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This "Student Workbook" contains 24 lessons of resource material that is intended for use in university courses on bicycle and pedestrian transportation. The lessons span a wide range of topics including an introduction to bicycling and walking issues, planning and designing for bicycle and pedestrian facilities, and supporting elements and programs. This is the second edition of the "Student Workbook"; the first edition was published as Report No. FHWA-RD-99-198. Lesson-based slideshows (scripted slideshows for all 24 lessons) and an overview lecture (a scripted slideshow for a one- or two-lecture overview in existing undergraduate or graduate transportation courses) are also available to assist in course development and delivery. The key learning outcomes in the course material are as follows: (1) Students should recognize the legitimacy of the bicycle and pedestrian modes in a balanced transportation system; (2) Students should understand how policy, planning, and engineering practices can be improved to create a more balanced transportation system; and (3) Students should be familiar with basic policies, practices, tools, and design principles and know how to use them to create bicycle and pedestrian-friendly communities. Individual lessons contain references and additional resources. References and additional resources are provided at the end of each lesson. (Contains 262 figures and 35 tables.) [Cover title varies: "FHWA University Course on Bicycle and Pedestrian Transportation: Student Workbook." This document was produced for the Office of Safety Research and Development, Federal Highway Administration. For related technical brief, see ED511673.]

This publication is intended to assist Wisconsin's public libraries and public library systems in providing service to adults with special needs (ASN). Twelve chapters cover the following topics: (1) planning for success, including planning services and measuring progress; (2) a Wisconsin vision for the future, including creating the vision and community needs; (3) effective strategies, i.e., plan, train staff, diversity collections and services, collaborate, ensure accessibility, and market services and materials; (4) cognitive disabilities, including causes, demographics, and related issues; (5) mental illness, including types of mental disorders, demographics, and barriers to services; (6) mobility, including causes of some mobility impairments, and parents of children with mobility limitations; (7) speech and hearing, including deafness and the deaf community, causes of deafness, hearing loss and literacy, and tips for communicating with deaf or hard-of-hearing people; (8) vision, including causes of blindness, related issues, and parents of children who are born blind; (9) literacy, including people in Wisconsin who have literacy needs, literacy in the state corrections system, agencies providing literacy instruction in Wisconsin, and the role of public libraries; (10) poverty, including hunger, homelessness, health care insurance, and parents and children living in poverty; (11) aging, including health issues; and (12) supporting data, including census data on age, race and ethnic background, living arrangements for people over age 65, literacy indicators, poverty status, and disabilities. A copy of the survey questions and a summary of responses for the Survey of Library Services to Adults with Special Needs are included. Chapters 4 through 11 discuss results of the survey related to barriers to service, planning and collaboration, staff training, collections and services, accessible buildings and services, marketing, as well as suggestions for getting started with little money and time. Appendices include appropriate vocabulary when talking or writing about people with disabilities, a list of agencies and people contacted, Wisconsin public library standards, and a glossary. (Most chapters contain references.) (MES)

This curriculum presents lessons on the use of public transportation and is intended to encourage special education teachers and paraprofessionals to incorporate the skills and concepts of public transit usage into the educational program of elementary school children with disabilities. Six sequential lessons culminate with a trip using public transportation. After each lesson plan is a sample of how the lesson can fit into the New York State Education Department's learning standards and alternate performance indictors for students with severe disabilities. Each lesson includes the lesson aim, necessary materials, a recommended procedure, a culminating activity, follow-up activities and modifications, and curriculum areas addressed. The five lessons prior to the actual trip-lesson address: (1) modes of transportation; (2) features of a public transit bus; (3) identification and location of a bus stop; (4) introduction to ID cards; and (5) bus demonstration. Necessary instructional materials suitable for reproduction are included. Examples of how two school systems adapted the lesson plans for their localities are attached. Also included are three brochures, a general curriculum brochure, a handbook for parents, and a handbook for teachers. (DB)

This paper explains what universal design is and is not and discusses slides of various products and environments that embody universal design principles. The paper explains that although the term "universal design" suggests a "one size fits all" approach to designing, quite the opposite is true. Rather, universal designers strive to create aesthetically beautiful and environmentally sensitive buildings, places and products that are equally comfortable, accessible, and suitable for a wide spectrum of diverse people. Even though advocates of universal design recognize that it is nearly impossible to design all things for all people, the ultimate objective is to be as inclusive as possible. After making several points about universal design, the paper offers principles for universal design with related guidelines and discusses the example slides. The principles are: (1) Equitable use: The design is useful and marketable to people with diverse abilities; (2) Flexibility in use: The design accommodates a wide range of individual preferences and abilities; (3) Simple and intuitive use: Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level; (4) Perceptible information; (5) Tolerance for error: The design minimizes hazards and the adverse consequences of accidental or unintended actions; (6) Low physical effort; and (7) Size and space for approach and use: Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility. (EV)

