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IV Introduction
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Community Membership
For most people, living a satisfying adult life means participating fully
not only in work but also in the community. Individuals with disabilities
as members of American society, should be extended the same rights and
benefits as well as the same responsibilities as nondisabled members of
society.
It is commonly thought that integration from a young age leads to greater
independence in adulthood. However, independence may be overemphasized
to the point that we forget about the importance of interdependence. We
depend on one another for emotional support, assistance in getting new
jobs, learning, laughter -- the list is endless. Participation in the following
will enable individuals to belong to the circle of their community:
Voting
Voting is one way for an individual to exercise choice and to have a voice
in community, state, and federal affairs. For individuals with disabilities,
voting often has a particular significance since the position of a successful
candidate directly affects services and funds that are available.
The law says that in order to vote, an individual must be 18, a U.S.
citizen, a resident of the municipality in which he/she wishes to register,
and not under the guardianship of others.
One can register to vote by mail or in person at the local city/town
hall. When voting, a warden, inspector, or clerk is available to assist
any individual in voting (e.g., if he/she cannot read the ballot). Additionally,
an individual with an evident disability is permitted to bring his/her
own assistant into the voting booth. If the disability is not evident,
a doctor's letter is required. Finally, anyone can request an absentee
ballot, complete it at home, and send it in. If an individual has a disability
that always makes it simpler to vote by absentee ballot, most city/town
offices will accept a letter from a doctor and automatically send an absentee
ballot for every election. Call your local city or town hall for more information.
Have You Thought About This? (for Voting)
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Does the student know where to register to vote?
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Does the student have some proof of age and residency?
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Does the student want to vote by absentee ballot?
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Is the student able to vote independently?
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Will the student need someone to go with him/her to vote or will local
officials be able to assist him/her?
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Is the student's polling place accessible?
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Does the student have someone to explain the issues to him/her when they
are not clear?
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Safety and Protection
Individuals in transition should be aware of general safety issues. Unfortunately,
the subject is sometimes difficult to communicate to young people. They
may not always understand, for example, why it can be dangerous to divulge
too much information to strangers (e.g., giving out their address at a
bus stop late at night). One of the best ways to teach safety is to describe
situations that may make individuals feel uncomfortable and advise them
about what to do in that type of situation. It is also important to give
youth as much information as possible, in ways they will understand. It
is not enough to say, "don't ride with strangers," if the consequence of
things such as kidnapping, rape, and murder are not also explained.
Have You Thought About This? (for Safety and Protection)
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Does the student know how and when to use 911?
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If 911 is not available in your area, does the student know the number
for the fire/police stations or where to find these numbers?
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Does the student know what to do in case of fire? in case of an accident?
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Does the student know what the accessible fire escape plan is from school?
from home? from work?
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Does the student know his/her address?
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Does the student have someone to call on for assistance (e.g., to find
a rape crisis center or abuse hotline)?
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Recreation
Recreation is crucial for the physical and mental well-being of all people.
Often, recreation for individuals with disabilities is called "therapeutic,"
but really, recreation is therapeutic (and necessary!) for everyone. Remember
that participation in activities can be an individual pursuit (e.g., gardening,
painting) or a group activity (e.g., basketball, homemaker's club), while
other activities may require both individual and group participation (e.g.,
private music lessons, independent practice, playing in a community band).
When transitioning from school to adult life, students should consider
their interests as well as the changing options for their specific age
group. For example, people without disabilities typically do not go to
summer camp beyond the age of 14 or 15 unless they become counselors in
training (CITs) or counselors. Also, remember that all options that are
available to individuals without disabilities are available to individuals
with disabilities. Since the passage of the ADA, one need not only consider
special activities but one can consider the full array of community options.
Finally, don't set limitations by thinking that certain activities would
be impossible (e.g., that someone who uses an electric wheelchair can't
ski). For every activity imaginable, someone has come up with a way to
adapt it with or without the use of specialized equipment. For information
about activities or organizations that support specific activities or provide
specialized equipment, contact
The Information Center
Fort Point Place
27-43 Wormwood Street
Boston, MA 02210-1606
(617) 727-5540
(800) 462-5015 Voice and TTY
The Spaulding Community Access Line
Spaulding Rehabilitation Hospital
125 Nashua Street
Boston, MA 02114
(617) 720-6659 (voice)
(617) 722-6244 (TTY)
Because existing options in towns and communities vary so much it is
impossible to list all the options here. However, some general tips are
listed below and a variety of specific ideas are suggested in "133
Things to Do in Your Free Time."
