LD 37: Persons with Disabilities

Chapter 1: Disabilities Laws Chapter 2: Developmental Disabilities Chapter 3: Physical Disabilities Chapter 4: Mental Illness Introduction of Teaching Staff Expectations of Students Goals and Objectives

I. Introduction to Material
A. Group Learning Activity: Each member of the class is asked to approach the board and write one word they associate with the topic of Persons with Disabilities. The activity is designed to address the stigma associated with someone identified as having a disability or mental illness. The goal is to create a learning environment which promotes a compassionate view and an overall understanding of safe, legal and positive interactions with the population. B. Group Learning Activity: Define Terms The class is divided into work groups. Each group will be tasked with writing a definition for the assigned term and provide an example. The group should rely on prior knowledge; no learning materials will be given. 1. Mental Retardation (Intellectual Disability) 2. Mental Illness: Mood Disorder (Mental Disability) 3. Mental Illness: Thought Disorder (Mental Disability) 4. Physical Disability 5. Developmental Disability 6. Disability

II. Disability Laws A. Group Learning Activity: Laws which pertain to Persons with Disabilities
The class is divided into work groups. Each group is responsible for learning about the assigned law or laws. The group then presents the information to the class.
References: California Penal Code, California Vehicle Code, LD 37 Text Book

1. Americans with Disabilities Act a. Comprehensive mandate for the elimination of discrimination against individuals with mental and physical impairments. b. Guide for police departments to develop agency specific policies which all peace officers must comply with. 2. Lanterman Developmental Disabilities Service Act
(Welfare and Institutions Code sections 45000 et.seq.)

a. State of Californias responsibility for the coordination of services for persons with developmental disabilities.

3. Lanterman-Petris-Short Act (Welfare and Institutions Code section 5150) a. Reform commitment laws pertaining to mental health treatment. 4. Rehabilitation Act of 1973 (29 U.S.C. 701 et seq.) 5. Vehicle Code section 21963 a. A totally or partially blind pedestrian who is carrying a predominantly white cane or using a guide dog shall have the right-of-way. 6. White Cane Law (Civil Code sections 54, 54.1, 54.2, 54.4, 54.7) a. Equal Access b. Use of service animals c. Violation of Civil Rights 7. Penal Code section 365.5 a. Access to public transportation b. Access to public accommodations c. Failure to Comply B. Role of peace officers when interacting with a disabled person 1. A peace officer is to recognize cues and other indicators in order to make an appropriate decision regarding intervention strategies. C. State and local resources available to persons with disabilities 1. Agency-related assessment or crisis teams 2. Private organizations offering support groups 3. Substance abuse centers 4. County mental health agencies 5. Regional developmental disabilities centers 6. Independent /assisted living centers 7. National Support / information organizations 8. Local missions or shelters 9. Religious centers 10. Senior citizen centers

III. Developmental Disabilities

A. Behavioral cues generally associated with persons affected by an intellectual disability 1. Poor communication skill 2. Shortened attention span 3. Immature social relationships 4. Overly compliant 5. Poor sense of time B. Learning Activity: Show movie clip from Radio Columbia Pictures (2003) 1. Objective for this activity is to provide opportunities for discussion to refine critical thinking skills, enhance the knowledge of leadership and ethics and their role as a police officer.

Students will be broken into small groups and a short clip of the movie will be shown. After the clip is shown, students will be posed with the question, How would you have handled the situation? Students will be asked to discuss the clip and come up with 3 potential problems, and offer resolutions in the scene. A designated spokesperson from the group will be asked to share the groups response at the conclusion of the activity. C. Behavioral cues generally associated with persons affected by cerebral palsy 1. Awkward gait and poor balance 2. Impaired coordination 3. Poorly controlled facial muscles including drooling 4. Use of a mobility aid 5. Limited range of motion 6. Slow or slurred speech D. Learning Activity: Video: What do you see? A look at Cerebral Palsy 1. The objective for this activity is to provide opportunities for discussion to refine critical thinking skills, enhance the knowledge of leadership and ethics and their role as a police officer. Students will be broken into small groups and a short clip of the movie will be shown. After the clip is shown, students will be posed with the question, How would you have handled the situation? Students will be asked to discuss the clip and come up with 3 potential problems, and offer resolutions in the scene. A designated spokesperson from the group will be asked to share the groups response at the conclusion of the activity. E. Behavioral cues generally associated with persons affected by Autism 1. Difficulty relating to people 2. Aversion to being touched, especially by strangers 3. Avoidance of eye contact 4. May appear to be fascinated with shiny objects 5. Severely impaired communication 6. Possible limited intellect 7. Tantrums, self-stimulation, or self-mutilation F. Learning Activity: Video: Temple Grandin Explains Autism on 60 Minutes G. Learning Activity: Video: Autistic Boy The objective for this activity is to provide opportunities for discussion to refine critical thinking skills, enhance the knowledge of leadership and ethics and their role as a police officer. Students will be broken into small groups and a short clip of the movie will be shown. After the clip is shown, students will be posed with the question, How would you have handled the situation? Students will be asked to discuss the clip and come up with 3 criticisms, and offer potential resolutions or alternative actions. A designated spokesperson from the group will be asked to share the groups response at the conclusion of the activity. H. Appropriate peace officer actions during field contact with persons affected by developmental disabilities: 1. Initial contact a. Dont assume you know the diagnosis

