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Count Us In!

curriculum support package

1
teacher information

creating welcoming communities


Contents
Introduction 1 Disability Specific
Acknowledgments 2 Information 14
Acquired Brain Injury 14
Teacher Information 4 Autism Spectrum Disorder 15
The impact of disability Cerebral Palsy 16
in Western Australia 4 Cystic Fibrosis 17
What is a disability? 5 Deafness / Hearing Loss 18
Disability and appropriate DeafBlind 19
language - a guide 5
Developmental Delay 20
Meeting people with disabilities 6
Down Syndrome 21
History of disability in
Epilepsy 22
Western Australia 7
Foetal Alcohol Syndrome 22
Disability legislation and legal
requirements 8 Fragile X Syndrome 23
Education and legal requirements Intellectual Disability 23
for students with disabilities 9 Mental Health 24
For more information on Motor Neurone Disease 26
disability in Western Australia 11 Multiple Sclerosis 26
Disability Services Commission 11 Muscular Dystrophy 27
Education 11 Spina Bifida 28
Department of Education Spinal Cord Injury 29
and Training 11 Vision Impairment 30
Catholic Education Office 11
Australian Association of Appendices 33
Independent Schools 11 Meeting people with disabilities 33
Advocacy 11 Offering assistance 34
ACROD WA 11 Frequently asked questions 35
People with Disabilities Books
(PWD WA) Inc 11 early childhood 39
Developmental Disability middle childhood 40
Council of WA Inc (DDC) 11 early and late adolescence 40
Ethnic Disability Advocacy Glossary of terms 41
Centre (EDAC) 11
References and further reading 44
Advocacy South West Inc 11
Definitions of disability 12
World Health Organisation 12
Australian Bureau of Statistics 12
Disability Services Commission 13
Copyright
Disability Service Commission materials, including internet pages, documents and on-line graphics, audio and video,
are protected by copyright law. Apart from any fair dealing for the purposes of private study, research, criticism or review,
as permitted under the provisions of the Copyright Act 1968, no part may be reproduced or re-used for any commercial
purposes whatsoever without prior written permission of the Disability Services Commission.
Enquiries may be directed to:
Manager, Community Access and Information Branch
Disability Services Commission ISBN 1-920809-06-6
146 - 160 Colin Street
Publisher: Disability Services Commission
West Perth WA 6005
Or email dsc@dsc.wa.gov.au Western Australia 2006
Introduction

One in five Western Australians has a disability


and, like the rest of the community, strives to lead diverse and fulfilling lives.
In addition, it is estimated that more than 200,000 people provide care and support
to family and friends with disabilities.
By 2021 the number of people with disabilities in Western Australia is expected to increase by
more than 200,000, due mainly to our ageing population.1

Most people in our community do not The Count Us In! curriculum support
experience regular contact with people package is not a resource for teaching
with disabilities. As a result, people with students with disabilities. This is a resource
disabilities are often viewed as different; for teachers to use with students, to enhance
interactions may be uncertain and can their knowledge and understanding of
cause discomfort for both parties. Beliefs disability and provide them with the skills to
and attitudes are predominantly formed create a welcoming community.
through family, school and the media. These
As today’s school students move into
attitudes can be negative and create barriers
adulthood and become employers,
for people with disabilities in all areas of
neighbours, friends and work colleagues,
their lives.
the community, in its quest for an inclusive
The Disability Services Commission’s society, will benefit from a greater awareness
vision, in which all people live in welcoming of the issues facing people with disabilities.
communities that facilitate citizenship,
friendship, mutual support and a fair go for
everyone, aims to remove these barriers and
create a truly inclusive society.


Count Us In! : Teacher information - Book 1
Acknowledgments
Many people in the education and disability sectors, both government and non-government,
contributed to the development of this package and their assistance is greatly appreciated.

Steering Committee Gosnells Primary School


Di Ritson (Chair) Hale School
Disability Services Commission John XXIII College
South Ballajura Primary School
Robyn Smith
St Stephens College
Curriculum Council
Vision Impairment Service
Dr. Lindy Gulland Walkaway Primary School
Ministerial Advisory Council on Disability Western Australian Institute for Deaf Education
Maureen Thomson Westminster Education Support Centre
Catholic Education Office (CEO) York District High School
Alison Robb Centre for Inclusive Schooling (CIS)
Department of Education and Training Vision Impairment Service
(DET) Ministerial Advisory Council on Disability
Education Support Principals Association WA Deaf Society
Wayne Revitt WA Association of Mental Health
Australian Association of Independent Rocky Bay Inc.
Schools WA (AAISWA) Prof. Donna Cross
Michelle Pearce
Rob Nairn Elizabeth Roberts
West Australian Association of Secondary Melanie Hawkes
School Executives Keith Hayes
Colin Petit Kerry Allan-Zinner
West Australian Primary Principals’ Sally Jackson
Association Julie Guilfoile
Heather Jenkins Bruce Langoulant
Associate Professor Jessica Langoulant
Curtin University of Technology Education Sector Authoritative Readers:
Teresa Loasby Curriculum Support Materials
The University of Notre Dame Australia
Jo-Anne Stewart-Magee
Jacqueline Burns Early Years K-10 Academic Standards &
(Executive Officer) Support (DET)
Principal Author Diana Koski
Jacqueline Burns Students with disAbilities K-12 Team
Curriculum Support (CEO)
Curriculum Consultant
Loraine Martis
Learning Conversations: Dr. Marie Martin Beehive Montessori School (AAISWA)
Consultation Catherine Burns
Lions Skills for Living / DET
Beeliar Primary School
Career Enterprise Centre: Mandurah Senior Devon Harding
College Education Support Specialist
Clarkson Primary School Beth Harcourt
Corrigin District High School Melville Senior High School (DET)
Derby District High School Susan Margaret
Eaton Community College School of Instrumental Music


Count Us In! curriculum support package
Samantha Anderson Disability Sector
Mindarie Primary School (DET)
Marilyn Yates
Non-government
Principal Consultant, Technology and organisations
Enterprise (DET) Authoritative Readers:
Merridan District High School (DET) Disability Specific Information
Beehive Montessori School (AAISWA) Helen Granville
Shenton College (DET) ACROD WA
Corrigin District High School (DET)
Vision Impairment Service (DET) Patricia Levitzke-Gray and
Catholic Education Office Students with Karen Long
disAbilities K-12 Team WA Deaf Society Inc
Clarkson Primary School (DET) Sue Shapland
South Ballajura Education Support Centre Multiple Sclerosis Society WA
(DET) Taffy Reed
Authoritative Readers: Disability Specific Autism Association of WA
Information Karen Altham, Claire Scullin and Kim Little
Association for the Blind WA
Kim Schroeder
North Fremantle Autism Unit (DET) Natalie Georgeff
Cerebral Palsy Association of WA
Grant Wheatley and Joy Knowles
Hospital School Services (DET) Brooke Anthony
Muscular Dystrophy Association
Adrienne Cohen
Western Australian Institute for Deaf Louise Bailey
Education (DET) Fragile X Association
Dene Oliver
DVD Participants Headwest (Brain Injury Association of
Majella Primary School (CEO) WA Inc.)
Melville Primary School (DET) Myra Spurling
Gladys Newton School (DET) Motor Neurone Association WA
Beehive Montessori School (AISWA) Kerrie Duff
Beeliar Primary School (DET) Spina Bifida Association WA
Bayswater Primary School (DET)
Quinns Rock Primary School (DET) Jackie Softly and Cathy Donovan
Mosman Park School for Deaf Children (DET) Down Syndrome Association of WA
City Beach Primary School (DET) Stephanie Bachman
Carson Street School (DET) Mental Illness Fellowship Inc.
Sacred Heart College (CEO) David Sharp
Cyril Jackson Education Support Centre (DET) Epilepsy Association of Western Australia
Shenton College Deaf Education Centre (DET) Paraplegic Benefit Fund (PBF) Australia
Murdoch University
University of Western Australia DVD Participants
Rocky Bay Inc
Activ Foundation Inc
The Brighton Hotel, Mandurah
Hungry Jacks, Claremont
KFC, Warwick
Australian Model Railway Association WA


Count Us In! : Teacher information - Book 1
The impact of disability in Western Australia
Disability affects the lives of more than Many people with a disability have more
half a million Western Australians (one in than one disability.
every three people) either directly or as a
• 28 per cent of people using services
carer.
funded or provided by the Disability
• One in every five or 20 per cent of Services Commission have multiple
Western Australians has a disability disabilities.
(405,500 people).
• One in every eight Western Australians Most Western Australians with a disability
needs personal assistance with some live in the community.
activities as a result of a disability
• 95 per cent of people with a
(250,500 people).
disability live in the community, either
• One in every 10 Western Australians
independently or with family or friends.
is a carer of a person with a disability
• 73 per cent of Western Australians with
(246,800 carers).
a disability live in the metropolitan area
• One in every three people knows
and 27 per cent live in rural areas.
someone with a disability, whether as a
family member, friend, or workmate.
Most of the help needed by people with
disabilities is provided by families and
Most Western Australians with a disability
friends.
have a physical disability.
• 87 per cent of people with disabilities
• Nearly three-quarters of Western
who require assistance receive
Australians with a disability (288,200
assistance informally through family and
people) have a physical disability as
friends.
their main disabling condition.
• One in every six Western Australians
By 2021 the number of people with disabilities
with a disability (75,700 people) has a
in Western Australia is expected to increase
mental or behavioural disorder as their
by more than 200,000, due mainly to our
main disabling condition.
ageing population. The proportion of the
• One in every 10 Western Australians
State’s population consisting of people aged
with a disability (41,600 people) has a
under 65 with disability is expected to remain
sensory disability as their main disabling
steady.
condition.


Count Us In! curriculum support package
What is a disability?
A disability is any continuing condition that For others, it can be the result of a sporting or
limits or restricts a person’s participation motor vehicle accident. Other people acquire
in everyday activities. disabilities later in life, through a variety of
reasons or ageing.
These may include:
A disability may be short or long term and some
• self-care - limitations in showering,
are episodic. Many people may have more than
bathing, dressing, eating, toileting,
one disability.
bladder or bowel control;
• mobility – limitations in moving around A disability can affect a person’s capacity to
at home and away from home, getting communicate, interact with others, learn or get
into or out of a bed or chair, and using about independently. Some disabilities, such
public transport; and as epilepsy, are hidden, while others, such as
• communication – limitations in cerebral palsy, may be visible.
understanding or being understood by
A disability can impact on a person’s
others: strangers, family and friends.
employment, education, recreation,
A disability can occur at any time in a person’s accommodation and leisure opportunities.
life. For some, the disability begins at birth.

Disability and appropriate language – a guide


Language reflects and shapes the way we • People / student with vision
view the world. impairment
How we write and speak about people with • Person / student who uses a
disabilities can have a profound effect on wheelchair or communication device
the way people with disabilities are viewed • Person / student with mental health
by the community. Some words, by their very issues
nature, degrade and diminish people with • Person / student with Down
disabilities. Others perpetuate stereotypes, syndrome
removing entirely a person’s individuality. • Portray people with disabilities
People with disabilities are individuals positively by recognising what a person
first, with the same variety of desires, can do rather than focussing on their
interests, problems, talents, and faults as limitations, for example, the person walks
any other member of the community. with an aid, not that he or she has limited
mobility.
Through the use of appropriate language,
emphasis can be placed on this individuality, • Avoid focussing unnecessarily on a
rather than on the disability that a person has. person’s disability. If it is not necessary
to acknowledge that a person has a
disability, then don’t mention it.
General guidelines
• Recognise that many of the difficulties
• Put the person first and specify the facing people with a disability are
disability or need second. barriers created by community
• People with a disability attitudes. We can all help to break down
• People with disabilities these barriers by using appropriate
• Person / student with an intellectual language.
disability
Source: “A way with words” Queensland Government 4
• Person / student with cerebral palsy
Disability Services Commission Fact Sheet 11


Count Us In! : Teacher information - Book 1
Meeting people with disabilities
Many people in our community may have had As interaction is a two-way process, it is
few opportunities to get to know a person necessary for both parties to participate
with a disability. They may have had a friend, and contribute to the interaction. The
a family member, a classmate or neighbour following suggestions for successful
with a disability, but usually their experiences interaction aim to enhance understanding
are limited. and communication.
As a result, people may be unsure of how to
interact and communicate with some people
with disabilities.

