city of knox · supporting access for all located 25 kilometres from melbourne’s central business...

WELCOME

This booklet 1

Supporting access for all 4

MetroAccess 4

Our access obligations 5

What is disability 8

COMMUNICATE

People first 9

Physical disability 12

Vision impairment 13

Hearing impairment 16

Speech impairment 17

Intellectual disability 20

Autism 21

Mental illness 24

Acquired Brain Injury 25

SUPPORT

Joining in, enrolling in courses or attending events 26

Customer service 27

Some guidelines 30

Frequently asked questions 31

Resources & contacts 34

Acknowledgements inside back cover

Contents

ProfilesIn this booklet, we introduce members of the community who participate in the City of Knox’s neighbourhood houses, sporting clubs and arts organisations.

Introducing Meg .................. 2‘It’s opened my world’

Introducing Jordan ................ 6‘Accept people for who they are’

Introducing Penny ................ 10‘Just say hello’

Introducing Margarita ............ 14‘Making friends is important’

Introducing Baden ................ 18‘One day, I’d like to buy a house’

Introducing… Katrina ............. 22‘It’s a good way to get out in the community’

Introducing Matthew ............. 28‘I like helping out’

1

WelcomeThis bookletThe goal of this booklet is to help you feel comfortable and confident when you interact with people with disabilities.

It has been written for people who participate in community organisations such as neighbourhood houses, sporting clubs and arts organisations in the City of Knox. You might be a staff member, coach, volunteer, tutor or student, or simply a member of the community.

This booklet aims to provide practical and positive information for people who have not had much experience interacting and communicating with people with disabilities.

Welcome

3

Meg The Hut, Ferntree Gully Arts Society

When Meg first joined classes at The Hut, in Ferntree Gully, she didn’t see herself as an artist. Encouraged by a neighbour to volunteer as a portrait model, she then took drawing lessons and joined the still life group. Today, she attends life drawing, runs the portrait workshop and exhibits regularly. A few years ago, Meg won The Hut’s annual prize.

‘It’s opened my world,’ she says.

For Meg, art is about challenging the idea of limitations. ‘The first time I did a pastel, I thought “this is awful”, but I came home feeling really good. I felt proud of what I did.’

‘Artist’ is a scary word to start with, she says. ‘But once you’re with people like at The Hut, it’s not scary after all. You learn from them, looking at their work, talking to them – “and that’s how you get that magic line there, that lovely colour”.’

The Hut’s warm welcome is special to Meg, whether it’s sorting through problems in artwork or socialising after the session. ‘Everyone’s like family,’ she says.

Seeing her work framed gives her enormous satisfaction and she wants to encourage others to paint. ‘You’re an artist no matter what level you are on.’

Introducing…

Supporting access for allLocated 25 kilometres from Melbourne’s central business district, Knox is home to more than 154,000 residents. It is one of the most populous municipalities in Victoria.

Around 24,000 people in Knox live with a disability of some kind. That’s about one in five of us. This number is expected to increase as our population ages.

Knox City Council supports an inclusive community where people of all abilities are welcome to participate fully in its life and activities. This includes making sure facilities are physically welcoming – with accessible entrances, meeting rooms and toilets, for example.

But it also means supporting greater understanding about inclusion, and educating us all to better understand what ‘disability’ is, and how to communicate with and include people with disabilities.

Knox City Council is committed to building a strong and socially inclusive community. It supports community organisations in a variety of ways – including training and development, information in a range of formats, and access and audit advice.

MetroAccessKnox City Council’s MetroAccess Officer supports people with disabilities to fully participate in the life of the local community.

Tel: 03 9298 8000 Email [email protected] Web: www.knox.vic.gov.au

Welcome

CommunicateOur access obligationsIt is against the law to discriminate against people with disabilities. This means that a person with a disability must not be treated less favourably than a person without a disability.

