Page 118 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 03 11/20/02 11:46 AM Page 107
TRAINING PARTICIPANTS Setting the Stage for Learning 107
WHO HAVE DISABILITIES

Because there are so many different types of disabilities and each person’s disability
affects him or her in potentially different ways, it is impossible to list all of them here.
In addition, many people have nonvisible disabilities that can affect their ability to
function as others might and create learning challenges for them (e.g., diabetes, dyslexia,
alcoholism, and cancer). Such participants may not always be willing to disclose their
disability to others and in some cases have learned consciously to mask them from
others for personal reasons. Often this is done because of either embarrassment or the
fear of discrimination should their disability become known. At any rate, respect rights
and desires of all your participants and attempt to provide a learning environment that
is accessible to everyone.
When a disability is disclosed to you, do whatever possible to accommodate the par-
ticipant(s). The Americans With Disabilities Act of 1990 and other legislation requires
you to do so, but more importantly, it is the right thing to do. After all, isn’t your role
as a trainer to facilitate learning? Beside, with the rising estimate of more than 55 mil-
lion people with some type of disability in the United States alone, the chances of hav-
ing at least one disabled participant in your session is very high.
The first step in creating a positive learning environment for people with disabilities
is to ensure that your language, that of other trainers and participants, and your learn-
ing materials is not offensive or discriminatory. Table 3-4 offers some possible termi-
nology, although the best approach is not to single out for their disability or any other
diversity factor. Instead, simply address people by name or a generic term, such as man
or woman, when referring to someone. In addition, avoid the potentially offensive word
handicapped, as this has an attributed historical connotation from old British language

Table 3-4. Referring to People with Disabilities

Instead of . . . Use . . .

Handicapped Disabled or the specific disability
Manuel is confined to a wheelchair. Manuel uses a wheelchair.
Michele suffers from . . . Michele has . . .

The deaf and dumb participant The participant with a hearing and learning disability
Richard is a victim of . . . Richard has . . .
Jheri is an epileptic. Jheri has epilepsy.