ACDS Development of Community Disability Services

Development of Community Disability Services
1.1.1 Looking at Disabilities
Authors who write about disability issues describe the historical development of services for
individuals with disabilities in different ways, none of which are “right” or “wrong.” All of them
seek to describe the evolution of beliefs about individuals with disabilities and the way those beliefs
affect decisions about services. Note that while the following models are described relative to periods
of time, there is a lot of overlap. The dates are provided only to give you a general sense of how these
views and service approaches developed.
The main ideas about disability can be divided into two viewpoints. One view is that the disability
resides within the person, or that the problem is the person who needs to be “fixed.” This view was
prevalent during the period covering approximately the 1850s to the 1970s. Within the “individual as
the problem” view, there are two main models: the medical model and the developmental model.
A second way of looking at disability is that the “problem” resides in society and is known as the
social model. In this view, the problem is seen as lying not with the individual, but within the
structures in society (e.g., social, legal, political, economic) that define disability. For example, a
person who uses a wheelchair for transportation is only “disabled” if the community does not provide
appropriate ramps, curb cuts and accessible buses. In this situation, the person is only “disabled”
because of the circumstances in their environment, not because of any of their specific physical
limitations.
Although the social model of disability places the problem outside of the person and in society, it
does not suggest that a person’s medical condition is to be ignored. It just means that a person’s
disability should not define who they are.
Within this view there are two main approaches: the human rights approach and the environmental
approach. Both promote the full inclusion of individuals with disabilities into communities of their
choice. The human rights approach is based on the belief that all people are equal. If individuals with
disabilities do not participate fully in their communities, it may be that they are being denied the right
to do so. Supporters of the environmental approach believe that work should be done to remove
barriers, both physical and attitudinal, that prevent individuals with disabilities from achieving their
goals. The human rights and environmental approaches began in the 1970s and are the dominant
views at present.
A third way of looking at disability is called a gifts and capacity approach. In this approach, the focus
is on the individual’s skills, abilities, and interests (the “gifts”), and the community’s capacity to
appreciate and use these potential contributions. This approach began in the 1980s and is increasingly
used today.
In the sections that follow, each of the types of service models is examined in more depth.
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Table of contents
1.1.1 Looking at Disabilities
 1.1.2 The Individual as the Focus Approaches

 1.1.3 Society as the Focus Approaches
 1.1.4 The Gifts and Capacity Approach
1.1.2 The Individual as the Focus Approaches
 In focusing on the individual, there are two main models: the medical model and the
developmental model.
 The Medical Model (1850s to 1970s)
 This model was based on the belief that disability is a medical issue that needs to be
treated[1]; therefore, services were often established in institutions. The first institution for
individuals with developmental disabilities in Canada was opened in Orillia, Ontario, in
1876, and was called the Ontario Asylum for Idiots.[2]
 Individuals with disabilities who were placed in institutions were often referred to as
“patients.” It was believed that “individuals with disabilities needed to be separated, but
could be cared for, protected, and trained to lead productive lives in places of asylum
(institutions).”[3]
 During this same time period, some people believed that individuals with disabilities were
dangerous to society[4] and needed to be cared for in separate institutions to protect local
citizens.
 The Eugenics Movement
 Sexual Sterilization Act of Alberta – 1928, widespread support in Alberta
o Follow sterilization laws in US, start in Indiana in 1907.
 Eugenics Board – oversees eugenic sterilization recommendation.
o 4785 cases considered, 99% approved
o 2822/2832 sterilization approved
o Provincial training school in Red Deer
o Ages: 13 and 20y/o; 13 and 15
o SSA repealed by the Lougheed Government
o David King an influential cabinet
o Leilani Muir disappeared from public view until 1995.
o Dough Wahlsten in psychology; worked with Leilani Muir.
o MacEachan controversy – during and in aftermath of Muir trial. Sub-committee
o 2003-04, informal discussions of faculty across deprtment : Krahn, Gehkul
(Sociology), Caufield, Robertson (Law), Sobsey (education), Wilson Griener.
o Alberta Consortium on the History of Eugenics (ACHE) formed in 2005
o Development of WHAT SORTS NETWORK since then
 80 researchers and activists; two current projects : From Archives to
activism

 The Eugenics Movement was started in the early 1900s by a group of leading physicians who
believed that all developmental disabilities were hereditary. These eugenicists applied
Darwin’s theory of the survival of the fittest to humans and decided from this that society
could be improved by controlling its “genetic composition.” They felt that the human race
would be improved if only those people who had “superior genetic material” had the right to
have children.[1] Eugenicists believed strongly that individuals with disabilities should be
prevented from having children for fear of passing on bad genes and further contaminating
the world’s gene pool
 Based on this false assumption that most disabilities were inherited, the primary reason for
sterilizing individuals with disabilities was to prevent pregnancy, thereby ensuring that they
did not transmit their disabilities to the next generation. In 1928, the Government of Alberta
enacted the first sterilization law in Canada. Over 2,000 people were sterilized without their
consent between 1928 and 1972, when the Progressive Conservative government of Premier
Peter Lougheed repealed the law.
 In June 1989, Leilani Muir filed a claim against the Government of Alberta for wrongfully
sterilizing her and confining her to an institution for 10 years. On January 25, 1996, Madame
Justice Joanne Veit’s judgment awarded Ms. Muir compensation of close to $750,000 for
pain and suffering, aggravated damages, and accrued interest relating to wrongful
sterilization and wrongful confinement.
On October 23, 1986, the Supreme Court of Canada gave its decision in the case of “Eve,” an alias
for a woman from Prince Edward Island whose mother was trying to force her to be sterilized. The
Court’s judgment held that common law does not support sterilization that is non-therapeutic for any
person, even when this person is not legally competent to consent on her or his own behalf.
[1] Sterilization for therapeutic reasons is usually defined as sterilization for the treatment or
prevention of disease.
Click here to view the CBC archived report on the Supreme Court decision in the case of “Eve."
The cases of Eve and Leilani Muir make it very clear that our society will no longer tolerate the
sterilization of individuals with disabilities without their informed consent. A guardian cannot force a
dependent adult to undergo a non-therapeutic sterilization.
Applications of the Medical Model Today

However, the medical model and eugenics are still being applied in relation to individuals with
disabilities today, as shown by the following examples:
 Medical authorities may withhold medical treatment or reduce access to treatment for
individuals with disabilities. A young man in Edmonton was denied a lung transplant in
1995 on the basis of his developmental disability.
 Intrusive surgery is performed to supposedly improve the quality of life of and reduce risks
for individuals with disabilities.
Click here for a description of the “Ashley Treatment,” a current example of this practice.
 Tracy Latimer, a child with cerebral palsy, was killed by her father, who argued that he was
acting out of compassion.
-- Click here to learn more about Tracy Latimer from the perspective of Robert Latimer,
her father.
-- Click here to learn more about the case from the perspective of the Canadian Council of
Canadians with Disabilities.
Many individuals with disabilities and their advocates argue that practices such as these devalue the
lives of individuals with disabilities.
It is important to note that rejecting the medical model as a way of perceiving and treating individuals
with disabilities does not mean rejecting medical treatment. Of course, it is always appropriate to
consult medical personnel when someone is ill. It is also appropriate for someone to be treated by a
psychologist or psychiatrist for depression or mental illness. It is not fitting to think of someone with
a developmental disability, such as Down syndrome, as a patient who is sick. However, knowing the
nature of the person’s disability can give you an idea about the common tendencies of the disability,
can alert you to their impact, and can help you consider the implications when supporting an
individual’s medical, psychological, and educational needs. With this understanding, remember that
not all people with the same diagnosis are the same; everyone is different and unique.
The Developmental Model (1950s to 1980s)
During this time, parents who didn’t want to place their children in institutions were demanding that
services be made available in the community. The human rights movements across North America
[1]
encouraged these families to fight for the right to keep their sons and daughters in their home
communities. Family associations, with the assistance of others who believed in the potential of
individuals with disabilities to learn and grow, developed special schools and residential and
vocational services in local communities. Individuals were not included in the mainstream; rather, a
system of parallel services for individuals with disabilities was developed.
In the 1970s, disabilities began to be viewed along a continuum of functioning. Based on this model,
services were developed with the goal of moving people through a step-by-step system from most to
least restrictive environments. Programs were developed to train people to accomplish the various
[2]
tasks and demonstrate the skills necessary to move along the continuum. Service providers believed
that, as people moved through these stages, they would become more independent and more
integrated into the community.
Assessments were developed to determine each individual’s level of functioning and the services that
were thought to be most appropriate. Assessments tended to be based on a deficit model; that is, they
identified what people could not do, rather than what they could do. Services focused on remediating
deficits instead of building on strengths. Individuals were placed with others who were thought to
have the same level of functioning. People often had little to say about where or with whom they
lived or the type of day program they attended. To a great extent, funders, social workers,
psychologists, and rehabilitation practitioners controlled decisions. Individuals with disabilities were
served in group homes, sheltered workshops, and other vocational training sites. The term “patients”
was replaced by “clients” or “trainees.”
Note: Sheltered workshops, which were designed to provide locations where people with
disabilities could have steady work that they were able to perform, came to be seen as places
encouraging segregation and letting society “off the hook” for including people with disabilities in
regular work positions. (Ivan Brown and Roy L. Brown, Quality of Life and Disability: An Approach
for Community Practitioners [London: Jessica Kingsley, 2003], 70.)
Applications of the Developmental Model Today
Assessments still have some positive applications for individuals with disabilities today. A job coach,
for example, may assess a person’s ability to do a particular job and then design an approach to teach
the skills that will allow the individual to do the job.
Service providers and funders still use assessments to determine the level of service, or level of
support needed. While such an assessment may provide useful information, it should be used only as
part of a plan that is built on the individual’s strengths and is driven by the goals and desires of the
individual and the significant people in his or her life.
1.1.3 Society as the Focus Approaches
The medical model and the developmental model see the individual as the focus of the problem.
Within this view of society as the source of the problem, there are several approaches: one that
focuses on the environment and one that focuses on the rights of individuals with disabilities.
Environmental Approach (1970s to the present)
The environmental approach is based on the belief that the problem resides in society and that
barriers, both physical and attitudinal, prevent individuals with disabilities from participating in their
communities. An example of a physical barrier is a building without wheelchair access. An example
[1]
of an attitudinal barrier is a store clerk who speaks to adults with disabilities as if they are children.
While physical, sensory, intellectual, or psychological variations may cause individual functional
limitation or impairments, these do not have to lead to disability unless society fails to take account
of and include people regardless of their individual differences.
The social model explains impairments as the person’s medical condition whereas it
explains disability as the physical and attitudinal barriers that affect how the person interacts within
his or her environment. Once the barriers are addressed, then the disability will no longer exist.[2] It
is important to understand that “the social model seeks to change society in order to accommodate
people living with impairment; it does not seek to change persons with impairment to accommodate
society.”[3] The social model is the internationally accepted model to address “disability.” In
Module 2 you will take an in-depth look at the work of the United Nations and the application of the
Social Model through the United Nations Convention on Human Rights and the United Nations
Convention on the Rights of People with Disabilities.
Applications of the Environmental Approach

Buildings and services are being made more accessible to individuals with disabilities through
modifications such as the following:
 automatic doors;
 ramps;
 wheelchair-accessible washrooms;
 Braille signage;
 computers for people who do not use speech; and
 voice-activated computers to control the environment for people who have spinal cord
injuries.
Take a moment and reflect on how some of these modifications affect others in the community as
well. Modifications that affect others in community and reduce barriers for everyone are called
“Universal Design” (UD). UD is a process for designing general (i.e., used by everyone) products or
structures in a way than will reduce barriers for any individual (either with or without disabilities)
and to increase opportunities for the widest possible range of users.”[1] UDs are not unique to one
person, as assistive technology might be, but are diverse, flexible and accommodating for all.
What are some of the ways you can promote positive attitudes toward individuals with disabilities?
 Model appropriate interactions, such as always speaking directly to the person, not their
companion, support worker, or interpreter.
 Speak to adults as adults, not as children, and use a respectful tone of voice.
 Wait for a response instead of speaking or deciding for the person.
 Ask for clarification if you don't understand what an individual is saying.
o Ask the person to repeat themselves than to risk miscommunications’
o TIPS TO REMEMBER:
 Offer help: ask how exactly you can help
 Talk to people in eye level
 Look for sites accessible to everyone
 Face the listener
 Talk directly to individuals
 If you are talking to someone with speech difficulties it’s okay to request to
repeat what they are saying. Be patient, use alternative method of
communication

The Human Rights Approach (1970s to the present)
The human rights approach is built upon the belief that people should have the same rights,
regardless of their abilities or disabilities. During this time period, the Canadian Human Rights
Act (1977) and the Canadian Charter of Rights and Freedoms (1982) were enacted. Both of these
pieces of legislation focused on the establishment of rights for all Canadians, including individuals
with disabilities. In more recent years, service providers have been challenged to provide more
individualized, person-centered support to individuals with disabilities. By the 1980s, it was no
[1]
longer considered appropriate for a professional working alone to decide what services a person
needed. Services provided were based on an individualized plan prepared with as much input from
the individual as possible. The plan focused on the individual’s strengths as the starting point for
meeting his or her needs. The individual’s own goals and desires began to be considered. Along with
individualized services came individualized funding and/or family managed funding that allowed
individuals with disabilities and their supporters to “shop” for the most appropriate services.
Individuals receiving service during this time were called “consumers.”
As services developed in the 1980s, many individuals with disabilities were seen as “citizens” who
participated fully in their communities of choice. Today, individuals with disabilities have more
opportunities to build meaningful relationships with the people they choose to be with. If support is
required, services are designed to enable people to work toward their goals with as much choice and
control as possible. Individuals with disabilities and their families have input into services at an
individual, agency, and government level.
Applications of the Human Rights Approach Today
Recently, Canada has ratified the United Nations Convention on Human Rights (2006). We will
discuss this more in a later module.
The following are some examples of a human rights approach to disability.
 Individuals with disabilities are empowered to make their own decisions.

 Individuals with disabilities live with people of their choosing.
 Individuals with disabilities live in the communities of their choice.
 Individuals with disabilities choose their service providers.
 Individuals with disabilities have a voice in hiring the people who support them.
 Individuals with disabilities choose their own goals to work on.
 Individuals with disabilities are viewed as able and contributing members of society.
 Staff work to promote and protect the rights of the individuals they support.
 Staff respect the choices of the individuals they support.
 Staff help individuals to achieve the goals that they have identified.
 Staff provide “bridges,” or ways to link individuals to their communities of choice.
 Staff help individuals maintain current relationships and develop new ones.
 Staff work to remove barriers to full participation in community life.
1.1.4 The Gifts and Capacity Approach
There is something very special in each and every one of us. We all have a gift – the ability to make a
difference. And as we become aware of this gift, we strengthen our vision and power to shape the
future.[1] From the 1980s to the present, this view is known as a focus on gifts and capacity.
The work of people involved in community development has affected the way individuals with
disabilities are viewed and supported in community life. One of the most noted contributors in this
field is John McKnight, who developed a concept called Asset-Based Community Development
(ABCD). In this approach, we look at the abilities of the individuals we are supporting and seek out
places where those abilities will be appreciated. This is not an impairment-based approach; rather, it
is a capacity-based approach.[2]
As a staff person using this approach, it is important for you to know a lot about the individuals you
support – their interests, abilities, and hopes and dreams for the future. This knowledge is gained
through the person-centred planning approaches discussed in the module Values and Attitudes. You
can also learn more about the people you support every day by continually listening and noticing
what they enjoy most.
It is also important to know about the capacity of the community. This can be the geographic
community (i.e., where the individuals live), or it could be a community of interest (e.g., a choir, a
stamp club, a dance group).
The Gifts and Capacity Approach (1980s to the present)
The gifts and capacity approach is based on the belief that every individual has the ability and the
right to contribute in meaningful ways to his or her community. Unlike past models, where people
were seen as recipients of service only, the gifts and capacity approach emphasizes “reciprocity,”
where individuals with disabilities are supported to be contributing members of society in a true spirit
of citizenship. A key role for a staff person using the gifts and capacity approach is to act as a bridge
builder, linking the individuals he or she supports to places and people in the community. For[3]
example, if you discover that one of the individuals you support is interested in music, you can look
in the community for places where the person could express his or her musical interest, such as a
local choir or musical theatre group.
As much as possible, the goal should be the development of natural or non-paid relationships
between individuals with disabilities and others in their communities. Some individuals may always
require staff support, while others may be able to participate in community activities on their own
once the connections are made.
A community is sustained by and made strong through the contributions of its members. When
individuals with disabilities become more involved in their local neighbourhoods and have the
opportunity to share their many talents and capacities, communities are naturally strengthened. In this
way, both the individual and the community benefit.
You can read some stories about the contributions of individuals with disabilities to community
in More than Inclusion: Honouring the Contributions of People with Developmental Disabilities, by
Beth Porter. It can be downloaded for free from the L’Arche web site.
Applications of the Gifts and Capacity Approach Today
The following are some examples of a gifts and capacity approach to disability:
 Individuals are known for their distinct skills and interests (i.e., gifts).
 Staff know about the individuals’ gifts and are dedicated to finding places where these
interests and abilities will be appreciated.
 Individuals are connected to people with similar interests, not necessarily similar disabilities.
 Individuals with disabilities have strong connections to the community and have real friends,
not just paid staff.
 Staff have good knowledge about building relationships and good judgment about when they
need to be present and when they should step back to allow the people they support to be
more independent.
 Staff know about communities and being part of communities.
Community Building at Work

Phil likes to do art. He used to introduce himself as “Phil, an artist with a disability.” Then, people in
Phil’s life helped him become connected to the artist community in his town. Phil got a job in an art
store where he could talk to other artists about: what he loves most: art. Now when Phil meets new
people he drops the disability label and introduces himself as “Phil, an artist.” That’s community
building at work!
The Role of Government

1.2.1 Alberta Ministry of Community and Social Services
The following content is specific to supporting children and adults with developmental disabilities in
Alberta. If you are working in Alberta with people who are outside of the mandate of the Ministry of
Community and Social Services, or if you are working outside Alberta, please consult with your
organization for information relevant to your area of work.
Alberta Ministry of Community and Social Services (CSS)

The Ministry of Community and Social Services was formerly one part of the Human Services
Ministry. In 2017 it was split with the new Community and Social Services responsible for
government services and supports for adults and children with developmental disabilities through the
following two programs:
Family Support for Children with Disabilities
The Family Support for Children with Disabilities (FSCD) Program funds a wide range of supports
and services meant to help strengthen families’ ability to promote their child’s healthy development
and encourage their child’s participation in activities at home and in the community programs.
Family Support for Children with Disabilities Act
Prior to August 2004, the needs of children with disabilities and their families were addressed under
the Child Welfare Act. Parents of children with disabilities argued that their children could not be
appropriately supported under this Act, which led to the creation of the Family Support for Children
with Disabilities Act in 2004. The act is based on five key principles:
 Honour and respect for the dignity and equal worth of all children with disabilities.
 Recognition of the families’ ability to care for and to promote the development of their
children with disabilities.
 The value of family-centred support services in empowering and preserving families of
children with disabilities.
 Recognition that the individual needs of children with disabilities are best met through an
integrated multidisciplinary approach.
 Recognition of the importance of facilitating the inclusion of children with disabilities in
community life.
FSCD is the program administered under the Act. It offers two levels of services: family support
services and child-focused services. This is a reimbursement program for families that require a
range of family-centred services to help their children achieve their potential.
Click here to learn more.
Persons with Developmental Disabilities
The Persons with Developmental Disabilities (PDD) Program funds, monitors and evaluates the
provision of specific services and supports that help adults with developmental disabilities to be a
part of their communities and live as independently as they can in the community. These services
supplement the support of family, friends and community members and are meant to support
individuals in their homes, work, and social environments based on the individual’s assessed support
needs. Services are contracted through service providers, like the one you work for, or directly
through families.
There are seven service delivery regions that work with the individuals, their representatives and
families, and service providers, to deliver these funded services, and they are:
 Northeast FSCD/PDD Region

 Northwest FSCD/PDD Region
 North Central FSCD/PDD Region
 Edmonton FSCD/PDD Region
 Central FSCD/PDD Region
 Calgary FSCD/PDD Region
 South FSCD/PDD Region
The mission, vision or purpose, and values of an organization affect the way that the people it
supports are perceived and treated. Below you will find PDD’s mission and purpose:
Mission Statement
The PDD program works with others to support adults with developmental disabilities to be included
in community life and to be as independent as possible.
Program Purpose
An Alberta that honours and respects the dignity and equal worth of persons with developmental
disabilities.
Values
PDD Program is based on values that reinforce the concept of Individuals as citizens with full rights,
benefits, choices and responsibilities, available to anyone else. The programs align with the vision of
the Alberta Social Policy Framework (2013) that defines who we are as a people, and determines the
kind of society that we want for Albertans. This is a society that offers all Albertans the opportunity
to reach their potential and to benefit from the highest quality of life.
To learn more about their eligibility regulation, and common assessment tools click here to visit their
website for more information.
Services Funded
There are three way in which PDD funds services:Government run facilities, or PDD Regions hire
agencies or families hire staff for the person (i.e., family-managed supports). Individual Support
Plans are developed in a collaborative process with the individual/guardian, friends and support team.
PDD funds a number of types of services that allow individuals with disabilities to be part of their
communities.
Home Living Supports
1. Overnight Staffed Residences: These are homes where people with developmental
disabilities live with the help of staff who may just stay overnight or may be on-site up to
24 hours a day. The number of individuals living together is generally between three and
six, with three to four being the most common.
2. Supported Roommate Homes: This is a home where an individual with a disability lives
with a paid support staff person. Staff are not usually family members. The home is
considered to be the personal residence of everyone who lives there.
3. Supported Independent Living: In this model, flexible supports are provided to the
individual in his or her own home. There is no overnight paid staffing.
4. Respite Supports: Respite supports provide a temporary break for the primary caregiver
(e.g., a family member) of an individual with a disability. These services may be provided
in the individual’s home or outside of the home.
Employment Supports
Many individuals who receive support from PDD have indicated that employment is one of their
goals, so these supports prepare individuals with disabilities to gain and maintain employment.
People will be supported to work as much as they are able and as much as they want to in order to
meet their individual goals. The intent is not that everyone is working 40 hours a week, but that
people are working at meaningful employment-related activities and enjoying the personal pride and
social opportunities that having a job provides. Meaningful employment increases a person’s sense of
independence and self-worth, and helps them enjoy a full and rewarding life as a part of their
community. There is a new initiative in place that calls for governments, employers, agencies, and
Albertans to work together to welcome more people with disabilities into our workplaces.
Community Access Supports
Some funding is in place to support programs and activities that build community involvement and
develop opportunities for belonging, for those who do not have employment as a goal. Supports
promote an individual’s inclusion in community activities and personal development through
activities such as arts, education, recreation, community association programs and volunteering.
Specialized Community Supports
These kinds of supports are typically short-term in nature and may include services such as
behavioural support, professional services, start-up costs, transportation, and assessments.
Service Standards
The Alberta Council of Disability Services (ACDS), an umbrella association for services to persons
with developmental disabilities, along with PDD and the community play a big role in ensuring good
services exist by offering service providers accreditation. Creating Excellence Together (CET) is the
formal, mandatory accreditation process that is conducted every three years for all PDD-funded
service providers. The process involves conducting an intensive review of each agency’s
performance in three key areas: the individuals’ Quality of Life, the Quality of Service being
provided to the individuals, and the Organizational Framework (i.e., the quality of the service
provider’s organizational systems and processes). Trained surveyors, who work under an agreement
between PDD and ACDS, carry out the process.
Supportive Living Accommodation Standards
The Supportive Living Accommodation Standards assist the province in monitoring compliance for
supportive living accommodations and their services. Meeting the standards ensures a safe and
comfortable environment that increases the quality of life for Albertans residing in supportive living
accommodations. The standards are mandatory for all supportive living facilities where four or more
people live together.
1.2.2 Summary and Learning Activity
As beliefs about individuals with disabilities have evolved, these individuals have moved from
segregated services into community situations where they are regarded as contributing citizens with
equal rights and responsibilities.
The medical and developmental models are focused on the belief that something is wrong with the
individual who needs to be “cured” or “fixed.” The environmental and human rights approaches seek
to ensure equality for individuals with disabilities by removing physical and attitudinal barriers. The
gifts and capacity approach focuses on the skills and interests of individuals with disabilities and
looks for places in the community where their gifts will be appreciated.
The values and beliefs of our society affect government policies, which affect agency services and
therefore affect the support services a support worker provide to individuals with disabilities. In
Alberta, the Persons with Developmental Disabilities (PDD) program helps adults with
developmental disabilities receive services to live as independently as possible in their community.
The Albertan government monitors and evaluates the delivery of these services.
You can make a difference in the lives of the people you support by making sure that your actions
help them to become accepted and included as active, contributing members of their communities.
Direct service workers champion the rights of individuals with disabilities and help to remove
barriers that may be preventing them from participating in their communities. They see the abilities
—not just the disabilities—of the people they support and look for places where individuals with
disabilities can contribute to community life.
Learning Activity
1. Locate the mission, vision, and values and/or any other documents that identify the
purpose and beliefs of your organization. Compare them with the mission and purpose or
vision of the PDD Program if you support adults with disabilities. Compare them with the
principles of the Family Support for Children with Disabilities Act if you support children
with disabilities. Complete both comparisons if you provide services to both children and
adults.

2. Are the approaches similar? If so, how?
3. Are the approaches different? If so, how?
4. How are your day-to-day interactions with the people you support related to the mission
statement and purpose of the PDD Program and/or the principles of the Family Support for
Children with Disabilities Act, and the mission and vision of your organization?
References for Module 1
Alberta Education. Sample Professional Development Activities to Support Teaching Students with
Fetal Alcohol Spectrum Disorder (FASD).
Bach, M. “Changing Perspectives.” In A Comprehensive Guide to Intellectual and Developmental

Disabilities, edited by Ivan Brown and Maire Percy. Baltimore, Maryland: Paul H. Brookes Pub. Co.,
2007.
Brown, I. “Time is Right for Closing Institutions,” Journal on Developmental Disabilities 11, no. 2
(2005): vii-xii.
Brown, Ivan, and Roy L. Brown. Quality of Life and Disability: An Approach for Community
Practitioners. London: Jessica Kinsley, 2003.
Brown and Radford. In A Comprehensive Guide to Intellectual and Developmental Disabilities,

edited by Ivan Brown and Maire Percy. Baltimore, Maryland: Paul H. Brookes Pub. Co., 2007.
Started on Sunday, February 19, 2023, 10:02 PM

State Finished
Completed on Sunday, February 19, 2023, 10:13 PM
Time taken 11 mins 32 secs
Grade 46.00 out of 50.00 (92%)
Question 1
Correct
4.00 points out of 4.00
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Question text
Which of the following approaches would you be using if you provided a special keyboard so a
person with a developmental disability could use a computer and access the internet?
Select one:
A. human rights
B. environmental
C. gifts and capacity
D. developmental
Question 2
Correct
Flag question
Question text
Eugenicists believed that most disabilities were hereditary.
Select one:
True
False
Question 3
Correct
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Question text
If you supported a person with a developmental disability to make friends based on their mutual
interest in airplanes and aviation, which of the following approaches would you be using?
Select one:
A. developmental
B. environmental
C. human rights
D. gifts and capacity
Question 4
Correct
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Which of the following approaches is based on the belief that all people are equal, regardless of their
ability?
Select one:
A. environmental
B. gifts and capacity
C. developmental
D. human rights
Question 5
Correct
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Question text
Why is the case of Lelani Muir important?
Select one:
A. It provided support for the Eugenics Movement
B. It showed that parents had the right to sterilize their children with disabilities
C. It gave approval for sterilization programs in Alberta institutions
D. It showed that people with disabilities had the right to have children
Question 6
Correct
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One of the beliefs underlying PDD is that people with disabilities should have choice and control in
their day-to-day activities.
Select one:
True
False
Question 7
Correct
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Question text
Consider the following scenario: Francine has autism. She is unable to speak and has difficult
behaviors that cause her to injure herself. Her parents have sent her to live in a long-term care centre
because they feel she is safer with continuous nursing care. Most of the other residents are in their
80s and many have dementia or Alzheimers.
What model or approach does this scenario best reflect?
Select one:
A. medical model
B. environmental approach
C. gifts and capacity approach
D. developmental model
Question 8
Correct
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The Family Support for Children with Disabilities Program is a reimbursement program.
Select one:
True
False
Question 9
Correct
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Which of the following would PDD not be likely to fund?
Select one:
A. provision of a job coach to maintain employment
B. support for engaging in community activities
C. cost of travel to medical appointments
D. assistance with personal care
Question 10
Correct
Flag question
Question text
Some experts have suggested large doses of vitamins (megavitamin therapy) as a cure for autism.
This idea is an example of which of the following approaches or models?
Select one:
A. environmental
B. developmental
C. medical
D. human rights
Question 11
Correct
Flag question
Question text
According to the Eugenicists
Select one:
A. certain people were preferable over others
B. most disabilities were hereditary
C. all answers are correct
D. people with defective genes should not reproduce
Feedback
Question 12
Correct
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Question text
Suppose a young man you support is denied an apartment because of his disability and you help him
file a complaint. Which of the following approaches or models are you using?
Select one:
A. environmental
B. human rights
C. developmental
Question 13
Correct
Flag question
Question text
PDD provides funding to help people with disabilities to find employment.
Select one:
True
False
Question 14
Correct
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Question text
The Family Support for Children with Disabilities Act is based on the belief that children with
disabilities can be successfully included in the community.
Select one:
True
False
Question 15
Incorrect
Flag question
Question text
Suppose you wish to increase an individual’s ability to live independently by assisting them to plan
nutritious meals. You begin by assessing what they already know and then build on that base. Which
of the following approaches or models are you using?
Select one:
A. gifts and capacity
B. environmental
C. human rights
D. developmental
Started on Sunday, February 19, 2023, 10:19 PM

State Finished
Completed on Sunday, February 19, 2023, 10:33 PM
Grade 32.00 out of 50.00 (64%)
Question 1
Correct
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Which of the following approaches involves removing barriers to facilitate inclusion?
Select one:
B. medical
C. developmental
D. environmental
Question 2
Incorrect
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The Family Support for Children with Disabilities (FSCD) Act program supports only the family,
not the child alone.
Select one:
True
False
Question 3
Incorrect
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Question text
Consider the following scenario: Daniel lives in an apartment of his own. He is working as a
dishwasher in a restaurant and wants to be a chef’s assistant. His job coach has visited the
restaurant several times to gain an understanding of the duties involved in food preparation and
to talk about possible work arrangements with the owner. She did an assessment to determine
what duties Daniel could do or learn, and then met with the restaurant owner to create a job for
Daniel. She also developed a plan to teach Daniel the skills he needed.
Select one:
A. gifts and capacity approach
C. developmental model
D. human rights approach
Question 4
Correct
Flag question
Question text
Suppose an individual you are supporting wanted to improve his public speaking ability and
make new friends. You provide support so he can join and participate in the local Toastmasters
club. Which of the following approaches would you be using?
Select one:
A. human rights
B. environmental
D. developmental
Question 5
Incorrect
Flag question
Question text
Consider the following situation: Sylvia and two other individuals live in a group home. Sylvia is
taking a reading course so she can improve her chances for success as she plans to enroll in
college in a year or so. To help Sylvia improve her reading ability, her support worker puts labels
on things around the house showing how each is spelled.
Select one:
A. environmental approach
B. gifts and capacity approach
C. human rights approach
Question 6
Correct
Flag question
Question text
The Family Support for Children with Disabilities Act supports the ability of families to care for
their own children.
Select one:
True
False
Question 7
Correct
Flag question
Question text
Which of the following approaches is based on the idea that people with disabilities can learn,
grow, and develop?
Select one:
A. human rights
B. medical
C. developmental
Question 8
Correct
Flag question
Question text
Which model or approach is based on the belief that the problem resides in the individual with
a disability?
Select one:
A. medical model
D. environmental approach
Question 9
Correct
Flag question
Question text
Because the medical model is generally considered outdated, physicians rarely treat people
with disabilities.
Select one:
True
False
Question 10
Correct
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Question text
The Persons with Developmental Disabilities (PDD) Community Governance Act acknowledges
the rights of people with disabilities be to considered equal citizens.
Select one:
True
False
Question 11
Incorrect
Flag question
Question text
As part of an employment program, a job coach analyzes the various parts of the work an
individual will be performing and assesses the individual’s ability to do each part. Which of the
following approaches is being used?
Select one:
A. environmental
B. human rights
D. developmental
Question 12
Correct
Flag question
Question text
Which model or approach is based on the belief that society is the source of the problem for
individuals with disabilities?
Select one:
B. eugenic model
C. developmental approach
D. medical model
Feedback
Question 13
Correct
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The Persons with Developmental Disabilities (PDD) Community Governance Act
Select one:
A. believes that people with disabilities can be fully included in the community
B. recognizes that the community has the capacity to respond to the needs of people with
disabilities
C. seeks to create an Alberta that honours and respects the dignity and worth of adults with
disabilities
D. all answers are correct
Question 14
Correct
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PDD can provide funding for supports to enable people with disabilities to participate in
community activities.
Select one:
True
False
Question 15
Incorrect
Flag question
Question text
Stanley is taking a class at the local college. Because of his disability, he requires extra time and
the assistance of a scribe to take examinations . His instructor says that Stanley cannot have these
accommodations because it wouldn’t be fair to the other students who don’t have such
advantages. His support worker helps Stanley advocate for himself and meet with the college
administration to obtain the accommodations he requires.
Select one:
A. developmental model
D. gifts and capacity approach
Started on Monday, February 20, 2023, 9:49 PM

State Finished
Completed on Monday, February 20, 2023, 10:03 PM
Grade 96.00 out of 100.00
Question 1
Correct
Flag question
Question text
PDD provides funding to help people with disabilities to find employment.
Select one:
True
False
Question 2
Correct
Flag question
Question text
If you supported a person with a developmental disability to make friends based on their mutual
interest in airplanes and aviation, which of the following approaches would you be using?
Select one:
B. environmental
C. human rights
D. developmental
Question 3
Correct
Flag question
Question text
Which of the following approaches is based on the idea that people with disabilities can learn, grow,
and develop?
Select one:
A. medical
B. gifts and capacity
C. human rights
D. developmental
Question 4
Correct
Flag question
Question text
Consider the following scenario: Francine has autism. She is unable to speak and has difficult
behaviors that cause her to injure herself. Her parents have sent her to live in a long-term care centre
because they feel she is safer with continuous nursing care. Most of the other residents are in their
80s and many have dementia or Alzheimers.
Select one:
C. medical model
Question 5
Correct
Flag question
Question text
Select one:
A. developmental approach
B. medical model
C. environmental approach
D. eugenic model
Feedback
Question 6
Correct
Flag question
Question text
The Family Support for Children with Disabilities (FSCD) Act program supports only the family, not
the child alone.
Select one:
True
False
Question 7
Correct
Flag question
Question text
A young woman with Down Syndrome is given an operation to change the shape of her eyes so they
are less slanted. This treatment is an example of which of the following approaches or models?
Select one:
A. environmental
B. medical
C. human rights
D. developmental
Question 8
Correct
Flag question
Question text
Suppose you are supporting an individual who is blind. You put Braille labels on the shelves in her
kitchen so she can identify the contents easier. Which of the following approaches would you be
using?
Select one:
A. developmental
B. human rights
C. environmental
Question 9
Incorrect
Flag question
Question text
Select one:
A. assistance with personal care
B. 24-hour supervision in a group home setting
C. supplies for medical needs
D. employment supports
Question 10
Correct
Flag question
Question text
Suppose a young man you support is denied an apartment because of his disability and you help him
file a complaint. Which of the following approaches or models are you using?
Select one:
A. developmental
B. environmental
D. human rights
Question 11
Correct
Flag question
Question text
Which of the following approaches involves removing barriers to facilitate inclusion?
Select one:
B. medical
C. developmental
D. environmental
Question 12
Correct
Flag question
Question text
Parents have the right to have their children with disabilities sterilized to prevent pregnancy.
Select one:
True
False
Question 13
Correct
Flag question
Question text
One of the beliefs underlying PDD is that people with disabilities should have choice and control in
their day-to-day activities.
Select one:
True
False
Question 14
Correct
Flag question
Question text
Select one:
A. certain people were preferable over others
B. most disabilities were hereditary
D. people with defective genes should not reproduce
Feedback
Question 15
Correct
Flag question
Question text
Some experts have suggested large doses of vitamins (megavitamin therapy) as a cure for autism.
This idea is an example of which of the following approaches or models?
Select one:
A. environmental
B. medical
C. human rights
D. developmental
Question 16
Correct
Flag question
Question text
The focus of the Family Support for Children with Disabilities (FSCD) Act is on providing support
for children outside the family home.
Select one:
True
False
Question 17
Correct
Flag question
Question text
Eugenicists believed that most disabilities were hereditary.
Select one:
True
False
Question 18
Correct
Flag question
Question text
PDD can fund respite care to give families a break from caring for members with disabilities.
Select one:
True
False
Question 19
Correct
Flag question
Question text
Which of the following approaches would you be using if you provided a special keyboard so a
person with a developmental disability could use a computer and access the internet?
Select one:
A. human rights
B. developmental
C. environmental
Question 20
Correct
Flag question
Question text
PDD can fund employment supports.
Select one:
True
False
Question 21
Correct
Flag question
Question text
Stanley is taking a class at the local college. Because of his disability, he requires extra time and the
assistance of a scribe to take examinations . His instructor says that Stanley cannot have these
accommodations because it wouldn’t be fair to the other students who don’t have such advantages.
His support worker helps Stanley advocate for himself and meet with the college administration to
obtain the accommodations he requires.
Select one:
B. human rights approach
C. developmental model
D. environmental approach
Feedback
Stanley is taking a class at the local college. Because of his disability, he requires extra time and the
assistance of a scribe to take examinations . His instructor says that Stanley cannot have these
accommodations because it wouldn’t be fair to the other students who don’t have such advantages.
His support worker helps Stanley advocate for himself and meet with the college administration to
obtain the accommodations he requires.
Question 22
Correct
Flag question
Question text
Suppose you wanted to teach the individual you are supporting how to do laundry and first did a task
analysis so you could identify the steps involved. Which of the following approaches would you be
using?
Select one:
A. environmental
B. human rights
D. developmental
Question 23
Correct
Flag question
Question text
PDD can provide funding for a range of support, from a few hours a week to continuous 24-hour
support.
Select one:
True
False
Question 24
Correct
Flag question
Question text
Consider the following scenario: Alex is an excellent wood worker and makes lovely bird and doll
houses in the day program he attends each afternoon. He would like to start a business of his own,
but because of his disability, he cannot do the paperwork and planning. Scott is a former accountant
who sustained a brain injury. Because of his memory problems, he cannot work at a regular job. Both
are supported by the same service provider agency. Fortunately, an insightful support worker saw
how they could help each other and today, they run a successful business making wooden toys.
Select one:
B. developmental model
D. gifts and capacity approach
Question 25
Correct
Flag question
Question text
Consider the following situation: Sylvia and two other individuals live in a group home. Sylvia is
taking a reading course so she can improve her chances for success as she plans to enroll in college in
a year or so. To help Sylvia improve her reading ability, her support worker puts labels on things
around the house showing how each is spelled.
Select one:
A. human rights approach
C. environmental approach
Question 26
Correct
Flag question
Question text
Select one:
A. provision of a job coach to maintain employment
B. cost of travel to medical appointments
C. support for engaging in community activities
D. assistance with personal care
Question 27
Correct
Flag question
Question text
Which model or approach is based on the belief that the problem resides in the individual with a
disability?
Select one:
A. medical model
C. gifts and capacity approach
D. human rights approach
Question 28
Correct
Flag question
Question text
A young man with Down Syndrome is given an operation to reduce the size of his tongue so he can
speak more clearly. This treatment is an example of which of the following approaches or models?
Select one:
A. environmental
B. developmental
C. medical
D. human rights
Question 29
Correct
Flag question
Question text
Suppose you wish to increase an individual’s ability to live independently by assisting them to plan
nutritious meals. You begin by assessing what they already know and then build on that base. Which
of the following approaches or models are you using?
Select one:
A. environmental
B. developmental
D. human rights
Question 30
Correct
Flag question
Question text
PDD provides funding to enable people with disabilities to participate in community activities.
Select one:
True
False
Your Values and Beliefs

2.1.1 Your Values and Beliefs
Living in Canadian society, we are constantly reminded of our predominant values. We only need to
watch television or scan a magazine rack to know that we live in a society that values beauty,
strength, and achievement. We cannot help being affected by these influences. We may accept them
and try to achieve them, or we may reject them for other values that we feel are more important.
Our values have been shaped by many other influences in addition to the media. For many of us, our
parents and siblings have had a strong influence on who we are and what we believe. A grandparent,
teacher, mentor, or friend may have made a major contribution to shaping who you are. Many people
have strong religious affiliations that affect their values and beliefs. You may have belonged to Girl
Guides or Boy Scouts, or you may be a member of a self-help group or club. All of these experiences
affect your current values and beliefs.
Your values may help or hinder you in your work. For example, if you believe that individuals with
disabilities should be pitied, this view may have a negative impact on the way you provide support.
On the other hand, if you believe in equality for all people, this value will likely have a positive
effect. The activities and readings in this unit will help you identifity your personal values and
explore how they influence your work with individuals with developmental disabilities.
How Media Shapes Our Values
An insightful look at the influence of media on shaping our values and self-concept is provided by
the film Killing Us Softly 3: Advertising’s Image of Women.View the video, then consider the
questions below. You may also wish to discuss the questions with your Mentor or co-workers.
1. What did you think generally about the film?

2. Do you agree with the film’s points about the influences of media on women’s self-
esteem? Why or why not?Do you agree that a dominant theme in media is the
“objectification “of women and an attempt to “cut them down to size”? Why or why not?
3. What have been the strongest influences in shaping your values?
4. How have your values changed during your life so far?
5. What are your strongest values and beliefs today?
6. If you could create a T-shirt that shows the world what you value most, what would it look
like?
7. What are some of your beliefs about individuals with disabilities? Where did your beliefs
come from?
8. Which of your values and beliefs will help you in your work? Do any of your values or
beliefs cause conflicts for you? If so, how will you resolve the conflicts?
Professional Codes of Ethics

2.2.1 Professional Codes of Ethics
Professional codes of ethics also influence our values. Professions often have codes of ethics that
guide the practice of their members. For example, doctors, lawyers, and nurses have codes of ethics,
practice, or conduct. A professional body for Community Disability Services Workers is just starting
out and is developing momentum across the province. Visit the Alberta Disability Workers
Association (ADWA) website for more information.
Whether or not you belong to a professional association, however, is not as important as your
personal commitment to acting in an ethical way. Most codes of ethics in the human services contain
the following elements.
Legal Requirements
 Comply with laws and regulations.