These rights are protected by the:

• Disability Discrimination Act (1992),a Commonwealth law

• Equal Opportunity Act (1995), a state law

• United Nation’s Convention on the Rights of Persons with Disabilities

• Victorian Charter of Human Rights.

In Victoria, the state government has put in place a disability framework that sets out how communities and organisations can support inclusion. This includes being able to:

• safely enter and leave a building (including in an emergency)

• get around inside independently

• use the facilities, including tea room and toilet.

Community organisations need to do whatever is reasonable to help support inclusion of people with disabilities.

5

Welcome

7

Jordan Ferntree Gully Eagles Football Club

Jordan is very keen on football and is a talented all-rounder. He plays with the local all abilities team, and has been twice selected to play for Victoria. He also plays for the club’s Under 19 junior team.

‘I started playing Aussie Rules when I was little, then I stopped because I got picked on,’ says Jordan. The launch of an all abilities team meant he could play again. ‘We have people in our club with all kinds of disabilities. They’re a nice bunch of kids… and we have fun,’ he says. ‘Winning is a bonus.’

Jordan trains and plays several times a week, and attends all the club’s matches to support his teammates. ‘I’ve made heaps of friends.’

The club walks the talk on inclusion. ‘If I’ve got a problem or I’ve seen a fight, I can report it to people I can trust,’ he says. ‘I want them to sort it out and make sure it doesn’t happen again. I feel safe.’

Jordan has a job lined up for when he finishes school and he plans to do more IT study to complement his paid work. His experiences on and off the football field have proven the importance of inclusion.

‘I just accept people for who they are.’

Introducing…

8

What is disability?Disability means different things to different people and may affect any of us at any time during our lives.

People with disabilities include those who:

• are born with a disability (eg. cerebral palsy, Down Syndrome)

• acquire a disability through injury, illness or disease (eg. stroke, limb amputation)

• acquire a disability as a result of deterioration in health (eg. vision loss with ageing).

‘Disability’ arises from attitudes and barriers in society. It is these social and physical barriers – rather than a person’s impairment – that discriminate or exclude people from participating.

It is also important to understand that:

• some disabilities are not visible

• some people have multiple disabilities

• many people do not necessarily see themselves as having a disability

• a person with a disability is not necessarily an expert on his/her impairment

• many people with disabilities can feel isolated within their own communities.

Welcome

9

People first Language is important. When communicating with people with disabilities, be mindful about the way you speak, your body language, and reflect on attitudes or beliefs you may have.

The key things to remember are:

• treat people as you would wish to be treated

• behave with respect at all times

• when you speak, put the ‘person’ first, before the disability. Say: ‘a person in a wheelchair’ or ‘a person with a vision impairment’

• don’t stress about getting it ‘wrong’. Be natural. Be flexible. Be patient. Ask again if you’re not sure what has been said.

Some general tips:

• ask if a person needs help, don’t assume

• look at people when you are speaking to them

• address the person, not a carer or assistant

• if you’re not sure, ask the person about the best way to communicate

• some people will not be comfortable making eye contact with you during conversations.

Communicate

11

Penny Knox LeisureWorks

Each week Penny attends ‘Enable’ classes at Knox LeisureWorks for boxing, weights and cardio workouts. “I do everything’, she says.

It’s fitness for an essential reason – keeping independent, with only minimal help needed at the supported home she shares with four others. ‘Doing weight training, and being able to weight bear means I can be at home by myself,’ says Penny. ‘It makes me stronger. I love it.’

It’s a social time too. ‘Most of the staff know me now. We have a good laugh’.

With social inclusion and more people with disabilities participating in the community, attitudes are shifting. But progress is slow, says Penny. ‘A lot of people need to be re-educated. They think disabled people are different and they don’t know what to say to them.’

Don’t ignore the person in the wheelchair and talk only to the support person, she says. ‘Always talk to the person with the disability. They generally can hear, they just use the support person so you can understand their response.

‘Smile, don’t be a grump. Just say hello. I won’t bite you!’

