volunteering form - Sabah Cheshire Home

SABAH CHESHIRE HOME
VOLUNTEER PROGRAM
&
BASIC GUIDELINES
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What is Sabah Cheshire Home Volunteer Group Program
Sabah Cheshire Home (SCH) Volunteer Program is open to anyone who is passionate and has
a willing heart in assisting the Home in its activities and programs.
The success of the Home had been based on voluntary enthusiasm and effort and on the
widespread use of volunteers in the board of management, fundraising and practical activities
at all level. Volunteer’s willingness to serve will be fostered and encouraged and volunteers
should have mutual satisfaction while giving their time and receive benefits for the efforts
that they poured in at the Home. At the same time, volunteers should learn issues and
obstacles hindering PWDs in their daily living. They will be given first hand information on
issues concerning PWDs. Thus, together with the management, volunteers can work together
in advocating and campaigning on these issues so that we will be able to create an
understanding society.
Volunteers will be a person who feels that they are an integral part of the Home team which
consists of paid and unpaid helper. Where Volunteer are willing to undertake sensitive tasks
such as feeding residents who have limited use of their arms, writing letters, or visiting them
for normal social visit, it is necessary for them to be tactful, empathetic, aware and discreet.
Volunteers can be doing all kinds of tasks depending on their capabilities and willingness.
Such task maybe involves them in fundraising, press relation, gardening, organizing
celebration, teaching residents painting, reading, photography etc but most importantly a
volunteer should be a person who is sincere, understanding and offer genuine friendship.
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Our Background
The Sabah Cheshire Home is a registered, private, non-profit and charitable
organization, which provides care and shelter for disabled persons irrespective of
race, religion and culture working with them to live independently. The Sabah
Cheshire Home in Malaysia was officially registered on 16th July, 1974 as a
Charitable Society. The first home in Kota Kinabalu was built and officially
opened on 29th January, 1983 and the second Home in Sandakan on the 8th April,
2000. An Early Intervention Center in Sandakan was established in 2006 for
children with behavior problem (Autism) and a Nursery "Taska Mesra Cheshire"
for children with disability age 4 and below.
The Sabah Cheshire Home is a global alliance with Leonard Cheshire Disability
which is a UK-based global organization working with independent Cheshire
partner organizations in 54 countries in Africa, Asia, the Americas, and Europe.
Leonard Cheshire Disability supports more than 250 independently managed
disability organizations that, in turn, support people with disabilities in their
efforts to secure education, livelihoods, health care, rehabilitation and a voice in
their society.
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Our Vision
Creating an enabling environment for disabled persons, to exercise their rights to lead a life as
normal as possible within their capabilities in the home and within the society.
We Believe
That each person is a uniquely valuable individual and that disabled persons should have the
personal freedom to pursue their aspirations and take their rightful place in the world, in an
institution or within a community.
Our Motto
Creating Opportunities for and with Disabled Persons.
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Sabah Cheshire Home Services
After years of providing residential services for the physically disabled persons, Cheshire
Home is changing its focus to be in line with a new vision and mission to Leonard Cheshire
Disability work. These new visions and missions will emphasize on a rights based approach
that will ensure disabled persons enjoy equal rights and access to resources and opportunity as
those enjoyed by the non-disabled.
Our programs emphasize on:1. Advocacy & Campaign
2. Economic Empowerment
3. Physical & Occupational Rehabilitation
4. Outreach Service (Community Based Rehabilitation)
5. Networking & Resources Mobilization
6. Early Education/ Inclusive Education
7. Residential Care
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Our Goals:
1. To offer a ‘one stop complex’ approach in providing a full range of services for
persons with disabilities or through referral mechanisms developed with other
health, human resource and social service providers;
2. To promote and protect the respect, dignity and rights of persons with
disabilities;
3. To empower persons with disabilities to realize their human rights;
4. To raise the level of awareness on all disability issues on education,
employment, rehabilitation, access, health, equality and non discrimination;
5. To ensure equal opportunities and full participation of disabled people in the
community; and
6. To include ‘disability’ as a theme in all developmental work of the government,
civil society, and humanitarian agencies.