A review of the literature provides the conclusion that individuals with a disability versus those without a disability are more likely to have a substance abuse problem and less likely to get effective treatment. Data suggest 10-40% of all individuals in treatment for substance abuse have a coexisting physical or mental disability. Alcohol rates for certain disabilities such as spinal cord or head injury exceed 50%. This paper discusses risk factors, and provides substance abuse incidence and impact data for several disability groups. Service barriers related to these individual disability groups are identified. Barriers across all groups include: denial on the part of the client since the stigma associated with substance abuse keeps individuals with disabilities from seeking service; inaccessible treatment facilities; and treatment staff who do not want to work with or do not know how to work with individuals with disabilities. Given these barriers, counselors should work with providers to resolve architectural, attitudinal, and communication barriers, and discriminatory policies and procedures. They should get to know providers, effectively coordinate referrals to appropriate treatment facilities, and provide follow-up as needed. Also included is a facilitator's manual which is a practical guide for teaching content through guided experiential projects. Two objectives are listed, and four student exercises are provided. (Contains 74 references.) (MKA)

This brief paper describes several computing tools that have been effectively used by individuals with mobility impairments. Emphasis is on tasks to be completed and how the individuals abilities (not disabilities), with possible assistance from technology, can be used to accomplish them. Preliminary information addresses the importance of facility access, furniture (proper seating and flexibility in positioning of keyboards, computer screens, and table height). Suggestions for keyboard access include pointers, use of software settings and functions available in standard software packages, use of a keyguard, alternative keyboards, and virtual keyboards. Also discussed are word prediction programs, alternative pointing systems, switch keyboard and mouse access using scanning or Morse code, speech recognition programs, and reading systems. Uses of low tech tools (such as adhesive Velcro) are also noted. The paper also lists contact and other information resources associated with Project DO-IT at the University of Washington. (DB)

This overview provides basic information on the causes of deaf-blindness and the particular challenges faced by individuals who are deaf-blind. Causes of deaf-blindness include various syndromes, multiple congenital anomalies, prematurity, congenital prenatal dysfunction, and various postnatal causes. Differences between people deaf-blind from birth and those adventitiously deaf-blind are noted. Challenges facing a person who is deaf-blind are identified, especially the learning of language, and orientation and mobility skills. Challenges facing the family, teachers, and caregivers are also discussed and suggestions are given in the areas of communication, orientation and mobility, individualized education, transition, and inclusion within the family. The paper stresses that individuals who are deaf-blind have a unique and valuable experience of the world and can have a high quality of life if they accept their condition, are provided educational experiences that help them maximize their abilities, and live in accepting families and communities. (Contains a descriptive guide to 7 organizations that offer help to families, caregivers, and teachers and an annotated list of 11 print resources.) (CR)

The third volume in a series of three resource guides, this volume provides an explanation of domains of anticipated assistive technology impact across functional areas of an individual's life. A matrix grid of functional categories affected by assistive technology is provided to serve as a developmental step toward the creation of guidelines for consistent and meaningful data collection in assistive technology outcomes assessment. The matrix represents five functional categories: self care, sitting/mobility, transportation, communication, and setting specific. The five areas in which assistive technology affects the functioning of a person include: work, education, recreation, home/family, and community. Each cell of the matrix grid identifies the primary and secondary sources of funds for each area, which may be medical, vocational, educational, or by consumers. Questions are provided to assess the outcomes of assistive technology in personal care and management, sitting and mobility, transportation, and communication. Case studies are provided to illustrate assistive technology outcomes. (CR)

This study presents the results of the 30th annual inventory and utilization study of space at North Carolina institutions of higher education for the 1996 fall semester. Text and 26 tables present data for 113 institutions, including the 16 public senior institutions which comprise the University of North Carolina (UNC), 39 private nonprofit colleges and universities, and 58 public two-year institutions, as well as the UNC hospitals at Chapel Hill. All proprietary institutions, as well as two Bible colleges and a theological seminary, are omitted. The study is organized in four sections: (1) utilization of instructional space, which includes ratios, percentages and indices that relate the amount of instructional activity to various categories of campus space; (2) interior space characteristics, which describes campus space by the uses and programs to which it is assigned; (3) building characteristics, which cover elements such as building age, condition and replacement cost; and (4) accessibility of facilities to mobility impaired individuals, both for program accessibility and facilities use. An institutional index is appended.(Contains 10 references).(LEE)

Two brief guides offer suggestions for persons with physical disabilities who are considering the purchase of adaptive driving equipment, battery-powered scooters, or three wheelers. The first guide offers guidelines for individuals considering purchase of special hand controls or other modifications or a van lift to enhance their independence in the area of personal transportation. Hand controls are briefly described and the importance of dealing with a responsible vendor is emphasized. Insurance aspects are noted. An assessment quiz provides a checklist for the selection and purchase of hand controls. Van lifts in general and hydraulic and electric lifts specifically are briefly described. A similar quiz/checklist is offered to help in selecting a van lift. A listing of manufacturers of adaptive driving equipment is included. The second guide notes the popularity of small transportable three-wheeled scooters for individuals with mobility limitations. The guide briefly describes important features of the power and drive systems, batteries, steering and control features, braking, and seating and armrests. A 13-item assessment quiz is offered as a checklist for potential purchasers. A listing of U.S. manufacturers of battery-powered 3-wheelers is provided. (DB)

