How Reliable Transportation Empowers IDD Community
For too long, this community has been overlooked and underserved when it comes to transportation. But with our hardworking team, we're changing that.
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To be inclusive of those with intellectual and developmental disabilities, you first need to create a welcoming environment. This means making sure that your home is accessible for all guests, including those who use wheelchairs or walkers. If you have stairs in your house, make sure they’re well-lit and have handrails on both sides of each step so that people can easily climb them safely.
If someone has an IDD, it’s important not only that they feel welcome but also that their friends and family members feel comfortable around them too–so keep these pointers in mind:
Respect individual differences by being patient when communicating with someone who has an IDD; don’t expect him/her to understand everything immediately or respond quickly when spoken too quickly (it may take longer than usual).
Listen carefully before responding so as to not miss any key points being made during conversation; this will help ensure everyone stays engaged throughout the discussion rather than feeling left out because they didn’t understand what was said earlier on during conversation time together.”
When you’re planning an activity, think about whether or not it would be appropriate for someone with IDD to join. If the answer is yes and they are interested in participating, invite them!
If they have trouble understanding what’s happening at first or getting involved, don’t assume that they don’t want to participate. They may need some extra support from you or another person who understands their needs better than you do.
Respect their choices about how much involvement they want in the activity; for example, if someone doesn’t want to talk much but enjoys listening quietly while others talk around them (a common trait among people with autism), then let them do so without pressuring them into talking more often than necessary
Ask before touching.
Be supportive and encouraging.
Give praise and positive feedback.
Respect accomplishments, even if they seem small to you.
Offer assistance when needed, but don’t be pushy or make people feel bad if they don’t want your help (this will come off as condescending).
Online resources. There are many websites that can you learn about intellectual and developmental disabilities, including the National Association for the Dually Diagnosed (NADD) and the National Down Syndrome Society.
Assistive technology. Assistive technology is any tool or device that helps an individual with a disability to communicate, learn or perform more easily. These tools include communication devices such as speech-generating devices, augmentative communication devices (such as tablets), switches, or other input devices; specialized software applications such as screen readers; mobility aids like wheelchairs and walkers; educational materials in alternative formats such as large print books or Braille materials; electronic organizers/scanners/copiers/printers, etc., which allow individuals with low vision access to printed material through scanning technology rather than having them read from the page by page manually.
Support groups: Many communities have support groups where people with intellectual disabilities can meet each other face-to-face while discussing common issues they may be experiencing together
Be Open to Learning
If you’re not familiar with intellectual and developmental disabilities (IDD), it can be hard to know what to say or do. The best way to be inclusive is by being open-minded and willing to learn about the unique needs of people with IDD. Ask questions, listen carefully when someone answers them, and don’t assume that because someone doesn’t look like you or talk like you that they’re not smart.
Respect people’s differences– A person who has an IDD might need more help than another person but that doesn’t mean they aren’t capable of doing things on their own as well as anyone else could do them if given the chance.
Inclusion is a process, not a destination. It’s about creating an environment that allows people with intellectual and developmental disabilities to participate in community life. This can include participating in social events, volunteering, and working alongside their peers without the fear of being excluded or discriminated against because of their disability.
It’s important for everyone to understand that inclusion does not mean that all people with disabilities should be treated exactly like everyone else; it means making reasonable accommodations so they can participate equally in activities, programs, and services offered by your organization or company. Inclusive practices are also important because they help build relationships between individuals who have different abilities while providing opportunities for them to learn from each other.
