Welcome to VSA Vermont’s supplemental summary of the visual elements in our approximately 1-hour 33-minute volunteer training video on disability awareness.

Opening sequence:A series of colored cubes cascades toward the viewer and then off the screen. A few cubes remain. Four of the cubes have letters that spell out R E T N with a small tagline “watch and learn” beneath them. Next, the title card for the event fills the screen with the VSA VT logo in the upper left corner, the RETN logo in the bottom right corner, and the following on-screen text: Vermont Disability Awareness Training, A Volunteer Training Series, Elley-Long Music Center, Colchester, VT, March 7, 2017. The event’s welcome remarks start while the on-screen text is up, then the text fades as the conference room takes center stage and the welcome continues.

Setting:Part of a rehearsal room at the music center with a wood floor and overhead lights. Two speakers are seated at a folding table facing the audience, just left of center. A third speaker stands in the center of the camera’s view and in front of a large projection screen. To the far right is an open doorway. Part of the audience is also on screen showing a mix of empty folding chairs and engaged listeners. The two seated speakers have a microphone, papers, and a paper cup in front of them. Focus starts with the full view of the presentation space while the standing presenter opens the training.

During the training, the camera moves among four views:

1. Full view of the presentation space from the back of the audience

2. Close-up view of just the two speakers seated at the folding table

3. Full-screen view of a PowerPoint slide

4. Moving from seeing part of the audience to the close-up view of the two seated speakers

The first time a presenter speaks, a blue banner appears on the lower third of the screen with the VSA VT logo, the speaker’s name and title, and the RETN logo. The speaker’s banner appears again half-way through the presentation.

Every fifteen minutes a blue banner appears on the lower third of the screen with the VSA VT logo, Vermont Disability Awareness Training, Elley-Long Music Center, March 7, 2017, and the RETN logo.

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Highlights of the speakers, in order of appearance:Judy Chalmer, VSA VT Executive Director, is an adult wearing a long-sleeved purple shirt and black pants, with short gray hair and glasses. Judy is the standing presenter who opens the training and is holding a microphone.

Heidi Swevens, VSA VT Program Manager and Volunteer Coordinator, is an adult wearing a long-sleeve light teal cable-knit sweater with standing collar, with short brown hair, small dangling earrings, a wide silver bracelet on her right wrist, and a name tag on the left side of the sweater. Heidi is one of the seated presenters.

Toby MacNutt, VSA VT Program Manager, is an adult wearing a long-sleeve light gray shirt with brown hair close-cut on the sides and the top pulled back into a ponytail, rectangular glasses, and a name tag on the left side of the shirt. Toby is one of the seated presenters, and is seated in a wheelchair.

Order of events:Judy opens the training and welcomes the audience. Heidi provides an overview of the training, and then Heidi and Toby present the training, alternating between PowerPoint slides and their notes and experiences. There is a break about 36 minutes into the training to give the audience a chance to pair up and get to know each other, and then the presentation continues. The last few minutes are dedicated to audience questions and comments, although questions and comments are also sprinkled throughout the presentation. During the questions and comments, the camera stays on Heidi and Toby. Heidi offers closing comments.

Closing sequence:As Heidi is finishing her closing comments, the upper third of the screen is overlaid with an opaque white background and the VSA VT logo. Text on-screen in the upper third area reads: Vermont Disability Awareness Training, A Volunteer Training Series.

Below the upper third, a semi-transparent white background covers the rest of the screen and the view of the room and speakers. Scrolling text on-screen provides the credits for the training, and reads as follows:VSA VermontVermont Disability Awareness TrainingA Volunteer Training SeriesMarch 7, 2017Elley-Long Music Center, Colchester, VT

Executive Director, VSA Vermont

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Judy ChalmerVolunteer Coordinator & Program Manager Heidi SwevensPanelists Heidi Swevens Toby MacNutt

For RETNDirector Connor VandagriffCamera Connor Vandagriff Kaylee MumfordPost Production Marcy Webster Connor VandagriffCommunity Engagement Manager Gin FerraraContent Manager Drew FrazierDistribution Coordinator Patrick HeltzCommunity Education Coordinator Ross RansomProduction Assistant Connor VandagriffProduction Manager Jackie MarshallExecutive Director Jess Wilson

For more information, visit info@vsavt.org

After the credits finish, four cubes hang suspended from the top of the screen with letters that spell out R E T N and a small tagline beneath them that first reads “watch and learn” and then “www.retn.org” At the very bottom center of the screen is the copyright: 2017 Regional Educational Television Network. Below the copyright are four

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small logos depicting Creative Commons license status: can be used with credit to creator, noncommercially, when shared-alike.