b. Be observant for signs of any impairment c. Minimize stress level 2. Instructions or commands a. Give them in a clear and simple manner b. Verify if the individual understands c. Refrain from giving more than 3 commands at a time 3. Questioning a. Ask Yes / No questions when possible b. Dont ask leading questions c. Ask for concrete descriptions I. Behavioral cues generally associated with persons affected by: 1. Epileptic Seizures a. Staring spell b. Disorientation c. Dropping of the head d. Eyes rolling upward 2. Tonic clonic seizures a. Sudden fall or slump and loss of consciousness b. Body becomes stiff and jerks c. Breathing is shallow d. Discoloration of the skin e. Possible loss of bowel or bladder control 3. Complex partial seizure a. A blank stare followed by lip smacking b. Disordered communication c. Unaware of surroundings d. Repetitive movements J. Appropriate officer response for aiding a person experiencing a seizure: a. Follow appropriate First Aid protocols b. Talk calmly and reassure the individual c. Gently guide the person from any dangerous situations K. Group Learning Activity: Index cards are provided to the students. As a class, we define as well as discuss terms covered in the above section. The students use the index cards to make flashcards to use as a study aid.

IV. Physical Disabilities

A. Behavior cues or other indicators that lead an officer to identify a person as being deaf or hearing impaired 1. Use of sign language 2. Wearing hearing aid(s) 3. Use of a signal dog 4. Speaking with difficulty or with non-conventional method 5. Pointing to an ear and shaking the head 6. Retrieving a pen and paper 7. Failing to respond to an officers commands 8. Failing to follow instructions 9. Use of a gestures system

B. Appropriate methods an officer can use to communicate with a person who is deaf or hearing impaired 1. Written communication 2. Lip reading 3. Hearing aids 4. Interpreter 5. TTY/TDD 6. California Relay Service C. Learning Activity: Show Movie Clip from Children of a Lesser God Paramount Pictures (1986) The objective for this activity is to provide opportunities for discussion to refine critical thinking skills, enhance the knowledge of leadership and ethics and their role as a police officer. Students will be broken into small groups and a short clip of the movie will be shown. After the clip is shown, students will be asked to discuss the clip and come up with 3 potential challenges seen that they may face in the field. A designated spokesperson from the group will be asked to share the groups response at the conclusion of the activity. D. Behavior cues or other indicators that lead an officer to identify a person as being blind or visually impaired 1. Service animals 2. Use of canes 3. Discoloration of eyes 4. Lack of eye contact or jerky eye movement 5. Unusual body movements E. Appropriate methods an officer can use to communicate with a person who is blind or visually impaired 1. Speak directly to the person 2. Attempt to describe visual scenes 3. End the conversation with a clear understanding that the person knows you are leaving F. Behavior cues generally associated with persons with an acquired neurologically-based disorder such as: 1. Stroke a. Slurred speech b. Mild paralysis or loss of physical movement c. Loss of bowel or bladder function d. Decreased emotional stability 2. Alzheimers Disease a. Confusion, disorientation b. Short attention span c. Mood Changes d. Poor judgment e. Inability to recognize family members 1. Traumatic neurologically-based disorders a. Physical Limitations b. Cognitive Abilities c. Behavioral and Emotional Control

G. Appropriate peace officer actions when dealing with a person who appears to have a neurologicallybased disorder: 1. Be patient a. Look to the individual to set the pace of the preliminary investigation within reason b. Communication 2. Look for indicators that the person is able to comprehend the questions and information being presented. 3. Adjust your interview accordingly a. Remain calm and consistent 4. Model the desired behavior by demonstrating a calm approach to a potentially stressful situation. H. Learning Activity: Alzheimers Communication Video Clip Class discussion about what they saw demonstrated and how they could incorporate the technique into police work. I. Group Learning Activity: Index cards are provided to the students. As a class, we define as well as discuss terms covered in the above section. The students use the index cards to make flashcards to use as a study aid.