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Why become Sabah Cheshire Home Volunteer?
Every volunteer or potential volunteer will have different motivations for volunteering their
time. It can be quite a daunting thought. Many potential volunteers are put off by the thought
of what is expected of them. They may have the following questions:
• What will I be doing?
• How much time will I be expected to give?
• Do I need to know how to deal with disabled people?
• Will I get along with everyone?
• Will I be treated well?
• Will I be out of place?
• Am I allowed to volunteer?
Volunteering takes up time, energy and sometimes, money. It can be hard work. It can
find us doing and seeing new things, which can be challenging and even a little scary. So
why does anyone even do volunteering?
Here are some reasons:1. Volunteering is good for others
 All programs and activities run by Sabah Cheshire Home often involve persons with
disabilities and there are not always enough personnel to execute the job. Volunteers
can make a difference where they can fill in the personnel shortage. This will enable
the program or activity to run more smoothly and give the residents a better
experience.
2. Volunteering is good for you
Here are some of the things that you might gain in return for becoming volunteer: Making new friends
 Gaining important skills and experience that will help you later in life
 Making connections that can lead to a job or career
 Seeing more of your community and world
 Building confidence and self-esteem
 Exploring what you want to do with your life
 Feeling needed and important
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 Feeling satisfaction at getting things done and helping others
 Meeting people who could be role models
 Using your mind, body, and creativity
 Getting active and healthier
 Relieving stress
 Fighting boredom
 Spending time doing what you really care about
 Gaining an edge on getting into college
 Feeling like you are part of a community
 Having fun!
Sometimes it can be even more rewarding to find a volunteer position that involves skills that
we don’t use. This allows us to gain experience, learn new things, and improve ourselves! For
example: If you’re shy around strangers, you could think about volunteering with a group or
team, which might help you become more outgoing.
Think about time
How much of a commitment are you willing to make? How much of your day, week, month,
or year do you want to spend on volunteer activities?
Think about your limitations
We’re all capable of doing great things…but we also have to follow family rules and
routines. Make sure to involve a parent in your volunteer-finding process, so you can be sure
that:
 You have permission to do it
 The adults in your life feel confident that you’ll be safe
 You have transportation to and from places
 Your volunteering isn’t taking too much time away from schoolwork and other
responsibilities
 Adults can step in and help if you need them to
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Helping the disabled
People who have disabilities are equal members of our communities, but many still need our
help from time to time. You could volunteer to read books to the blind or run errands for
people who can’t get around too well.
You might be nervous about the idea of working with types of people who are different or
unfamiliar to you. That is natural. But before you nix this type of volunteering, ask yourself
these questions:
 Will I learn something from this? Will I improve myself?
 If I were in the same situation, would I want someone to come and help me?
 Will it hurt to at least try it for a little while?
How to be a good volunteer?
Volunteering is fun and rewarding, but it is also a little more complicated than just showing
up and having a good time. Here is some advice on how to make the most of your volunteer
work:
Be selfless. Selfless is the opposite of selfish. Don’t think about what you can do to help
yourself. Think about what you can do to help others.
Be well-trained. Know what you are doing as a volunteer, if you need some time to learn
your job, take that time. If you need training or need someone to show you what you are
supposed to do, speak up. If you are good at your job, it will be much easier to help others
(plus you will have a lot more fun).
Be dependable. Do what you say you will do, and do your best. Don’t show up late, and
always keep your promises. People will be relying on you so you don’t want to let them
down.
Be enthusiastic. Don’t moan and groan your way through your volunteer work. If you really
don’t like what you are doing, find something else. Always have a positive attitude and show
others that you are doing this because you want to.
Be open-minded. One of the really great things about being a volunteer is the chance to learn
and experience new things. Keep your mind open to new possibilities and you will probably
grow as a person.
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Be respectful. Always remember to show respect for other people and other cultures. Keep in
mind that your way of thinking or living is not the only way there is.
Be cooperative. Don’t be a ―hot shot‖ or a loner. Don’t try to do everything yourself. Work
as part of a team to make sure everyone gets a chance to participate and do his or her fair
share of work. If someone asks for help, be willing to lend a hand. If you need some help, ask
politely for it.