 Clarify the nature and extent of your relationship to the individual so there are no
misunderstandings. For example, if the person you are supporting says he or she loves you,
it is important to explain your roles so the person does not have unrealistic hopes of a
personal relationship with you.
 Respect and protect the rights of the people you are supporting. They are your primary
obligation.
 This may include lobbying for access for individuals with disabilities (e.g., to programs,
facilities, communication, or transportation) so they can participate fully in their
communities.
 Strive to eliminate attitudinal barriers.
 Respect members of your team, other professionals, and agencies.
 Maintain and improve your professional knowledge and skills through ongoing training and
professional development.
o Visit the Community Disability Services Alberta website for more information.
o Maintain the privacy of the individuals you are supporting. This means
following your organization’s policies and procedures with respect to receiving,
recording, and disclosing personal information about the individuals.
o Ensure that you are not in a conflict of interest and that you will never obtain
personal benefits at the expense of your agency or the individual you support.
For example, if you sell beauty or cleaning products, it would be a conflict of
interest to sell these products to the people you are being paid to support.
o Make sure that service is provided with the consent of the individual or his or
her guardian.
Maintaining an Appropriate Relationship with Individuals Supported
 Clarify the nature and extent of your relationship to the individual so there are no
misunderstandings. For example, if the person you are supporting says he or she loves you,
it is important to explain your role so the person does not have unrealistic hopes of a
personal relationship with you.
 Respect and protect the rights of the people you are supporting. They are your primary
obligation.
Advocacy
 This may include lobbying for access for individuals with disabilities (e.g., to programs,
facilities, communication, or transportation) so they can participate fully in their
communities.
 Strive to eliminate attitudinal barriers.
Professionalism
 Respect members of your team, other professionals, and agencies.

 Maintain and improve your professional knowledge and skills through ongoing training and
professional development.
o Visit the Community Disability Services Alberta website for more information.
Confidentiality
 Maintain the privacy of the individuals you are supporting. This means following your
organization’s policies and procedures with respect to receiving, recording, and disclosing
personal information about the individuals.
Conflict of Interest
 Ensure that you are not in a conflict of interest and that you will never obtain personal
benefits at the expense of your agency or the individual you support. For example, if you
sell beauty or cleaning products, it would be a conflict of interest to sell these products to
the people you are being paid to support.
Service Delivery
 Make sure that service is provided with the consent of the individual or his or her guardian.
Your organization may have some of these principles stated in its policies or procedures, or it may
have an employee code of conduct. Whether they are written or not, these are the expectations of
practice in the field of community disability services.
Learning Activity
Review your organization's written code of conduct or code of ethics. Then consider the questions
below. You may also wish to discuss them with your Mentor.
1. Does your organization have a written code of conduct or code of ethics? If so, where can
it be found?
2. How does it compare with the elements listed above?
3. How does it compare it to the Ethical Principles adopted by the all members of the Alberta
Council of Disability Services (ACDS; listed on the next page)? Identify additional
elements or elements that are missing.
2.2.2 Ethical Principles of ACDS

The Ethical Principles of the Alberta Council of Disability Services (ACDS) are as follows:
Respect for the Dignity of Persons
 In all their activities, service providers demonstrate their respect for the dignity of service
recipients, professionals, and the other individuals and organizations with which they
interact.
 Service providers behave in a fair and non-discriminatory manner in selecting, assessing and
providing services to people with disabilities.
 Service providers treat their employees justly and in a non-discriminatory manner.
 Service providers conduct business with other service providers and professionals in a fair
and nondiscriminatory manner.
 Service providers demonstrate their commitment to quality supports and services to people
with disabilities in all their activities.
 Service providers care about the well-being of the people they serve, and work with service
recipients and their legal representatives to secure and provide services that maintain and
improve the recipient’s wellbeing.
 Service providers are committed to the well-being of their employees.
 Service providers make business decisions that reflect the fact that the primary business of
rehabilitation agencies is the provision of quality supports and services to people with
disabilities.
Responsible Caring
 Service providers demonstrate their commitment to quality supports and services to people
with disabilities in all their activities.
 Service providers care about the well-being of the people they serve, and work with service
recipients and their legal representatives to secure and provide services that maintain and
improve the recipient’s wellbeing.
 Service providers are committed to the well-being of their employees.
 Service providers make business decisions that reflect the fact that the primary business of
rehabilitation agencies is the provision of quality supports and services to people with
disabilities.
Integrity in Relationships
 Service providers represent themselves in an honest and accurate fashion in all their dealings
with service recipients, professional and other individuals and organizations.
 Service providers represent the type, limitations, and appropriateness of their services to
recipients and their legal representatives honestly and accurately.
 Service providers behave with integrity in their dealings with their employees.
 Service providers represent themselves and their services honestly to service recipients and to
other organizations in the community.
 Service providers advocate for changes that will benefit the people they serve, in the belief
that society’s welfare is affected by its treatment of those who are in the margins of
society.
 Service providers are committed to developing and providing the best services available.
 Service providers encourage employees to question policies and practices that may harm
people with disabilities.
 Service providers educate individuals and organizations with whom they do business
regarding how best to accommodate people with disabilities.
Social Responsibility
 Service providers advocate for changes that will benefit the people they serve, in the belief
that society’s welfare is affected by its treatment of those who are in the margins of
society.
 Service providers are committed to developing and providing the best services available.
 Service providers encourage employees to question policies and practices that may harm
 Service providers educate individuals and organizations with whom they do business
regarding how best to accommodate people with disabilities.
ASSIGNMENT 1
Meet with your mentor and review your organization’s mission statement, vision statement,
and list of values (whether on a website or in official documents). First, describe to your
mentor how you see your role in the organization align with its statements and values. Then,
have your mentor describe how they see their work aligning with those statements and values.
Third, beyond individual roles, how else do the services provided by your organization
contribute to its mission or vision? Discuss with your mentor how you can keep the mission,
vision, and values of your organization in mind in your day-to-day work.
Understanding a Disability Label

3.1.1 The Power of a Label
Community Disability Support Workers need to understand how disabilities are defined and how
being “labelled” affects a person’s life. This insight is essential for providing services to individuals
with disabilities and helping them obtain the supports they need in the community. Part of your role
includes making sure that the disability label does not define a person’s whole life experience.
This unit examines the impact of labelling people, how new disability labels are created, and a
disability label can have different meanings. It also explores some implications of disability labelling
for your work in the field of community disability services.
The Power of a Label
I hate the word disability. It is a label. I think that people should be treated the same no matter
whether or not they are disabled, or what the color of their skin is, or their religion. People should be
looked at for who they are as a person. Why does disabled have to mean something negative?
(Jessica Elias, “I am a Unique Flower,” in C. Krause (ed.), Between Myself and Them: Stories of
Disability and Difference, Toronto, Second Story Press, 2005),
A Disability Does Not Define a Person
It is important to know that a disability does not define a person. A person is much more than a group
of characteristics that identify someone as having a disability. However, a disability label has such a
powerful influence on a person’s life that it may become very important in determining what happens
to him or her. In too many situations, decisions about where individuals with disabilities will live,
work, go to school, and participate in leisure activities are based mainly on their disabilities rather
than on their unique interests and talents, as if “having a disability or chronic condition is the most
important aspect of the person’s identity.” Being labelled as disabled can define the expectations we
have of people and, as a result, the support they are given. Also, research has shown that when
people define themselves in terms of their disability and take on the role of client or patient, it is
often difficult for them to see their own strengths.
To explore the power of a label try this at your next staff meeting
Know the Characteristics
Knowing the characteristics of different types of disabilities is very important to your work. There
are often specific physical characteristics and conditions associated with particular disabilities. When
workers are aware of these common tendencies, they can be alert to their impact and consider the
implications when supporting an individual’s medical, psychological, and educational needs.
People with Down syndrome, for example, often have specific physical characteristics (e.g., low
muscle tone, enlargement of the tonsils, broadened tongue) which affect their ability to form words
and sounds. This is an important consideration when designing and implementing a speech program
for a person with Down syndrome.
One Part of the Picture
However, it is also important to remember that the disability is only one part of the picture. Every
person has many unique gifts and strengths. These positive factors should guide your work. Sarah, a
woman with a disability, provides the following account to illustrate the importance of this principle
(Thomas, 2001).
My experiences having a disability and being in need of hospital treatment for an illness or condition
other than my Cerebral Palsy has been that I seemingly pose a “problem.” It seems that their
dilemma is whether to relate to me solely in terms of my Cerebral Palsy, so that I am “the Cerebral
Palsy Patient” even when I have, for example, toothache! (...) It seems then, that if the physical
disability is seen by the hospital staff as the patient’s point of definition and also the major problem
in their view, then the patient, as in my case, is going to experience difficulties.
3.1.2 Disability Assessment and Classification

Historically, people with intellectual disabilities were labelled according to the severity of their
disability, using words such as “profound,” “severe,” “moderate,” and “mild.” In the 1980s in
Alberta, these words were replaced with a new system of labels using levels from 1 to 4. Level 1
replaced the “mild” category and Level 4 replaced the “profound” category. The provincial
government used this system of labelling to fund different levels of support and intervention for
people with different disabilities.
It was common for individuals with disabilities in systems to be grouped together in living and
working arrangements based on their level of disability. Sometimes adults with disabilities were not
properly assessed using intelligence or other tests before being labelled. Children were assessed by
teachers and/or psychologists and then labelled as “educable” or “trainable” and placed in classrooms
with other children with the same label.
A Focus on Strengths
Instead of using these types of classifications, we now focus on determining the individual strengths
and needs of people and designing services and supports to meet these needs. Progressive services
focus on the individuals’ strengths and capacities and how these strengths can be supported and
enhanced to empower individuals to live the life that they choose. This is known as a strengths-based
approach. Of course, people are still diagnosed as having a specific type of disability, such as Down
syndrome, but less emphasis is placed on the disabling condition as compared to the unique qualities
of the people themselves. In your work, you may hear or read about a new disability being identified
or the same disability label having more than one meaning. New disability labels are often created as
researchers learn more about the causes and effects of disabilities.
For example, in Teaching students with fetal alcohol syndrome and possible prenatal alcohol-related
effects, published in 1997 by Alberta Education, Special Education Branch, the Institute of Medicine
divides the term fetal alcohol syndrome into two categories:
 Alcohol-related birth defect (ARBD) refers to physical characteristics or effects.

 Alcohol-related neurodevelopmental disorder (ARND) refers to effects such as behavioural
problems.
More recently, the diagnostic label was changed to Fetal Alcohol Spectrum Disorder (FASD) to
more accurately reflect the range of effects that this disability has on people.
Changing Labels
When disability labels are changed, this can affect your work. It can cause confusion in
communicating with individuals, families, and other professionals. People who are labelled
incorrectly may not receive the right type of support. If workshops or training programs on
disabilities are offered, try to attend them in order to keep up with changes in this area of your work.
In your work as a Community Disability Support Worker, you may hear unfamiliar disability labels.
Don’t worry! The labels could apply to disabilities you are already familiar with or they could refer
to disabilities you haven’t learned about yet. Ask questions. Information on disabilities can be
obtained from many sources. You can discuss the disability with the person, his or her family, or
health care professionals, or do some research at the library or on the internet.
A disability may have more than one definition. This occurs because there is not a widely-accepted
classification system for most disabilities. The term developmental disability is an example of a
disability label that has different meanings.
Much of the literature on developmental disabilities uses the term as a broad description of
disabilities that occur before adulthood. Conditions covered by this broad definition of
developmental disabilities may include physical disabilities, chronic illnesses, birth defects, sensory
disorders, cognitive disabilities, behavioural and emotional disorders, and conditions that may be
caused by a child’s environment.
Dual Diagnosis
Having two diagnoses is often referred to as a dual diagnosis. Individuals who have both a
developmental disability and significant mental health problems often have complex and highly
challenging issues. For these people, effective support requires collaboration among multiple
organizations, the individuals, and their support networks. You can see that it is important to
understand how disabilities are defined. Funding and the type and amount of support a person
receives are often based on the person’s disability label. When you know what the labels mean, you
can help individuals and families to get the support they need.
In Alberta, the Persons with Developmental Disabilities (PDD) Community Boards use the
term developmental disability to determine eligibility for funding for certain services. The PDD
definition focuses on significant limitations in both intellectual capacity and functioning in major life
activities.
The PDD definition of developmental disability is more limited than the broader definition in the
previous paragraph because it does not include physical conditions. As a result, people who have
physical disabilities or sensory impairments are often excluded from receiving funding unless they
also have an intellectual disability.
Terms and Definitions
This module uses two terms to categorize disabilities:
Disability grouping refers to the common name for a broad category of disabilities. Four disability
groupings are described in this module:
1. developmental disabilities;
2. physical disabilities;
3. emotional and behavioural disorders; and
4. health conditions.
Disabling conditions describe specific symptoms or characteristics of specific disabilities. Within

the four disability groupings, ten disabling conditions are discussed in this module:
 Developmental disabilities
o intellectual disabilities
o autism
o Fetal Alcohol Spectrum Disorder (FASD)
o Physical disabilities
 cerebral palsy
 spina bifida
 Emotional and behavioural disorders
 anxiety disorder
 major depression
 bipolar disorder
 schizophrenia
 Health Conditions
 asthma
Descriptions of disabling conditions generally include their definition, aetiology (cause), incidence or
prevalence (how many people have the condition), prevention strategies, and key characteristics.
Prevalence is “The total number of cases of a disease in a given population at a specific time.”
Incidence is “The extent or rate of occurrence, especially the number of new cases of a disease in a
population over a period of time.”
3.1.3 Learning Activities
Learning Activities
Look in one or more newspapers until you find an article about an individual with a disability. Read
the article and then answer the following questions.
 What labels are used to describe the person identified as disabled?

 How do these labels influence what you or other readers might think about the abilities,
strengths, and skills of the person?
 Does the article emphasize the person’s positive qualities or the limitations or problems
caused by the disability?
 In your opinion, how does labelling affect individuals with disabilities?
Developmental Disabilities
3.2.1 Intellectual Disabilities
According to the Persons with Developmental Disabilities (PDD), people with developmental
disabilities have significant limitations in both intellectual capacity and functioning in major life
activities such as self-care, communication, learning, mobility, self-direction, capacity for
independent living, and economic self-sufficiency. Developmental disabilities usually last for the
person’s whole life.
This unit focuses on four disabling conditions in the disability grouping of developmental
disabilities: intellectual disabilities; autism; Fetal Alcohol Spectrum Disorder (FASD), and Sensory
Processing Disorder.
Intellectual Disabilities
Definition
According to the American Association on Intellectual and Developmental Disabilities, an
intellectual disability originates before age 18 and is “characterized by significant limitations both
in intellectual functioning (reasoning, learning, problem solving) and in adaptive behaviour, which
covers a range of everyday social and practical skills. This disability originates before the age of 18.”
Adaptive behaviour can be defined as “the collection of conceptual, social, and practical skills that all
people learn in order to function in their daily lives.” These skills include:
 Conceptual skills: literacy; self-direction; and concepts of number, money, and time.
 Social skills: interpersonal skills, social responsibility, self-esteem, gullibility, naïveté (i.e.,
wariness), social problem solving, following rules, obeying laws, and avoiding being
victimized.
 Practical skills: activities of daily living (e.g., personal care), occupational skills, money
skills, safety, health care, travel/transportation, schedules/routines, and telephone skills.
A new Diagnostic Adaptive Behaviour Scale (DABS), which will provide a comprehensive
standardized assessment of adaptive behaviour, will be released soon. DABS is intended to be used
with individuals from four to 21 years of age.
Cause of the Disability (Aetiology)

Intellectual disability is really a number of conditions which result from a number of different causes.
Circumstances which result in a person being born with an intellectual disability can occur before
birth, during the birth process, within the first few days of life, and during childhood. Causes can be
biological (e.g., chromosomal disorders), social, or environmental. Environmental factors include
poor nutrition before and after birth, abuse or neglect, and environmental contaminants such as lead
in paint or mercury in food.
How Often the Disability Happens (Incidence)

The lack of standard definitions of disability, age of occurrence, and reporting mechanisms make it
difficult to identify how often an intellectual disability occurs. Burge et al estimate the incidence of
intellectual disabilities at 1-3% of the population of Canada.
Prevention
Efforts to prevent intellectual disabilities are focused on the care and education of pregnant women.
They emphasize good nutrition, prenatal care, and the reduction or elimination of smoking, drugs,
and alcohol. After a child is born, strategies to decrease the effects of disabilities include early
screening, early intervention, and appropriate parent and child education and support programs.
Characteristics
People with intellectual disabilities may have difficulties in the following areas. An awareness of
potential problems can help you to provide the support they need.
Social Interactions
Many people with intellectual disabilities have challenges with social functioning (i.e., social skills).
Many have not been exposed to a wide variety of social experiences. Some of them find it difficult to
pay attention to and understand social “clues.” As a result, they may behave inappropriately. The
more opportunities a person with a disability has to interact socially with different people and in
different situations, the better his or her social skills will become.
Memory
Short-term memory – the ability to recall something read or heard a few seconds or a few hours
earlier – is sometimes a problem for people with intellectual disabilities. For example, following
directions to the corner store or following a series of steps to complete a work task can sometimes be
difficult for them.
Generalization
Generalization is the ability to apply knowledge learned from one task to another task and to use this
information in different settings. For example, a teenager without intellectual disabilities who learns
how to use a saw and hammer to build a bench in a woodworking class at school should find it fairly
easy to use the same tools and skills to build a birdhouse at home. However, people with intellectual
disabilities are not always able to transfer learning from one situation to another, particularly when
the two settings involve different cues, expectations, people, and environmental arrangements. It is
important for Community Disability Services Workers to teach skills in the settings where people are
likely to use them. Skills can also be taught in several different places in order to help people to
generalize them.
Motivation
The life experience of many people with intellectual disabilities has involved frequent failure and
constant supervision by parents, professionals, siblings, and non-disabled peers. They often have
problems solved for them instead of being encouraged to learn from experience and solve problems
on their own. As a result, they may have low expectations for themselves. They have learned to wait
for directions from others. In your work with people who have intellectual disabilities, encourage and
guide them to do as much as possible on their own. Be patient and avoid “taking over.”
3.2.2 Down Syndrome
Down syndrome is one of the most common conditions associated with intellectual disability. It is
described as a chromosomal disorder where individuals have specific characteristics as a result of
being born with an extra chromosome 21.
There are three types of chromosomal abnormalities which can result in Down syndrome, but the one
that is responsible for 95% of individuals born with this condition is called trisomy 21. Trisomy 21
occurs at conception when a sperm (or egg) containing 23 chromosomes joins with a cell containing
24 (1 extra) chromosomes. The resulting embryo contains three copies of chromosome 21 instead of
two, and the child who develops from this embryo will have Down syndrome. In most situations,
trisomy 21 occurs spontaneously, in families that do not have a history of Down syndrome.

Fewer than 1 in 1,000 babies are born with Down syndrome. At age 20, a woman has a 1 in 2,000
chance of giving birth to a child with Down syndrome. At age 45, the chances increase considerably,
to 1 in 20.
Prevention
Prevention of Down syndrome is not possible at this time, as the underlying conditions which cause
it are not known. However, Down syndrome is easily detected by a test called amniocentesis.
Characteristics
Physical Characteristics
People with Down syndrome commonly have the following distinct features:
 short stature;
 eye slits;
 small ears;
 short fingers;
 speckling of the iris in the eye;
 flat face;
 almond-shaped eyes due to a skin fold on the upper eyelid; and
 one crease in the palm of the hand (simian crease) as compared to two, which is the usual.
Medical Conditions Associated with Down syndrome

People with Down syndrome have an increased risk of developing a number of medical conditions.
As a support worker working with someone who has Down syndrome, it is important that you be
aware of potential complications so that you can be alert to early signs which may require medical
attention.
Congenital Heart Defects
In a study of infants with Down syndrome, researchers found that 44% of the children were born
with congenital heart defects, which can lead to congestive heart failure. Congestive heart failure is
the inability of the heart to pump sufficient amounts of blood to meet the body’s needs. Research has
shown that that congestive heart failure develops more rapidly in people with Down syndrome than
in the general population.
Sensory Impairments
Problems with hearing and vision occur more frequently among people with Down syndrome than in
the general population. In a random survey of children with Down syndrome, it was found that 60%
had vision problems which required treatment. Approximately two thirds of children with Down
syndrome have hearing loss, which can result in problems with communication. They can also
develop sleep apnea, which is difficulty breathing while sleeping. This is often caused by enlarged
tonsils and adenoids, which are common among people with Down syndrome.
Endocrine Abnormalities
Newborns with Down syndrome are 28-54 times more likely to develop thyroid problems than are
children in the general population.
People with Down syndrome also have a lower rate of metabolism, so they are at a greater risk of
becoming overweight. They also have higher rates of diabetes than do those in the average
population. People with diabetes are at a greater risk of developing heart disease, blindness, kidney
failure, and nerve damage. You can learn more about diabetes by consulting the web site for the
Canadian Diabetes Association here.
Dental Problems
It is very important that people with Down syndrome receive good, regular dental care, as dental
problems are common in this population. The most common dental concerns are periodontal disease,
abnormal bite, and missing, small, or fused teeth.
Epilepsy
Epilepsy is more common in people with Down syndrome than in the general population.
Approximately 6% of people who have Down syndrome also have epilepsy. Seizures tend to occur
most often in individuals under age three and over age 13. The majority of seizures are a result of
heart disease.
Many Gastrointestinal Problems
People with Down syndrome are often born with malformations in the digestive system which result
in eating problems, vomiting, and aspiration (i.e., sucking food particles into the lungs by accident).
Skin Problems
People with Down syndrome are at greater risk than those in the general population of developing
skin conditions, including eczema, inflammation of the lips, dandruff, dry, scaly skin, fungal
infections of the nails, and dryness in the eyes.
3.2.3 Autism
As with many disabilities, there are several definitions of autism. Some of the definitions are broad
and inclusive; others are very specific. This module provides two definitions of autism, one from a
person who has autism and the other from the Autism Society of Canada.
Self-Description of Autism
The following description is provided by Donna Williams, Somebody Somewhere: Breaking Free
from the World of Autism (1994):
Autism is something I cannot see. It stops me from finding and using my own words when I want to.
Or makes me use all the words and silly things I do not want to say.
Autism makes me feel everything at once without knowing what I am feeling. Or it cuts me off from
feeling anything at all.
Autism makes me hear other people’s words but be unable to know what the words mean. Or autism
lets me speak my own words without knowing what I am saying or even thinking.
Autism cuts me off from my own body, and so I feel nothing. Autism also can make me so aware of
what I feel that it is painful.
The most important thing I have learned is that
AUTISM IS NOT ME.
Autism is just an information-processing problem that controls who I appear to be. Autism tries to
stop me from being free to be myself. Autism tries to rob me of a life, of friendship, of caring, of
sharing, of showing interest, of using my intelligence, of being affected… it tries to bury me alive.
Click here to visit Donna Williams' website and learn more about her life and how her views of
autism have changed over time.
Autism Society of Canada
According to the Autism Society of Canada, people with autism often have challenges
communicating with others. They have difficulty reading social cues from others and consequently
may respond in rather unusual ways, particularly when they experience changing environments. They
often experience challenges in the following areas:
 Social interactions: People with autism may exhibit repetitive behaviours which can be
challenging to others.
 Verbal and non-verbal communication.
 The ability to learn under usual circumstances and in the usual settings.
 Engagement with their environment: People with autism may have a very limited (and
sometimes unusual) range of activities and interests.
To read more about the characteristics of autism, how autism is identified, and intervention
approaches, go to the Autism Society of Canada web site.
Many people with autism are also assessed as having an intellectual disability. However, autism is
considered a “spectrum disorder,” meaning that it is defined by a wide variety of characteristics
ranging from mild to severe; therefore, not all persons with autism have intellectual disabilities.
Asperger Disorder is an example of a disability that demonstrates common symptoms associated with
autism without the associated delay in language development. Another diagnostic category
commonly associated with autism is called Pervasive Developmental Disorder, Not Otherwise
Specified (or PDD-NOS). This diagnosis includes a range of conditions and characteristics both with
and without intellectual disabilities. All of these disorders fall under the diagnostic category
of Pervasive Developmental Disorders.

The exact cause of autism has not been determined; however, there is strong evidence that genetics
plays a major role. Some current research is examining a link to environmental factors, but this is not
conclusive at this point.

The rate of autism varies widely, depending on whether a narrow or broad definition is used in
collecting the information. However, according to the Autism Society of Canada, it “is the most
common neurological disorder affecting children and one of the most common developmental
disabilities affecting Canadians in general.” Approximately 1 in 150 children are born with Autism
Spectrum Disorders.
Prevention
Because the causes of autism and associated disorders are not yet known, specific prevention
strategies have not been identified. However, comprehensive intervention approaches include a
combination of support for families, individualized education, behavioural support, and language
development. Experts believe that earlier diagnosis is a key factor in improving outcomes for
children with autism. Due to increased awareness among doctors, teachers and parents, children are
now being diagnosed earlier.
Characteristics
People with a diagnosis of autism or autistic tendencies can exhibit unusual behaviour in
communication and social interactions.
Language development is often delayed for people with autism. Some people have difficulty
developing communication skills that allow them to have conversations with others, and
communication may be limited to indicating what they want or don’t want. You may also work with
autistic people who repeat what they have just heard. This is called echolalia. It can be difficult to
know if people who use echolalia understand what they are saying.
People with autism should be assessed by a speech-language pathologist (SLP). An SLP can suggest
how they can be helped and encouraged to communicate successfully with others. If you are working
with an individual who has autism, getting to know the person will help you to understand what he or
she is trying to communicate.
Social Interactions
Social situations can be very challenging for people with autism. It is often hard for them to make
personal connections with others. Difficulties with communicating and making eye contact, the
inability to understand or express their feelings, and sensitivities to aspects of the environment such
as noise, light, touch, or even the texture of clothing, can interfere with social interactions.
People with autism often repeat specific actions such as rocking, head banging, pacing, and hand
flapping. This behaviour may be caused by boredom, pain, or stress, or it may indicate an interest in
something. It is important to pay attention to repetitive actions. When you understand what they
mean for a person you support, you can act to meet the needs expressed by these actions.
Click here to view the short film In My Language, about Amanda, a woman with autism.
It is not unusual for people with autism to focus on a particular item or topic for a very long time.
This is called a perseveration and may appear to have no purpose. However, a fixation can reveal
interests or strengths that you can use to help someone to develop.
Watch Sarah Taylor's video on Autism and Employability for some tips.
3.2.4 Fetal Alcohol Spectrum Disorder
Fetal Alcohol Spectrum Disorder (FASD) is a term used to describe a cluster of abnormalities
observed in children born to women who consumed alcohol during their pregnancy.

FASD is caused by drinking alcohol during pregnancy.
Many factors affect the degree of disability and the resulting birth defects, including the amount of
alcohol consumed, how often the drinking occurred and at what stage of the pregnancy, as well as the
health of the pregnant woman. Health Canada cautions that “no amount or type of alcohol during
pregnancy is considered safe.”
The most severe effects to the brain and thinking processes have been associated with binge drinking
(four or more drinks) which increases the blood alcohol level.

It is estimated that of every 1,000 babies born in Canada, nine have FASD. About 3,000 babies are
born with FASD in Canada each year.
Prevention
FASD is totally preventable. Education about the effects of drug and alcohol use during pregnancy is
the primary strategy for prevention.
Characteristics
Persons with FASD often have unique physical characteristics and information processing
difficulties.
Physical Characteristics
The particular characteristics associated with FASD are usually more pronounced during infancy and
early childhood. Some of these features include:
 impairment of the central nervous system (e.g., brain damage);

 much slower growth than average (e.g., height and weight below normal, head circumference
smaller than normal); and
 unique facial characteristics (e.g., short opening between the eye lids and flattened vertical
grooves between the upper lip and nose ).
Cognitive Impairment
Most people with FASD have some form of permanent and incurable impairment which is caused by
brain damage. The brain damage is a result of their birth mother’s consumption of alcohol during
pregnancy. They often process information differently than other people. Many of the characteristics
of people with FASD are similar to those of people with intellectual disabilities. The damage to the
brain can affect their ability to focus on a task or to get along with others.
Common Cognitive Challenges of People with FASD
 They may not appear to listen to what is being said.

 They may move constantly and wander around touching things in their environment.
 They may be distracted easily.
 They may be unable to organize themselves to get even a simple task completed.
 They may be unable to learn from past mistakes or understand what they did wrong.
 They may have difficulty controlling and accepting their own behaviour. Instead, they may
get angry and blame others for their actions.
 They may be easily manipulated and led by others
Mental Health Issues
People with FASD also experience a higher degree of mental health issues than do individuals in the
general population. The most common mental health issues among people with FASD are attention
deficit/hyperactivity disorder (ADHD), conduct disorder, depression, alcohol or drug dependency,
and psychotic episodes.
Check out additional Resources on the Alberta FASD Network website
3.2.5 Sensory Processing Disorder
Imagine yourself at a cottage. You are standing on the dock, about to climb into a canoe. As you step
in, the canoe starts to rock. Automatically, you adjust your body to keep yourself balanced and
slowly sit down, placing yourself in the middle of the seat. This is sensory processing, formerly
known as sensory integration.
Our brains receive information from our bodies and the environment through our senses. This
information is processed and organized so that we feel comfortable and secure and can respond to
changes like the movement of the canoe. If we have good sensory processing, this happens
automatically.
For children or adults without good sensory processing, climbing into the canoe could be a disaster.
The movement of the canoe could make them fearful or uncomfortable, or they might be
overconfident about their ability to balance on a moving object.
Dr. Jean Ayers proposed the theory of sensory integration when she was working as an occupational
therapist in a children’s centre during the 1950s and 1960s. This theory describes normal sensory
integrative abilities, describes dysfunctions, and guides intervention programs that use sensory
integration techniques.
Sensory processing contributes to the development of the following skills and abilities:
 motor (physical) skills;

 ability to pay attention to tasks;
 self-control and emotional balance;
 ability to tolerate frustration; and
 readiness to learn.
People whose sensory processing is poor cannot respond to sensory information in a consistent and
appropriate way. They may be unable to use sensory information to organize their activities and learn
from their experiences in their environment.
The inability to process information received through the senses is called Sensory Processing
Disorder. Controversy exists over the number of people affected by sensory processing issues. It has
been estimated that from 5% to 15% of children have sensory processing challenges that affect
aspects their everyday life functions. The causes of sensory processing problems are not well
understood.
Characteristics of Sensory Processing Disorder

Many children and adults with sensory dysfunction are hyper-sensitive (i.e., they over-respond) to
sensory stimulation. Some examples of this are:
 sensitivity to light;
 distress with some sounds;
 discomfort with certain textures, such as synthetic fabrics in clothing;
 dislike of certain smells and tastes;
 irrational fear of heights and movement; and
 frequent startle responses.
Other children and adults with sensory dysfunction are hypo-sensitive (under-respond) to sensory
stimulation. Some examples of this are:
 delayed responses;
 failure to become dizzy after spinning around and around;
 lack of attention to their environment or other people;
 absence of startle reactions;
 lack of awareness of painful bumps, bruises, and cuts; and
 failure to notice sudden or loud noises.
Normally, our brains are able to interpret information and describe what is happening. For example,
we may hear a voice and think, “Someone is calling me to lunch.” Our ability to interpret sensory
information also allows us to identify threatening situations. The smell of bread baking creates a
much different sensory response than the buzz of a bee.
People who cannot interpret sensory information may not be able to remember sensory experiences.
They may not associate the smell of baking with the pleasure of eating warm bread. They may not
remember a painful sting when they see and hear a black and yellow insect.
Our brains determine if a response to a sensory message is necessary. The response could be
physical, emotional, or cognitive. For example, if a mosquito lands on your arm, you could hit it
(physical), feel anxious because you don’t want to be bitten (emotional), or decide to ignore it
(cognitive). People with sensory challenges may have difficulty organizing a response because of
their problems with registration, orientation, and/or interpretation. Their responses may be
exaggerated (too much) or minimized (too little), or they may not respond at all.
Signs of Sensory Processing Disorder
Imagine if:
 You could see obstacles in your way, but you could not make your body move the direction
you wanted it to avoid them.
 You felt like someone had given you a shot of Novocaine in your backside so you couldn't
feel if you were sitting in the middle of your chair and you fell off three times during this
training.
 Your clothes felt like they were made of fibreglass.
 You tried to drink a cup of water from a paper cup, only you couldn't tell how hard to
squeeze it to hold onto it. So, you squeezed it too hard and the water spilled all over you.
The next time you didn't squeeze it hard enough and it fell right through your hands and
onto the floor.
 Every time you tried to write with your pencil, it broke because you pushed too hard.
 The different smells in this room made you utterly nauseous.
 The humming of the lights sounded louder than my voice.
 You couldn't focus your eyes on me because everything and everyone in the room catches
your attention and your eyes just go there instead.
 The lights are so bright you have to squint, then you get a pounding headache half way
through the presentation.
 Every time someone touches you, it feels like they are rubbing sandpaper on your skin.
 You could only sit here for 15 minutes and then you had to take a run around the building or
do 20 jumping jacks so you could sit for another 10 minutes before your muscles felt like
they were going to jump out of your skin.
 People's whispers sounded like they were yelling.
 The tag in the back of your shirt makes you feel as uncomfortable as you would if a spider
was crawling on you and you couldn't get him off.
 You wanted to write something down but it took you at least 5 seconds to form each letter.
You can see the letter in your head, but your hand will not go in the right direction to write
it.
 You had to pull the car over 3 times on the ride here because the motion makes you sick.
It is difficult to diagnose Sensory Processing Disorder because many of the symptoms are the same
as symptoms of other common disabilities such as Attention Deficit/Hyperactivity Disorder
(ADHD), learning-related visual problems, allergies, and nutritional or vitamin deficiencies.
The “red flags” for Sensory Processing Disorder are unusual responses to touching and being
touched, or moving and being moved. Other observable signs include:
 Hyper- (over) sensitivity, hypo- (under) sensitivity, or mixed sensitivities to sensory

stimulation.
 Avoidance of sensory input.
 Demand for sensory input.
 Poor awareness of body position.
 Lack of coordination.
 Difficulty learning new motor skills.
Sensory Processing Intervention
Occupational Therapy
People with Sensory Processing Disorder can benefit from occupational therapy with a sensory
processing approach. The occupational therapist strives to provide activities that will help the
individual learn more appropriate responses to sensory stimulation in a controlled, safe, and positive
learning environment. As the individual learns to respond in a functional way to the input and
sensations from the environment, the therapist then works with him or her to transfer this learning to
a more natural environment (e.g., in the school, home or community).
This intervention often takes place in a special sensory-rich environment. Although tools for Sensory
Processing Disorder intervention can be home-made, there are a number of companies which
manufacture these materials for purchase.
A number of schools, nursing homes, and adult facilities in Alberta have built and equipped
Snoezelen rooms to provide intervention for Sensory Processing Disorder for the people they
support. Snoezelen rooms are specially designed multisensory environments which provide a variety
sensory experiences designed to address sensory processing challenges.The Snoezelen concept was
developed in the 1970s by two Dutch therapists who worked with people with intellectual
disabilities. The word “Snoezelen” comes from the Dutch words“snuffelen” (to seek out or explore)
and “doezelen” (to relax).
Additional information about sensory processing and support with interventions are available from
occupational therapists who have received advanced training in this specialized area.
Learning Activities
 View a film about Down syndrome entitled Then and Now, produced by the Canadian Down
Syndrome Society. It can be purchased online at http://www.cdss.ca/eshop/publications/.
 View a short film called In My Language, about Amanda, an autistic woman.
 To learn more about Donna Williams, her life, and how her views of autism have changed
over time, visit her web site.
 For another take on person-first language,
visit http://www.nfb.org/images/nfb/Publications/bm/bm09/bm0903/bm090308.htm. Many
autistic individuals share the opinion of the blind community. You can read more about
it here and here.
 Take time to read more about the characteristics of autism, how autism is identified, and
intervention approaches from the Autism Society of Canada web site.
 Do you think setting up a play store to teach money skills to an adult with a developmental
disability is the best strategy for developing an understanding of money? Why or why not?
Temple Grandin is a woman with a disability. She describes the effects of her disability
this way:
“Up to this time, communication had been a one-way street for me. I could understand what was
being said, but I was unable to respond. Screaming and flapping my hands was my only way to
communicate.”
“My voice was flat with little inflection and no rhythm. I was well into adulthood before I could look
people in the eye.”
“I enjoyed twirling myself around or spinning coins or lids round and round and round. Intensely
preoccupied with the movement of the spinning coin or lid, I saw nothing or heard nothing. People
around me were transparent. And no sound intruded my fixation.”
“Constantly asking questions was another of my annoying fixations, and I’d ask the same question
and wait with pleasure for the same answer- over and over again.”
 What disability do you think Temple Grandin might have been diagnosed with? Why? If you
are interested in learning more about Temple Grandin, you might like to watch the recent
film, Temple Grandin, starring Clare Danes as Temple Grandin. It was produced by HBO
in 2010 and won several Golden Globes and five Emmys. It can be purchased from
Amazon.ca, at http://www.amazon.ca/Temple-Grandin-Claire-Danes/dp/B0038M2AZA/
ref=sr_1_1?ie=UTF8&qid=1314766958&sr=8-1. Since many individuals with FASD also
have an intellectual disability, what challenges might they have in a social situation?
 Want to know more? Complete the sensory processing symptoms checklists available here.
 List the resources (personal and material) that your agency has to assist staff in understanding
sensory processing.
Physical Disabilities and Conditions

3.3.1 Cerebral Palsy
Physical disabilities include a wide range of conditions that can affect a person’s movement.
This unit focuses on two disabling conditions in the disability grouping of physical disabilities:
cerebral palsy and spina bifida.
Individuals with disabilities may also have other health conditions. These conditions may not be
caused by specific disabilities, but may occur at the same time. Health conditions can limit a
person’s strength, vitality, or alertness. A health condition can be short-term, such as pneumonia,
or ongoing, such as diabetes. Asthma and epillepsy are the health conditions discussed in this
unit.
Cerebral Palsy
Cerebral palsy is a disorder that affects a person’s voluntary movement and/or posture. It is most
often a result of an injury to the brain, but can also be caused by genetically-based conditions
which impair brain development. Cerebral palsy does affect the brain’s ability to control the
muscles, although the individual’s muscles and/or nerves connecting muscles to the spinal cord
are not damaged. The resulting lack of muscle control affects a person’s ability to move and to
maintain balance and posture.

Cerebral palsy usually occurs before or during the birth process. Research suggests that it can be
caused by a number of events such as infections from viruses (especially cytomegalovirus,
rubella and toxoplasmosis), genetic factors, coagulation abnormalities, birth complications, and
oxygen deprivation.
Premature infants are at an increased risk of being diagnosed with cerebral palsy, particularly if
they born before 28 weeks gestation or have a birth weight that is less than 1,500 grams.
Multiple births (i.e., twins, triplets, quadruplets) also are at higher risk of being born with
cerebral palsy.

It is estimated that 1.2 to 2.8 babies born per 1,000 live births will have cerebral palsy.
Prevention
Good prenatal care and skilled medical support during labour and delivery and in the first few
months after birth are recommended as the best prevention for cerebral palsy. Depending upon
individual needs, best practices for supporting the person with cerebral palsy include early
intervention, occupational and physiotherapy, adaptive aids, drug therapy, assistive technology,
and surgery.
Characteristics
Cerebral palsy is a condition that does not get worse, although complications can result which
further impair the individual’s mobility (e.g., scoliosis, hip dislocation). Not all people with
cerebral palsy have an intellectual disability; however, because cerebral palsy is due to brain
damage, an additional disability can occur. People with cerebral palsy may have muscle
tightness, causing parts of the body to be very rigid. They may also have sudden involuntary
movements or have difficulty with balance when walking or standing. The specific challenges of
each person with cerebral palsy depend on which part of the brain was damaged. Spoken
communication can be difficult for people with cerebral palsy if the muscles of the mouth and
throat have been affected.
Implications for Your Work
You should know about different assistive devices such as wheelchairs, walkers, and
communication aids. These aids can be very important in assisting people to participate in
learning, community, work, and daily life activities.
It is important for you to be aware of the lifestyle or program plan for an individual with cerebral
palsy. Without appropriate ongoing treatment, the person’s overall functioning can become
worse. Physical, occupational, and speech-language therapists can show you exercises that will
help to keep the person’s muscles toned and stretched properly.
3.3.2 Spina Bifida
Spina bifida is a malformation of the spinal cord that occurs for unknown reasons during the very
early days of pregnancy. Spina bifida is pronounced spine-ah biff-id-dah, with the accent on the
first syllable of each word.

There is some evidence that spina bifida is caused by an interaction between genes and
environmental factors such as exposure to specific drugs and medications, excessive alcohol use,
nutrition, and exposure to high temperatures. Maternal diabetes and obesity have also been
associated with the development of spina bifida. In addition, there seems to be some tendency for
more than one member of a family to be affected by spina bifida.
Prevention
Research has shown that the addition of folic acid to the diets of pregnant women reduces the
likelihood of a baby being born with spina bifida by at least 50%.
Characteristics
Spina bifida does not worsen as a person ages. Physical and occupational therapy are often
beneficial to ensure muscle movement and control are fully developed and maintained.
There are three common types of spina bifida, with symptoms ranging from mild to severe. One
type has no disabling effects and is often discovered only through a routine x-ray. Other forms
can cause physical symptoms ranging from partial loss of movement in the lower extremities and
loss of skin sensation to full paralysis. The majority of people born with spina bifida do not have
intellectual disabilities; however, many have challenges with attention span, perception,
organization, and executive function (i.e., the ability to pace work, plan, initiate, and implement
actions).

