readiness Toolkit for Parents of Children with Disabilities and Special Health Care Needs.
The Working Well with a Disability curriculum is implemented as a 6 week peer support workshop that considers health in the context of employment. The workshop helps people with disabilities manage or reduce secondary conditions that can affect employment and other life activities. Working Well provides tools to begin maintaining a healthy life balance by connecting health, values, and quality of life. Participants develop goals based on personal values that lead to a balanced lifestyle to support employment.
WHO is the directing and coordinating authority for health within the United Nations system. It is responsible for providing leadership on global health matters, shaping the health research agenda, setting norms and standards, articulating evidence-based policy options, providing technical support to countries and monitoring and assessing health trends.
WHO provides key facts on disability and health and information on how our communities can better serve individuals with disabilities.
FREE. By Valerie A. Renault. A one-hour introductory course on how to prepare for service animals and pets in the event of a disaster, and what to expect after a disaster.
The Youth Transition Toolkit is a comprehensive resource guide for youth with disabilities ages 12 to 28+. The overall objective is to help transitioning youth become better prepared and more successful transitioning from youth to adulthood. It provides information and resources on transition for youth with disabilities, including worksheets and tips for parents.
San Diego State University Interwork Institute & California Health Incentives Improvement Project
My Safety, My Responsibility, My Plan is an emergency preparedness program aimed at helping individuals with intellectual disabilities to become more independent in their homes. Knowing what to do in an emergency fosters self-determination. Individuals learn about different types of emergency situations and how to be prepared. My Safety, My Responsibility, My Plan uses a step-by-step approach to creating a Personal Emergency Plan. The program includes a full curriculum, a trainer's manual, and an exciting new web version with 8 informative and interactive videos. A supplemental Family Guide on Emergency Preparedness provides steps for individuals with disabilities living with their families to create a Family Emergency Plan together. The project was developed at the Westchester Institute for Human Development, Valhalla, NY.
People with disabilities, whose very lives depend on thorough planning for emergencies, must be involved in this planning. This guide is for officials at all levels to recognize the innate resourcefulness, ingenuity, and determination gained through the daily challenges of disability that can help the community at large and enhance the effectiveness of emergency operations.
NOD's general brochure, "Prepare Yourself: Disaster Readiness Tips for People with Disabilities" helps you identify your resources, develop a support network, make a plan, and create a Ready Kit and a Go Bag. This brochure is specifically created for people with mobility disabilities.
NOD's general brochure, "Prepare Yourself: Disaster Readiness Tips for People with Disabilities" helps you identify your resources, develop a support network, make a plan, and create a Ready Kit and a Go Bag. This brochure is specifically created for people with sensory disabilities.
NOD's general brochure, "Prepare Yourself: Disaster Readiness Tips for People with Disabilities" helps you identify your resources, develop a support network, make a plan, and create a Ready Kit and a Go Bag. This brochure is specifically created for people with developmental or cognitive disabilities.
This guide outlines measures individuals with disabilities, special needs, and their caregivers can take to start preparing for emergencies before they happen.
This site provides suggestions of more respectful terms that may be used when referring to people who have disabilities.
The Association of University Centers on Disabilities (AUCD) is a national network of interdisciplinary centers advancing policy and practice for and with people with developmental and other disabilities, their families, and communities. AUCD's Health Reform Hub is an online gateway developed by AUCD to provide technical assistance and information about the Patient Protection and Affordable Care Act of 2010. Many provisions significantly impact people with disabilities, their families and the entire AUCD network.
The Checklist contains common ADA problems identified during surveys of lodging facilities and will help you to determine if these problems exist at your lodging facility.
The American Association of Health and Disability (AAHD) is a national resource center designed to provide information on health and disability. AAHD is a NCBDDD-funded Public Health Practice and Resource Center. This website offers many factsheets on health topics as they relate to people with disabilities, as well as a Health Promotion Resource Center with resources and tools for finding information about health topics.
The Amputee Coalition is a national, non-profit amputee consumer educational organization representing people who have experienced amputation or are born with limb differences. The Amputee Coalition includes individual amputees, amputee education and support groups for amputees, professionals, family members and friends of amputees, amputation or limb loss related agencies, and organizations. The Amputee Coalition is one of the NCBDDD funded Public Health Practice and Resource Centers.
Dental care isn't always easy, but you can make it work for you and the person you help. This booklet will show you how to help someone brush, floss, and maintain oral health.
National Institute of Dental and Craniofacial Research at the National Institutes of Health
A guide for health care workers who plan and facilitate meetings & other health-related events.