Person with a disability Other person


• Tell the other person if any form of • Ask the person if help is required,
assistance is required. but do not insist and don’t assist
• Let people know what you wish to do without asking first.
yourself. • If you are unsure of how to behave,
• Do not let people treat you as an ask the person. Accept the fact that
invalid. disability exists, don’t pretend it isn’t
• Do not assume that everyone knows there.
and understands. • Regard and treat the person as
• Become aware of your rights and healthy.
be firm about your rights to access, • Be aware of the environment and
independence and privacy. how it may present difficulties.
• Be aware and tolerant if another • Do not talk about the person as
person seems uncomfortable in if s/he is not present or cannot
social situations. understand or speak for him/herself.
• If your speech is affected be • As in any conversation, maintain eye
prepared to repeat what has not contact as far as possible.
been understood. • Be willing to communicate
• Be polite when offered assistance. in different ways, eg using a
Such offers, although sometimes communication board.
misguided, are usually well meant. • Remember, people differ in their
needs, interests, personalities and
approach to life.

Taken from: Gething, L. (1997) Person to Person (3rd edition), Sydney: MacLennan & Petty.


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History of disability in Western Australia
In Australia at the beginning of the 20th could learn and develop skills in restricted
century, there were no formal services settings should be encouraged to do so.
for people with disabilities so it was left Services became focused on individual
to families to care for their children with programs and plans. It was generally felt that
disabilities without assistance. Parents were people with disabilities would graduate from
often advised to place their children into care a segregated environment through to less
and “get on with their lives”. restrictive environments, depending on their
level of skill acquisition.
As a result, people with disabilities were
often segregated and isolated from the rest The 1981 United Nations International Year of
of the community and housed within asylums Disabled Persons further raised community
for the ‘insane’, boarding houses and other awareness around the world about the needs
institutions. Their lives were affected by of people with disabilities. In Australia, this
sickness, poverty and a drastically reduced paved the way for government legislation, at
life expectancy. both Commonwealth and State levels, to be
enacted protecting the rights of people with
Many parents felt unhappy about labelling
disabilities and improving their quality of life.
children with severe and multiple disabilities
as ‘insane’, and the plethora of community- The Western Australian Disability Services
based organisations which developed in Act, proclaimed in 1993, created a new
the 1940s and 1950s sought to draw a department specifically for disability services
distinction between children with disability, – the Disability Services Commission. This
and the otherwise inappropriate and broader was an Australian first and with its own
categorisation of ‘insane’. They signified Minister, added political clout and ensured
that neither the label of insanity nor the level that the disability sector finally had its own
of care that went with it in those days was voice in the cabinet room of successive State
appropriate. Governments.
The formal supports which were introduced From segregation at Claremont Hospital
for people with disabilities in the late 1940s for the Insane to a good life as part of
and 1950s were based initially on a medical or the community, the journey towards full
custodial model, typified by segregation and community inclusion continues for people
institutionalisation. As parents increasingly with disabilities.
took responsibility for their children, the
Western Australians with disabilities now
1950s and 1960s saw the emergence of
enjoy increased opportunities to live in their
parent groups, the development of some
own homes as members of the community,
new services and a growing demand for
making choices about daily living
more community-based support services.
requirements, employment, recreation and
In the 1970s and 1980s, the focus of disability leisure pursuits. Their journey so far, spans
services shifted to a training model, as it was a century of radical change and remarkable
believed that all people with disabilities who progress.


Count Us In! : Teacher information - Book 1
Disability legislation and legal requirements
Changing community attitudes, the increase Equal Opportunity Legislation
in the number of people with disabilities and
All Australian states and territories have
the inclusion of people with disabilities in
some form of equal opportunity legislation.
the community have increased community
This legislation recognises that people with
understanding and acceptance.
disabilities require the same level of service as
This is reflected in the major legislative other members of the community. Legislation
changes which have occurred across makes it unlawful to discriminate against any
Australia in which the rights of people with person on the grounds of impairment. Under
disabilities are protected and promoted to this legislation, an action is regarded as being
ensure they have the same opportunities, discriminatory if a person with impairment
choices and access to services and facilities is treated less favourably than others in the
as the rest of the community. same or similar circumstances.
website ➤ www.equalopportunity.wa.gov.au
Disability Discrimination Act Impairment is defined as any continuing
(DDA) 1992 condition existing from birth or from an
The Commonwealth Disability Discrimination illness or injury that affects the structure or
Act (DDA) (1992) has made it illegal to functioning of a person’s body or brain. Any
discriminate against a person with a disability, illness, which impairs a person’s thought
their carer or family in the areas of: processes, perceptions of reality, emotions
or judgement or which results in disturbed
• education and employment; behaviour is also considered an impairment
• access to premises and accommodation; and is covered by the Act.
• buying or selling of land;
• activities of clubs and incorporated In Western Australia, the rights of people with
associations; disabilities are also protected and promoted
• sport; by:
• administration of Commonwealth laws
and programs; and Disability Services Act
• provision of goods and services.
Western Australia’s Disability Services Act
Discrimination occurs when a person is (1993) contains a clear commitment to
treated less favourably than other members ensuring that people with disabilities have
of our community. It can also happen when the same rights, opportunities and choices
the community places expectations or as other community members.
criteria on people with disabilities, which are
not placed on others. It is sometimes difficult This Act provides the legal framework for
to identify but occurs within society because funding disability services, programs, and
of community intolerance, prejudice or lack research and development activities. In
of awareness. Western Australia, people with disabilities
are actively encouraged to be involved in
If a person believes they are being consultation and decision-making relating to
discriminated against, they can lodge a disability services.
formal complaint and seek legal action to
rectify the situation. website ➤ www.dsc.wa.gov.au/0/54/48/
publications.pm#10
website ➤ www.hreoc.gov.au/index.html
website ➤ www.dest.gov.au/research/
publications/disabilitystandards/default.htm
(Education Standards)


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Disability Services The Ministerial Advisory
Commission Council on Disability
Established by the Disability Services Act The Ministerial Advisory Council on Disability
(1993), the Disability Services Commission is was established in 1992 to allow community
responsible for policy development, service members the opportunity to keep government
provision, funding and accountability, informed about major issues affecting the
promotion of equal access and community lives of people with disabilities, their families
education and consumer advocacy for and care givers.
people with disabilities in Western Australia.
website ➤ www.dsc.wa.gov.au

Education and legal requirements for


students with disabilities
The rights of people with disabilities are extended into education where the principles of
inclusive education are enshrined in international, Commonwealth and State legislation and
instruments.

Disability
Discrimination
Act 1992

Curriculum Disability Services


Framework 1998 Act 1993

Students with
disabilities

DDA Standards for School Education


Education 2005 Act 1999

Human Rights and


Equal Opportunity
Act 1994


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Disability Standards for
Education 2005
website ➤ www.dest.gov.au/research/ Compliance Standards
publications/disabilitystandards/default.htm Compliance with the standards is the
Following the enactment of the Disability responsibility of providers.
Discrimination Act (1992), disability Enrolment
standards, as subordinate legislation, have A student with a disability is able to seek
been developed in a range of areas. The admission / enrolment on the same basis as
intention of the Standards is to clarify and a student without a disability.
elaborate on the requirements of the DDA
(1992). Participation
The course / program activities are
The Disability Standards for Education (2005) sufficiently flexible for the student to be able
clarify the obligations of education and to participate.
training providers to ensure that students
with disabilities are able to access and Curriculum development, accreditation
participate in education without experiencing and delivery
discrimination. Any activities not conducted in a classroom
are designed to include the student.
They cover:
Student Support Services
• enrolment; The support services provided meet the
• participation; needs of students with disabilities and are
• curriculum development, accreditation accessible to these students on the same
and delivery; basis as other students.
• student support services; and
• elimination of harassment and Harassment / Victimisation
victimisation. Strategies/programs are in place to prevent
harassment or victimisation of a student
Who must comply? with a disability.
• All education providers
• preschools, kindergarten;
• schools in public sector;
• independent schools;
• post-compulsory;
• higher education providers; and
• providers of adult and community
education.

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Count Us In! curriculum support package
For more information on disability in WA
Disability Services Commission (DSC) ACROD works to increase the capacity
website ➤ www.dsc.wa.gov.au of its members to operate effectively and
The vision of the Disability Services efficiently and to influence public policy so
Commission is that all people live in that it is responsive to the needs of people
welcoming communities which facilitate with disabilities.
citizenship, friendship, mutual support and a People with Disabilities (WA) Inc
fair go for everyone. (PWD WA)
The Commission funds and provides a range website ➤ www.pwdwa.org
of specialist disability services. It promotes PWD WA is the peak disability consumer
access and inclusion for people with lobby group in Western Australia representing
disabilities through community education, people with disabilities – physical, intellectual,
information, publications and other support psychiatric and sensory.
mechanisms.
PWD WA provides a range of services from its
office. Services include advocacy, information
Education and referrals, community education and
Department of Education and Training lobbying.
(DET) Developmental Disability Council of WA
website ➤ www.DET.wa.edu.au Inc (DDC)
Click on ‘educators’, then on the ‘disabilities’ website ➤ http://ddc.org.au
link in the table. This will take you to the Centre DDC provides a coordinated and united voice
for Inclusive Schooling and relevant support of service providers, other organisations
services for students with disabilities. and individuals advocating for the rights of
Catholic Education Office of WA people with developmental disabilities and
website ➤ www.ceo.wa.edu.au their carers in Western Australia.
Click on the quick links, then ‘Curriculum’, Ethnic Disability Advocacy Centre (EDAC)
then on ‘Special Learning Needs’. This will website ➤ www.edac.org.au
take you to the Curriculum Support Section EDAC advocates for and empowers people
for Students with disAbilities K-12 Team. with a disability from non-English speaking
Association of Independent Schools of backgrounds. It aims to safeguard the rights
Western Australia Inc. (AISWA) of ethnic people with disabilities and their
website ➤ www.ais.wa.edu.au families.
Click on ‘Commonwealth Targeted Programs’, EDAC lobbies government and mainstream
then on the ‘special needs’ link. This will take organisations on cultural diversity and
you to the Inclusive Education Consultancy disability issues and provides information
Service. on disability support services, community
groups and government agencies/policies.
Advocacy Advocacy South West Inc
ACROD (WA Division) website ➤ www.advocacysouthwest.org.au
website ➤ www.acrod.org.au Advocacy South West Inc provides
ACROD is the National Industry Association advocacy and self determination for people
for Disability Services for Australians with all with disabilities and their families in Western
types of disabilities, including intellectual, Australia’s south-west and is committed to
physical, psychiatric and sensory. ensuring that the interests of people with a
disability are recognised and acted upon.

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Count Us In! : Teacher information - Book 1
Definitions of disability
World Health Organisation defined disability as the presence of one
or more of the limitations, restrictions or
Defining disability is complex. A number
impairments listed below which had lasted,
of definitions exist but the most widely
or were likely to last, for a period of six months
accepted international definitions are those
or more:
provided by the World Health Organisation’s
International Classification of Impairments, • loss of sight (even when wearing
Disabilities and Handicaps: glasses or contact lenses);
Impairment: In the context of the health • loss of hearing;
experience, an impairment is any loss or • speech difficulties in native language;
abnormality of psychological, physiological • blackouts, fits or loss of consciousness;
or anatomical structure or function. • slowness at learning or understanding;
Disability: In the context of the health • incomplete use of arms or fingers;
experience, a disability is any restriction or • difficulty gripping or holding small
lack (resulting from an impairment) of ability objects;
to perform an activity in the manner or within • incomplete use of feet or legs;
the range considered normal for a human
• treatment for nerves or an emotional
being.
condition;
Handicap: In the context of health experience, • restriction in physical activities or in
a handicap is a disadvantage for a given doing physical work;
individual, resulting from an impairment or a
• disfigurement or deformity;
disability, that limits or prevents the fulfilment
of a role that is normal (depending on age, • long-term effects of head injury, stroke
sex, and social and cultural factors) for that or any other brain damage;
individual. • a mental illness requiring help or
supervision;
Impairment is considered to occur at the
• treatment or medication for a long-term
level of organ or system function; disability
condition or ailment and still restricted;
is concerned with functional performance or
and
activity, affecting the whole person; handicap
reflects the interaction with and adaptation to • any other long-term condition resulting
the person’s surroundings. in a restriction.