Be understanding. Try to see things through other people’s eyes. Try your best to
understand what other people are going through; even if it’s something you’ve never dealt
with yourself.
Be humble. Humble people don’t brag or go around telling everyone about all the good
things they’ve done just to get some attention or feel superior. They are happy knowing that
they are making a difference, and don’t need to shout about it.
Be friendly. Treat others like friends, and they will do the same to you. Many people who
volunteer meet new people with whom they want to stay friends. You might just meet
someone who becomes a buddy for the rest of your life!
Using Words with Dignity
There are a few general rules of etiquette people should use when talking to or about
someone with a disability. Use ―people first’ language. Examples: Person with disability not
disabled person. Use person who is blind, not a blind person.
Disability is the current acceptable term, not handicap. The word handicap comes from capn-hand, in other words, a beggar. That is definitely not how persons with disabilities want to
be seen.
TALKING TO A PERSON WITH DISABILITY
When volunteering, you will use a wide range of communication methods such as:
Verbal: sounds, talking
Written: instructions, diagrams, and pictures
Physical: demonstrations, gestures, racial expressions, and eye contact. It may be necessary
to adopt additional methods of communication if you are not being understood. You don’t
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have to know sign language or speak loudly, just use your common sense to work out how
you can communicate more effectively.
When working with Persons With Disabilities, regardless the impairment: Do not underestimate the intelligence or ability of the disabled person
 Do not assume that all disabled person required assistance. Ask if they need a hand, or
wait to be asked.
 Always address the disabled person, not the person they are with.
 Be aware of personal needs and preferred ways of communicating and respect their
requirements.
 Try and work around an issue, rather than avoiding it
 When assisting or supporting, ask the disabled person how to do this – do not assume
 Demonstrate what you mean if you are not getting the message across successfully
verbally
 Don’t interrupt, correct, speak for, or be tempted to finish sentences off for the person
 A wheelchair should be viewed as part of the user’s body space. Keep an appropriate
distance and never use the chair as something to lean on.
 It is perfectly acceptable to offer to help guide the wheelchair or negotiate obstacles
such as doors. But only push someone’s chair if they have said that it is OK for you to
do so.
 Use a normal speaking tone and style. If someone needs you to speak in a louder voice
they will ask you to do so.
 Remember that people with disabilities, like all people, are experts about themselves.
They know what they like, what they do not like and what they can and cannot do.
 Treat adults as adults. Address people who have disabilities by their first names only
when extending the same familiarity to all others.
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VOLUNTARY PROGRAM - SABAH CHESHIRE HOME
PROGRAM
COMMUNITY SERVICE
Activities and Daily Living Skills (ADL)
Skills needed: A person who is willing and available
Task
: Assisting the Home in daily chores and activities
(E.g. assisting the residents, feeding, cleaning, etc.)
Time
: 8.00am – 12.00 noon and 2pm – 5pm
(Times may vary according to when you may be available)
PHYSIOTHERAPIST & OCCUPATIONAL THERAPIST
Skills needed: Qualified Physiotherapist or Occupational Therapist
Task
: To provide daily exercise treatment to improve residents level of independence.
Time
: 9.00am to 11.00am (Mondays to Fridays)
(Times may vary according to when you may be available)
EDUCATION
Skills needed: Someone who has a passion for teaching
Task
: To teach the residents and support groups of Sabah Cheshire Home in writing,
Speaking, mathematics, and storytelling in English or Malay.
Time
: 11.00am to 12.00am (Tuesdays & Thursday)
(Time & day can be adjusted)
COUNSELLING
Skills needed: 1. Counselors
2. Psychologists
3. Religious Counselors
4. Social Concerns Advocate
** You must be willing to learn and understand social issues faced by our support groups,
families, staff, and residents
Task
: To provide counseling to residents, family support group members, service
users (Those with disabilities living independently) and the staff of
Sabah Cheshire Home.