The hospitality industry prides itself on giving its customers a warm welcome and providing outstanding service in pursuit of high guest retention and consumer satisfaction. By extending that same level of customer service to guests who have disabilities, hotels and lodging establishments can build a clientele in a growing, diverse market that remains as yet nearly untapped.
This site provides emergency preparedness information in accessible formats.
Health messages should be designed for diverse audiences, including people with disabilities. The Massachusetts Department of Public Health (MDPH) in adherence with the Americans with Disabilities Act (ADA) requires that members of the general public with disabilities have communication access that is equally effective as that provided to people without disabilities. The MDPH Healthy Aging/Health and Disability Unit has developed guidelines for accessible printed health communications. These guidelines contain MDPH policies, recommended standards, and suggested websites for accessible design and print information. Additional resources for alternative communication services are also included.
This link provides a directory of University Centers of Excellence in Developmental Disabilities (UCEDDs) and their individual program contacts and services. Currently, there are 67 UCEDDs-at least one in every US state and territory-that are in a unique position to facilitate the flow of disability-related information between community and university. Centers work with people with disabilities, members of their families, state and local government agencies, and community providers in projects that provide training, technical assistance, service, research, and information sharing, with a focus on building the capacity of communities to sustain all their citizens.
The Florida Center for Inclusive Communities (FCIC) has developed health and wellness brochures to provide individuals with developmental disabilities with important information about living a healthy life. All brochures are available to download as pdfs documents. This brochure provides information on how to protect yourself from abuse, neglect, and exploitation.
The FCIC has developed health and wellness brochures to provide individuals with developmental disabilities with important information about living a healthy life. All brochures are available to download as pdfs documents. This brochure provides information about exercise, including suggestions for physical activity and how your doctor can help.
The Florida Center for Inclusive Communities (FCIC) has developed health and wellness brochures to provide individuals with developmental disabilities with important information about living a healthy life. All brochures are available to download as pdfs documents. This brochure provides information about the importance of early oral hygiene for people with disabilities.
The Florida Center for Inclusive Communities (FCIC) has developed health and wellness brochures to provide individuals with developmental disabilities with important information about living a healthy life. All brochures are available to download as pdfs documents. This brochure provides information about the importance of a healthy diet, and provides resources to make that possible.
The Florida Center for Inclusive Communities (FCIC) has developed health and wellness brochures to provide individuals with developmental disabilities with important information about living a healthy life. All brochures are available to download as puffs documents. This brochure provides information about oral health for people with disabilities.
The Florida Center for Inclusive Communities (FCIC) has developed health and wellness brochures to provide individuals with developmental disabilities with important information about living a healthy life. All brochures are available to download as pdfs documents. This brochure provides information about sleeping difficulties, the importance of sleep, and resources for help with sleep difficulties.
For health professionals providing tobacco cessation services for people with mental illness and substance use disorders.
Title III of the Americans with Disabilities Act requires public accommodations to provide goods and services to people with disabilities on an equal basis with the rest of the general public. The goal is to afford every individual the opportunity to benefit from our country's businesses and services, and to afford our businesses and services the opportunity to benefit from the patronage of all Americans. This resources provides a checklist for existing facilities to follow to acheive barrier removal.
The Paralysis Resource Center promotes the health and well-being of people living with a spinal cord injury, mobility impairment, and paralysis by providing comprehensive information, resources and referral services.
This fact sheet shows a snapshot of tobacco usage among people with disabilities in the United States.
This fact sheet describes person first language and communicating with people with disabilities.
The Community Action Guide outlines the principle underlying community engagement and strategies for successful engagement. It's a practical hands-on guide that includes step-by-step descriptions of the community engagement process, checklists for conducting successful events, toos for assessing the access in a given community. examples of how the community Engagement Initiative process has been applied.
This site provides three tiers of competencies that correlate to the essential public health services. Competencies include working with diverse populations and looking at health and social determinants.
In all states, people with disabilities are more likely to report costs being a barrier to care compared to people without disabilities. Interested in your state? Use this resource to determine how costs might limit access to health care among people with disabilities compared to those without.
National Center on Birth Defects and Developmental Disabilities (NCBDDD)
This website provides links to good-quality, cost-free resources for Medical Homes (i.e., primary health care providers and their patients/families), educators, and health care trainees for care coordination in behavioral and developmental pediatrics. The site also links to free training modules and other resources.
The New York Disability and Health Program is one of 18 states funded by the National Center on Birth Defects and Developmental Disabilities (NCBDDD) to create programs to prevent secondary conditions and promote the health of people with disabilities.