This guide is intended to assist people with physical disabilities who are wheelchair users and their families in the construction of a barrier-free home. Introductory information notes the importance of specific planning for individual needs and full participation by the homeowner as well as the architect and contractor. Briefly addressed are: preferred home designs, preferred lots and site locations, foundations (concrete slab or ramps), doorways, door hardware, closets, bathrooms, water controls, kitchens, flooring, electrical controls and outlets, and telephone jacks. Eleven questions that should be considered prior to design and construction are included. A listing of organizations involved with accessible housing research/design or accessible products is offered, as is a list of 18 recommended publications. (DB)

This guide explains how occupational therapists and physical therapists collaborate with educators, administrators, and parents to help children with disabilities in Wisconsin schools acquire needed skills. Chapter 1 provides basic historical information about occupational and physical therapy in schools and introduces a collaborative model of service provision. Chapter 2 offers descriptions and interpretations of state and federal laws that apply to occupational and physical therapy in the schools, including recent changes in licensure and certification. Chapter 3 addresses eligibility for these related services, while chapter 4 focuses on the evaluation process, program planning, and service delivery. Chapter 5 focuses on occupational therapy with its emphasis on producing and supporting purposeful activity. Chapter 6 describes physical therapy with its emphasis on motor function, especially the impact of walking and mobility on a child's life. The importance of collaboration between professionals, based on communication and ongoing understanding, is the central idea of chapter 7, which stresses that the collaborative model remains the most effective model of service delivery within school systems. Administration of occupational and physical therapy is the subject of the eighth chapter, which includes many sample administrative forms. The book concludes with a chapter of frequently asked questions. Eleven appendices provide legislation citations, contact information for agencies and other organizations, bulletins from the Wisconsin Department of Public Instruction, codes of ethics, and resource lists. (Contains 71 references.) (Author/DB)

This guide presents an informal overview of some basic Americans with Disabilities Act (ADA) requirements for small businesses that provide goods or services to the public. References to key sections of the regulations or other information are included. The first section describes the ADA briefly. Section two lists the 12 categories of public accommodations or types of private businesses for which the ADA has established requirements, including stores and shops, restaurants and bars, service establishments, theaters, hotels, recreation facilities, private museums and schools and others. The third section focuses on existing facilities, covering these topics: architectural barriers, removal of architectural barriers, priorities for barrier removal, and examples of barrier removal such as accessible parking, accessible entrance, doors at entrances to businesses, turnstiles and security gates at entrances, shelves and maneuvering space, sales and service counters, serving counters, and fixed seating and tables. The next section makes suggestions for reviewing business policies and procedures. Next, communicating with customers with hearing or speech disabilities is addressed. The sixth section provides information on tax credits and deductions to help defer costs of compliance. New construction and alterations are discussed in the seventh section. The last section lists ADA information sources. (YLB)

A guide to implementing a wheelchair assistant training program at the elementary school level is presented. The program was both a solution to social isolation of students with orthopedic disabilities and a way to address the unavailability of staff to push wheelchairs for students in classes spread throughout the school. In addition to providing service and safety, the wheelchair assistant program has facilitated interaction between regular and special students. Student assistants are rewarded with tickets that can be used in the school store, though assistants eventually push children in wheelchairs out of friendship. Increased responsibility and self-esteem have been noted among the regular education students involved in the program. Information is presented on: the sequence of procedures used to train wheelchair assistants, expected school citizenship behaviors, and guidelines for serving as wheelchair assistants. Appendixes include program administration materials, such as a certificate to recognize the wheelchair assistant. (SW)

This booklet offers information regarding adaptive equipment for positioning and mobility of children with disabilities from birth to age three, with reproducible pages discussing and illustrating particular positioning systems. Types of equipment are organized by position, including equipment for prone, supine, side lying, seating, standing, mobility, and ambulation equipment. Also included are sections on specific skills facilitated by the adaptive equipment, recommendations for the equipment selection process, tips on purchasing equipment, and guidelines for making nine basic positioning devices. A bibliography of eight items and contact information for agencies dealing with positioning and mobility equipment conclude the guide. (PB)

This fact sheet on alternative athletic equipment for cycling identifies the different types and manufacturers of adapted cycles with two, three, or four wheels and cycling accessories available for persons with disabilities. It describes modified leg-powered cycles, hand cycles, tandem cycles and discusses cycle features such as rider position, wheel configuration, and power input. Cycle accessories described include pedal attachments, torso supports, back supports, hip pads and harnesses, modified seats and seat accessories, adapted handlebars and handlebar accessories, and protective helmets. A table lists approximately 50 cycles and provides the following information for each: model name, manufacturer, power input, wheel configuration, rider position, user groups, and comments. Manufacturers' addresses are provided. The fact sheet concludes with a list of 6 sports organizations for persons with disabilities, 6 general cycling associations, 11 sports publications of interest to athletes with disabilities, and 22 recommended additional readings. (JDD)

