Ask the Scholar
Document scope · 1 page
Scholar
Ask about this object, its catalog metadata, its source description, or the page inventory.
For page-specific OCR and visual context, open one of the page chats.
Scholar Source Context
Document identity
localId
348832683
label
[Asheville - ADA Accommodation Request] [3]
core
doc
dtoType
document
citationUrl
pageCount
1
Source metadata
id
348832683
contentType
document
title
[Asheville - ADA Accommodation Request] [3]
citationUrl
collections
Records of the Office of National Service (Clinton Administration)
AmeriCorps Files
imageCount
1
hasImages
yes
source
import
hasTranscription
no
Source extras
naId
348832683
levelOfDescription
fileUnit
otherTitles
311842741-20130661F-Seg3-020-009-2023
recordType
description
ocrSource
nara-archive
Single page context
seq
1
pageIndex
0
type
document
mediaId
44f0078566c956b1
ocrText
FOIA Number: 2013-0661-F (3)
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the William J. Clinton
Presidential Library Staff.
Collection/Record Group:
Clinton Presidential Records
Subgroup/Office of Origin:
Americorps
Series/Staff Member:
General Files
Subseries:
OA/ID Number:
24237
FolderID:
Folder Title:
[Asheville - ADA Accommodation Request] [3]
Stack:
Row:
Section:
Shelf:
Position:
S
66
1
1
2
ACCESSIBLE
DOCUMENTATION
Advertising Accessibility: Tips for Successful Marketing
Advertising the physical access of a facility, program, or meeting should be included in
your organization's overall public relations strategy and targeted to specific groups.
The following is applicable to all brochures, print ads, flyers, subscriptions,
registration forms, and press releases:
1.
Note wheelchair accessibility by using the universal symbol, which
indicates access for people with limited mobility. Use the symbol only
if the facility and/or area is accessible to people using wheelchairs,
including entrance, restrooms, assembly areas, etc.
2.
If the entrance is accessible but restrooms are not, you can use the text
Wheelchair accessible entrance; inaccessible restrooms.
3.
For ticket orders and subscription series, indicate if wheelchair
accessible or non-step seating is available. Include a floor plan with
designated wheelchair-seating areas and the universal access symbol.
4.
Include the following on registration forms:
Please check below any accommodations you may require, and return this
form by [specify date]:
(Optional: Include your phone number so that a member of our staff may
contact you.)
Wheelchair accessible seating
Wheelchair accessible room
Wheelchair accessible transportation
Accessible parking
Print materials provided in large type
Print materials provided in braille
Print materials recorded on cassette tape
Assistive listening system
Sign language interpretation
Oral interpretation
Personal assistance
Vegetarian meals
Kosher meals
Other (Please specify):
5.
If events are sign language interpreted, include the interpreting symbol
on all announcements.
110
Advertising Accessibility: Tips for Successful Marketing
6.
When using access symbols, place them where general information is given
about the organization or program. The symbols should be displayed
prominently. Integrate symbols into the design of an ad, brochure, or flyer
when possible.
If your organization has display materials and literature available, you may want
to include signage that informs people about the access information that is
available.
7.
If access information or symbols are edited from ads, text, or press releases,
follow up with the newspaper, magazine, or media outlet. Let them know that
access information is as important as the phone number or address of your
organization.
8.
Using access symbols always works better than text that describes access.
9.
In all ads, include a phone number for more information about accessibility next
to the symbols (if it is different from the general number for information).
10.
Include "TTY" and the symbol next to the number for deaf and hard of
.....
hearing people:
-----
555-1234 (TTY)
If the number is the same for general information:
555-1234 (Voice/TTY or V/TTY)
11.
If a TTY is not available:
555-1234 (Voice only or V only)
You may indicate your state's relay system 800 phone number.
12.
If audio description and/or an assistive listening system is available, include the
symbols for those, or this line of text:
Assistive listening system is available.
For more information contact 555-1234 (V/TTY).
Audio description is available.
For more information contact 555-1234 (V/TTY).
111
Advertising Accessibility: Tips for Successful Marketing
Important Considerations:
1. Make sure that all box office personnel, ushers, and staff are familiar with your
organization's overall physical access and access services.
2. Language: Use words that reflect dignity in reference to people with disabilities
in flyers, press releases, radio and television ads, and live interviews that
promote programs.
Positive Example: [in radio spot] The Breed's Hill Theatre Company is
wheelchair accessible. Several performances are ASL
interpreted. For more information about performances
contact 555-1234 Voice/TTY
Negative Example: The Breed's Hill Theatre Company is handicapped
accessible and performances are interpreted for the deaf.
3. Work with your public relations staff, advisory boards, and volunteers to do
targeted advertising to older adults and people with disabilities. Some
resources include:
Newsletters that target people who are older and/or people with disabilities
Social service and community organizations that work with older adults and
people with disabilities
Advocacy and recreational organizations whose membership is primarily
made up of people with disabilities and their friends and families
Schools, colleges, and parent groups
Radio reading service
Radio or television shows
Electronic bulletin boards that advertise accessible events or services
Based on a checklist developed by
Lisa Thorson/Very Special Arts Massachusetts, 1990
112
AFB
American
Governmental Relations
Incorporated
Foundation
1615 M Street. NW
in 1921
for the Blind
Suite 250
Washington. DC 20036
Tel: 202.457.1487
Fax: 202.457.1492
Options for Producing Documents in Accessible Formats
prepared by
Scott Marshall
Associate Executive Director for Governmental Relations
and
Barbara LeMoine
Legislative Assistant
December 22, 1993
In keeping with our goal to achieve equality of information access for people who are blind or visually impaired, this
document is available, upon request, in the following accessible formats: IBM computer diskette, braille, cassette, large
print.
114
The Americans with Disabilities Act (ADA) requires the removal of communication barriers by
providing information in accessible formats. Title I of the ADA requires employers to provide accessible
documents as reasonable accommodation. Titles II and III require state and local governments and
places of public accommodation to remove communication barriers through the provision of
accessible documents as auxiliary aids or services.
Section 504 of the Rehabilitation Act clearly mandates that federally-conducted or federally-
financed programs be carried out in such a way that no individuals are excluded from participation in
such programs. The 1992 amendments to the Rehabilitation Act make a clear statement that "It is the
policy of the United States that all programs, projects, and activities receiving assistance under this
Act shall be carried out in a manner consistent with the principles of
respect for the privacy, rights,
and equal access (including the use of accessible formats)."
For people who are blind or visually impaired, accessible formats mean: cassette, large print,
Braille, or electronic diskette. Such formats allow an individual to scan, reread, and digest complex
documents in the same manner as a person who uses print copies.
Agencies may prefer to contract out their accessible document requirements. Although this
can be easier in many respects, and may be more appropriate for larger volume runs, costs for
contract producers very according to such factors as the number of copies required, turnaround time,
whether proofreading is required, types of paper, binding and cover materials used, and whether the
original copy is provided electronically or in hardcopy format. Costs can also be affected by the
complexity of the material to be produced (e,g., tables, foreign languages, and/or use of mathematical
notation vs. straight literary text), and by whether electronic versions are supplied to the producer in
braille translated and formatted files vs. ordinary ASCII or wordprocessing files. Producers can often
handle packaging and mailing of materials at an additional fee.
The following guidelines are for the in-house production of accessible documents.
115
Perhaps the easiest method of making documents accessible to many blind
Electronic
or visually impaired persons is through the use of e-text, i.e., electronic text in
Documents (E-text)
an IBM ASCII file on disk or access to the document through an online
telecommunications network (often referred to as a "bulletin board system"). In
either case, blind or visually impaired persons who have access to a PC can
read the document using synthetic speech, electronic braille display, a large
print computer display or they can produce hardcopy braille. The access
technology would be attached to the end user's PC.
Documents available in e-text should be in IBM ASCII or WordPerfect format,
using Courrier 10cpi (10-pitch) formatted for an 80 character line. Tabular
material should be decolumnized, and graphics, text boxes, etc. should be
deleted and explained in text if necessary. Bullets (·) should be replaced with
a or a "-"; other extended ASCII characters such as the "§" for "Section"
should be converted into text or deleted. WordPerfect documents should be
created using proper WordPerfect formatting codes (such as the F4 key for a
left indent, rather than simply using the tab key or spacebar as on a
typewriter). This is necessary because braille translation software (such as
Duxbury for WordPerfect) relies on proper use of WordPerfect commands to
automate the formatting of a braille document.
Obviously, if the document was on a bulletin board system, the blind or
visually impaired person would use his/her own modem and communications
software to access the system. The bulletin board system must, however, be
text based rather than graphically presented. Computer information networks
such as Prodigy and America Online are graphically presented and are,
therefore, inaccessible to blind or visually impaired computer users since
screen access technology is currently unable to recognize graphic or bit-
mapped characters.
For individuals who must have braille (such as many deaf-blind persons or for
Braille
those who prefer braille access because of the complexity of the material or
the lack of a personally-owned PC, braille documents can be created using a
PC, braille translation software, and a braille printer. The software costs about
$500, and printers range from $1500 to over $60,000 depending upon speed
and other features. A braille printer in the $10,000 to $20,000 range should be
adequate for most users. The use of software such as Duxbury for
WordPerfect can automate the braille production process such that many
documents (such as letters, memos, and Federal Register notices) can be
printed in braille by secretarial personnel who do not have a knowledge of
braille or who have limited computer skills. If the input document is of a
complex format, however, such as a text box over multiple columns, a
sophisticated knowledge of braille translation software and formatting codes
would be required.
116
Large print documents can easily be produced using a scalable font from any
Large Print
good wordprocessing program (such as Wordperfect) and a standard laser
printer. Using the document enlargement option on a photocopier will usually
yield unsatisfactory results. To obtain the best results follow these guidelines:
One page of print (11pt type) equals approximately three pages of large
print (18pt type), depending on the density of the text on the page.
Good contrast is critical but white paper produces too much glare. The
best contrast with the least glare is achieved on light yellow, non-glossy
paper, such as copy paper. To produce a more aesthetic looking
document, you may use an off-white paper that will still give good contrast
while producing less glare than white. Avoid dark colors and shades of
red. Double-sided documenets (if print doesn't bleed through) will produce
a less bulky document.
Paper should not be larger than standard 8 1/2" x 11". With one inch
margins, lines will be 6' long. Longer lines will not track well for individuals
who must use a magnifier.
Remove formatting codes that will make the document more difficult to
read. For example, centered text could be difficult to track. All text should
begin at the left margin. Avoid columns. If they are absolutely necessary,
there should be minimum space between columns. Use dot leaders for
tabular material (ALT F6 twice in WordPerfect).
Use at least 1 1/4 (1.25) spacing between lines. Right margin justification
can produce uneven spacing between letters/words. Left justification
maintains uniform spacing across lines.
There is no standard for typeface or point size. For more universal access,
use 18 point type; anything larger would make text too choppy to be read
comfortably. Use a good strong typeface. Do not use italics, fine or fancy
typefaces. Helvetica/Swiss is good; Dutch/Times Roman is also
acceptable. Do not use compressed typefaces; there should be normal
"white space between characters.
Use upper and lower case letters. We are taught to read upper and lower
case text; all upper case print is difficult to read even for a person without
a visual impairment.
This sample is Swiss Bold 18pt type; line spacing is
1.25; upper/lower case; text is justified only at left
margin for uniform spacing across lines. Dot leaders
make tabular/columnar material easier to read.
Chapter 1
Page 25
XYZ Center
202-123-4567
[These large print instructions were compiled with the assistance of Patricia Beattle, 1st Vice President of the Council of
Citizens with Low Vision International.]