Penny travels every few years and especially likes the friendly people and warmth of Bali and Thailand. ‘They’re lovely people and, because you’re in a wheelchair, they know you by the time you leave.’

Introducing…

12

Physical disabilityA physical disability can limit a person’s capacity to be mobile or to walk, climb stairs or lift and carry items unassisted.

Some tips and ideas:

• ask if the person needs any assistance

• if a person uses a wheelchair, sit down so you can communicate at eye level

• only touch or push a wheelchair if you are asked

• when crossing a kerb, ask the person in a wheelchair if they prefer to go forwards or backwards.

‘I try and treat people as equally as possible and –

I know it’s a bit of a cliché – to treat them as you want

to be treated. Try to put yourself in their shoes.

How would you feel if this was being done?’

Adam, support worker

Communicate

13

Vision impairment Many people with a vision impairment have some degree of sight. Some people use a white cane, or a guide dog or are accompanied by a sighted person.


• introduce yourself by name, at a normal volume

• if you are asked to guide a person, offer your arm – let them stay in control of any movement

• you may need to orientate a person with a visual impairment – let them know what is coming up

• ensure pathways are clear

• tell the person if you have moved furniture from where it was before

• the guide dog is at work. Don’t distract it by patting

• if you are providing information, ask what format is

referred – large print Arial 18 pt bold, audio tapes, CDs, Braille

www.visionaustralia.org.au

Communicate

15

Margarita‘In our own style’ dance group, Bayswater Youth Hall

When Margarita returns from travelling overseas with her family, she will get straight back into rehearsals for the next performance of an all abilities dance group. She also helps teach her friends. ‘I like dancing,’ she says. ‘It makes me happy.’

Each week, Margarita attends classes in literacy and scrapbooking, goes to the gym, and volunteers at a local op shop and at a disco. As a volunteer, she is building her confidence in greeting people and handling money. Meeting new people and making friends is important, she says.

Margarita now feels able to catch up with friends outside of organised activities. ‘Sometimes we go to the movies. On Monday I’m going to see a new horror movie!’

At home, she looks after two dogs and has the patience to teach pet birds to speak and learn skills. Her newest bird speaks some words, but not very clearly. ‘He’s still young, though,’ she says.

Margarita’s advice on inclusion is to be polite and treat others with respect. ‘I don’t like rude people. Don’t ignore me when I come into your shop.’

Right now, Margarita is looking forward to meeting the newest member of the family who lives in London.

“I like pushing the pram,’ she says. ‘I’m good at that.’

Introducing…

16

Hearing impairmentMost people with a hearing impairment can lip read, speak, read and write. Some people with ‘residual hearing’ use hearing aids.


• face the person – to help those who lip read, make sure your mouth is clearly visible

• if you need to get a person’s attention, tap the person gently on the shoulder or signal with a wave

• use a normal level of voice

• good lighting and low background noise helps

• if a person with a hearing impairment is accompanied by a sign language interpreter, speak directly to the person, not the interpreter

• consider using pen and paper to communicate if needed

• some people identify themselves as members of the Deaf community. They use Auslan (Australian Sign Language) which is a complete, living language.

Knox City Council provides hearing & speech assistance:

TTY users can phone 133 677 & ask for 03 9298 8000

Speak and Listen (speech-to-speech) users can phone 1300 555 727 and ask for 03 9298 8000

Call the National Relay Service http://relayservice.gov.au on 133 677 & ask for 03 9298 8000

www.vicdeaf.com.au

Communicate

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‘It’s the obstacles – in society –

that make the disability.’

George, educator

Speech impairmentPeople may have difficulty speaking or being understood for many reasons. It may be the result of an injury, a hearing impairment, or they may have speech, language and communication difficulties.


