Caroline J. Umeda, Donald J. Fogelberg, Tracy Jirikowic, Jennifer S. Pitonyak, Tracy M. Mroz, Roger I. Ideishi; Expanding the Implementation of the Americans With Disabilities Act for Populations With Intellectual and Developmental Disabilities: The Role of Organization-Level Occupational Therapy Consultation. Am J Occup Ther 2017;71(4):7104090010p1-7104090010p6. doi: 10.5014/ajot.2017.714001.
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© 2017 American Occupational Therapy Association
The Americans With Disabilities Act (ADA) provides standards and guidance for accessibility and accommodations that remove barriers to facilitate community social participation for individuals with disabilities. However, ADA implementation does not yet fully address the diverse access needs of people with intellectual and developmental disabilities (IDD), who continue to face barriers to community social participation. This article explores the potential for occupational therapy practitioners to provide organization-level consultation as a means of maximizing community social participation among people with IDD. Case examples of occupational therapy practitioners working with community organizations are presented to illustrate organization-level consultation that addresses access needs across diverse community contexts. The relevance of supporting community social participation within the context of health equity is discussed, and key next steps, including developing population-based outcome measures, addressing reimbursement considerations, and developing best practices for organization-level consultation, are outlined.
Sensory guide. This guide highlighted areas that families may want to select or avoid on the basis of their child's sensory needs. The guide included visual indicators illustrating the levels and types of sensory stimulation for each exhibit. For example, exhibits with minimal sound had one ear; loud exhibits were represented with four ears.
Adventure planner. A series of 29 narratives, termed adventure planners, was created to illustrate social expectations for museum tasks and activities such as how to buy an entry ticket and what to expect at different exhibits. Adventure planners were developed for early and intermediate developmental levels.
Visual schedule. A visual schedule along with images of all regular and special exhibitions was developed to enable families to plan their visit before their arrival. The PSC provided photos and images for the visual displays, and the images and templates were made available to the public on the PSC website.
Tip sheet for parents. A tip sheet to help parents plan a successful visit to the PSC was created, highlighting available supports and materials, lower volume times to visit the museum, and strategies to support transitions between exhibit areas.
Staff development and training. An ASD information sheet was developed that included general information about ASD and sensory processing difficulties, two case studies that illustrated how ASD and sensory processing difficulties may affect a child at the PSC, and tips for successful interactions with people with ASD. The training and materials were presented at a brief in-service for staff who were involved with the early open events and were added to the staff training manual for all museum staff.
Consider the role of population health in research and intervention;
Understand complex, multidisciplinary, multilevel, and multifactorial interactions;
Improve research methodologies and statistical analytical techniques;
Build on community resiliency and partnerships; and
Develop the research and professional workforce.
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