This section of Healthy People 2020 focuses on promoting the health and well-being of people with disabilities. The U.S. Census 2000 counted 49.7 million people with some type of long-lasting condition or disability. An individual can get a disabling impairment or chronic condition at any point in life. Disability is part of human life, and an impairment or condition does not define individuals, their health, or their talents and abilities.
This site provides current data and statistics on the health of people with and without disabilities in the United States. The site offers links to relevant data sources and data tools.
Obtaining and maintaining health insurance coverage and quality healthcare is a critical issue for everyone in the United States, but people with disabilities face additional barriers to receiving adequate healthcare. This resource addresses the needs of individuals with disabilities and statistics and stories that demonstrate where the healthcare system lacks to address these needs.
Many public health, health promotion and human services programs use elements of peer support as a way of connecting people with shared experiences and program goals. For example, online health communities and social networks can help connect people with similar health conditions and can play a supporting role in navigating the health care system. This webinar provides examples of public health programs that have used peer support as a tool for involving and motivating participants and impacting public health outcomes. Panel members shared specific examples from their programs, and participated in a question and answer session on this issue.
This webinar provides examples of how public health programs have impacted health outcomes for tribes/Native Americans. Presenters shared specific examples from their programs, and participated in an interactive question and answer session on this issue.
This new interactive website is a clearinghouse that brings it all together for you to learn from and duplicate: the very best practices to meet the disaster-related needs of people with disabilities.
This disability preparedness document provides practical information on how people with and without disabilities can prepare for an emergency. It also provides information for family members of, and service providers to, people with disabilities. In addition, this site includes information for emergency planners and first responders to help them to better prepare for serving persons with disabilities.
In response to the Surgeon General's A Call to Action to Improve the Health and Wellness of Persons with Disabilities, the U.S. Office on Disability, in collaboration with the Department of Labor Office on Disability Employment Policy (ODEP), initiated a National Work Group to ensure that medical, nursing and dental students receive training in providing high-quality care to patients with disabilities.
As part of this work, AUCD and the Training Directors Council are pleased to host the Electronic Tool Kit of pre-service curricular materials, directed to the needs of patients with disabilities, for use by medical, nursing and dental schools. Whenever possible, we have indicated where effectiveness studies have been conducted for each tool.
This tool kit has direct links, whenever possible, to web-based materials, and contact information for obtaining materials available in other formats (e.g., DVDs, etc.). The five topical areas are by intended audiences:
- Medical students/residents
- Dental students
- Nursing students
- Interdisciplinary (applicable across two or more of the above disciplines)
- Other (general knowledge about developmental disabilities, family-centered care, etc.)
Association of University Centers on Disabilities (AUCD)
Resources to support individuals with complex communication needs during emergencies.
The video emphasizes the need to include people with access and functional needs in plans for emergencies.
The Architectural and Transportation Barriers Compliance Board (Access Board) is proposing accessibility standards for medical diagnostic equipment. The proposed standards contain minimum technical criteria to ensure that medical diagnostic equipment, including examination tables, examination chairs, weight scales, mammography equipment, and other imaging equipment used by health care providers for diagnostic purposes are accessible to and usable by individuals with disabilities. The standards will allow independent entry to, use of, and exit from the equipment by individuals with disabilities to the maximum extent possible.
The Architectural and Transportation Barriers Compliance Board (Access Board)
Resources for understanding and implementing Section 508
Getting out into nature can be difficult for people with mobility challenges, as most hiking trails and many gardens are not designed for wheelchairs, walkers, scooters or similar mobility assistance devices. The simple pleasures which gardening offers can have added value for those with limited access to nature.
Checklist for peopl with disability in the event of a major diaster.
Developmental disabilities such as autism, cerebral palsy, Down syndrome, and other cognitive disabilities create challenges in accomplishing daily activities, especially self-care activities. People with these disabilities may need extra help to achieve and maintain good health, which includes oral health. To achieve and maintain good oral health, people with mild or moderate developmental disabilities often require a special approach to dental care. This resource provides the newest research on developmental disabilities and oral health and information on finding a dental care provider.
This technical assistance webpage has been developed to provide guidance in the planning and design of pedestrian improvements constructed as part of an alteration project. Its text, illustrations, and case studies aim to expand the reader's body of knowledge in accessible right-of-way design.
This page provides a useful table with examples of more respectful terms that may be used when referring to people who have disabilities. It is based on a document was prepared by the Texas Council on Developmental Disabilities.