Source: World Health Organisation (WHO) 1980 A handicap was identified as a limitation to
Alessandri, L.M. et al: Disability Counts: A profile of perform certain tasks associated with daily
people with disabilities in Western Australia. West Perth: living. The limitation must have been due to
Disability Services Commission, 1996
a disability and in relation to one or more of
the areas listed below:
Australian Bureau of
• self-care difficulties in showering,
Statistics bathing, dressing, eating, toileting,
The Australian Bureau of Statistics follows this bladder or bowel control;
International Classification of Impairments, • mobility (profound/severe/moderate)
Disabilities and Handicaps definition for - difficulties going to places away from
disability. However, for practical application, the home/establishment, moving about
in the 1993 Disability, Ageing and Carers the house/establishment, transferring to
Survey, the Australian Bureau of Statistics and from a bed or chair;

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• mobility (mild) - limitation in walking 200 Disability Services
metres, walking up or down stairs or
using public transport; Commission
• verbal communication - difficulties Section 3 of the Western Australian Disability
understanding or being understood Services Act (1993) defines disability as a
by strangers/family/friends/staff in the condition:
person’s native language; (a) which is attributable to an intellectual,
• schooling - limited in the ability to attend psychiatric, cognitive, neurological,
school or needing to attend a special sensory, or physical impairment or a
school or classes; and combination of those impairments;
• employment - limited in the ability (b) which is permanent or likely to be
to work, the type of work performed permanent;
and other work problems such as the (c) which may or may not be of chronic or
amount of time off required and special episodic nature; and
arrangements which need to be made. (d) which results in -
(i) a substantially reduced capacity
Source: Australian Bureau of Statistics, 1993a.
of the person for communication,
Alessandri, L.M. et al: Disability Counts: A profile of
people with disabilities in Western Australia. West Perth: social interaction, learning or
Disability Services Commission, 1996 mobility; and
(ii) a need for continuing support
services.

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Count Us In! : Teacher information - Book 1
Disability Specific Information

Acquired Brain Injury


Acquired brain injury (ABI) is also known as Sources: Headwest (Brain Injury Association of WA Inc)
www.headwest.asn.au
brain injury, head injury or acquired brain
Hospital School Services (Department of
damage. People with ABI may experience
Education and Training)
difficulties in intellectual, physical and Brain Injury Australia (BIA)
emotional functioning. www.braininjuryaustralia.com.au

ABI is damage that occurs after birth. It is


not the same as an intellectual disability. The For more information:
brain can be injured by an accident, stroke, Headwest (Brain Injury Association
brain tumour, infection, near drowning, of WA Inc)
haemorrhage, substance abuse and other
disorders and diseases. Phone: 9330 6370
website ➤ www.headwest.asn.au
An ABI may be caused by a blow to the head
or by the head being forced to move rapidly Headwest provides an individual advocacy
forward or backward, usually with some loss service that assists people with an acquired
of consciousness. This may be the result of a brain injury, their family and/or carers to
motor vehicle accident, fall, assault, sporting address particular issues or problems.
accident, gunshot wound or violent shaking.
As a result of this blow or rapid movement, Resources for teachers
the brain may be torn, stretched, penetrated,
Headwest provides student information
bruised or become swollen. Oxygen may not
packages and posters.
be able to get to the brain cells and there
may be bleeding.
Events
Every person’s brain is unique; so no two An annual awareness day is held in
brain injuries are the same. For some, the September in line with the national
injury will be minimal and cause little or no ABI Awareness Week.
difficulty in returning to everyday life. When
the brain is damaged, another part of the
person will also be adversely affected. Hospital School Services (HSS)
Even a mild injury can result in a serious
Phone: 9340 8529
disability that will interfere with a person’s
website ➤ www.hospitalschoolservices.
daily functioning and activities for the rest
wa.edu.au
of their life. While the outcome of the injury
depends largely on the nature and severity HSS is a unique service providing educational
of the injury, appropriate treatment will play a support for students K-12 whose physical
vital role in the level of recovery. or mental health currently prevents them
from successfully participating in another
ABI may affect a person’s memory, and
educational program. HSS operates numerous
their ability to concentrate, plan and solve
programs, located across metropolitan
problems. It may impact on their thinking,
Department of Health settings. It is a joint
senses, body and personality.
initiative of DET and the Department of
Health.

14
Count Us In! curriculum support package
The term ASD is used because there is no
Resources for teachers one diagnosis. Rather, there are several
For advice regarding educating students labels that place people at different points
with ABI - contact the Outpatient Liaison on the spectrum. This variation depends on
Teacher – ABI. the severity and combination of each area of
impairment (communication; social relating;
The resource library has a range of
repetitive, stereotyped and restricted
fiction and non-fiction books and videos
interests and behaviours).
available for loan. Contact HSS for
list and age relevance. The common diagnostic terms for ASD are:
• Autism Spectrum Disorder;
• Asperger’s Syndrome; and
Links • Pervasive Developmental Disorder – Not
Westmead Hospital (NSW) Otherwise Specified (PDD-NOS).
website ➤ www.chw.edu.au/ Irrespective of the diagnosis or where they fit
Go to ‘Parents’ section and then ‘Fact Sheets’. on the spectrum, each individual diagnosed
Click on ‘Brain and Nervous System’, and then with an ASD has difficulties participating
go to Brain Injury Information Sheets’. These in day-to-day life and requires sensitive
information sheets are free to download. understanding and specialist support and
intervention.
Brain Foundation Victoria
website ➤ www.brainfoundation.org.au/ ASD may also coexist with other conditions
or disorders, including intellectual disability,
speech and language disorders, anxiety
Autism Spectrum and depression (especially in adolescents
and adults), epilepsy, attention disorders,
Disorder (ASD), Tourette syndrome and Down syndrome.

Asperger’s Syndrome With appropriate teaching, the child with


ASD can be taught to communicate using
verbal or visual systems of communication.
Autism Spectrum Disorder (ASD) is a lifelong
The child can also be assisted to cope with
and complex developmental disability
change and to develop many of the social
affecting about two in every 1000 births in
skills necessary for day-to-day life.
Australia. It is typically recognised in the first
three years of life. There are three to four Source: Autism Association of Western Australia
times as many boys affected with ASD as www.autism.org.au/faq.htm
girls. Autism Victoria
www.autismvictoria.org.au/diagnosis
ASD is a neurological disorder that affects Autism Association of NSW
the functioning of the brain. Its cause is www.autismnsw.com.au
unknown and there are no medical tests
available to diagnose ASD. Diagnosis is For more information:
through a multi-disciplinary assessment Autism Association of Western Australia
using diagnostic criteria. For children, this
involves a series of tests and observations Phone: 9489 8900
by a team of professionals experienced with website ➤ www.autism.org.au
ASD. The Autism Association of WA advances
Children and adults with ASD typically the personal development, equality of
have difficulties with verbal and non-verbal opportunity and community participation of
communication, social interactions, sensory people with autism.
responses, intellectual functioning, activities
and interests and leisure or play activities.

15
Count Us In! : Teacher information - Book 1
It is a permanent, non-progressive, but not
Resources for teachers unchanging impairment of muscle control.
A broad range of seminars specifically The degree of disability can range from
directed at teachers of students in minimal to severe. In mild cerebral palsy,
regular classes and in education the person may be slightly clumsy in one
support settings. Current literature arm or leg and the problem may be barely
is available via the internet and noticeable. In severe cerebral palsy, the
locally-produced books for teachers, person may have a lot of difficulties and
containing hands-on teaching and require help with many or all aspects of
learning strategies. daily life.
Cerebral palsy can result in tight muscles,
Links poor coordination of limbs, uncontrollable or
jerky movements, poor balance and difficulty
TEACCH Autism Program with speech and eating.
website ➤ www.teacch.com
Other disabilities or medical conditions may
Easy to read information and fact sheets on
also be present. These may include hearing
ASD. Information on the Teacch Program and
and vision impairments, epilepsy, difficulties
its educational strategies.
in communication, varying intellectual ability
University of Delaware (US) and learning difficulties.
website ➤ www.udel.edu/bkirby/asperger
In Australia there are 20,000 people with
Click on the education section for an extensive cerebral palsy and with more than 2000 of
range of strategies and the educational living in Western Australia. Currently, 2.5
implications of Aspergers syndrome. people per thousand live births have cerebral
palsy.
The Gray Centre
website ➤ www.thegraycenter.org It is important to remember that cerebral
The official website for Social Stories® with palsy is a wide-ranging condition and affects
detailed information. people in many different ways - no two people
with cerebral palsy are affected in the same
way.

Cerebral Palsy Sources: The Cerebral Palsy Association of Western


Australia 2005
www.cpawa.com.au/cerebral.htm
Cerebral palsy is a broad term for a wide Disability Awareness Package Sydney
range of physical disabilities caused by University
damage to the parts of the brain that control www.scope.org.uk
movement, coordination and posture.
Cerebral palsy affects the messages sent For more information
between the brain and the muscles.
Cerebral Palsy Association of Western
• Cerebral – refers to the brain. Australia (CPAWA)
• Palsy – can mean weakness or Phone: 9443 0211
paralysis or lack of muscle control. website ➤ www.cpawa.com.au
The term cerebral palsy is used when the The CPAWA seeks to provide unique services,
damage has occurred to the developing specialised therapy and the development
brain either before or during birth or early of resources to ensure that people with
in life. disabilities are able to participate in the
home, school, work and the community.

16
Count Us In! curriculum support package
In Australia about 80 babies are born with CF
Resources for teachers in Australia each year. The incidence is one
A comprehensive range of booklets, in every 2500 births. There are about 2500
packages and CD ROMS to assist people with CF in Australia and it is most
teachers and school staff working with common among Caucasians.
students with cerebral palsy available. CF is a life-shortening condition and in the
Professional learning inclusion past most children with the condition did
workshops for principals, teachers, not survive childhood. However, today with
education assistants and sports improved treatment most people with CF
teachers are held annually. are living into adulthood and leading normal
and productive lives. At present there are
Audio-visual material promising research developments in a
Contact CPA WA for information on videos. number of areas including gene therapy.
Treatment for CF can be intensive and time
Events consuming. At present there is no cure
National Cerebral Palsy Week is held in for CF and treatment is aimed at slowing
August, featuring a range of education progression of the condition.
and information sessions and events.
CF does not impair intellectual ability in any
Contact CPAWA for details.
way. Most students with CF have a good
attendance record but will require time off
for clinic appointments and possible hospital
Links admissions.
Scope
Source: Cystic Fibrosis Western Australia
website ➤ www.scope.org.uk www.cysticfibrosiswa.org
Easy-to-read fact sheets and information on
cerebral palsy. For more information
Capability Scotland Cystic Fibrosis WA (CFWA)
website ➤ www.capability-scotland.org.uk Phone: 9346 7333
Information on a diverse range of topics and website ➤ www.cysticfibrosiswa.org
disabilities. CFWA aims to contribute to the social,
physical and emotional wellbeing of those
affected by CF and to assist in the promotion
Cystic Fibrosis of research.

Cystic Fibrosis (CF) is an inherited, recessive


genetic condition which mainly affects the Resources for teachers
lungs, digestive system and the sweat CFWA provides current literature via
glands. information brochures and the internet.
It is the most common life-threatening
Events
condition affecting Australian children and
there is considerable variation in the severity CF affects children so young they can’t
of symptoms. even pronounce it. ’65 Roses’ is as
close as many small children get. Each
In Australia one in 25 people carries the gene May, CFWA conducts its ‘65 Roses’
for CF. Carriers do not have any symptoms of Day to fund CF research.
the condition.