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Call the city/town recreation department or commission (look under the
name of the city, "city of Boston, Recreation" in the local phone book).
Don't just ask about "special" activities, ask about all available activities.
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Call the local chamber of commerce or town clerk and ask for recreation
information as well as a packet for new residents.
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Contact local colleges and universities. Talk to the person who answers
the phone. He/she is usually the one who knows the most about available
activities. Student activity and guidance centers are great resources as
well.
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Contact the YMCA; local gym; civic organizations such as the Knights of
Columbus, Rotary, Kiwanis; groups with religious affiliations
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Talk to available networks of people: parents, teachers, professionals,
colleagues, friends, neighbors, storekeepers
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Look in the Tab (free to many residents in various communities in Massachusetts)
for the calendar of local events, in the newspaper, and other publications
with daily, weekly, or monthly calendars
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Find out if your co-workers play on any company teams you might like to
join (softball, basketball, and volleyball for instance)
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Call your company's benefits office and ask if they offer any travel discounts
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Remember that most people not only participate in organized activities
but also enjoy "hanging out" in a wide variety of places.
| 133 Things to Do in Your Free Time
go for a walk, build a sand castle, go sledding, make cookies, read
a book to yourself, read a book to someone else, go to a club, go to a
bar, fly a kite, go to a disco, take ballroom dancing lessons, check universities
for ethnic folk dancing events, have a food fight, go for a picnic, build
a clubhouse, dig a flower bed, check out a video from the library, watch
an old movie on TV, make a collage, push a friend in a lake, go biking,
watch the ships come in, go to an art museum, learn to ski, learn to swim,
take a trip to a historical site, go snorkeling, go to a park and relax,
go out for ice cream, go out for dinner, go to the movies, go to a play,
put on a play, try something new, go scuba diving, learn CPR, take a computer
class, join a singing group, take a music lesson, learn amateur radio,
listen to music, go to a concert, hang out with friends, build a model
train, make something out of clay, go to the mall, paint, make dinner for
a friend, play baseball, play soccer, go bowling, shoot a few baskets,
go for a scenic drive, go shopping, try hang gliding, play tennis, go ice
skating, start a game of volleyball, toss a ball, climb a mountain, try
curling, go camping, play shuffleboard, play cards, play a board game,
go to a pet store, volunteer at the humane society, organize a neighborhood
clean-up and picnic, organize your old photos, talk to an older relative,
write a letter, draw a picture, go on a date, talk on the phone, buy a
present for someone, pick wildflowers and arrange them, plant a tree, play
golf, build a snowperson, throw stones into a stream, enter a pie-eating
contest, watch a parade, go to a flea market, go to an auto show, go to
a county fair, celebrate an occasion, go to a transportation museum, go
to an aquarium, travel abroad, travel locally, introduce yourself to your
neighbor, visit a national park, have a barbecue, visit a state park, go
for a run, write a poem, go rafting, go to a baseball game, go to a football
game, drive a remote control vehicle, go to the horse races, watch a marathon,
run a 5K, walk a 5K, play in the rain, take a hot bath, watch a monster
truck show, ride a horse, play with a pet, feed a squirrel, build a birdhouse,
paint a fence, skateboard, get a new haircut, get your nails done, go to
a late late show, go to a record store, learn to fly, take a train ride,
go out for pizza, make a pizza, order take-out food for dinner, put up
a hammock, go out for breakfast, play badminton, swing, make brunch for
a friend, sleep in, go to a zoo, go for a boat ride, work out in a gym,
take an aerobic class, go to a dog show
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Friendship
Most people understand the importance of friendship and can meet people
and develop friendships with ease. For others, this is more difficult.
Often, mere participation in work or an activity will assist an individual
in developing friends (see example below). The natural development of closeness
through mutual interests is the most effective way to find and maintain
friends.