People with spina bifida often need assistive devices such as wheelchairs, standing-tables, arm
crutches, or walkers. Since they may be less sensitive to heat, cold, and pain due to the loss of
feeling in their skin, you must make sure they are not exposed to environmental hazards such as
bath water or food that is too hot in order to prevent burns and skin damage. If skin sores
develop, ensure that the individual consults a physician immediately. Some people with spina
bifida also have difficulty with bladder and bowel control. The person you are supporting must
receive professional medical treatment to ensure proper treatment of bowel and urinary
dysfunction. Also make sure that people with spina bifida are dressed appropriately for the
weather and that they do not spend too much time in the sun.
3.3.3 Asthma
Asthma is a chronic condition that affects the lungs and causes breathing difficulties.
Prevalence
According to Health Canada, approximately 2.7 million Canadian adults and children aged four years
and up have asthma.
Prevention
Asthma is not a preventable health condition. However, many acute asthma episodes are caused by
environmental triggers such as viral infections (e.g., a cold), too much exercise, or allergens such as
cat dander, dust mites, moulds, smoke, strong odours, and exposure to certain fumes and gases.
Asthma can be improved or controlled through medication and physician-prescribed exercise.
Characteristics
The severity of asthma varies greatly among individuals. In general, an acute asthma attack makes a
person unable to breathe easily. People having an asthma attack may experience wheezing, coughing,
shortness of breath, and tightness in the chest. This is both frightening and dangerous. Immediate
medical treatment should be obtained. The person may have been prescribed a medication to use
during the asthma attack.
Two types of asthma medicines are commonly prescribed:
 Preventers help prevent asthma attacks by decreasing the swelling in a person’s airway.
They are inhaled through the use of a puffer or inhaler.
 Reliever medications are used during an asthma attack to quickly reduce symptoms.
People die from acute asthma attacks every year. If the person you are caring for has a severe asthma
attack, call 911 and follow the operator’s instructions.
3.3.4 Epilepsy
The word Epilepsy comes from a Greek word which means “take hold of,” or “seize.” It is one of
a group of neurological disorders in which seizures occur spontaneously (i.e., without any known
reason) at least twice in a period of 24 hours. Seizures are the primary characteristic of epilepsy.
Epilepsy often begins either in childhood or after the age of 60, although it can develop at any
age. Approximately 0.6% of Canadians have epilepsy. With the use of medication, 50% of
people diagnosed with epilepsy are able to fully control their seizures, and 30% have partial
control, having only occasional seizures.
Epilepsy does not cause mental disabilities or mental health problems. Most people with epilepsy
are of normal intelligence.
Causes of Epilepsy
Epilepsy is caused by abnormal electrical activity in the brain. The causes are divided into two
main groups: symptomatic and idiopathic.
Symptomatic epilepsy is caused by an abnormality in the brain. Of the total population of

people with epilepsy, about 40% are considered to have recurrent seizures of a symptomatic
cause.
Some conditions that may lead to this are head injuries, pre-birth trauma, chemical imbalances in
the body, infections of the brain (e.g., encephalitis and meningitis), strokes, and brain tumours.
Approximately 60% of people with epilepsy have idiopathic epilepsy. Their brains seem to be
completely normal. Idiopathic epilepsy is believed to be associated genetic factors that cause the
recurrent seizures.
Causes of Seizures
People can have seizures without having epilepsy. Seizures can be caused by:
 high fever;
 infections (e.g., meningitis, encephalitis);
 complications from brain tumours, diabetes, or kidney disease;
 alcohol or drug abuse or withdrawal;
 brain trauma, such as a concussion;
 missed medication.
Once the underlying condition improves, the seizures stop.
Seizures
Seizures are disruptions of normal brain activity.
In the brain, cells (called neurons) transmit impulses to each other. A chemical reaction produces
an electrical charge that jumps from one neuron to the next, across a space called a synaptic gap.
When a group of neurons misfires, it creates a sudden, intense burst of electrical energy in the
brain.
This abnormal electrical activity causes a seizure that may briefly upset a person’s muscle
control, movement, speech, vision, and/or awareness. Seizures usually occur without warning
and often without a clear reason.
A seizure episode occurs when the seizure threshold is exceeded. The seizure threshold is the
level of stimulation at which the brain will have a seizure. For example, a very high fever can
excite the brain to a level that produces a seizure.
In addition, the following lifestyle factors can potentially trigger a seizure:
 excessive use of alcohol or illegal drugs;

 excessive stress;
 exposure to flashing lights (for example, strobe lights);
 over-stimulation;
 untreated fever or illness;
 excessive untreated menstrual discomfort;
 flickering television or computer screens or games equipment;
 missed meals, lack of sleep;
 missed seizure medications or low seizure medication levels.
Aura
Auras are symptoms or warnings that occur before a seizure begins. An aura can involve the
following:
 visual changes (e.g., bright lights, zigzag lines, slowly spreading spots, distortions in the
size or shape of objects, blind or dark spots in the field of vision);
 hearing voices or sounds;
 strange smells;
 feelings of numbness or tingling on one side of the face or body;
 feeling of separation from one’s own body;
 anxiety or fear; and
 nausea.
Many people have the same kind of aura every time they have a seizure. Some people with
epilepsy do not have auras.
Types of Seizures
Several types of seizures are discussed below.
Seizures Resulting in Altered Consciousness
Primarily generalized seizure
 Generalized seizures involve the whole brain. There is a widespread discharge of

neurons across both halves of the brain. During a generalized seizure, the person may
experience a significant decrease or increase in movement and motor activity.
Absence seizure (formerly called petit mal seizure)
 Sudden blank stare, glazed eyes, and blinking of the eyes: the person appears to be
daydreaming.
 Characterized by less than 30 second lapses in consciousness.
 Activity can be resumed immediately afterwards.
 This type usually begins to occur between the ages of 3 and 12 years.
Partial seizure
 Often starts with an “aura” (distortion of the senses) and an abrupt change in behaviour.
 It is called a simple seizure when it occurs in only a small part of one area of the brain.
 It is called a complex partial seizure (formerly psychomotor seizure) if it spreads to the
point that the person’s consciousness is altered.
Seizures Resulting in Intense Motor Activity
Myoclonic and Atonic seizure (formerly known as drop attack)
 Described as “lightning motor attacks,” which can include sudden bending backward of
the upper body and head.
 Some effects are subtle (e.g., head nodding) while others are more intense (e.g., abrupt
loss of posture and falling to the ground).
 May involve only the head or face, one extremity, or a small group of muscles.
 Sudden and brief loss of muscle tone.
 The person very briefly loses consciousness.
Tonic-clonic seizure (formerly called grand mal seizure)
 May involve both clonic motor activity (repeated jerking of the body) and tonic motor
activity (stiffening of the body) in one seizure.
 Breathing may appear to be shallow or non-existent, accompanied with a raspy sound.
 A sudden, hoarse cry, cyanosis (bluing of the skin), and incontinence may be observed.
 Person usually doesn’t remember what happened and requires sleep to recover from
the event.
Status Epilepticus
Seizures usually end naturally after a few seconds or minutes, but sometimes a seizure does not
stop so quickly. Status epilepticus occurs when a seizure is prolonged (i.e., 15-30 minutes or
more), or when seizures occur one after the other without full recovery between seizures. This
condition is more common in children and seniors.
Status epilepticus is a medical emergency. Prolonged seizure activity can lead to brain damage
or death.
Caring for People with Epilepsy
Epilepsy is usually diagnosed by a neurologist, a physician who treats disorders and diseases of
the brain and nervous system. The diagnosis to determine epilepsy includes a complete medical
examination, medical history, observations of seizures, an electroencephalogram (EEG), and
additional tests or brain scans.
Epilepsy cannot be cured, but treatment can prevent or control further seizures. Without
treatment, seizures may become more severe and frequent.
Treatment usually involves medication with anti-convulsant drugs, such as Dilantin or Tegretol.
If medication alone does not control the seizures, surgery, a special diet (ketogenic diet), a nerve
stimulation device (vagus nerve stimulator), or a combination of these treatments may also be
tried.
As a Community Disability Services Worker, you should obtain the following information if an
individual you support has been diagnosed with epilepsy:
 What type of seizure is typical for this person?

 Does the person have auras? If so, how can you tell?
 What are the seizure triggers?
 Where are the emergency procedure information and emergency medication stored? (if
relevant)
 If oxygen is needed, where is it kept and how is it used?
 Where are the seizure record charts kept?
 Where are the emergency phone numbers posted?
Dealing with Seizures
Community Disability Services Workers should know what to do if an individual has any type of
seizure. Some general guidelines appear below.
 Keep calm and let the seizure run its course. You cannot stop a seizure once it has
started.
 Protect the dignity of the person who is having a seizure. Provide as much privacy as
possible. If the person loses bowel or bladder control, deal with this in a matter-of-
fact way. The individual may be confused, tired, or disoriented. Keep the individual as
comfortable as possible, but don’t fuss.
 Carefully observ and document the seizure according to your agency’s policy. This
information helps the doctor decide if a change in treatment or medication is
necessary.
 Respond quickly and appropriately. Procedures for dealing with various types of seizures
are outlined below.
Myoclonic, Atonic and Tonic-Clonic Seizures

 Time the seizure and observe the person carefully so you can document what happens
during the seizure.
 Protect the person from injury. Clear the area of hot or sharp obstacles and furniture.
Place something soft under the person’s head.
 Loosen tight clothing, especially around the neck.
 If the person is wearing glasses, remove them.
 Do not force anything between the person’s teeth or restrain the person.
 Roll the person onto his or her left side (the recovery position) when the jerking stops.
 The person may feel sleepy and want to rest after a seizure. Allow him or her to do so;
however, continue to monitor the person to make sure another seizure does not
occur by talking to the person in a calm, soothing voice.
 If the seizure lasts longer than normal or longer than five minutes, or if another seizure
starts, immediately call for medical help.
 Reassure the person.
 Stay with the person.
during the seizure.
 After the seizure, explain what happened. The person may not be aware that she or he
had a seizure and may be confused.
 Stay with the person until you are sure he or she has completely recovered, and speak
calmly.
 Gently guide the person away from danger.
 Explain to others what is happening.
 Do not restrain him or her.
 Do not be alarmed if a convulsive seizure follows the partial seizure.
Absence Seizure
 Stay with the person.
during the seizure.
 After the seizure, explain what happened. The person may not be aware that she or he
had a seizure and may be confused.
Partial Seizure
 Stay with the person until you are sure he or she has completely recovered, and speak
calmly.
 Gently guide the person away from danger.
 Explain to others what is happening.
 Do not restrain the person.
 Do not be alarmed if a convulsive seizure follows the partial seizure.
Emergency Situations
An epileptic seizure is considered a medical emergency in the following situations:
 The person is injured.

 The person is pregnant.
 The seizure lasts longer than normal or longer than five minutes.
 The seizures are happening constantly (status epilepticus).
 The person has never had a seizure before.
 The seizure happens while the person is swimming.
Learning Activity
Describe your organization’s policies and procedures for caring for a person who is having a
seizure. What documentation is required if an individual has a seizure?
3.4.1 Anxiety Disorders
Many types of emotional disorders are found in the Diagnostic and Statistical Manual of Mental
Disorders published by the American Psychiatric Association. These conditions are often referred to
as mental illness. This unit describes four of the more common emotional and behavioural disorders:
anxiety disorders, major depression, bipolar disorder, and schizophrenia.
Anxiety Disorders
Anxiety disorders are characterized by excessive fear, worry, or uneasiness that interferes with daily
functioning.

There are several theories reagarding the cause of anxiety disorders in people with intellectual
disabilities. Recent theories link anxiety disorders to biological and environmental factors such as
trauma, abuse, and physical illness.

Anxiety disorders are among the most common psychological disorders in the general population and
among people with intellectual disabilities. However, depression, anxiety, and adjustment disorders
are more prevalent among individuals with disabilities than in the general population. This is also the
case for most psychiatric disorders. According to the Anxiety Disorder Association of Canada, over a
period of one year, approximately 12% of the Canadian population will experience anxiety disorders.
Prevention
Anxiety disorders are not preventable; however, like most mental illnesses, they are often treatable.
Cognitive behavioural therapy and the use of medications are often effective in reducing anxiety
symptoms and improving the person’s quality of life.
Characteristics
The type of behaviour a person with an anxiety disorder demonstrates depends on the type of
disorder the person has. You may notice the following types of behaviours:
 unrealistic, overwhelming fear of an object or situation;

 excessive, overwhelming worry not caused by any recent experience;
 overwhelming panic attacks that result in rapid heartbeat, dizziness, or other physical
symptoms;
 recurring and upsetting images or thoughts such as repetitive thoughts about death or illness;
 constant repetition of a behaviour, such as constant hand-washing or counting; and/or
 recurring flashbacks to a traumatic event that the individual witnessed or experienced.
3.4.2 Major Depression
Major depression is characterized by ongoing and overwhelming feelings of sadness and

worthlessness.

It is unlikely there is any one cause for depression. It is the result of interactions between a number of
factors, including life events and biological or biochemical factors. Depressive disorders in people
with intellectual disabilities and in the general population are caused by similar factors.

The Canadian Mental Health Association indicates that about 10% of the population will at some
time in their lives be affected by a mood disorder. The association includes depression, bipolar
disorder, and seasonal affective disorder in this estimate.
Prevention
Although attitudes vary as to the degree to which depression can be prevented, it is clear that the use
of anti-depressant and anti-anxiety medications can reduce depressive symptoms and improve a
person’s ability to function in daily life. Other forms of therapy such as counselling may help people
deal with life issues that may be making the depression worse.
Characteristics
The following changes in a person’s behaviour are possible signs of major depression:
 The person expresses feelings of sadness, worthlessness and/or guilt and often looks like he
or she might cry.
 The person loses interest in activities she or he used to enjoy.
 There is a change in a person’s physical activities, especially changes in sleeping patterns
(e.g., sleeping much more or being unable to sleep) and eating patterns (e.g., eating too
much or losing interest in food).
 The person loses interest in his or her appearance and can spend days without washing or
combing his or her hair.
 The person criticizes her or his appearance or abilities and says the future is hopeless.
 The person has difficulty concentrating and/or making decisions.
 The person experiences a reduced sex drive and tends to avoid others.
 The person is more tired than usual.
Major depression can lead to death. Death may be sought actively through self-injury or suicide, or
passively through losing the will to live.
3.4.3 Bipolar Disorder

Bipolar disorder, formerly referred to as manic-depressive illness, is characterized by extreme mood
swings.
Prevalence
It is estimated that 0.6-1% of the general population experiences symptoms of bipolar disorder.
Prevention
Until the biochemistry of this disorder is better understood, it will likely remain unpreventable. Like
other mental health disorders, the symptoms of bipolar disorders can be improved by the use of
medications, particularly lithium therapy.
Characteristics
A person with a bipolar disorder experiences major mood changes, from feelings of sadness and
worthlessness to feelings of extreme well-being and high levels of physical energy. Symptoms of the
first phase are similar to those of major depression. During the other phase, the person often sleeps
very little, talks constantly, and gets excited about plans that may be unrealistic.
3.4.4 Schizophrenia
Schizophrenia is a brain disorder that affects a person’s thinking, language, emotions, social
behaviour, and ability to perceive reality. A person who has schizophrenia experiences distorted
thinking and perception and moods which are often inappropriate for the context (e.g., laughing at
sad events) or which are “flat and unchanging.”

Causes of schizophrenia are believed to be complex. Many factors are believed to increase the risk of
a person developing schizophrenia, including inherited genetics, brain injury, substance abuse,
excessive anxiety, maternal nutrition, and dementia. Combinations of these factors either injure the
brain directly or cause the brain not to develop properly. The age of onset is usually late adolescence
or early adulthood.
Prevalence
The prevalence of schizophrenia is estimated at 1% worldwide. Schizophrenia occurs more
commonly among people with intellectual disabilities than it does in the general population.
Schizophrenia is not preventable at present. However, many people with this illness lead productive
lives with the use of anti-psychotic medications. New drugs have resulted in significant
improvements in the quality of life and productivity of many people who were previously severely
disabled by this illness.
Characteristics
People with schizophrenia can demonstrate the following symptoms:
 Withdrawal from friends, families and regular activities.

 Unusual responses to friends and family(e.g., fear, anger, irrational reactions).
 Sleep difficulties.
 Deterioration in language, studies, personal hygiene.
 Sudden extremes in activity or ideas.
 Difficulty concentrating and turning off thoughts and delusions.
 Constant feelingly that they are being watched.
 Increases in anxiety and mood swings.

As a Community Disability Services Worker, you are not in a position to diagnose an emotional or
behavioural disorder. If someone you care for is showing symptoms of an anxiety disorder, major
depression, bipolar disorder, or schizophrenia, you must get assistance from others to make sure the
person gets the help he or she needs.
Started on Friday, February 24, 2023, 8:55 PM

State Finished
Completed on Friday, February 24, 2023, 9:08 PM
Grade 42.00 out of 50.00 (84%)
Question 1
Correct
Flag question
Question text
Controlling anger is typically a problem for people with fetal alcohol spectrum disorder.
Select one:
True
False
Question 2
Correct
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Question text
Which of the following conditions might involve echolalia and repetitive actions?
Select one:
A. autism
B. intellectual disabilities
C. cerebral palsy
D. emotional disorders
Question 3
Correct
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Question text
Which disability grouping is defined as chronic and affecting a person's functioning in at least
two major life areas?
Select one:
A. developmental disabilities
B. physical disabilities
C. emotional or behavioural disorders
D. health impairments
Question 4
Correct
Flag question
Question text
If you were supporting an individual with autism, which of the following strategies would you
use?
Select one:
A. All answers are correct
B. Keep the environment as quiet and calm as possible.
C. Try to understand meaning of repetitive behaviours or fixations
D. Maintain a consistent routine.
Question 5
Correct
Flag question
Question text
Fetal alcohol syndrome is classified into which type of disability grouping?
Select one:
A. emotional and behavioural disorders
B. health impairments
C. developmental disabilities
D. physical disabilities
Question 6
Incorrect
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Question text
Which of the following can cause non-epileptic seizures?
Select one:
A. Lack of regulating chemical substances in the brain.
B. Low blood levels of glucose, sodium, or calcium.
C. Degenerative brain disorders such as Alzheimer disease.
D. Mother's exposure to measles or x-rays during pregnancy.
Question 7
Correct
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Question text
Which of the following conditions affects a person's voluntary movements and posture?
Select one:
A. asthma
B. Down Syndrome
C. cerebral palsy
D. schizophrenia
Question 8
Correct
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Question text
An asthma attack is hardly ever a medical emergency.
Select one:
True
False
Question 9
Correct
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There is a single, well accepted definition of what constitutes a "developmental disability."
Select one:
True
False
Question 10
Correct
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Fetal alcohol spectrum disorder is totally preventable.
Select one:
True
False
Question 11
Incorrect
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Question text
If you were supporting an individual with fetal alcohol spectrum disorder, which of the
following strategies would you use?
Select one:
A. Encourage participation in community activities
B. Teach anger management techniques.
C. Maintain a consistent routine.
D. All answers are correct
Question 12
Correct
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Question text
Major mood changes are associated with which of the following disorders?
Select one:
A. autism
B. anxiety disorder
C. bipolar disorder
D. major depression
Question 13
Correct
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Question text
Seizures often occur without warning and a clear reason.
Select one:
True
False
Question 14
Correct
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Question text
Which of the following strategies is the most important if you were supporting an individual
with spina bifida?
Select one:
A. Provide strategies to help the individual remember new information.
B. Remove allergens from the environment.
C. Protect the individual from hot water that could damage the skin.
D. Refer the individual to a mental health clinic
Question 15
Correct
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Question text
Which characteristic is often associated with a person who has fetal alcohol spectrum disorder?
Select one:
A. repetitive actions
B. sensitivity to noise or light
C. repeating phrases
D. difficulty controlling behaviour

State Finished
Grade 46.00 out of 50.00 (92%)
Question 1
Correct
Flag question
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If you were supporting an individual with asthma, which of the following would be important?
Select one:
A. Avoid being around smoky rooms or pets
B. Maintain a consistent routine
C. Ensure they get enough sleep.
D. Ensure they eat a balanced diet.
Question 2
Correct
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Signs of sensory integration dysfunction include:
Select one:
A. Hyper-, hypo-, or mixed sensitivity to sensory stimulation.
B. All answers are correct.
C. Under- or over-aroused level of activity.
D. Poor motor planning.
Question 3
Correct
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Which of the following strategies should you use if you were supporting an individual with a
developmental disability?
Select one:
A. Promote their participation in community activities
B. Encourage them do as much as possible for themselves.
C. Reinforce positive actions to help improve their self image
D. All answers are correct
Question 4
Correct
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One of the characteristics of anxiety disorders is major mood swings, ranging from extreme sadness
to extreme joy.
Select one:
True
False
Question 5
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If an individual has a seizure, they should NOT be allowed to sleep afterward.
Select one:
True
False
Question 6
Correct
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Question text
People with poor sensory integration tend to:
Select one:
A. Respond to sensory information in a consistent and appropriate way.
B. React with alarm to harmless sensations.
C. Be comforted by physical sensations such as touch.
D. Use sensory information to learn about their environment.
Question 7
Correct
Flag question
Question text
Which one of the following conditions is totally preventable?
Select one:
A. asthma
B. fetal alcohol spectrum disorder
C. anxiety disorder
D. autism
Question 8
Correct
Flag question
Question text
Epilepsy often causes mental illness.
Select one:
True
False
Question 9
Incorrect
Flag question
Question text
When is a seizure considered a medical emergency?
Select one:
A. If the seizure causes a blank stare afterward.
C. If the individual briefly loses consciousness.
D. If the seizure lasts more than 5 minutes.
Question 10
Correct
Flag question
Question text
Anxiety disorders and major depression are categorized into which of the following disability
groupings?
Select one:
A. health impairments
C. emotional and behavioural disorders
D. developmental disabilities
Question 11
Correct
Flag question
Question text
Which one of the following conditions involves speech and language difficulties?
Select one:
A. autism
C. asthma
D. anxiety disorder
Question 12
Correct
Flag question
Question text
Hallucinations are typical of schizophrenia.
Select one:
True
False
Question 13
Correct
Flag question
Question text
Which of the following conditions often involves difficulties in short-term memory and
generalization?
Select one:
A. cerebral palsy
B. autism
C. emotional disorders
D. intellectual disabilities
Question 14
Correct
Flag question
Question text
You should always call an ambulance when an individual has a seizure.
Select one:
True
False
Question 15
Correct
Flag question
Question text
Asthma is classified into which type of disability grouping?
Select one:
B. health impairments
C. physical disabilities
D. emotional and behavioural disorders
State Finished
Question 1
Correct
Flag question
Question text
Which of the following can be a trigger for having a seizure?
Select one:
A. A flickering television screen.
B. Constipation.
C. All answers are correct.
D. Excessive stress.
Feedback
The correct answer is: All answers are correct.
Question 2
Correct
Flag question
Question text
Fetal alcohol syndrome is classified into which type of disability grouping?
Select one:
Feedback
The correct answer is: developmental disabilities
Question 3
Correct
Flag question
Question text
People with poor sensory integration tend to:
Select one:
A. Use sensory information to learn about their environment.
B. Be comforted by physical sensations such as touch.
C. React with alarm to harmless sensations.
D. Respond to sensory information in a consistent and appropriate way.
Feedback
The correct answer is: React with alarm to harmless sensations.
Question 4
Correct
Flag question
Question text
The classification system for disability labels has remained the same over the past several
decades.
Select one:
True
False
Feedback
The correct answer is 'False'.
Question 5
Incorrect
Flag question
Question text
Which disability grouping is defined as chronic and affecting a person's functioning in at least
two major life areas?
Select one:
A. physical disabilities
B. developmental disabilities
C. emotional or behavioural disorders
Feedback
The correct answer is: developmental disabilities
Question 6
Correct
Flag question
Question text
Hallucinations are typical of bipolar disorder.
Select one:
True
False
Feedback
Question 7
Correct
Flag question
Question text
Which of the following conditions is NOT considered a developmental disability?
Select one:
A. bipolar disorder
B. autism
C. intellectual disability
D. fetal alcohol spectrum disorder
Feedback
The correct answer is: bipolar disorder
Question 8
Correct
Flag question
Question text
Which of the following is common in individuals with autism?
Select one:
B. highly sensitive to touch, light and sound
C. insistence on routines
Feedback
The correct answer is: all answers are correct
Question 9
Correct
Flag question
Question text
Signs of sensory integration dysfunction include:
Select one:
A. Under- or over-aroused level of activity.
B. Poor motor planning.
C. Hyper-, hypo-, or mixed sensitivity to sensory stimulation.
D. All answers are correct.
Feedback
Question 10
Correct
Flag question
Question text
People's life experiences are affected by the disability labels they receive.
Select one:
True
False
Feedback
The correct answer is 'True'.
Question 11
Incorrect
Flag question
Question text
Which of the following can cause non-epileptic seizures?
Select one:
A. Mother's exposure to measles or x-rays during pregnancy.
B. Degenerative brain disorders such as Alzheimer disease.
C. Lack of regulating chemical substances in the brain.
D. Low blood levels of glucose, sodium, or calcium.
Feedback
The correct answer is: Low blood levels of glucose, sodium, or calcium.
Question 12
Correct
Flag question
Question text
Anxiety disorders and major depression are categorized into which of the following disability
groupings?
Select one:
Feedback
The correct answer is: emotional and behavioural disorders
Question 13
Correct
Flag question
Question text
Which of the following conditions results from an injury to the brain?
Select one:
A. cerebral palsy
B. schizophrenia
C. spina bifida
D. asthma
Feedback
The correct answer is: cerebral palsy
Question 14
Correct
Flag question
Question text
"Incidence" refers to which of the following?
Select one:
A. how often a disabling condition occurs in the general population
B. causes of a disability
C. key characteristics of a disabling condition
D. prevention strategies for a disability
Feedback
The correct answer is: how often a disabling condition occurs in the general population
Question 15
Correct
Flag question
Question text
Having a major depression is the same as having "the blues."
Select one:
True
False
Feedback
Question 16
Correct
Flag question
Question text
Major mood changes are associated with which of the following disorders?
Select one:
A. bipolar disorder
B. anxiety disorder
C. autism
D. major depression
Feedback
The correct answer is: bipolar disorder
Question 17
Correct
Flag question
Question text
Asthma is classified into which type of disability grouping?
Select one:
Feedback
The correct answer is: health impairments
Question 18
Correct
Flag question
Question text
Which one of the following conditions is totally preventable?
Select one:
A. fetal alcohol spectrum disorder
B. autism
C. anxiety disorder
D. asthma
Feedback
The correct answer is: fetal alcohol spectrum disorder
Question 19
Correct
Flag question
Question text
One of the characteristics of anxiety disorders is major mood swings, ranging from extreme
sadness to extreme joy.
Select one:
True
False
Feedback
Question 20
Correct
Flag question
Question text
Which of the following characteristics is often associated with people who have autism?
Select one:
B. below-average height and weight
C. difficulty controlling behaviour
D. hallucinations
Feedback
The correct answer is: repetitive actions
Question 21
Correct
Flag question
Started on Wednesday, May 3, 2023, 8:47 PM

State Finished
Completed on Wednesday, May 3, 2023, 9:00 PM
Question 1
Incorrect
Flag question
Question text
What is the correct order for using a walker?
Question 1Select one:
A.
Walker is moved first, then the stronger leg, followed by the weaker leg.
B.
Weaker leg is moved first, then the walker, followed by the stronger leg.
C.
Stronger leg is moved first, then the walker, followed by the weaker leg.
D.
Walker is moved first, then the weaker leg, followed by the stronger leg.
Question 2
Incorrect
Flag question
Question text
How often should hearing aids be checked by an audiologist (hearing specialist)?
A.
Every 5 years.
B.
Every month.
C.
Regularly
D.
Every 6 months.
Question 3
Correct
Flag question
Question text
How should you help an individual learn to use a communication aid?
A.
Teach the individual to only use one type of communication at a time.
B.
Demonstrate the visual tool while the individual watches.
C.
All answers are correct.
D.
Use an intensive schedule with lessons each week at specific times.
Question 4
Correct
Flag question
Question text
Which of the following can be used to adapt computer systems for individuals with disabilities?
A.
Large print converters.
B.
Adapted joysticks.
C.
Touch screens and pads.
D.
Question 5
Correct
Flag question
Question text
Which of the following is a use for a brace?
A.
Controlling involuntary movements.
B.
C.
Support for walking.
D.
Correcting twisted bones or muscles.
Question 6
Correct
Flag question
Question text
What can you do to improve your communication with an individual with hearing loss?
A.
Avoid using gestures when you are talking.
B.
Speak quickly using a loud voice and high tones.
C.
All of the above.
D.
Face the individual directly when you speak.
Question 7
Incorrect
Flag question
Question text
Which of the following is an augmentative communication system?
A.
B.
American Sign Language.
C.
Hearing aid.
D.
Communication board.
Question 8
Correct
Flag question
Question text
Augmentative and alternative communication (AAC) can involve the use of facial expressions and
non-speech vocalizations.
True
False
Question 9
Correct
Flag question
Question text
What is a choice board?
A.
A list of rules that state the consequences of misbehavior.
B.
A schedule with information about the individual's daily routine.
C.
A display that enables the individual to express preferences or requests.
D.
A visual tool to remind the individual how to behave in a certain situation.
Question 10
Correct
Flag question
Question text
How can you assist an individual to be a competent communicator?
A.
B.
Teach communication skills during the individual's daily routine.
C.
Look for and create opportunities for communication.
D.
Also train the people who will be regularly communicating with the individual.
Question 11
Correct
Flag question
Question text
Which of the following is a low-technology communication aid?
A.
Non-electronic visual communication systems.
B.
Low-cost electronic systems such as a tape recorder.
C.
Computer programs that convert text from a book into large-print.
D.
Battery-operated speech synthesizers.
Question 12
Correct
Flag question
Question text
Plates with curved inner walls and raised rims can help guide food onto the fork.
True
False
Question 13
Correct
Flag question
Question text
People who cannot speak can use AAC to:
A.
Communicate with community support workers.
B.
Assist with employment.
C.
Be more involved in their community.
D.
Question 14
Correct
Flag question
Question text
What does "AAC" stand for?
A.
Adaptive and appropriate cooperation.
B.
Adolescent and adult confidence.
C.
Augmentative and alternative communication.
D.
Alternative and altruistic communities.
Question 15
Correct
Flag question
Question text
An array of built-in functions or common apps available on smart phones can address many common
issues, that support cognitive limitations in memory and planning.
True
False
Question 16
Correct
Flag question
Question text
Hearing aids are delicate instruments that are sensitive to temperature and moisture.
True
False
Question 17
Correct
Flag question
Question text
If you are supporting an individual who is an AAC user, what should you ask?
A.
How the individual incorporates the AAC device into their life.
B.
How the AAC communication system works.
C.
How the individual communicates "yes" or "no".
D.
Question 18
Correct
Flag question
Question text
What does effective AAC require?
A.
Face-to-face communication.
B.
The ability to read and write.
C.
Multiple types of communication.
D.
High-technology communication aids.
Question 19
Incorrect
Flag question
Question text
A walker should never be used to assist an individual getting in or out of a chair.
True
False
Question 20
Incorrect
Flag question
Question text
An individual using a cane should lead with a stronger leg when going downstairs.
True
False
Question 21
Incorrect
Flag question
Question text
Which of the following is a high-technology communication aid?
A.
A communication card device.
B.
A device that is used only for individuals who are deaf.
C.
An eye-gaze display.
D.
An electronic aid that provides speech output.
Question 22
Correct
Flag question
Question text
What can be added to a cutting board to help an individual cut fruits or vegetables?
A.
Stainless steel nails.
B.
Extra weight.
C.
Suction feet.
D.
Non-slip mats.
Question 23
Correct
Flag question
Question text
Boardmaker is software for creating customized communication boards.
True
False
Question 24
Correct
Flag question
Question text
Which of the following clothing adaptations make it easier for individuals to dress themselves?
A.
Rows of buttons on the sides of a shirt.
B.
Zippers with the pull-tabs removed.
C.
Lace-up shirts and pants.
D.
Velcro instead of buttons.
Question 25
Incorrect
Flag question
Question text
When going up a ramp or incline with a wheelchair, have the individual lean forward if they are able.
True
False
Question 26
Correct
Flag question
Question text
Which of the following is considered a visual support?
A.
Printed materials.
B.
C.
Body language.
D.
Photographs.
Question 27
Correct
Flag question
Question text
An alternative communication system should be used when an individual:
A.
Has communication skills that need to be enhanced.
B.
Lacks the ability to communicate in a certain way.
C.
Is unable to read or write.
D.
Refuses to use one type of communication.
Question 28
Correct
Flag question
Question text
Illness and aging can change the shape of an individual's mouth, which affects the fit of their
dentures.
True
False
Question 29
Correct
Flag question
Question text
The ability to communicate is important for individual's quality of life.
True
False
Question 30
Correct
Flag question
Question text
What is a quad cane?
A.
A cane with a bent handle covered with foam padding.
B.
A three- or four-legged aluminum cane
C.
A cane with a vacuum cleaner attachment.
D.
A white cane for the visually-impaired.
Finish review
Question text
The definition of what constitutes a "developmental disability" is precise and accepted
worldwide.
Select one:
True
False
Feedback
Question 22
Correct
Flag question
Question text
Which one of the following conditions involves speech and language difficulties?
Select one:
A. asthma
C. anxiety disorder
D. autism
Feedback
The correct answer is: autism
Question 23
Correct
Flag question
Question text
Which of the following strategies should you use if you were supporting an individual with a
developmental disability?
Select one:
A. Encourage them do as much as possible for themselves.
B. Promote their participation in community activities
C. All answers are correct
D. Reinforce positive actions to help improve their self image
Feedback
The correct answer is: All answers are correct
Question 24
Correct
Flag question
Question text
Panic attacks are a symptom of major depression.
Select one:
True
False
Feedback
Question 25
Correct
Flag question
Question text
Spina bifida and cerebral palsy are classified as which type of disability grouping?
Select one:
A. physical disabilities
B. emotional and behavioural disorders
C. developmental disabilities
Feedback
The correct answer is: physical disabilities
Question 26
Incorrect
Flag question
Question text
Which of the following can indicate that someone is experiencing an aura?
Select one:
A. Having small facial movements or tics.
B. Feeling unaware of one's surroundings.
C. The muscles become very rigid.
D. Feeling separated from one's body.
Feedback
The correct answer is: Feeling separated from one's body.
Question 27
Correct
Flag question
Question text
You can tell what a person is going to be like if you know what type of disability they have.
Select one:
True
False
Feedback
Question 28
Correct
Flag question
Question text
Asthma is considered a developmental disability.
Select one:
True
False
Feedback
Question 29
Correct
Flag question
Question text
Seizures often occur without warning and a clear reason.
Select one:
True
False
Feedback
Question 30
Correct
Flag question
Question text
Which of the following strategies is the most important if you were supporting an individual
with spina bifida?
Select one:
A. Protect the individual from hot water that could damage the skin.
B. Remove allergens from the environment.
C. Refer the individual to a mental health clinic
D. Provide strategies to help the individual remember new information.
Feedback
The correct answer is: Protect the individual from hot water that could damage the skin.
Module 4 Roles and Responsibility
4.1.1 Personality
To be an effective Community Disability Support Worker, you need to know the people you are
supporting. The emphasis is on knowing each person individually, not on knowing about the person’s
disability. As a new support person, there are also many things the individual will want to know
about you as well.
All people are alike in many ways – they have personalities, needs, a sense of self, and gifts to share
with the world around them. Different combinations of these factors make everyone unique. If you
want to help people move towards reaching their hopes and dreams, you must spend time getting to
know each individual and his or her personal network. Read the words to Peter Leidy song
"Everyone has a Gift"
This unit discusses personality, Maslow’s Hierarchy of Needs, and personal support networks.
Personality
You may have heard someone described as having “a great personality.” What does this mean to
you?
Personality is the way we act and how we relate to other people. It is influenced by many factors,
including values, attitudes, temperament, moods, habits, and preferences. It has been described as “an
individual's pattern of psychological processes arising from motives, feelings, thoughts, and other
major areas of psychological function.”
Our personalities are largely influenced by what we think about ourselves: our self-concept. If you
looked in a mirror that could reflect not only what you look like but also your talents, values, likes
and dislikes, roles in society, and emotional states, what you would see would be your self-concept.
Understanding a person’s self-concept is a big part of understanding his or her personality.
It takes time to get to know people. If they have difficulties communicating, it is likely to take even
more time. You need to be with people in many different settings and see them in different roles
before you start to get a good understanding of their personalities. Ask them questions about their
likes and dislikes, offer choices and observe their reactions in different situations. If obtaining this
information is difficult because of the persons verbal communication challenges, remember that a
person with disabilities' nonverbal actions and reactions are a form of communication too. For
example if you notice every time a certain type of music comes on the radio, they cover their ears,
change the station or the leave the room, then that is a good indication that it is not their preferred
type of music or song. We need to allow people with disabilities to tell us in their own way. We need
to listen deeply to people with disabilities' non-verbal and verbal communication. It is important to
learn the individuals communication system.
4.1.2 Maslow’s Hierarchy of Needs Theory
Abraham Maslow suggested that the way people act depends on their needs and which of their needs
have been met. Maslow’s theory is called the Hierarchy of Needs or sometimes Maslow’s Pyramid.
A hierarchy lists things in the order of their importance. In Maslow’s hierarchy, the common areas of
need for all people are physiological (body) needs, safety needs, belonging needs, esteem needs, and
self-actualization. Each level of need must be met before people can move up to the next level in the
hierarchy. For example, a person on a fixed income may be worried about having to move because of
a rental increase. This person may not be able to think about getting involved with groups in the
community (a belonging need) until the lower level safety need is met.
The diagram below shows Maslow’s Pyramid. In your work as a community disability support
worker, you may find it helpful to think about the people you are supporting and where they might be
on this hierarchy of needs. On a personal level, you may find it helpful to consider where you are on
this hierarchy.
SHAPE \* MERGEFORMAT SHAPE \* MERGEFORMAT
Types of Needs
Physiological needs: These are the basic needs that must meet in order to stay alive, such as the need
for food and water.
Safety needs: Once people’s basic needs are met, they are free to concentrate on safety and security.
This may include having a home that is warm and dry, living in a safe neighbourhood, and having
enough money to make sure their physiological needs will always be met.
Belonging needs: When people are able to meet their physiological and safety needs,they can focus
on the need for love and community in their daily lives. They try to meet these needs through
establishing affectionate relationships with family and friends. Activities such as church membership
or joining social, athletic, cultural, or charitable groups are also part of meeting belonging needs.
Esteem needs: Maslow identifies two types of esteem needs: the respect of others and respect for
yourself. Self-respect is the higher-level need.
Self-actualization: When all of the other needs are met, individuals can focus on becoming the most
complete people they can possibly be. Maslow suggests that only 2% of the population spend long
periods of time at this level. (Boeree,1998, p. 5)
People who struggle for a long time to get their needs met at a certain level of the hierarchy may
remain focused on this level of need. For example, if a person has not been safe in his home because
he was abused or unable to control what happened to him, even after his living situation changes,
may continue to be fearful, or he may become a "people pleaser" or act aggressively in order to meet
his need to feel safe.
Thinking about how people's experiences have affected their personalities, may help you to
understand why they behave the way they do.
4.1.3 Personal Support Networks
A personal support network is made up of all the people who are involved in an individual’s life. For
most of us, a personal support network may include partners, parents, siblings, other family
members, and friends.
Members of an individual’s personal support network can help you to get to know the person better.
Families can tell you about the person’s childhood. What was the person like as a child? What were
his or her interests? What are the family’s traditions, values, and spiritual beliefs? Were there trauma
experiences that might have created turmoil in a person?
Friends and previous support staff who are still involved with the person can describe his or her
qualities and abilities. How did they become friends? What interests do they share? What are their
hopes for the person, now and in the future?
Getting to know the people in an individual’s personal support network and talking with them about
the person will help you to know and understand the individual better. In addition, these people are
usually willing to assist the person in attempting to reach her or his hopes and dreams.
Natural Supports
Natural Supports are relationship that occur in a persons with disabilities' everyday life and do not
involve the formal structure of payment. Natural supports are reciprocal involving give-and take-
relationships. As mentioned above, these supports are from friends, family, neighbours, community
members and co-workers. These supports provide a person with disabilities with a sense of social
belonging, self-worth, dignity and respect. How do people develop natural supports?
 Join clubs that are of interest

 Participate in community activities and events
 volunteer or get a job
 Make time to be with family and friends
Working with Families
Having a positive working relationship between family and agency can impact the outcomes for the
individuals with disabilities we support.This relationship can be fraught with challenges for the
family, the service provider and for the staff. The unique experience of the family's journey, the
support of extended family members and their relationship with their son/daughter, sister/brother
with disabilities as well as agency' policies, limited resources, training and diversity all come into
play.
How does your organization promote collaborative relationships with families? Does your
organization have a policy statement on working with families? Relationships can be enhanced by
focusing on a common purpose with shared values and vision, which allows for differences and for
growth to occur.
Documentation Review
Taking the time to review files and past documents, that you have access to will give you information
on the person's disability, other health concerns, family history, past living situations, or experiences,
and other relevant details. Knowing the nature of a person's disability, gives you an indication of the
common tendencies of the disability, but everyone is unique and different. When you are aware of
the common tendencies you can be alert to their impact and consider the implications when
supporting an individual's medical, psychological or educational needs. This will assist you in
establishing goals to achieve the outcomes they have identified on their individualized support plan.
By gathering all of this information, you are attempting to piece together a complete and correct
picture with as much information about the individual as possible. A good way to categorize this
information is in two sections. The first section is, what is important to the person with the disability
you serve and the second, is what is important for the person you serve.
Learning Activity
The activity below is from the What is Personality? website.
On a blank piece of paper, write “I am” at the top of the page. Now draw 10 horizontal lines below
this, and on each line write one thing that you believe describes aspects of your personality. Consider
such things as:
 What do you really like to do?

 What values are important in your life?
 Are religious beliefs or spirituality important to you?
 How would you describe your temperament (e.g., easy-going, serious, funny)?
 What types of moods do you experience most often?
 What habits do you have?
 curious
 generous
 an artist
 Have you ever spent a lot of your energy making sure you had enough to eat? If so, when was
this? How old were you? What did you do to get your physiological needs met?
 Can you think of a time when you decided that security was important to you? For example,
did you want to live in a place where it was safe to walk down the street? Did you want to
save enough money so your rent or mortgage would be paid even if you were out of work
for a few months? What did you do to get your safety needs met?
 What about love and belonging? Do you remember a time when you needed to have a person
or people in your life who accepted and cared for you? What have you done to meet your
belonging needs?
 Do you usually feel good about yourself? Is it important for you to have the respect of your
family or the people you work with? Are you doing anything to meet your need for
esteem?
 If you were to place yourself on Maslow’s Hierarchy of Needs, where would you be?
Learning Activity
Create two lists:
 On List 1, put the names of the five people closest to you.
 On List 2, put the names of five people you are friendly with, but not as close to as the people
on List 1.
 On List 1, put the names of the five people in the world who are closest to this person.
 On List 2, put the names of five people the individual is friendly with, but not as close to as
the people on List 1.
 Have you named a partner on List 1? Does the person you support have a partner on List 1?
 Do you have a friend on List 1? Does the person you are supporting have a friend on List 1?
 How many people on either of your lists have a noticeable disability? How many people on
either of the lists of the person you are supporting have a noticeable disability?
 How many people on your lists are paid to support you in any part of your life?
 How many people on the list of the person you are supporting are paid to provide him or her
with services?
 If there are differences between your lists and the list of the person you are supporting, why
do you think these differences exist?
Take your time making this list. Think about all the things that make you unique.
Example: I am ...
Imagine that you have just met someone. How long do you think it would take for this person to get
to know you well enough to be able to answer these questions about you?
Learning Activity
Consider the following questions:
 Identify your personal support network by making two lists.