117
Audio materials can be produced either commercially or by utilizing the
Recordings
assistance of volunteer organizations which record material on tape. Agencies
sometimes record material in-house, and purchase a high speed tape
duplicator (about $1,000 to $2,000) which is used to make cassette copies of
the master tape. The cost of a duplicator can be higher depending upon the
number of copies produced on a single run, and whether the duplicator can
produce standard speed two-sided copies or half speed foursided Library of
Congress format copies. Although unit costs can be reduced by using the 4
track, half speed Library of Congress format, this will require the user to use a
specially designed playback machine.
By following a few simple guidelines for selecting readers and creating your
recordings, you will be able to successfully record most simple documents.
There is no legal definition of a qualified reader, however, the American
Foundation for the Blind offers its definition.
The reader should be proficient in the language being recorded.
The reader should be familiar with the subject. Someone from a mall
management team, for example, would be a logical person to record
a cassette for a shopping mall. He/she would be familiar with the
names of the stores and restaurants, with the layout of the mall, and
with other features that the business wished to communicate to its
customers.
The reader should have good diction. Recording should be done in a
conversational tone and at a conversational pace.
In addition,
The reader should familiarize him/herself with the material to minimize
stumbling and hesitation.
The reader should not editorialize. When recording a document, it
should be read in full. Graphic and pictorial information available to
sighted readers should be made available in the narrated text. Tables
and charts whose contents are not already contained in text should
be converted into text and included in the recording.
The reader should spell difficult or unusual words, and words of
foreign origin.
118
Guidelines for Reporting and Writing about People with Disabilties
© 1993 RTC/IL
Portrayal Issues
Please consider the following when writing about people with disabilities:
1. Do not focus on a disability unless it is crucial to a story. Avoid tear-jerking
human interest stories about incurable diseases, congenital impairments, or severe
injury. Focus instead on issues that affect the quality of life for those same
individuals, such as accessible transportation, housing, affordable health care,
employment opportunities, and discrimination.
2. Do not portray successful people with disabilities as superhuman. Even
though the public may admire superachievers, portraying people with disabilities as
superstars rises false expectations that all people with disabilities should achieve at
this level.
3. Do not sensationalize a disability by saying afflicted with, crippled with, suffers
from, victim of, and so on. Instead, say person who has multiple sclerosis or man who
had polio.
4. Do not use generic labels for disability groups, such as "the retarded," "the deaf."
Emphasize people, not labels. Say people with mental retardation or people who are
deaf.
5. Put people first, not their disability. Say women with arthritis, children who are
deaf, people with disabilities. This puts the focus on the individual, not the particular
functional limitation. Because of editorial pressures to be succinct, we know it is not
always possible to put people first. If the portrayal is positive and accurate, consider
the following variations: disabled citizens, non-disabled people, wheelchair-user, deaf
girl, paralyzed child, and so on. Crippled, deformed, suffers from, victim of, the
retarded, infirm, etc. are never acceptable under any circumstances.
6. Emphasize abilities not limitations. For example: uses a wheelchair/braces, walks
with crutches, rather than confined to a wheelchair, wheelchair-bound, or is crippled.
Similarly, do not use emotional descriptors such as unfortunate, pitiful, and so forth.
Disability groups also strongly object to using euphemisms to describe disabilities.
Some blind advocates dislike partially sighted, because it implies avoiding acceptance
of blindness. Terms such as handicapable, mentally different, physically
inconvenienced, and physically challenged are considered condescending. They
reinforce the idea that disabilities cannot be dealt with upfront.
7. Do not imply disease when discussing disabilities that result from a prior disease
episode. People who had polio and experience after effects years later have a
postpolio disability. They are not currently experiencing the disease. Do not imply
disease with people whose disability has resulted from anatomical or physiological
damage (e.g., person with spina bifida or cerebral palsy). Reference to disease
associated with a disability is acceptable only with chronic diseases, such as arthritis,
120
Guidelines for Reporting and Writing about People with Disabilties
© 1993 RTC/IL
Parkinson's disease, or multiple sclerosis. People with disabilities should never be
referred to as patients or cases unless their relationship with their doctor is under
discussion.
8. Show people with disabilities as active participants of society. Portraying
persons with disabilities interacting with nondisabled people in social and work
environments helps break down barriers and open lines of communication.
Appropriate terminology
Listed below are preferred words that reflect a positive attitude in portraying
disabilities.
AIDS. Acquired immunodeficiency syndrome is an infectious disease resulting in the
loss of the body's immune system to ward off infections. The disease is caused by
the human immunodeficiency virus (HIV). A positive test for HIV can occur without
symptoms of illnesses which usually develop up to 10 years later, including
tuberculosis, recurring pneumonia, cancer, recurrent vaginal yeast infection, intestinal
ailments, chronic weakness and fever, and profound weight loss. Preferred: people
with AIDS or living with AIDS.
Blind. Describes a condition in which a person has loss of vision for ordinary life
purposes. Visually impaired is the generic term preferred by some individuals to refer
to all degrees of vision loss. Use boy who is blind, girl who is visually impaired, or
man who has low vision.
Cleft lip. Describes a specific congenital disability involving lip and gum. The term
hare lip is anatomically incorrect and stigmatizing. Use person who has a cleft lip or
has a cleft palate.
Congenital disability. Describes a disability that has existed since birth but is not
necessarily hereditary. The term birth defect is inappropriate.
Deaf. Deafness refers to a profound degree of hearing loss that prevents
understanding speech through the ear. Hearing impaired or people with hearing loss
are the generic terms preferred by some individuals to indicate any degree of hearing
loss--from mild to profound. It includes both hard of hearing and deaf. Others prefer
deaf or hard of hearing. Hard of hearing refers to a mild or severe hearing loss that
may or may not be corrected with amplification. Use woman who is deaf, boy who is
hard of hearing, or people who are hearing-impaired.
Developmental disability. Any mental and/or physical disability starting before age
22 and continuing indefinitely. It limits one or more major life activities such as self-
care, language, learning, mobility, self-direction, independent living, and economic self-
sufficiency. Term includes individuals with mental retardation, cerebral palsy, autism,
epilepsy (and other seizure disorders), sensory impairments, congenital disabilities,
121
Guidelines for Reporting and Writing about People with Disabilties
© 1993 RTC/IL
traumatic accidents, or conditions caused by disease (polio, muscular dystrophy, etc.).
May be the result of multiple disabilities.
Disability. General term used for a functional limitation that interferes with a person's
ability, for example, to walk, lift, hear, or learn. It may refer to a physical, sensory, or
mental condition. Use as a descriptive noun or adjective, such as persons who are
mentally and physically disabled or man with a disability. Impairment refers to loss or
abnormality of an organ or body mechanism, which may result in disability.
Disfigurement. Refers to physical changes caused by burns, trauma, disease or
congenital problems.
Down syndrome. Describes a chromosome disorder which usually causes a delay in
physical, intellectual, and language development. Usually results in mental retardation.
Mongol or mongoloid are unacceptable.
Handicap. Not a synonym for disability. Describes a condition or barrier imposed by
society, the environment, or by one's own self. Handicap can be used when citing
laws and situations but should not be used to describe a disability. Say the stairs are
a handicap for her. (Note: Accessible parking is preferred to "handicapped parking.")
Head injury. Describes a condition where there is temporary or long-term interruption
in brain functioning. Use persons with head injury, people who have sustained brain
damage, woman who has traumatic brain injury, or boy with an acquired head injury.
Learning disability. Describes a permanent condition that affects the way individuals
with average or above-average intelligence take in, retain, and express information.
Some groups prefer specific learning disability, because it emphasizes that only certain
learning processes are affected. Do not say slow learner, retarded, etc. Use has a
learning disability.
Mental disability. The Federal Rehabilitation Act (Section 504) lists four categories
under mental disability: psychiatric disability, retardation, learning disability, and
(physical) head trauma. Use these four terms for specific instances; otherwise, mental
disability or cognitive impairment is acceptable.
Mental illness. Words such a crazy, maniac, lunatic, demented, and psycho are
offensive and should never be applied to people with mental health problems.
Psychotic, schizophrenic, neurotic, and other specific terms should be used only in
proper context and should be checked carefully for medical and legal accuracy.
Acceptable terms are people with emotional disorders, psychiatric illness, or
psychiatric disabilities.
Mental retardation. Generally considered a form of developmental disability. Mental
retardation consists of significantly below average intellectual functioning with deficits
in adaptive behavior seen during the developmental period before age 18. Preferred:
people with mental retardation.
122
Guidelines for Reporting and Writing about People with Disabilties
©
1993 RTC/IL
Nondisabled. Appropriate term for people without disabilities. Normal, able-bodied,
healthy, or whole are inappropriate.
Seizure. Describes an involuntary muscular contraction, a brief impairment or loss of
consciousness, etc. resulting from a neurological condition such as epilepsy or from an
acquired brain injury. Rather than epileptic, say girl with epilepsy or boy with a seizure
disorder. The term convulsion should be used only for seizures involving contraction
of the entire body.
Small/short stature. Do not refer to people under 4'10" as dwarfs or midgets. Use
person of small (or short) stature. Dwarfism is an accepted medical term, but it should
not be used as general terminology. Some groups prefer "little people." However, to
some, that implies a less than full, adult status in society.
Spastic. Describes a muscle with sudden abnormal and involuntary spasms. Not
appropriate for describing someone with cerebral palsy. Muscles are spastic, not
people.
Special. Describes that which is different or uncommon about any person. Do not
use to describe persons with disabilities (except when citing laws or regulations).
Speech disorder. A condition in which a person has limited or difficult speech
patterns. Use child who has a speech disorder. For a person with no verbal speech
capability, use woman without speech. Do not use mute or dumb.
Spinal cord injury. Describes a condition in which there has been permanent
damage to the spinal cord. Quadriplegia denotes substantial or total loss of function in
all four extremities (some prefer tetraplegia to indicate complete paralysis of all four
extremities). Paraplegia refers to substantial or total loss of function in the lower part
of the body only. Say man with paraplegia or woman who is paralyzed.
Stroke. Caused by interruption in flow of blood to brain. Hemiplegia (paralysis on
one side) may result. Stroke survivor is preferred over stroke victim.
123
FROM: THE OFFICE FOR SPECIAL CONSTITUENCIES
AT THE NATIONAL ENDOWMENT FOR THE ARTS
Example of Poor Signage/Labeling:
Subscriber Benefits
Special:Savings for ml performances.
Asscrome Seating to the best mailable stats
Options for choicesama
Ticket Exchange Privileges for other performances;
Free Taxa Insurance should tickets be loss or
Consult The Parking front of the theater.
Services and Facilities
Physical Accessibility the theater features accessible parking entrances restrooms, telephones and stating.
Listening System. theateryours may enjoy the free inframed listening system from any in theater.
Indio Description, audience members may enjoy free broadcust description of the action from any suat
Can you read the above sign? Many will find it illegible. Attractive lettering is not always legible
and even harder to read when poor lighting IS a factor (ex: exhibit areas. lobbies and dim theaters).
As you can see. it is important that we keep the following factors in mind when we create signage:
High Contrast-dark letters/light background
Font-normal or bold standard fonts are best (italic lettering may be hard to read)
Size-12pt.+ is standard for manuscript (small lettering can strain the eye)
Example of Good Signage/Labeling:
Subscriber Benefits
Special Savings for all performances.
Reserved Seating in the best available seats.
First Renewal Options for choice seats.
Ticket Exchange Privileges for other performances.
Convenient Free Parking in front of the theater.
Services and Facilities
Physical Accessibility, the theater features accessible parking, entrances,
restrooms, telephones and seating.