17
Count Us In! : Teacher information - Book 1
Deafness / Hearing loss Hearing impaired: A generic term used to
describe people with any degree of hearing
loss. Most people who are Deaf dislike the
Hearing loss may be caused by: term ‘hearing impaired’; believing it promotes
• congenital causes; a negative image of Deaf people as defective
• hereditary factors; and needing to be fixed. People who identify
• infection, trauma; themselves as ‘hard of hearing’ may use the
• aging; and term ‘hearing impaired’ interchangeably.
• exposure to excessive and prolonged Conductive hearing loss: A problem in
noise. the external or middle ear. Conductive
Any degree of hearing loss affects a student’s hearing losses do not cause the hearing
ability to access their environment and can to be lost completely but there is a loss of
result in reduced opportunities to: volume. Sounds may be quiet but there is no
distortion. Most types of conductive hearing
• learn incidentally (eg language and loss can be treated medically or surgically.
speech, general knowledge, social
behaviour); Sensorineural hearing loss: With this type
• acquire accurate speech and language of deafness, there are problems with the
patterns; cochlear or the nerve which carries sound to
• access information (through television, the brain. Sensorineural hearing loss cannot
radio, tape, videos and theatre); and be rectified surgically.
• communicate effectively. Sources: Disability Counts (1997)
WA Deaf Society
The process by which a hearing loss affects
WA Institute for Deaf Education
language development is complex and Deaf Children Australia
multidimensional. Without age appropriate www.aussiedeafkids.com.au
communication skills a child will find accessing
education extremely difficult therefore an For more information:
early diagnosis of deafness is vital to help a
WA Deaf Society Inc
child develop effective communication.
Phone: 9441 2677
Deafness varies in children and they will all
TTY: 9441 2655
have different needs. Each child will require
website ➤ www.wadeaf.org.au
appropriate educational adjustments to
meet these individual needs. The WA Deaf Society assists and serves
the interests and needs of Deaf and hard
Deaf: A medical term describing a significant of hearing people in Western Australia.
hearing loss. Some people who are Deaf The society provides a range of services,
view themselves as members of the Deaf including education, employment,
community and communicate in Auslan information, interpreting, regional, and social
(Australian Sign Language). Members of and youth services.
this community are often described as Deaf,
not deaf, as the capitalisation of the letter
denotes a linguistic and cultural allegiance Resources for teachers
to a minority community.
Deafness awareness training covers
Hard of hearing: A term used to describe issues such as communication, culture,
those who have a hearing loss and technology, providing accessible
communicate predominantly orally. A person services and how to use an Auslan
with a hearing loss can generally respond to interpreter effectively.
auditory stimuli, including speech.
Staff offer information on any aspect
of deafness.

18
Count Us In! curriculum support package
Audio-visual material and hard of hearing children. A choice
of communication method, either a
An range of texts, videos (eg Deaf
spoken or signed communication
World) and technology is available
method is offered.
from the Society, either for hire or for
sale. A full copy of the resource centre Visiting teachers of the Deaf are
catalogue is available online. available to work with students, families,
classroom teachers and therapists to
An excellent, up-to-date range of
assist the student’s communication
information on the latest research
development and to access the
and journals relating to deafness is
curriculum.
available.
WAIDE resource centre offers a range
of teaching materials, textbooks, and
Better Hearing Australia (WA) INC journals related to Deaf Education for
teachers and parents. The resource may
Phone: 9328 7938
be contacted on 9384 6344.
TTY: 9328 7938
website ➤ www.betterhearingwa.iinet.net.au Sign language classes in Auslan are
Better Hearing WA aims to improve the lives provided for children, parents and
of adults with hearing loss, as well as their community members at WAIDE.
families, friends and employers throughout
the State. They assist people with almost Links
every kind of hearing loss, from people who
have lost their hearing due to ageing, right Aussie Deaf Kids
through to people with cochlear implants. website ➤ www.aussiedeafkids.com
The Aussie Deaf Kids website provides
relevant and easy-to-access information. It
Resources for teachers has online support and resources relating to
Presentations are available in a wide children who are Deaf and hard of hearing
variety of forms and are adaptable living in Australia.
to all ages and backgrounds. Education Queensland
website ➤ http://education.qld.gov.au/
curriculum/learning/students/disabilities/
WA Institute for Deaf Education (WAIDE) resources/information/information.html
Phone: 9384 6344 Easy to read, general information about
TTY: 9384 6106 disabilities and their educational implications.
website ➤ www.waide.wa.edu.au

DeafBlind
Resources for teachers
WAIDE offers a range of educational DeafBlind is a combination of vision loss
options and services to Deaf and hard and hearing loss that prevents access to
of hearing children from age 0-17. communication, the environment, and people.
Students are provided with a choice of A person who is DeafBlind may or may not
educational settings, ranging from an have other physical or cognitive disabilities;
inclusive placement in a regular school, each individual is different.
through to metropolitan specialist Other terms for deafblindness include dual
schools that are located in inclusive sensory impairment, combined vision and
settings and specifically cater for Deaf hearing loss, dual sensory loss, and dual
sensory disability.

19
Count Us In! : Teacher information - Book 1
Many people will not be totally deaf and totally Delay may occur in one or many areas of
blind but will have some remaining use of one development:
or both senses. Others will also have additional
• gross motor - how children move;
physical and/or learning disabilities as well.
• fine motor - how children manipulate
Hearing loss causes difficulties communicating objects and use their hands;
with people using spoken language, and vision • speech and language development -
loss causes problems using visual languages, how children communicate, understand
such as sign language. With limited or no and use language;
access to the sights, sounds, conversations, • cognitive/intellectual development - how
and interactions of the environment, people children understand, think, learn; and
who are DeafBlind have difficulty in traveling • social and emotional development - how
around town, going shopping, and visiting children relate with others and develop
the doctor. increasing independence.
Source: www.deafblindinfo.org/rgparents.asp#educ
The term developmental delay is often used
in early childhood until the exact nature and
For more information cause of the delay is known.
Senses Foundation (Inc) If the delay in development persists it is usually
Phone: 9272 1122 related to problems in one or more of the
website ➤ www.senses.asn.au following areas: understanding and learning,
moving, communication, hearing and/or
Senses provides services to people who are
seeing, and may be termed a developmental
blind with additional disabilities and people
disability.
who are DeafBlind. Services are provided for
people of all ages. Having developmental delay puts a child at risk
of developmental disability but the outcome
may not always be a life-long disability as
Resources for teachers: there are children who do catch up, some at
Senses Foundation has a number of least functionally.
videos suitable for staff, parents and
students. It also runs workshops and Developmental delay can have many different
professional learning seminars causes, such as genetic causes (like Down
for teachers and education syndrome), or complications of pregnancy
assistants. and birth (like prematurity or infections). Often,
however, the specific cause is unknown. Some
causes can be easily reversed if caught early
Links enough, such as hearing loss from chronic ear
DeafBlind Info.Org infections.
website ➤ http://www.deafblindinfo.org Source: www.med.umich.edu/1libr/yourchild/
Detailed information and links for relevant devdel.htm
www.rch.org.au/paed_handbook/dev/index.
areas related to DeafBlind. cfm?doc_id=2504

Developmental Delay For more information:


Developmental delay is when a child does Links
not reach developmental milestones at the
Royal Children’s Hospital Melbourne
expected times. It is an ongoing, major delay
website ➤ www.rch.org.au/paed_handbook
in the process of development that is expected
to continue indefinitely and impairs the child’s Follow the links through to Chapter 11
ability to function normally in society. If a child Developmental delay and disability.
is slightly or only temporarily behind, that is
not called developmental delay.

20
Count Us In! curriculum support package
Down syndrome For more information:
Down Syndrome Association of WA Inc.
Down syndrome is one of the most common (DSAWA)
congenital syndromes and the most common Phone: 9358 3544
cause of intellectual disability. website ➤ www.dsawa.asn.au
It generally occurs with the presence of an The DSAWA provides support and information
extra chromosome 21, so that there are 47 for people with Down syndrome and their
chromosomes in each cell rather than the families. It also helps raise awareness about
usual 46. The extra genetic material causes the worth of people with Down syndrome in
developmental delay and there can be the community.
associated medical conditions.
One in every 800 live births is a child with Resources for teachers:
Down syndrome.
A general awareness pack – for
The likelihood of having a baby with Down secondary and tertiary students and
syndrome increases with the age of the mother, awareness packs for primary schools
especially over the age of 35. However, as are available. These packs aim to
most women have their children when they are increase an awareness of disability and
younger, most babies with Down syndrome to foster understanding of the child with
are born to younger parents. Down syndrome.
Down syndrome is recognisable at birth A diverse range of booklets and
because of a range of typical physical information packs are available for
characteristics. Diagnosis is confirmed by teachers/teacher assistants.
chromosome analysis. Professional learning and talks to
The range of achievements of a person with students available upon request.
Down syndrome varies with each individual. It Teachers’ email network –
is important to realise that the extent to which website ➤ dsawa@upnaway.com
each child shows the physical characteristics
of the syndrome is no indication of his or her The resource library has a
intellectual capacity. comprehensive selection of books,
some videos, audio tapes, information
At least 40 per cent of babies with Down sheets, articles, journals and booklets
syndrome are born with congenital heart on related topics.
defects. Congenitally obstructive digestive
tracts and childhood leukaemia also occur Events
with greater frequency among children who Down Syndrome Awareness Week
have Down syndrome. The child with Down occurs in October each year with media
syndrome may also be more prone to vision coverage of Down syndrome issues,
and hearing loss, thyroid problems, colds, and the promotion of positive awareness
bronchial complaints, ear infections, and of people with Down syndrome in the
skin conditions. community.
Children with Down syndrome generally
have delays in their fine and gross motor
development and communication skills. The Links
extent of these delays varies with each child. Down Syndrome Association of Victoria
website ➤ www.dsav.asn.au
These medical issues, physical character­
istics and specific learning difficulties can Comprehensive information on a wide range
impact on learning in the classroom. of related topics.
Source: Down Syndrome Association of WA

21
Count Us In! : Teacher information - Book 1
Down Syndrome Society of South In about 65 per cent of all cases there is no
Australia known cause.
website ➤ www.downsa.asn.au/indexf.html
Source: ‘Understanding Epilepsy’ (1999)
Specialises in educational resources which www.epilepsy australia.com.au
can be ordered online. Alessandri, L., et al (1997) Disability Counts:
A profile of people with Disabilities in
Down Syndrome Association of NSW Inc. Western Australia.
website ➤ www.iinet.net.au/~dsansw www.epicentre.com

Comprehensive information on a wide range


of related topics.
For more information:
Epilepsy Association of Western
Australia Inc.
Epilepsy Phone: 9346 7699
website ➤ http://members.westnet.com.
Epilepsy simply means a tendency to have au/ict/eawa/
recurring seizures. Many people have a
single seizure at some time in their life but
this is not necessarily epilepsy. Resources for teachers
Seizures are sudden, uncontrolled bursts of EAWA provides current literature
via information brochures and the
electrochemical activity in the brain.
internet.
These cause a temporary malfunction of
the other nerve cells of the brain, resulting
in alteration of, or complete loss of
consciousness. Foetal Alcohol
Seizures may take on many different forms
– confusion and disorientation, sudden body
Syndrome
movement such as stiffening or jerking, Foetal alcohol syndrome (FAS) is a pattern
loss of consciousness, temporarily altered of physical, developmental, and functional
behaviour, convulsions, staring and blinking abnormalities in children. It occurs in some
or a startled look and lack of response. children born to women with alcoholism or
Epilepsy can occur at any age. However, for who drink heavily during pregnancy. The risk
most people who develop seizures during is greater in the early part of pregnancy.
their childhood, the intensity and frequency This is the most common major adverse
of their seizures decrease as they grow older. substance to which a foetus is exposed. Full
In many cases the epilepsy will disappear syndrome is associated with heavy alcohol
completely (80 per cent of all epilepsy is use but more subtle features are evident in
controlled within two years). The largest those born from those who drink less. There
group affected is children under the age is no safe level of alcohol use in pregnancy.
of five. Half of all cases develop before 10
years of age. The main features of FAS include poor growth,
intellectual disability, developmental delay,
There is no single cause of epilepsy. Some of behavioural problems and birth defects such
the common causes are head injury, stroke, as congenital heart disease and cleft lip
brain tumour, infection, and large amounts and palate. Individuals with FAS may have
of certain drugs or toxic substances (for difficulties with learning, attention, memory,
example, alcohol). and problem solving.
There is a higher incidence rate among Source: Alessandri, L., et al (1997) Disability Counts:
people with mental disorders. A profile of people with Disabilities in
Western Australia.