This publication presents principles of universal playgrounds, designed to maximize accessibility for all children, with and without disabilities. First, the rationale for the universal playground is given including the importance of play and the value of integration. Next current guidelines for playground design are discussed including safety, accessibility, developmental issues, social/emotional development, intellectual development, sensory development, perceptual-motor development, physical development, and age factors. Playground adaptations to improve accessibility are considered for site development, parking and curbs, walkways, and surface treatments. Playground layout is then considered in some detail including standards for equipment clearance, traffic patterns, practical aesthetics, maintenance, and possible equipment. A table lists 36 equipment items, their goals and benefits, description, and possible modifications. Source information (addresses and telephone numbers) for 56 manufacturers and distributors of playground equipment are provided, as are 16 sources of playground surface materials. Sample layouts, a planning survey form, a universal playground action plan checklist, and a list of 10 additional resources complete the publication. (DB)

This training module is part of a series that provides a basic introduction to using assistive technology with young children (ages 2 to 7) who have severe disabilities in more than one area of development. This module focuses on using appropriate technologies for positioning children comfortably so they can participate in the activities of life, and provides ideas about helping children activate technology and move about even when their arms and legs are inefficient or do not allow them to crawl or walk. A suggested format for assessing and providing technology that will help a child access technical devices is provided, along with a discussion about using technology for environmental control. An introduction outlines the role of technology, myths and realities about technology, members of the technology team, and service delivery models. Other chapters focus on: (1) technology for positioning (importance of proper positioning, guiding principles, and positioning technology); (2) technology for access (considerations for selecting access technology, selecting the control site, mounting the device, selecting the access device, and selecting and implementing access technology); and (3) technology for mobility (mobility devices, control devices, selecting or building the device, potential roadblocks to using the device, and training for mobility). Appendixes provide an assistive technology resource list, resources for positioning and mobility, resources for access, a case study, resources for funding options, and characteristics of selected wheelchairs. A videotape, entitled "Assistive Technology: We Can Do It!," was developed to accompany this module and related modules. (Contains 11 references.) (JDD)

This handbook is designed to assist managers of ACTION grantee programs in evaluating the degree to which the needs of persons with disabilities are incorporated into their programs for physical accessibility of buildings and facilities. After a general discussion of self-evaluation principles and accessibility guidelines, a checklist is provided to help identify physical barriers to access in existing programs and buildings. The checklist focuses on measuring and evaluating accessibility of all the grantee's programs, activities, and services. Parking, elevators, ramps, entrances and interior doors, stairs, restrooms, drinking fountains, warning signs, conference areas, telephones, picnic areas, and other features are outlined in detail. (PB)

This booklet examines what Orientation and Mobility (O&M) is and how it can influence the independence of a child with visual impairment or blindness. The booklet is divided into four sections--Reaching, Crawling, Walking, and Cane Use. In each section, terminology used by O&M specialists is explained, including "senses,""environment,""travel," and "space," and related to the child's developmental stage. The section on reaching notes the importance of stimulating the baby's interest in the toys and people in his or her environment. The section on crawling emphasizes the baby's use of all senses as he or she travels through the house exploring new environments and stresses the importance of encouraging the baby to do some things independently. The section on walking describes the developmental stages of the baby pulling himself up on furniture and cruising along walls and comments on the importance of arranging home furnishings for child safety. The section on cane use discusses pre-cane mobility devices such as push-toys and procedures for learning to use a white cane. Numerous black and white photographs illustrate the text. (JDD)

The brochure provides suggestions for adapting or building approaches and entrances to the home to provide full accessibility to persons with mobility limitations due to disability or age. Briefly described are modifications for ramps, landings at the top and bottom of a ramp, and door openers and locks. This publication lists 13 sources for wheelchair and stair lifting devices, six sources of special elevating devices, 20 sources of ramps, 12 sources of ramps and lifts, two special option devices, and nine sources of power door openers and locks. Drawings illustrate many modifications, a table presents figures for determining a ramp's rise, and a chart can be used to check slopes of existing walks and ramps. (DB)

This newsletter issue describes 3-wheeled scooters and van lifts that can assist a person with a disability to drive independently or have access to transportation. The section on van lifts compares hydraulic lifts and electric lifts, lists manufacturers, and offers an "assessment quiz" outlining factors to consider in selecting a van lift. In the section on battery-powered scooters and 3-wheelers, such features are described as power and drive systems, batteries, steering and control features, braking, seating, and armrests. A list of manufacturers and questions to consider when selecting a 3-wheeled scooter are included. (JDD)