• people who have difficulty speaking often understand speech well

• a quiet environment helps

• if you haven’t understood, ask the person to repeat what was said

• it’s okay to ask for clues or suggestions to help you understand

• if a person does not use speech, ask the person how they say ‘yes’ and ‘no’

• ask if the person uses a communication aid (a book of pictures, diagrams, alphabet boards or talking devices, for example)

• when you are speaking, use a natural voice at normal volume.

www.vicdeaf.com.au

Communicate

19

BadenRowville & District Neighbourhood House, Rowville

When Ann wore a handmade green bead necklace to work one day, she didn’t know it would spark the beginning of a brilliant new adventure for one of the people she supports at a Villa Maria residential home.

Baden decided to enrol in a four-week jewellery course at Rowville and District Neighbourhood House. It was a slow beginning, and Baden noticed that only one person spoke to him the first day. But things improved as people got to know each other, and beautiful jewellery was created in each person’s hands.

But whether he’s doing his paid work or a hobby, Baden is very aware of the challenges of community inclusion. ‘I don’t read or write,” he says, ‘and I don’t speak well, but I want people to talk to me.’

He wants to be included, not judged. ‘Ask me again if you don’t understand what I’ve said,’ he says. ‘Don’t be scared to ask.’

Baden will do a cooking course next, and build his repertoire of meals to cook at home. But he won’t leave jewellery making behind. ‘I want to make enough pieces to sell at a stall at a market,’ he says. ‘One day, I’d like to buy a house.’

Introducing…

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Intellectual disability People with intellectual disabilities process information differently. This can affect the way they learn and interact with people.

People with intellectual disabilities vary greatly in their abilities.


• speak directly to the person, not to a person who may be assisting them

• let the person set their own pace

• be open to a person’s needs

• avoid making assumptions about what a person can or cannot do

• ask the person to repeat what was said if you do not understand.

www.betterhealth.vic.gov.au

‘Putting a name on a disability can be very misleading. It

doesn’t relate to the individual’

Anthony, access consultant

Communicate

21

Autism Autism Spectrum Disorder (ASD) affects a person’s ability to communicate, to interact socially and to think flexibly. A person with ASD may show repetitive patterns of behaviour and be unusually sensitive to sounds, smells or vision.

Some people with ASD live independently, while others require varying levels of support.


• use a normal tone of voice, speak slowly, pause and wait

• simplify your language and use key words

• communicate one idea at a time

• present information in the sequence it will happen

• be consistent and calm

• don’t invade their space

• consider using a communication board.

www.amaze.org.au

Communicate

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KatrinaOrana Neighbourhood House, Wantirna South.

Katrina, who attends Knoxbrooke day service, is fine-tuning her office skills at Orana Neighbourhood House. ‘We’re also learning how to greet people in a nice way; and how to dress nicely.’

It’s a good fit: ‘I like the teacher and I also like helping,’ she says. Katrina is also glad to visit the neighbourhood house each week. ‘It’s a good way to get out in the community and associate with people.’

Katrina is setting about improving her qualifications so she can one day work in the disability sector. She has already completed first aid training and is mindful of the responsibility: ‘We have a few people who have epilepsy and you’ve got to be so careful of what to do for them.’

But it’s not all study. For six years, Katrina has been in a drama group and is currently rehearsing a comedy. She adores performing. ‘I’m doing it for life,’ she says. ‘I’m nowhere near quitting it. I love it!’

Katrina’s advice for those who are not used to being around people with disabilities is to be polite and friendly – and to understand that any awkwardness will pass. ‘Sometimes even I don’t know how to explain things or put things into words; sometimes I get a bit shy as well.’

Introducing…

Mental illnessAround one in five adults develop a mental health issue during their lifetime.

There are many forms of mental illness, many of which are successfully treated with medication, counselling, therapy, and other support.

Mental health issues can cause changes to a person’s thinking, perception, feelings and emotional state. These changes can lead to unexpected behaviours. Social interaction can be difficult.

Some people have a mental illness as well as a substance use disorder, known as a ‘dual diagnosis’. Drug and alcohol misuse or abuse can intensify a person’s mental illness.