 Identify the personal support network for an individual you support.
 Compare your personal support network with the personal support network of the person you
support, and answer the following questions.
Building Community
4.2.1 Defining Community
In many neighbourhoods and groups, people seem to share space rather than have a shared sense of
community. Without a sense of belonging and connection to one another, it is very difficult to
develop meaningful relationships. Inclusive living involves welcoming people in, accepting
differences, finding valued roles for all, interdependence, and recognizing the gifts and contributions
of others.
Your role as a Community Disability Support Worker includes understanding what community
means and becoming more aware of strategies you might apply for increasing community inclusion
for the people you support.
What is a Community?
A community is where people come together with a shared purpose.
A community can be geographically based when people have a reason for getting together. However,
geographic proximity is not necessary for community to emerge. Many communities have little to do
with the neighbourhood a person lives in. They have more to do with common interests. A hobby
group, a reading club, or a sports team come together because of the interests of their members.
People do not have to meet in person to become a community, as can be seen by electronic
communities on the internet.
Social connections and relationships change over time. For example, some of the members of a group
may become close friends and meet outside the group. Others may lose interest in the group and
move on to other activities. Existing groups can often add new purposes, such as a hobby group
deciding that it will raise funds for a social cause.
All communities begin with the “shared purpose” that brings people together. Once a person is a
member of that community, other opportunities become possible.
John L. McKnight is the Director of Community Studies at the Center for Urban Affairs and Policy
Research in the United States. He and John P. Kretzmann have identified three types of building
blocks in neighbourhoods.
1. Primary building blocks are assets and capacities located inside the neighbourhood and
under the control of community members. They include the talents, skills, knowledge, and
experience of individuals, as well as the local associations or organizations. These could
include groups such as service clubs, women’s organizations, artistic groups, and athletic
clubs, cultural organizations, and citizen, business or religious associations. These are
usually the most accessible.
2. Secondary building blocks include assets physically located within the community but
directed or controlled by individuals or groups outside the community Examples of
secondary building blocks include schools, hospitals, and social service agencies.
3. Other Potential building blocks include building bridges to resources which come from
outside the community but that can support community building initiatives. These building
blocks include welfare expenditures and public information.
Primary building blocks are most likely to provide opportunities for community membership. This
type of community membership offers possibilities for contributing to the purpose of the group and
forming personal relationships.
4.2.2 Community Inclusion
Debbie Marshall, the author of Big Enough Dreams (2006) describes some of her first impressions of
changes in the community that promoted inclusion for people with disabilities:
And then, sometime early in the 1980’s, I began to notice other things: the public telephone mounted
at head-level for someone in a wheelchair, the enlarged washroom stall with the handrails. What was
beginning to happen in Canada was the normalization of the citizen with disabilities. Society had
finally recognized that the disabled – of mind and body – are everywhere among us, they share
citizenship as well as humanity with us, and we can only experience that mutuality and collaboration
if we enable it.
Belonging to a community is more than just being physically there. Community involves
relationships. Community inclusion means being an active, contributing member of society, engaged
in relationships and activities that are important to the person and those in relationship with them.
Through relationships, people become connected to their communities and the opportunities that
exist there. This is what belonging is all about. Inclusive communities are communities
where everyone belongs.
John O’Brien in the article, Perspectives on “Most Integrated” Services for People with
Developmental Disabilities (2006), presents a helpful model for understanding community inclusion.
He suggests that community inclusion has two parts: physical integration and social integration. Both
must exist for a person to be truly “included” in community.
Physical integration means being in “ordinary” places and participating in “ordinary” activities in the
larger community. This means places where all people in society spend their time, not just
individuals with disabilities. An example of this would be doing a volunteer job for an organization
of your choice, such as the Red Cross Society or the SPCA.
Social integration is much more complex than physical integration: it is about relationships and the
quality of those relationships. O’Brien suggests that social integration has the following qualities:
1. People come together as friends and companions voluntarily. This means that friends are
not paid to spend time together.
2. Individuals are participating in activities typical of all people, not just of individuals with
disabilities.
3. Individuals make contributions which are truly valued by others.
4. Individuals with disabilities are participating in community with non-disabled community
members.
As a Community Disability Support Worker, you will be challenged to find places in your
community where individuals with disabilities will be respected for their skills and talents. Some
people will be able to create their own relationships by being involved in community events. Other
people will need you to be creative, trying out different groups before you can find a place where
they are welcome and can be active.
Options, an organization in Wisconsin, has been actively involved in building bridges to community
for people with disabilities for a number of years. Their book Sharing Community: Strategies, Tips,
and Lessons Learned from Experiences of Community Building at Options offers practical strategies
for “bridge-building.” The book can be ordered from Inclusion Press in Toronto.
Building Community
4.2.3 Community-building Tools
John P. Kretzmann and Michael Green, with support from the Asset-Based Community Development
Institute, identified five tools for community building in their paper, "Building the Bridge from
Client to Citizen. " A summary of the tools is provided below.
Circle of Support
Judith Snow, a self-advocate, psychologist, teacher, and leader who lives in Toronto, originated the
concept of a circle of support when she was being cared for in a nursing home and needed assistance
from her friends. To develop a circle of support, people who are friends, acquaintances, or family of
an individual with disabilities are invited to work together to help that person make plans for the
future. Each of the people in the circle of support brings contacts, knowledge, talents, and skills to
the planning. The group sets goals, identifies potential strategies, and assists the person emotionally
and physically in making his or her vision a reality.
Read Judith's list of Gifts and Assets that People who are Vulnerable to rejection bring to the
community.
Self-Help Peer Group

Some self-help peer groups have the power to assist their members in making fundamental changes
in their lives. Membership in self-help groups gives individuals with disabilities opportunities to
view themselves as individuals with strengths and solutions, rather than as clients who need experts
to solve their problems.
Alcoholics Anonymous and Weight Watchers are examples of well-known self-help peer groups.
Many other self-help groups exist in neighbourhoods, communities, schools, and hospitals. You may
notice their advertisements on local bulletin boards.
Associational Inventory
Communities are often rich in small voluntary organizations. They include religious groups, social
and cultural groups, youth groups, and neighbourhood improvement groups. Community leagues that
run local recreational and sports events and Block Parents are two examples of voluntary
associations.
Voluntary associations “have long been recognized as the foundation of community life.” An
associational inventory is a method of examining your community or neighbourhood to identify the
voluntary organizations that exist. Researching this information requires both formal methods (e.g.,
reading newspapers and other publications) and informal methods (e.g., talking to people, checking
community bulletin boards).
Knowledge of the different voluntary organizations helps people to contact groups that interest them
and become involved in their community.
Capacity Inventory
A capacity inventory identifies the different skills and talents of the individuals in a community. It
allows them to get to know each other’s abilities and interests. This information can be used by
community members to exchange services or to develop interesting and worthwhile projects or
activities.
Groups that are disadvantaged in some way often think of themselves as people with problems that
can only be solved by other people or agencies. The capacity inventory was developed to help
members of these groups see themselves as people with skills that can be used to contribute to
projects or to make connections with others.
Business Inventory
Business inventories are prepared by interviewing the owners of local businesses. They provide an
overview of the businesses in the community, including the types of work in each firm, the types of
skills required to work there, and the potential for growth. These interviews not only identify
potential for employment opportunities but also set up a relationship with the business sector.
Many adolescents and adults with disabilities have a difficult time getting work experience and
finding jobs. Knowledge of local businesses could allow Community Disability Services Workers to
identify appropriate work opportunities for the people they support.
To explore the latest knowledge on ABCD check out this resource.
Learning Activity
Look through the weekly newspaper for your community and identify some of the groups or
organizations you would consider to be primary building blocks in your community.
1. Are any of the people you support involved in any of these groups? If so, describe the
groups they are involved with and how that involvement is related to their interests.
1. If not, would any of these groups be of interest to a person you support? Describe these
groups and explain why the person might want to become involved in them.
Learning Activity
View the video, A Local Hero (16 minutes), an episode from the CBC show, The Fifth Estate, about
Elwood Batiste, a Canadian whose contribution to his community was so significant that his story
was broadcast on national television.
After you view the program, answer the following questions.
1. Identify the various life changes that Elwood Batiste experienced. How would you
describe his quality of life at each of the various stages?
2. What challenges or barriers did he experience along the way? How did he overcome these
challenges?
3. What factors contributed to Elwood’s inclusion in community?
4. Who are the heroes in this film? Give reasons for your choices.
5. Based on the film and your previous knowledge, generate a list of principles for successful
inclusion of individuals with disabilities in community. You may wish to synthesize your
answers into a presentation or poster, and share them with your colleagues.
Learning Activity
1. List all of the groups you belong to. Are any of these groups self-help peer groups or
voluntary associations? If so, choose two of these groups and identify the skills you
contribute to them.
2. List all of the groups a person you support belongs to. Compare these groups with the
groups you belong to. What are the differences and similarities? Does the person you
support contribute skills to her or his groups?
4.3.1 Daily Life Decisions
When people count on personal assistants to make it through their day, what is possible for them
depends to an important extent on the way those assistants show up in their lives. Assistants can
show up in trivial ways, as mindless guards or keepers, or in more generative ways as creative allies,
supporting individuals to achieve their hopes and dreams.
Promoting personal growth and self-determination are viewed as two important cornerstones of the
work of a Community Disability Support Worker. As front-line staff, your role is to work with the
people you are supporting to assist them to develop skills and personal competencies necessary for
fulfilling their life goals and dreams. Promoting self-determination means respecting the individuals’
right to be in control of their own lives and supporting them to “enjoy their highest level of
independence.”
This unit focuses on a variety of areas in which you can assist people in their personal growth and
development.
 Daily life decisions

 Relationships
 Healthy sexuality
 Skill development
 Major life choices and responsibilites
 Personal control
 Community inclusion
Daily Life Decisions
We make hundreds of small decisions every day. What time will I get up? What should I wear?
Should I do the laundry now or later? Should I have breakfast or just skip it this morning? Will I
make a lunch or buy one? Do I have everything I need for supper, or will I have to stop at the grocery
store on the way home?
Making daily life decisions can help to build self-confidence and self-esteem. It is important that the
people you are supporting have opportunities to make as many day-to-day decisions as possible.
Because of the way they have been treated, individuals with disabilities often believe that they are
not competent and need others to assist and direct them. Sometimes it is quicker and easier for
support workers to pick out the clothes individuals will wear or decide when they will go to the
grocery store. This is not a good idea, because it can discourage them from making decisions and
developing independence. Their opportunities for making choices may also be limited by the
operating schedule in their home, the availability of staff, and/or access to vehicles.
When you encourage the people you are supporting to make choices and decisions, you are helping
them to develop confidence in their abilities and control over their lives. Remember that means
encouraging them to evaluate their choices, if it is one that will bring them harm or ridicule.
Learning Activity
On a separate piece of paper, list 15 decisions you made yesterday about your daily activities.
Put a check mark beside all the decisions on your list that the person you support made about her or
his day.
Identify three areas in which you could offer the person more control over day-to-day decisions.
4.3.2 Major Life Choices
A person’s quality of life is enhanced when he or she is afforded opportunities to make choices
which affect his or her daily life. People are empowered when they actively participate in the
decisions which affect their lives. Research suggests that active participation contributes to a
person’s sense of confidence and personal control.
When people have limited life experiences, it is often difficult for them to make choices. We can help
to improve people’s ability to make decisions by offering them opportunities to participate in many
different types of activities and by providing information in ways they can best understand (e.g., by
talking, by watching videos, by looking at pictures, by using a computer).
Service providers can offer individuals choices in the following areas:
 choosing/hiring the staff who will be working with them;

 choosing where they would like to live;
 choosing roommates; and
 experiencing different employment and volunteer settings so they can decide where they
would like to work or volunteer.
Some people with developmental disabilities are not able to or are not allowed to make some of their
own decisions; these are the responsibility of their parents or guardians. As a Community Disability
Support Worker, it is important for you to communicate frequently with guardians to discuss
opportunities that are available to the individuals you support.
In a study on empowerment, participants with disabilities said that support people who were most
effective were those who provided “individualized and interactive supports and nurtured personal
control
4.3.3 Relationships
We all value strong, positive relationships. Most of us have people in our lives, in addition to our
parents, who love us unconditionally. We can count on these people to be there when we need them.
These are the people with whom we laugh, cry, celebrate our successes, and mourn our losses.
People with developmental disabilities are less likely to have strong personal relationships and close
friends. In a research study done recently in Ontario, many individuals with disabilities said that a
significant issue for them was loneliness and a lack of friendships in their lives. As a Community
Disability Support Worker, you can make a significant difference in the lives of those whom you
support by helping them to develop relationship skills necessary for building and maintaining
friendships. You can support their existing relationships and help them nurture new friendships with
people both close to home and in the community.
Learning Activity
Imagine a dark night sky. For every person who is in a voluntary relationship to you, put a star in the
sky. The closer they are to you, the brighter the star should be. Draw a picture of your night sky. Put
a name on every star.
You may have many stars in your sky. These stars probably include family, partners, colleagues, and
friends. For most of us, the women and men in our night sky would include people of different ages
and different nationalities. Some of us may even have included a pet in our night sky.
Individuals with disabilities do not always have a variety of relationships in their lives. If you drew a
night sky for a person you are supporting, would it have a large number and variety of people, or
only a few?
The comparison of relationships to stars in a night sky is based on a story in The Ethics of
Touch (Hingsburger & Harber, 1998) about the mother of a woman with developmental disabilities
and the staff who supported her.
The mother said,
“What you will find is that you have a constellation of stars in your sky. Me, I’m my daughter’s one
light. And when I die she will live in darkness.”
This hit me [a staff member] hard. Even though this happened long ago, this conversation has stuck
with me through the years. She was right. We had taught her daughter so many helpful and functional
skills that we failed to notice that we hadn’t taught her the one skill that makes life worth living, the
skill of making, keeping, and enjoying relationships. With her nicely made bed, her tightly tied
shoes, her dishes all clean and stacked, her laundry done, Pam’s daughter lived a lonely and isolated
life.
“Yes, but!!” All the staff screamed when Pam and I returned to the group to raise the issue. “Yes, but
your daughter has so many friends.” They then listed all her daughter’s friends and we discovered
that every name given was someone who was paid to be in the relationship. This is not good!
How did we get here? How did we get to a place where a thirty-year-old woman with a warm
personality and a developmental disability didn’t have any friends? I think we got here because we
had failed to notice the lack of relationships. Because we were doing what we shouldn’t have been
doing; meeting all relationship needs. Because we were meeting needs that we never should have
been meeting: intimacy needs. Because we forgot what our job was: to teach skills to make ourselves
less necessary. We ended up doing some real damage.
Over the next year, a high priority was placed on staff doing their jobs. They worked hard at teaching
relationship skills. They facilitated opportunities for non-paid relationships to occur. They looked at
interests and values and then found places where there were people with similar interests and similar
values. They did stuff they had once thought wildly inappropriate. Soon this young woman had a life.
Where once she could be brought to the point of clinical depression by staff leaving, she now waves
goodbye to staff while she is headed into her own life.
4.3.4 Healthy Sexuality
All people are sexual beings. It is important to give individuals with disabilities opportunities to
express their sexual identity. This can be as simple as helping them select attractive gender-
appropriate clothing and as complicated as assisting them in forming relationships with potential
partners.
Individuals with disabilities need the same information about sexuality that is available to the general
public through courses and printed materials distributed by local health units. It may be necessary to
adapt some of these materials for use by individuals who are unable to read. Education on sexuality
should include information about male and female bodies, how to meet potential partners,
appropriate and inappropriate touching, and the responsibilities of sexually active men and women.
This knowledge not only helps people who want to develop intimate relationships, but increases their
ability to protect themselves from sexual abuse, sexually transmitted diseases, and unwanted
pregnancy.
4.3.5 Skill Development
All of us can learn new skills. Learning new skills gives us confidence. Being employed,
volunteering, taking a course, and attending workshops are some ways to develop skills and
strengthen our sense of self.
One way to support skill development for individuals with disabilities is to talk to the individuals and
their guardians about their interests and abilities. For example, a person who is interested in physical
fitness could join a judo club and begin to work through the different belt levels. A person who is
interested in music might want to learn to play the piano or sing in a choir. Children often learn new
skills and gain confidence in groups outside of the educational system, such as Girl Guides or Boy
Scouts.
Trying out new activities and learning new skills are aspects of lifelong learning that all of us can
experience.
4.3.6 Personal Control
Two essential parts of personal control are knowledge and the ability to act on this knowledge.
Knowledge of Your Rights

Knowledge of your rights can be a powerful tool for personal control. In Canada, individuals with
disabilities, including developmental disabilities, are guaranteed equal treatment under the Canadian
Charter of Rights and Freedoms.
Some people with developmental disabilities have met to talk about their rights. For example, the
following Charter of Rights was developed by individuals with disabilities at the 1994 Open Doors
Conference in Calgary.
AS AN ADULT WITH A DEVELOPMENTAL DISABILITY AND AS A CONSUMER OF

SERVICES, I HAVE THE RIGHT TO:
 Be treated as an adult human being

 Laws that protect me (like the Canadian Charter of Rights and Freedoms)
 Make informed choices and decisions in my life
 Support
 Speak for myself and to be listened to
 Access
 Privacy
 Safety and protection
 Good services
 I ALSO KNOW THAT EVERYONE ELSE HAS RIGHTS, SO I WILL:
 Not do things that take away other people’s rights
 Treat other people the way I want to be treated
 Be a responsible adult
Ability to Act on Knowledge

Along with knowledge, the ability to act on this knowledge is essential for personal control. One of
the ways of acting on knowledge is through self-advocacy or through the advocacy of
others. Advocacy means speaking out to support a person or a cause you believe in. One active self-
advocacy groups created by people with developmental disabilities and their allies in Alberta are the
Disability Action Hall in Calgary. Members of this group examine public policy and government
decisions that affect their lives. They then develop strategies for changing policies and decisions that
could be harmful. Sometimes self-advocacy groups join with other groups that have similar concerns
about social issues.
Your Role
As a Community Disability Support Worker, you can help people understand their rights and
advocate for these rights. You can do this by giving information to individuals and families so they
can stand up for themselves, or you can help them to advocate for fair treatment. You could teach
individuals and their families how to work with organizations, programs, or systems that have a
significant impact on their lives. You may also be in a position to advocate on behalf of individuals
and families who require assistance from government or social agencies
4.4.1 Dealing with Abusive Situations
Individuals with disabilities have a substantially greater risk of being abused than members of the
general population. Factors like poverty and isolation from others contributes to this vulnerability,
Having to rely on support services also increases their chances of being victimized.
This unit discusses how to identify different types of abuse and the reporting mechanisms for abuse.
As a Community Disability Support Worker, it is essential to be aware of the signs of abuse. If you
suspect that a person is being abused, you are required by law to report this to your supervisor or a
legal authority.
Safeguarding
How can we support people to be less vulnerable to abuse?
Individuals with disabilities will be less vulnerable to abuse if they are involved in relationships and
activities of regular community life. Friends, fellow volunteers, teachers, and colleagues who are
regularly in contact with them can act as allies and keep a watch for situations that may put
individuals at risk.
As a Community Disability Support Worker, you can help to safeguard those you support by helping
individuals to understand how to recognize abuse and their right to be treated with respect and
dignity.
More information about restrictive procedures is available from the PDD (2017) Abuse Prevention
and Response Protocol Manual.
4.4.2 Types of Abuse
The sections below are taken from the Persons with Developmental Disabilities (PDD), Abuse
Prevention and Response Protocol Manual, 2017.
Physical Abuse or Assault

“Physical acts of assault that are not limited to but may include acts such as hitting, punching,
kicking, biting, throwing, burning or violent shaking that cause, or could cause physical injury.”
Some indicators of physical abuse include:
 injuries that appear to be untreated;

 burns (particularly if they appear to be as a result of objects such as cigarettes, matches,
irons);
 unexplained and unusual bruises (e.g., in clustered patterns on stomach, back, and trunk);
 bald spots on the head in unusual or clustered patterns;
 marks that appear to be from unusual injuries (e.g., broken bones, missing teeth, injuries
shaped like fingers, hands, belts, punctures, welts, internal injuries, black eye);
 internal injuries;
 unusual and unexplained scars; and
 recognizable changes in behaviour (e.g., sleep disturbances, reluctance or fear of being
touched, defensive response when asked about or exposing injuries).
Sexual Abuse or Assault

Sexual assault is defined as “touching of a person’s sexual features (without consent) and/or sexual
harassment (any conduct, comment, gesture or contact of a sexual nature likely to cause offence or
humiliation to an individual). Due to the power imbalance related to the staff member’s authority, it
is unethical for a staff member and an individual who receives support to engage in a sexual
relationship.”
Some possible indicators of sexual abuse include:
 significant behavioural change;

 existence of sexually transmitted diseases, especially in young children or individuals who
are known to not be sexually active;
 bruised or swollen genitalia, anal area, breasts, or mouth;
 sleep disturbances, (e.g., night terrors, nightmares);
 frequent illness with no identifiable cause;
 extreme fear of a particular person or people in general;
 fear of disclosing abuse;
 suicidal or other self-destructive thoughts;
 pregnancy of individuals who are known to not be sexually active; and
 clothing which is torn or missing.
Negligence or Neglect
“Failure to provide or make available necessities that are not limited to but may include such things
as food, clothing, shelter, hygiene, medical care, protection from hazardous environments, and
support or supervision appropriate to the person’s age, development, or situation.”
Some possible indicators of neglect include:
 poor health and hygiene, including malnutrition, dehydration, poor grooming, untreated
medical conditions, skin breakdown, and exhaustion;
 inadequate living environment, which threatens health and safety, including poor heating,
lack of running water, insufficient sleeping, cooking, and bathing facilities, and major
repair needs; and
 inadequate supervision, services, and supports, including ignoring special dietary needs,
making medication errors or omissions, and getting improper dental care.
Emotional Abuse
“The rejecting, ignoring, criticizing, insulting, threatening, harassing, degrading, humiliating,
intimidating or terrorizing of a person. Acts or omissions that cause, or are likely to cause conduct,
cognitive, affective or other mental disorders, emotional stress or mental suffering.”
Some possible indicators of emotional abuse include:
 marked changes in behaviour, including anger and anxiety;

 speech problems that are new for the person;
 the person is constantly apologizing; and
 sleep disturbances(e.g., nightmares, night terrors).
Exploitation
“Taking advantage of a person, including but not limited to money, possessions as well as persuasion
to do things that are illegal, or not in the individual’s best interest.”
Some examples of exploitation:
 When a care provider uses someone’s personal financial cards to access money from a bank
machine.
 When a care provider uses someone’s personal Treaty card to get benefits for him- or herself.
 When a care provider takes advantage of the person they are supporting by borrowing money
or by taking or borrowing his or her possessions without permission.
 When a care provider convinces a person to give away his or her possessions.
 When an individual with a disability is convinced to do something that he or she does not
want to do.
Indicators that a person is being exploited:
 When there is no adequate record of how the person’s money is being spent.
 When money and valuables disappear without an adequate explanation.
 When the person is always running out of money and must beg or steal to get basic needs
met.
 When the person does not have access to his or her own money.
Inappropriate Use of Restrictive Procedures

PDD’s Abuse Prevention and Response Protocol Manual considers the inappropriate use of
restrictive procedures to be abuse. A restrictive procedure is defined as “an act that restricts the
rights, freedoms, choices or self-determination of an individual.” This includes interventions which
are responses to behaviours of concern that take away a person’s access to activities, possessions, or
relationships that would normally be available to them (e.g., refusing to allow someone who has
“acted out” to go to a community event). It also includes restricting a person’s movements in any
way (e.g., using physical holds to restrain a person who is agitated).
In emergency situations, restrictive procedures may be used if the health and/or safety of an
individual is at risk. However, if the procedure is used more than once, a planned procedure must be
designed which is approved by a qualified person as well as the individual and/or guardian.
4.4.3 Reporting Mechanisms
It is not always easy for Community Disability Services Workers to identify specific cases of abuse.
Sometimes you will just feel uncomfortable about something you have seen. Whether the abuse is
obvious or subtle, you must take action. The action to be taken will depend on a number of factors,
including how the service you are working for is funded, the type of abuse that may have occurred,
and your agency’s policy about reporting abuse.
It is your responsibility to keep people safe from abuse. As outlined in the Protection for Persons in
Care Act (PPCA), which was revised in July of 2010, staff working for PDD-funded agencies (except
for persons providing Family-Managed Supports) are required to report all cases of suspected abuse
to the Protection for Persons in Care (PPC) office, at 1-888-357-9339. If the abuse is criminal in
nature, report it to the police, not to the PPC office.
In addition to reporting abuse to PPC or the police, all PDD-funded service providers (including
community agencies and funds administrators of Family-Managed Supports) must follow the
guidelines for reporting abuse as identified in PDD’s Abuse Prevention and Response Protocol
Manual. This means that all PDD-funded service providers must report abuse to the PPC office as
well as to PDD.
Many organizations require that staff members report any concerns to a designated supervisor or
manager. If a supervisor or manager is involved in the abuse, call both the PPC office and PDD, and
make a report. Phone numbers are listed in the blue pages of the phone book under Alberta
Government Programs and Services.
This module described seven areas in which a community support worker could assist in an
individual's personal growth and development. Supporting an individual to understand their rights
and how to claim these rights is related to which area of personal growth and development?
Select one:
A. relationships
B. personal control
C. relationships
D. healthy sexuality
You want to help the individual you support to meet his belonging needs. Why would you do this?
Select one:
A. so he feels good about himself
B. so he feels safe and secure
C. so he feels important
D. so he feels part of the community
This module described seven areas in which a community support worker could assist in an individual's
personal growth and development. Supporting individuals to have the opportunity to choose who
they live with is an example of which area of personal growth and development?
Select one:
A. relationships
B. community inclusion
C. skill development
D. major life choices
Education on sexuality should include which of the following?
Select one:
A. appropriate and inappropriate touching
B. information about male and female bodies
C. all answers are correct.
D. responsibilities of sexually active men and women
The individual you support says he is feeling lonely. According to Maslow, which type
of need is likely not being met?
Select one:
A. physiological need
B. safety need
C. belonging need
D. esteem need
Individual talents, skills, and abilities are examples of which type of building block?
Select one:
A. tertiary building block
B. potential building block
C. primary building block
D. secondary building block
Failing to provide the necessities of life such as food, clothing, or supervision

appropriate to the individual's age or development is considered a form of which
kind of abuse?
Select one:
A. physical abuse
B. emotional abuse
C. financial and material abuse
D. physical negligence
Why should adults with developmental disabilities receive education on sexuality?

Select one:
A. helps protect them from sexually transmitted diseases and unwanted pregnancies
B. All answers are correct
C. increases their ability to protect themselves from sexual abuse
D. assists them to develop intimate relationships
According to Maslow, belonging needs include having friends and loving

relationships.
Select one:
True
False
You are assigned to support an individual with communication difficulties. Likely it

will take longer to get to know this individual compared to someone without
communication difficulties.
Select one:
True
False
As part of your daily routine, you choose and layout clothes for the individual you
support so that he will not be late for the bus. This is one way of supporting the
individual to develop the ability to make daily life decisions.
Select one:
True
False
The individual you support says she feels "ugly and dumb." According to Maslow, which type of need is
likely not being met?
Select one:
A. esteem need
B. safety need
C. belonging need
D. physiological need
One of the purposes of a circle of support is to help explore the individual’s hopes for
the future.
Select one:
True
False
Which of the following activities support(s) community inclusion?

Select one:
A. all answers are correct.
B. Taking out a membership at the local gym
C. Going to the library
D. Joining a bowling team
According to Maslow's Hierarchy of Needs theory, eventually everyone achieves self

actualization.
Select one:
True
False
4.1.1 Personality
To be an effective Community Disability Support Worker, you need to know the people you are
supporting. The emphasis is on knowing each person individually, not on knowing about the person’s
disability. As a new support person, there are also many things the individual will want to know
about you as well.
All people are alike in many ways – they have personalities, needs, a sense of self, and gifts to share
with the world around them. Different combinations of these factors make everyone unique. If you
want to help people move towards reaching their hopes and dreams, you must spend time getting to
know each individual and his or her personal network. Read the words to Peter Leidy song
"Everyone has a Gift"
This unit discusses personality, Maslow’s Hierarchy of Needs, and personal support networks.
Personality
You may have heard someone described as having “a great personality.” What does this mean to
you?
Personality is the way we act and how we relate to other people. It is influenced by many factors,
including values, attitudes, temperament, moods, habits, and preferences. It has been described as “an
individual's pattern of psychological processes arising from motives, feelings, thoughts, and other
major areas of psychological function.”
Our personalities are largely influenced by what we think about ourselves: our self-concept. If you
looked in a mirror that could reflect not only what you look like but also your talents, values, likes
and dislikes, roles in society, and emotional states, what you would see would be your self-concept.
Understanding a person’s self-concept is a big part of understanding his or her personality.
It takes time to get to know people. If they have difficulties communicating, it is likely to take even
more time. You need to be with people in many different settings and see them in different roles
before you start to get a good understanding of their personalities. Ask them questions about their
likes and dislikes, offer choices and observe their reactions in different situations. If obtaining this
information is difficult because of the persons verbal communication challenges, remember that a
person with disabilities' nonverbal actions and reactions are a form of communication too. For
example if you notice every time a certain type of music comes on the radio, they cover their ears,
change the station or the leave the room, then that is a good indication that it is not their preferred
type of music or song. We need to allow people with disabilities to tell us in their own way. We need
to listen deeply to people with disabilities' non-verbal and verbal communication. It is important to
learn the individuals communication system.
Development of Human Rights Globally and in Canada

5.1.1 Universal Declaration of Human Rights
Nina Haggerty, a well known Alberta artist, spent 60 years in an institution for the mentally
challenged after being diagnosed with polio. Leilani Muir was only 11 years old when she was
falsely told that she was going to have her appendix out; she later became the first of many people to
file a successful law suit against the province for wrongful sterilization. In the last century, these are
only two out of hundreds of times where the human rights of people with disabilities were violated in
Alberta.
To avoid such wrongs and ensure that history is never repeated, it is important to be aware of the
human rights legislation that affects individuals with developmental disabilities. In this section, you
will explore the development of human rights legislation in Canada, beginning with its roots in the
work of the United Nations in establishing human rights on a worldwide basis.
Universal Declaration of Human Rights
Human rights legislation in Canada is based on the Universal Declaration of Human Rights (1948)
developed by the General Assembly of the United Nations. The foundation statement of
the Universal Declaration of Human Rights is, “All human beings are born free and equal in dignity
and rights.” Canada is one of more than 150 nations that endorse the declaration.
The Universal Declaration of Human Rights has 30 articles. It is not important for you to know each
article. However, portions of some of the articles that have particular relevance to our field at this
time are highlighted below:
 Article 3
Everyone has the right to life, liberty and security of person.
 Article 4
No one shall be held in slavery or servitude….
 Article 5
No one shall be subjected to torture or to cruel, inhuman or degrading treatment or
punishment.
 Article 9
No one shall be subjected to arbitrary arrest, detention or exile.
 Article 16
Men and women of full age…have the right to marry and to found a family.
 Article 17
No one shall be arbitrarily deprived of his property.
 Article 23
Everyone has the right to work…. Everyone has the right to equal pay for equal work….
 Article 24
Everyone has the right to rest and leisure.
 Article 26
Everyone has the right to an education…. Elementary education shall be compulsory….
Parents have the right to choose the kind of education that shall be given to their children.
 Article 27
Everyone has the right freely to participate in the cultural life of the community….
5.1.2 Current Initiatives of the United Nations
Declaration on the Rights of Mentally Retarded Persons and Declaration on the Rights
of Disabled Persons
It is interesting to note that the United Nations developed human rights declarations specifically
addressing individuals with disabilities. The Declaration on the Rights of Mentally Retarded
Persons states that “the mentally retarded person has, to the maximum degree of feasibility, the same
rights as other human beings."
The Declaration on the Rights of Disabled Persons says that living conditions for individuals with
disabilities residing in specialized facilities should be as close as possible to those that are normal for
people of the same age.
Many advocates see these two declarations as steps backward in the quest for equality for individuals
with disabilities. This is because the language used suggests that individuals with disabilities are
different from “other human beings.” These declarations also imply that it is acceptable to use a
lesser standard for individuals with disabilities.
Current Initiatives of the United Nations
The period from 1983 to 1992 was proclaimed the United Nations Decade of Disabled Persons.
Initiatives developed during this period included identifying every December 3 as the International
Day of Disabled Persons. The theme for the observance of this day in 2003 was “A Voice of Our
Own.” In announcing this theme, the United Nations said that
The observance of the Day in 2003 will focus on giving a voice to the human experience of disabled
persons. The voice of persons with disabilities is seldom heard in the mainstream media. When
persons with disabilities are portrayed, they are either stereotyped or presented as inspirations for
“overcoming” a disability. Observance of the Day should therefore be used to offer an opportunity
for people with disabilities to speak for themselves.
This announcement represents a change in attitudes toward individuals with disabilities. The
declarations in the 1970s were paternalistic in nature, while current initiatives reflect the role of
individuals with disabilities as full citizens and self-advocates.
This change in attitude is also reflected in the 2006 UN Convention on the Rights of Persons with
Disabilities. This document came into effect as an International Treaty in 2007 and was signed by the
Canadian Government the same year. It is the first comprehensive human rights treaty of the
21st century. This treaty covers such issues as accessibility, security, mobility, equal rights, and equal
participation. Basically, it ensures that individuals with disabilities have the same rights and
opportunities as anyone else to be contributing members of society. The Convention marks a
“paradigm shift” in attitudes and approaches to individuals with disabilities. It takes the movement
from viewing individuals with disabilities as “objects” of charity, medical treatment, and social
protection towards viewing individuals with disabilities as “subjects” with rights, who are capable of
claiming those rights and making decisions for their lives based on their free and informed consent,
as well as of being active members of society.
The 8 guiding principles of the Convention on the Rights of the Persons with Disabilities
1. Respect for inherent dignity, individual autonomy including the freedom to make one's
own choices, and independence of persons
2. Non-discrimination
3. Full and effective participation and inclusion in society
4. Respect for difference and acceptance of persons with disabilities as part of human
diversity and humanity
5. Equality of opportunity
6. Accessibility
7. Equality between men and women
8. Respect for the evolving capacities of children with disabilities and respect for the right of
children with disabilities to preserve their identities
Click here to learn more about the Convention.
Learning Activity
Reflect upon the questions listed below. You may wish to discuss these with your Mentor.
1. Why do you think the United Nations developed the two declarations in the 1970s?
2. Do you think that having separate human rights declarations for individuals with
disabilities is beneficial or harmful? Give reasons for your answer.
5.1.3 Canadian Charter of Rights and Freedoms
Human rights in Canada are outlined in the Canadian Charter of Rights and Freedoms.
The Charter is entrenched in the Constitution Act of 1982, the highest law of the land.
The Charter also extends to the provincial and territorial governments of Canada. Section 15 of
the Charter states that we are entitled to equality with respect to the laws of the land, and it has two
subsections:
15. (1) Every individual is equal before and under the law and has the right to equal protection and
equal benefit of the law without discrimination and, in particular, without discrimination based on
race, national or ethnic origin, colour, religion, sex, age, or mental or physical disability.
15. (2) Subsection (1) does not preclude any law, program or activity that has as its object the
amelioration of conditions of disadvantaged individuals or groups including those that are
disadvantaged because of race, national or ethnic origin, colour, religion, sex, or mental or physical
disability.
Section 15 (1) is important because it establishes equality before the law for all people. Section 15
(2) is important because it allows for special programs that meet the specific needs of disadvantaged
groups. An example of such a program in Alberta is Assured Income for the Severely Handicapped
(AISH). This program provides financial support and health benefits to individuals who are deemed
to be unemployable.
All laws of Canada at every level – federal, provincial, and municipal – must comply with the
Charter. In increasing numbers of cases, individuals with disabilities are challenging federal and
provincial decisions through the courts. In 1988, individuals with disabilities who were
institutionalized won the right to vote in the federal election. In 1986, the School Act was amended in
New Brunswick to state that all children have the right to be integrated into their neighbourhood
schools. In 1986, the Supreme Court of Canada limited the power of the state (and other third parties)
to perform intrusive medical procedures, such as sterilization, on non-consenting adults with
disabilities.
At a federal level, human rights are administered by the Canadian Human Rights Commission. The
Commission has jurisdiction over federal government departments, federally regulated private sector
institutions such as chartered banks and broadcasting networks, and federal Crown Corporations such
as Canada Post.
Learning Activity
The stories of Lelani Muir and of Rita and Nina Haggerty illustrate the kinds of human rights
violations that people with developmental disabilities have experienced.
The resources listed below provide information about the lives of these women. As you study these
resources, consider the following questions:
1. Which of the articles of the Universal Declaration of Human Rights were violated? How?
2. Can you think of other ways in which the human rights of people with disabilities are violated? For
example, some people consider the murder of Tracy Latimer and the abortion of fetuses with genetic
abnormalities to be examples of human rights violations. Do you agree? Can you think of other
examples?
Lelani Muir
The story of Leilani Muir was discussed in Module 1. However, if you would like to review this
information or did not take this module, please read the article below.
Click here to read the biography titled “Leilani Muir.”
Rita and Nina Haggerty
The book, Someone Like That: Life Stories (2000) by C. Gillespie contains a chapter titled “Rita and
Nina Haggerty: Inside I Was Screaming.” It is reproduced with permission.
Click here to read “Rita and Nina Haggerty: Inside I Was Screaming."
5.2.1 Alberta Legislation
This unit introduces provincial human rights legislation and examines the rights that are protected
under the Alberta Bill of Rights and the Alberta Human Rights Act. Disability-related legislation is
also explored.
The Alberta Bill of Rights

The Alberta Bill of Rights supports federal human rights legislation and protects Albertans from
abuse of power by provincial and local governments.
According to Chapter A-14, “It is hereby recognized and declared that in Alberta there exist without
discrimination by reason of race, national origin, colour, religion or sex, the following human rights
and fundamental freedoms, namely:
(a) the right of the individual to liberty, security of the person and enjoyment of property, and the
right not to be deprived thereof except by due process of law;
(b) the right of the individual to equality before the law and the protection of the law;
(c) freedom of religion; RSA 2000
(d) freedom of speech;
(e) freedom of assembly and association;
(f) freedom of the press.”
The Alberta Human Rights Act
The purpose of the Alberta Human Rights Act (formerly the Human Rights, Citizenship and
Multiculturalism Act) is to ensure that all Albertans are offered an equal opportunity to earn a living,
find a place to live, and obtain services customarily available to the public without discrimination.
The Act protects Albertans against discrimination in the following areas:
 Publications and notices

 Goods, services, accommodation and facilities
 Tenancy
 Employment practices
 Applications and advertising regarding employment
 Membership in trade unions, employers’ organizations, or occupational associations.
The Act is designed to protect Albertans from discrimination in specific areas; its purpose is to
ensure all Alberta citizens have an equal opportunity to earn a living, find a place to live, and access
services without discrimination based on these grounds:
 Race
 Religious beliefs
 Colour
 Gender
 Physical disability
 Mental disability
 Age
 Ancestry
 Place of origin
 Marital status
 Family status
 Source of income
 Sexual orientation
 Gender identity
 Gender Expression
The Alberta Human Rights Commission
The Alberta Human Rights Commission is responsible for promoting equality and reducing
discrimination in Alberta. Through its administration of the Alberta Human Rights Act, the Alberta
Human Rights Commission jurisdiction extends to:
 employment practices, job applications, and advertisements;

 tenancy;
 public goods, services, facilities, and accommodation generally available to the public;
 public statements, publications, signs, and notices; and
 membership in any trade union, employees’ organization, or professional association.
The Alberta Human Rights Commission covers 80% to 90% of Alberta businesses. Below are some
examples of circumstances in which a complaint could be filed:
 A person is denied a job because of his or her disability.