22
Count Us In! curriculum support package
For more information: For more information:
(Australian) National Organisation for
Foetal Alcohol Syndrome Links
website ➤ www.nofasard.org Fragile X Alliance Inc
Links to Australian reports on FAS website ➤ www.fragilex.com.au
website ➤ www.fased.com Detailed information on Fragile X.
Information on FAS with a focus on intervention Fragile X
techniques for teachers. website ➤ www.fragilex.org/html/summary.htm
National Organization on Fetal Alcohol American website with information for
Syndrome (USA) teachers and educational implications.
website ➤ www.nofas.org/educator/
Information on educational implications on FAS.
Intellectual Disability
Fragile X Syndrome Intellectual disability is the most common
disability group in Australia. At least three
Fragile X Syndrome (FXS) is a genetic
per cent of the population have some form of
disorder caused by a mutation (a change in
intellectual disability.
the DNA structure) in the X chromosome. It is
the most common known cause of inherited Intellectual disability is a lifelong disability
developmental disability worldwide and is that can affect many different areas of a
very difficult to diagnose. person’s life. More than three-quarters of
One in 2,500 males and one in 5,000 females people with an intellectual disability have
are affected. a mild intellectual disability. The remainder
have a range of moderate, severe or profound
The impact of Fragile X is so varied, however, intellectual disabilities and possibly some
children may show a delay in speech, and in associated physical disabilities.
fine and gross motor movements, coordination
and learning difficulties. Speech is often An intellectual disability may become
repetitive, and stuttering may be a problem. apparent early in life or may not be diagnosed
until school age or later.
Behavioural characteristics in males may
include attention deficit disorders, speech Many factors can cause intellectual disability.
disturbances, hand biting, hand flapping, However, in many cases, no identifiable
autistic behaviours, poor eye contact, and cause is found.
unusual responses to various touches,
Some known causes include:
auditory or visual stimuli.
The characteristics seen in males can also • brain injury during or after birth;
be seen in females, though females often • disorders of metabolism, growth or
have milder intellectual disability and a milder nutrition;
presentation of the behavioural or physical • chromosome abnormalities;
features. • extreme prematurity; and
• poor diet and inadequate health care,
Intellectual disability occurs in 80 per cent and drug misuse during pregnancy,
of males and approximately 50 per cent of including excess alcohol and smoking.
females.
People with an intellectual disability experience
Sources: Alessandri, L., et al (1997) Disability Counts:
A profile of people with Disabilities in
difficulties with thought processes, learning,
Western Australia. communicating, remembering information
The National Fragile X Foundation (USA) and using it appropriately, making judgments,
www.fragilex.org/html/summary.htm and problem solving.

23
Count Us In! : Teacher information - Book 1
Having an intellectual disability does not
mean that a person is unable to learn – with Events
appropriate support and training, people with A range of community events are run by
an intellectual disability can develop skills Activ each year - City to Surf Fun Run;
which enable them to actively participate in Hat Frenzy Friday; Golf Day and
daily living to their individual ability level. Port to Point Fun Run. Contact Activ
for details.
Many people with intellectual disabilities live
independently in the community.
They have their own or shared accommodation, Links
and work in various levels of employment. Activ Foundation Inc.
These lifestyles are possible as a result website ➤ www.activ.asn.au
of improved developmental programs,
increased expectations of people’s abilities, Click on ‘Library’ and ‘Information Centre’,
and increased community support. and then click on to ‘Useful Links’ for an
extensive range of sites on disability.
Intellectual disability is not the same as
psychiatric or mental illness. There are
significant differences, even though in some
cases the effects may appear to be the Mental Health
same.
It is estimated that at least 10 per cent of
people will experience some form of mental
For more information: illness at least once in their lifetime.
Activ Foundation Inc. Mental illness can affect perceptions
Activ is the leading community-based and thought processes and may affect
provider of services for Western Australians relationships with others, education and
with an intellectual disability. employment opportunities and a range of
personal and household tasks.
Phone: 9387 0555
website ➤ www.activ.asn.au Mental illness is a general term referring to
a group of illnesses which can be separated
into two categories:
Resources for teachers
• Non-psychotic: The most common
The Activ library offers one of the illness includes phobias, anxiety,
largest available collections of depression, and obsessive compulsive
material on intellectual disability. The illness.
comprehensive website allows you to • Psychotic: People with psychoses may
search the library catalogue and link to
develop delusions and experience
selected sites on disability, including the
hallucinations or may be depressed or
Parent Portal website. It also contains
elated about their life circumstances.
valuable information on syndromes and
Psychotic illness includes schizophrenia
conditions and important life events
that may affect people with intellectual and bipolar illness (manic depression).
disability and their families, including Non-psychotic and psychotic illness can be
leaving school, employment, ageing effectively treated through a combination
and sexuality. of therapies, such as medication and
counselling.
Audio visual materials
The video library contains more than Most people recover from a mental illness
500 videos and a large range in a reasonable period of time. However,
of journals and newsletters. with mental illness, as with physical illness,

24
Count Us In! curriculum support package
relapses can occur, especially during stressful
periods (eg exams, family breakdown, and Events
major transitions). Mental Heath Week is an annual
A mental illness is not a form of intellectual national-awareness week, aimed at
disability or brain damage. promoting the importance of mental
health and wellbeing to the wider
While it is believed that some mental illnesses community. Local and regional events
are caused by a physical dysfunction of are organised by local groups and
the brain, the precise triggers are not yet communities throughout the state.
known. Contact WAAMH for details or check
Stress may trigger some mental illness or website.
prolong episodes.
About one-third of people in Australian Hospital School Services (HSS)
public hospitals who have mental illness are
younger than 30 years of age. Phone: 9340 8529
website ➤ www.hospitalschoolservices.
Mental illness in children and adolescents wa.edu.au
refer to disturbances of feelings, behaviours
HSS is a unique service providing educational
or thoughts which result in significant
support for students K-12 whose physical
distress to the child, disturbance of others or
or mental health currently prevents them
interference with routine activities, education
from successfully participating in another
and lifestyle.
educational program.
Source: Western Australian Association of Mental
Health (WAAMH) 2005 HSS operates numerous programs, located
Hospital School Services WA (HSS) 2005 across metropolitan Department of Health
settings. The HSS is a joint initiative of DET
For more information: and the Department of Health.
Western Australian Association for
Mental Health (WA AMH) Resources for teachers
Phone: 9420 7277 The resource library has a range of
website ➤ www.waamh.org.au fiction and non-fiction books and videos
WAAMH is the peak Western Australian available for loan. Contact HSS for list
non-government not-for-profit mental health and age relevance.
representative body. It works towards a future
in which the health and well-being of people
affected by mental illness is promoted and
supported by a range of community based Links
mental health services, and in which there Mental Health Branch of the Department
is a community acceptance of people with of Health and Aged Care:
mental illness. website ➤ www.health.gov.au/hsdd/mentalhe
Provides links to mental health websites,
media releases, youth and community mental
Resources for teachers health information and publications.
Information on Western Australian
mental health issues, media releases, Mental Illness Fellowship of WA Inc.
fact sheets and Mental Health Week Information & referral service, Lorikeet
information kit and resources. Clubhouse, Carers Support Service.
website ➤ www.mifwa.com

25
Count Us In! : Teacher information - Book 1
ARAFMI Mental Health Carers & Friends For more information:
Association
Motor Neurone Disease Association of
Provides support and information for
Western Australia (MNDAWA)
relatives, carers, and friends of people with
mental illness. Phone: 9346 7355
website ➤ www.aramfi.asn.au website ➤ www.mndawa.iinet.au
American Academy of Child and
Adolescent Psychiatry
www.aacap.org/publications/factsFam/ Resources for teachers
index.htm MNDAWA provides current literature via
information packs and the internet.
Wide selection of easy-to-read fact sheets on
current illness. Talks to groups available on request.

Events
Motor Neurone Each year, as part of MNDAWA
Awareness Week, Cornflower Blue
Disease Day is conducted. The cornflower is
the international symbol of hope for
Motor Neurone Disease (MND) is the name MNDAWA. Contact MNDAWA
given to a group of diseases in which the for details.
nerve cells (motor neurones) controlling the
muscles are destroyed – those that enable
us to move, speak, breathe and swallow.
Multiple Sclerosis
With no nerves to activate them, the muscles Multiple sclerosis (MS) is a chronic,
gradually weaken and waste away resulting degenerative neurological disease of the
in a lack of mobility, the loss of speech and central nervous system (brain and spinal
eventually the inability to breathe. cord).
Intellect and memory are not affected, nor MS affects the insulating coating around the
are the senses of sight, hearing, taste, smell nerve fibres damaging it beyond repair and
and sensation. causing a scar to form, this causes partial or
complete blocking of nerve impulses. This
The cause of MND is essentially unknown.
then affects the central nervous system by
However, in 10 per cent of cases MND is
interfering with the transmission of nerve
hereditary.
impulse throughout the brain and nerve
Early symptoms may include stumbling, pathways. Messages coming into the brain
difficulty in holding objects, slurring of may be affected, as well as those which the
speech and difficulty swallowing. brain sends to all parts of the body to control
movements and our senses.
MND is predominant in people over 40 years
of age, however, in Western Australia there • Multiple – the damage usually occurs
are cases of MND affecting people as young at a number of points in the nervous
as 18 years of age. system.
• Sclerosis – from the Greek word ‘scar’.
The average survival time is two to five years
from being diagnosed. Symptoms can include sensory changes,
muscle weakness and fatigue, pins and
At present there is no cure, but coordinated
needles and numbness and blurred vision.
research is being carried out across the
MS may also affect mobility and muscle
world, including Australia.
coordination, bladder control, speech,
Source: Motor Neurone Disease Association of balance, concentration and memory.
Western Australia Inc: 2005

26
Count Us In! curriculum support package
The onset and extent of MS is variable,
almost individual, and difficult to predict. Muscular Dystrophy
Some people with MS may develop severe
Muscular dystrophy is the term given to a
disabilities while some may have one or two
group of hereditary, progressive diseases
attacks with no further symptoms. Some
which cause the breakdown of muscle fibres
people with MS can almost vary from day-to-
day in their capabilities. leading to weak and wasted muscles.

MS is an unpredictable disease. Episodes The genetic defect is present from the time
can occur at varying time intervals and affect of conception but the signs are usually
different areas of the central nervous system not evident until childhood, adolescence
and body. or adulthood, depending on the type of
dystrophy.
It is the most common neurological disorder
affecting young adults in Australia and is As a group, the muscular dystrophies are
commonly diagnosed between the ages of characterised by three common features:
20-50 years, with most diagnosed before the
• they are hereditary;
age of 35 years. Although it is uncommon,
• they are progressive; and
there are teenagers as young as 14 years
• each exhibits a characteristic, selective
and adults up to 60 being diagnosed.
distribution of weakness.
MS affects more women than men – more
than 70 per cent of people with MS are The different types of dystrophies affect
women (3:1). different muscles and various other body
systems and progress at different rates.
It does not shorten the life expectancy of the
majority of those diagnosed but the resultant The most common form of muscular dystrophy
disability impacts on both independence is Duchenne muscular dystrophy (DMD) in
and quality of life. which symptoms usually appear between
the ages of two and six. As the disorder
Sources: ‘What is MS?’ MSSWA publication 2005
progresses, the ability to walk is lost and
most boys need to use a wheelchair by the
For more information: age of 12 and sometimes as young as eight
Multiple Sclerosis Society of Western years old. DMD is an X-linked chromosome
Australia Inc. (ie carried by females) disorder affecting only
males. Females are rarely affected.
Phone: 9365 4888
website ➤ www.multiple-wa.asn.au In the population at large, the incidence of
Duchenne muscular dystrophy in a male
The Society provides services to Western
child is about 1:3000 live births.
Australians with multiple sclerosis and to
their families and carers. Other effects may include learning difficulties
and problems with joints, the spine, the heart,
and the lungs.
Resources for teachers
Source: Alessandri, L., et al (1997). Disability Counts:
MSSWA provides current literature via
A profile of people with disabilities in
information packs and the internet. Western Australia.
An educational presentation is available MDAWA Information Sheets (2005)
upon request.
For more information:
Events
Muscular Dystrophy Association of WA
MS Readathon is a national event (MDAWA)
held annually in June. The MSSWA
Phone: 9382 2700
website gives details and excellent
website ➤ www.mdawa.asn.au
programming and guidelines for
under and over 8’s.