The brochure provides suggestions for adapting or building living quarters to accommodate persons with physical limitations. Encouraged is barrier-free universal design to allow all persons, disabled or able bodied, to move freely, independently, and safely in their surroundings. Illustrations and text provide guidance for design of ramps, front doors, more accessible bathrooms, kitchens, and clothes closets. A large cut-away diagram of a house details possible modifications. Also included are the sources of 13 additional resources and the addresses of seven barrier free contractors/consultants. (DB)

Describes requirements for existing educational facilities under Title II of the Americans with Disabilities Act and addresses issues such as guidelines for children, wheelchair-accessible and ambulatory stalls, areas without their own section in the standards, assistive listening devices in auditoriums, ramp slope, emergency evacuation planning, Web sites and software, and universal design aspects of acoustics and ergonomics. (EV)

Describes how to design school and university labs to comply with Americans with Disabilities Act (ADA) standards, focusing on counter height for students in wheelchairs; appropriate knee space and sink height in sink areas; ADA-compliant fume hoods; accessible laboratory doors and entryways; and safety concerns (e.g., emergency eyewash stations and emergency showers for people with disabilities). (SM)

Discussion of ways to encourage walking by young children with visual impairments first notes factors that constrain motor development. Suggestions include providing incentives for movement, building trust, fostering postural readiness, encouraging cruising, utilizing familiar spaces and short distances, and using protective and support devices such as support walkers and push toys. (Contains 9 references.) (DB)

Based on a series of focus group meetings, 15 students with mobility limitations (ages 9-15) and 12 parents identified four categories of barriers at their schools: the physical environment, intentional attitudinal barriers, unintentional attitudinal barriers, and physical limitations. Recommendations for promoting accessibility and full participation are provided. (Contains references.) (Author/CR)

This article describes teachers' perceptions of African American students' achievement and aggression based on their walking style. Suggestions are provided for teaching practices and student interactions that promote high student achievement in the classroom and beyond, including: grapple with beliefs, build functional cultural knowledge, and practice responsive and responsible teaching. (Contains references.) (CR)

This handbook was developed to help the teacher deal successfully with physical problems involved in having a child with cerebral palsy mainstreamed into the regular classroom. Characteristics of cerebral palsy are described, and it is pointed out that most children with this affliction have average or above average intelligence. Classroom activities are described which will prepare nonhandicapped children mentally and emotionally for the arrival of their handicapped classmate, and which will demonstrate to them ways in which they can be helpful. Suggestions are made on obtaining resources from associations which offer services to the physically disabled. Possible modifications in classroom arrangement are discussed as well as ways in which instructional materials may be adapted for easier manipulation. A detailed description is presented of the functions and potentials of wheelchairs. A bibliography of books for children, parents, and teachers is included as is a list of organizations which provide additional resources for the physically handicapped. (JD)

This guidebook focuses on the first of five steps included in a planning system for improving local secondary and postsecondary program and facilities accessibility: identifying barriers. The first five sections of the booklet are comprised of self-instructional descriptions of five needs-assessment procedures that can be used to identify barriers: (1) surveys and questionnaires, (2) nominal group technique, (3) Delphi technique, (4) outside experts, and (5) community impressions. Section 6 provides seven sample surveys which have been demonstrated to be valid and reliable instruments for identifying and assessing barriers to vocational education programs and facilities. The final portion comprises the bulk of the guidebook and contains an architectural accessibility survey. There are six sections in the survey, each covering different parts of the site and building: site, entrances, vertical circulation, building products, functional spaces, and special services. In addition to these six sections, two modules are included for separate surveys which may apply to any or all of the six sections; these two modules focus on accessibility routes and doors. (LRA)

One of a series of materials developed by Project APT (Administrators, Parents, and Teachers/Assessment, Programing, and Training), a program designed to foster home/school coordination in educational planning and program implementation for severely mentally retarded and/or multiply handicapped students; the booklet provides information on adaptive equipment for physically handicapped students. Sections describe adaptive equipment, such as bolsters and mats; offer general guidelines for the selection and use of wheelchairs; and list 13 books and publications on adaptive equipment (how to make it and where to buy it) as well as a list of 11 manufacturers who publish catalogs. (PHR)

Intended to be used both as a guide for general program direction and as an individual evaluation and training tool this rehabilitation training guide includes materials and evaluation devices for use with mentally and/or physically handicapped clients on basic, intermediate and advanced living center levels. The eight independent living skill categories included are (1) personal hygiene/grooming; (2) housekeeping; (3) laundry/clothing care; (4) functional academics; (5) personal/social skills; (6) food preparation/cooking; (7) mobility; and (8) health and safety. Materials contained in the guide are organized according to these eight categories, and skills are listed on task analysis sheets according to their developmental sequence or from least to most difficult to attain. Student pre- and post-tests, as well as other pertinent visual aids, are included where feasible. (MEK)