 A person is refused accommodation because of his or her disability.
 A person is denied access to a public swimming pool because of his or her disability.
If you believe that the rights of an individual you are supporting have been violated on the basis of
disability or any of the other criteria outlined in the Act, speak to your supervisor about how to
proceed. You may want to seek advice or file a complaint with the Alberta Human Rights
Commission. A complaint must be filed within 12 months of the alleged incident.
The Alberta Human Rights Commission has offices in Edmonton and Calgary. These offices can
provide you with additional information and educational materials related to human rights. They also
offer workshops and seminars.
For additional information, check out the Alberta Human Rights Commission website.
Learning Activity
Reflect upon the questions below. You may wish to discuss these with your Mentor.
1. How would your agency handle a situation in which the rights of an individual appear to
have been violated by a local business?
2. Do you think this approach is adequate for protecting the rights of those you support? Why
or why not?
5.2.2 Adult Guardianship and Trusteeship Act

A legislative review of the 30-year old Dependent Adults Act and the Personal Directives Act began
in 2005. It resulted in new legislation, the Adult Guardianship and Trusteeship Act (AGTA), which
came into force on October 30, 2009.
A parent or family member does not automatically become a guardian or trustee when an individual
who has a disability reaches the age of 18, but the individual may need some assistance making
personal and/or financial decisions. The AGTA offers a variety of options to support adult Albertans
in receiving assistance according to their needs, and to maintain as much autonomy as possible. The
Act addresses the fact that adults have different levels of decision-making ability and that an adult's
capacity may change over time.
The Adult Guardianship and Trusteeship Act is built on four guiding principles:
1. The adult is presumed to have capacity and to be able to make decisions until the contrary
is determined.
2. The ability to communicate through speech is not a determination of capacity, so the adult
is entitled to communicate by any means that enables him or her to be understood.
3. A focus on the autonomy of the adult with a less intrusive and less restrictive approach.
4. Decision making that focuses on the best interests of the adult and how the adult would
have made the decision if capable.
The following information is taken from the Government of Alberta AGTA Brochure.
For Personal Matters
Supported Decision-Making
“If an adult has the capacity to make their own decisions but they would like some help, they can
sign a form that authorizes someone they trust to be their “supporter.” The adult can give their
supporter legal permission to access relevant information that might otherwise be protected under
privacy laws. The supporter might also help the adult think through the decision making process and
communicate decisions, if necessary. A supported decision-making authorization would be helpful
for capable individuals who face complex personal decisions, people whose first language is not
English and people with mild disabilities.”
Co-Decision-Making
“If an adult’s ability to make decisions is significantly impaired but they can make decisions with
good support, a co-decision-making order may be an alternative to guardianship. With a co-decision-
making order, the adult and their co-decision-maker make decisions together. The adult must agree to
the arrangement, as well as the person who is appointed as their co-decision-maker. Co-decision
making is appropriate for family and close friends. The decision to grant a co-decision making order
is made by the Court.”
Guardianship
“If an adult lacks the capacity to make personal decisions, the Court may appoint a guardian to make
personal decisions for them. A guardian can make decisions in some, but not necessarily all, areas of
authority, depending upon the adult’s needs. Usually a family member or friend applies for
guardianship, but if no one is willing or available the Office of the Public Guardian can perform that
role. The decision to grant a guardianship order is made by the Court.”
Specific Decision-Making
“Health care providers (physicians, nurse practitioners or dentists for dental care only) may use
specific decision-making to allow a relative to make a one-time decision on behalf of an adult who
lacks capacity. Decisions are restricted to specific areas: health care treatment or temporary
admission to or discharge from a residential facility.”
For Financial Matters
Trusteeship
“If an adult lacks the capacity to make their own financial decisions, the Court may appoint a trustee.
Usually the trustee is a family member or friend, but the Office of the Public Trustee can be
appointed as a last resort.”
Learning Activity
Consider the questions below. You may also wish to discuss these with your Mentor.
1. How many of the individuals you are supporting have Court-appointed guardians or
trustees? For those who have guardianship orders, in what areas has guardianship been
granted?
2. How do individuals who do not have guardians make decisions? How are they supported
in making decisions?
Guardianship and trusteeship legislation does not exist in every province or territory. If you do not
live in Alberta, ask your Mentor to provide you with information about legislation in your
jurisdiction. Is it similar to or different from the Alberta legislation? How are individuals with
disabilities in your area supported in making decisions? Is this process formal or informal?
5.2.3 Freedom of Information and Protection of Privacy Act
Alberta’s Freedom of Information and Protection of Privacy Act (FOIP), was created to achieve a
balance between the public’s right to know and the individual’s right to privacy. FOIP has two
main purposes as it relates to your work.
1. The first is to ensure that the people you are supporting have access to their own personal
information that is kept by your agency.
2. The second purpose is to prevent anyone from accessing the individuals’ personal
information without specific consent.
There are some exceptions to these rules. Check your agency policy to see
 how individuals receiving service from your agency and their parents or guardians may
access information
 under what circumstances can you share their personal information and
 to whom you may share their personal information.
The people you support and their guardians could have access to any information that is written
about them. It is very important to be careful about the way you record information. Be objective and
professional. As you are writing down information such as log notes or incident reports, it may be
helpful to think about potential readers looking over your shoulder as you write. What would the
individuals you are supporting think about the way you are writing about them? Other potential
readers could include the following:
 Parents
 Guardians
 Other staff
 Your supervisor
 An accreditation team member
 A court of law
The module Professional Communication Skills provides more detailed guidelines for written
communications in your daily work.
Learning Activity
Consider the questions below. You may wish to discuss these with your Mentor.
1. What is your agency’s policy on confidentiality?

2. Under what circumstances are you permitted to release information about the individuals
you are supporting.
5.2.4 Abuse Prevention and Response Protocol
Protection for Persons in Care Act (PPCA) and Persons with Developmental
Disabilities (PDD) Abuse Prevention and Response Protocol
As a Community Disability Services Worker, you are responsible for ethical practice. This includes
protecting the individuals you support from abuse and reporting any incidents of abuse or suspected
abuse.
From the perspective of PDD, abuse occurs when “a staff person misuses their [sic] authority by
acting in a way that causes harm or could potentially cause harm to an individual receiving PDD
funded supports.
Types of Abuse
There are many types of abuse. PDD defines abuse as follows:
Physical abuse
Physical acts of assault that are not limited to but may include acts such as hitting, punching, kicking,
biting, throwing, burning or violent shaking that cause, or could cause physical injury.
Sexual assault
Sexual assault (touching of a person’s sexual features without consent) and/or sexual harassment
(any conduct, comment, gesture or contact of a sexual nature likely to cause offence or humiliation to
an individual). Due to the power imbalance related to the staff member’s authority, it is unethical for
a staff member and an individual who receives support to engage in a sexual relationship.
Negligence
Failure to provide or make available necessities that are not limited to but may include such things as
food, clothing, shelter, hygiene, medical care, protection from hazardous environments, and support
or supervision appropriate to the person’s age, development, or situation.
Emotional Abuse
The rejecting, ignoring, criticizing, insulting, threatening, harassing, degrading, humiliating,
intimidating or terrorizing of a person. Acts or omissions that cause, or are likely to cause conduct,
cognitive, affective or other mental disorders, emotional stress or mental suffering.
Exploitation
Taking advantage of a person, including but not limited to money, possessions as well as persuasion
to do things that are illegal, or not in the individual’s best interest.
Inappropriate Use of Restrictive Procedures

A restrictive procedure is an act that restricts an individual's rights, freedoms, choices or self-
determination. It can be a response to a situation or behaviour of concern that restrains an
individual’s normal range of movement or behaviour. It can also be limiting a person’s access to
events, relationships, or possessions that would normally be available to that individual.
Examples of Inappropriate Use of Restrictive Procedures

Events: “You didn’t do the dishes, so you can’t go to the hockey game.”
Relationships: “You can’t talk to your mother until you clean your room.”
Privileges: “No television for you until you apologize.”
Objects: “You go to bed, or I’ll take your family album.”
Movement: “Go to your room and stay there until I say you can come out.”
Limiting access to events, relationships, privileges, objects, or movement are not appropriate actions
to take with an adult unless they are in response to a crisis situation (e.g., unanticipated situation or
behaviour of concern) or are part of a plan that has been approved by a restrictive procedures
committee (or the appropriate approval body in your area). For example, if you think that a behaviour
may occur again, it is important to work with your team to develop a plan and have it approved.
Restrictive procedures that are never acceptable include any abusive action (e.g., depriving the
individual of food), corporal punishment (e.g., slapping or spanking), the use of noxious substances
(e.g., washing a person’s mouth out with soap), extended imposed isolation, and the use of electric
shock or anything that purposefully causes physical pain.
Failure to report abuse is another form of abuse.
Reporting Procedures
You have an obligation to report inappropriate restrictive procedures as abuse or suspected abuse. In
Alberta, depending on your agency’s policies, you may make your report to the head of your
organization or immediate supervisor. However, your agency head or supervisor is then required to
report the abuse to a representative of the PDD Regional program in your area, and the Protection for
Persons in Care Act abuse reporting line (1-888-357-9339). If it is a criminal matter, the police can
be contacted as an alternative to the office of the Protection for Persons in Care Act. If you have any
doubts, call the Protection for Persons in Care Act abuse reporting line and someone will tell you
what you should do.
The Abuse Prevention and Response Protocol is available online. Your agency may require that you
complete additional training related to the protocol.
The Protection for Persons in Care is available online
Learning Activity
Consider the questions below. You may also wish to discuss these with your Mentor.
1. What is your agency's policy on abuse?

2. What is the procedure for appointing abuse in your agency?
If you work outside of Alberta, ask your mentor to provide you with local information on how you
should report abuse or suspected abuse.
5.2.5 The Child, Youth and Family Enhancement Act
The Child, Youth and Family Enhancement Act of Alberta, and the Criminal Code of Canada identify
in legal terms the behaviours and conditions that are so harmful that you are obligated to stop them.
While there are similarities with PDD’s Abuse Prevention and Response Protocol, the Protocol and
the Criminal Code describe abuse differently (e.g., physical force may not be used for corrective
purposes with adults). The main types of abuse noted under the Child, Youth and Family
Enhancement Act include:
Physical Abuse
The use of force on any part of a child’s body that results in serious injury. The Criminal Code states
that physical force cannot be used on children unless the force is “reasonable” and is used for
“corrective purposes” by a parent or someone acting in the role of a parent. Nevertheless, the use of
force should be avoided. Physical force may not be used for corrective purposes with adults.
Emotional Abuse
When there is evidence (i.e., reasonable grounds to believe) that a child’s emotional functioning or
development has been negatively affected because of such activities as chronic exposure to alcohol
or drug abuse, verbal attacks on a child’s sense of self, and repeated humiliation or rejection. It also
includes exposure to violence or severe conflict, forced isolation, restraint, or anything that causes a
child to be afraid.
Sexual Abuse
This entails the improper exposure of a child to sexual contact, activity, or behaviour, including
sexual touching, intercourse, exploitation, exposure, and/or prostitution activities. Sexual abuse of a
child is a criminal offence.
Neglect
Any lack of care that causes serious harm to a child’s development or endangers the child in any
way. Physical neglect is the failure to attend to a child’s physical needs, such as failure to provide
adequate nutrition, clothing, shelter, health care, and protection from harm. Emotional neglect is the
failure to meet a child’s emotional needs for affection and a sense of belonging.
Reporting Procedures
If you suspect abuse of a child, you must report it. You may call your local Child and Family
Services Authority office to discuss your suspicions, or you may call the Child Abuse Hotline at 1-
800-387-KIDS (5437). This line is available 24 hours a day, seven days a week.
Person-centered planning focuses on the gifts and abilities of individuals.

Select one:
True
False
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Question 2
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Question text
Socially valued roles can be attained by enhancing
Select one:
A. social image, skills, and competencies
B. access to both specialized and segregated services
D. treatment approaches
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The correct answer is: social image, skills, and competencies
Question 3
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In the past, people with disabilities were segregated and placed in institutions, and then treated in
various ways to cure their disability. This is an example of which of Wolfensberger´s devalued roles?
Select one:
A. Sub-human organism
B. Eternal child
C. Object of pity
D. Sick organism
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The correct answer is: Sick organism
Question 4
Correct
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Socially valued roles can be attained by enhancing which of the following?
Select one:
A. skills
B. all answers are correct
C. social image
D. competencies
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Question 5
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Imagine you worked with someone who spoke of the individuals he supported in terms of their
"mental age" and treated them accordingly. On their birthday he gave them toys that corresponded to
that age. Likely this person views people with developmental disabilities as
Select one:
A. Objects of pity
B. Sub-human organisms
C. Objects of dread
D. Eternal children
Feedback
The correct answer is: Eternal children
Question 6
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Which set of outcomes are common to all person-centred planning tools and approaches?
Select one:
A. needs assessment, choice, evaluation
B. respect, choice, community participation
C. competence, choice, employment
D. community participation, employment, respect
Feedback
The correct answer is: respect, choice, community participation
Question 7
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When you are implementing normalization principles, your goal is to help the individual you are
supporting to be as "normal" as possible.
Select one:
True
False
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Question 8
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Question text
Which of the following is an example of a valued role?
Select one:
A. self-advocate
B. person in need
C. patient
D. homeless person
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The correct answer is: self-advocate
Question 9
Correct
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Which of the following describes how you should apply the principles of normalization in your work
in community disability services worker?
Select one:
A. You should support individuals with disabilities so they can be as normal as possible.
B. You should support individuals with disabilities just as you would support people without disabilities
if they needed assistance.
C. You should support individuals with disabilities giving them only as much assistance as they request.
D. You should support individuals with disabilities so they can live a normal life.
Feedback
The correct answer is: You should support individuals with disabilities just as you would support
people without disabilities if they needed assistance.
Question 10
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In person-centered planning, assessments are done to identify the individual´s needs and deficits in
order to determine what should be worked on with the individual.
Select one:
True
False
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Question 11
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Suppose you are supporting a 25-year old individual with a developmental disability. He is very
interested in airplanes and flying. Based on the principles of normalization or social role valorization,
which of the following should you support the individual to do?
Select one:
A. Visit the local airport and watch the planes take off and land
B. Learn how to use a flight simulator program on the computer
C. Read a book about airplanes
D. Go to a meeting of the local Flying Club and get to know some of the members.
Feedback
The correct answer is: Go to a meeting of the local Flying Club and get to know some of the
members.
Question 12
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As a community disability services worker, you should do everything in your power to
Select one:
A. create and support valued social roles for people with disabilities
B. all answers are correct
C. enhance the social image and personal competencies of the individuals you support
D. ensure that people with disabilities are not cast into devalued roles
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Question 13
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According to the principles of normalization and social role valorization, people with disabilities
should engage in age-appropriate activities.
Select one:
True
False
Feedback
Question 14
Correct
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According to Wolfensberger, you should ensure that the individuals you support have positive role
models.
Select one:
True
False
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Question 15
Correct
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In the past, people with disabilities were segregated and placed in institutions, and then treated in
various ways to cure their disability. This is an example of which of Wolfensberger´s devalued roles?
Select one:
A. Object of pity
B. Sub-human organism
C. Sick organism
D. Eternal child
Feedback
The correct answer is: Sick organism
Question 16
Correct
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In person-centered planning, individuals with disabilities should control the process as much as
possible.
Select one:
True
False
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Question 17
Correct
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Suppose you overheard someone calling individuals with developmental disabilities "those poor
things" and talking about how sad their life was and how disappointed their families must be. Likely
this person views people with developmental disabilities as
Select one:
A. Eternal children
B. Sub-human organisms
C. Objects of pity
D. Objects of dread
Feedback
The correct answer is: Objects of pity
Question 18
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Suppose you are supporting an individual while she volunteers the local college. She performs
several duties there, but sometimes has to wait for 30 to 45 minutes to be given more work.
According to the principles of normalization or social role valorization, which of the following
actions would be best to take in these situations?
Select one:
A. Go back to the agency and return to the college another day when they have more work
B. Give her crayons and a coloring book to do at her desk while she waits
C. Give her a jigsaw puzzle to do at her desk while she waits
D. Suggest she go to the staff room to have coffee and visit with the other workers while she waits.
Feedback
The correct answer is: Suggest she go to the staff room to have coffee and visit with the other
workers while she waits.
Question 19
Correct
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According to Wolfensberger, people with disabilities should have opportunities to have experiences
similar to those of people of the same age and culture who do not have disabilities.
Select one:
True
False
Feedback
Question 20
Correct
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According to Wolfensberger, what you think or believe about people with disabilities affects the way
you act when supporting people with disabilities.
Select one:
True
False
Feedback
Question 21
Correct
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Socially valued roles can be attained by enhancing which of the following?
Select one:
A. social image
B. skills
D. competencies
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Question 22
Incorrect
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In the past and even today in some places, people with disabilities are segregated and placed in
institutions, and given only custodial care. This is an example of which of Wolfensberger´s devalued
roles?
Select one:
A. Eternal child
B. Object of pity
C. Burden on society
D. Sub-human organism
Feedback
The correct answer is: Burden on society
Question 23
Correct
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As a community disability services worker, you should do everything in your power to
Select one:
A. all answers are correct
B. ensure that people with disabilities are not cast into devalued roles
C. enhance the social image and personal competencies of the individuals you support
D. create and support valued social roles for people with disabilities
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Question 24
Correct
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Social role valorization involves
Select one:
B. Defending socially valued roles
C. Enhancing socially valued roles
D. Establishing socially valued roles
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Question 25
Correct
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According to Wolfensberger, normalization involves the use of support services to enable individuals
with disabilities to live as normal people do.
Select one:
True
False
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Question 26
Correct
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Adults with disabilities are sometimes seen as being younger than their chronological age and are
treated accordingly. This is an example of which of Wolfensberger´s devalued roles?
Select one:
A. Object of dread
B. Eternal child
C. Object of pity
D. Sub-human organism
Feedback
The correct answer is: Eternal child
Question 27
Correct
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As a community service worker, you should
Select one:
B. respect your team members
C. avoid conflicts of interest
D. maintain the privacy of the individuals you support
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Question 28
Correct
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Suppose the individual you support wishes to wear a shirt and pants that do not match. One is plaid
and the other is stripes. According to the principles of normalization or social role valorization, what
should you do?
Select one:
A. explain that the clothes do not go well together and ask the individual to change
B. insist that the individual change into clothes that match
C. rearrange the individual's closet so that proper outfits are placed together
D. respect the individuals choice
Feedback
The correct answer is: respect the individuals choice
Question 29
Correct
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Imagine you worked with someone who spoke of the individuals he supported in terms of their
"mental age" and treated them accordingly. On their birthday he gave them toys that corresponded to
that age. Likely this person views people with developmental disabilities as
Select one:
A. Objects of dread
B. Objects of pity
C. Sub-human organisms
D. Eternal children
Feedback
The correct answer is: Eternal children
Question 30
Correct
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Generic community services refer to services that everyone can access.
Select one:
True
False
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he main purpose of a circle of support is to identify the needs of an individual and the services
required.
Select one:
True
False
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Question 2
Correct
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"Weight Watchers" is an example of which type of community building tool?
Select one:
A. associational inventory
B. primary building block
C. circle of support
D. self-help peer group
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The correct answer is: self-help peer group
Question 3
Correct
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Locking an individual in their room is a form of abuse.
Select one:
True
False
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Question 4
Correct
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Which of the following activities support(s) community inclusion?
Select one:
A. Joining a bowling team
B. all answers are correct.
C. Taking out a membership at the local gym
D. Going to the library
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The correct answer is: all answers are correct.
Question 5
Correct
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According to Maslow, an individual's desire to have friends and loving relationships is an example of
which type of need?
Select one:
A. physiological need
B. esteem need
C. belonging need
D. safety need
Feedback
The correct answer is: belonging need
Question 6
Correct
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If you work for an agency, you should not go to the police if you are concerned about the possible
abuse of a person with a disability.
Select one:
True
False
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Question 7
Correct
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The individual you support says she feels "ugly and dumb." According to Maslow, which type of
need is likely not being met?
Select one:
A. belonging need
B. esteem need
C. physiological need
D. safety need
Feedback
The correct answer is: esteem need
Question 8
Correct
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individual's personal growth and development. Supporting an individual to understand their rights
and how to claim these rights is related to which area of personal growth and development?
Select one:
A. personal control
B. relationships
C. relationships
D. healthy sexuality
Feedback
The correct answer is: personal control
Question 9
Correct
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Which type of abuse involves persistently rejecting, ignoring, degrading, humiliating, criticizing, or
intimidating an individual?
Select one:
A. physical abuse
B. unlawful confinement
C. emotional abuse
D. physical negligence
Feedback
The correct answer is: emotional abuse
Question 10
Correct
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Fortunately, people with disabilities are seldom victims of abuse.
Select one:
True
False
Feedback
Question 11
Correct
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People who come together on the Internet are not considered a community.
Select one:
True
False
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Question 12
Correct
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individual's personal growth and development. Supporting individuals to have the opportunity to
choose who they live with is an example of which area of personal growth and development?
Select one:
A. community inclusion
B. major life choices
C. skill development
D. relationships
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The correct answer is: major life choices
Question 13
Correct
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You want to help the individual you support to meet his belonging needs. According to Maslow,
what need(s) must first be met before you can do this?
Select one:
A. self-actualization need
B. safety and esteem needs
C. physiological and safety needs
D. physiological and esteem needs
Feedback
The correct answer is: physiological and safety needs
Question 14
Correct
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A circle of support typically includes an individual's family, friends, and others involved in their life.
Select one:
True
False
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Question 15
Correct
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According to Maslow, once an individual's belonging needs are met, which type of needs can then be
addressed?
Select one:
A. physiological needs
B. safety needs
C. self-actualization
D. esteem needs
Feedback
The correct answer is: esteem needs
Question 16
Incorrect
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According to Maslow, once an individual's safety needs are met, which type of needs can then be
addressed?
Select one:
A. physiological needs
B. esteem needs
C. belonging need
D. self-actualization
Feedback
Question 17
Correct
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Education on sexuality should include which of the following?
Select one:
A. appropriate and inappropriate touching
C. responsibilities of sexually active men and women
D. information about male and female bodies
Feedback
Question 18
Correct
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Failing to provide the necessities of life such as food, clothing, or supervision appropriate to the
individual's age or development is considered a form of which kind of abuse?
Select one:
A. emotional abuse
B. financial and material abuse
C. physical negligence
D. physical abuse
Feedback
The correct answer is: physical negligence
Question 19
Incorrect
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individual's personal growth and development. Supporting individuals to have the opportunity to
choose their own support staff is an example of which area of personal growth and development?
Select one:
A. relationships
B. major life choices
C. community inclusion
D. skill development
Feedback
The correct answer is: major life choices
Question 20
Incorrect
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Which of the following activities is most likely to increase community inclusion?
Select one:
A. Working out at the local gym
B. Joining a Special Olympics team
D. Learning how to sew
Feedback
The correct answer is: Working out at the local gym
Question 21
Correct
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Which of the following is an example of emotional abuse?
Select one:
A. making degrading or humiliating remarks
B. taking away an individual's choice of lifestyle
C. intimidating an individual
Feedback
Question 22
Correct
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According to Maslow, having enough money to live in a good neighbourhood would be an example
of which type of need?
Select one:
A. safety need
B. physiological need
C. esteem need
D. belonging need
Feedback
The correct answer is: safety need
Question 23
Correct
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The talents, skills, and knowledge of individuals are considered to be the primary building blocks of
community.
Select one:
True
False
Feedback
Question 24
Correct
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The individual you support says he is feeling lonely. According to Maslow, which type of need is
likely not being met?
Select one:
A. esteem need
B. belonging need
C. physiological need
D. safety need
Feedback
Question 25
Correct
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Individual talents, skills, and abilities are examples of which type of building block?
Select one:
A. secondary building block
B. potential building block
C. tertiary building block
D. primary building block
Feedback
The correct answer is: primary building block
Question 26
Correct
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Select one:
A. making degrading or humiliating remarks
B. persistently rejecting, ignoring, or criticizing an individual
C. forcing religious beliefs or practices on an individual
Feedback
Question 27
Incorrect
Flag question
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You notice that an individual is startled whenever someone makes a sudden movement. This reaction
suggests that the individual could be a victim of physical abuse.
Select one:
True
False
Feedback
Question 28
Correct
Flag question
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According to Maslow, belonging needs include having friends and loving relationships.
Select one:
True
False
Feedback
Question 29
Incorrect
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The individual you support was just informed of a rent increase and can no longer afford to live in
the apartment building where she has lived for the past 10 years. She is planning to a smaller place in
a high-crime area. She is very upset and has withdrawn from a lot of her social activities. According
to Maslow's Hierarchy of Needs theory, why is she acting this way?
Select one:
A. She cannot fulfil her self-actualization needs because her esteem needs are not being met.
B. Her physiological needs are not being met, therefore she cannot fulfil any other needs.
C. She cannot fulfil her safety needs because her belonging needs are not being met.
D. She cannot fulfil her belonging needs because her safety needs are not being met.
Feedback
The correct answer is: She cannot fulfil her belonging needs because her safety needs are not being
met.
Question 30
Correct
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Maslow's Hierarchy of Needs applies to all people, regardless of their ability.
Select one:
True
False
Feedback
Which of the following legislation provides for the appointment of a guardian?
Select one:
A. Persons with Developmental Disabilities Community Governance Act `Freedom of Information and
Protection of Privacy Act.
B. Human Rights, Citizenship and Multiculturalism Act
C. Dependent Adults Act
Feedback
The correct answer is: Dependent Adults Act
Question 2
Correct
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The Criminal Code of Canada permits staff to use reasonable force with adults with disabilities for
corrective purposes.
Select one:
True
False
Feedback
Question 3
Correct
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What is the time limit for filing a complaint to the Alberta Human Rights Commission after the
alleged incident took place?
Select one:
A. 6 months
B. there is no time limit .
C. 12 months
D. 24 months
Feedback
The correct answer is: 12 months
Question 4
Correct
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Select one:
B. teasing
C. using degrading words
D. name calling
Feedback
Question 5
Incorrect
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The Canadian Charter provides equal benefit and protection before the law without discrimination
based on
Select one:
A. lifestyle, national identity, and ethnic origin.
B. mental disability, sex, and age.
D. race, income, and physical disability.
Feedback
The correct answer is: mental disability, sex, and age.
Question 6
Correct
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Taking away privileges as a restrictive procedure is generally permitted so long as it is used as a
teaching strategy.
Select one:
True
False
Feedback
Question 7
Correct
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The Human Rights, Citizenship and Multiculturalism Act is administered by
Select one:
A. an independent agency contracted by government.
B. the Alberta Human Rights Commission
C. the Alberta government
D. the federal government
Feedback
The correct answer is: the Alberta Human Rights Commission
Question 8
Incorrect
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Discrimination regarding which of the following is NOT covered by the Canadian Charter?
Select one:
A. disability
B. religion
C. social status
D. gender.
Feedback
The correct answer is: social status
Question 9
Correct
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Which of the following is an example of physical neglect?
Select one:
A. not providing an adequate diet
B. failing to provide educational opportunities
C. not providing proper fitting clothing
D. using words that degrade an individual .
Feedback
The correct answer is: not providing an adequate diet
Question 10
Correct
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Which of the following restrictive procedures is never permitted?
Select one:
A. loss of privileges
C. sending an individual to their room
D. spanking or slapping
Feedback
The correct answer is: spanking or slapping
Question 11
Correct
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A trustee may be appointed to manage which of the following?
Select one:
A. financial matters
C. health issues `emergency situations
Feedback
The correct answer is: financial matters
Question 12
Incorrect
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Which of the following legislation provides for the appointment of a trustee?
Select one:
A. Persons with Developmental Disabilities Community Governance Act
B. Dependent Adults Act
C. Freedom of Information and Protection of Privacy Act.
D. Human Rights, Citizenship and Multiculturalism Act
Feedback
The correct answer is: Dependent Adults Act
Question 13
Incorrect
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Which of the following is an example of physical neglect?
Select one:
A. failing to provide educational opportunities
B. not providing proper fitting clothing
C. failing to obtain medical care when an individual is seriously ill
D. using words that degrade an individual .
Feedback
The correct answer is: failing to obtain medical care when an individual is seriously ill
Question 14
Incorrect
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Guardians are NOT allowed to make decisions in which of the following areas?
Select one:
A. investment of income
B. health care.
C. living arrangements.
D. education
Feedback
The correct answer is: investment of income
Question 15
Correct
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Advocacy groups for people with disabilities generally support the concept of guardianship.
Select one:
True
False
Feedback
Question 16
Correct
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Which of the following is considered physical neglect?
Select one:
A. failing to obtain medical care when an individual is seriously ill
B. all answers are correct .
C. failing to obtain dental care when an individual has a seriously infected tooth
D. not providing enough food
Feedback
The correct answer is: all answers are correct .
Question 17
Correct
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Which of the following would be considered exploitation with regard to an individual you support?
Select one:
B. asking for a loan
C. borrowing possessions
D. taking money
Feedback
Question 18
Correct
Flag question
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Which of the following actions is considered physical abuse?
Select one:
A. hitting
B. kicking
D. biting
Feedback
Question 19
Correct
Flag question
Question text
The Human Rights, Citizenship and Multiculturalism Act protects people from discrimination on the
basis of disability.
Select one:
True
False
Feedback
Question 20
Correct
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A guardian is appointed by the Court.
Select one:
True
False
Feedback
Question 21
Correct
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Which of the following complaints could be filed under the Human Rights, Citizenship and
Multiculturalism Act?
Select one:
A. A person is denied a job because of their disability.
B. A person is refused accommodation because of their disability.
C. A person is denied access to a movie theatre because of their disability.
D. all answers are correct.
Feedback
Question 22
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The Ottawa Charter protects our rights and freedoms.
Select one:
True
False
Feedback
Question 23
Correct
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The Human Rights, Citizenship and Multiculturalism Act is administered by the federal government.
Select one:
True
False
Feedback
Question 24
Correct
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You decide to use a restrictive procedure and send the individual you are supporting to her room.
This restrictive procedure is permissible provided it is used as a teaching strategy.
Select one:
True
False
Feedback
Question 25
Correct
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The Canadian Charter provides equal benefit and equal protection before the law without
discrimination based on: .}
Select one:
A. age, ethnic origin, race
B. colour, religion, sex
C. mental or physical disability
D. all answers are correct.
Feedback
Question 26
Correct
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Advocates for people with disabilities generally support having separate human rights legislation for
Select one:
True
False
Feedback
Question 27
Correct
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A guardian can make decisions about which of the following?
Select one:
A. choice of service provider agency
B. type of support the individual receives
D. medical care provided to the individual
Feedback
Question 28
Correct
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Which of the following is considered sexual abuse?
Select one:
A. give consent (i.e., has a guardian)
C. showing pornography to an individual who cannot legally give consent (i.e., has a guardian)
D. having consensual sexual relations with an individual who cannot legally
E. forcing an individual to have oral sex
Feedback
Question 29
Correct
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Experiencing which of the following kinds of discrimination would NOT be covered by the Canadian
Charter?
Select one:
A. being female.
B. having a disability
C. being poor
D. having a mental illness
Feedback
The correct answer is: being poor
Question 30
Correct
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Taking away privileges as a restrictive procedure is generally permitted so long as it only used
occasionally.
Select one:
True
False
Feedback
6.1.1 Overview of Common Hazards
In Module 1, we examined the importance of relationships, personal control, informed choice-

making, and inclusion as essential elements in supporting individuals to grow and develop. We also
looked at the profoundly negative impact that isolation and the resulting lack of experience and
opportunity can have on a person’s life.
Individuals develop in skill and maturity through opportunities that appropriately challenge them. All
too often individuals with disabilities are seen as incapable and cast into roles that undermine their
ability to grow. Our challenge is to balance a sensitivity and responsiveness to the particular
vulnerabilities that people face with the appropriate support needed to tackle life’s trials and
opportunities.
What does it mean to be vulnerable?

All of us at some point in our lives have either known or will know what it is like to feel vulnerable.
Being vulnerable means being susceptible to being hurt or wounded. In Roles and Responsibilities,
you examined how people can be vulnerable to abuse in many forms (e.g., sexual, physical, financial
and material, restrictive practices, neglect). We are particularly vulnerable when we don’t have
access to those things in society which give people power and status like money and the things it can
buy, education, relationships, connections to influential people, and the ability to be heard by others.
As we learned in the previous module, individuals with disabilities are particularly susceptible to
abuse and vulnerability. John O’Brien suggests that individuals with disabilities are hurt in active
ways (e.g., abuse, neglect) as well as in passive ways when they don’t have access to the resources
that they need in life (e.g., adaptive equipment, inadequate finances, living arrangements).
“People with disabilities share the same vulnerabilities as everyone else in society; with even less
power to deal with them. No one has the power to control all the threats to safety and well-being. But
individuals with disabilities typically have a much smaller area of power over the environments they
live in than the rest of us.”
Safeguarding
Many people working in the field of disability talk about the importance of safeguards as a way of
responding to the vulnerabilities that people in our society face. Safeguards have been defined as
“deliberate actions to help reduce the risks a person or family might face because of their
vulnerabilities.”
Finding a good job, building connections in your community by joining a club or by volunteering,
making friends, keeping safe, and taking care of your health are some examples of ways of reducing
risks through safeguarding. Many aspects of safeguarding have been covered in Section 1. This
module looks at some aspects of how we reduce vulnerability by maintaining safety in our home and
work environments.
6.1.2 Electrical Safety
An electrical current is the method by which electrons move through a conductor. Most metals
are conductors, which is why when you place the end of a metal spoon that doesn’t have a rubber
handle in a pot of soup that is heating on the stove, the handle of the spoon will get hot, too.
Electrical currents can only exist if there is an unbroken loop or path from the source of the
current to the conductor and back to the source. As human bodies are excellent conductors, if a
person comes in contact with a live circuit that is not grounded properly with a circuit
interrupter, electricity can flow straight through the person, causing shock to the body. Electrical
shock can result in burns, paralysis of the muscles, spasms, and even death to the person who is
exposed.
Steps to take if someone has experienced electrical shock
 Call 911.
 If you touch the victim with bare hands, you risk getting electrical shock yourself until he
or she is away from the live electrical source.
 Turn off the appliance, unplug it, and turn off the power at the fuse box or circuit breaker
panel.
 If the person is still connected to the live electrical source, use a dry piece of wood (e.g.,
a broom) to push the person away from the source of power. If possible, put on dry
gloves or cover your hands with cloth, and stand on a poor conducting like cloth,
wood, or cardboard. Make sure your footing is firm so that you will not fall when
moving the person.
 If the person has fallen or if there is any possibility that he or she a neck or spinal injury,
do not move him or her.
 If you are adequately trained, administer artificial respiration if the person has stopped
breathing and/or cardiopulmonary resuscitation (CPR) if the heart has stopped.
 Ensure that the person is comfortable and warm.
 If you are adequately trained, give First Aid for burns.
Some General Dos and Don’ts about Electrical Safety
Do Do Not
Unplug appliances by grabbing the plug, not the Use appliances with damaged and frayed cords
cord or parts missing
Unplug appliances that have overheated.
Overheated outlets can be a sign of faulty
wiring. Have an electrician check them.
Keep all appliances away from water Touch appliances if you are near water or your
hands are wet
Keep power cords away from heat, water and oilOverload electrical sockets as they can overheat
and cause a fire
Ensure that all outlets near water (i.e., in Place halogen lights close to flammable
kitchens and bathrooms) are properly installed materials like cloth or curtains
with ground fault circuit interrupters (GFCIs)
which are tested on a regular basis
Find out where your electrical panel is and how Block access to fuse boxes or circuit breakers
to turn the main switch and circuit breakers on
and off
Call an electrician if you see signs of loose Use cords, fuses, light bulbs and other electrical
wiring (e.g., lights that flicker, hot plugs and/or equipment that exceeds the recommended
scorch marks on sockets and walls) Check wattage.
power cords on a regular basis.
Only use extension cords on a temporary basis. Break off the third prong on a plug or use a
broken plug
Tape cords to walls and floors. Staples and nails
can damage the cords and cause a safety hazard
Common Fire Hazards
1. Careless Cooking
Careless cooking is the leading cause of fire-related injuries and fires in the home. Many
fires occur when people leave cooking food unattended in a pot on a stovetop where
nearby curtains, wall coverings, grease, food, paper, and other flammable items. can easily
ignite.
2. Smoking
Smoking in bed is another leading cause of fire-related deaths and injuries in the home.
Unattended burning cigarettes left in ashtrays or thrown on the ground are also fire
hazards. Lit pipes, matches, lighters, cigars, and cigarettes left near combustible materials
such as bedding, furniture, mattresses, or cupboards can easily ignite and cause a house
fire.
3. Combustible Materials
A number of liquids commonly used and stored in our homes (e.g., some cleaners, paints,
solvents, turpentine, gasoline, propane, oil, spot removers) can ignite when exposed to an
open flame or external heat. These types of combustible materials must not be stored near
sources of heat such as a fireplace, furnace, open flames, or appliance pilot lights. They
should be stored in their original containers with tight- fitting lids. Combustible liquids and
any newspapers, cardboard, or rags that have absorbed them must be taken to hazard-waste
disposal sites to be discarded. Locations for hazard waste disposal sites can be obtained by
contacting your local municipality or by consulting your town or city web site.
4. Home Heating Equipment – Portable Heaters
Improper use of portable heaters can be a serious fire hazard. Following these safety
guidelines for the use of portable heaters can significantly reduce the risk of fire.
1. Position heaters at least one metre away from all combustible materials (e.g.,
furniture, bedding, books and papers, curtains).
2. Don’t leave young children, pets, or vulnerable persons alone in a room when
the heater is on.
3. Turn off heaters when you leave the room and/or go to sleep.
4. Purchase electric portable heaters that have a safety switch which turns off the
unit if it falls over.
5. Clothes Dryers
Clothes dryers which are inadequately maintained also can pose a risk of fire. The
following safety tips can reduce the risk of incident:
1. Lint filters should be cleaned before and after every cycle.
2. A dryer should never be operated without a filter.
3. A dryer should never be operated when you are not at home.
4. Items containing foam or other combustible items (e.g., runners, bathroom mats)
should not be dried in a dryer.
6. Candles
The number of fires caused by candles has increased in recent years across Canada. Fires
caused by burning candles are prevented by:
1. Never leaving a candle lit when leaving the room and/or going to bed.
2. Setting candles on large, sturdy candle holders away from flammable materials.
3. Storing matches, candles and lighters in a locked cabinet.
Reducing Fire Injuries
Fire injuries can be reduced by using the following prevention techniques:
 Have and practice a fire evacuation plan.

 Install smoke detectors and sprinkler systems.
 Have fire extinguishers available.
 Report a fire promptly by dialing 911.
Fire Detection and Prevention Devices
Smoke Alarms
Smoke alarms that are properly installed and maintained provide the best early warning system to
protect against fire and fire-related deaths and injuries. There are two types of smoke alarm systems:
photoelectric and ionization. Ionization detectors are best at detecting fast flaming fires like hot oil
that ignites on a stove. Photoelectric alarms are the best at detecting fires which are slow-smoldering
(e.g., burning furniture or fabric). The Calgary Fire Department recommends purchasing a detector
that combines the two technologies.
Fire detectors that activate a flashing strobe light and a vibrating disk in the event of fire are also
available, for the hearing impaired. Vocal alarms, which combine an alarm with the recorded voice
of a trusted individual (e.g., parent, guardian, support worker), are also available for individuals who
may have difficulty responding to a regular fire alarm.
Ceiling mounted smoke detectors should be installed on every level of the building and in all
sleeping areas. Smoke alarms should be tested every month and batteries replaced once per year.
Never disable the alarm or borrow batteries, as you can easily forget to replace them. Smoke
detectors should be replaced every ten years.
Sprinkler Systems
Sprinkler systems can also save lives, as they quickly detect rising temperatures in a room. When the
heat becomes too high, a sprinkler head is activated that sprays water into the room thereby reducing
heat and smoke and extinguishing any potential fires.
Fire Extinguishers
Fire safety and fire extinguisher training may be offered by your local fire department. Fire
extinguishers should be easily available, in plain view, and stored in exit areas and by escape routes.
Staff should be trained to use them. Please consult your local fire department and/or fire marshal
regarding the type and location of fire extinguishers required in your facility.
Fire extinguishers are for small fires. If a fire occurs, sound the fire alarm, ensure that everyone gets
out of the building via a stairwell or fire exit and immediately call the fire department even if
someone is using a fire extinguisher. Do not exit via elevators. Close but do not lock doors when
evacuating the building.
There are different types of fire extinguishers for different types of fires:
 Class A extinguishers are used for fires of typical flammable materials such as wood, paper,
or cloth.
 Class B extinguishers are used for fires of flammable liquids such as oil, gasoline, and oil-
based paint.
 Class C extinguishers can be used on any fires associated with electrical equipment (e.g.,
wiring, appliances, cords, electrical circuits).
Using a fire extinguisher is as easy as remembering the word PASS:
Pull the pin.
Aim at the base of the fire.
Squeeze the handle.
Sweep back and forth.
Some Tips about Fire Extinguisher Use:

1. Test the extinguisher before you approach the fire.
2. Make sure you have a clear exit behind you. Never put a fire between you and your exit.
3. If the fire extinguisher has been operated, it must be recharged by a qualified technician.
Fire Drills
Fire drills are held in accordance with licensing regulations and the regulations of the local fire
service. Supervisors are responsible for making sure fire drills occur in all settings.
All people are required to follow specific procedures during the drill in order to become familiar with
the recommended evacuation routes and to give the supervisor feedback on the effectiveness of each
evacuation plan.
Fire Drill Procedures

1. Notify the security system, if any, that you are having a drill.
2. Activate the alarm and start timing the evacuation.
3. Evacuate all people, following evacuation procedures. Have everyone meet at a pre-
designated place outside.
4. Stop timing the evacuation when everyone is outside.
5. Notify the security system that the drill has been completed.
6. Document the drill on the appropriate form, including the date, time of day, and evacuation
time. (This is usually done by a staff member appointed as the fire marshal.)
7. Hold a meeting to discuss any concerns or improvements to be made in the evacuation
procedures.
6.1.4 Poisoning
Dangerous substances can be breathed in or swallowed, or can enter the body through contact with
the skin. Many deaths are caused by swallowing lethal amounts of medications such as aspirin,
barbiturates, sleeping pills, and tranquilizers.
Medications and other potentially poisonous substances such as household cleaning products and
pesticides should be kept in marked containers and stored in a secure location such as a locked
cupboard. Chemicals and cleaning agents should never be put in food or beverage containers.
What Should You Do If You Suspect That A Poisoning Has Occurred?

If you suspect poising, call 911 immediately, regardless of the condition of the person. The 911
operator has a series of questions they will ask and t emergency services will be ready to roll if
needed. This is a recommendation from Lacombe Emergency Services.
6.1.5 Falls
Falls pose a serious threat, especially for older adults and people with mobility challenges. However,
by following safety guidelines and making some relatively simple environmental changes, the risk of
an individual falling can be significantly reduced.
Recommendations for Modifying Environments to Reduce the Risk of Falls
1. Remove all area rugs from high traffic areas, entryways, hallways, the bottom and top of
stairways and floors of tile, slate, linoleum, wood, marble, or other products that tend to be
slippery.
2. If using area rugs in places other than those named above, make sure they are firmly
attached to the floor and/or backed with non-slip material.
3. Bathroom mats should be placed beside the bathtub and/or shower and in front of the
toilet. They should be backed with non-skid backing and firmly secured to the floor.
4. Tub and shower floors should be equipped with non-skid coloured strips.
5. Stairs should be well-lit with non-glare bulbs and be free of clutter at all times (e.g., books,
papers).
6. Stair treads should all be of the same material, in a plain colour, with edges of treads in a
contrasting colour so they can easily be seen.
7. Carpet stairs with tightly woven material with firm, thin padding, as thick carpets and
padding can be unstable.
8. Floors should be kept clear of clutter, electrical wires, and cords.
9. Pathways should be well-lit, clear of furniture and other obstacles, and be at least 81cm
wide.
10. Stairways should have secure handrails installed at least 5cm from walls.
11. Stairway walls should be free of any protruding objects.
12. Grab rails should be installed in bathrooms near the toilet and tub.
13. Outdoor walkways and stairs should be maintained and free of snow, cracks, and holes.
14. Wear well-fitting, sturdy slippers and shoes with non-slip treads.
15. Exercise to maintain flexibility and muscle mass, which is necessary to keep the body
strong.
16. Limit consumption of alcohol.
17. If taking prescription or over-the-counter drugs, know whether or not the side effects
include dizziness and/or fainting, and consult your physician about possible alternative
medications.
18. Arrange articles in the home or workplace where they can easily be reached.
19. Use a cane or walker if you feel unsteady walking.
6.1.6 Noise
As support workers, you need to be aware of the potential negative effects of excessive noise
exposure to the people you support.
Continued exposure to loud noises can cause permanent hearing loss. Excessive noise can also be
irritating, it can interfere with a person’s ability to communicate and concentrate, and it can disturb
their sleep. IPods, MP3 players, stereo systems, and the noise from rock concerts have been known to
cause permanent hearing loss in young adults and teenagers.
Supported employment settings can also pose a risk of over-exposure to noise. Individuals working
in environments where noise levels are high should wear protective devices (e.g., industrial
headphones) to reduce potential risks. Individuals exposed to high intensity sound should have their
hearing checked regularly, as early detection can prevent permanent hearing loss.
According to Health Canada, the risk for hearing loss is increased if:
1. A person standing a metre away from another has to shout to be heard.