Listening System, theatergoers may enjoy the free infrared listening
system from any seat.
Audio Description, audience members may enjoy free broadcast
descriptions of the action.
124
Welcome to the Disability Access Symbols Project
produced by the Graphic Artists Guild Foundation.
These 12 symbols, available on 3 1/2" double density
Disability
floppy disks (PC or Mac) and as reproducible slicks
(as they appear in this brochure), may be used to pro-
mote and publicize accessibility of places, programs
and other activities for people with various disabilities.
Access
Many organizations, both public and private, have
been working to become more accessible to this
country's 43 million citizens with disabilities.
Organizations that receive government funding are
Symbols
required to provide accessible programs and ser-
vices under Sections 503 and 504 of the
Rehabilitation Act of 1973. A more recent law, the
1990 Americans with Disabilities Act (ADA), extends
Project
accessibility provisions to the private sector in order
to help guarantee persons with disabilities employ-
ment and the right to enter the economic, social and
cultural mainstreams. The ADA goes well beyond
Promoting Accessible
federally funded organizations to encompass private
sector entities that serve the public, including cultural
organizations that do not receive federal support,
Places and Programs
retail businesses, movie theaters and restaurants.
The symbols on this disk and brochure are intend-
ed to help you advertise your access services to
Produced by
customers, audiences, staff and other targeted
publics. Advertisements, newsletters, conference
the Graphic Artists Guild Foundation
and program brochures, membership forms, build-
ing signage, floor plans and maps are examples of
with support and technical assistance from
material that might display these symbols. You are
encouraged to place these symbols next to the rel-
the Office for Special Constituencies,
evant information in all publications and media.
National Endowment for the Arts.
Any language accompanying the symbols should
focus on the accomodation or service, not on who
uses it. For example, "Ramped Entrance" may
accompany the wheelchair symbol. This is impor-
To obtain additional copies of this brochure with either
tant because not only do individuals in wheelchairs
PC or Mac disks, please send $12.95 plus $3.50 shipping
use ramps, but so do people with baby carriages,
and handling (NY deliveries add 8.25% sales tax) to:
luggage, etc. Language that fosters dignity is impor-
Graphic Artists Guild Foundation
tant too. For example, "Reserved Parking" or
11 West 20th Street, 8th Floor, New York, NY 10011-3704
"Accessible Parking" may be used with the wheel-
(212)463-7730 FAX (212)463-8779
chair symbol to indicate parking spaces designated
for people with disabilities.
These symbols have been saved as "TIFF" files.
Consultant: Jacqueline Ann Clipsham
Graphic Design: Doubling Communications, New York, NY
Your computer software program manual should out-
line the procedures for importing these symbols.
100 lb text Quintessence Remarque provided by
Pottatch Paper Corp.. Greenwich, CT and Alling & Cory, Long Island City, NY
Blind individuals who use a computer with a standard
Diskettes provided by Infosate Systems. Inc. and International Typetace Corporation
Graphic Design assistance by the Society of Environmental Graphic Designers
text reading system may also access the material on
the PC format disk. You may copy the disk and slicks
for distribution to your constituents, but they may not
be sold.
126
1. Information Symbol:
The most valuable commodity of today's soci
?
?
ety is information; to a person with a d:
"lity
is essential. For example, the symbol
DE
used on signage or on a floor plan to indicate
the location of the information or security des
where there is more specific information or
materials concerning access accommodation
and services such as "LARGE PRINT" mater
als, audio cassette recordings of materials, O
?
?
?
?
sign interpreted tours.
2. International Symbol of
Accessibility:
The wheelchair symbol should only be used
to indicate access for individuals with limite
mobility including wheelchair users. For
example, the symbol is used to indicat- an
accessible entrance, bathroom or the
phone is lowered for wheelchair users.
Remember that a ramped entrance is not
i
completely accessible if there are no curb
cuts, and an elevator is not accessible if it
can only be reached via steps.
3. Live Audio Description:
A service for people who are blind or have
low vision that makes the performing and
visual arts more accessible. A trained Audi
Describer offers live commentary or narrati
AUDIO DESCRIPTION
AUDIO DESCRIPTION
(via headphones and a small transmitter)
consisting of concise, objective description
of visual elements: for example, a theater
performance or a visual arts exhibition at a
museum.
ALDO
DESCRIPTION
AUDIO DESCRIPTION
AUDIO
DESCRIPTION
127
4. Audio Description for TV, Video
and Film:
AD)))
AD)))
This service makes television, video, and
film more accessible for persons who are
blind or have low vision. Description of visi
al elements is provided by a trained Audio
Describer through the Secondary Audio
Program (SAP) of televisions and monitors
equipped with stereo sound. An adapter fo
non-stereo TVs is available through the
AD)))
AD)))
AD)))
AD)))
American Foundation for the Blind,
(800)829-0500.
5. Accessible Print (18 pt. or Larger):
Large
Large
The symbol for large print is "Large Print"
printed in 18 point or larger text. In addition
indicating that large print versions of books,
Print
Print
pamphlets, museum guides and theater pro
grams are available, you may use the symb
on conference or membership forms to indi-
cate that print materials may be provided in
large print. Sans serif or modified serif print
Large
Large
Large
Large
with good contrast is highly recommended,
and special attention should be paid to lette
Print
Print
Print
Print
and word spacing.
6. Access (Other Than Print or Braille
for Individuals Who Are Blind or
Have Low Vision:
This symbol may be used to indicate access
for people who are blind or have low vision
including: a guided tour, a path to a nature tra
or a scent garden in a park; and a tactile tour
a museum exhibition that may be touched.
128
7. Braille Symbol:
This symbol indicates that printed matter is
available in Braille, including exhibitir
be
ing, publications and signage.
Braille
Braille
Braille
Braille
Braille
Braille
8. Telephone Typewriter (TTY):
Also known as text telephone (TT), or
telecommunications device for the deaf
(TDD), TTY indicates a device used with th
telephone (and the phone number) for com
munication between deaf, hard of he
7,
speech impaired and/or hearing per.
9. Sign Language Interpreted:
The symbol indicates that Sign Language
Interpretation is provided for a lecture, tour
performance, conference or other program
6g
6g
6g
6g
129
10. Assistive Listening Systems:
These systems transmit amplified sound via
hearing aids or head sets. They include
infrared, loop and FM systems. Portable sys.
tems may be available from the same
audiovisual equipment suppliers that service
conferences and meetings.
11. Volume Control Telephone:
This symbol indicates the location of tele-
phones that have handsets with amplified
sound and/or adjustable volume controls.
12. Closed Captioning (CC):
This symbol indicates that a television program
videotape is closed captioned for deaf or hard (
cc
cc
hearing persons (and others). TV sets that hav
a built-in or a separate decoder are equipped to
display dialogue for programs that are captione
The Television Decoder Circuitry Act of 1990
requires new TV sets (with screens 13" or large
to have built-in decoders as of July, 1993. Also
videos that are part of exhibitions may be close
cc
cc
CC
captioned using the symbol with instructions to
CC
press a button for captioning. An alternative
would be open captioning, which translates dia
logue and other sounds in print.
120
National Association for Visually Handicapped
Standards and Criteria for Large Print Publications
The following criteria and standards must be approved by the National Association for
Visually Handicapped (NAVH) prior to granting its "Seal of Approval" for high quality
large print.
1.
No edition may exceed an overall size of 83/4" X 111/4". with a maximum sheet
size of 81/2" X 11".
2.
The finished book shall not exceed 11/4" in thickness, with a maximum weight of
3 pounds. (This does not apply to technical books-i.e., a dictionary, atlas, etc.)
3.
An off-white or natural vellum stock must be used to prevent glare.
4.
Gutter margins should not be less than 7/8", with the outside margin smaller, but
not less than 1/2".
5.
Type size should not be smaller than 16 point--preferably an 18 point type
should be maintained.
6.
When resetting, it is recommended that a sans serif of modified serif be used.
Helvetica, Century or Garamond are examples of particularly good type faces.
7.
Letter spacing, word spacing and leading must be adequate in order to avoid
crowded copy, as white spacing is of utmost importance to many people with
vision loss.
8.
Density is extremely important, and copy that appears grey will not be
acceptable.
9.
The binding shall allow for as much flexibility as possible, with the hope that a
loose spine will be employed in order to allow the book to lie as flat as possible.
It is recommended that all books be side sewn for durability.
10. A vertical line must be used to separate columns.
11.
If photographically enlarged from the original edition, broken letters must be
avoided. Careful scrutiny of selections should be made either by the editorial
department of the respective publisher, or NAVH will offer this service if small
print editions are sent to us prior to the enlarging process.
With easy accessibility of computer type, excellent large print can be prepared.
It is recommended that, for most type faces, a medium font be used with a
laser print-out of at least 400 DPI.
Page 1 of 2
132
12.
Signatures or tear sheets of all books which are to carry the NAVH SEAL OF
APPROVAL must be sent to NAVH prior to final printing for examination.
13.
The NAVH SEAL shall appear on jackets (when used), as well as on either the
front cover or on the copyright or credit page of each book. At least two copies
of each completed book shall be given to NAVH.
NOTE
The availability of approved titles will be included in our kits of information distributed
worldwide.
National Association for
Visually Handicapped
22 West 21st Street
New York, NY 10010
212/889-3141 (V)
212/727-2931 (FAX)
Rev. 1993
Page 2 of 2
133
ADDITIONAL
INFORMATION
FOR
PROGRAMS,
SERVICES,
AND
ACTIVITIES
CREATING PEER ACCEPTANCE
Creating Peer Acceptance is a project which must be undertaken purposefully if
integration is to be successful and without harmful incidence. There is some
disagreement as to whether or not participants should be told in advance that a
person with a disability will be joining an activity. Some factors to consider that
might influence that decision are: the number of people with disabilities to be
integrated; the degree of functional ability; the "obviousness" of the person with a
disability's condition; and the age of the person with the disability.
If the decision is make to ready the program participants to accept the person
with the disability, here are some ways to begin a sensitization process:
- simulation of the various disabilities and effects on the degree of
recreational aptitude
- problem-solving discussions on what one might do if one became either
temporally or permanently disabled
- teaching specific skills to help familiarize them with the assistance needed
- demonstrate the use of aids and devices and modified recreation
equipment
- invite a guest speaker
- read materials or use audio-visual aids made specifically for this purpose
- role play
- field trips to a recreational event (i.e. Very Special Arts Event)
- conduct a pre-instruction clinic where peer instructors work with an
individual with a disability
- arrange to have one or two of the program participants meet the individual
beforehand - create a mood of acceptance
Most importantly, don't forget to prepare the individual who is to be
mainstreamed. Methods to consider:
- if a child, arrange for the parent to talk to the recreation leader so that they
may discuss what kind of modifications may be made to accommodate the
child
- arrange for the individual to meet the recreation leader ahead of time; give
expectations of a typical day or event so that the fear of the unknown may
be diminished
134
- have the recreation leader work on skills used in the program; offer
practice times, to include take-home; develop or capitalize on areas of
expertise in which the individual with a disability may demonstrate skill
- recruit a peer "buddy" to help in the initiation of the program
Some resistance may be experienced from the parents of the "able-bodied"
children. It is suggested that some objections may be prevented by indicating in
your program announcements and brochures that, in accordance with the
Americans with Disabilities Act (ADA), people of all abilities are welcome to
participate in programs sponsored by the Parks and Recreation Department. If
questions still arise, patience and education can go a long way. Here are some
suggestions to assist you:
- tell the parent that as a public agency, it is your legal and moral
responsibility to serve all the City of Asheville residents
- assure the parent that the presence of the individual with a disability in the
program in no way interferes with the conduct or the quality of the
program
- advise the parent that the program participants have been "sensitized" on
getting along with the varying disabilities, but if any difficulties arise,
these can be handled by the staff
- invite the parent to visit the program SO that he/she can see for themselves
the positive results
SOURCE: Leisure is for Everyone - BEH Project
Dr. Jacquelyn Stanley, Project Director
Office of Community Recreation for Handicapped Persons
363 West State Street, Trenton, N.J.
135
AWARENESS ACTIVITIES:
Empathy Creating Experiences for Non-Disabled Individuals
Things to View--
1. A DIFFERENT APPROACH. A film using a humorous approach to promote
seriousness of the abilities of the handicapped. An example is the
use of the TV commercial "comparison tests" in which a housewife
attempts to pick out an item made by a handicapped person. Excellent
general purpose film that features well-known Hollywood and television
stars.