• be patient & give the person time, and space

• understand that a person’s behaviour may be affected by medication or disturbed sleep

• a person may appear disorientated, highly anxious or frightened. In these situations, a person may want to be left alone

• if a person is distressed, ask how you can help

• you can ask if the person would like you to contact someone – some people carry an emergency contact number of a doctor or family member

• be aware of the person’s body language

• you can show understanding and compassion, without necessarily agreeing with what is being said

• see the person, not the symptoms of the illness.

www.mindhealthconnect.org.au

Communicate

25

Acquired Brain InjuryAn acquired brain injury (ABI) is an injury to a person’s brain that happens after birth. It may be the result of a stroke, or an accident. It can result in a loss of physical, sensory, cognitive and emotional functioning.

A person with an ABI can experience changes in behaviour and personality as well as changes in physical and sensory abilities.


• a quiet environment without distractions is helpful

• use plain language

• be patient

• repeat information if necessary

• provide written information to confirm what has been said.

www.braininjuryaustralia.org.au

‘People with disabilities don’t want your sympathy. They want to participate’

Frances, educator

Communicate

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Joining in, enrolling in courses or attending eventsIt’s good practice to meet or talk to a person, or group, who is joining your organisation, enrolling in a community-based course, or attending an event.

This is the time to establish if a person has any particular needs to help them participate. Ask: ‘Is there anything else I need to know to support you to do this course?’

In many cases, a person will disclose if they have a particular need – especially if the person feels comfortable talking to you – but they are not required to disclose a disability.

‘social difficulties are a shared

impairment. We both need to modify our

behaviour’ Carol, educator

Support

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Customer serviceGood customer service is about welcoming your clients and potential clients and helping to meet their needs – and the needs of your organisation.

Consider having a communication aid – with pictures or icons – at reception to help communicate with a person who does not speak English as a first language, is non-verbal or has a speech impairment.

Some general guidelines:

Greeting the public

For the customer service officer

1. face the person

2. speak directly with the person

3. ask ‘Can I assist you?’

4. listen to the answer

5. ask ‘How can I assist you?’ (eg. guiding a person to a room; making a phone call)

Reproduced with permission from Access Audits Australia

www.accessauditsaustralia.com.au

Support

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MatthewOrana Neighbourhood House, Wantirna South

Matthew is working on his office skills at Orana Neighbourhood House in Wantirna South. He is learning how to answer the telephone and take messages, use the photocopier and process mail. ‘I find it very good,’ he says. ‘I like to follow instructions.’

The tutor has adapted the message pad to support Matthew and his fellow students: a series of boxes prompts him to include each number when he is writing down a telephone number, for example. ‘Yes, they’re very sensible [forms],’ says Matthew.

Matthew, who attends the Monkami Centre, likes going out and about. He is taking dance classes, and he’s an avid Bulldogs fan and regular churchgoer. Right now, he’s involved in rehearsals for his first drama production.

Matthew is a keen cook, and in his supported share house, he is known for his Indian curries and seafood dishes. ‘I love the spicy meals – and roast dinners,’ he says.

He’s got his sights set on a first aid course next. ‘Learn to save people, do CPR,’ he says. ‘I like helping out.’

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Some guidelinesIn any interactions with people, issues do arise from time to time that need to be managed sensitively.

In interactions with people with disabilities, some particular guidelines apply:

• It is against the law to ask a person if he/she has a disability

• A person is not required to disclose this personal information. A person may choose to tell you – that’s up to the person. It is okay to ask: ‘Is there something you would like from us to support you?’

• It is not appropriate for staff or volunteers to provide personal care

• If an individual needs personal care – support to eat or go to the toilet – this must be provided by a support worker, carer or other assistant

• Personal care needs must be established at the beginning when enrolling or enquiring about programs. This is because of legal and occupational health and safety obligations that protect both the client and the staff member/volunteer

• If an individual is abusive or threatening, they cannot stay at the community organisation. Use your records to notify a responsible person

• If an individual becomes distressed, use your records to contact a responsible person to assist

• Communicate expectations of behaviour and service to students, clients and staff. Accentuate the positive

• Educate and communicate with staff, volunteers and students and commit your organisation to the benefits of inclusion and ‘access for all’.