2. A person experiences ringing in the ear or temporary hearing loss after the noise stops.
3. A person is in an environment where they must shout in another’s ear to be heard. Hearing
loss can occur with exposure to this level of noise for as little as five minutes per day over
an extended period, as in a job placement.
You can order a number of free resources about the causes and prevention of hearing impairment and
deafness and other related topics from the Canadian Hard of Hearing Association.
6.1.7 Transportation Safety
You may sometimes be concerned about the physical safety of a person you support who is to be
driven somewhere by a parent or guardian, family member, or other staff member who appears to be
intoxicated or in some other way unfit to drive. In an effort to reduce risk, you should try to persuade
the person not to drive and offer to provide alternative transportation. Depending on the policies of
your agency, you may advise the person that the police will be called if the person drives. If the
person insists on driving, immediately report the situation to the police.
6.1.8 Hazards in the Workplace
Workplace Hazardous Materials Information System (WHMIS)
The Workplace Hazardous Materials Information System (WHMIS) is a national system operated
under Health Canada, which sets standards for the labelling of chemical substances and toxic
materials (i.e., controlled products) in the workplace. WHMIS requirements have been developed to
ensure that employees are aware of the controlled products that are being used in their workplaces,
how to use them safely, and the potential risks of exposure.
Employers in Canada are responsible for ensuring that their employees receive training in the safe
use, handling, and storage of controlled products. WHMIS is implemented through provincial
legislation which mandates employers to “ensure that controlled products used, stored, handled or
disposed of in the workplace are properly labelled, MSDSs [information sheets about chemicals and
toxic materials] are made available to workers, and workers receive education and training to ensure
the safe storage, handling and use of controlled products in the workplace.”
In 2015 Canada aligned WHMIS with the Globally Harmonized System (GMS) of Classification and
Labelling and this new version is now referred to as WHMIS GMS or WHMIS 2015.
Staff members who provide training and assistance to individuals in supported employment
placements should be aware of WHMIS. It may be necessary for staff or individuals to receive this
new training.
You can obtain information or download the pictograms, visit the web site of The Canadian Centre
for Occupational Health and Safety: http://www.ccohs.ca/oshanswers/legisl/whmis_education.html.
Additional information about WHMIS can be found at http://www.hc-sc.gc.ca/ewh-semt/occup-

travail/whmis-simdut/index-eng.php.
Working Alone
Employees in the field of human services are often in situations where they are required to work
alone without other colleagues close by. Home visits and community outings with individuals being
supported are common responsibilities for Community Disability Services Workers and outreach
workers.
In October 2000, the Alberta government added requirements for working alone to its General Safety
Regulations. These regulations were developed to ensure a safe environment for all Albertans who
are required by employers to work alone. Under this new legislation employers were now responsible
for, “minimizing or eliminating risks” for employees who work alone. Requirements for working
alone have now been consolidated into the Occupational Health and Safety (OHS) Code. They
appear in Part 28 of the current OHS Code.
The Government of Alberta, Employment and Immigration Branch also developed a manual about
working alone policy and best practices. This guide includes checklists to assist employers in
identifying areas of risk and implementing safeguards to protect their employees. A current version
of this manual, entitled Working Alone Safely: A Guide for Employers and Employees is available
online, at http://employment.alberta.ca/documents/WHS/WHS-PUB_workingalone.pdf.
For more information about working alone, you can call the Workplace Health and Safety Contact
Centre. It is a toll-free number anywhere in Alberta: 1-866-415-8690.
Further information is also available on the web site, at http://employment.alberta.ca.
Workplace Violence
Part 27 of the Occupational Health and Safety (OHS) Code also includes regulations regarding
workplace violence. The workplace violence policy mandates employers to ensure that their
employees are trained how to recognize, respond to, minimize and report workplace violence.
Measuring Water Temperature
To prevent tap water scalds in the home, regular monitoring of hot water temperatures will be
required. This can be done by running the hot tap for thirty seconds or more, filling the sink or bath
with the hot water and submerging/dropping a thermometer which can be used in water and will
show high temperatures. After submersion for 30 seconds or more, the water temperature should be
no hotter than 49oC (120oF). If the temperature exceeds this, the hot water heater should be turned
down.
Find out if water pressure balance valves, or preset thermostatic valves, which prevents scalding
from changes in hot water availability (e.g., toilet flushing, tap operation) are installed on all taps.
Regarding bath water, the recommended upper limit to heat bath water is 40 oC (104oF) and this
should be checked every time.
 Think of a time in your life when you felt particularly vulnerable. Make a list of the
circumstances that you feel increased your vulnerability. Describe what it felt like to feel
vulnerable and what steps you took or might have taken to reduce your risk and
vulnerability.
 Community Living British Columbia has published an excellent discussion paper about
safeguarding, entitled Responding to Vulnerability a Discussion Paper about Safeguards
& People with Developmental Disabilities. It is available for download free of charge,
at http://communitylivingbc.ca/wp-content/uploads/Responding-to-Vulnerability.pdf.
 Take some time to study some important tips for safe cooking that are on the City of Calgary
Fire Department’s web site,
at http://www.calgary.ca/CSPS/Fire/Pages/Safety-tips/Kitchen-and-Cooking-Fire-
Safety.aspx.
 Does your agency have guidelines regarding the operation of major appliances, such as
dryers or washing machines, when the home is unoccupied?
 Go to http://www.3minutedrill.alberta.ca. Review your knowledge of fire prevention and
detection and what to do if a fire occurs by completing a short interactive, online exercise.
 Check out the telephones in your facility. Are the local emergency numbers posted near the
telephone in a place which would be quickly noticeable in an emergency? Which numbers
are there? Are they easy to read and up-to-date? Check that all numbers are current and, if
not, consult your supervisor about updating them.
 View an online interactive program that tests your knowledge on basic health and safety in
the workplace at http://work.alberta.ca/ohs-quiz/index.html
 In your agency, have you ever been aware of a person you support whose health or safety
was at risk due to an environmental hazard? If so, describe how the risk to that individual
was related to his or her physical, mental, or behavioural limitations. What action did you
take? What was the outcome?
 Who are the people in your agency who work alone? What are your agency’s policies related
to working alone?
Responding to Accidents, Emergencies, and Disasters

6.2.1 Dealing with Accidents and Reporting Procedures
Every agency or institution should have up-to-date plans that cover crisis situations. These plans
should identify the responsibilities of staff members and specify what they should do during and after
disasters, accidents, and medical emergencies.
Dealing with Accidents and Reporting Procedures
To ensure prompt action and the best possible care during an emergency, the employee who first sees
an accident or an individual in distress must attend to the person immediately and follow Emergency
First Aid procedures.
Supervisors must ensure that all staff understand the Emergency First Aid procedures. Each program
area or department may have procedures for the treatment of specific individuals with potentially
serious physical or mental health conditions.
If a person is experiencing a medical emergency, this procedure should be followed:

1. Call 911 or the appropriate emergency number for your location.
2. Give immediate First Aid, including life-saving procedures if necessary and if you are
certified to perform them. Continue until emergency medical personnel arrive.
3. Make sure all medical documentation (e.g., emergency card and profile sheet) accompany
the individual to the hospital, or follow as appropriate.
4. Accompany the individual to the hospital. If you are unable to do this, arrange for another
employee of the agency to do so.
5. Write down the exact time of the emergency, details of the environment, and the condition
of the person. Employees must forward written incident reports to their supervisors within
24 hours.
6. The parent(s) or guardian(s) must be advised of any incidents that directly affect a person
whom you are supporting. Contact the parent(s) or guardian(s) from the scene of the
emergency or from the hospital if they have not already been contacted by a supervisor or
member of the management team.
7. If parent(s) or guardian(s) cannot be contacted immediately, make every effort to inform
them within 24 hours after the incident.
Program managers should ensure that the CEO is informed of serious incidents that occur in their
area of responsibility. The CEO will determine if other parties should be advised of the incidents.
Incident Report Form
The incident report form is used to document a significant event that involves either an individual
receiving service or a program. In some organizations, this form is also used to document incidents
that affect staff, volunteers, family members, a member of the public, or the organization’s property.
Incident reports should be factual and objective. They must include the following components:
 first and last names of those directly involved (including individuals, staff, and public);
 time of incident;
 type of incident;
 probable cause of incident;
 action taken and follow-up;
 recommendations for preventing similar incidents; and
 the signature(s) of the person(s) submitting the report.
After you complete your incident report, give it to your supervisor to review. The supervisor will
take any action necessary and complete the “comment” section of the report. The supervisor also will
inform the program manager in any emergency situation, such as a fire, hospitalization, or an
incident that involved the police.
6.2.2 Employee On-the-Job Accidents
You should be aware of and follow your agency’s policies and procedures in this area. All employee
accidents that occur during work hours must be reported to supervisory personnel immediately. At
this time, an incident report should be completed, which should include medical and insurance
information, if appropriate.
6.2.3 Disaster Planning
The following natural disasters have occurred in the past in Alberta and have the potential for re-
occurring at any point in the future.
1. Floods are caused by heavy rainfall, melting snow, and the resulting run-off; and
landslides and dams, which obstruct natural water flow.
2. Forest fires are caused mainly by careless people and lightning.
3. Landslides are caused by heavy rainfall and construction that disturbs slopes or redirects
surface or ground water flow.
4. Avalanches are caused in winter when parts of the snowpack are weakened and slide
down mountain slopes.
5. Severe weather conditions are strong winds, heavy snow, rain, and hail.
6. Tornadoes are winds that are rotating rapidly and can destroy anything or anyone in its
path. Tornadoes can last anywhere from up to a few minutes to an hour, and have an
average path that sweeps 100m wide and 5km long.
7. Earthquakes are caused by the sudden release of energy in the Earth’s crust (e.g., by
volcanic activity, landslides, mine blasts, nuclear tests). They are not all that common in
Alberta, but have been known to occur.
8. Pandemic influenza is a flu epidemic “that spreads on a worldwide scale and infect a
large proportion of the human population” (e.g., 1918 Spanish flu, 2009 flu pandemic). For
most individuals, influenza causes minor flu-like symptoms; for others, it can result in
death.
Preparation = Risk Reduction
Being properly prepared in the event of a natural disaster has the potential to reduce the risk of
people being seriously harmed. Community Disability Services Workers should be prepared to
respond to any disasters that affect their facilities or people whom they support. The chief executive
officer (CEO) or executive director (ED) of an agency or institution is normally responsible for
developing a comprehensive disaster plan that coordinates departmental plans, if required.
At a minimum, the disaster plan should include the following:
 an evacuation procedure;
 alternative housing;
 emergency transportation;
 emergency medical services;
 plans for providing food and water;
 staff responsibilities; and
 lines of authority and communication, including notification of the individuals’ parents or
guardians and families of staff.
The CEO or ED is the person responsible for the coordination of the disaster plan. In the event of a
disaster, the CEO or ED determines how and when senior government and municipal officials will be
advised of the situation. The CEO or ED handles all communication with the press.
In the event of a death or serious injury, the CEO or a person chosen by the CEO will contact
parents, guardians, or other relatives.
death.
death.
6.2.4 Evacuation Planning and Medications
In preparation for emergency situations, every facility must have a formal evacuation plan. The plan
should be posted, and employees must be familiar with it. A copy of each escape route should be
maintained by a manager and reviewed and updated as often as necessary (at least once a year).
Human Resources and Development Canada has published a series of checklists for evacuation of
people who need assistance in the case of emergency. These checklists represent a comprehensive list
of questions which can be incorporated into an organization’s emergency evacuation plan. You can
find these documents here.
Note: Ensure your evacuation route does not require evacuees to cross a road, construction zone, or
other area of potential danger.
Medications
First Aiders cannot legally prescribe, diagnose, or administer medications. However, if someone is
incapable of taking their prescribed medications, a person administering First Aid may assist with
this process if the individual independently identifies the medication to be taken.
 If you do not already know, ask your supervisor where the First Aid kits in your facility are
located. Compare the contents of each kit with the lists in Alberta’s Occupational Health
and Safety Act. What types of First Aid kits appear to be available in your facility? Are the
kits complete, or do some items seem to be missing? If a First Aid kit does not contain all
the items listed above for that type of kit, ask your supervisor if these supplies should be
added.
 Explain how you would report safety concerns in your agency.
 Describe the fire drill and evacuation plan procedures for your agency.
References for Module 6

BC Hydro. “Be Safe at home.”
BC Hydro. “Use Natural Candles.”
Becker, Nancy J. Popular Mechanics Home Safety Handbook: Practical Tips for Safe Living. New
York: Hearst Books, Inc., 2005.
Canadian Centre for Occupational Health and Safety (CCOHS). “OSH Answers: Electrial Safety –
Basic Information.” Last updated November 2010.
Canadian Hard of Hearing Association (CHHA). CHHA-AMEC.
Capital Health Edmonton and Area. Personal and Family Disaster Preparedness Handbook. Office
of Emergency Preparedness.
CCOHS. “OSH Answers: WHMIS - Education and Training.” Last updated June 25, 1999.
City of Calgary. “Calgary Fire Department.”
City of Calgary. “Fire Extinguishers.”
City of Calgary. “Smoke Alarms.”
Community Living British Columbia (CLBC). Responding to Vulnerability: A Discussion Paper

about Safeguards & People with Developmental Disabilities for Discussion with Self-Advocates,
Families, Service Providers, Caregivers and other Concerned People. 2007 and 2011.
CPR-Pro.com. “CPR & First Aid Training Facilities – Alberta / Edmonton / Calgary.”
Dictionary.com. “Vulnerable.”
Emergency Management BC. Personal Preparedness Tips For People With Disabilities. Emergency
Management BC, 2006.
Emergency Management Ontario. "Emergency Preparedness Guide for People with Disabilities /
Special Needs.” Emergency Management Ontario, 2007.
EPCOR. “In your home.”
Government of Alberta. “3 minutedrill.alberta.ca – Brought to you by Alberta’s Partners in Fire

Prevention.”
Government of Alberta. Occupational Health and Safety Act: Occupational Health and Safety Code.
Government of Alberta, 2009.
Government of Alberta. “Welcome to Employment and Immigration.”

Governmnet of Alberta. Working Alone Safely: A Guide for Employers and Employees. Government
of Alberta, 2000.
Health Canada. “About the Workplace Hazardous Materials Information System (WHMIS).” Last
updated March 3, 2008.
Health Canada. “Noise – Environmental and Workplace Health.” Last modified August 4, 2010.
Accessed January 24, 2011.
Health Canada. “OSH Answers: WHMIS – Education and Training.” Last updated June 25, 1999.
Health Canada. “Workplace Hazardous Materials Information System – Official National Site.”
Home Safety Council. “Electrical Safety Tips.”
Human Resources and Skills Development Canada (HRSDC). “Section 6: Emergency-evacuation

planning checklists.”
NAMIC Online. “Preventing Falls in the Home – Consumer Information.”
O’Brien, John, Connie Lyle O’Brien, and David B. Schwartz. What Can we Count on to Make and
Keep People Safe? Perspectives on Creating Effective Safeguards for People with Developmental
Disabilities. USA: Pennsylvania Developmental Disabilities Planning Council, 1990 and 2004.
Poison and Drug Information Service (PADIS). “Poison First Aid."
Potter, Patricia Ann, and Anne Griffin Perry. Canadian Fundamentals of Nursing, 4th ed., edited by
Janet C. Ross-Kerr and Marilynn J. Wood. Toronto: Elsevier Canada, 2010.
Wikipedia.com. “Earthquake.” Last updated July 25, 2011.
Wikipedia.com. “Influenza pandemic.” Last updated June 21, 2011.
Work Safe Alberta. “Basic Health and Safety.”
Work Safe Alberta. Alberta’s Occupational Health and Safety Code: An Explanation of the
“Working Alone” Requirements. Government of Alberta, Employment and Immigration, 2009-2010.
Work Safe Alberta. Occupational Health and Safety Bulletin: Medication in First Aid Kits.
Government of Alberta, Employment and Immigration, 2009-2010.
What type of ladder is dangerous to use around electrical lines?

Select one:
A. Aluminum.
B. Wooden.
C. Fibreglass.
D. None of these.
Question 2
Correct
Flag question
Question text
Which of the following statements about first aid kits is FALSE?
Select one:
A. They should be stored in convenient locations.
B. They should include surgical gloves.
C. They should include sterile adhesive dressings.
D. They should be re-stocked annually.
Question 3
Correct
Flag question
Question text
The noise from a blender can cause mental stress.
Select one:
True
False
Question 4
Correct
Flag question
Question text
In what area of a house should you NOT use a power bar?
Select one:
A. Bedroom.
B. Basement.
C. Kitchen.
D. Living room.
Question 5
Correct
Flag question
Question text
If you find a fire extinguisher in a closet, it is okay to assume it can be used on any type of fire.
Select one:
True
False
Question 6
Correct
Flag question
Question text
Lava rocks should be distributed evenly in a gas barbecue.
Select one:
True
False
Question 7
Incorrect
Flag question
Question text
What is an appropriate storage place for a flammable liquid?
Select one:
A. Locked cabinet.
B. Near a furnace.
C. Closed car trunk.
D. Open garage shelf.
Question 8
Incorrect
Flag question
Question text
Community service workers should try to prevent the individuals they support from taking risks.
Select one:
True
False
Question 9
Correct
Flag question
Question text
All outdoor electrical outlets must be installed with a ground fault circuit interrupter.
Select one:
True
False
Question 10
Correct
Flag question
Question text
If an extension cord becomes discoloured, what action is appropriate?
Select one:
A. Use the cord less often.
B. Only use one appliance with the cord at one time.
C. Replace the cor
D. Wrap electrical tape around the damaged area.
Question 11
Correct
Flag question
Question text
When using a fire extinguisher, what does "P.A.S.S." stand for?
Select one:
A. Put out the fire, Activate 9-1-1, and Stay Safe
B. Practice in advance, Always use caution, Safety first, and Signal for help.
C. Propane, Aerosol, Sparks, and Shock.
D. Pull the pin, Aim at the base of the fire, Squeeze the handle, and Sweep back and forth.
Question 12
Correct
Flag question
Question text
Which of the following is a warning sign of a potentially dangerous electrical appliance?
Select one:
A. It has fuses that often blow.
B. It gives off a strange odor.
D. It often trips the breakers.
Question 13
Correct
Flag question
Question text
What can you use to extinguish a small grease fire?
Select one:
A. Flour.
B. Class A extinguisher.
C. Baking soda.
D. Water.
Question 14
Correct
Flag question
Question text
A fire extinguisher should be used only
Select one:
A. when the fire department is far away.
B. in the kitchen.
C. on grease fires.
D. on small fires.
Question 15
Correct
Flag question
Question text
Noise from which of the following is loud enough to cause hearing damage?
Select one:
A. Loud conversation.
B. Food blender.
C. Radio.
D. Motorcycle.
Which of the following liquids can ignite when exposed to heat or flame?
Select one:
A. Turpentine.
B. Gasoline.
D. Spot removers.
Which of the following medications can cause poisoning?
Select one:
A. Sleeping pills.
B. Barbiturates.
C. Aspirin.
Which of the following can cause an electrical malfunction?
Select one:
A. Plugging multiple appliances into one extension cord.
C. Using frayed or cut extension cords.
D. Using the wrong fuse.
Clear my choice
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State Finished
Completed on Monday, April 3, 2023, 7:08 PM
Question 1
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You should never touch appliances, wires, or electric switches if you have wet feet or hands.
Select one:
True
False
Feedback
Question 2
Correct
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If someone has been shocked by electricity, what is the first thing you should do?
Select one:
A. Cover the person with a blanket.
B. Begin mouth-to-mouth resuscitation or CPR
C. Phone the supervisor immediately.
D. Remove the power source that caused the shock.
Feedback
The correct answer is: Remove the power source that caused the shock.
Question 3
Correct
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Which of the following liquids can ignite when exposed to heat or flame?
Select one:
A. Turpentine.
B. Gasoline.
D. Spot removers.
Feedback
Question 4
Correct
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Question text
Which of the following medications can cause poisoning?
Select one:
A. Sleeping pills.
B. Barbiturates.
C. Aspirin.
Feedback
Question 5
Correct
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People with physical or mental disabilities are often susceptible to falling.
Select one:
True
False
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Question 6
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Which of the following can cause an electrical malfunction?
Select one:
A. Plugging multiple appliances into one extension cord.
C. Using frayed or cut extension cords.
D. Using the wrong fuse.
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Question 7
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Which of the following statements about first aid kits is FALSE?
Select one:
A. They should be re-stocked annually.
B. They should include sterile adhesive dressings.
C. They should be stored in convenient locations.
D. They should include surgical gloves.
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The correct answer is: They should be re-stocked annually.
Question 8
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When turning on a gas barbecue, always leave the cover closed.
Select one:
True
False
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Question 9
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Noise from which of the following is loud enough to cause hearing damage?
Select one:
A. Loud conversation.
B. Radio.
C. Food blender.
D. Motorcycle.
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The correct answer is: Motorcycle.
Question 10
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When using a fire extinguisher, what does "P.A.S.S." stand for?
Select one:
A. Pull the pin, Aim at the base of the fire, Squeeze the handle, and Sweep back and forth.
B. Put out the fire, Activate 9-1-1, and Stay Safe
C. Propane, Aerosol, Sparks, and Shock.
D. Practice in advance, Always use caution, Safety first, and Signal for help.
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The correct answer is: Pull the pin, Aim at the base of the fire, Squeeze the handle, and Sweep back
and forth.
Question 11
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Flour or water can be used to extinguish a small grease fire.
Select one:
True
False
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Question 12
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How can you help to prevent falls in the bathroom?
Select one:
A. Place grab bars in the bathroom.
B. Drain water from the tub before helping the individual to get out.
D. Use rubber-backed rugs and mats.
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Question 13
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Which of the following can prevent injuries from electrical shock?
Select one:
A. Never use an electrical appliance with wet hands.
C. Temporary wires or extension cords should never run across the floor.
D. Wiring should be regularly checked and replaced.
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Question 14
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What is an appropriate storage place for a flammable liquid?
Select one:
A. Locked cabinet.
B. Closed car trunk.
C. Near a furnace.
D. Open garage shelf.
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The correct answer is: Open garage shelf.
Question 15
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The noise from a blender can cause mental stress.
Select one:
True
False
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Question 16
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You should immediately unplug an electrical cord that feels warm or hot when you touch it.
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True
False
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Question 17
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In what area of a house should you NOT use a power bar?
Select one:
A. Kitchen.
B. Basement.
C. Bedroom.
D. Living room.
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The correct answer is: Kitchen.
Question 18
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If an extension cord becomes discoloured, what action is appropriate?
Select one:
A. Only use one appliance with the cord at one time.
B. Wrap electrical tape around the damaged area.
C. Use the cord less often.
D. Replace the cor
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The correct answer is: Replace the cor
Question 19
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If you have a fire in a pot on the stove, put a lid on the pot and turn off the heat.
Select one:
True
False
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Question 20
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What can you use to extinguish a small grease fire?
Select one:
A. Water.
B. Flour.
C. Baking soda.
D. Class A extinguisher.
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The correct answer is: Baking soda.
Question 21
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During a life-threatening medical emergency, what should you do first?
Select one:
A. Call 9-1-1.
B. Inform your supervisor.
C. Perform first aid, including CPR if necessary.
D. Inform the parent or guardian.
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The correct answer is: Call 9-1-1.
Question 22
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Which of the following is a warning sign of a potentially dangerous electrical appliance?
Select one:
A. It has fuses that often blow.
C. It often trips the breakers.
D. It gives off a strange odor.
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Question 23
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What should you do during a lightning storm to prevent electrical fires?
Select one:
A. Do not use extension cords.
B. Wrap plug-ins with electrical tape.
C. Turn off appliances.
D. Do not allow anyone to stand on a wet floor.
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The correct answer is: Turn off appliances.
Question 24
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Why are loose-fitting electrical plugs a hazard?
Select one:
A. They are easy to trip on.
B. They can overheat and cause fire.
C. They can cause electrical shock.
D. They can come into contact with water.
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The correct answer is: They can overheat and cause fire.
Question 25
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To prevent people from tripping on electrical cords, it is best to nail the cords directly to the floor.
Select one:
True
False
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Question 26
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It is possible to die from an overdose of aspirin.
Select one:
True
False
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Question 27
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What type of fire extinguisher can be used on any type of fire?
Select one:
A. Class B Extinguisher.
B. ABC Dry Chemical.
C. Class A Extinguisher.
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The correct answer is: ABC Dry Chemical.
Question 28
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What do all fires need in order to burn?
Select one:
A. Heat, sparks, and oxygen.
B. Water, air movement, and heat.
C. Fuel, heat, and oxygen.
D. Wood, propane, and turpentine.
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The correct answer is: Fuel, heat, and oxygen.
Question 29
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If an appliance has a damaged electrical cord with exposed strands of wire, what action is
appropriate?
Select one:
A. Keep the appliance plugged in.
B. Use the appliance less often.
C. Replace the cord or appliance.
D. Wrap electrical tape around the damaged area.
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The correct answer is: Replace the cord or appliance.
Question 30
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Although first aid kits are required, a community service facility does not need to have a formal
evacuation plan.
Select one:
True
False
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Basics of Ergonomics
7.1.1 Muscles, Ligaments, and Joints
The way we position (posture) and move our bodies greatly influences the amount of stress we put on
muscles, ligaments, and joints, and the degree to which we risk being injured.
Muscles, Ligaments, and Joints
Muscles are organs that respond to messages from the nervous system by tightening or pulling
together (contracting). We have three types of muscles in our bodies:
1. smooth muscles are found in the walls of our blood vessels and in the stomach, intestines,
uterus, and bladder (i.e., the hollow organs)
2. the heart muscle is in the heart wall
3. skeletal muscles are throughout our bodies and are attached to our bones by tendons or
ligaments
The skeletal muscles, responding to nerve impulses, are largely responsible for the movement of our
body frame, tongue, and face. Muscles that are overworked or stretched too far without being
warmed up can tear. If many muscle fibers are torn, the result can be a very painful injury known as a
muscle strain. Regular exercise makes our joints more flexible and reduces the risk of joint
inflammation and degeneration.
Our joints are the structures that connect our bones together. The bones are surrounded by cartilage
within the joint, which prevents the bones from rubbing together and potentially causing damage.
Musculoskeletal injuries (i.e., injuries to the muscles and skeleton) include a number of disorders
which involve the muscles, ligaments, bones, joints, blood vessels, and/or other soft tissues in the
body. Signs and symptoms of musculoskeletal injury include swelling, tingling, numbness, pain, and
a feeling of tiredness and/or heaviness in the neck, arms, shoulders, back, hands, legs, and/or feet.
7.1.2 The Back
Although the back is one of the strongest parts of our body, back pain is quite common among the
general population. Backaches are symptoms of trauma or damage to ligaments, muscles, nerves, or
discs in the lower spine. There are many things that can cause backaches including awkward
movements, poor posture, improper lifting, weak muscles in the back or stomach (abdominal) area,
repetitive work, pregnancy, and obesity.
Ways to Prevent Backaches
1. Exercise regularly. Exercise which focuses on strengthening back and abdominal muscles
is best. Some good examples of exercises for strengthening the abdominal and back
muscles can be found at http://www.bigbackpain.com/back_exercises.html.
2. Breathe correctly. Stress and tension, which contribute to backache, can be reduced by
relaxing and breathing slowly from the abdomen.
3. Do not sleep on your stomach or a very soft mattress.
4. Wear sturdy, low-heeled, comfortable shoes that support good posture.
5. Avoid sitting or standing for extended periods of time.
6. Keep good posture. Sit and stand with your back and head held straight, and sit in chairs
that support your lower back.
7. Practice safe bending, lifting, and carrying:
o When lifting objects, bend your knees.
o Tighten your abdominal muscles and straighten your body so that the natural
curve in your lower back is maintained.
o Place feet apart to maintain good balance and pivot (turn) your feet, rather than
twisting your back.
o Hold objects close to the body and lift slowly and smoothly.
o Push loads rather than pulling them.
o When loads are heavy, work with a partner or use mechanical devices and lifts.
Consider the weight, size, and shape of the object or person being lifted.
7.1.3 Ergonomic Principles for Proper Posture and Movement
By following these principles, you will reduce the risk of injury to your body.
Joints should be kept in as neutral position as possible

Keeping joints in a neutral position reduces the stress on the ligaments and muscles that surround the
joints, as they are stretched as little as possible. A neutral position is as close to the natural resting
position of the body as possible. When you bend your neck or raise your arms, your joints are
stretched: these are not “neutral” positions.
Keep objects as close to the body as possible

If objects are too far away from the body, you will be forced to stretch your arms and lean forward to
pick up the object. This action increases the stress on the muscles and joints in your neck, back, and
shoulders.
Avoid bending forward

The further one is from an object being reached, the more stress is placed on muscles and ligaments
to keep the body in balance. The lower back is particularly affected by bending forward when lifting.
Avoid twisting your upper body (or trunk)

Twisting one’s trunk causes stress to the spine as joints and muscles along the spine, and discs
between the vertebrae in the back are stretched unnecessarily.
Sudden, quick movements should be avoided

Sudden movements can cause back pain, particularly in the lower back. Movements should be as
even and gradual as possible.
Change your body position and movements and avoid repetitive movements whenever possible
Keeping the same posture and repeating the same movement can be tiring to the body and can result
in injury. Whenever possible, reduce stress on the body by changing tasks, changing positions, and
alternating movements (e.g., standing, sitting, walking).
Limit the length of time using your maximum muscle power

Most people can comfortably and safely endure use of their maximum muscle power for just a few
seconds, and 50% of their muscular effort for no more than one minute. Taking short breaks
throughout the period of the task rather than one long break at the end is most effective in reducing
muscle strain.
Learning Activities
 Caution: This exercise is optional and should only be attempted by individuals with no prior
muscle or skeletal injuries, damage, or pain. Place a 2-4 kilogram object on a table in front
of you about 70 centimeters from your body. If you are able, stretch and pick up the object
and put it back in the same place. Now place the same object at half the distance (35
centimeters) away from your body (again on the table) and repeat the activity. Now place
the object directly in front of you on the table and pick it up. What did it feel like to pick
up the object at the different positions? Were you able to feel the difference in tension in
your body and stress to your neck, back and shoulders?
 View the following video, which contains suggestions that are helpful for anyone, but are
particularly important for those who have inflammatory diseases such as arthritis and gout.
.
 View an online interactive introduction to principles of ergonomics entitled “Backs and
Bums: Applying Basic Ergonomics”.
Learning Activity
1. Watch a the following video clip.
2. Review an excellent manual on back safety produced by Work Safe British Columbia.
3. You will need a partner for this activity as a base of support.
o Stand with your feet close together. Ask your partner to push gently on your
arm. Ask your partner to slowly increase the pressure until you have to move
your feet to keep your balance. Ask your partner to remember how much
pressure it took to make you lose your balance.
o Try this again, this time standing with your feet shoulder-width apart.
o Do this a third time, with your feet shoulder-width apart and one foot ahead of
the other.
o Ask your partner to tell you how much force was needed each time to make you
move your feet to keep your balance. In what position were you weakest? In
what position were you strongest?
Lifting and Transferring

7.2.1 Safe Lifting and Transferring
In your job as a Community Disability Services Worker, you may be required at times to assist
individuals with mobility issues to transfer from one position to another (e.g., from a wheelchair to a
toilet, from a chair to a bed). Unsafe transfers can result in injury to the person being transferred
and/or to the caregiver. The high number of musculoskeletal injuries “related to patient handling” in
the healthcare professions is well-documented. The Worker’s Compensation Board of British
Columbia (WorkSafeBC) suggests that 50% of musculoskeletal injuries in workers in acute care and
long-term care facilities are a result of manual handling (e.g., lifting, lowering, holding, pushing,
pulling) of patients. Manual lifting refers to the lifting and transferring of individuals by caregivers
without the use of a lifting device.
NOTE: This unit covers material on safe lifting and transferring practices, but the best way to learn
these skills is to do so hands-on. It is strongly suggested that you go over these practices under
supervision if possible. Speak with your supervisor about common equipment or inventory at your
work site that involves lifting and transferring so that you are prepared for the task.
Safe Lifting and Transferring
A number of factors are associated with the high incidence of musculoskeletal injuries in workers
from manual handling, including the following:
1. Worker’s movements and posture.

2. The frequency and force (e.g., weight, size) of the person being moved.
3. The size, design, and layout of the facility.
4. Availability of appropriate handling equipment (e.g., mechanical lifts, repositioning
devices).
5. How the work is organized (e.g., two-person transfers).
6. Knowledge of safe lifting techniques.
7. Characteristics of individuals being moved.
8. The incorrect belief that back injuries are just part of the job.
Studies have shown that it is safest to use mechanical lifts for lifting and transferring an individual
whenever possible. J. W. Collins and associates looked at 130 studies on ways of reducing injuries to
health care workers and concluded that “using mechanical equipment to lift residents increases a
resident’s comfort and feeling of security when compared to manual methods. The physical
separation from the caregiver and the resident afforded by the use of a lift, particularly those with a
known history of violence, could also explain the reduction in assaults on caregivers while using
mechanical lifts.”
In response to the high percentage of injuries from manual lifts, many experts in the health care field
recommend the implementation of a “no-lift” policy. This is sometimes referred to as a minimal lift
or safer lift policy. The intent of these policies is to eliminate the use of manual lifts whenever
practical and, when not possible, to implement policies that will ensure maximum safety in manual
lifting.
Decisions regarding best recommended lifting techniques should only be made by qualified
individuals (e.g., occupational therapists, physical therapists), based on consideration of the
following factors:
1. Focus on the characteristics of the person being lifted (e.g., age, gender, diagnosis, health,
strength, size, weight, ability to assist, risk of falling).
2. Focus on the capabilities of the worker (e.g., language, education, training, physical
limitations, stress, fatigue).
3. Focus on the task (e.g., what needs to be done, how it needs to be done, when it needs to
be done).
4. Focus on the environment (e.g., number of staff available, building design, resources).
The newly revised Occupational Health and Safety Code of Alberta mandates employers to
implement safer lift policies when lifting and transferring loads of any kind, including people.
The Occupational Health and Safety Code of Alberta (2009)

Regulations Regarding Lifting and Transferring
The Occupational Health and Safety Code of Alberta, Part 14, mandates all employers to “provide,
where reasonably practicable, appropriate equipment for lifting, lowering, pushing, pulling, carrying,
handling or transporting heavy or awkward loads.” Employers must ensure that employees use the
equipment and “appropriate patient/client/resident handling equipment” must be incorporated into
the construction of all new health care facilities.
If workers are lifting, transferring, or repositioning individuals, employers must implement a safe
handling program and ensure that their employees follow it. Before a worker can do a manual lift, the
employer must do a hazard assessment that evaluates the weight, size, and shape of the load, and the
way and number of times it will be moved. If it is determined that the manual lift could potentially
cause musculoskeletal injuries, the “employer must ensure that all reasonably practicable measures
are used to eliminate or reduce that potential.”
Work Safe Alberta has developed a manual entitled the No Unsafe Lift Workbook. It was designed to
provide guidelines for developing and implementing a musculoskeletal injury prevention program for
employers of healthcare providers based on standards in the Occupational Health and Safety Code.
The No Unsafe Lift Workbook is available from the Alberta government.
7.2.2 Safe Lifting and Transferring Equipment
Transfer Assist Devices
Transfer assist devices, when selected and used properly, can improve the safety of the transferring
process and reduce the risk of musculoskeletal injuries to caregivers. These non-mechanical devices
are designed to reduce the friction created during transfers, resulting in a smoother and safer process
for both the caregiver and the person being moved. Slide sheets and transfer boards are common
examples of transfer assist devices.
The decision to use a transfer device should be based on an evaluation of the suitability of the device
to the person being moved and an assessment of risk of injury to the caregiver. These assessments
should only be completed by qualified professionals (e.g., occupational therapist, physical therapist).
Mechanical Lifting Devices

“The proper use of mechanical lifting devices reduces physical injuries to workers as well as risk of
patient injuries that may occur in manual lifting.” Effective musculoskeletal injury prevention
programs work towards reducing the use of manual lifting techniques and increasing the use of
devices which exert less stress on employees’ bodies.
Although mechanical lifts are generally safer than using manual lifting techniques, there have been
incidents of injuries to individuals using mechanical lifting devices. In response to this concern,
Health Canada recommends the following in regards to mechanical lifting:
1. Ensure that staff are adequately trained and receive regular reviews on the safe use of
patient lifts, following the manufacturer’s directions.
2. Examine all lift support systems before each use, to ensure that they are structurally sound.
3. Examine components, including slings and chairs, for any signs of wear. For example,
examine slings for frayed material or weak stitching, and check straps, chains, and hooks
used to attach the sling to the lift. If wear is noticed, replace the component immediately.
4. Examine all hooks to ensure that they will not unhook during use, even if the load is
unstable. Note that holding or supporting the patient while in the sling or chair may allow
straps or hooks to disengage.
5. Check that the lift can be propelled in a normal manner, making sure that the castors are in
good condition and are free in their movements. Check that all external fittings are secure
and that all screws and nuts are tight.
6. Ensure that all safety labels are firmly attached and in good readable condition.
7. Follow the manufacturer’s maintenance instructions at the required intervals and as
required by your employer’s maintenance procedures for that device.
8. Follow the manufacturer’s cleaning instructions for slings and chairs. Strong bleaches or
other disinfecting agents may weaken fabrics, and cleaning products may weaken the bases
of permanently mounted lifting devices.
9. Use slings and other lift accessories that are either original equipment or compatible with
the brand and model of lift being used. Ensure that the accessory is suitable for the
application and is of the appropriate size and strength for the weight of the individual. Also
make sure not to exceed the overall maximum rated load for the lift.
10. When using a sling, ensure that the individual’s limbs are properly placed, as per the
manufacturer’s instructions, in order to help secure him or her.
11. Ensure that any belts and/or restraining devices used to secure the individual are
sufficiently tight.
12. Never leave the individual unattended in a lift.
13. Instruct the individual to remain motionless while being lifted, to reduce the chance of lift
instability.
14. Ensure that the base of the lift is kept as wide open as possible, to maintain its overall
stability. If the width of the base must be reduced in order to go through a doorway, ensure
that it is re-opened afterwards. Note that some lifts may become unstable if they are
pushed and pulled by the jib or mast; always use the device’s handles, as they are designed
for this purpose.
15. Do not move the lift with an individual in it over a threshold. In such a case, move the
individual in a wheelchair or stretcher.
16. Take care when moving an unloaded lift over raised thresholds or unevenness in the floor,
so as not to damage its base or tip it.
17. Do not use the lift to transport the individual for long distances. If moving the individual
over short distances, ensure that he or she is kept in the lowest position possible to help
maintain the lift’s stability.
7.2.3 Manual Lifting
Although the use of mechanical lifts and transfer devices is generally the best choice, there will be
times when using manual lifting techniques is necessary (e.g., in emergency situations). Community
Disability Services Workers must know how to complete these lifts safely.
The Health Care Health and Safety Association of Ontario suggests that, before using a manual
lifting technique, the worker should ask the following questions. If the answer to any of the questions
is no, a mechanical lift should be used to complete the transfer.
1. Is the person able to bear weight (i.e., reliably and consistently) with one leg or both arms?
2. Is the person able to communicate with the worker and follow directions?
3. Is the person free from pain or any medical devices that might interfere with the transfer?
4. Is the person’s behaviour cooperative and not aggressive?
5. Is the person’s strength, mobility, balance, and range of motion suitable for performing the
transfer?
6. Is the environment suitable for the transfer (e.g., space, equipment)?
7. Are the workers properly prepared and able to do the lifting (e.g., training, strength, no
musculoskeletal injuries)?
8. When transferring a person out of a bed, always raise the side rails opposite you to prevent
falling.
9. Equalize the heights of the surfaces that you want to transfer between as much as possible.
10. Assess the person’s mobility and strength to determine how he or she can help with the
transfer.
11. If you think the individual is too heavy or immobile for you to complete the transfer alone,
request assistance from another person. If in doubt, or if you are completing the transfer
for the first time, always get help.
12. Explain the procedure to the individual and enlist his or her help to the fullest extent
possible.
13. If you think the person is unable to understand what you are saying to him or her, ask
another person to help you with the transfer.
14. Both the person being transferred and the worker should be wearing supportive, sturdy,
non-skid footwear.
15. Prepare the area by clearing a pathway and removing any objects which might interfere
with the transfer.
16. Secure the brakes on the equipment involved (e.g., bed, commode, wheelchair).
17. A transfer belt must be used when transferring a person for the first time. If you think that
the transfer belt is not needed in the future, consult a qualified person (e.g., occupational
therapist, physical therapist) before you decide not to use the transfer belt.
18. The transfer belt is applied around the waist, over the person’s clothing, and fastened
snugly, but not tight enough to cause discomfort or affect breathing. The buckle should not
be over the spine.
19. If there is a feeding tube or colostomy, the transfer belt must be positioned above these
items. Belts may not be suitable for use with individuals who have had recent abdominal
or back surgery.
20. Always transfer to the person’s strongest side.
General Guidelines for all Manual Transfer Procedures

One of the common manual lifting techniques most likely to be used in your work is described
below. You can learn about other lifting techniques by reading a short but comprehensive workbook
entitled High-Risk Manual Handling of Patients in Health Care, produced by WorkSafeBC, it
describes a number of manual lifting techniques and their associated risks.
Sitting to Standing Transfer

This lift is used with individuals who can bear some weight on their legs, require minimal to
moderate assistance, and have predictable and consistent behaviour. It is used to transfer a person
from a bed to a chair, wheelchair, or commode; from a wheelchair to a chair; from a wheelchair to a
toilet; or from a chair to a car. It can also be used for repositioning people in chairs and for helping a
person up from the floor.
1. Assist the individual to a seated position at the side of the bed.