If developing a friendship does not occur naturally, it may be worthwhile
to arrange a meeting between an individual with a disability and other
community members. Depending on the age of the individual, this might be
done by contacting the local university or local civic or religious organizations,
explaining the situation, and asking for the names and numbers of community
members who may be interested in meeting someone new. For more information,
a good resource is Making School and Community Recreation Fun for Everyone:
Places and Ways to Integrate, edited by M. Sherril Moon, available from
Paul H. Brookes Publishing, (800) 638-3775.
Finally, it is important to remember that friendships are reciprocal.
It cannot always be the individual without the disability who entertains
or makes the plans. If an individual has difficulty initiating, someone
else may be able to do it for him/her, or the situation could be explained
to people with whom he/she is developing relationships.
| Making Friends -- Naturally!
Kathy was 19 when she began taking aerobics classes at the local YMCA.
She had been taking beginning classes for almost a year and really wanted
to move to a more advanced class but was afraid the movements would be
too difficult. The aerobics instructor said she would make sure to explain
all the moves clearly and assured Kathy that it would be OK.
Kathy finally joined the class and did find some of the moves to be
complicated. With Kathy's permission, the aerobics instructor asked a woman
who had been a member at the YMCA since her childhood to keep an eye on
Kathy and help her out when needed. With Shaia's assistance, Kathy soon
caught on. Shaia began talking to Kathy in the locker room after class
and one day they went out for frozen yogurt after their workout. They soon
discovered that they both had a passion for pizza and movies and did not
live too far from each other. Eventually Kathy and Shaia met on a regular
basis to go to the movies or out for dinner. They still take aerobics and
have recently signed up for a weightlifting class together. |
Community Mem
Relationships and Dating
If a person with a disability asks someone for a date and the other
person says, "no," is it because of the disability or did he or she really
have something else to do?
If the other person says "yes," is it because he or she really wants
to accept, or is it because of guilt and of not wanting to hurt the disabled
person's feelings?
(excerpted from Dating, p. 283 Spinal Network, Sam Maddox ©
Spinal Network and Sam Maddox 1990)
This is the dilemma that thousands of individuals with disabilities
have to face every day. All too frequently, their questions and concerns
are not heard because sex education and discussions about dating or marriage
never enter their lives. Relationships are either not thought of as a priority
("She's in a special ed. classyou think she's going to have a relationship?!?")
or as a possibility ("He can't even move his legshow can he have sex?!?").
However, it is crucial to provide the same type of sex education to individuals
with disabilities as to others, especially in these times when sexual activity
occurs at younger and younger ages and the number of individuals infected
with HIV is increasing steadily.
As an adult living independently, an individual should know about the
consequences of sex so he/she can make an informed decision about birth
control. Likewise, he/she should know how to prevent sexually transmitted
diseases, including HIV. Many schools and/or parents are reluctant to teach
children, regardless of their ability, about these topics because it is
against their religious or moral beliefs. When making this decision on
behalf of a child with a disability, one must remember that as children
get older they tend to learn this information from books, television, other
children, or other adults after they leave home. Some individuals with
disabilities may not merely pick up this information but, like other teens
or young adults, may begin to experiment recklessly.
Families, professionals, and well-meaning individuals often discourage
individuals with disabilities from dating. This may be a conscious decision
(maybe if we don't discuss it, the problem won't arise) or an unconscious
one (not taking the advances and/or comments of an individual seriously
because the possibility of a relationship never entered one's mind). Individuals
with disabilities may find reactions to their desire for a romantic relationship
both embarrassing and discouraging. Parents, professionals, and other concerned
individuals must be able to separate the individuals from the disability
and understand that they have the same desire for love, relationships,
sex, marriage, and children as do other members of the population.
Some outstanding resources regarding this topic include:
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Planned Parenthood
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Dating services (both those for the general population and those geared
toward people with disabilities)
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Trusted guidance or rehabilitation counselor or other professional
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Master's and Johnson Institute, (314) 361-2377, for specific questions
or a telephone consultation with a staff member
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The Information Center (under Information and Referral in Appendix
I)
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Physicians (may be reluctant to discuss the issue of potential sexual problems
or activity, but they can be pushed)
Have You Thought About This? (for Recreation, Friendship, and Dating)
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Has the student tried a wide array of activities, including organized groups
(e.g., an aerobics class or drama production), informal groups (e.g., going
to the mall with a bunch of friends), organized independent activity (e.g.,
private music lesson), informal independent activity (e.g., gardening at
home)?