21 min., color, 16mm, developed by the South Bay Mayor's Committee
for the Employment of the Handicapped. Available from Marsha Savant,
Los Angeles Harbor College, 111 Figuroa Place, Wilmington, CA 90744.
2. FEELING FREE. Series of six films about handicapped children; developed
originally to establish a climate open to mainstreaming. Its purpose is
to show non-disabled children that the disabled are more like them than
different. Available from Scholastic's FEELING FREE, 904 Sylvan Avenue,
Englewood Cliffs, New Jersey, 07632.
3. IT'S ABILITY THAT COUNTS. A discussion of various sports taken up by
the handicapped such as basketball, swimming, obstacle course, climbing
ropes, volleyball, and vaulting. Explains how adaptations are made to
make sports participation by the handicapped a reality. 32 mins.,
color. Available from International Rehabilitation Film Review Library,
20 West 40th Street, New York, New York 10018.
4. MINNESOTA OUTWARD BOUND AND THE PHYSICALLY DISABLED. A six-minute, 16mm,
color film production depicting participation of physically disabled
individuals in outdoor adventure activities of the Outward Bound Program
in Ely, Minnesota. Rental $15.00. Available from Minnesota Outward
Bound School, 308 Walker Avenue, South, Wayzata, Minnesota 55391.
5. MAINSTREAMING THE HANDICAPPED IN THE COMMUNITY. An excellent awareness
audio-visual presentation on the subject of mainstreaming handicapped
persons in community services and programs. Color, 20 mins.
Available from Kathy Collard, Department of Recreation and Leisure
Studies, San Jose State University, San Jose, CA. 95192
Things to Do--
1. TRY ON A DISABILITY. Have available, the following:
four large puzzles-six pieces each (can be made out of poster board
and magazine pages or covers).
crutches
large cooking mits or boxing gloves
adhesive tape
wheelchairs blindfolds (and semi-transparent eye covers) earplugs
PROCEDURE: Provide each student with a piece of the puzzle that is
identified by the disability and have them apply the disability. Have
students then find the other parts to the puzzle. Once completed, have
participants and on-lookers discuss their feelings and observations. Have
students exchange disabilities and have them participate in other recrea-
tion activities, such as musical chairs, relay, etc.*
136
2.
DEMONSTRATIONS OF COMPETENCE. Have individuals or group attend one
of the following:
a. Special Olympics event
b. Wheelchair Sports event
C. Field day or carnival at local state hospital
d. Open house at a specialized camp
e. Special Arts festival/contest/display
f. Open house at a sheltered workshop
3.
CONSUMER PANEL. Invite a group of individuals with disabilities to
give a panel presentation focusing upon the impact of their dis-
abilities in such areas as:
a. Employment/education
b. Housing/transportation
C. Recreation/socialization
4. COOPERATIVE TASKS. Involve a group of disabled and non-disabled
individuals in initiative problems such as the following:
a. Rearch For The Sky - Given a piece of chalk or tape, the group
attempts to make a mark as high as possible on a wall or smooth
tree trunk. The tapes can be numbered if the groups are to be
competitive.
b. Line Up By Height - Group members are given the names of animals
to portray. While blindfolded their challenge is to line up by
the heights of their animals against a wall.
C. Push Of War - Line the group up as though you were ready to play
tug-of-war with a 75' - 150' length of rope. Give the instruction
that "during the next 30 seconds we'll have a push of war, pushing
and throwing permitted, tugging and pulling illegal, ready to go.
(Contest ends when all of rope is pushed to one side of center
line or time ends. Generally ends in a tie.)
d. Blind Polygon - The object is for a group of any size, wearing
blindfolds to form a perfect square, triangle, pentagon, etc.,
while blindfolded, using a 75' - 150' piece of goldline. All
participants must have at least one hand on the rope at all times.
When the group believes the task is accomplished they are to stand
in position and remove their blindfolds.
e. A Touch of Pop - The object is to see how many group members can
touch a pop can without touching one another.
Things to Read--
1.
Books -
a. SPECIAL PEOPLE by Shirley Cohen--a humorous, highly readable status
report on individuals with disabilities. Published by Prentice-Hall,
Englewood Cliffs, N. J. 07632, 1977.
b. DISABLED AMERICANS: A HISTORY by Dr. John Leniham--a special issue
of "Performance", the monthly magazine of the President's Committee
on Employment of the Handicapped, Washington, D. C., 20210, out-
lining the contributions handicapped people made to the founding
and building of America.
137
2.
Articles/Pamphlets/Flyers--
a. THE IDEAL HUMAN SERVICE FOR A SOCIETALLY DEVALUED GROUP by
Wolf Wolfensberger. Rehabilitation Literature, Volume 39,
No. 1 (January, 1978), PP. 15-17. Presents a variety of
dehumanizing program practices utilized by human service
providers. Available from the National Easter Seal Society,
2023 West Odgen Avenue, Chicago IL 60612.
b. RECREATION: THE FINAL DIMENSIONS IN EQUAL OPPORTUNITY FOR
THE HANDICAPPED by John Nesbitt. Amicus, Volume 3, No. 3
(May/June 1978), PP. 32-37. An interview with John Nesbitt
in which he presents a rationale for equal opportunity in
recreation for the handicapped and details current issues in
the area. Amicus is a publication of the National Center For
Law and The Handicapped, 1235 N. Eddy St., S. Bend, IN, 46616.
C. THINK OF ME FIRST AS A PERSON By Rita Dranginis. Leisurability,
Volume 2, No. 1 (January, 1975), P. 21. A poem describing the
feelings and needs of a mentally retarded child. Available from
U. S. Catholic, published by Claretian Publications, 227 W. Madison
St., Chicago, IL 60606.
d. IMAGES, WORDS, AND IDENTITY by Eric Gentile and Judy Taylor.
Perspectives on the terms (e.g., disabled, handicapped) associated
with individuals with disabilities and their connotations. Avail-
able from Michigan State University/Handicapped Programs, W. 402
Library Building, M.S.U., East Lansing, Michigan 48824.
Training Resources--
1.
Committee on Youth Development. PEOPLE JUST LIKE YOU, ABOUT HANDICAPS
AND HANDICAPPED PEOPLE (AN ACTIVITY GUIDE). The President's Committee
on Employment of the Handicapped, Washington, D. C. 20210. A sequence
of six activities for students at all grade levels are detailed. An
annotated bibliography with supplemental resources (films, books,
agencies) is also included.
2. Dean's Grant/BEH Project. PROJECT TRAINING MODULE SERIES. Includes
the following training modules:
a. Mainstreaming Handicapped Youngsters In Specific Community Youth
Organization Programs.
b. Including Youngsters With Special Needs Into Regular Youth Programs.
C. Barriers To Community Mainstreaming.
d. Introduction of Handicapped Youth Into Community Recreation Programs.
e. Basic Issues for Discussion of the Topics of Community Mainstreaming.
f. Community Resource Plan Development Strategies.
604 Clark Hall, College of Public and Community Services, University of
Missouri-Columbia, Columbia, MO., 65201. Details training activities for
community agency personnel for a variety of integrative considerations.
138
3. Project May. MAINSTREAMING: PERSONAL VALUES (Book No. 1), A GUIDE
TO DEVELOPING A PROGRAM (Book No. 2), YOUR PERSONAL GUIDE (Book No. 3).
P. 0. Box 1781, Longview, Washington, 98632. A collaborative effort
of youth serving agencies to plan, develop, implement, promote, and
evaluate the mainstreaming of handicapped youth into regular programs.
Includes a variety of case studies, values clarification activities,
and worksheets related to developing attitudes and planning skills
conducive to successful mainstreaming.
Source: PROJECT PAR (Planning Accessible Recreation)
227 Hewitt Hall
Recreation and Parks Program
University of New Hampshire
Durham, N. H. 03824
139
ACTIVITY ADAPTATION
INTRODUCTION
The outline which follows details a variety of considerations to creat-
ing access to recreation for participcants of varying skill levels. Over-
riding considerations in all adaptive efforts are that as little adaptation
as possible be employed and secondly that the "lowest common denominator"
approach to adaptations be avoided as the following example demonstrates:
Today we're going to play baseball. Regular rules except there will be
no curve-balls allowed because Arnie, Beth, and Charlie can't hit them.
Also no stealing, our catcher, Dave, has a sore arm. Hits to right field
have to be on the ground because Eunice doesn't like fly-balls. Oh, and
Fred has asked that he only be tagged on the legs; he's got a bad sunburn.
Gloria has to bat crosshanded and run the bases blind-folded because of
those four home-runs she slugged last game. Because Harry argues so much
we'll be flipping a coin on all close calls. Oh, and we won't be using
third base because Inga and Jerry don't like being stranded there. Remember
the rules and have fun!
ADAPTATION OUTLINE
GENERAL SUGGESTIONS
A.
Base activity adaptations on the individual and his functional
strengths/weaknesses relative to an activity rather than on
diagnostic categories (thoroughly analyze activity and avoid
stereotypes such as "mentally retarded people love to dance").
B.
Include disabled participants in the process of developing
activity adaptations (simply ask them "how best you can do this").
C.
Avoid the mind-sets of well-known games (e.g., baseball, basket-
ball, etc.) by using new games or fully describing adaptations.
D.
Most children with permanent disabilities will have already
developed necessary modifications to permit their participation
in certain activities. Allow these children to proceed at their
own rate of involvement. If they experience difficulty or cannot
make the necessary adjustments, step in and assist.
E.
Adaptations must be made to suit the child's abilities rather
than his/her disabilities.
140
F.
Modification of game rules should not be discouraged and should
be regulated to meet the needs of the group.
G.
Try not to change a game to such a degree that the children lose
sight of what they started to play.
H.
When working with a new student, begin slowly and gradually intro-
duce him/her to new activities. Keep in mind the child may have
some fear of new experiences, may become embarrassed or display
a lack of initiative.
I. General Ways to Adapt Games and Sports
1.
Reduce the size of the playing area:
a. Change the boundary lines.
d. Use equipment that will
b. Increase the number of
reduce the range of play.
players.
e. Net-type games may be
played through a hoop.
c. Decrease the height of
the net or goal.
2.
Use lighter equipment:
a. Plastic bats, "wiffle-type"
c. Yarnballs, styrofoam
balls.
balls.
b. Large plastic beachballs:
bladder balls.
3.
Slow down moving objects:
a. Change the throwing style
e. Increase the size of the
to underhand.
ball.
b. Throw ball with one bounce.
f. Decrease the weight of the
ball.
c. Roll the ball.
d. Stationary ball: place it on
home plate or place it on
a batting T.
4.