2. If transferring to a wheelchair, flip back the wheelchair foot plates and remove the leg rest
on the side you are transferring to.
3. Position the chair, wheelchair, or commode at a 45° angle to the bed. Secure the brakes on
the equipment involved (e.g., bed, commode, wheelchair).
4. Apply a transfer belt as per guidelines identified above.
5. Ensure that the individual’s strongest leg is positioned back and the other leg is slightly
forward.
6. Place your feet about shoulder-width apart, flex your hips and knees, and place your knee
against the person’s weaker knee or leg, to provide support. Keep your back straight, bend
your legs, and stay as close to the person as possible.
7. Grasp handles of transfer belt from underneath.
8. Rock the individual being transferred to a standing position on the count of three. The
person being transferred can assist by using his or her hands to push up if able.
9. Ensure that person’s weakest leg is between your knees to provide support.
10. If you need the assistance of a second person, he or she could stand in the space between
the surface you are transferring the individual from and the surface you are transferring the
individual to. Have the second person hold onto the transfer belt and help to boost the
person over.
11. Pivot on the foot which is furthest from the chair, wheelchair, or commode, and ask the
person being transferred to stand up. Pivot with your feet and upper body in alignment. Do
not twist your upper body separately from your feet.
12. Pivot your body in the direction of the chair and ask the person being transferred to take
small steps toward the chair, wheelchair, or commode.
13. Ask the individual to indicate when the chair, wheelchair, or commode touches the back of
his or her knees.
14. Ask the person to use armrests for support.
15. Flex your hips and knees, and gently lower the person into the seat.
Assisting an Individual from the Floor

If an individual is on the floor, is not injured, and is able to assist and bear weight, place a transfer
belt around the individual’s waist. Hold on to the transfer belt and assist the individual to one knee.
Use a sturdy chair for the individual to hold on to for some support. If possible, assist the individual
to a kneeling position. If the person is able, have her or him bring one knee up and put a foot on the
ground. Then, with the assistance of two staff, help the individual to stand.
If the individual is unable to assist in this process, use a mechanical lift, if one is available, to
position the individual in a wheelchair. If no mechanical lift is available, call for additional
assistance.
State Finished
Grade 50.00 out of 50.00 (100%)
Question 1
Correct
Flag question
Question text
Lying on your back is the position that puts the most stress and pressure on the spine.
Select one:
True
False
Question 2
Correct
Flag question
Question text
Before you use a transfer on an individual, you should:
Select one:
A. Know your agency's policies and protocols for transfers.
B. Learn the principles of body mechanics as they apply to transfers.
C. Be trained by a physical or occupational therapist.
Question 3
Correct
Flag question
Question text
The further the load is from the spine:
Select one:
A. The easier it is to counterbalance.
B. The better you can see it to adjust the load.
C. The more room you have to twist your body.
D. The more strain there is on your back muscles.
Question 4
Correct
Flag question
Question text
The vertebral arch is shaped like which part of a house?
Select one:
A. The front door.
B. The floor.
C. The basement.
D. The roof.
Question 5
Correct
Flag question
Question text
Which structures of the spine receive a nerve supply and are painful when injured?
Select one:
A. Intervertebral dics.
B. Muscles along the spine.
C. Joints and ligaments.
Question 6
Correct
Flag question
Question text
Which lift should you use while reaching into a large box?
Select one:
A. The standing pivot lift.
B. The tripod lift.
C. The golfer's lift.
D. The assisted standing lift.
Question 7
Correct
Flag question
Question text
You can prevent injuries by using the principles of ergonomics.
Select one:
True
False
Question 8
Correct
Flag question
Question text
Muscles cannot function unless they are connected to nerves.
Select one:
True
False
Question 9
Correct
Flag question
Question text
How should an individual's arms be placed when doing a lift from wheelchair to bed?
Select one:
A. Held straight on either side of the body.
B. It does not matter how the individual's arms are placed.
C. Crossed over the chest.
D. Outstretched above the head.
Question 10
Correct
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Question text
A mechanical lift should be used for transfers from wheelchair to bed when the client is unable to
bear weight.
Select one:
True
False
Question 11
Correct
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Question text
As the weight of the object you are lifting increases, the force required to lift it also increases.
Select one:
True
False
Question 12
Correct
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Select one:
A. All answers are correct.
B. Be trained by a physical or occupational therapist.
C. Learn the principles of body mechanics as they apply to transfers.
D. Know your agency's policies and protocols for transfers.
Question 13
Correct
Flag question
Question text
An intervertebral disc resembles which of the following?
Select one:
A. An O ring.
B. A dinner plate.
C. A chocolate chip cookie.
D. A jelly donut.
Question 14
Correct
Flag question
Question text
A back Injury can happen when:
Select one:
A. You pivot with your body during a lift.
B. You bend forward from the waist during a lift.
C. You spend too much time in the same position.
D. You look up at the ceiling too many times.
Question 15
Correct
Flag question
Question text
Which part of the back is at risk for injury?
Select one:
A. Ligaments.
B. Bones.
C. Muscles.

State Finished
Grade 100.00 out of 100.00
Question 1
Correct
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What is a vertebral body?
Select one:
A. A thin shock-absorbing pad.
B. The arch that protects the spinal cord.
C. A disc shaped like a jelly donut.
D. A short, cylindrical block of bone.
Feedback
The correct answer is: A short, cylindrical block of bone.
Question 2
Correct
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Why are mechanical lifts beneficial?
Select one:
A. They do not require any consultation with an occupational therapist.
B. They always function properly.
C. All individuals are comfortable using a mechanical lift.
D. They can save the individual's energy for other activities of daily living.
Feedback
The correct answer is: They can save the individual's energy for other activities of daily living.
Question 3
Correct
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How should you lift a heavy load?
Select one:
A. Use your back, not your legs.
B. Use your back first, then your legs.
C. You should never lift a heavy load.
D. Use your legs, not your back.
Feedback
The correct answer is: Use your legs, not your back.
Question 4
Correct
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How should an individual's arms be placed when doing a lift from wheelchair to bed?
Select one:
A. It does not matter how the individual's arms are placed.
B. Held straight on either side of the body.
C. Crossed over the chest.
D. Outstretched above the head.
Feedback
The correct answer is: Crossed over the chest.
Question 5
Correct
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When doing a transfer, you should encourage the individual to hold onto your neck with their hands.
Select one:
True
False
Feedback
Question 6
Correct
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When using a two-person lift, the taller person should lift the legs of the individual.
Select one:
True
False
Feedback
Question 7
Correct
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The vertebral column (spine) consists of how many vertebrae?
Select one:
A. 55
B. 33
C. 44
D. 22
Feedback
The correct answer is: 33
Question 8
Correct
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Ergonomics is the study of the body's ability to lift weights.
Select one:
True
False
Feedback
Question 9
Correct
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Which structures of the spine receive a nerve supply and are painful when injured?
Select one:
A. Muscles along the spine.
C. Intervertebral dics.
D. Joints and ligaments.
Feedback
Question 10
Correct
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Question text
A mechanical lift should be used for transfers from wheelchair to bed when the individual
Select one:
A. is able to bear some weight.
B. walks with a cane.
C. is unable to bear weight.
D. can use a walker independently.
Feedback
The correct answer is: is unable to bear weight.
Question 11
Correct
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The vertebral arch is shaped like which part of a house?
Select one:
A. The floor.
B. The front door.
C. The basement.
D. The roof.
Feedback
The correct answer is: The roof.
Question 12
Correct
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Standing transfers should be used when an individual cannot bear any weight on their legs.
Select one:
True
False
Feedback
Question 13
Correct
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What type of injury prevents more people from working than any other type of injury?
Select one:
A. Back injuries.
B. Ankle sprains.
C. Cuts and bruises.
D. Stress or burnout
Feedback
The correct answer is: Back injuries.
Question 14
Correct
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When an object is lifted, what affects the load on the spine?
Select one:
A. The amount of bending or twisting of the spine.
C. The distance from the object and the spine.
D. The shape, size, weight and density of the object.
Feedback
Question 15
Correct
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Which lifting position is the worst in terms of potential back injuries?
Select one:
A. Standing while bending at the knees.
B. Laying on a bed and reaching out with one hand.
C. Sitting in a bent-forward position while leaning to the side.
D. Squatting while bending forward.
Feedback
The correct answer is: Sitting in a bent-forward position while leaning to the side.
Question 16
Correct
Flag question
Question text
Which of the following is a function of an intervertebral disc?
Select one:
A. All answers are correct.
B. Bears weight.
C. Absorbs shock.
D. Gives flexibility.
Feedback
Question 17
Correct
Flag question
Question text
Tightening your stomach muscles gives stability to your lower back during a transfer.
Select one:
True
False
Feedback
Question 18
Correct
Flag question
Question text
Ligaments are strong bands of fibrous tissue that connect muscles to bone.
Select one:
True
False
Feedback
Question 19
Correct
Flag question
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It is impossible to prevent back injuries caused by lifts or transfers.
Select one:
True
False
Feedback
Question 20
Correct
Flag question
Question text
How can you prevent a back injury while lifting?
Select one:
A. Keep your knees in a locked position.
B. Hold your breath for as long as you can.
C. Bend at your knees and keep your back straight.
D. Grip the load with your palms facing downwards.
Feedback
The correct answer is: Bend at your knees and keep your back straight.
Question 21
Correct
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Question text
Which lift should you use while reaching into a large box?
Select one:
A. The assisted standing lift.
B. The tripod lift.
C. The standing pivot lift.
D. The golfer's lift.
Feedback
The correct answer is: The golfer's lift.
Question 22
Correct
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Question text
The nervous system receives sensory information and regulates an appropriate response.
Select one:
True
False
Feedback
Question 23
Correct
Flag question
Question text
Muscles that keep the back straight are attached to the __________.
Select one:
A. Ribs.
B. Spine.
C. Collarbone.
D. Tail bone.
Feedback
The correct answer is: Spine.
Question 24
Correct
Flag question
Question text
How can you prevent a back injury while lifting?
Select one:
A. Grip the load with your palms facing downwards.
B. Keep your knees in a locked position.
C. Bend at your knees and keep your back straight.
D. Hold your breath for as long as you can.
Feedback
The correct answer is: Bend at your knees and keep your back straight.
Question 25
Correct
Flag question
Question text
As the weight of the object you are lifting increases, the force required to lift it also increases.
Select one:
True
False
Feedback
Question 26
Correct
Flag question
Question text
What can you do to prepare to lift an individual from a wheelchair to a bed?
Select one:
A. Remove the armrest that is closest to the bed.
B. Lock the brakes on the wheelchair.
C. Lower the bed to its lowest position.
Feedback
Question 27
Correct
Flag question
Question text
Muscles cannot function unless they are connected to nerves.
Select one:
True
False
Feedback
Question 28
Correct
Flag question
Question text
Muscles that keep the back straight are attached to the __________.
Select one:
A. Collarbone.
B. Ribs.
C. Spine.
D. Tail bone.
Feedback
The correct answer is: Spine.
Question 29
Correct
Flag question
Question text
Select one:
A. Learn the principles of body mechanics as they apply to transfers.
B. Know your agency's policies and protocols for transfers.
C. Be trained by a physical or occupational therapist.
Feedback
Question 30
Correct
Flag question
Question text
Which part of the back is at risk for injury?
Select one:
A. Muscles.
B. Bones.
C. Ligaments.
Feedback
8.1.1 Communication Aids
Augmentative and Alternative Communication
Augmentative and alternative communication, or AAC, refers to any techniques, aids, strategies,
and/or symbols that individuals use to enhance communication.
Augmentative systems are used to improve or enhance the skills a person has. Hearing aids, for
example, are augmentative systems for people with poor hearing.
Alternative systems are used as a substitute for spoken language. American Sign Language (ASL),
for example, is an alternative system for people who are deaf.
AAC also refers to non-verbal forms of communication which supplement verbal communication,
such as facial expressions, eye movements, and gestures. AAC systems may include gestures, sign
language, speech, and/or facial expressions.
There are many different kinds and models of AAC devices on the market from a wide variety of
manufacturers, differing in design, price, size, and features. They range from low-tech (e.g.,
communication boards) to high-tech devices that generate actual speech. Many are designed so that
symbols can be selected by the user through small head or neck movements (head tracking) or eye
blinks (eye tracking), through light or auditory scanning, or through touch selection. A number of
hand-held devices have also been developed that are convenient for use in the community (e.g., on
airplanes).
A speech therapist can recommend the most appropriate devices and strategies for the individuals
and their particular circumstances.
Examples of AAC can be found

here: https://www.rehabmart.com/category/augmentative_and_alternative_communication_devices.h
tm
Low-Technology Communication Aids

Low-technology aids are non-electronic visual communication systems such as communication cards
or boards, eye-gaze displays, books, binders, and folders.
High-Technology Communication Aids

Speech Generating Devices
Speech generating devices are high-technology aids that provide voice output. These devices are
equipped with a processor, memory, speakers, display screen, and a menu of pre-recorded words,
phrases, and/or pictures. Touching the icons of choice on the screen activates a digitized voice, which
produces a corresponding message. These systems usually do not allow for new messages to be
created or for spontaneous, live conversations, and are often most suitable to children who require
less complicated systems. Some examples of these digitized systems include the Easy Talk, Message
Mate, and Super Talker, Touch Talker/No Touch Talker and Proloquo (symbol supported
communication app iPhone, iWatch, iPad)
Synthesized speech devices are more popular because they translate the user’s communication into
actual live conversations. Some examples include Neospeech and AT&T Natural Voices.
Computers
A computer with a speech synthesizer can scan and read text to someone who is visually impaired or
who has difficulty with reading comprehension. There are also computers and software available that
can “speak” someone’s typed words. Some examples include the Freedom LITE and EZ KEYS,
which work with Windows. Software compatible with desktop and laptop computers, and
applications for Androids and iPhones, can also be purchased to perform the same function.
Software for creating customized communication boards (e.g., Boardmaker from Dynavox Mayer-
Johnson) is available for users with communication challenges. Boardmaker has a database of 4,500
symbols and pictures to choose from, with over 100 templates, and is now available in an onscreen
interactive version.
There are also a number of alternative input devices that replace the standard mouse and keyboard on
desktop and laptop computers. Trackballs, switches, eye tracking, head tracking, and foot and mouth
control systems, as well as touch screens, pads, adapted joysticks, and alternative keyboards have
greatly increased the accessibility and usefulness of computers.
iPad and Tablet (Android) Technology
The continual development of technology has greatly improved the ability of people who need
AAC's to use portable and affordable devices and applications (a.k.a., apps) for communicating and
scheduling. two popular and easily accessible devices are Apple iOS and Android.
issues, that support cognitive limitations in memory and planning,as well as communication.
AI (Artificial Intelligence) Technology
The advent of technology that performs tasks for people in different ways has changed the world for
people with disabilities. For example, people who are mobility impaired may now communicate their
needs to the technology that controls their homes, phones, iPads, tablets etc. through the use of
speech commands. There are applications available such as Voiceitt that enables people with speech
problems to use voice activated technology by 'learning the speech patterns' of the user and
modifying into clear speech commands for the device being activated. Google Home, Apple
HomePod Amazon Echo and Microsoft Cortana all use AI technology.
Smartphones and tablet PCs have revolutionized mobile technology and the way we communicate
today. They have also transformed the Assistive Technology (AT) market for people with
disabilities. These mainstream devices provide people with mini-computers they can use ‘on the go’
and they are much more affordable than many dedicated AT or AAC devices.” [1]
Apps range in price from free to $299 and offer users a range of assistance including:
 text to speech
 Picture schedules
 Social Stories
 life skills
 sSocial skills
 task sequencing
 meory
 and many, many more.
Some smart phones or tablets have built in accessibility apps such as:·
 Zoom, an Apple app that magnifies the content on the screen,
 Siri, an app to help search the internet or locate information on Apple, and
 TalkBack, a screen reader for Android-based products.
Although app technology is a relatively inexpensive way for people to access assistive technology, it
is important to know what the individual you support needs, what app will work best, and what to
watch for when purchasing apps. [2]
Here is a YouTube video that highlights
Assisting with Communication
People who do not use words to speak may rely on AAC systems to communicate with Community
Disability Support Workers. They depend on their workers’ ability to communicate effectively with
them in order to have some control over their supports and services and to access any assistance they
need with activities of daily living.
Community Disability Support Workers must know how people use their communication systems.
They must know how to ask questions so that people who use AAC systems can answer them, and
how to support and facilitate communication while they assist individuals.
Strategies for Enhancing Communication with AAC Users

1. Speak respectfully, using a natural tone of voice, volume, and speed.
2. Ask the AAC user to show you how he or she communicates “yes” and “no.”
3. Ask the AAC user if he or she has a communication display or device.
4. Ask the AAC user to show you how the communication system works.
5. Ask the AAC user to demonstrate the system by communicating something to you.
6. Say the message so the AAC user can let you know whether or not you understood his or
her communication. It is okay to ask the person politely if he or she understood you.
Training Competent Communicators
Community Disability Services Workers may be asked to help individuals learn to use
communication aids successfully in their daily lives.
General Training Guidelines

1. Teach communication skills in the individual’s normal environment during his or her daily
routine. Teaching people in several different settings helps them to develop skills that can
be used wherever they are. This is called generalization.
2. Look for and create opportunities for communication.
3. Use learning sessions that are based on natural interactions instead of rigid lessons and
schedules. For more information about informal approaches to learning, refer
to Facilitating Growth and Skill Development.
4. Show the individual how to use his or her communication system by using it yourself
while the person watches. This is called modeling.
5. Also train the people who will be communicating most often with the individual.
6. Encourage people to use several different types of communication at the same time.
Communication options that can be combined include pointing to pictures on a
communication board, gesturing, using a communication device, signing, speaking, and
using facial expressions.
Visual Aids as Communication Tools
Some individuals with disabilities may understand what people are saying to them if the
communication process is supported with visual aids. The visual tools described below can be used
to enhance communication.
Schedules and Calendars

Schedules and calendars are tools that help organize information in a logical, structured, sequential
way. Schedules and calendars can be made using words, picture symbols, photographs, or objects.
Calendars are available on computers, cell phones, iPhones, and hand-held devices; and in written
daily or weekly journals.
They help people plan, organize, and keep track of appointments, leisure activities, and daily
responsibilities. This can help a person prepare for upcoming events, reduce anxiety during transition
times, and give a visual representation of events past and upcoming.
Choice Boards
Displays of words, symbols, or pictures can be used to show people what choices are available to
them. The people you support should be given many opportunities to make requests and choices
throughout the day. For example, they can choose what clothes to wear, which CD to listen to, which
food to eat, which restaurant to go to, which job to do, and which activity to enjoy. Using a choice
board can help individuals make choices and express their needs and wants.
Charts and Checklists

Charts and checklists may be helpful for some people to remind them of tasks and expectations in the
workplace and at home. Reminders can be written down in language that is easy to understand,
presented through pictures, or both. Tasks completed can be recorded to give people a sense of
accomplishment.
8.1.3 Aids for People with Vision Impairments
Low-Vision Aids
For many people, clearer vision can be achieved by wearing glasses or contact lenses, or by having
laser surgery.
The following are some of the most common devices benefitting people with low vision:
1. Eyeglasses or contact lenses.

2. Laser surgery, which uses a laser light beam to correct vision problems such as
nearsightedness or farsightedness.
3. Computer accessibility features and electronic magnifiers, which increase the size of text
and graphics.
4. Large-print computer software.
5. Larger computer monitors.
6. Keyboards or labels that can be put on keys that have large print and high-contrast symbols
which are easier to see.
7. Digital voice recorders for note-taking.
8. Computer software that “talks” the words that are being typed.
9. E-book readers and audiobooks (talking books).
10. Everyday items in large print (e.g., books, playing cards).
11. Appliances and telephones with big buttons.
Aids for People who are Blind
Screen Readers
Screen readers are software programs that convert the written words in any electronic document into
speech. They can be connected to the internet to allow for web surfing. Cell phones are also available
that have screen reader technology.
Note-Takers
Note-takers are devices that communicate to the user by way of speech or Braille, allowing a person
full access to computer use.
Scanners
Scanners are devices similar to screen readers that can scan an entire book and convert it to a talking
book.
Pre-Recorded Talking (Alternative Format) Books and Book Players

These devices play the content of books in audio form.
Talking GPS Devices, Digital Clocks, Watches, Thermostats, Calculators

These devices provide information in an auditory form (i.e., spoken).
Braille Dots And Labellers

These are sticky dots with Braille symbols for labelling canned goods, cupboards, and other items
around the house.
How do I Interact with a Blind Person?
1. Introduce yourself by name and make eye contract when speaking.

2. Speak in you usual conversational voice.
3. When a blind person enters the room, identify yourself.
4. Indicate the end of a conversation, and let a blind person know when you are walking
away.
5. Feel free to use vision-oriented words such as "see" "look" and "watch".
6. Be specific when giving directions.
7. Don't grab the arm of a person who is blind or visually impaired: offer yours instead.
8. Don't interfere with a blind or visually impaired persons's cane, and don't pet or feed dog
guides.
9. When in doubt, just ask.
 List augmentative and alternative communication systems used by the individuals you
support. Are there any additional communication aids that you think might benefit them?
Share your observations with others at your workplace.
 Describe some visual aids that may be useful to the individuals you support. Share your list
with your colleagues.
 Visit a hearing centre in your community to learn more about hearing aids. Develop a “Tips”
sheet about caring for hearing aids. Find out how to problem solve when a hearing aid
whistles, sounds weak, goes on and off, or makes scratchy sounds or no sounds.
 Browse the following web sites to find further information about assistive technologies for
people with visual impairments: http://www.microsoft.com/enable;
and http://www.apple.com/accessibility.
 The World Health Organization has launched a program to promote Global Cooperation on
Assistive Technology (GATE). The objective of the GATE program is to improve access
to high quality, affordable assistive technology for people with varying disabilities,
diseases, and age-related conditions. As a first step, GATE has developed the assistive
products list, a list of priority assistive products based on addressing the greatest need at
population level.
 Ablelink Technologies free Visual Impact app lets someone, including the individual
him/herself, audio-record each step of a task (such as doing laundry) with photo/video of
what the step looks like.
1. Pull the wheelchair further back into the road and lower the front castors before turning to
cross the road.
2. Face the front of the wheelchair to the curb and tilt the wheelchair back just enough to
allow the front castors to clear the curb.
3. Push the wheelchair forward and set the castors down on the curb.
4. Push the rear wheels up and over the curb.
5. Take the wheelchair footplates to the edge of the curb.
6. Hold the wheelchair handles firmly and tilt the chair backwards using the tipper lever until
the back of the wheels touch the curb.
7. The front wheels should be on the path.
8. Lift and push the wheelchair forward with the handles.
Going Down a Curb
1. It is safer for the attendant to take the wheelchair down backwards.

Going up a Curb
1. Face the front of the wheelchair to the curb and tilt the wheelchair back just enough to
allow the front castors to clear the curb.
2. Push the wheelchair forward and set the castors down on the curb.
3. Push the rear wheels up and over the curb.
Going down a Steep Slope
1. Take the wheelchair footplates to the edge of the curb.

2. Hold the wheelchair handles firmly and tilt the chair backwards using the tipper lever until
the back of the wheels touch the curb.
3. The front wheels should be on the path.
4. Lift and push the wheelchair forward with the handles.
Scooters
A scooter is a motorized cart or personal mobility vehicle which can be used by anyone who has
difficulty walking. They are not as easily manoeuvred as power wheelchairs but can be folded up and
carried in the trunk of a car and are therefore excellent for use in the community.
Tips for wheelchair etiquette can be found here.
8.2.2 Environmental Controls and Artificial Limbs
Environmental Controls
Environmental controls are devices that allow the user to operate kitchen appliances, televisions,
computers, telephones, thermostats, lights, and many other electronic devices without using their
hands. Some environmental control units (ECUs) are activated by a person’s voice commands and
others are operated by switches or remote control devices.
There are a variety of ECUs available on the market, ranging from simple remote control devices for
operating appliances and radios, to TVs that can be purchased at electronic stores, to complicated,
expensive systems designed to control almost everything in a person’s home or workplace.
Alarm and security systems have surveillance functions, that now, may be linked to iPhone and
Android phones, iPads and tablets etc.
Browse and excellent website highlighting many types of assistive devices including ECUs here
Additional information on apps and tools: www.autismspeaks.ca or www.abilities.com
Artificial Limbs (Upper and Lower Extremity Prosthesis)

Prostheses and orthoses designed to correct orthopedic problems can improve quality of life and
enhance a persons appearance and self-esteem.
There are many types of prostheses available to individuals who have lost all or parts of their limbs.
Artificial arms, hands, legs, and feet can be controlled by the user’s body or can run on a battery.
There are also electric prostheses that are connected to the individual’s body and interpret muscle
signals to control movement in the artificial limb. More sophisticated prostheses are controlled by
computer chips which move the artificial limbs in response to signals from the body. iLimb is an app
for Iphone and Android phone users that sends signals regarding features of the prosthetic limb such
as grip patterns for prosthetic hands.
At some point in the future, prostheses may become available that are permanently attached and able
to respond to the body’s signals as do natural limbs.
Skip Table of contents

Table of contents
 8.2.1 Types of Mobility Aids
 8.2.2 Environmental Controls and Artificial Limbs
 8.2.3 Positioning Devices
 8.2.4 Learning Activities
8.2.3 Positioning Devices
Some people have little muscle strength and/or difficulty controlling their movements. They may
need support to maintain a position in bed or sit in a wheelchair without sliding down or falling over
to the side.
Positioning devices can help to keep the body in alignment (balanced and straight) and positioned
comfortably and safely. Supports can be custom made for individuals who need them to prevent
stress or damage to muscles, joints, and internal organs. You can also use pillows, rolled blankets or
towels, and foam pads or wedges to secure people in comfortable and safe positions. Physical and
occupational therapists can recommend and construct appropriate devices for people who require this
type of support.
Braces and Splints

Braces and splints are aids that provide support for a body part and keep that part in alignment. They
provide stability, help maintain a person’s range of motion, control involuntary movements, and
prevent contractures (i.e., shortening of the soft tissue around the joint). Some people with cerebral
palsy may benefit from these devices, depending upon the specific characteristics of their disability.
Braces come in many types. One of the most common types is the short leg brace known as an ankle-
foot orthosis (AFO). Braces are also commonly used for the neck, back, and arms. They are used to
help in walking, control involuntary movements, or correct twisted bones or muscles. A doctor orders
the use of a brace, which is usually custom made and fitted.
Splints are applied for a variety of reasons. They usually hold a body part in a fixed position. With
children, hand splints are often used to keep parts of the hand and wrist in a fixed position in order to
prevent the development of deformities which could limit hand functioning. Body splints are used to
stabilize the trunk and limbs. This helps to control involuntary movements and support individuals
who have low muscle tone.[ Splints or casts are also used to prevent movement of a broken bone
while it heals.
 With a partner, practice pushing wheelchair up and down curbs and inclines. Take turns
being in the wheelchair. Describe how you feel in both positions. What types of things do
you need to consider around wheelchair etiquette? Write out your answers and share them
with your tutor or colleagues.
 Browse an excellent web site highlighting many types of assistive devices including
environmental controls at http://www.rehabtool.com/at.html.
 Contact a physical therapist or occupational therapist or visit a clinic to see and/or discuss the
wide range of assistive devices aids available. Share this information with your group.
8.3.1 Clothing and Footwear
A person’s dignity and independence are enhanced when he or she is able to dress and feed him- or
herself with a minimum of assistance from other people. This unit describes clothing and kitchen
equipment that has been adapted for use by individuals with disabilities.
Clothing
Clothing adaptations can make it easier for individuals to dress themselves and to move comfortably
in their clothing. Several companies make clothing that is specially designed for people with different
types of disabilities. Look for manufacturers that produce clothing which is stylish and contemporary
in design but still offers the necessary convenience and accessibility of such items as elastic thread
for buttons, rings or loops on zipper tabs, and zippers or snaps on pant legs for ease in removal.
Decorative notions like snaps, buttons, zippers, and hooks can conceal Velcro fasteners that fasten
securely and close easily. Pants are available with elasticized waists for both men and women who
have difficulty fastening hooks, buttons, and zippers. Wrap-around skirts and blouses that fasten up
at the back are available for women and are also often secured with Velcro.
A tool called the Independent Tools Pocket Dresser is a terrific dressing aid that is like a jackknife
but holds a variety of hooks for zipping zippers and doing buttons.
Footware
Shoes with Velcro closures or elastic laces are suitable for people who have difficulty with laces.
Slip-ons are often a better alternative to shoes with ties. Physical therapists can help individuals
purchase shoes that are specially made or adapted for them.
Suppliers
In Alberta, you can purchase adapted clothing at many home care supply stores. For information,
consult the Canadian Paraplegic Association or Multiple Sclerosis Society, or look in the yellow
pages.
There are numerous suppliers of adapted clothing and footwear that advertise on the internet. Three
Canadian companies that provide catalogues and purchasing information online include:
 Alberta Clothing Suppliers Ltd., at http://www.albertaclothing.com/; and

 Silvert’s Adaptive Clothing and Footwear, at http://www.silverts.com/online-catalog/
 Super-fly Adaptive Apparel: https://www.super-fly.com/
Other Aids
8.3.2 Kitchen Aids
Occupational therapists can recommend adapted eating tools that are appropriate for the individual
needs of each person. Some of these tools are listed below.
Plates
 For children and adults with limited muscle control and coordination, plates with a high inner
wall that prevents food from slipping or sliding off the plate (e.g., Round Up Plate) are
excellent.
 For people with low vision, tremors, or the use of only one hand, plates with a high rim and a
plate guard that prevents food from being pushed off the plate can be purchased. The high
rim makes it easier to scoop food onto knives, forks, and spoons.
 Dishes with partitions to help keep food separated.
 Dishes with suction pad bases that can’t tip over, which make it easier to push food onto a
spoon or fork.
 Cutlery that is chunky and large with lightweight handles (e.g., Good Grips with large, soft,
rubber handles) is easier to grasp.
 For individuals with limited upper extremity movement and grasping ability, use cutlery with
angle-shaped or extended handles.
 For people with upper extremity weakness or reduced range of motion, cutlery is available
that has self-shaping handles that can easily be bent by hand to any angle or side
comfortable for the user.
 For anyone with limited hand control, Parkinson's disease, or spasticity, weighted, heavy
cutlery improves control so that the utensil reaches the mouth more easily.
 Combi cutlery (i.e., one utensil that is designed to be used as a fork and a knife) is useful for
eating and cutting food if the person has the use of only one hand.
 Cutlery adjusted with straps is helpful for people who have difficulty holding on to objects.
Cutlery, Cups, Mugs, and Glasses
Some general suggestions include:
 Glassware with lids, spouts, and one or two large handles.

 Plastic wineglasses with thick stems for grasping.
 Heavy glassware with anti-splash tops for people with shaky hands.
 Insulated glassware and cups for individuals with reduced sensitivity to hot and cold.
 Glassware mugs and cups with straight or bendable straws.
 Straws that have tips with non-return valves so they remain filled with liquid.
 A thermos with a pump, if an individual has difficulty lifting tea or coffee pots.
 For anyone who has difficulty grasping things, a cutting board with pegs to hold the food and
suction cups or clamps to keep the board steady is helpful. Boards with raised corners also
help keep food in place.
 Pot minders, when placed in pots, are designed to make bubbling noises to tell a person when
a liquid has boiled.
 Food processors, electric choppers, electric can openers, microwave ovens, toaster ovens, and
other similar devices make many tasks more manageable.
 Automatic switch-off devices on appliances reduce fire risks.
 For carrying pots and pans, long barbeque mitts and special pot holders that extend the length
of the handle can increase safety.
 Utensils, prepared food, and ingredients can be easily transferred on trolleys.
 Purchase utensils with easy-to-grip, angled handles and adapted graters and peelers,
depending on individual needs (e.g., suction pads, special mountings).
 People with limited vision can use utensils and dishes of contrasting colours, which make
them easier to distinguish. Measuring cups should have large, clearly visible figures for
easier recognition.
Ideas for Adapted Cooking Utensils and Aids
These are just a few of the many products available. You can find a comprehensive catalogue of
adaptive aids for the kitchen from a company in the United States called Wrightstuff.biz.
A good Canadian online source and catalogue (Flaghouse) can be found at http://www.flaghouse.ca.
The adult-oriented catalogue is at http://www.flaghouse.ca/default.asp?Category=Going-
Strong&srccode=902106.
More ideas for incorporating adaptive aids in the kitchen can be found
at http://forhealthtips.com/Adaptive-Daily-Living-Aids-in-the-Kitchen.html.
Another excellent resource is Go for it! A Guide for Choosing and Using Assistive Devices, which
was published by the Public Health Agency of Canada (PHAC). (This website is under revision)
 Think of someone you work with who could benefit from some clothing adaptations as
described above. After consulting the web sites listed, are there any items that you would
recommend be purchased? Make a list of these items and share your list with your
colleagues.
 Make a list of kitchen aids that the individuals whom you support use. After consulting the
web sites listed above, list additional items that you think would be helpful for them. Share
your list with others in your facility.
The main purpose of a Universal Precaution kit is to:
A.
Educate the general public about preventing the spread of infection.
B.
Gather the items needed to clean up a blood or body fluid spill.
C.
Help prevent blood spills and needlestick injuries.
D.
Make information on Universal Precautions readily available.
Question 2
Correct
SHAPE \* MERGEFORMAT Flag question
Question text
To identify people who require the use of Universal Precautions, you should:
A.
Review individuals' files.
B.
Consult with the local health clinic.
C.
Ask individuals about their medical history.
D.
Assume everyone requires Universal Precautions.
Question 3
Correct
Question text
Universal Precautions are basic routine practices designed to prevent traumatic injuries in the
workplace.
True
False
Question 4
Incorrect
Question text
Someone with HIV is able to pass the virus on to others even if they have no symptoms of the
illness.
True
False
Question 5
Correct
Question text
Contaminated blood must be visible to the human eye in order to be capable of transmitting
disease.
True
False
Question 6
Correct
Question text
One way to prevent the transmission of hepatitis A is to avoid biting your nails.
True
False
Question 7
Correct
Question text
Illness occurs when:
A.
The immune system encounters an unknown germ.
B.
C.
A germ comes into contact with the skin.
D.
The body's immune system is unable to fight off a germ.
Question 8
Correct
Question text
Which of the following is NOT recommended if you experience a bite or needlestick injury that
breaks the skin?
A.
Notify your supervisor.
B.
Put pressure on the wound to reduce bleeding.
C.
Wash the area with soap and water.
D.
Call the Needlestick Response Team.
Question 9
Correct
Question text
Which of the following is NOT recommended when washing your hands?
A.
Wet hands before applying soap.
B.
Use a paper towel instead of your bare hand to turn off faucets.
C.
Use a stiff brush to scrub your hands.
D.
Lather and scrub your hands for 10-15 seconds.
Question 10
Correct
Question text
What should you wear on your hands if you will be in contact with blood, body fluids, or open
wounds?
A.
Padded ski gloves.
B.
White cotton gloves.
C.
Nothing as long as you carefully wash your hands afterwards.
D.
Disposable latex or vinyl gloves.
Question 11
Correct
Question text
During hand-washing, you should dispense soap from the container before wetting your hands.
True
False
Question 12
Correct
Question text
When should you wash your hands?
A.
Before personal care of individuals.
B.
Before handling food.
C.
D.
After wearing latex or vinyl gloves.
Question 13
Correct
Question text
When should aprons and safety glasses be used as protective barriers?
A.
Only if you are a nurse or doctor.
B.
When blood or body fluids could be spilled or splashed.
C.
Only when you are in contact with an individual with a known disease.
D.
At all times.
Question 14
Correct
Question text
Routine practices of Universal Precautions include which of the following?
A.
B.
Wearing gloves when you provide personal care.
C.
Storing used needles in special containers.
D.
Using correct procedures when cleaning up blood spills.
Question 15
Correct
Question text
What is the "causative agent" of disease transmission?
A.
The germ (virus or bacteria).
B.
The weakened immune system of the infected body.
C.
The strategy germs use to get into the body.
D.
The place in the body where germs live and grow.
Started on Thursday, April 27, 2023, 6:42 PM

State Finished
Completed on Thursday, April 27, 2023, 7:24 PM
Question 1
Correct
Flag question
Question text
Routine practices of Universal Precautions include which of the following?
A.
Storing used needles in special containers.
B.
Wearing gloves when you provide personal care.
C.
D.
Using correct procedures when cleaning up blood spills.
Question 2
Correct
Flag question
Question text
Someone with HIV is able to pass the virus on to others even if they have no symptoms of the illness.
True
False
Question 3
Correct
Flag question
Question text
Disposable latex or vinyl gloves can be reused if they are washed carefully with antibacterial soap.
True
False
Question 4
Correct
Flag question
Question text
If you receive a needlestick injury, you should wash the area thoroughly with soap and water.
True
False
Question 5
Incorrect
Flag question
Question text
Illness occurs when:
A.
The immune system encounters an unknown germ.
B.
The body's immune system is unable to fight off a germ.
C.
A germ comes into contact with the skin.
D.
Question 6
Correct
Flag question
Question text
The main purpose of a Universal Precaution kit is to:
A.
Educate the general public about preventing the spread of infection.
B.
Make information on Universal Precautions readily available.
C.
Gather the items needed to clean up a blood or body fluid spill.
D.
Help prevent blood spills and needlestick injuries.
Question 7
Correct
Flag question
Question text
HIV is found in many body fluids, but is most likely spread through:
A.
Blood, saliva, and urine.
B.
Breast milk, blood, and saliva.
C.
Semen, vaginal secretions, and amniotic fluid.
D.
Blood, vaginal secretions, and semen.
Question 8
Correct
Flag question
Question text
What is the "causative agent" of disease transmission?
A.
The strategy germs use to get into the body.
B.
The germ (virus or bacteria).
C.
The place in the body where germs live and grow.
D.
The weakened immune system of the infected body.
Question 9
Correct
Flag question
Question text
Which of the following is NOT usually included in a Universal Precaution kit?
A.
A sharps container for used needles.
B.
Disposable latex or vinyl gloves.
C.
A pre-packaged blood/body fluid clean-up kit.
D.
Large super-absorbent disposable towels.
Question 10
Correct
Flag question
Question text
Who should be tested for Hepatitis C?
A.
B.
Anyone who has shared needles or intravenous drug equipment.
C.
Anyone who received blood transfusions before 1990 in Canada.
D.
Anyone who has received renal dialysis.
Question 11
Correct
Flag question
Question text
When should aprons and safety glasses be used as protective barriers?
A.
Only if you are a nurse or doctor.
B.
At all times.
C.
Only when you are in contact with an individual with a known disease.
D.
When blood or body fluids could be spilled or splashed.
Question 12
Correct
Flag question
Question text
After cleaning up a blood spill, you place the used paper towels and cloths in a plastic bag. What
should you do with the bag?
A.
Submit the bag to a local pharmacy.
B.
C.
Burn the bag.
D.
Place the bag in a regular garbage bin.
Question 13
Correct
Flag question
Question text
How can you protect your immune system?
A.
Avoid junk food and caffeine.
B.
Wash your hands often.
C.
D.
Get plenty of sleep.
Question 14
Correct
Flag question
Question text
Proper hand-washing involves the use of abrasive soaps and brushes.
True
False
Question 15
Correct
Flag question
Question text
HIV can be spread through:
A.
None of the above.
B.
Mosquito bites.
C.
Toilets seats or drinking fountains.
D.
Sharing toothbrushes or razors.
Question 16
Incorrect
Flag question
Question text
Why is wearing latex or vinyl gloves when cleaning up spilled body fluids a good idea?
A.
They will keep your hands dry.
B.
Small breaks in the skin will be protected from infectious pathogens.
C.
They help prevent cross-contamination of germs.
D.
Contaminated materials will be less likely to lodge under your fingernails.
Question 17
Correct
Flag question
Question text
What do Hepatitis A, Hepatitis B and Hepatitis C have in common?
A.
They are all viruses that affect the liver.
B.
They can all be cured by antibiotics.
C.
They can all be prevented by vaccines.
D.
They are all caused by bacteria.
Question 18
Correct
Flag question
Question text
HIV in a blood or body fluid spill can be killed by common disinfectants such as alcohol, hydrogen
peroxide, or chlorine bleach.
True
False
Question 19
Correct
Flag question
Question text
Germs must have a method of transportation into the body in order to be infectious.
True
False
Question 20
Correct
Flag question
Question text
Which of the following is NOT recommended if you experience a bite or needlestick injury that
breaks the skin?
A.
Wash the area with soap and water.
B.
Notify your supervisor.
C.
Put pressure on the wound to reduce bleeding.
D.
Question 21
Correct
Flag question
Question text
The symptoms of AIDS are often the same as symptoms of less serious illnesses.
True
False
Question 22
Correct
Flag question
Question text
Why must used needles be disposed of in a safe manner?
A.
They could accidentally be reused.
B.
They could cause injury.
C.
D.
They may contain invisible traces of infected blood.
Question 23
Correct
Flag question
Question text
The virus that causes AIDS destroys the immune system.
True
False
Question 24
Correct
Flag question
Question text
Which of the following can be prevented by a vaccine?
A.
HIV/AIDS.
B.
C.
Hepatitis A.
D.
Hepatitis C.
Question 25
Correct
Flag question
Question text
One way to prevent the transmission of hepatitis A is to avoid biting your nails.
True
False
Question 26
Incorrect
Flag question
Question text
As a community support worker, what is the MOST important use for gloves, aprons, resuscitation
masks, and protective eyewear?
A.
To protect yourself from splashed body fluids.
B.
To protect yourself from bites or needlestick injuries.
C.
To help keep yourself clean.
D.
To form a barrier against the transmission of germs
Question 27
Correct
Flag question
Question text
Universal Precautions are based on the assumption that blood is always potentially infectious.
True
False
Question 28
Correct
Flag question
Question text
To identify people who require the use of Universal Precautions, you should:
A.
Consult with the local health clinic.
B.
Ask individuals about their medical history.
C.
Review individuals' files.
D.
Assume everyone requires Universal Precautions.
Question 29
Correct
Flag question
Question text
Universal Precautions are based on the assumption that:
A.
Special techniques are required to handle blood from a person with a serious disease.
B.
Hand-washing can prevent the spread of all diseases.
C.
All blood and certain body fluids are potentially infectious.
D.
Soap, bleach, and water prevent the spread of infections.
Question 30
Correct
Flag question
Question text
Before cleaning up a blood or body fluid spill, what other precaution should you take (in addition to
wearing latex or vinyl gloves) if you have a cut or open sore on your hand?
A.
Cover the wound with a waterproof dressing.
B.
No other precautions are necessary.
C.
Cover the wound with a gauze bandage.
D.
Apply a disinfectant to the wound