AAW – Adult Autism Waiver
AAIDD – American Association of Intellectual and Developmental Disabilities
ABA – Applied Behavioral Analysis
ACAP – Adult Community Autism Program
ADA – Americans with Disabilities Act
ADL – Activities of Daily Living
APC – Approved Program Capacity
APS – Adult Protective Services
APSE – Association of People Supporting Employment First
AS – Aspergers Syndrome
ASD – Autism Spectrum Disorder
ASERT – Autism Services, Education, Resources, and Training (Collaborative)
ASL – American Sign Language
AT – Assistive Technology
BFS – Base-Funded Services
BHA – Bureau of Hearings and Appeals
BH MCO – Behavioral Health Managed Care Organization
BS – Behavioral Specialist
BSASP – Bureau of Support for Autism and Special Populations
BSP – Behavior Support Plan
CBT – Cognitive Behavioral Therapy
CDI – Certified Deaf Interpreter
CDS – College of Direct Support
CES – College of Employment Services
CESP – Certified Employment Support Professional
CHC – Community Health Choices
CLA – Community Living Arrangement
CLS – Certified and Licensing System
CLW – Community Living Waiver
CMC – Children with Medical Complexities
CMS – Centers for Medicare and Medicaid Services
COMPASS – Commonwealth of Pennsylvania Application for Social Services
CPS – Community Participation Support
CPS – Child Protective Services
CW – Consolidated Waiver
DD – Developmental Disability or Dual Diagnosis
DDTT – Dual Diagnosis Treatment Team
DHHDB – Deaf, Hard of Hearing, DeafBlind
DHS – Department of Human Services
DOH – Department of Health
DRP – Disability Rights Pennsylvania
DSP – Direct Support Professional
ECM – Enterprise Case Management
ECS – Enhanced Communication Services
FAI – Functional Assessment Interview
FAST – Functional Assessment Screening Tool
FBA – Functional Behavioral Assessment
FEA – Functional Eligibility Assessment
HCBS – Home and Community-Based Services
HCL – Health Care Level
HCQU – Health Care Quality Unit
HCSIS – Home and Community Services Information System
HRST – Health Risk Screening Tool
HSRI – Human Services Research Institute
ICF/ID – Intermediate Care Facility/Intellectual Disability
ICF/IDD – Intermediate Care Facility/Individuals with Intellectual and Developmental Disabilities
ID – Intellectual Disability
IDD – Intellectual Developmental Disability
ID/A – Intellectual Disability and Autism
IDEA – Individuals with Disabilities Education Act
IOD – Institutes on Disabilities
ISP – Individual Support Plan
LOC – Level of Care
MA – Medical Assistance
MAWD – Medical Assistance for Workers with Disabilities
MCO – Managed Care Organization
MH/DD – Mental Health/ Developmental Disabilities
MH/ID – Mental Health/ Intellectual Disabilities
NADD – National Association for the Dually Diagnosed
NASDDDS – National Association of State Directors of Developmental Disabilities Services
NL – Needs Level
NG – Needs Group
ODEP – Office of Disability Employment Policy
PADDC – Pennsylvania Developmental Disabilities Council
P/FDS – Person/Family Directed Support Waiver
PADES – Pennsylvania Disability Employment and Empowerment Summit
PATC – Pennsylvania Autism Training Conference
PBS – Positive Behavioral Support
PCP – Person-Centered Planning
PCT – Person-Centered Thinking
PDD – Pervasive Developmental Disorder
PDE – Pennsylvania Department of Education
PDS – Participant-Directed Services
SC – Supports Coordinator
SCO – Supports Coordinator Organization
SPU – Special Populations Unit
SSDI – Social Security Disability Income
TBI – Traumatic Brain Injury
Do distinguish whether the person is an adult or child when speaking about or referencing someone with an intellectual and/or developmental disability (IDD).
Do treat individuals with IDD with respect and dignity.
Do speak clearly and slowly, and use simple language for more understanding
Do ask questions to ensure understanding and avoid making assumptions.
Do use visual aids, such as pictures or diagrams, to help with communication.
Do be patient and allow extra time for individuals with IDD to process information.
Do use positive reinforcement and praise to encourage and motivate.
Do be inclusive and provide opportunities for individuals with IDD to participate in activities.
Do advocate IDD to ensure they receive the services and support they need.