Modify the rules:
a. Sit down or lie down rather
f. Allow for substitution.
than stand.
g. Reduce the time periods
b. Walk rather than run.
of the game.
c. Kick rather than strike.
h. Reduce the number of points
required to win a contest.
d. Throw or strike rather
than kick.
e. Permit additional trials:
strikes, throws, and jumps.
141
5.
Provide additional rest periods:
a. Discuss rule infractions.
b. Discuss strategy and team play.
C. Rotate players in and out of the game
or into active and inactive positions.
6.
Don't allow players to choose teams (use new
games, colored paper draw, etc.)
II. Programming Alternatives
A.
Regrouping children, while keeping normal traditional rules:
1. PARALLEL PLAY such as baseball and beanbag game during
athletic period. Two games are played simultaneously.
2. CREATING ALTERNATIVE OR PARA ROLES within a game. Such as
having one child be umpire while others play ball. One game
is played and performers assume different positions within it.
B.
Changing rules while keeping original grouping of children:
1. SLIGHT MODIFICATION such as making exceptions for one or two
players and having pitcher move closer to batter.
2. MAJOR MODIFICATION whereby rules for all players are changed
such as using large volleyball to play baseball.
III. Grouping Considerations
A.
By functional ability (e.g., beginning swim, introduction to macrame,
advanced first-aid) --may cause the disabled child to consistently be
in age-inappropriate groups.
B.
Buddy system (pairing handicapped clients whose strengths compliment
one another or pairing handicapped and non-handicapped child).
C. Interest Groupings--activities may be adapted to allow the individ-
ual to pursue his interests or activities that are similar in appeal
(e. g. substitute sailing for canoeing) but more in line with the
individuals abilities may be suggested.
IV. Stimulating Positive Interaction (Project ACCESS, San Jose State University)
A.
Equal role of participants. Maintaining the traditional helper/helpee
relationship only serves to reinforce negative stereotypes. Select
experiences in which all individuals can participate according to their
abilities. The New Games approach or Movement Exploration techniques
are often helpful in this respect.
B.
Use cooperative rather than competitive experiences that maximize
successful involvement. (Hutchison and Lord).
142
C.
Begin with simple exercises, "ice breakers" that encourage people
to meet each other, and discuss interests and point out abilities
and similarities among participants.
D.
Use socially oriented equipment and materials rather than isolated
materials. For example, parachute play and group collage as opposed
to reading books or riding bikes.
E.
Select enjoyable activities where participants can interact in a non-
threatening manner and have fun.
F.
Encourage the buddy system or partners so that the participant with
a disability has an opportunity to role model effective behavior.
G.
Begin with smaller groups of 10-20 participants in which two or three
participants with disabilities are included. This ratio is more
realistic for the disabled participant.
H. Be a positive role model for all participants. Give positive feed-
back and constructive criticism. Treat each individual with dignity
and respect and do not give special attention to any one individual.
V.
Some Aspects of Rejection
A.
Rejection may be an expression of fear on the part of able-bodied
children that the presence of a disabled child in the group may
result in less enjoyment for them during the recreation period.
B.
Rejection is less likely to occur if the participant is placed in
a group that is not tightly knit and unreceptive to the inclusion
of an outsider.
C.
Happy participants whose individual needs are being met are less
likely to reject a fellow participant.
D.
Rejection of an inconvenienced child is basically the same phenomenon
as rejection of any child.
E.
A discussion of differences in people and the fact that we all have
strengths and weaknesses might prove helpful in dealing with feelings
of rejection.
VI. Rejection Should Diminish If
A.
The rejection is not rewarded by fellow participants or staff.
B.
Children become familiar with the condition and care required.
C.
Participants are able to discuss their own concerns, anxieties and
feelings with the teacher, and those feelings are not rejected or
minimized.
D.
Participants realize that the presence of an inconvenienced child
in their group will not deter them from enjoying a full program.
E.
Problem behaviors (e.g., undesirable or anti-social actions) are
dealt with efficiently and consistently.
143
F.
The known interests and skills of the inconvenienced child are
given the opportunity to be demonstrated.
G.
The leader views the child as a full-time member of the recreation
group to be rarely excluded from activities.
VII. Adapting Individual and Dual Sports
A.
Archery: Use lighter bow; arrows with rubber tips. Student may
sit, draw targets.
B.
Bait-fly casting: Place target boards on gym floor or field at
various distances. Student may sit.
C.
Badminton: Four players on each side, each playing small zone.
"Hoop-bird" played with bird or yarnball.
D.
Bowling: Use plastic "gym-bowl" equipment or plastic detergent
bottles. Student may bowl from a chair or sit on the floor. Roll
ball through cardboard tube or box.
E.
Croquet: Use plastic mallets and wiffleballs, vary the distance to
the wickets.
F.
Gymnastics: Tumbling, parallel bars, high bar, rings, side horse.
G.
Golf: Hit plastic practice ball into old tennis or volleyball nets
which are faced with burlap. Putt on an old rug into a can placed
on its side. Make miniature golf course from odds and ends.
H.
Handball: One wall, use partially deflated volleyball or smaller
playground ball to slow the action of the game.
I.
Horseshoes: Rubber shoes or quoits can be used in and out-of-doors.
Throw shoes into a box.
J.
Shuffleboard: Shorten distance between scoring zones. Student may
sit.
K.
Swimming: Obtain American Red Cross Swimming for the Handicapped
(American Red Cross, Swimming for the Handicapped, Washington, D. C.
American Red Cross, 1977).
L.
Table Tennis: Use larger paddles, make small table-size hoop and play
as "hoopbird". Place plywood sides on the table so that the ball will not
bounce off the table so often; off the sides, ball remains in play.
M.
Tetherball: Sit or stand, punch or kick. Make small table-size game
with broomstick and small rubber ball in a silk stocking.
N.
Quiet Games: Nok-hockey, table shuffleboard, pool, darts, beanbag
toss games, box soccer.
144
VIII. Adapting Team Sports
A.
Baseba11-Softbal1-Type Games: Use light plastic bats and whiffle-
balls, batting tee. Use base runners, two sets of bases (one of
shorter distances), throw the ball into the field rather than bat
it. Give children positions that require little movement.
B.
Kickball: Punch or throw the ball rather than kick it. Place
ball on home plate rather than roll it.
C.
Basketball-Type Games: Limit movement in the game by playing 21,
Around the World, Six Court, Half-Court, Scooter Basketball, Foul
Shooting, Barrelball. Have student do the foul shooting for both
teams.
D.
Soccer-Hockey-Type Games: Have student play goalie. Reduce size
of goal. Scooter Games: Punching a playground ball. Hockey
played with old brooms and volleyball. Barrelball: Shooting for
hole. Volleyball-Type Games: Deck Tennis, Newcomb, use larger
soft bladder ball. Have both teams sit on the floor; put net at
4-5 feet.
Source: Adapted from BEH Project
Dr. Jacquelyn Stanley, Project Director
Roberta Bach, Project Coordinator
Office on Community Recreation for Handicapped
Persons
363 West State Street
Trenton, New Jersey 08625
And
BEH Project PAR (Planning Accessible
Recreation)
227 Hewitt Hall
Recreation and Parks Program
University of New Hampshire
Durham, New Hampshire 03824
145
BASKETBALL ACTIVITIES
By Patricia Leaton
GENERAL ADAPTATIONS
1. Lower baskets.
2. Use balls that are lighter in weight with persons with less strength.
3. Make frequent substitution.
4. Limit the size of the play area in early stages of play.
SPECIFIC ADAPTATIONS
Visually Handicapped
1.
Use brightly colored balls with partially sighted persons.
2.
Paint the shooting target on the backboard with bright colors.
3.
Use sighted helpers to gufde or assist the handicapped participant.
4.
The leader should use kinesthetic teaching.
5.
Mats can be placed to differentiate the playing court from the
out-of-bounds.
6.
Have rules typed in braille.
7.
For direction orientation, metronomes or audible goal locator can
be placed on the backboard.
8.
Use bounce passes as a way of passing the ball to the blind partici-
pant. The sound is a signal of which direction the ball is coming
from.
Auditory Handicapped
1.
Use visual aids.
2.
Lip reading may have been a part of the person's education. The
leader should make him/herself highly visible.
3.
Use flashing lights or waving flags as an indication of stoppage
of play.
Cardiopathic
1.
Have short activity periods that are followed by longer rest periods.
2.
To reduce strain, use a ball that is lighter in weight.
3.
Competitive games may be contraindicated.
Asthmatic
1.
The leader should insure that the gymnasium is free of dust.
2.
Progression from lead-up activities to game play will help build
the cardio-respiratory endurance needed for the court play.
146
Mentally Retarded
1.
The instructor should use demonstration more than verbal
explanations.
2.
Make the practice periods short and have frequent changes in
activities.
3.
Repeat successful experiences so the participants gain feelings
of accomplishment.
Physically Disabled
One Arm Involvement
Bounce passes should be used to provide more time to catch the
ball. A simple hand-off is also good to use.
One Leg Involvement
It is advisable to teach shooting activities first so as to
develop confidence, through successful experiences.
Two Leg Involvement
1. Net ball returns are advised for use during shooting practice.
This provides an easy and independent way to retrieve the ball.
2. If playing wheelchair basketball:
a. On a center jump, it is forbidden to raise any part of the
body from a wheelchair.
b. If a wheelchair player has more than two successive pushes
on the wheels without dribbling the ball on the floor, it
is considered traveling.
SAFETY CONSIDERATIONS
1. Instruct other participants to look for warning signs of fatigue.
2. If using any special equipment with the handicapped participants (guide
wires, mats, special lights) insure that it is visible to all partici-
pants so accidents are prevented.
3. With the cardiopathic participant, teach the person to monitor his/her
own heart rate to reduce the chance of overexerting the heart. The
leader should also be alert to signs of fatigue.
4. With the asthmatic person, frequently check for allergic reactions.
5. With the orthopedic person with a prosthetic device, care should be
taken in its removal and replacement. If it is worn while person is
playing the device should be no harder than a normal limb.
6. For those who may be more apt to fall, instruction in correct techniques
for falling should be provided.
7. Padded walls for a game situation in which wheelchairs are used will
reduce injury and increase protection for all.
147
CRAB SOCCER
by Michael Mitchell
GENERAL ADAPTATIONS
1. All the children in this game would be on scooters.
2. Use lead-up games to orientate the participants to the scooters.
3. Reduce the size of the play area and adjust methods for scoring
to the ability of the groups playing.
4. A cage ball would be utilized in this game; it is much bigger than
a soccer ball, it is easier to hit and much more fun to play with.
5. The players can kick, punch, strike, or throw the ball.
6. As appropriate, assign a buddy to each child with handicapping
conditions.
SPECIFIC ADAPTATIONS
Visually Impaired
A goal locator should be placed at each end line and an auditory
device may be connected to the ball.
Hearing Impaired
Hand signals should be used with voice commands to designate the start
and stop of the activity. While giving instructions, the impaired should
be placed directly in front of the instructor.
Mentally Retarded
Generally, no adaptations are necessary.
Physically Disabled
One Arm Involvement
No adaptations are necessary.
Two Arm Involvement
No special modifications would be needed. The impaired child has
use of the legs to propel the scooter and kick the ball.
148
One Leg Involvement
This would cause no restriction in participation since
pupils have the use of one leg and both arms.
Two Leg Involvement
The impaired, in this case, have the use of both arms to
effectively participate.
GENERAL SAFETY CONSIDERATIONS
1. Only socks should be worn on the feet.
2. Advise children to be careful not to kick each other.
3. Advise children to keep their fingers away from the bottom of the
scooter.