27
Count Us In! : Teacher information - Book 1
MDAWA is dedicated to the provision of The problems caused by spina bifida vary
services to people with muscular dystrophy depending on the size of the opening between
and allied neuromuscular diseases, the backbone and spinal cord, its location on
increasing community awareness and the back and the amount of damage to the
to funding research into a cure and/or spinal cord and brain.
prevention.
In Australia, about one baby in 1000 is
born with spina bifida. It is one of the most
common malformations with which a baby
Resources for teachers
can be born.
MDAWA provides current literature via
the internet, information packs and The exact causes of spina bifida are as
broad sheets on specific education yet unknown. It is thought to result from a
issues. This includes educational combination of environmental and genetic
implications and adapting physical factors.
education programs. About 90 per cent of children born with spina
Researchers, staff and ambassadors bifida have hydrocephalus. Hydrocephalus is
are available to give informative talks. a fluid buildup in the brain which can cause
brain damage, seizures or severe vision
Events impairment unless treated with a surgical
Muscular Dystrophy Awareness Month procedure called “shunting”.
held annually in November. This
Studies have shown that the vitamin folate
includes a street collection. Participation
(folic acid) consumed a month prior and three
can include free dress days and
months into a pregnancy can prevent up to
collection boxes at work. Contact
70 per cent of neural tube defects. Neural
MDAWA for details and check the
tube defects can be diagnosed before birth
website.
by ultrasound examination. Spina bifida is a
type of neural tube defect.
In some cases, children with spina bifida may
Links: experience a variety of learning difficulties
Muscular Dystrophy Australia – including not picking up on non-verbal
website ➤ www.mda.org.au cues. These learning difficulties are primarily
linked to hydrocephalus and may include
Current information and fact sheets on MD. difficulty with paying attention, expressing or
Click on to ‘Ryan’s Café’ for a personal understanding language, and with reading
perspective of MD. and maths.
Some individuals with spina bifida require
Spina Bifida assistive devices such as crutches, braces
or wheelchairs.
Spina bifida occurs when one or more Depending on the degree of disability,
vertebrae of the spine fail to form a complete remedial surgery, age and the opportunity
bony arch around the spinal cord, causing to develop, children with spina bifida will
the nerves to be exposed and subject to become increasingly independent.
damage. At birth, they may protrude as a Sources: The Spina Bifida Association of WA (Inc)
lump, through the gap instead of growing Information Brochure 2001.
down the spinal column. www.betterhealth.vic.gov.au “Spina Bifida
explained” 2005.
• Spina – spine.
• Bifida – split or divided (Latin).

28
Count Us In! curriculum support package
For more information: The most common causes of injury are trauma
(road crashes, falls, diving) or disease (polio,
The Spina Bifida Association of WA Inc.
spina bifida, Friedreich’s Ataxia).
Phone: 9346 7520
The spinal cord does not have to be severed
website ➤ www.sbawa.asn.au
for a loss of functioning to occur. In fact,
The SBAWA provides support for individuals in most people with SCI, the spinal cord is
with spina bifida and their families. It aims intact, but the damage due to compression
to promote a clearer understanding of spina or bruising results in loss of functioning. SCI
bifida and the capabilities of people with the is very different from back injuries such as
condition. ruptured disks, spinal stenosis or pinched
nerves.
Resources for teachers Injury to the spinal cord causes loss of function
SBAWA runs an annual in-service for of the nerves, limbs and organs below the site
teachers at the beginning of each new of the injury. The effect of the injury depends
school year and books, journals, audio- on the nerves involved as well as the location
cassettes are available for loan, free of of the injury. The injured areas may interrupt
charge. messages from the brain to those parts of the
body below the area of damage. The higher
Audio-visual materials the damage on the spinal cord, the greater
A range of videos are available for loan, the affected area, with varying degrees and
free of charge. amounts of paralysis and weakness.
Quadriplegia: impairment of function in the
Events arms, torso, hips and legs.
Spina Bifida Awareness Month is an
annual event in September aimed at Paraplegia: impairment of function in the
increasing awareness of the SBAWA lower torso, hips and legs.
and to help promote public Degrees of paralysis, sensations of touch and
awareness of spina bifida. temperature vary greatly between individuals.
Some functions may return over time.

Links At the time of injury, the spinal cord swells.


When the swelling goes down, some
Australian Spina Bifida and
functioning may return. Especially in
Hydrocephalus Association
incomplete injuries, functioning may return
website ➤ www.asbha.org.au
as late as 18 months after the injury. However,
Information and easy-to-read fact sheets. only a very small fraction of people with SCIs
The site gives suggestions for a variety recover all functioning.
of classroom learning activities during
Attempts to regenerate function in the
awareness month and provides links to
damaged area are focusing on regrowing
international websites.
nerves, blocking the mechanism that stops
neurons from regrowing themselves, inserting
Spinal Cord Injury new cells and bypassing the damaged
area.
Spinal cord injury (SCI) is damage to the Over 18,000 Australians are paralysed due
spinal cord through injury or disease, resulting to spinal cord injury.
in muscle paralysis and sensory loss. Injury
Injury ratio - males 68 per cent
to the spinal cord may occur at different
females 32 per cent
levels and this determines the severity of
the condition with higher lesions being Sources: www.spinetrust.com.au
associated with more severe disability. www.spinalcordinjuries.com.au/faqs

29
Count Us In! : Teacher information - Book 1
For more information: Links
PBF Australia Spinal Cord Injuries Australia
Paraplegic Benefit Fund website ➤ www.spinalcordinjuries.com.au
Phone: 9443 1777 The frequently asked questions section
website ➤ www.pbf.asn.au provides easy-to-read information about
PBF Australia is a national charity aimed spinal cord, the effects of SCI, practical
at reducing the rate of traumatic spinal assistance and living in the community.
cord injuries through an innovative and Spinal Cure Australia
award-winning Injury Prevention Program. website ➤ www.spinalcure.org.au
This provides essential community
The spinal injury section provides interesting
education, resources and information that
background information. This includes ‘An
work towards reducing the incidence of SCI.
Introduction to Spinal Cord Research’ and
the ‘History of Treatments Since 2500 BC’.
Resources for teachers For up-to-date research info: www.carecure.
PBF Youth Road Safety Program atinfopop.com
involves a number of initiatives, Youth Safe (NSW)
including presentations at schools and website ➤ www.youthsafe.org
workplaces delivered by people with
spinal injuries, as well as an educational Youth Safe is committed to the prevention of
video, and posters, brochures and serious injuries in young people aged 15-25
coasters with a range of themes years. Youth Safe considers risk management
and slogans. strategies are important in tackling the high
incidence of injury among young people on
the roads, in the workplace and in sport and
Paraplegic-Quadriplegic Association of recreation arenas.
WA Inc – Paraquad
Phone: 9381 0190
email ➤ pqd@paraquadwa.asn.au Vision Impairment
Paraquad provides employment and training Vision impairment is the reduced vision
opportunities to people with a range of caused by eye disease, accident or eye
disabilities at Shenton Park. The Association condition present from birth (congenital). It
assists people from 16 years of age who can be a partial or total loss of vision.
have physical, intellectual, learning or other
In Australia, it is estimated that about 380,000
disabilities to obtain meaningful employment
people are legally blind or have low vision.
or training in a supported environment.
This is expected to double in the next 20
years as a result of the ageing population.
Resources for teachers The main causes of significant vision loss in
Paraquad implements a strong work Australia are:
experience program for students with
• glaucoma;
disabilities in Years 10, 11 and 12 and
• diabetes retinopathy;
students without disabilities who may be
• cataract;
seeking work experience in the disability
• age-related macular degeneration; and
sector. Work activities may include
• trauma to the eye through accident,
tasks directly undertaken by many other
injury or disease.
workers on site.
Tours of the facility are available.

30
Count Us In! curriculum support package
Most people about 80 per cent who have a The ability to learn and acquire skill through
vision impairment have some vision. This is simple imitation of visual cues is hindered as
referred to as low vision. there may be learning gaps and distortions
through a lack of the number and variety of
Low vision is reduced vision that is severe
experiences.
enough to significantly impede the visual
performance of vocational, recreational Children and adolescents with severe vision
and/or social tasks. Low vision cannot impairment require a range of real life
be corrected to normal vision by regular experiences to enhance their understanding
eyeglasses or spectacles. of the world around them.
Legal blindness is when a person cannot Sources: Association for the Blind of WA
see at six metres what a normally sighted www.abwa.asn.au
person can see at 60 metres (Snellen eye Vision Impairment Service WA
chart < 6/60). A person may be legally blind, Vision Australia Foundation
www.visionaustralia.org.au
yet still retain some vision.
A person who is totally blind has no vision at For more information:
all and sees only total darkness.
Association for the Blind of WA (ABWA)
Most people who are blind do not live in total
Phone: 9311 8202
darkness. They may be able to respond to
website ➤ www.abwa.asn.au
some visual stimulation like light and dark,
shadows, shapes of objects, and moving Since 1915, the association has been
objects providing them with some residual providing a wide range of services to Western
functional vision. Australians who have a vision impairment
or are blind. ABWA offers specialist skills,
It is estimated that 80-85 per cent of all training and advice to help people with
learning is done using the visual sense. As vision loss to regain confidence and achieve
a result, vision impairment has the potential fulfilled and independent lives.
to impact on all areas of development, social
relationships, communication and language,
fine motor skills, play, mobility and cognitive Resources for teachers
development.
ABWA has a web site that provides
Some children and adolescence with vision information on an extensive range of
impairment may be tactual learners, visual topics related to vision impairment.
learners, auditory learners or a combination Resources for teachers to borrow,
of these. Some may have no useful vision for access or reference are also available.
learning and will use Braille (a tactile literacy Guest speakers who are blind or have
and numeracy code using a combination vision impairment can visit schools with
of six dots) as their primary medium while their guide dogs.
others may use enhanced or enlarged print
to access the regular curriculum. Events
International Guide Dog Day is held in
A person with congenital (from birth)
April each year. Schools can contact
blindness may have had difficulty forming
ABWA for an International Guide Dog
accurate self perceptions and perceptions of
Day pack which will include activities
the world. They may misinterpret the feelings
that link to the curriculum, and
and intentions of others by relying on their
fundraising ideas for the school.
voices and speech rather than gestures,
facial expressions and posture.

31
Count Us In! : Teacher information - Book 1
The service provides visiting teachers who
The Woodside Guide Dog Discovery work with students, families, classroom
Centre is an educational facility for teachers and therapists to maximise the use
schools to visit. It provides experiential of the students’ vision for early literacy and
and fun activities that give an insight numeracy development at home and then to
into what it is like to be blind or vision access the curriculum at school.
impaired, the importance of having
eyes tested regularly and how to best
look after eyes/vision. It has information Resources for Teachers
relating to guide dogs and has a puppy VIS produces school texts in alternative
playground. formats – Braille, large print and audio
Blindness Week and White Cane Day – and provides an extensive book
are both held during the month of (text and recreational reading) and
October. Schools can contact ABWA equipment resource library.
for program information. Visiting teachers are available to present
workshops to staff and students.

Vision Impairment Service Early each year, professional learning


is available for teachers and education
Phone: 9426 7122 assistants working directly with students
email ➤ vis@det.wa.edu.au with vision impairment.
The Vision Impairment Service (VIS), which
is part of the Department of Education and
Training, is the specialist support service for
school students who have vision impairment. Links
As well as support for students of school age, Royal Victorian Institute for the Blind
an early intervention program is available website ➤ www.RVIB.org.au
from birth onwards. VIS operates throughout
Factual information on a diverse range of
Western Australia supporting young children
topics related to VI, available through the
and students to the end of Year 12, at home
publications link.
and at their local school (both government
and non-government).

32
Count Us In! curriculum support package
Appendices

Appendix 1

Meeting people with disabilities


1. Be yourself. 7. To get the attention of a person who
Everyone will feel more comfortable if is Deaf.
you relax. Lightly tap the person on the shoulder
or gently wave your hand so they can
2. Talk as you would to anyone of the
see you want to talk to them. Look at
same age.
the person as you talk. Do not look
Treat everyone with respect.
away or cover your mouth. Be patient
3. Make eye contact and speak directly and take time to make sure you have
to the person. been understood. If talking in a group,
Speak to the person rather than their indicate when you are talking and when
family member, friend, assistant or you have finished. If the person does
interpreter. not understand you try using other ways
to communicate.
4. Speak in a straightforward manner.
Use words and phrases from everyday 8. Don’t lean on or hold onto a person’s
conversation. wheelchair.
The chair is part of the user’s personal
5. When meeting a person who has
space. Make room for the person to
vision impairment.
join in by removing a chair from a desk
Always identify yourself and others
or table. Always ask before moving a
who may be with you before speaking.
person or their wheelchair.
When talking in a group, say the name
of the person you are talking to. Let 9. Socialising
the person know if you or anyone else Include a person with a disability in the
is moving from one place to another or conversation or activity as you would
leaving the room. anyone else.
6. Listen carefully when you are talking 10. Treat all people as you would like to
with a person with a speech difficulty. be treated yourself.
Be patient and wait for the person
to finish speaking. Ask the person
to repeat the information if you don’t
understand or try other ways to
communicate.