Support

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Frequently asked questions:Q: Is inclusion just about making our buildings

and facilities accessible?

A: The built environment is an important first step. But inclusion is bigger than that. It is about welcoming and accepting that all people have the right to participate in every aspect of our community life.

It is about making sure our attitudes and practices do not discriminate against people with a disability. And it is about learning how to interact and communicate. This is the social model of disability: a person has an ‘impairment’; it is society that creates the barriers that makes this a ‘disability’.

Q: I’ve got some questions about inclusion. Who can I talk to?

A: Inclusion and ‘access for all’ is not new, and there are many people and organisations with information and experience to help you. Check out the websites included in this booklet (and listed on page 34 and 35) and contact an inclusive club or organisation and ask to visit. See how inclusion works, don’t rush it: observe, ask questions and take it slowly to start with.

Support

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Q: If our club or organisation wants to be more inclusive, how do we go about it?

A: Introducing inclusion needs ‘top down’ support in your organisation. This means that the board or committee and management understand what is wanted and how it can be introduced. Professional development is important, and understanding that it takes time to introduce inclusion properly.

Develop a disability action plan to identify and put in place changes that remove barriers to access for people with disabilities. Challenge your existing structures to ensure that everyone is treated equally. If you’re a sporting club, consider introducing ‘a most valuable player’ award, rather than just a ‘best and fairest’ award, and ensure that all players are recognised for participating.

Have a code of conduct that specifically sets out what behaviour is expected from the organisation and the public, and the consequences of any breach, making sure that a person is not singled out. Sporting clubs can promote ‘sportsmanship’ and the idea of ‘what can you do to help your mates?’

Support

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Q: What are some of the practical issues we need to think about?

A: Public facilities must be accessible to all people. It’s unlawful, under the Disability Discrimination Act, to discriminate on the grounds of disability in providing access to facilities that the public use.

Transport can be an issue. While many people will have access to private transport, some clubs look into providing group transport and carpooling, once trust and rapport has been established.

Q: What’s the best way to talk to someone who has an intellectual disability?

A: Speak directly to the person in a clear, calm voice. Keep your questions short and clear and wait for their response – let the person set the pace of the interaction.

It’s okay to repeat back what you believe was said and wait for confirmation. It’s also okay to talk to a person’s carer or assistant to confirm what has been said. Be respectful and don’t make assumptions about what a person can and can’t do.

Support

34

Resources & contacts Knox Guide to Services for People With Disabilities 2012-2014

People First – A guide for community organisations

Missed Business – how to attract customers by providing better access to your business

View online or download your copy at: www.knox.vic.gov.au

Request a printed copy: Contact the MetroAccess Officer, Knox City Council on 9298 8000 or email [email protected]

Policies: www.dhs.vic.gov.au

Clubs: www.clubhelp.org.au/welcoming-everyone

Sport and recreation: www.aaavic.org.au

www.dpcd.vic.gov.au/sport/inclusive-sport/Access-For-All-Abilities

Arts inclusion: Community Arts Officer, Knox City Council 9298 8000 or email [email protected]

Community inclusion: MetroAccess Officer, Knox City Council 9298 8000 or email [email protected]

More information

35

Other informationwww.visionaustralia.org.au

www.vicdeaf.com.au

www.betterhealth.vic.gov.au

www.amaze.org.au

www.mindhealthconnect.org.au

www.braininjuryaustralia.og.au

Carer information: www.carersvictoria.org.au/

More information

‘it was good for my son to learn that

people with disabilities are normal people too. They’re just part of our

community’Tanya, volunteer

city of knox · supporting access for all located 25 kilometres from melbourne’s central business...

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