Do seek training or education to learn more about IDD and how to interact with individuals with IDD.
Do provide accommodations and modifications to help individuals with IDD access information and participate in activities.
Do not use derogatory language such as:
Do not say a person is afflicted with or is a victim of their disability.
Do not use words when referencing someone who uses a wheelchair like “confined to”, “restricted to”, or “wheelchair-bound”.
Do not refer to a person’s disability as unfortunate or as something negative.
Do not assume that individuals with IDD are unable to make decisions or understand information.
Do not ignore individuals with IDD or exclude them from activities or conversations.
Do not overprotect or limit individuals with IDD from participating in activities due to fear of injury or harm.
Do not assume that all individuals with IDD have the same abilities or limitations.
Do not make assumptions about an individual’s intelligence or potential based on their IDD.
Do not rush or pressure individuals with IDD to respond or complete tasks quickly.
Do not make decisions for individuals with IDD without their input or consent.
Do not forget to show kindness, empathy, and compassion towards individuals with IDD.
Intellectual and developmental disabilities (IDD) refer to a group of diverse conditions that are characterized by limitations in cognitive functioning, communication, and social skills. These disabilities may manifest themselves in childhood and affect a person’s ability to learn, communicate, and carry out daily activities independently. IDD can have varied causes, including genetic disorders, brain damage, and environmental factors. Individuals with IDD may require additional support and assistance in their daily lives, such as specialized education, therapies, and accommodations in the workplace or community settings. It is important to promote awareness, understanding, and acceptance of people with intellectual and developmental disabilities and to work towards creating a more inclusive and accessible society for all.
Autism is a neurodevelopmental disorder that affects a person’s ability to communicate, socialize, and behave appropriately in social situations. The traits of autism can vary widely from person to person, but they typically involve difficulties in social interaction, communication, and repetitive behaviors or interests. People with autism may struggle with understanding social cues, making eye contact, and engaging in conversation with others. They may also have sensory sensitivities or preferences, such as being hypersensitive to certain sounds or textures. Autistic individuals may have intense interests in specific topics or activities and exhibit repetitive behaviors, such as hand-flapping or rocking. Some individuals with autism may also have intellectual or developmental disabilities, while others may have exceptional abilities in certain areas, such as music or math. It is important to recognize and understand the diverse range of traits associated with autism and to provide appropriate support and accommodations for individuals with autism to thrive.
Down syndrome is a genetic disorder that is typically associated with physical features such as a flat facial profile, small head and ears, short neck, almond-shaped eyes that slant upward, a tongue that tends to stick out of the mouth, tiny white spots on the iris of the eye, small hands and feet, and a single line across the palm of the hand (palmar crease) . In addition to physical features, people with Down syndrome may also have GI abnormalities, such as blockage, heartburn, or celiac disease , as well as decreased or poor muscle tone . Immune disorders are also in some individuals with Down Syndrome
Down syndrome is a genetic disorder caused by an extra full or partial copy of the 21st chromosome. It is the most common genetic chromosomal disorder and cause of learning disabilities in children. There are three types of Down syndrome: Trisomy 21, Mosaicism, and Translocation.
Trisomy 21, also known as nondisjunction, is the most common form of Down syndrome, accounting for 95% of cases. It occurs when an extra copy of chromosome 21 is present in every cell. This is caused by an error in cell division called “nondisjunction”.
Mosaicism is the second most common type of Down syndrome, accounting for 1-2% of cases. It occurs when some cells have the extra chromosome 21, while other cells do not. This type is usually milder than Trisomy 21.
Translocation Down syndrome is the rarest type of Down syndrome, accounting for about 3% of cases It occurs when an extra part or a whole extra chromosome 21 is present, but it is attached or “trans-located” to a different chromosome rather than being a separate chromosome 21.
Cerebral Palsy (CP) is a neurological disorder that affects movement and coordination. The signs of cerebral palsy can vary widely from person to person, depending on the type and severity of the condition. Some of the most common signs of cerebral palsy include:
Abnormal muscle tone: People with cerebral palsy may have muscles that are too stiff or too loose, making it difficult to control movements.