4. The activity leader should know basic first-aid procedures.
5. Participation for the asthmatic child should occur in areas that are
as free as possible from dust. Activity leader should know proper
breathing techniques in case the child has difficulty in breathing.
Severely asthmatic children should only participate with medical
approval.
6. Different size scooters should be available and safety belts may be
used to secure children with handicapping conditions to their scooters
(if necessary).
149
RHYTHMS AND DANCE ACTIVITIES
by Bambi Crance
GENERAL ADAPTATIONS
1. Scheduled rest periods and pre-arranged time limits are needed for
dances.
2. Colorful environment and equipment should be used as stimuli.
3. Keep directions and explanations simple so the children can easily
follow them.
4. The tempo must be set according to the students abilities.
5. Arrows, markers, color-cued numbers and letters may be used on the
floor for directions and positions in dances.
6. Rhythmic equipment such as drums, tambourines, triangles, cymbals,
sticks, and bells may be used as sound cues.
7. Schedule rest periods as needed. Relaxation may be accomplished with
music played at a slow tempo.
SPECIFIC ADAPTATIONS
Mental Retardation
1.
Dance class should be short and content should be repeated often.
2.
Concrete explanations and demonstrations should be used.
3.
The use of mirrors, kinesthesis and specific learning cues should
be used.
4.
Simple movement patterns and creativity should be stressed.
Blind and Partially Sighted
1.
The leader must provide precise verbal instructions.
2.
The blind participant may be placed with a seeing partner to
enhance learning.
3.
When clapping or other group noises are required in a specific dance,
one or two persons should do the clapping so the blind person isn't
easily distracted.
4.
The blind and partially sighted people may have to walk forward and
backward instead of turning circles and doing crossovers in dances.
5.
The blind participant must always have close contact with another
participant or leader during group dances.
6.
Manual guidance and movement of body parts can be provided by other
participants or the leader.
150
7.
Formations and other information on dances should be in braille.
8.
The blind participants must walk through all floor patterns before
performing the dance.
Deaf
1.
The music should consist of low bass sounds to obtain more defined
vibrations.
2.
The leader should face the deaf person when communicating.
3.
Try to establish signals for different movements; for example, point-
ing forward means sliding forward, pointing right means sliding right
and pointing left means sliding left.
4.
Hand-clapping, hand movements, and rhythmic instruments may help
establish a sense of timing for the deaf person.
Asthmatic
1.
Avoid physical fatigue by having dances played at a slower tempo.
2.
To help avoid possible attacks due to contact with dust, do not have
the person sit or lay on the floor for a prolonged period of time.
Cardiopathic
1.
Slower tempo may be necessary in rhythms and dance.
2.
A person with cardiac/respiratory problems needs scheduled rest
periods during folk and square dances.
3.
It may be necessary to avoid vigorous and sustained dances.
4.
The activity area should have a stable temperature and adequate
ventilation.
5.
The person should not move quickly from high to low positions
(standing to squatting).
Orthopedically Handicapped
One Arm or Two Arm Involvement
1. The person may pass by the other participants when hand movement
is necessary.
2. The person with one arm may prefer to take an outside position in
groups of two or more.
3. To modify the changing of hands, the participant should have
scarves tied to his belt.
4. For children, bells may be attached to lower limbs for rhythmic
activities for fun and the opportunity to play with pieces of
rhythmic equipment.
151
One Leg or Two Leg Involvement
1. Walking should be substituted for skipping if the person
has a prosthesis.
2. Locomotor movements should be a slower pace.
3. Persons in wheelchairs can be propelled by other participants.
4. In square dancing, a person in a wheelchair can circle when
others are performing the grand right and left.
5. Scooters may be used for easier mobility.
6. The child with crutches can do the following in square dancing:
tip the head instead of bowing at the waist, swing by touching
crutches, walk around to the left for the allemande left, and
place one crutch forward for the balance.
SAFETY CONSIDERATIONS
1. The activity leader should have basic knowledge of first-aid.
2. For the blind participant, all objects need to be cleared from the floor.
3. Assign one designated "buddy" to the blind or deaf participant.
4. Stationary positions may be needed for the cardiopathic participant.
5. Medical consultation may be necessary to develop an adequate dance
and rhythms program.
6. Participants should not engage in rhythms and dance activities beyond
their limitations.
152
SOCCER ACTIVITIES
by Michael Mitchell
GENERAL ADAPTATIONS
1. Permit the substitution or interchange of duties when deemed necessary.
2. Limit play areas if movement capabilities are restricted.
3. Shortened play periods should be utilized.
4. Analyze positions according to the abilities of the individual.
SPECIFIC ADAPTATIONS
Mentally Retarded
No special modifications would be needed in this case. At the on-set
of play, the demonstration and explanation of rules and procedures should
be as concrete as possible.
Blind and Partially Sighted
Numerous modifications can be made to allow the blind to participate in
soccer.
1.
An audible goal locator could be placed near the goal at which the
student is trying to score.
2.
A bright orange or yellow beeper ball could be utilized.
3.
The ball should be slightly bigger than the regulation soccer ball
and softer to minimize the danger of the blind person being struck
with a hard object.
4.
Brightly colored line markers should be utilized.
5.
A different textured surface should also be utilized around the
playing field.
6.
Recommended positions would be defense or goalie.
7.
If the person plays goalie, the ball should not be lifted off the
ground to score.
8.
Participants should only be allowed to shoot from a designated
distance in front of the goal.
9.
Slide tackling of the blind should be prohibited.
10.
A buddy should be assigned to help out.
Physically Disabled
One or Two Arm Involvement
This would pose little or no difficulty in a soccer game.
One Leg Involvement
With the use of crutches, there would be no reason why a one
leg amputee could not participate in soccer. A defensive
position would be recommended.
153
Two Leg Involvement
In regular soccer, this type of person would be limited
severely in participation. Two modifications could be
made in this case.
1. In regular soccer, this person could execute throw in's
for both teams on one side of the field.
2. All people could be in wheelchairs and a broom could be
used to propel the ball. Also, the indoor game of crab
soccer could be enjoyed by all.
Cardiopathic
Unless the condition calls for restriction, no special modifications
would be needed in this case. It may be necessary for the individual to
play goalie.
Asthmatic
The asthmatic person generally will have no serious difficulty in playing
soccer. The environment should be as dust free as possible. Long extended
periods of play would be contraindicated.
Auditory Impaired
Only minor modifications would be needed for a deaf person to partici-
pate. Hand signals as well as voice commands could be utilized to signal
the start and stop of the activity. When the whistle blows, the "regular"
people should stop immediately and raise their hands. This allows the deaf
person to know that play is stopped. The activity leader should be know-
ledgeable of some type of sign language or finger spelling.
SAFETY CONSIDERATIONS
1. The activity leader should know basic first-aid procedures.
2. Participation for the asthmatic person should occur in areas that are
free from dust. The activity leader should know proper breathing
techniques in case the person has difficulty in breathing. Severely
affected asthmatic people should only participate with medical approval.
3. At times, hearing aids need to be removed during activity.
4. Slide tackling may be contraindicated in particular instances.
154
SWIMMING ACTIVITIES
by Roy T. Speedling
GENERAL ADAPTATIONS
1. The temperature of the water in most pools should range from 78 degrees
to 84 degrees Fahrenheit. For certain individuals, especially for
severely involved cerebral palsied persons and persons with orthopedic
problems, higher water temperature may be indicated. (The American
National Red Cross, 1977, p. 111).
2. The air temperature of indoor pools should ideally be from four to six
degrees higher than that of water. Besides controlling condensation
on pool walls and ceilings, this will also provide a "comfort zone" for
the students. (The American National Red Cross, 1977, P. 112).
3. When planning individual goals for the participant the instructor should
be aware of the skill level of the individual rather than the specific
handicap.
4. The instructor should use kinesthetic teaching along with demonstrations.
5. The instructor should simplify skills and establish and follow progressions.
6. The instructor should build lessons on previous successful experiences.
7. Games should be modified so all can participate.
8. Many persons with handicapping conditions (especially the deaf and blind)
are adverse to getting their face wet. The fear of impairing the senses
is a real one, and the instructor should deal with this patiently and with
understanding.
SPECIFIC ADAPTATIONS
Mentally Retarded
1.
Repeat instructions slowly and distinctly.
2.
Offer a variety of activities to learn a particular skill.
3.
Retarded persons learn best by doing. Make every effort to get
each person participating as much as possible.
4.
The use of an aide might be necessary for some one-on-one instruction.
5.
If drills are to be used, they should be short in duration and diverse.
6.
Drill on land before practicing in the water.
7.
Most mentally retarded persons can and should be integrated into games
of low organization.
155
Visually Impaired
1.
The visually impaired person should be completely oriented to
facilities.
2.
If a demonstration is going to be used, an advanced participant
or aide can do the actual demonstration while the leader kinestheti-
cally moves the visually impaired participant through the skill.
3.
The pool should be roped off separating the deep from the shallow
end.
4.
All swimming should be done in the same direction.
5.
Audible goal locators or any audible device (bells) to signal the
approach of the ends of the pool may be helpful.
6.
Games which make use of a partner or which require contact are
recommended.
Auditory Impaired
1.
For those persons with faulty or easily infected middle and inner
ears, a means must be found to protect the ears. Swimming may be
contraindicated.
2.
Demonstrations should be done slowly and accurately.
3.
Flicking lìghts on and off is a good way to get the attention of the
whole class.
Physically Disabled
1.
Before the first session in the water, any problem related to getting
into and out of the pool should be resolved. The participant should
learn to get in and out of the pool without assistance, even though
it may be a struggle.
2.
For the first few lessons, the instructor might require an aide to
help the participant with balance and getting adjusted to the water.
3.
Recovery from either a prone or a supine position should be one of
the first skills to be emphasized.
4.
The use of fins or flippers for amputees might be advantageous.
5.
Floatation devices might be used with individuals who lack buoyancy.
6.
Modify the stroke being taught to the ability of the participant.
One Arm Involvement
A modified side stroke, with the legs providing most of the power
and the one arm pulling is a recommended stroke for persons with
one arm impairment.
156
Two arm Involvement
Any stroke done on the back using the power of the legs is a
good choice.
One Leg Involvement
A modified back crawl, elementary back stroke, or side stroke
are all good choices for basic stroke selection.
Two Leg Involvement
A modified breast stroke or crawl or any modified stroke using
effective arm power is a good choice.
Cardiac
1.
Gradual involvement in the activities of the pool should be employed.
2.
Frequent rest periods may be recommended.
3.
Breath holding for any long periods of time will probably be
contraindicated.
4.
Resting strokes such as the elementary back stroke, breast stroke
or side stroke may be taught instead of work strokes.
5.
Efficiency of effort in performing tasks should be given high
priority when teaching aquatics to cardiac cases. (The American
National Red Cross, 1977, P. 45).
Asthmatic
1.
Care must be taken to check on person's condition at the time of
the class, making sure it is not acute.
2.
Activities requiring endurance should be led up to gradually.
3.
Limit emotional upset and intense or vigorous activity.
SAFETY CONSIDERATIONS
1. Before a person enters a swimming class, the instructor should check
the student's medical record of the present year to see what, if any,
form of activity is contraindicated.
2. Be aware of all general first-aid principals and emergency techniques.
It is the instructors responsibility to know about any handicapping
condition a participant might have and its first-aid implications.
3. The instructor should have a current lifesaving certificate, and if
possible, a valid water safety instructors card from the American Red
Cross or other reputable institution.
157
TENNIS ACTIVITIES
by Teresa Infante
GENERAL ADAPTATIONS
1. The size of the court may be decreased so that those with limited move-
ment and those who cannot participate in vigorous activity can play.