This document contains the four state-of-the-art papers that serve as planning materials for construction of the planning guide for the project, Accessibility to Vocational Education Programs and Facilities for Handicapped Persons. The first paper suggests techniques by which school administrators can identify barriers to vocational education programs faced by handicapped persons. Sixteen techniques are described and their strengths and weaknesses discussed. The second paper identifies and describes group techniques for generating strategies to overcome barriers to vocational education for the handicapped. Five techniques are described in detail and their strengths and weaknesses considered. The third paper identifies procedures for use in estimating costs and allocating resources within the context of the legal and policy directives of the Vocational Education Amendments, Section 504 of the Rehabilitation Act, and P. L. 94-142. Primary focus is on costing and resource allocation to remove barriers to program accessibility. The fourth paper identifies and discusses federal guideline documents available to local school administrators in addressing accessibility. (YLB)

A guide to the instruction of students with disabilities is presented to enhance learning in a college or university setting. Various adjustments that can be made in the environment or in teaching style are suggested. The following categories of disabled students are addressed: blind students, partially sighted students, deaf or hearing-impaired students, students who use wheelchairs, learning disabled students, speech impaired students, students who have had an ostomy, students with spina bifida, students with multiple sclerosis, and students with muscular dystrophy. Specific topics include: the use of readers, brailled books, audio tape recorded books, and recent aids by blind students; test administration to blind students; the use of large print books, a closed-circuit TV magnifier, and large print typewriter for partially sighted students; the use of sign language, fingerspelling, hearing aids; self-carbon notetaking pads, interpreters, and captioned films by the hearing impaired or deaf; barriers to the student in a wheelchair and the need for a curb cut or ramp; information processing difficulties of the learning disabled student; and types of speech impairments and aids for persons who cannot speak at all. Hints for teachers to facilitate the participation of deaf and hard-of-hearing students in (and out of) the classroom and generalizations about the classroom needs of students who use wheelchairs are presented. A glossary of equipment and other terms, a chart of the American Manual Alphabet and the Braille Alphabet, and a list of resources for postsecondary educators are among the appendices. (SW)

This resource presents the functional effects of chronic disabilities in order to aid those persons who must plan environments usable by persons with disabilities. The guide does not concern architectural accessibility per se, but rather discusses designing the worksite to be usable by a disabled person. In the guide, drawings are provided for office (worksite 1) and factory (worksite 2) settings for each of the following disabilities: difficulty in interpreting information; limitation of sight; limitation of hearing; limitation of speech; susceptibility to fainting, dizziness, and seizures; incoordination; limitation of stamina; difficulty in moving head; limitation of sensation; difficulty in lifting and reaching with arms; difficulty in handling and fingering; inability to use upper extremities; difficulty in sitting; difficulty in using lower extremities; and poor balance. Guidelines are given for making the worksite usable by persons with each of these limitations. The guide also includes a bibliography and a list of suppliers of products mentioned in the guide. (KC)

The purpose of this unit is to provide activities to help 7-12 grade students understand some of the physical handicaps and social problems that the elderly must face. The unit, designed to be used in six class sessions, is arranged into two parts. In the first, students vicariously experience what it is like to have some physical handicaps that are common to older people by participating in simulations in which they experience impairment of vision, hearing, and mobility. For example, students' eyes are covered and then they are asked to walk across a stage. Objectives are for students to feel empathy for elders with physical handicaps, describe specific physical problems that frequently come with advanced age, and cite ways in which good health habits can minimize the effects of aging. The second set of activities deals with relations between older and younger persons. Students read a problem situation, such as, "a retired factory worker with a heart condition must persuade a manager in an apartment building that he is capable of being a security guard in an apartment." Then students use these problem situations to prepare skits which they act out for the class and invited older guests. Objectives are to help students understand typical social problems faced by elders, cite ways in which society often places restrictions and demands on the behavior of older people, and recognize similarities in the way society often expects old and young people to behave. Skit situations and skit analysis handouts are included. Each unit activity contains an overview, a list of objectives and materials needed, information on the advance preparation and teaching time required, and guidelines for each day's activity. (Author/NE)

A guide to help disabled students organize the search and decision-making process in selecting a college is presented. Students are encouraged not to allow their disability to become the major influence in their lives. Students are helped to probe their academic preparation as well as their academic and career interests/goals. Six questions are posed to help students evaluate how independent they are. Additional questions address: the size school that would feel comfortable, financial limitations, and entrance requirements. In considering specific support services provided by the college, attention is directed to questions that might be posed by students who use wheelchairs, as well as by students with hearing impairments, visual impairments, learning disabilities, or health problems. Students are also advised to ask questions about accommodations necessary for their participation in extracurricular activities. Investigating scholarship and financial support opportunities is also covered. Finally, the process by which students can evaluate the final list of possible colleges is addressed. Five questions to ask about each college are identified. (SW)

The handbook is intended to help employers understand barriers to employment of disabled people. Barriers are examined, including attitudinal, physical (architectural, transportation, site, and equipment), policy and practice barriers (interviewing and recruiting), and communication barriers. Suggestions and guidelines for dealing with the barriers are offered. Six types of disabilities are examined and guidelines offered for interaction: learning disabilities, hearing impairments, epilepsy, mobility impairments, mental retardation, and visual impairments. Approaches to preparing coworkers are noted along with a series of mini-activities allowing people to express their feelings about disabilities through role playing. A bibliography and glossary are appended. (CL)