33
Count Us In! : Teacher information - Book 1
Appendix 2

Offering assistance
1. It is okay to offer assistance 3. Check what type of assistance is
wanted
Like everyone, there are times when
a person with a disability wants Everyone has their own way of doing
assistance and there are times when things. Some ways work better than
they don’t. Everyone appreciates some others. Before assisting a person with
assistance now and then. Most people, a disability, ask them how you can best
including people with disabilities, like to assist. Let them tell you how they would
assist someone once in a while. like to be assisted.
2. Ask before providing assistance Source: Interacting with People with Disabilities:
An Etiquette Handbook (2005)
When you don’t want or need
assistance, the last thing you want
is someone “helping” you. Before
assisting a person with a disability,
introduce yourself and then ask
them whether or not they would like
assistance. They may say “yes” or “no”.
The important thing is to let the person
with the disability make the decision.

34
Count Us In! curriculum support package
Appendix 3

Frequently asked questions


• How would you draw a picture for a • Speaking – if a person has
person who has vision impairment? become Deaf after learning how
You wouldn’t. You would communicate to speak they can still use speech
differently, eg write a poem and record it. to communicate. If a person has
been Deaf/hard of hearing since
• How do people who are blind or have
birth, and they want to learn to
vision impairment read or write?
speak, they receive special training
• Braille – is an embossed form of print
which usually involves learning
is a series of raised dots which stand
mouth movements to make different
for a letter or word. Braille is used for
sounds which are then put together
reading and writing.
to form words.
• Speech output computers – an
electronic voice speaks computer • Why do people who are Deaf / hard of
messages to the user and reads hearing sometimes speak loudly or
out what the person types in. sound different?
Similarly, computers with special While a person can learn to say a word
voice-activated programs can be through imitating mouth shapes and
programmed to translate words movements, a person who has been
spoken by the user into printed text. Deaf since birth has never heard the
• Taped or talking books – these are sound of their own voice or of others
audio books that are recorded. talking, and therefore has no actual
sounds to imitate. As a result, there is
• How could someone with vision
no way of knowing how a word should
impairment use a telephone when they
sound in terms of tone or inflection, and
can’t see the numbers?
so their speech often tends to be “flat”.
A person who is blind learns where the
buttons are on a touch phone or presses • How do people who are Deaf and
the speed dial buttons for numbers they blind communicate?
use a lot. By using a slightly modified form of one-
handed finger spelling signed directly
• How do people who are Deaf / hard of
onto the palm of someone else’s hand.
hearing communicate?
People who are Deaf and blind usually
• Sign language - Auslan (Australian
learn how to read Braille and sometimes
Sign Language) is a visual language
write using a Braille machine.
which incorporates hand shapes,
body movements, mime, facial • How does a person who is Deaf /hard
expressions and gesture. of hearing talk to someone on the
Auslan is internationally recognized telephone?
as a language. Just like other Through using a TTY machine
languages, there are regional (teletypewriter) – a machine which,
dialects and special local signs. when connected to the phone line of
• Lip-reading (speech reading) the caller and receiver of the call, allows
– through watching someone’s people to send messages through
lip movements, and knowing the typing into the machine, and reading
spoken English language, people the person’s answer on the screen of the
can understand about 30 per cent of TTY machine.
what someone is saying.

35
Count Us In! : Teacher information - Book 1
If one of the people does not have a wheel. The driver places his hand into
TTY machine, the caller can organise the C piece and it is held securely and
through the Australian Communication he uses his arm to steer the car.
Exchange to have a relay officer
Suitable taxis with portable ramps
with a TTY machine available for the
and high roofs are available in many
conversation. The relay officer receives
places. However, access to suitable
the caller’s message sent through a TTY
and available public transport can be
machine, relays it to the person on the
a great difficulty – especially for those
other end through speech, and then
who are unable to drive themselves.
relays the person’s response back to the
caller through the TTY machine. • Can you play sport after spinal cord
injury?
Using SMS on mobile phones is another
People who use wheelchairs for mobility
way people can communicate with each
also enjoy the challenges of sporting
other.
activities.
• How would someone know that the
Quite often the rules or equipment may
telephone was ringing if they couldn’t
need to be modified to suit the special
hear it?
needs of people with disabilities. For
Flashing lights instead of a ringing
example, when someone who uses
sound. Visual alerts can also be fitted
a wheelchair plays tennis they are
to other appliances such as door ‘bells’,
allowed to let the ball bounce twice
baby cry alarms, and smoke detectors.
before returning it over the net to their
Mobile phones can be set to ‘vibration’ opponent. This small change allows
mode. more time for the person with a disability
to move their wheelchair and hit the ball.
People who are Deaf or hard of hearing
can also get a ‘hearing dog’ which is • What are the most difficult things to
specially trained to hear and respond to do in everyday life?
daily sounds such as the doorbell or a The most difficult thing about using a
crying baby. wheelchair for mobility is lack of access
in the community eg negotiating steps.
• How does a person who uses a
wheelchair drive a car? Sand can be impossible to negotiate,
Providing sufficient arm function is so being down at the beach is not
present, people with spinal cord injury possible, unless the wheelchair is
can drive cars. This is made possible modified with large thick tyres.
with hand controls.
When planning to meet friends at a
Hand controls are fitted to the car near restaurant, for example, it is always
the steering wheel and are connected necessary to ring and check wheelchair
to brake and accelerator pedals. An access to the entrance, areas in the
automatic car with power steering is restaurant, and the toilet.
required. One hand is used to work the
On rainy days it is difficult to get into a
hand controls while the other is used to
car without getting yourself and your
steer the car.
wheelchair wet. It is not possible to hold
A person who has quadriplegia will an umbrella and push a wheelchair at
require an extra piece of equipment to the same time.
facilitate steering – as they are unable to
Holidays can be difficult to arrange
grip the wheel. This is a leather bound
and manage due to lack of accessible
C shaped attachment on the steering
accommodation and availability of
suitable public transport.

36
Count Us In! curriculum support package
• How do people who have vision So, when someone behaves in a way
impairment get around their house / that you don’t like speak to them as you
classroom? would to any of your friends and ask
A person’s house is their most familiar them to stop doing what they’re doing
environment, and as such, they and explain why you don’t like it. Do this
remember where everything is and firmly but gently.
they use their sense of touch to move
• How would a person with vision
around. Others in the house / classroom
impairment recognise you?
must remember to not leave obstacles
People who are blind or have vision
in walkways, or doors ajar.
impairment can recognise the voice of
• How would a person with vision a friend, family member or a familiar
impairment drive a car? person, but it helps if people name
A person with vision impairment themselves when they meet.
wouldn’t drive a car – they would either
• What can’t kids with intellectual
get a lift with family or friends, catch a
disability learn things as quickly
taxi, or use public transport.
as me?
• How would a person with vision An intellectual disability means that
impairment go into the community a person can’t think through a lot of
(eg shopping centre)? information at once. Some disabilities
A person with vision impairment would affect thought processes. They may
go places by themselves using a need more time to understand what they
mobility aid such as a long cane or a are learning and might need to have
guide dog. Other times, they would things explained in different ways.
go with a sighted guide or friend. It is
• How do people who are blind or have
important that places in our community
vision impairment know what time
are accessible and have tactile and
it is?
auditory cues to guide the person.
• Braille watches allow people who
• How do people with vision
are blind to tell the time by feeling
impairment play sports?
the numbers and the hands on the
It depends on the sports. For example,
watch face. Braille watches have a
cricket is played with a bell in the ball,
flip-top cover, enabling a person to
so players can hear where the ball is.
“feel” the time.
Triathletes are connected to a person
• Talking watches and clocks have an
with sight when they run, while cyclists
electronic voice which tells you the
ride on a tandem cycle. People with
time when you press a button, or
vision impairment can participate in
beep the same number of times as
many different sports, for example,
the hour (for example beeping six
swimming, golf, gymnastics, athletics,
times for six o’clock).
dancing and bowling.
• How does a person who has vision
• What should I do if someone treats
impairment know they have been
me in a way that makes me feel
given the correct money change?
uncomfortable or I don’t like?
With a device which measures notes
We all have different ideas about how a
(different valued notes are different
person should act and, as a result, we
lengths), and feeling the different
react to certain behaviours differently.
coins (for example 50 cents pieces are
At one time or another we have all
octagonal, 20 cents pieces are large
unintentionally annoyed somebody else
and have a serrated edge).
by the way we act – even our friends!

37
Count Us In! : Teacher information - Book 1
• How long does it take people who • How would a person who is Deaf
are blind to learn Braille? know when it is time to get up if they
For a child who has been blind since couldn’t hear their alarm clock go off?
birth, it takes just as long to learn how They may use an electronic device such
to read and write Braille as it does as:
for other children to read and write
• flashing alarm clock – an electric
printed words. Most children who are
clock attached to a bed lamp. When
blind have learnt how to read and write
the alarm goes off, it triggers off the
Braille by year three or four. Instead
bed lamp, which flashes and wakes
of using a pencil and paper, children
up the person; or
who are blind learn by using Braille
• vibrating alarm – an electric alarm
machines which types letters as raised
which triggers off a vibrating
dots. They use their fingers to feel the
sensation at the time at which it is set.
raised dots, so they can read what
The unit can be placed under the
they have written.
pillow and wakes up the person when
• How do people learn sign language? it vibrates.
From someone who signs. It cannot
• How would a person who is Deaf / hard
be properly learnt from a textbook or
of hearing be able to learn at school?
dictionary. People learn it in school or
Students are provided with a choice of
attend various courses to learn how to
educational settings, ranging from an
sign.
inclusive placement in a regular school,
• How do people who are Deaf / hard through to metropolitan specialist schools
of hearing watch TV? that are located in inclusive settings and
Through using a TV decoder specifically cater for Deaf and hard of
– an electronic device which, when hearing students.
attached to the television, video or
An interpreter or note taker accompanies
DVD player reveals the subtitling or
some students into classrooms.
captioning of some television programs
and advertisements (teletext). Visiting teachers regularly visit children
who are Deaf / hard of hearing at schools
Some television programs show a
that do not have specialist units.
person who translates what is being
said in English into sign language. • Do people who are Deaf / hard of
There are also subtitles on many hearing listen to music or dance?
videos and DVDs (you don’t need
A lot of people who are Deaf or hard of
a decoder as the subtitles are not
hearing enjoy dancing and listening to
hidden).
music. They can get a feel of the music’s
rhythm through the vibrations.
Source: Queensland Govt. (1997) just like you - Just like
me: Disability Awareness Kit

38
Count Us In! curriculum support package
Appendix 4

Books
This list of storybooks is intended to identify Thomas, P. (2002). Don’t Call Me Special:
books that are written about or include A First Look at Disability Hodder Wayland
characters that have a disability. This list is (RA6+IL5+).
not intended to serve as an endorsement of Katz,I., Ritvo, E., & Borowitz, F (Illust.).
any of the books listed. While care has been (1993). Joey and Sam. West Hills, CA: Real
taken to include books with storylines and Life Storybooks. (Grades K-6).
characters in keeping with values education,
teachers will still need to evaluate all materials Jacques, T.E., Reilly, M.M. (2000). What’s
in order to determine which is most appropriate Wrong with the New Girl? US Only (RA7+IL5-
for their class needs. 9).
All books listed are currently available for Thompson, M. (1996). Andy and his yellow
purchase (and a description) online or through frisbee. Bethesda, MD: Woodbine House.
major book sellers. (Ages 6 -10).

This list is not exhaustive and teachers are Twachtman-Cullen, D. (1998). Trevor Trevor
encouraged to identify additional children’s Starfish Press (RA7+IL4-8).
literature relating to disability by: Lears, L. (1998). Ian’s walk: A story about
• contacting a organisation that specialises autism. Morton Grove, IL: Albert Whitman &
in the disability of interest to you and Company. (Ages 4-8).
asking what children’s books involving Armitage, B., Armitage, D. (Illust.) (2000). My
disability they might recommend; and Brother Sammy Bloomsbury (RA6+IL5-8).
• conducting web searches and visiting Messner, A.W. (1996). Captain Tommy.
web sites of publishers and /or major Stratham, NH: Potential Unlimited Publishing
book sellers. (Ages 5 and up).
These books can offer an excellent tool for Lesley, Ely. (2004). Looking after Louis. Polly
communicating with children about disabilities, Dunbar, IL: Albert Whitman & Company.
for providing children and young adults with (RA7+IL4-8).
stories about people like themselves, and
for featuring the personalities, friendships, Dowley, R., Donnelly, S. (Illust.) (2001). Top
challenges, accomplishments, and daily lives Biker Hodder Children’s Books (RA7+IL7+).
of people with disabilities. Rickert, J.E., & McGahan, P. (Photographer).
Recommendations for books to be included (1999). Russ and the firehouse. Bethesda,
in this list can be emailed through to the MD: Woodbine House. (Ages 3-7).
Community Education Officer at Disability Booth, B., & Lamarche, J. (1991). Mandy.
Services Commission through the Count Us New York, NY: Lothrop. (Ages 5-9).
In link. website ➤ www.countusin.com.au Heelan, J.R. (2000). Rolling Along: The story
of Taylor and his wheelchair. Atlanta, GA:
Links Peachtree. (Ages 6-10).
website ➤ www.booksfordisability.org.uk Ross, J. W.T., (2000). Susan Laughs Henry
Holt and Co. (Ages 4 – 10).
Early Childhood
Dobkin, B. (1994). Just a little different.
Ducksworth, G., Crispin, M. (Illust.) (2000). Danbury, CT: Children’s Press. (Ages 5-8).
Anna’s New Friend Spud Books (RA6+IL3+).
Moran, G. (1995). Imagine me on a sit-ski!
Cowen-Fletcher, J. (2002). Mama Zooms Morton Grove, IL: Albert Whitman & Company.
Scholastic (RA5+IL4+). (Ages 4-10).