2. Regulation scoring may be dispensed with for those whose skills are
not adequate to keep the ball in play for any length of time. A
possible alternative to regulation scoring would be to count the num-
ber of times the ball is successfully returned in a given time period.
3. Those with insufficient arm strength to hold the racquet at arm's
length may choke up on the handle.
4. The diameter of the handle should be adapted to each individual's
specific needs.
SPECIFIC ADAPTATIONS
Mentally Retarded
1.
Introduce the mentally retarded to tennis by using lead-up games.
These will help them to become acquainted with skills involved in
tennis.
2.
Use concrete directions and frequent demonstrations.
3.
Adjust periods of play to attention span and individual needs.
4.
Simplify the rules.
Blind and Partially Sighted
1.
Use an audible ball.
2.
Use an audible goal locator at the net.
3.
Use bright colors, especially yellow and orange, to mark all
boundaries.
4.
Use a ball with a larger circumference than a regular tennis ball.
5.
Change the texture of the surface surrounding the playing area by
using pieces of carpeting or foam rubber well secured to the floor.
Hearing Impaired
Use mutually agreed upon hand signals to replace verbal signals.
Physically Disabled
One Arm Involvement
The only modification is to hold and throw the ball with the racquet
hand. If this is not possible, a bounce serve can be used.
158
Two Arm Involvement
1. These people can play tennis if a functional stump remains on
one arm. The racquet may be taped or strapped to the stump.
2. To serve, start by balancing the ball on the face of the racquet.
The ball is then tossed into the air by a quick upward movement
of the racquet and stroked as it bounces.
3. Pick the ball up by starting it in a roll. As it is rolling,
slip the head of the racquet under the ball and bounce it on the
face until it can be brought under control and balanced.
One Leg Involvement
People with one leg may be able to play with the use of assistive
devices such as crutches, as long as they can learn to balance well
enough to use one hand on the racquet.
Two Leg Involvement
1. The reach of the player can be extended by lengthening the handle
of the racquet.
2. To decrease the amount of movement for each person, play with
three or four people on a side instead of one or two.
Cardiac
1.
Do not let the game become too strenuous.
2.
Give frequent rest periods.
3.
Shorten periods of play.
4.
Increase the number of people playing on each side.
5.
Use a lighter weight racquet.
6.
Decrease the size of the playing area.
SAFETY CONSIDERATIONS
1. Know each person's medical background and, if necessary, get a physician's
permission for participation.
2. For those with balance problems and convulsive disorders, a helmet may be
worn for extra protection.
3. Make sure the playing area is open and free of any unnecessary obstacles.
Source: The preceding activities have been adapted from:
The Preparation of Regular Physical Educators
for Mainstreaming, by Joseph P. Winnick and
Jan Jurwitz (eds.), State University College,
Brockport, New York 14420
159
EQUIPMENT MODIFICATION
INTRODUCTION
Many expensive and extensive special facilities and types of equip-
ment are unnecessary. Participants want to take part in recreation pro-
grams using equipment that is as little different from that used by their
peers and contemporaries as possible.
The disabled want to participate in most of the same activities as any
other individual. If the equipment needed in these activities requires
adaptation for a particular disability the adaptation can often easily and
inexpensively be made to the existing equipment.
Various factors should be considered when choosing recreation equipment
which allow easier adaptation when the need arises. These factors include:
Adaptability--meets physical and cognitive needs of users; fits into
overall design of recreation area; fits into long-range plans.
Cost--is worth the expense.
Desirability--people use the equipment and continue to use it after
novelty has worn off.
Destructability--will last as long as you want it to last.
Maintenance--does not require more time than you can spare to
build or maintain.
Flexibility--can be modified to meet changing needs; serves more
than one purpose.
Play Values--challenges people, holds their interest, and encourages
development of various abilities.
Safety--is solidly constructed and of sound design.
Size--is scaled to the size of the users.
In planning and adaptation it is imperative that several groups be in-
cluded in providing input and making decisions that so intimately affect them.
Consumers themselves-individuals with various handicapping conditions
for whom programs, activities, and facilities are designed; in too many
instances programs, activities, and facilities are planned and imple-
mented in ways not consistent with what populations for which they are
designed want; representative impaired, disabled, and handicapped
persons--including mentally retarded--need to be consulted to provide
this kind of input.
160
Persons who are going to use facilities, direct programs, and
coordinate activities in various leadership roles need to provide
input. Too often architects dictate program by facilities they
design rather than heeding requests, needs, and input from those
who are going to use the facilities.
Source: American Alliance for Health, Physical Education and Recreation,
1201 Sixteenth Street, N. W., Washington, D. C. 20036.
Making Physical Education and Recreation Facilities Accessible
to all. Planning, Designing, Adapting. May 1977, P. 89.
ADAPTED EQUIPMENT FOR PHYSICAL ACTIVITIES
Adapted equipment and devices are used by many handicapped individuals
to permit their full participation in various physical activities. Not all
handicapped participants need or want these devices. However, physical
educators and recreators should be aware of them so that no participant is
barred from an activity due to lack of knowledge about a particular device
that could have facilitated participation.
AQUATIC DEVICES
Tot Dock - (Stadiums Unlimited, Box 374, Grinnell, Iowa 50112) is an
underwater portable swimming pool platform that rests on the bottom of
the pool at heights of six to twelve inches, providing a solid base for
swimming instruction. This is particularly useful for pools that have
inadequate shallow ends. Cost: $140.00 per platform. Homemade alter-
native: Although they are not as stable, plastic tumbling mats have
been used for individuals to stand or lie on during swimming instruction.
Schwimmflugel - (Belleair International, 1016 Ponce de Leon Boulevard,
Belleair, Florida 33516) are inflatable cuffs worn around each arm
above the elbow to keep the nonswimmer afloat. Cost: $4.75. Homemade
alternative: Empty plastic bottles (capped) tied around arms with old
nylon stockings or pieces of fabric are more cumbersome but less expen-
sives to help beginners stay afloat.
Speedo Aqualift Swimsuit - (Blue Grass Industries, Carlisle, Kentucky
40311) a one-piece nylon tricot swimsuit, is constructed with an in-
flatable air bladder inside the front of the suit. When inflated, it
will support up to a 200 pound adult, and may be gradually deflated as
the swimmer becomes more skilled and use to the water. Cost: $12.50
(all sizes). Homemade alternative: None known.
Aqua Bat - (Gander Mountain, Inc., P. 0. Box 248, Wilmot, Wisconsin
53192). Tubing and a seat are affixed to these waterskis, making them
usable by paraplegics, incomplete quadriplegics, amputees, and cerebral
palsied persons. The tow rope may be held or tied to the tubing. The
user steers the skis by leaning to either side. Cost: $104.50.
Homemade alternative: None known.
161
Bath Trolly - (Orthopedia GmbH, D230Q Kiel 14, P.O. Box 6409 Germany)
is a plastic seat on four casters, resembling a gym scooter. The seat
has a slightly curved backrest for stability and comfort and has slots
cut into it to allow drainage of water. The trolly was designed to
help leg amputees move from changing areas to pool or lakeside by
propelling themselves with their arms. Cost: $61.00. Homemade
alternative: A gym scooter could be adapted by adding high quality
casters and a backrest (optional). To construct a gym scooter, round
off the corners and sand well a piece of 12" X 12" X 3/4 inch plywood.
Mount four casters with rubber wheels on the corners using wood screws.
Paint the scooter with Marine paint or the less expensive Marine Spar
varnish (2 coats). A gym scooter could alternately be constructed of
one of the many plastic materials now on the market.
BICYCLING EQUIPMENT
Schwinn Tandem Bicycles - (local distributors only: consult Yellow Pages
of the telephone directory) are bicycles built for two riders that permit
visually handicapped individuals to ride safely with non-impaired partners.
Cost: $160.00 and up.
Spina Bifida Range Tricycles - (George Fitt Engineering, Tankerton Road,
Whitstable, Kent, England) are three-wheelers specifically designed so
that persons of all ages who have no use of their legs can use hand pro-
pulsion to move the tricycle. Fixed gear drive from the rear axle results
in bicycle pedals moving, thus exercising the rider's legs as well.
Cost: $150.00 - $200.00.
Tricycle Body Support - (J. A. Preston Corporation, 71 Fifth Avenue,
New York, N.Y. 10003) attaches to any tricycle frame, enabling children
with poor balance to enjoy tricycle activities. The support adjusts for
height and girth. Cost: $15.25. Homemade alternative: An aluminum frame
and canvas backing, similar to a wheelchair back, could be welded or
bolted to a tricycle.
Special Pedals - (J. A. Preston Corporation, 71 Fifth Avenue, New York,
N. Y. 10003). These wood devices with leather heel supports and straps
attach to the pedals of bicycles or tricycles to keep the user's feet
from slipping off. Cost: $16.40 (7-,8-,9-inch sizes). Homemade alter-
native: Could be constructed by attaching a 3/4 inch wide leather strap
around one end of a seven to nine inch piece of wood, securing another
piece of leather at the heel for support; securely attach this to each
bicycle pedal.
Buddy Bar - (Funway, 13930 Stansbury, Detroit, Michigan 48227) is an
attachment that joins two regular bicycles side-by-side approximately
one yard apart, permitting visually handicapped, mentally retarded, or
physically impaired persons to ride beside non-handicapped partners.
Cost: $40.00. Homemade alternative: Join a piece of metal tubing
securely to the frame of each bicycle below the handlebars.
162
DEVICES FOR BALL ACTIVITIES
Adjustable Batting Tee - (Flaghouse, Inc. 18 West 18th Street, New York,
N. Y. 10011) can be raised to any height from 27 inches to 43 inches
accommodating batters with a wide range of ages and heights. This
enables individuals with poor coordination or visual impairments to
practice batting skills and participate in softball or baseball games.
Price includes telescoping tee, base, and plastic ball. Cost: $4.50.
Homemade alternative: Cut out the top end of a wiffle-ball bat and slip
the bat through the end of a traffic cone. Or, cut a piece of 3/4 inch
plywood into a two X two foot square; anchor a two to three foot tall
pole or dowel (1 1/2 to 2 inches diameter) into the base with nails or
screws. Attach a piece of hose with an adjustable clamp to the pole,
which can then be raised or lowered according to height of children
participating.
The No Miss Mitt - (Libra International Distributors, 473 North Church
Street, Moorestown, New Jersey 08057) is a baseball glove constructed
of special pile materials so that a velcro-covered plastic ball will
adhere to it. This ensures a successful experience for children who
may never have caught a ball. Cost: $5.00 (ball and glove). Homemade
alternative: Make a mitt or mitten from an old towel and sew velcro
strips to it; cover an old plastic ball with velcro strips. Or, make
a ball by stuffing nylon stocking into an old sock, tucking loose ends
of the sock inside and sewing shut; attach velcro strips to this.
Audible Football, Softball, Soccerball - (Sensory Aids, 175 Terminal
Drive, Plainville, New York 11803) are regulation balls with battery
powered sound sources inside that assist visually impaired persons in
locating them by sound alone. Cost: $50.00. Homemade alternative:
No effective and safe alternative known.
Cube Ball - (Elementary Gym Closet, Inc., 2511 Leach Road, Pontiac,
Michigan 48057) is an eight-inch polyhedron made of polyurethane
particularly suited for indoor ball games that involve kicking. The
ball's shape permits it to roll accurately where kicked, but it does
not roll too far or too fast from players with locomotor difficulties.
Cost:$5.00. Homemade alternative: A large sponge or piece of foam can
be cut into a polyhedron shape with scissors or, more easily, with an
electric knife. When using an electric knife, hold the piece of sponge
or foam in a vise, between two stacks of books, or between two cinder-
blocks.