State Finished
Question 1
Correct
Flag question
Question text
What type of diet must carefully adjust the amount of proteins, fats, and carbohydrates according to a
dose of medication?
A.
Full-fluid diet.
B.
Fibre-controlled diet.
C.
Bland diet.
D.
Diabetic diet.
Feedback
The correct answer is: Diabetic diet.
Question 2
Correct
Flag question
Question text
How can you avoid behaviour challenges at mealtimes?
A.
Remove or deny food in order to control inappropriate behaviour.
B.
Play loud music in order to mask other conversations.
C.
D.
If possible, let individuals sit where they prefer to eat.
Feedback
The correct answer is: If possible, let individuals sit where they prefer to eat.
Question 3
Incorrect
Flag question
Question text
What type of health professional would be your best source of advice if a client had difficulty
swallowing?
A.
Physiotherapist.
B.
Registered dietician.
C.
Occupational therapist.
D.
Community health nurse.
Feedback
The correct answer is: Registered dietician.
Question 4
Correct
Flag question
Question text
What is the best position for an individual being fed?
A.
It depends on whether they can eat with their mouth or not.
B.
Sitting up.
C.
Lying down with pillows behind their back.
D.
However the individual chooses.
Feedback
The correct answer is: Sitting up.
Question 5
Correct
Flag question
Question text
How can you support an individual to be more independent in eating?
A.
Serve foods at the correct temperature.
B.
Use finger foods.
C.
Serve a variety of healthy foods.
D.
Season their food the same way you would season your own.
Feedback
The correct answer is: Use finger foods.
Question 6
Correct
Flag question
Question text
According to the Canada Food Guide, what are the four food groups?
A.
Chocolate, pop tarts, ice cream, and syrup.
B.
Breakfast, Lunch, Supper, and Snacks.
C.
Grains, meat and alternatives, fruits and vegetables, and milk products.
D.
Bread, red meat, fruits and vegetables, and tofu.
Feedback
The correct answer is: Grains, meat and alternatives, fruits and vegetables, and milk products.
Question 7
Correct
Flag question
Question text
What does a meal plan take into consideration?
A.
Single meals.
B.
Meals for an entire day.
C.
D.
Meals for several days.
Feedback
Question 8
Correct
Flag question
Question text
To prevent food poisoning, what should be cleaned or sanitized?
A.
B.
All equipment and utensils.
C.
Hands before and after food handling.
D.
Tables, counters, and work surfaces,
Feedback
Question 9
Correct
Flag question
Question text
Why would an individual require a G-tube for nutrition?
A.
They have a severe eating disorder such as anorexia.
B.
They have many acute food allergies.
C.
D.
They are unable to chew or swallow.
Feedback
The correct answer is: They are unable to chew or swallow.
Question 10
Incorrect
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Question text
Some individuals prefer to be assisted by a particular staff member at meal times, and may become
distressed if this person is not available to help them.
True
False
Feedback
Question 11
Correct
Flag question
Question text
Which of the following is NOT a symptom of food poisoning?
A.
Abdominal pain.
B.
Constipation.
C.
Nausea and vomiting.
D.
Fever.
Feedback
The correct answer is: Constipation.
Question 12
Correct
Flag question
Question text
Who would be recommended to have a clear fluid diet?
A.
Someone who has swelling or water retention.
B.
Someone who does not have any teeth.
C.
Someone who has vomiting or diarrhea.
D.
Someone who has trouble swallowing.
Feedback
The correct answer is: Someone who has vomiting or diarrhea.
Question 13
Correct
Flag question
Question text
Meal assistance for people with disabilities can range from spoken reminders to tube feedings.
True
False
Feedback
Question 14
Correct
Flag question
Question text
During mealtimes, you should sit at eye level with the person you are assisting.
True
False
Feedback
Question 15
Incorrect
Flag question
Question text
Being overweight can contribute to which of the following?
A.
Higher energy levels.
B.
C.
Tooth decay.
D.
Increased risk for ovarian and prostate cancer.
E.
Diarrhea.
Feedback
The correct answer is: Tooth decay.
Question 16
Correct
Flag question
Question text
Hard margarine has less saturated fat than soft margarine.
True
False
Feedback
Question 17
Correct
Flag question
Question text
How can you reduce fat in your diet?
A.
Use chicken or fish instead of bacon or sausages.
B.
Use whole milk products instead of yogurt.
C.
Use fruit punch drinks instead of fruit juice.
D.
E.
Use hard margarine instead of soft margarine.
Feedback
The correct answer is: Use chicken or fish instead of bacon or sausages.
Question 18
Correct
Flag question
Question text
Which of the following is a common cause of a food-borne illness?
A.
Contaminated utensils and dishes.
B.
C.
Undercooked meat.
D.
Food handlers with poor personal hygiene.
Feedback
Question 19
Incorrect
Flag question
Question text
Why are whole-grain cereals considered to be healthier than processed foods?
A.
They have higher amounts of fibre.
B.
C.
They can prevent constipation.
D.
They are usually lower in fats and calories.
Feedback
Question 20
Correct
Flag question
Question text
You should remove or deny food during meal times in order to encourage appropriate behaviour at
the dinner table.
True
False
Feedback
Question 21
Correct
Flag question
Question text
Which of the following is a healthy food choice?
A.
Hard margarine.
B.
Lean red meat.
C.
White bread.
D.
Whole milk.
Feedback
The correct answer is: Lean red meat.
Question 22
Correct
Flag question
Question text
What are the three basic types of nutrients?
A.
Fried foods, fresh foods, and baked foods.
B.
Carbohydrates, fats, and proteins.
C.
Breakfast foods, lunch foods, and supper foods.
D.
Milk products, meat products, and fresh produce.
Feedback
The correct answer is: Carbohydrates, fats, and proteins.
Question 23
Incorrect
Flag question
Question text
You do NOT need to consider the cooking skills of the individual or support worker when meal
planning.
True
False
Feedback
Question 24
Correct
Flag question
Question text
Food poisoning is an illness caused by eating food that contains infectious microorganisms, toxins, or
chemical poisons.
True
False
Feedback
Question 25
Correct
Flag question
Question text
Thawed meat can be refrozen safely.
True
False
Feedback
Question 26
Correct
Flag question
Question text
What type of diet can be used to treat constipation?
A.
Bland diet.
B.
High-fibre diet.
C.
Soft diet.
D.
Thickened diet.
Feedback
The correct answer is: High-fibre diet.
Question 27
Correct
Flag question
Question text
Which of the following is caused by poultry that is not cooked properly?
A.
Salmonellosis.
B.
Influenza.
C.
Botulism.
D.
E coli infection.
Feedback
The correct answer is: Salmonellosis.
Question 28
Correct
Flag question
Question text
What type of diet omits foods that irritate the stomach?
A.
Bland diet.
B.
Low-salt diet. e.Fibre-controlled diet.
C.
Diabetic diet.
D.
Low-fat diet.
Feedback
The correct answer is: Bland diet.
Question 29
Correct
Flag question
Question text
An individual who is being fed through a G-tube should lie down for an hour after the meal to reduce
choking or regurgitation.
True
False
Feedback
Question 30
Correct
Flag question
Question text
A bland diet is recommended with people with ulcers and acid reflux.
True
False
Feedback
8.1.1 Communication Aids
Augmentative and Alternative Communication

Augmentative and alternative communication, or AAC, refers to any techniques, aids, strategies,
and/or symbols that individuals use to enhance communication.
Augmentative systems are used to improve or enhance the skills a person has. Hearing aids, for
example, are augmentative systems for people with poor hearing.
Alternative systems are used as a substitute for spoken language. American Sign Language (ASL),
for example, is an alternative system for people who are deaf.
AAC also refers to non-verbal forms of communication which supplement verbal communication,
such as facial expressions, eye movements, and gestures. AAC systems may include gestures, sign
language, speech, and/or facial expressions.
There are many different kinds and models of AAC devices on the market from a wide variety of
manufacturers, differing in design, price, size, and features. They range from low-tech (e.g.,
communication boards) to high-tech devices that generate actual speech. Many are designed so that
symbols can be selected by the user through small head or neck movements (head tracking) or eye
blinks (eye tracking), through light or auditory scanning, or through touch selection. A number of
hand-held devices have also been developed that are convenient for use in the community (e.g., on
airplanes).
A speech therapist can recommend the most appropriate devices and strategies for the individuals
and their particular circumstances.
Examples of AAC can be found

here: https://www.rehabmart.com/category/augmentative_and_alternative_communication_devices.h
tm
Low-Technology Communication Aids

Low-technology aids are non-electronic visual communication systems such as communication cards
or boards, eye-gaze displays, books, binders, and folders.
High-Technology Communication Aids

Speech Generating Devices
Speech generating devices are high-technology aids that provide voice output. These devices are
equipped with a processor, memory, speakers, display screen, and a menu of pre-recorded words,
phrases, and/or pictures. Touching the icons of choice on the screen activates a digitized voice, which
produces a corresponding message. These systems usually do not allow for new messages to be
created or for spontaneous, live conversations, and are often most suitable to children who require
less complicated systems. Some examples of these digitized systems include the Easy Talk, Message
Mate, and Super Talker, Touch Talker/No Touch Talker and Proloquo (symbol supported
communication app iPhone, iWatch, iPad)
Synthesized speech devices are more popular because they translate the user’s communication into
actual live conversations. Some examples include Neospeech and AT&T Natural Voices.
Computers
A computer with a speech synthesizer can scan and read text to someone who is visually impaired or
who has difficulty with reading comprehension. There are also computers and software available that
can “speak” someone’s typed words. Some examples include the Freedom LITE and EZ KEYS,
which work with Windows. Software compatible with desktop and laptop computers, and
applications for Androids and iPhones, can also be purchased to perform the same function.
Software for creating customized communication boards (e.g., Boardmaker from Dynavox Mayer-
Johnson) is available for users with communication challenges. Boardmaker has a database of 4,500
symbols and pictures to choose from, with over 100 templates, and is now available in an onscreen
interactive version.
There are also a number of alternative input devices that replace the standard mouse and keyboard on
desktop and laptop computers. Trackballs, switches, eye tracking, head tracking, and foot and mouth
control systems, as well as touch screens, pads, adapted joysticks, and alternative keyboards have
greatly increased the accessibility and usefulness of computers.
iPad and Tablet (Android) Technology
The continual development of technology has greatly improved the ability of people who need
AAC's to use portable and affordable devices and applications (a.k.a., apps) for communicating and
scheduling. two popular and easily accessible devices are Apple iOS and Android.
issues, that support cognitive limitations in memory and planning,as well as communication.
AI (Artificial Intelligence) Technology
The advent of technology that performs tasks for people in different ways has changed the world for
people with disabilities. For example, people who are mobility impaired may now communicate their
needs to the technology that controls their homes, phones, iPads, tablets etc. through the use of
speech commands. There are applications available such as Voiceitt that enables people with speech
problems to use voice activated technology by 'learning the speech patterns' of the user and
modifying into clear speech commands for the device being activated. Google Home, Apple
HomePod Amazon Echo and Microsoft Cortana all use AI technology.
Smartphones and tablet PCs have revolutionized mobile technology and the way we communicate
today. They have also transformed the Assistive Technology (AT) market for people with
disabilities. These mainstream devices provide people with mini-computers they can use ‘on the go’
and they are much more affordable than many dedicated AT or AAC devices.” [1]
Apps range in price from free to $299 and offer users a range of assistance including:
 text to speech
 Picture schedules
 Social Stories
 life skills
 sSocial skills
 task sequencing
 meory
 and many, many more.
Some smart phones or tablets have built in accessibility apps such as:·
 Zoom, an Apple app that magnifies the content on the screen,
 Siri, an app to help search the internet or locate information on Apple, and
 TalkBack, a screen reader for Android-based products.
Although app technology is a relatively inexpensive way for people to access assistive technology, it
is important to know what the individual you support needs, what app will work best, and what to
watch for when purchasing apps. [2]
Assisting with Communication
People who do not use words to speak may rely on AAC systems to communicate with Community
Disability Support Workers. They depend on their workers’ ability to communicate effectively with
them in order to have some control over their supports and services and to access any assistance they
need with activities of daily living.
Community Disability Support Workers must know how people use their communication systems.
They must know how to ask questions so that people who use AAC systems can answer them, and
how to support and facilitate communication while they assist individuals.
Strategies for Enhancing Communication with AAC Users

1. Speak respectfully, using a natural tone of voice, volume, and speed.
2. Ask the AAC user to show you how he or she communicates “yes” and “no.”
3. Ask the AAC user if he or she has a communication display or device.
4. Ask the AAC user to show you how the communication system works.
5. Ask the AAC user to demonstrate the system by communicating something to you.
6. Say the message so the AAC user can let you know whether or not you understood his or her
communication. It is okay to ask the person politely if he or she understood you.
Training Competent Communicators
Community Disability Services Workers may be asked to help individuals learn to use
communication aids successfully in their daily lives.
General Training Guidelines

1. Teach communication skills in the individual’s normal environment during his or her daily
routine. Teaching people in several different settings helps them to develop skills that can be
used wherever they are. This is called generalization.
2. Look for and create opportunities for communication.
3. Use learning sessions that are based on natural interactions instead of rigid lessons and
schedules. For more information about informal approaches to learning, refer to Facilitating
Growth and Skill Development.
4. Show the individual how to use his or her communication system by using it yourself while
the person watches. This is called modeling.
5. Also train the people who will be communicating most often with the individual.
6. Encourage people to use several different types of communication at the same time.
Communication options that can be combined include pointing to pictures on a
communication board, gesturing, using a communication device, signing, speaking, and using
facial expressions.
Visual Aids as Communication Tools
Some individuals with disabilities may understand what people are saying to them if the
communication process is supported with visual aids. The visual tools described below can be used
to enhance communication.
Schedules and Calendars

Schedules and calendars are tools that help organize information in a logical, structured, sequential
way. Schedules and calendars can be made using words, picture symbols, photographs, or objects.
Calendars are available on computers, cell phones, iPhones, and hand-held devices; and in written
daily or weekly journals.
They help people plan, organize, and keep track of appointments, leisure activities, and daily
responsibilities. This can help a person prepare for upcoming events, reduce anxiety during transition
times, and give a visual representation of events past and upcoming.
Choice Boards
Displays of words, symbols, or pictures can be used to show people what choices are available to
them. The people you support should be given many opportunities to make requests and choices
throughout the day. For example, they can choose what clothes to wear, which CD to listen to, which
food to eat, which restaurant to go to, which job to do, and which activity to enjoy. Using a choice
board can help individuals make choices and express their needs and wants.
Charts and Checklists

Charts and checklists may be helpful for some people to remind them of tasks and expectations in the
workplace and at home. Reminders can be written down in language that is easy to understand,
presented through pictures, or both. Tasks completed can be recorded to give people a sense of
accomplishment.
8.1.2 Aids for People with Hearing Impairment
Hearing Aids
Hearing aids are designed to make sounds louder and reduce background noise. They can be used by
people with hearing loss ranging from slight impairment to deafness.
There are three types of hearing aids most commonly used today:
1. In-the-canal (ITC) aids fit in the ear canal and are the smallest and least visible available.
They are not suitable for people with progressive hearing loss.
2. In-the-ear (ITE) aids fit in the ear (i.e., externally, not in the canal). These are more powerful
than ITC aids and are useful for a broader range of hearing loss.
3. Behind-the-ear (BTE) aids hook around and behind the ear. They are most useful for people
with rapidly progressing hearing loss.
There are advantages and disadvantages to the various types of hearing aids. An audiologist (i.e., a
hearing specialist) will recommend the most suitable depending upon a person’s individual needs.
The following are tips for care and use of hearing aids:
 Do not use aids while using heat lamps or hair dryers, or in very cold and wet weather.
 Batteries should be checked regularly and removed or disconnected when not in use.
 The aid should be checked and cleaned regularly with a soft cloth and warm soapy water,
including the battery compartment. Check the manufacturer’s instructions.
 Do not immerse the aid in water.
 Routine check-ups by a qualified professional should be maintained.
Support Activities for People with Hearing Loss

1. Make sure the individual notices you approaching, so you don’t startle them.
2. Face the individual directly when you talk. If he or she is seated, sit or lean so you are at his
or her eye level.
3. Use gestures to aid understanding.
4. Slow your speech, speak clearly, and use lower tones if possible. Be careful not to overdo
this, however, as it will draw attention to the person’s disability and may make him or her
and others uncomfortable.
5. When you are talking to someone with a hearing loss, reduce environmental distractions such
as radio and television. If possible, avoid trying to have a conversation in a room full of
people or in vehicles while driving.
6. Remember that some deaf individuals may not hear fire alarms, door bells, telephones,
vehicles, and alarm clocks.
Cochlear Implants (CIs)

CIs are electronic devices that are surgically implanted just under the skin of a person’s skull. The
implant is connected to a headset that includes a microphone and a speech processor. CIs do not
amplify sound like hearing aids; instead, they stimulate nerves in the cochlea with electrical impulses
which allow the ear to pick up sounds from the environment.
Assistive Listening Devices (ALDs) For Those Who Don’t Use Hearing Aids
There are a number of devices available that are designed to amplify sound, reduce distracting
background noise, and/or reduce sound distortion for the person with hearing challenges. Some of
these devices include:
1. Loud telephones, which amplify sound from 30-50 decibels.

2. Phone amplifiers, which connect to inter-office systems.
3. Headphones and headsets with noise-cancelling features, which reduce background noise.
4. Personal Listeners, which have an external microphone that boosts sounds close to the
listener while reducing distracting background noise. You can use a headphone jack with this
system for watching TV, listening to music, or using the telephone.
Other Aids for People with Hearing Impairments

 Phones that vibrate, light up or flash to indicate an incoming call.
 Phones that have a visual display to indicate the message being received and a keyboard to
send an outgoing message.
 iPhones and Androids have texting for sending and receiving messages.
 Doorbells can be hooked up and cause the inside lights to flash if someone is at the door.
IPhones and Androids may be linked to outdoor cameras and with a visual display that there
is someone outside.
Low-Vision Aids
For many people, clearer vision can be achieved by wearing glasses or contact lenses, or by having
laser surgery.
The following are some of the most common devices benefitting people with low vision:
1. Eyeglasses or contact lenses.

2. Laser surgery, which uses a laser light beam to correct vision problems such as
nearsightedness or farsightedness.
3. Computer accessibility features and electronic magnifiers, which increase the size of text and
graphics.
4. Large-print computer software.
5. Larger computer monitors.
6. Keyboards or labels that can be put on keys that have large print and high-contrast symbols
which are easier to see.
7. Digital voice recorders for note-taking.
8. Computer software that “talks” the words that are being typed.
9. E-book readers and audiobooks (talking books).
10. Everyday items in large print (e.g., books, playing cards).
11. Appliances and telephones with big buttons.
Aids for People who are Blind
Screen Readers
Screen readers are software programs that convert the written words in any electronic document into
speech. They can be connected to the internet to allow for web surfing. Cell phones are also available
that have screen reader technology.
Note-Takers
Note-takers are devices that communicate to the user by way of speech or Braille, allowing a person
full access to computer use.
Scanners
Scanners are devices similar to screen readers that can scan an entire book and convert it to a talking
book.
Pre-Recorded Talking (Alternative Format) Books and Book Players

These devices play the content of books in audio form.
Talking GPS Devices, Digital Clocks, Watches, Thermostats, Calculators

These devices provide information in an auditory form (i.e., spoken).
Braille Dots And Labellers

These are sticky dots with Braille symbols for labelling canned goods, cupboards, and other items
around the house.
How do I Interact with a Blind Person?
1. Introduce yourself by name and make eye contract when speaking.

2. Speak in you usual conversational voice.
3. When a blind person enters the room, identify yourself.
4. Indicate the end of a conversation, and let a blind person know when you are walking away.
5. Feel free to use vision-oriented words such as "see" "look" and "watch".
6. Be specific when giving directions.
7. Don't grab the arm of a person who is blind or visually impaired: offer yours instead.
8. Don't interfere with a blind or visually impaired persons's cane, and don't pet or feed dog
guides.
9. When in doubt, just ask.
 List augmentative and alternative communication systems used by the individuals you
support. Are there any additional communication aids that you think might benefit them?
Share your observations with others at your workplace.
 Describe some visual aids that may be useful to the individuals you support. Share your list
with your colleagues.
 Visit a hearing centre in your community to learn more about hearing aids. Develop a “Tips”
sheet about caring for hearing aids. Find out how to problem solve when a hearing aid
whistles, sounds weak, goes on and off, or makes scratchy sounds or no sounds.
 Browse the following web sites to find further information about assistive technologies for
people with visual impairments: http://www.microsoft.com/enable;
and http://www.apple.com/accessibility.
 The World Health Organization has launched a program to promote Global Cooperation on
Assistive Technology (GATE). The objective of the GATE program is to improve access to
high quality, affordable assistive technology for people with varying disabilities, diseases,
and age-related conditions. As a first step, GATE has developed the assistive products list, a
list of priority assistive products based on addressing the greatest need at population level.
 Ablelink Technologies free Visual Impact app lets someone, including the individual
him/herself, audio-record each step of a task (such as doing laundry) with photo/video of
what the step looks like.
8.3.1 Clothing and Footwear
A person’s dignity and independence are enhanced when he or she is able to dress and feed him- or
herself with a minimum of assistance from other people. This unit describes clothing and kitchen
equipment that has been adapted for use by individuals with disabilities.
Clothing
Clothing adaptations can make it easier for individuals to dress themselves and to move comfortably
in their clothing. Several companies make clothing that is specially designed for people with different
types of disabilities. Look for manufacturers that produce clothing which is stylish and contemporary
in design but still offers the necessary convenience and accessibility of such items as elastic thread
for buttons, rings or loops on zipper tabs, and zippers or snaps on pant legs for ease in removal.
Decorative notions like snaps, buttons, zippers, and hooks can conceal Velcro fasteners that fasten
securely and close easily. Pants are available with elasticized waists for both men and women who
have difficulty fastening hooks, buttons, and zippers. Wrap-around skirts and blouses that fasten up
at the back are available for women and are also often secured with Velcro.
A tool called the Independent Tools Pocket Dresser is a terrific dressing aid that is like a jackknife
but holds a variety of hooks for zipping zippers and doing buttons.
Footware
Shoes with Velcro closures or elastic laces are suitable for people who have difficulty with laces.
Slip-ons are often a better alternative to shoes with ties. Physical therapists can help individuals
purchase shoes that are specially made or adapted for them.
Suppliers
In Alberta, you can purchase adapted clothing at many home care supply stores. For information,
consult the Canadian Paraplegic Association or Multiple Sclerosis Society, or look in the yellow
pages.
There are numerous suppliers of adapted clothing and footwear that advertise on the internet. Three
Canadian companies that provide catalogues and purchasing information online include:
 Alberta Clothing Suppliers Ltd., at http://www.albertaclothing.com/; and

 Silvert’s Adaptive Clothing and Footwear, at http://www.silverts.com/online-catalog/
 Super-fly Adaptive Apparel: https://www.super-fly.com/
8.3.2 Kitchen Aids
Occupational therapists can recommend adapted eating tools that are appropriate for the individual
needs of each person. Some of these tools are listed below.
Plates
 For children and adults with limited muscle control and coordination, plates with a high inner
wall that prevents food from slipping or sliding off the plate (e.g., Round Up Plate) are
excellent.
 For people with low vision, tremors, or the use of only one hand, plates with a high rim and a
plate guard that prevents food from being pushed off the plate can be purchased. The high
rim makes it easier to scoop food onto knives, forks, and spoons.
 Dishes with partitions to help keep food separated.
 Dishes with suction pad bases that can’t tip over, which make it easier to push food onto a
spoon or fork.
 Cutlery that is chunky and large with lightweight handles (e.g., Good Grips with large, soft,
rubber handles) is easier to grasp.
 For individuals with limited upper extremity movement and grasping ability, use cutlery with
angle-shaped or extended handles.
 For people with upper extremity weakness or reduced range of motion, cutlery is available
that has self-shaping handles that can easily be bent by hand to any angle or side comfortable
for the user.
 For anyone with limited hand control, Parkinson's disease, or spasticity, weighted, heavy
cutlery improves control so that the utensil reaches the mouth more easily.
 Combi cutlery (i.e., one utensil that is designed to be used as a fork and a knife) is useful for
eating and cutting food if the person has the use of only one hand.
 Cutlery adjusted with straps is helpful for people who have difficulty holding on to objects.
Cutlery, Cups, Mugs, and Glasses
Some general suggestions include:
 Glassware with lids, spouts, and one or two large handles.

 Plastic wineglasses with thick stems for grasping.
 Heavy glassware with anti-splash tops for people with shaky hands.
 Insulated glassware and cups for individuals with reduced sensitivity to hot and cold.
 Glassware mugs and cups with straight or bendable straws.
 Straws that have tips with non-return valves so they remain filled with liquid.
 A thermos with a pump, if an individual has difficulty lifting tea or coffee pots.
 For anyone who has difficulty grasping things, a cutting board with pegs to hold the food and
suction cups or clamps to keep the board steady is helpful. Boards with raised corners also
help keep food in place.
 Pot minders, when placed in pots, are designed to make bubbling noises to tell a person when
a liquid has boiled.
 Food processors, electric choppers, electric can openers, microwave ovens, toaster ovens, and
other similar devices make many tasks more manageable.
 Automatic switch-off devices on appliances reduce fire risks.
 For carrying pots and pans, long barbeque mitts and special pot holders that extend the length
of the handle can increase safety.
 Utensils, prepared food, and ingredients can be easily transferred on trolleys.
 Purchase utensils with easy-to-grip, angled handles and adapted graters and peelers,
depending on individual needs (e.g., suction pads, special mountings).
 People with limited vision can use utensils and dishes of contrasting colours, which make
them easier to distinguish. Measuring cups should have large, clearly visible figures for
easier recognition.
Ideas for Adapted Cooking Utensils and Aids
These are just a few of the many products available. You can find a comprehensive catalogue of
adaptive aids for the kitchen from a company in the United States called Wrightstuff.biz.
A good Canadian online source and catalogue (Flaghouse) can be found at http://www.flaghouse.ca.
The adult-oriented catalogue is at http://www.flaghouse.ca/default.asp?Category=Going-
Strong&srccode=902106.
More ideas for incorporating adaptive aids in the kitchen can be found
at http://forhealthtips.com/Adaptive-Daily-Living-Aids-in-the-Kitchen.html.
Another excellent resource is Go for it! A Guide for Choosing and Using Assistive Devices, which
was published by the Public Health Agency of Canada (PHAC). (This website is under revision)
 Think of someone you work with who could benefit from some clothing adaptations as
described above. After consulting the web sites listed, are there any items that you would
recommend be purchased? Make a list of these items and share your list with your
colleagues.
 Make a list of kitchen aids that the individuals whom you support use. After consulting the
web sites listed above, list additional items that you think would be helpful for them. Share
your list with others in your facility.

State Finished
Question 1
Correct
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Question text
How can you suggest eating breakfast in a way that supports an individual's right to make choices?
A.
"You should be hungry by now. Please come and eat breakfast."
B.
"Do you want your breakfast now or after you get dressed?"
C.
"Are you dressed yet? It's time to eat breakfast."
D.
"Please come and eat breakfast after you are dressed."
Feedback
The correct answer is: "Do you want your breakfast now or after you get dressed?"
Question 2
Correct
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Question text
If you think a tub bath is unsafe for an individual, what you should do?
A.
Do not bathe the individual until the safety issue is resolved.
B.
Do a bed bath or sponge bath until the safety issue is resolved.
C.
Recruit extra help, and use a transfer belt and latex gloves.
D.
Get the individual to choose to do the bath at another time.
Feedback
The correct answer is: Do a bed bath or sponge bath until the safety issue is resolved.
Question 3
Correct
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Question text
When should flossing be done?
A.
At least once a day.
B.
Every 4-6 hours.
C.
At least once a week.
D.
At least twice a day.
Feedback
The correct answer is: At least once a day.
Question 4
Correct
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How can you support an individual to make as many choices as possible?
A.
B.
Offer choices even if the individual usually chooses the same thing every time.
C.
Identify several possibilities the individual can choose from.
D.
Accept their choices even if they are different from the ones you would make.
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Question 5
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How can you support an individual's need for privacy?
A.
Make sure they have a personal private space within their own home.
B.
Respect their wishes for sharing their personal information.
C.
Allow them to choose to spend time alone or with others.
D.
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Question 6
Correct
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Question text
How should you reposition an individual who is bedridden?
A.
Use a donut pillow to change the pressure area.
B.
Always make a complete turn of the body.
C.
Increase pressure on areas such as the hips, heels, and elbows.
D.
Every two hours if they are unable to reposition themselves.
Feedback
The correct answer is: Every two hours if they are unable to reposition themselves.
Question 7
Correct
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Question text
Long showers can make some people feel faint.
True
False
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Question 8
Incorrect
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When only one staff person is available, a plastic garbage bag can be used to help reposition an
individual in bed.
True
False
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Question 9
Correct
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Question text
If you think a bath tub is unsafe for an individual, it is not possible to bathe them until the safety
issue is resolved.
True
False
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Question 10
Incorrect
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Question text
Which of the following is a benefit of flossing and brushing the teeth?
A.
B.
It stimulates the appetite.
C.
It prevents bad breath and gum disease.
D.
It stimulates circulation.
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Question 11
Correct
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Question text
Toenail infections are common and look like dirty yellow streaks or discoloration.
True
False
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Question 12
Correct
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Question text
You should wash your hands before and after every personal care procedure, even if you are wearing
gloves.
True
False
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Question 13
Incorrect
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Empathy and sympathy both contribute to an individual's sense of dignity.
True
False
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Question 14
Correct
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Question text
Which of the following should be reported to a supervisor as soon as possible?
A.
B.
A break in the skin.
C.
Skin redness.
D.
Bluish-white skin patches.
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Question 15
Correct
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Question text
Support workers should wash their hands:
A.
After providing personal care.
B.
Only if they are not wearing gloves during personal care.
C.
Before providing personal care.
D.
Before and after providing personal care.
Feedback
The correct answer is: Before and after providing personal care.
Question 16
Correct
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Question text
You need to pay attention to your own safety when you are assisting an individual with personal
care.
True
False
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Question 17
Correct
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Question text
If you were helping an individual to get dressed, which of the following questions would be LEAST
effective in supporting the individual's preferences?
A.
"What would you like to wear today?"
B.
"How about these blue jeans? Would these be OK?"
C.
"Do you want the red sweater or the green sweater?"
D.
"Your orange shirt looks nice. Please put it on."
Feedback
The correct answer is: "Your orange shirt looks nice. Please put it on."
Question 18
Correct
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Question text
How can you safely turn an individual on a bed?
A.
Roll the person as you would roll a log with the arms close to the body.
B.
Make sure their mouth and nose are not blocked by bedding or clothing.
C.
Maintain physical contact with the person throughout the turn.
D.
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Question 19
Correct
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Question text
Toenails should be soaked for 20 minutes before cutting them.
True
False
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Question 20
Correct
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Question text
Which of the following does NOT enhance an individual's independence and dignity?
A.
Privacy
B.
Sympathy.
C.
Choice.
D.
Empathy.
Feedback
The correct answer is: Sympathy.
Question 21
Incorrect
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Question text
Using a draw sheet is safest when you are turning an individual on a narrow surface.
True
False
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Question 22
Correct
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Question text
Individuals who cannot reposition themselves should be turned:
A.
Twice during the night.
B.
Every two hours.
C.
Every hour.
D.
When they wake up.
Feedback
The correct answer is: Every two hours.
Question 23
Correct
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Question text
What three factors cause skin breakdown?
A.
Dryness, sunburn, and scratching.
B.
Obesity, diabetes, and circulation problems.
C.
Pressure, shearing, and moisture.
D.
Acne, eczema, and blisters.
Feedback
The correct answer is: Pressure, upper body , and moisture.
Question 24
Incorrect
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Question text
Donut pillows are effective in preventing pressure sores or skin breakdown.
True
False
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Question 25
Correct
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Question text
Suppose you are supporting an individual and assisting with personal hygiene. Should you ask for
feedback, e.g. "Is the water warm enough?"
A.
No, because you should avoid talking when you are helping with personal hygiene.
B.
No, because the individual may not be able to understand you.
C.
No, because it focuses on the individual's disability.
D.
Yes, because it can enhance the individual's self-esteem.
Feedback
The correct answer is: Yes, because it can enhance the individual's self-esteem.
Question 26
Correct
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Question text
Incontinence can be caused by:
A.
Poor muscle control due to aging.
B.
Certain medications such as diuretics.
C.
Physical conditions such as a spinal cord injury.
D.
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Question 27
Incorrect
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Question text
How should dentures be stored in order to prevent warping?
A.
In a dry compact carrying case.
B.
In fresh, cool water.
C.
In salted, warm water.
D.
In a commercial cleaner.
Feedback
The correct answer is: In fresh, cool water.
Question 28
Correct
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Question text
How can you prevent skin breakdown for an individual who is bedridden?
A.
Make sure bed linens and clothes are not wrinkled.
B.
Move them every two hours.
C.
D.
Position them to prevent sliding.
Feedback
Question 29
Correct
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Question text
Which of the following is NOT a reason why you need to reposition an individual who is bedridden?
A.
To prevent muscle contractures.
B.
To prevent pressure sores.
C.
To prevent joint stiffness.
D.
To prevent boredom.
Feedback
The correct answer is: To prevent boredom.
Question 30
Correct
Flag question
Question text
When should a catheter bag be emptied?
A.
Before it is full.
B.
Every hour.
C.
Once a day.
D.
When it is full.
Feedback
The correct answer is: Before it is full.
Started on Tuesday, May 9, 2023, 9:16 PM

State Finished
Completed on Tuesday, May 9, 2023, 9:38 PM
Question 1
Correct
Flag question
Question text
How can you safely turn an individual on a bed?
A.
B.
Make sure their mouth and nose are not blocked by bedding or clothing.
C.
Roll the person as you would roll a log with the arms close to the body.
D.
Maintain physical contact with the person throughout the turn.
Feedback
Question 2
Correct
Flag question
Question text
What kind of shoes should you wear when you are assisting an individual with a bath or shower?
A.
Water-proof.
B.
Rubber-soled.
C.
Velcro-fastened.
D.
No shoes, it's best to be barefoot.
Feedback
The correct answer is: Rubber-soled.
Question 3
Correct
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Question text
The skin is the largest organ of the body.
True
False
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Question 4
Correct
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Question text
Should you report any redness, irritation, or bleeding in the mouth of an individual?
A.
Yes, because it can indicate a health issue.
B.
No, because it is common among individuals who require personal care support.
C.
No, because it does not usually indicate a health issue.
D.
No, because it is common to all adults.
Feedback
The correct answer is: Yes, because it can indicate a health issue.
Question 5
Correct
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Question text
A draw sheet is useful in moving a heavy person or when you are trying to avoid sensitive or injured
body parts.
True
False
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Question 6
Correct
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Question text
Why is brushing the hair important?
A.
It keeps the scalp healthy.
B.
It removes dirt.
C.
D.
It prevents tangling.
Feedback
Question 7
Incorrect
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Question text
When helping an individual put on a shirt, the arms should be pushed instead of pulled through the
sleeves.
True
False
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Question 8
Correct
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Question text
Bladder and bowel training can help some individuals learn how to control incontinence.
True
False
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Question 9
Correct
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Question text
How can you enhance an individual's sense of dignity?
A.
Be very sympathetic towards the individual.
B.
Focus on ability, but accept disability.
C.
Avoid talking to the individual when you are assisting with personal hygiene.
D.
Avoid asking the individual if they are capable of a task in case they are not.
Feedback
The correct answer is: Focus on ability, but accept disability.
Question 10
Correct
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Question text
Bathing does NOT contribute to;
A.
Body odour control.
B.
Skin cleanliness.
C.
Increased circulation.
D.
Decreased pressure on the skin.
Feedback
The correct answer is: Decreased pressure on the skin.
Question 11
Correct
Flag question
Question text
What should you do when repositioning an individual who is bedridden?
A.
Joints should be continually bent in order to prevent muscle contractures.
B.
Keep the individual's body in the fetal position for as long as possible.
C.
Joints that were bent in the previous position should be straightened in the next.
D.
Roll the top half of the individual independently of the bottom half.
Feedback
The correct answer is: Joints that were bent in the previous position should be straightened in the
next.
Question 12
Correct
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Question text
As a community support worker, you are responsible for protecting the privacy of an individual's life.
True
False
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Question 13
Correct
Flag question
Question text
Manipulating an individual to gain their acceptance is ethical as long the individual is not aware of
the manipulation.
True
False
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Question 14
Correct
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Question text
When helping an individual put on a shirt, you should always put the stronger arm into a sleeve first.
True
False
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Question 15
Correct
Flag question
Question text
What is the correct sequence for bathing an individual?
A.
Face, neck, arms, armpits, hands, chest, abdomen, legs, back, buttocks, and genitals.
B.
Hands, arms, armpits, feet, legs, back, buttocks, genitals, chest, and face.
C.
There is no correct sequence for bathing an individual as long as they are fully cleaned.
D.
Genitals, buttocks, back, legs, abdomen, chest, hands, armpits, arms, neck, and face.
Feedback
The correct answer is: Face, neck, arms, armpits, hands, chest, abdomen, legs, back, buttocks, and
genitals.
Question 16
Correct
Flag question
Question text
How should dentures be stored in order to prevent warping?
A.
In a commercial cleaner.
B.
In fresh, cool water.
C.
In salted, warm water.
D.
In a dry compact carrying case.
Feedback
The correct answer is: In fresh, cool water.
Question 17
Correct
Flag question
Question text
How long should a shower last?
A.
No more than 2 minutes.
B.
C.
D.
Feedback
The correct answer is: No more than 10 minutes.
Question 18
Correct
Flag question
Question text
What is "shearing"?
A.
When layers of skin are damaged by the accumulation of moisture.
B.
When layers of skin are bruised by the weight of the body.
C.
When layers of skin are ripped when the individual slides down a chair or bed.
D.
When layers of skin are ripped by fluid retention in lower extremities of the body.
Feedback
The correct answer is: When layers of skin are ripped when the individual slides down a chair or bed.
Question 19
Incorrect
Flag question
Question text
Perineal care (peri-care) is very important for individuals who:
A.
Are unable to control bowel or bladder functions.
B.
Have poor personal hygiene habits.
C.
D.
Have a colostomy bag.
Feedback
The correct answer is: Are unable to control bowel or bladder functions.
Question 20
Correct
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Question text
The shearing of tissues is most likely to occur when an individual is:
A.
In bed with their upper body elevated.
B.
In bed with their knees raised.
C.
Resting on their abdomen.
D.
Resting flat on their back.
Feedback
The correct answer is: In bed with their upper body elevated.
Question 21
Correct
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Question text
How can you prevent skin breakdown for an individual who is bedridden?
A.
B.
Move them every two hours.
C.
Position them to prevent sliding.
D.
Make sure bed linens and clothes are not wrinkled.
Feedback
Question 22
Correct
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Question text
What is perineal care (peri-care)?
A.
Cleaning where skin touches skin such as under the breasts.
B.
Cleaning of the folds of skin on obese individuals.
C.
Cleaning using a sponge and gentle soap.
D.
Cleaning of the genitals and anus.
Feedback
The correct answer is: Cleaning of the genitals and anus.
Question 23
Correct
Flag question
Question text
How should you reposition an individual who is bedridden?
A.
Every two hours if they are unable to reposition themselves.
B.
Use a donut pillow to change the pressure area.
C.
Increase pressure on areas such as the hips, heels, and elbows.
D.
Always make a complete turn of the body.
Feedback
The correct answer is: Every two hours if they are unable to reposition themselves.
Question 24
Correct
Flag question
Question text
Which of the following does NOT support privacy?
A.
Closing the bathroom door.
B.
Discussing an individual's behaviour with a friend.
C.
Holding a towel between you and the individual.
D.
Lowering your voice during a conversation with an individual.
Feedback
The correct answer is: Discussing an individual's behaviour with a friend.
Question 25
Correct
Flag question
Question text
What can you do to care for an individual's skin?
A.
Wash their face with anti-bacterial soap.
B.
Bathe them with very hot water to keep the skin moist.
C.
Encourage good nutrition and adequate fluid intake.
D.
Rub them vigorously with a towel after bathing to stimulate circulation.
Feedback
The correct answer is: Encourage good nutrition and adequate fluid intake.
Question 26
Correct
Flag question
Question text
Incontinence is the loss of the ability to control urination and/or defecation.
True
False
Feedback
Question 27
Correct
Flag question
Question text
You should ensure that an individual has a private space in which to masturbate.
True
False
Feedback
Question 28
Correct
Flag question
Question text
How can you support an individual's need for privacy?
A.
Respect their wishes for sharing their personal information.
B.
Allow them to choose to spend time alone or with others.
C.
Make sure they have a personal private space within their own home.
D.
Feedback
Question 29
Correct
Flag question
Question text
It is not possible to protect the dignity and privacy of an individual who is incontinent.
True
False
Feedback
Question 30
Correct
Flag question
Question text
When should a catheter bag be emptied?
A.
Once a day.
B.
Every hour.
C.
When it is full.
D.
Before it is full.
Feedback
The correct answer is: Before it is full.

ACDS Development of Community Disability Services

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Development of Community Disability Services

1.1.1 Looking at Disabilities

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 1.1.2 The Individual as the Focus Approaches

1.1.2 The Individual as the Focus Approaches

Applications of the Medical Model Today

The Developmental Model (1950s to 1980s)

1.1.3 Society as the Focus Approaches

Environmental Approach (1970s to the present)

Applications of the Environmental Approach

The Human Rights Approach (1970s to the present)

The following are some examples of a human rights approach to disability.

 Individuals with disabilities are empowered to make their own decisions.

1.1.4 The Gifts and Capacity Approach

The Gifts and Capacity Approach (1980s to the present)

Applications of the Gifts and Capacity Approach Today

Community Building at Work

The Role of Government

Alberta Ministry of Community and Social Services (CSS)

Family Support for Children with Disabilities

Family Support for Children with Disabilities Act

Click here to learn more.

Persons with Developmental Disabilities

 Northeast FSCD/PDD Region

Home Living Supports

Community Access Supports

Specialized Community Supports

Supportive Living Accommodation Standards

1.2.2 Summary and Learning Activity

References for Module 1

Bach, M. “Changing Perspectives.” In A Comprehensive Guide to Intellectual and Developmental

Brown and Radford. In A Comprehensive Guide to Intellectual and Developmental Disabilities,

Started on Sunday, February 19, 2023, 10:02 PM

Started on Sunday, February 19, 2023, 10:19 PM

Started on Monday, February 20, 2023, 9:49 PM

Your Values and Beliefs

How Media Shapes Our Values

1. What did you think generally about the film?

Professional Codes of Ethics

 Comply with laws and regulations.

Maintaining an Appropriate Relationship with Individuals Supported

 Respect members of your team, other professionals, and agencies.

2.2.2 Ethical Principles of ACDS

Respect for the Dignity of Persons

Understanding a Disability Label

The Power of a Label

A Disability Does Not Define a Person

Know the Characteristics

One Part of the Picture

3.1.2 Disability Assessment and Classification

 Alcohol-related birth defect (ARBD) refers to physical characteristics or effects.

Terms and Definitions

This module uses two terms to categorize disabilities:

Disabling conditions describe specific symptoms or characteristics of specific disabilities. Within

3.1.3 Learning Activities

 What labels are used to describe the person identified as disabled?

Cause of the Disability (Aetiology)

How Often the Disability Happens (Incidence)