39
Count Us In! : Teacher information - Book 1
Chamberlin, K. (1997). Night Search. Smith-Smith, D., Bailey, P. (Illust.) (1999). The
Hollisdayburg, PA: Jason & Nordic. (Also Crow Starver Corgi (RA9+IL9-13).
available in Braille format.).
Martin, Jr., B., Archambault, J., & Rand, T. Early and Late Adolescence
(Illust.). (1995). Knots on a counting rope. (Ages 11-14; 14+)
New York, NY: Henry Holt. (Ages 4- 8).
Lowery, L. (2002). Gathering Blue. Bloomsbury
McMahon, P. (1995). Listen for the bus: (Reading Age*11+ Interest Level* 11-14).
David’s story. Honesdale, PA: Boyds Mills
Press, Inc. (Ages 4 – 8). Rushton, R. (2002). Last Seen Wearing
Trainers. Anderson Press (RA*12+IL*13+).
Useman, S. & E, Pillo, C. (Illustrator) (1999).
Lovegrove, J., Miller, I. (Illust.) (2000). Wings.
Tibby tried it. Washington, DC: Magination
Barrington Stoke (RA9+IL11-14).
Press. (Ages 4-10).
Trueman, T. (2002). Stuck in Neutral. Hodder
Dwight, L. (1992). We can do it! New York,
Children’s Books (RA10+IL11-16).
NY: Checkerboard Press, Inc (Ages 4 – 7).
Mankell, H. (2000). Secrets in the Fire. Anne
Connie Stukstrud (RA12+IL12+).
Middle Childhood
Blatchford, C.H. (1995). Nick’s mission. Haddon, M. (2003). The Curious Incident of the
Minneapolis, MN: Lerner. (Ages 10-14). Dog in the Night. Red Fox (RA12+IL12+).

Piper, D. (1996). Jake’s the name, sixth Keith, L. (2000). A Different Life. Livewire
grade’s the game. Unionville, NY: Royal (RA12+IL12-16).
Fireworks Press. (Ages 9 - 13). Marlowe, J. (2001). The Night Garden. Honno
Bergman, T. (1989). Going Places: Children (RA12+IL12-15).
living with blindness. Milwaukee, WI: Gareth Zephaniah, B. (1999). Face. Bloomsbury
Stevens Children’s Books. (Ages 6 -13). (RA12+IL12-15).
Laird, E. (2000). Me and My Electric Mammoth Breslin, T. (2000). Whispers in the Graveyard.
(RA8+IL7-11). Mammoth (RA11-14IL11-14).
A collection of short stories Cross, G. (2001). Calling a Dead Man. Oxford
Bennett, V. (2000). Monkey Walker Books University Press (RA13+IL13+).
(RA11IL10-14). Philbrick, R. (2004). Freak the Mighty.
Ogaz, N. (2003). Buster and the Amazing Usborne (RA10+IL11+).
Daisy Jessica Kingsley Publishers Riordan, J. (2004). The Gift. Oxford University
(RA8+IL8-11). Press (RA11+IL11+).
Welton, J. (2004). Can I Tell You About Mankell, H., Paterson, A. (Trans.) (2001). Playing
Aspergers Syndrome? Jessica Kingsley with Fire. Allen and Unwin (RA13+IL13+).
Publishers (RA9+IL7-12).
Crew, G., Hathorn, L. (2000). Dear Venny,
Bertanga, J. (1999). Bungee Hero Barrington Dear Saffron. Floris Books (RA13+IL13+).
Stoke (RA7+IL7-12).
Wild, M. (2002). Jinx. Allen & Unwin
Jung, R. (2002). Bambert’s Book of Missing (RA14+IL14+).
Stories Mammoth (RA8+IL8+).
Lebert, B. (2001). Crazy. Puffin (RA14+IL14+).
Rainsbury, J., Evans, F. (Illust.) Crab-boy
Cranc Pont Books (RA7+IL7-10). Koertge, R. (2002). Stoner and Spaz. Walker
(RA14+IL14+).
Wescott, P. (2002). Blindness Hodder
Wayland(Series Living With) (RA9+IL8-15). Gay, J. (2003). Wist. Tindal Street Press
(RA13+IL14+).
Pimm, P. (2002). Cerebral Palsy Hodder
Wayland (Series Living With) (RA8+IL8+). Orr, W. (1998). Fighting Back. Orchard Books
(RA14+IL14+).

40
Count Us In! curriculum support package
Appendix 5

Glossary of terms
Term Descriptive
Access The provision of a barrier-free environment for everyone
in the community.
Accessible parking bay Designated parking spaces for vehicles used by people
with disabilities.
Accessibility Availability of programs, buildings, public places and
transport to all individuals in the community: barrier-free.
Attitude An attitude may be viewed as a positive or negative
emotional reaction to a person or object accompanied by
specific beliefs that tend to cause its holder to behave in
specific ways toward a person or object.
Advocacy Assistance or support on behalf of another.
Advocate A person who acts for, on behalf of, another person. Self-
advocate – when a person acts on their own behalf.
Advocacy groups Organisations composed of people with disabilities that
are dedicated to improving the opportunities for people
to demand the privileges, opportunities and access
to services which are considered to be their rights as
members of society.
Augmentative and Alternative This involves the use of non-speech communication
Communication (AAC) systems such as manual signs or picture-based
communication boards and electronic devices.
Australian Sign The language of the Australian Deaf community.
Language (Auslan)
Boardmaker Boardmaker is a communication and learning tool
containing over 3,000 Picture Communication Symbols
(PCS). It is designed to enhance the language and
learning process for students of all levels.
Braille The Braille code is based on an arrangement of one to
six raised dots. Each dot has a numbered position in
the Braille cell. These characters make up letters of the
alphabet, punctuation marks, numbers and everything
else you can do in print.
Captions Captions show the soundtrack of a TV or DVD program
as text on the TV screen.
Communication Board A communication board is a display of communication
symbols that a person uses to interact with others.

41
Count Us In! : Teacher information - Book 1
Term Descriptive
COMPIC Computer generated pictographs for communication.
They are simple line drawings used for communication
when speech is difficult to understand or can not be
obtained.
Congenital Refers to the presence of a disability at birth.
Curriculum A general term to describe a course of study that is
planned with expected learning outcomes and which
has a structure of learning activities and evaluation
procedures.
Curriculum Framework An inclusive framework which sets out the knowledge,
understandings, skills, values and attitudes that students
are expected to acquire in schools. The Curriculum
Framework describes these requirements as a series of
learning outcomes set out in the Overarching and eight
Learning Area Statements.
Disabilities Reflect the consequences of impairment in terms of
functional performance and activity of the individual.
Discrimination Practices and policies resulting in limitation and barriers
for people with disabilities.
Fine motor skills Complex movement of especially the hands and fingers
that require a high degree of coordination, manipulating
a pencil to form letters, typing, fastening buttons and
clasps.
Finger spelling To use your hands, in a standardised series of hand
shapes to form the letters of a word.
Gross motor skills Those skills associated with the use of the large muscles
in the arms, legs and trunk.
Guide dog A dog that has been specially trained to guide a person
who is blind or has a vision impairment.
Impairment In the health context, any loss or abnormality in the
psychological, physiological or anatomical structure or
function.
Inclusion All people are able to freely take part in every area of
community life.
Local Area Coordinator A person employed to coordinate services provided in a
(LAC) local region for individuals/families in that region.
LACs are employed through the Disability Services
Commission.
Long cane A white cane designed primarily as a mobility tool used to
feel obstacles in the path of a person who is blind.

42
Count Us In! curriculum support package
Term Descriptive
Makaton Makaton is a system of communication based on
a combination of spoken words, sign language
vocabulary and graphic symbols. It is primarily used as
a communication medium by children and adults with
learning disabilities.
Mobility Ability to move safely and efficiently through the
environment while maintaining orientation.
Modified vehicle A vehicle that has been modified to enable a person with
a disability to either drive or be a passenger.
Natural gestures Movements of the hands and body to convey what can
not always be expressed using speech only.
Nonverbal communication Behaviour that does not involve the use of speech. It is
used to refer to communicating without words such as
through the use of gesture or signals.
Sign language A language that uses a system of manual, facial, and
other body movements as the means of communication.
Sighted guide An internationally-accepted approach used to guide a
person who is blind or vision impaired.
Social justice A belief system that is based on equity, human rights and
fairness for all.
Syndrome A cluster or group of symptoms that is recognized as an
entity, for example, Down syndrome is identified by the
occurrence of a number of symptoms.

43
Count Us In! : Teacher information - Book 1
Appendix 6

References
Alessandri, L.M., Leonard, H., Blum, L.M., Further Reading
Bower, C., (1996). Disability Counts: a profile
Department of Education and Training:
of disability in Western Australia. West Perth:
Western Australia Pathways to Social and
Disability Services Commission.
Emotional Development (2003).
Gething, L. et al (1994). Disability Awareness
Burgstahler, S. Ph.D. and Doe, T. Ph.D, (2004).
Package, Community and Ageing Program,
Disability-related simulations: if, when, and
University Of Sydney.
how to use them in professional development.
Gething, L., (1997). Person to Person (3rd The Review of Disability Studies 1:2
Edition), Sydney: MacLennan & Petty.
Foreman, P.,(ED.), (2005). Inclusion in Action
Interacting with People with Disabilities: An Nelson Australia Pty Ltd.
Etiquette Handbook (2005)
French, S. (1992). Simulation exercises in
www.empowermentzone.com/etiqbook.txt
disability awareness training: a critique.
Kunk, N.K., (1995). ‘In spite of my disability’ Disability and Society, 7, 257-266.
in Creating an Inclusive School by R.A. Villa
Herbert, J. T. (2000). Simulation as a learning
and J. S. Thousand.
method to facilitate disability awareness. The
Murdoch, K., (1998). Classroom connections: Journal of Experimental Education 4:3
Strategies for integrating learning. Eleanor
Shapiro, A., (1999). Everybody Belongs
Curtain Publishing: Armadale, Victoria.
– changing negative attitudes toward
Queensland Government: (1997). Department classmates with disabilities. Great Britain:
of Families, Youth and Community Care: RoutledgeFalmer.
Brisbane Just like you Just Like Me Disability
Sims, Dr. M., (1998) Beliefs, values and
Awareness Kit.
Practice; how do we create a climate for
Queensland Government: (1995) Community acceptance of difference? Keynote paper
Disability Alliance, Department of Families, presented at Early Intervention Association
Youth and Community Care, and Department (WA Chapter) 1998 Conference.
of the Premier and Cabinet: Brisbane A Way
Zieglar. J.R., (2001). A critical analysis of the
With Words.
literature surrounding attitudes toward people
with disabilities. University of Wisconsin-
Stout Press.
Wright, B. (1980). Developing constructive
views of life with a disability. Rehabilitation
Literature 41:11-12 p274-79

Endnotes
1
These data items are sourced from the Australian
Bureau of Statistic (2004) 2003 Survey of Disability,
Ageing and Carers, Australia: Summary of Findings
– State Tables for Western Australia, 2003. Cat. 4430.0.
Canberra: ABS. Other data items are unchanged ABS
1998 figures.

44
Count Us In! curriculum support package
Count Us In!
curriculum support package
www.countusin.com.au

This publication is available in alternative formats on request.


Please contact Disability Services Commission on (08) 9426 9200.
TTY 9426 9315 Toll Free 1800 998 2141

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