The publication provides guidelines for the design of new facilities or rehabilitation of existing facilities to accommodate physically handicapped persons in the South Carolina State Parks system. The guidelines are also recommended for use in regional, special district, county, and municipal parks within the state. The guidelines were developed within the context of the following goals: (1) making facilities more accessible without destroying the character of the site, and (2) providing different levels of challenge and individual options. The first section gives general standards for the following: space allowances and reach ranges, clear floor or ground space for wheelchairs, controls and operating mechanisms, seating, tables, and work surfaces. Following sections provide standards on: circulation within the park (vehicular parking, walkways, paths, entrances and exits to buildings); swimming (beaches, pools, lakes); boat docks; fishing facilities; picnicking (tables and benches, grills, water fountains, picnic shelters, trash receptacles); camping (developed camping, primitive camping, wilderness camping); natural/historic features (approach access, entrances, internal access); playgrounds (surfaces, swinging, sliding and climbing, balancing, games, water and sand); special programs; rental cabins and lodge rooms; amphitheatres; telephones; restrooms; signage; stores, tackle shops, and restaurants; and laundry areas. Numerous black and white drawings and diagrams illustrate the text. (DB)

Addressed to those individuals who have responsibility for development of volunteer programs for a variety of agencies and organizations, this guide provides positive examples and practical suggestions to increase accessibility to community organizations for handicapped individuals. Its intent is to increase services to the handicapped population and to allow this group to participate in citizens' volunteer activities. Concrete examples are provided of changing agencies' perceptions of people with handicapping conditions. Brief examples are included of successful volunteer efforts of disabled people. The main portion of the booklet consists of 12 suggestions for low-cost, practical ways to remove barriers to the full participation of disabled individuals. They cover recruitment of disabled persons; architectural barriers; accommodation; bathroom facilities; specific barriers faced by blind volunteers, deaf volunteers, volunteers with speech disabilities, volunteers with learning disabilities, emotionally disabled volunteers, and mentally retarded volunteers; attitudinal barriers; and language barriers that reinforce myths and stereotypes. A brief annotated guide to resources is appended. (YLB)

To address problems that the campus faces when attempting to make facility modifications that meet federal handicap accessibility requirements, this guidebook gives guidance on requirements and methods of "retrofitting" that meet the mobility needs of the disabled. Seven chapters discuss modifications to site, entrance, doors, interior circulation, restrooms, drinking fountains, and special spaces. Each chapter is further divided into three sections. The first section uses a mandatory evaluation requirements checklist, drawings, and text to aid in evaluation of existing facilities to see if they provide accessibility for the disabled. The second section presents architectural construction drawings as solutions to common problems found in existing facilities. The drawings can also be used in new construction. The third section includes architectural specifications. An appendix discusses useful tools and procedures for the facility survey. (DCS)

This publication provides instructions and visual diagrams both for adapting existing structures and for building new facilities to meet the special needs of the disabled. Each of the two main sections is divided into two parts: "The Site" and "The Building." The first section, "Modification of Existing Schools," covers topics of grading, walks, curbs, parking lots, ramp requirements, entrances, internal doors and doorways, stairs, handrails and balustrades, elevators, platform and chair-type lifts, washrooms, water fountains, cloakrooms, public telephones, floors and floor finishes, and wall finishes. The second section, "New Facilities: Planning for the Disabled," discusses size and location of the site, topography, landscaping, schoolgrounds, corridors, classroom and instructional areas, cafeterias, auditoriums and lecture halls, and swimming pools. The much briefer third and fourth sections, "Special Features and Equipment" and "Physical Environment," include instructions for work and storage areas, chalkboards, work tables, sand and water tables, art easels, carrels, water, window sills, lighting, and safety. Three appendixes include charts of anthropometric data, wheelchair data, and a checklist. (IW)

This guide identifies resource organizations, agencies, and federal publications that provide information on employment of and employment services for handicapped persons. The first three sections contain brief summaries of (1) programs to assist disabled persons in obtaining employment, (2) programs creating job opportunities for disabled persons, and (3) programs regulating policies concerning employment of disabled persons. Their services are described and addresses and/or telephone numbers are provided. In the case of local offices, information on how to contact the program is given. The fourth section for employers contains information on finding handicapped applicants, tax benefits for employers of disabled persons, and resources on architectural barrier removal. A section on information resources and technical assistance is divided into these areas: general, homebound disabled persons, relevant holdings of databases, statistics/surveys, and vocational rehabilitation. For each organization, agency, retrieval system, or database, this information is provided: address, telephone number, and a description that includes its focus, services, and publications. The publications section contains annotations of materials from federal sources. Costs and availability are cited. Appendixes provide addresses of state vocational rehabilitation agencies, governors' committees on employment of handicapped persons, and regional labor offices. (YLB)