Description of slides, in order of appearanceNote about the slides:

All slides except the title slide include the slide title at the top, centered in bold white typeface against a purple background and with the VSA Vermont logo in the upper right corner of the slide. The rest of each slide’s text is in black typeface against a white background. Bullets are shown as red triangles; the tip of the triangle points to the right.

The title slide shows all text centered in bold white typeface against a purple background, with the VSA Vermont logo in bottom left corner and Noble Cause logo in bottom right corner of the slide on top of the purple background.

Title SlideVSA Vermont

Disability Awareness

Volunteer Training

This program is supported in part by a grant from NobleHour through the generosity of an anonymous donor within the GiveWell Community Foundation

Presented by: Heidi Swevens and Toby MacNutt

March7, 2017

10AM - 12 PM

Relevance• 1 in 5 adults have a disability in United States

• Goals: to give tips, tools, and stories to start the conversation

• Creating inclusive communities anywhere

Philosophy• There is often more than one way to engage people

• If you are unsure, offer assistance

• Assume competence, then offer

• Ask the person

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Universal Design for Learning• Definition: a framework that guides the development of flexible learning

environments that accommodate individual learning differences

• Includes 3 principles:

• #1: Provide multiple means of representation (the “what” of learning)

• #2: Provide multiple means of action and expression (the “how” of learning)

• #3: Provide multiple means of engagement (the “why” of learning)

Source: National Center on Universal Design for Learning: http://www.udlcenter.org/aboutudl/whatisudl/3principles

Universal Design for Learning cont…Neural systems activated with each principle:

Recognition Networks: The “what” of learning (depicted with an illustration of a side view of a gray brain with the back 75% of the brain highlighted in purple)

Strategic Networks: The “how” of learning (depicted with an illustration of a side view of a gray brain with the front 25% of the brain highlighted in blue)

Affective Networks: The “why” of learning (depicted with an illustration of a side view of a gray brain with sections in the center of the brain highlighted in green)

Above there are three images of the brain. The first one is highlighted in purple, the second in blue, and the third in green in the neural areas that are specifically activated.

Source: http://ites.ncdpi.wikispaces.net/Standard+2

Language• Words have power - choose words with dignity

• Recognize that individuals understand dignity in different ways and will prefer different words to describe their experiences

• Ask the person their preference when possible

Physical Contact• Assume competence - offer help and receive permission before touch

• Mobility aids are part of someone’s body and physical space

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Communication Tips• Have patience and listen to the person you are speaking with

• Remember to speak slowly and clearly

• Be intentional with word choice

• Ask the person about their language preference

• Be aware of person-first language

• It is the person’s choice what information they want to share

• Speak to the person rather than to their guide, interpreter, or companion

Accessibility SymbolsWhat do they mean? How are they used?

(two rows of symbols with the symbols in white or white typeface set against black background and the name of the symbol below each)

Top row:

(a white question mark within a white circle against a black background) Information symbol

(the words “Large Print” in white typeface against a black background) Accessible print

(a telephone receiver with the receiver facing down, placed at the top of the square above 3 rows of empty typewriter keys and a thick white line) Telephone Typewriter

(a telephone receiver with the receiver facing right, arcing white lines in increasing size emanate from the top end of the receiver) Volume Control Telephone

(rounded white rectangle with capital letters A D in black in the center and 3 black arcs to the right of the letters) Audio Description

(stick figure person walking to the right with a cane extended) Access for Blind/Low vision

(one hand on the left half of the square with index finger touching thumb in a circle and other fingers pointing up in arcs, second hand on the right half of the square with index finger touching thumb in a circle and other fingers pointing down in arcs) Sign Language Interpretation

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Bottom row:

(seated stick figure person above rim of wheelchair’s wheel) Wheelchair Accessibility

(two capital letters C C) Closed Captioning

(two capital letters O C) Open Captioning

(3 rows of dots stacked one atop the other, 2 dots in each row, and the word Braille at the bottom) Braille symbol