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What kind of social situations does the student prefer (e.g., large groups,
small groups, one to one, by him/herself, nightclubs, sports)?
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Does the student enjoy certain activities more than others?
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Does the student need to worry about weight maintenance (especially important
if he/she will need physical assistance from others)?
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What type of budget does the student have?
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If there were no financial restrictions, what would the student do?
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If the student did not have a disability, what would he/she prefer to do?
(should be the same)
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Will the student need to find out about any accommodations?
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Does the student need to invest in any specialized equipment?
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Does the student need assistance with registering for activities?
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If the student has an alternative means of communication, is he/she able
to explain it to others?
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Does the student know the general rules of safe sex?
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What are the student's social outlets?
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How does the student prefer to meet people (e.g., via recreation activities,
at work, being introduced, placing or answering personal ads in the paper)?
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Does the student need assistance in developing relationships?
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Volunteering
Volunteerism has always been a part of American community life; our history
is full of people volunteering together for common goals. Unfortunately,
people with disabilities have been largely overlooked as potential volunteers.
This does not mean that people with disabilities should be asked to
volunteer for jobs that other people get paid to dono one should be asked
to do that. However, it does mean that it is time to begin looking
at individuals with disabilities as people who are able to be on the giving
as well as the receiving end of services.
Volunteering is a great way to meet others with similar interests and
many volunteer activities are tied together with social activities (e.g.,
a celebratory dinner after cleaning up the park). Additionally, because
volunteer activities often attract people who want to "do good," it is
relatively easy to develop supports for an individual who will need them
to be successful. Volunteering can take many forms, from entertaining children
in a homeless shelter to becoming active in local politics. Below is a
list of 41 places to volunteer for different types of activities:
The Voluntary Action Center of the United Way of Massachusetts can assist
you in finding out about these and other volunteer opportunities in the
location nearest you. Contact The United Way Voluntary Action Center, 2
Liberty Square, Boston, MA 02109-4844 (617) 422-6775 (statewide). Or contact,
Match-Up Interfaith Volunteers, Inc., 273 Clarendon Street, Boston, (617)
536-3557.
| Commitment to a Cause
homeless shelters, hospitals, YMCAs, Boys and Girls Clubs, Senior Centers,
churches, Public Libraries, city streets, AIDS Action Committee, Mothers
Against Drunk Driving (you do not have to be a mother), synagogues, United
Way, Boston Volunteer Center (will give you a number closest to you), political
campaigns, Live Theaters (ushers, mass mailing assistance), public radio
and television stations, music groups (e.g., community band, choruses,
orchestras), museums, historical societies, city recreation departments,
Chamber of Commerce, community parks, city hall, homes for seniors, colleges,
universities, public schools, tourist information centers, Big Brother
/Sister Association, Health Centers, shelters for abused women/children,
day care centers, Horticultural Society, counseling centers, Hospice, meal
programs for individuals who are homeless/elderly, 4-H clubs, after school
programs, state and national parks, Girl and Boy Scouts, community centers. |
Have You Thought About This? (for Volunteering)
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Does the student prefer to volunteer with other people or by him/herself?
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What type of volunteer situation does the student prefer (e.g., social
activities such as visiting a nursing home or working with children; office
activities such as answering letters or stuffing envelopes; outdoor activities
such as nature clean-ups or trail maintenance)?
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Does the student have any specific concerns about a social problem on which
he/she may want to work?
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Does the student need to worry about weight maintenance (especially important
if he/she will need physical assistance from others)?
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If the student did not have a disability, what would he/she prefer to do?
(should be the same)
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Will the student need to find out about any accommodations?
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Does the student need to invest in any specialized equipment?
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Does the student need assistance with registering for activities?
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If the student has an alternative means of communication, is he/she able
to explain it to others?
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What kind of social situations does the student prefer (e.g., large groups,
small groups, one to one, nightclubs, sports)?
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What are the student's social outlets?
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How does the student prefer to meet people (e.g., via recreation activities,
at work, being introduced, placing or answering personal ads in the paper)?
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Does the student need assistance in developing relationships?
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