This sourcebook provides information for the practical implementation of independent living technology in the everyday rehabilitation process. "Information Services and Resources" lists databases, clearinghouses, networks, research and development programs, toll-free telephone numbers, consumer protection caveats, selected publications, and technology resources related to specific disabilities or age groups. "The Equipment Selection Process" addresses the importance of systematic selection procedures and provides guidelines for the initial client interview and an independent living skills checklist. "Technology at Home" offers advice on use of hospital beds at home, home management, personal care, clothing and shoes, architectural adaptations, and environmental control devices."Educational and Vocational Technology" describes technical aids which may benefit disabled employees and students at all levels of education. "Recreational and Leisure Technology" focuses on wheelchair sports, water sports, winter sports, leisure activities such as gardening and fitness, and toys and games. "Technology for Personal Mobility" deals with seated wheeled systems, other types of mobility equipment such as walking aids and lifts, seating and positioning technology, and personal vehicles. Other sections include "Control, Communication and Sensory Aids,""Microcomputer Applications," and "Funding, Models, Policy, Statistics." (JDD)

Presents proactive strategies to help educators deal with challenging behaviors of children with visual impairments and neurodegenerative diseases. Strategies are provided for general noncompliance, difficulty with changed or novel routines, difficulty maintaining physical movement, significant variations in affect, and intense tantrums and other types of emotional outbursts. (Author/CR)

This article provides: information on the importance of physical activity for older adults and guidelines to ensure safe and successful activity. It discusses the need for activity, risk levels, prescription of exercise intensity, determination of entry level fitness and monitoring of improvement, and the role of the professional. (SM)

This book presents information about the condition of schools around the United States. It also describes the link between architecture and academic success and offers suggestions for improving the design of existing and future school buildings. Eleven articles look at schools as places of deep meaning and show how that view can alter approaches to the design, construction, and renovation of schools. Following the preface, "The Importance of the School as Place," by Anne Meek, the articles include: (1) "Systemic School Reform: Implications for Architecture" (Edward B. Fiske); (2) "Design Patterns for American Schools: Responding to the Reform Movement" (Gary T. Moore and Jeffery A. Lackney); (3) "Place as a Form of Knowledge" (Steven Bingler); (4) "Using Cultural Information To Create Schools That Work" (Sara Snyder Crumpacker); (5) "Revitalizing an Older School" (Harold L. Hawkins); (6) "Crow Island School: 54 Years Young" (Anne Meek with Steven Landfried); (7) "Planning Your School's Technology Future" (Bob Valiant); (8) "How Schools Are Redesigning Their Space" (Anne Taylor); (9) "Opening Doors for Students with Disabilities: A Photo Essay" (Krista W. Barton with DeeLynn Smith); (10) "Buildings Matter: The Connection between School Building Conditions and Student Achievement in Washington, D.C." (Maureen M. Berner); and (11) "Wasting Our Assets: The Costs of Neglecting the Nation's Education Infrastructure" (Andrew C. Lemer). Each chapter contains references. A list of resources (written and contact organizations) is included. (LMI)

Provides suggestions for academic libraries to comply with the Americans with Disabilities Act. Topics addressed are planning, including patron surveys; physical access to buildings; signage; library security systems; furniture; library services; staff development; telephone access; library acquisitions; and equipment and software. A sidebar lists resources, including books, periodicals, and organizations. (LRW)

This manual provides a suggested curriculum, intended for use in the natural environment, for individualized instruction on street travel skills for adults with developmental disabilities. Suggestions are given for instruction in home or classroom; the community; vocational settings; recreational settings; and special pedestrian situations (for instance, those that involve electronic, swinging, sliding, and revolving doors.) The manual covers how to deal with men's/women's rest rooms, proper clothing, emergency vehicles, getting lost, and walking on roadways. It also discusses sidewalks, street crossings, alleys and driveways, parking lots, parks, signs, doors and elevators, providing instructional suggestions for each situation and suggestions for judging skill mastery. The manual concludes with a list of 16 organizations from which resources may be obtained, giving names, addresses, and materials available. (Nine references) (BRM)

This curriculum material covers the basic orientation and necessary skills which would enable the practicing Certified Nurse Assistant to be trained as a Restorative Nurse Assistant. The shift in emphasis from maintenance care to restorative care in the long-term care setting has created a need for trained paraprofessionals who are competent in the special knowledge and skills to assist in therapeutic rehabilitation as prescribed by the physical therapy, occupational therapy, and speech therapy consultants. The guide contains 33 lesson plans grouped into seven units covering the following topics: introduction to restorative nurse assistant; communications; social-psychological aspects of long-term care; functional anatomy and physiology; functional significance of common health problems; cognitive loss and memory impairment; and specific restorative techniques. Each lesson consists of the following components: scope of unit; lesson objectives; information assignment; references; introduction; outline; summary and conclusion; interaction items; classroom/laboratory activities; and evaluation items with answer key. The module also contains sample chart notes written by a nurse and a glossary. (KC)