Delayed motor milestones: Children with cerebral palsy may experience delays in reaching developmental milestones such as crawling, sitting, or walking.
Spasticity: Spasticity is a condition in which muscles are tight and difficult to relax. It can cause stiffness, spasms, and difficulty with movement.
Poor balance and coordination: People with cerebral palsy may have difficulty with balance and coordination, making it difficult to perform tasks that require fine motor skills.
Abnormal posture: People with cerebral palsy may have an abnormal posture, such as an arched back or twisted limbs.
Difficulty with speech: Some people with cerebral palsy may have difficulty with speech, including slurred speech or difficulty with articulation.
Seizures: Some people with cerebral palsy may experience seizures, which can cause a loss of consciousness or convulsions.
It is important to note that these signs are not always present in every person with cerebral palsy and that the severity of the condition can vary widely. If you suspect that you or a loved one may have cerebral palsy, it is important to speak with a healthcare professional for an accurate diagnosis and appropriate treatment.
Cerebral palsy is a lifelong condition that affects movement and posture. It’s caused by brain damage that occurs before, during, or after birth.
There are four main types of cerebral palsy:
Cerebral palsy is a neurological disorder that affects movement and posture. It can also cause problems with muscle coordination, balance, and other motor skills. The effects of cerebral palsy vary from person to person; some people may have mild symptoms while others will be severely affected.
Cerebral palsy is caused by a brain injury that occurs before birth or during the first few years of life. In some cases, it’s not clear what caused the injury or why certain parts of the brain were damaged; in others, there may be an identifiable cause such as high fever during pregnancy or inside the skull after birth (intracranial hemorrhage).
Cerebral palsy is a condition that affects motor control, muscle tone, and movement. There are many treatment options available to help people with cerebral palsy live as independently as possible.
Physical therapy can help improve mobility by muscles and improve balance through therapy teaches skills such as dressing, feeding, and self-care so that you can live on your own without assistance if you choose to do so later in life. Speech therapy helps with communication issues caused by CP; this may include learning how to speak clearly or using alternative methods like sign language or speech machines if speaking isn’t possible for some reason (for example due to paralysis). Medication may be prescribed by your doctor when other treatments don’t work well enough on their own–this might include medications like steroids that reduce inflammation around damaged nerves so they can heal faster than normal; anti-seizure drugs which prevent seizures from happening again once one has already happened; antidepressants which ease anxiety-related symptoms such as depression or irritability; dopamine antagonists which block dopamine receptors in order reduce involuntary movements associated with overactive nerves under the brainstem area called basal ganglia.”
There are a number of resources available to people with cerebral palsy. These include:
Each person with CP is affected differently. The severity of the condition can vary widely, from mild to severe. It’s important to remember that there are many different types of cerebral palsy, so each person will experience it differently.
Early diagnosis and important factors improving outcomes with cerebral palsy. A team of doctors, nurses, and therapists will work together to develop an individualized treatment plan that meets each person’s unique needs.
Cerebral palsy can be a very difficult condition to live with, but there are things that parents can do to help their child.
Communities can help people with cerebral palsy by providing access to resources, creating inclusive environments, and supporting research and advocacy efforts.
Designed to help individuals with an intellectual disability, autism, or developmental disability to live more independently in their homes and communities and to provide a variety of services that promote community living.
The Community Living Waiver supports individuals with an intellectual disability, autism, or developmental disability to live more independently in their homes and communities through the provision of a variety of services that promote community living, employment, communication, self-direction, choice, and control.
The Pennsylvania Consolidated Waiver is designed to help individuals with an intellectual disability to provide a variety of services that promote community living, including self-directed service models and traditional, agency-based service models.
For too long, this community has been overlooked and underserved when it comes to transportation. But with our hardworking team, we're changing that.
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