Left-handed Catcher's Mitt - (The Left Hand, Inc., 140 West 22nd Street,
New York, N. Y. 10011) is a regulation Spaulding glove designed for
people who catch with their left hand (amputees, physically handicapped
or left-handed). Cost: $21.95. Homemade alternative: None known.
BOWLING AIDS
Bowling Booster - (Russell Bechtel, 6943 Bittersweet, Pensacola, Florida
32506) is a fiberglass portable ramp for use by persons who cannot move
their arms to propel a bowling ball in the conventional manner. Ball can
be propelled down the ramp using the feet, hands, arms, or other body
part. Cost: $47.50. Homemade alternative: A wooden ramp with sides
could be constructed, but it would not be this portable, lightweight and
friction-free.
163
Bowling Ball Pusher - (North American Recreation, P. 0. Box 758,
33 Knowlton Street, Bridgewater, Connecticut 06601), a long-handled
rake-like device, is an aid for persons who cannot bend and throw a
bowling ball but are too mobile to require a bowling ramp. Cost:
$39.95. Homemade alternative: A pushbroom could be used; or, cover
the end of an old bristle-less pushbroom with foam and felt (so that
the bowling lane is not damaged). A device similar to a shuffleboard
pusher but with a larger head would be ideal.
Handle Grip Bowling Ball - (North American Recreation, P.O. Box 758,
33 Knowlton Street, Bridgewater, Connecticut 06601) is a regulation
bowling ball with a handle that automatically retracts flush into the
ball when released; individual finger strength and dexterity are not
required to use this ball. Cost: $52.50. Homemade alternative: None
known.
Bowling Ball Holder Ring - (George H. Snyder, 5809 N.E. 21st Avenue,
Fort Lauderdale, Florida 33308) attaches to the arm of a wheelchair
and holds a bowling ball securely in the bowler's lap while he/she
wheels up to the foul line. Cost: $9.99. Homemade alternative: Any
piece of metal (heavier than a coathanger, though) bent in a circle
and clamped to the wheelchair arm will do.
Mahler Standard Bowling Rail - (American Foundation for the Blind,
15 West 16th Street, New York, N. Y. 10011) guides visually impaired
bowlers in a straight path to the foul line and meets standards of the
American Blind Bowling Association. Cost: $28.95. Homemade alternative:
Use the end lane and let participants use the wall as a guide. In
center lanes, blind bowlers can use the ball return as a guide.
ASSISTIVE DEVICES FOR YOUNG CHILDREN
Audible Nerf Ball - (Science for the Blind Products, 221 Rick Hill Road,
Bala Cynwyd, Pennsylvania 19004) is a soft, spongy play ball that beeps
continuously when turned on; especially suited for small visually impaired
children. Cost: $37.50. Homemade alternative: Nerf balls can be cut from
sponges or foam, but it is doubtful whether a bell or baby's rattle could
be safely or effectively inserted into the ball.
New Elevated Sandbox - (Game Time, 6874 Washington Avenue So., Eden Prairie,
Minnesota 55343) can be used for either sand or water play and is elevated
to accommodate children in wheelchairs. Cost: $169.00. Homemade alter-
native: Make a table, approximately 30 inches in height, with part of the
table top cut away so that a metal laundry tub or child's plastic sandbox
can be secured in the center.
The Mobile Mat - (Jayfro Corporation, P.O. Box 400, Waterford, Connecticut
06385) is a 16 X 43 inch padded platform with velcro safety straps and
four heavy duty roller bearing casters. It enables non-ambulatory
children to participate in locomotor activities and encourages development
of crawling. Cost: $89.00. Homemade alternative: Make a large scooter
board out of plywood (see "Bath Trolly" for instructions), or secure two
small scooter boards together; cover with foam padding and a fabric cover.
Sew velcro straps to the fabric covering.
164
Floor Sitter - (North American Recreation, P.O. Box 758, 33 Knowlton
Street, Bridgewater, Connecticut 06601) resembles a chair without legs
that permits small children to maintain a sitting position during floor
play. Cost: $54.00. Homemade alternative: Remove the legs from an old
chair; pad the chair if necessary and attach a belt to the chair, which
will prevent the child from slumping onto the floor.
Layered Ball - (Flaghouse Inc., 18 West 18th Street, New York, N. Y.
10011) is a soft, spongy, multicolored ball that is easy for a small
or
a motor-impaired child to grip because the foam material is
layered. Cost: $2.10. Homemade alternative: Yarn balls, which are
fluffy and easy to grasp, are an inexpensive alternative to purchasing
balls. Make two cardboard doughnuts by cutting two-inch centers out of
two four-inch circles of cardboard. Hold the two doughnuts together and
wrap yarn around them until the centers are almost full. With a knife,
cut the yarn around the outside edge of the doughnut. Slide the two card-
board circles apart and tie the yarn tightly in the center with string or
another piece of yarn. Cut away the doughnuts and fluff up the yarn ball
until it is round.
OTHER ADAPTED EQUIPMENT IDEAS
The Skate Aid - (Hein-A-Ken, P.O. Box 56, Thief River Falls, Minnesota
56701) is a pyramidal device similar to a walker with runners, giving
support to novice ice skaters. Cost: $59.95. Homemade alternative:
Some ice skating programs use chairs, but these are not as safe and
stable as the above device.
Flipski - (Pauls Sports, Inc., Route 1, Box 615P, Elcelsior, Minnesota
55331) is an outrigger ski for amputees, the tip of which flips up
into the vertical position when the skier needs to use it as a crutch
for walking. Outrigger skis resemble ski poles with little skis on the
end and are used instead of ski poles by amputee and other physically
handicapped skiers to assist in balancing. Cost: 118.00. Homemade
alternative: None known.
Hot Shot Automatic Billiard Cue - (A to Z Industries, 118112-5 Bryand
Street, Northridge, California 91324) is a billiard cue that is spring-
loaded by pressing the tip against any available surface. Persons with
amputations, cerebral palsy, muscular dystrophy, or high-level spinal
cord injuries need only lightly press the trigger to fire the cue.
Cost: $34.95. Homemade alternative: None known.
Rug Croquet - (Creative Playthings, Princeton, New Jersey 08540) is
identical to a regular croquet game, except that wickets stand on little
feet. This game is ideal for bringing a physical activity to youngsters
who cannot go outside. Cost: $5.50. Homemade alternative: Make stands
for regular croquet wickets by drilling a small hole in blocks of wood
and inserting the ends of wickets into the holes.
NOTE: Prices are subject to change.
165
EXAMPLES OF LOW COST ADAPTED EQUIPMENT ALTERNATIVES
Regular Equipment
Adapted Equipment
Alternative Equipment
Ping-Pong Table
A. Standard institutional
B. Standard model,
C. Standard model,
model, 5'x9'x3/4" with
5'x9'x3/4" with
5'x9'x3/4", a self-made
folding hinges in center
height adjustable
side panels 1'x 4'x3/4",
cost--$147.50
from 30"-24", 12"
raised center legs to
removable side panels,
incline table
center hinge and
cost--$167.50
incline table re-
turning ball to ends
cost--$256.00
Hockey Set
A. Wooden set of 12 sticks
B. Plastic set with 12
C. Broom set with 12 wooden
and pucks
red/yellow plastic
house brooms (used, no
cost--$43.00
sticks and 3 pucks
cost; new $2.50 each),
cost--$35.00
plastic ball
cost-from 50¢ to $30.00
Bowling
A. Regular bowling ball
B. Bowling ball with
C. Plastic bowling set
12-16 lbs.
retractable handle,
4 1b.-3 finger plastic
cost--$35.00-$40.00
12-16 lbs.
ball, 15" hollow pins
cost--$59.95
pattern sheet, score pad
cost--$50.00
Playground Ball
A. 16" rubber playground
B. 18" cage ball
C. 18" beach ball,
ball
cost--$24.95
cost--$4.00
cost--$5.75
heavy duty balloon,
cost--$2.00
9" vinyl-coated foam ball
cost--$33.00 dozen
Baseball and Bat
A. Regulation softball,
B. Plastic wiffle ball C. Self-made foam bat, using
rubber cover
cost--75ç
wooden broom handles and
cost--$2.50
Plastic wiffle bat
wrapping the ends with
hardwood bat
cost--$1.50
foam rubber
cost--$4.50
cost--$1.50
plastic ball
cost--75ç
Cards
A. Regulation size,
B. Giant face cards with
bridge or poker
double size faces and
cost--$6.25 dozen
numbers
cost--$6.25 dozen
166
Regular Equipment
Adapted Equipment
Alternative Equipment
Chinese Checkers
A. Regular 11 1/2"
B. Peg Chinese Checkers
plastic board with
with 11 1/2" board and
marbles
large plastic "no roll"
cost--$1.95 each
pegs (replacing marbles)
cost--$1.95 each
Checkers
A. Regulation 30 piece
B. Enlarged peg checker
plastic set
set with raised squares
cost--$9.95/1 doz. sets
and large square and
round peg pieces
cost--$9.95/1 doz. sets
Domino Set
A. Institutional plastic
B. Enlarged plastic set,
set, tiles are 2" X 1"x
with 28 tiles, 2 3/4"x
3/8"
5 1/2 X 3/4", and
cost--$1.95 each
protruding spots
cost-$2.50 each
Mini Trampoline
A. Metal 34" X 48" frame,
B. Heavy tube with
C. Self-constructed tram-
with 25" X 40" mat,
strong fabric covers
poline with heavy tractor
60 springs, weight
and webbed supports,
inner tube, double
45 lbs.
weight 12 lbs.
strength canvas and
cost-$169.95
cost--$34.00
nylon lashing
cost--$16.50
Gym Scooter
A. 12" X 12" X 2"
C. Self-made scooter, using
polyproprylene board
12" X 12" X 2" pine
with 2" bearing wheels
board and 2" caster wheels
cost--$11.00
cost--$7.00
Ramps
A. Cement ramp
B. Metal ramp
C. Wooden ramp
4" X 3 1/2" with 3"
"handi-ramp", 5' X
4' X 4' X 3/4" plywood
rise over the 4" run
32" with hinge at
using 6-4" - 2" X 4" for
cost--$3.00-$4.00
center and handles
support
for portability
cost--$22 $27
cost--$100 $125
Note: Prices are subject to change
167
ADDITIONAL RESOURCES FOR HOMEMADE EQUIPMENT AND ADAPTED DEVICES
Corbin, Charles B. Inexpensive Equipment for Games, Play and Physical
Activity. Dubuque, Iowa: Wm. C. Brown Company, 1972.
Cowart, James F. Instructional Aids for Adaptive Physical Education.
Hayward, California: Alameda County Schools (224 West Winton Avenue,
94544), 1977.
Gallahue, David L. Developmental Play Equipment for Home and School.
New York, New York: John Wiley and Sons, Inc., 1975.
Physical Education and Recreation for the Handicapped: Information and
Research Utilization Center (IRUC). Homemade Innovative Play Equipment
for Activities in Physical Education and Recreation for Impaired,
Disabled, and Handicapped Participants. Washington, D. C.: AAHPER/IRUC
(1201 16th Street, N. W., 20036), 1973, 92 PP., $9.20.
Werner, Peter H., and Richard A. Simmons. Inexpensive Physical Education
Equipment for Children. Minneapolis, Minnesota: Burgess Publishing
Company (7108 Ohms Lane, 55435), 1976.
Source: BEH Project INSPIRE
David Austin, Lou Powell (eds.)
Department of Recreation and Park Administration
Indiana University
Bloomington, Indiana 47401
168