(outline of an ear in the center of the square with 2 arcs above and to the right of the ear and a dotted diagonal line crossing into the ear from bottom left to top right) Assistive Listening System

Accommodations• Definition: The term “accommodation” may be used to describe an alteration of

environment, curriculum format, or equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks. Washington University

• New England ADA call center: anonymous line for questions of what is protected under ADA

• There are a wide range of accommodations possible based on an individual’s specific needs to support maximum inclusion

• Examples: additional time, reworded questions, modified tools and utensils, preferential seating, quiet corner, large print

Tips for Blindness and Low Vision• Always identify yourself to the individual

• Sighted guide

• Always ask and remember that not everyone needs/wants this help

• Verbal description

• Definition: using words to represent aspects of the visual world

Tips for Deafness and Hearing Loss• Learn about Deaf culture

• Talk to the person rather than to the interpreter

• Have patience through the duration of the conversation

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• Have adequate lighting for interpreters so they can be seen

• Use TTY (teletypewriter) and relay calls as an option

• (https://nad.org/issues/telephone-and-relay-services/relay-services)

Wheelchairs and Other Mobility Devices• There are many different reasons people use wheelchairs or mobility devices

• Be aware that a wheelchair is part of the individual’s personal space

• Other mobility device examples: scooters, walkers, canes

• Don’t push a wheelchair user unless they ask for help

(two pictures to the right of the slide text of an empty blue and black scooter facing right and a black cane shaped like a tall question mark with a wrist strap)

Service Dogs• ADA definition: A dog that has been individually trained to do work or

perform tasks for an individual with a disability, including a physical, sensory, psychiatric, intellectual, or other mental disability. The task(s) performed by the dog must be directly related to the person’s disability.

• Service animals are used for various means of support — jobs can include guiding, pulling a wheelchair, alerting to sounds, detecting seizures, and more

• Service dogs may be trained by a program, an individual trainer, or the owner

• The dog is not required to wear a vest or patch

• If you are legally required to confirm that a dog is a service animal, you may ask only: “Is this a service dog?” “What disability-mitigating tasks has it been trained to perform?”

• Emotional support animals and therapy dogs are not service dogs and do not have the same access rights.

(photo to the right of the slide text of a child wearing an unzipped red jacket, black shirt, blue jeans, and white sneakers. The child is standing on a train station platform using two crutches with forearm grips, and is bending forward to touch noses/mouths with a seated golden retriever. The child’s left hand holds the dog’s blue leash. The golden retriever is wearing a yellow vest-backpack with a patch in the center)

Invisible and Visible Disabilities• Some disabilities are visible, some are not— always assume competence!

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• Respect and trust how someone identifies themselves to you

• Invisible disability examples include: mental health, autism, brain injury, learning disabilities, chronic illness

Additional Resources• New England ADA Call Center: https://www.newenglandada.org/

• Sighted Guide: http://www.sightconnection.org/wp-content/uploads/sighted-guide.pdf

• People First Language: http://www.vsavt.org/wp-content/uploads/2014/12/Choosing-Words-With-Dignity.pdf

• Disability Access Symbols: https://www.graphicartistsguild.org/tools_resources/downloadable-disability-access-symbols

• Verbal Description: http://www.artbeyondsight.org/handbook/acs-guidelines.shtml

• TTY (teletypewriter): https://nad.org/issues/telephone-and-relay-services/relay-services/tty

• Relay Calls: https://nad.org/issues/telephone-and-relay-services/relay-services

• Service Animals: Frequently asked questions: https://www.ada.gov/regs2010/service_animal_qa.html

• Accommodations: http://www.smartkidswithld.org/getting-help/the-abcs-of-ieps/examples-of-accommodations-modifications/

• VSA Ohio: Autism Guides for families, teaching artists, and cultural venues: http://www.vsao.org/artsautismohio

• VSA Vermont: http://vsavt.org

Support Provided ByVSA Vermont is a member of the VSA Affiliate Network, a program of the John F. Kennedy Center for the Performing Arts.

(logo for Art Works, logo for National Endowment for the Arts: arts.gov, logo for Vermont Arts Council: working for a creative state)

Questions?Thank you for coming!

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(logo in the center of the slide for VSA Vermont: The State Organization on Arts and Disability)

(a white question mark within a white circle against a black background in bottom left of the slide beside the following contact information all on the same line) www.vsavt.org, 802-871-5002, info@vsavt.org

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