V. Mental Illness
A. Thought Disorder vs. Mood Disorders 1. Schizophrenia (Thought) a. A group of related disorders in which a persons ability to function is marked by severe distortion of thought, perception, feelings, and bizarre behaviors. b. Behaviors which may be related to schizophrenia i. Impaired Self-Care ii. Hallucinations a. A false perception experienced through any of the 5 senses with little or no awareness of their surroundings iii. Delusions a. A persistent false belief or thoughts and actions not based in reality iv. Disorganized speech a. Rapid flow of unrelated thoughts v. Disorganized thought patterns a. Inability to make logical thought connections or concentrate vi. Disorientation a. Abnormal memory loss related to name, date, location c. Video clip demonstrating behaviors associated with schizophrenia 2. Clinical depression (Mood) a. A reoccurring disorder marked by sadness, inactivity, and self- depreciation b. Behaviors which may be related to depression i. Extreme rejection ii. Persistent Gloom iii. Loss of hope iv. Sense of worthlessness v. Mood swings vi. Feelings of guilt

vii. Sleep disturbances viii. Occasional hostility c. Video clip demonstrating behaviors associated with depression 3. Bipolar disorder (Mood) a. A mental disorder characterized by rapid and unpredictable mood swings from mania and severe depression. b. Video clip demonstrating behaviors related to bipolar disorder 4. Postpartum psychosis (Mood) a. Severe Depression b. Occurs after giving birth 5. Suicide a. The taking of ones own life 6. Indicators officers can use when attempting to determine if persons affected by mental disorders are dangerous: a. Degree of reaction i. Fear of persons, places, and things ii. Reclusive or aggressive without provocation b. Inappropriateness of behavior i. Inappropriate behavior ii. Bizarre behavior iii. Erratic behavior c. Extreme rigidity or inflexibility i. Easily frustrated ii. Acting out B. Field Contacts with someone you suspect is mentally ill 1. Request backup 2. Calm the situation 3. Communicate 4. Do not make threats 5. Be truthful C. Provide and Review handout D. Learning Activity: Video Test Your Awareness E. Learning Activity The objective for this activity is to give the students a pressure situation which requires them to gather information at a potentially dangerous scene where time is a factor. The class is matched in groups of two. One partner is given a term. The other partner has 2 minutes to guess the term by asking questions. At 1 minute, the partner who has the term holds a pen to his/her throat indicating that the situation is critical and the person is threatening to die by suicide. Partners then switch roles and new terms are assigned. This activity can be compared to 20 questions. F. Show Stomp out Stigma Video

VI. W&I Code 5150

A. Danger to self 1. A person having suicidal thoughts, statements, or behaviors.

B. Danger to others 1. Words or actions that are easily interpreted as aggressive and usually involve poor impulse control

C. Gravely disabled 1. A condition in which a person, as a result of a mental disorder, is unable to provide for basic personal needs such as food, clothing, and shelter. 2. Provide and review handout D. Deprivation of Personal Liberties E. Explicit Probable Cause 1. A clear articulation of the circumstances under which the persons condition was brought to the officers attention F. State Laws 1. No such thing as a voluntary 5150 W&I G. Rights of detained person 1. Detained persons are entitled to basic federal and state constitutional rights. 2. Advisement (W&I 5157) H. Protection of personal property 1. Take reasonable precaution to preserve and safeguard personal property 2. Document and possessions in law enforcement custody and its disposition I. Confiscation of weapons W & I Code 8102 1. Peace Officer will take custody of deadly weapons from persons subject to detention J. Mandatory Documentation 1. Application for an Emergency Psychiatric Evaluation a. Provide and review document 2. Historical Data Form: AB 1424 / 5150.2 K. Designated Facility L. Initial Evaluation W&I Code 5150.3 M. Resolution Options: Disposition 1. Provide urgent medical attention 2. Detention for evaluation a. If criteria for a 72 hour evaluation are met, treatment shall be required. 3. Arrest of individual a. If a crime has been committed an arrest should be made. 4. Referral to mental health services a. Where there is evidence of indicators, but not justification for detention, the person may be referred to a local agency b. Notification of family 5. Report to child protective services (if applicable) a. Peace officers are required by law to report conditions of child abuse to local

child protective agencies 6. No further action

VII. Review