Updated, January Parent Centers receive many calls and emails each year from people looking for materials on disability awareness. People need these materials to help community members, employers, organizations, and residents learn more about disabilities and what it means for people to live with a disability or raise a child with a disability. Having information about disability awareness can be put to many different uses—from classroom instructional units, to Girl Scout information fairs, to school reports, to youth groups.
Parent Centers also receive many requests for information about inclusion of children with disabilities in all walks of life, and especially in regular classes and the daily activities of our schools.
We are pleased to offer you a separate page of resources on the subject of inclusion, to be found at:. What do parents experience when they first find out their child has a disability? Read You Are Not Alone , written by a parent to other parents. Friends Who Care. This educational program gives students the opportunity to learn what is involved when someone has a disability and how they adapt to live life, go to school, or work as independently as possible.
Count Me In. The COUNT ME IN puppet program is designed to help children and adults learn about disabilities and chronic illnesses in an effort to bridge the gap between typical students and those with disabilities.
Disability History Museum. Others join in the split second of an accident, through illness, or by the aging process. If and when it happens to you, will you have more in common with others who have disabilities or with family, friends, and co-workers?
And how will you want to be described? How will you want to be treated? Disability issues affect all Americans. The only places where the use of disability labels is appropriate or relevant are in the service system and in medical or legal settings.
Children with disabilities are children, first. The only labels they need are their names! Labels have no place—and they should be irrelevant—within our families, among friends, and within the community. During the time of her greatest struggles, she felt like an outcast ,isolated , friendless, misunderstood and lonely. After taking some time to adjust and prepare for her new normal, she became open to the possibilities that lie ahead of her. The doctor told Paul, at the age of seven- that he would be totally blind by the age of twenty He nor his family knew what to make of this grim prognosis.
Paul retired from teaching and became overwhelmed from the experience. Paul spend the next few years trying to transition into being blind. He became sad, isolated and uncertain about his future. Paul became intrigued by the information that he received and became eager to see how he could get involved. He was extremely impressed with FWD professionalism, kindness and activities.
After Paul participated in a few activities and fieldtrips ,he then decided to dedicate all of his free time to the organization.
One of FWD goals is to create an overall positive and exciting environment for activities and events.
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