Period Of Time: Weekdays / Weekends
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GARDENING
Skills needed: A passion for gardening and landscaping
Needs
: Flower and tree donations
Task
: Help provide a calm and peaceful home for the residents by planting flowers,
Trees and maintaining the current landscapes.
Time
: 4.00pm to 5.30pm
(Time & day can be arranged and adjusted)
HANDICRAFT
Skills needed: Creative person who likes to create and teach handicrafts.
Task
: Assist the Home in teaching and monitoring residents in making handicrafts.
Time
MUSIC
: 10.30am – 11.30am and 3.00pm to 4.00pm (days may vary)
Skills needed : - A person who has a passion to share and teach music
- A person with knowledge and skill in repairing/ servicing music instruments
- Anyone who can donate musical instruments
Task
: To lead and teach a team of persons with disabilities to excel in music.
Time
: (Time & day can be adjusted)
HEALTH & CARE
Skills needed: Certified Dentists and Doctors
Task
: Willing to offer professional service and clinic or health centre for any
Consultation or medical needs for residents.
Time
: Weekdays / Weekends
SPECIAL TRAINERS IN SKILL ENHANCEMENT
Skills needed: Qualified or professional trainers for staff members and volunteers
Task
: To share professional experience and knowledge in field of expertise with the staff,
Volunteers, support groups, and service users.
Time
: Half or full day when you are available
TRANSPORTATION
Skills needed: Organized person who has a van, coaster/bus or private car available.
Task
: Transporting the residents to and from activities. These may include shopping,
Sports, hospital/clinic, seminars, etc.
Time
: Times vary according to need
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RECREATION/SPORTS
i. Exercise Assistant
Skills needed: A passion for leading and motivating others in exercise and sports
Task
: To escort residents to Likas Sport Complex (or other locations) for recreational
Activities such as walking and jogging.
Time: 3.00pm to 4.00pm (Saturdays)
ii. Sports Event (Paralympics or Special Olympics)
Skills needed: Qualified sports trainer and/or sportsmen
Task
: a) To train disabled athletes for sports events
b) To escort disabled athletes during sports events
Time
: 4.00pm to 6.00pm (Weekdays) and during events
SPECIAL EVENTS
i. Fundraising Assistant
Skills Needed: A person willing to work hard, be creative for the Cheshire cause.
Previous fundraising experience is helpful.
Task
: a) To assist the Home in preparing and arranging fundraising events.
b) To raise funds for the Home
Time
: Times vary according to events
ii. Seminar Assistant
Skills Needed: A person with IT knowledge or any other skills that are relevant
Task
: Assist organizer before and during events.
Time
: Full or half day depending on event
iii. Camp Assistant
Skills Needed: a) Anyone willing to offer ideas and energy.
b) Someone with outdoor experience or with special training on special skills
Task
: a) To assist organizer before and during the event.
b) To escort disabled participants in daily needs.
Time: 3 days/2 nights
iv. Picnic Assistant
Skills Needed: Willing to offer ideas and energy
Task
: To escort residents and assist the staff
Time
: Half day
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v. Family Support Group
Skills Needed: Anyone who has passion and determination in volunteering.
Task
: To visit our family support group residents and render or offer assistance in
A variety of tasks (cleaning, drilling, painting, etc) that they are not able to do
themselves.
Time
: Half day (Sundays) or when available
vi. Advocacy Campaign Partner
Skills Needed: A person who enjoys being with PWDs and is willing to offer their time, mind and
energy.
Task
: To go with them as assistants in their advocating work such as Building Access
Auditing, performances, etc…
Time
: Times vary according to events and needs
vii. Respite Care
Skills Needed: A passionate and willing person to offer temporary shelter to PWDs.
Task
: To give temporary shelter or a home to PWDs as they wait for long term housing to
become available or as time off for their families.
Time: Days/ Weeks / Months
viii. Employment
Skills Needed: Anyone who can employ or assist in looking for employment for PWDs.
Task
: To employ PWDs or to search for suitable employment for PWDs.
ix. Baker
Skill Needed : Anyone who’s good at baking for others/ bakery shops etc
Task
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: Teach our service users baking
Sabah Cheshire Home
VOLUNTEER REGISTRATION FORM
Name: _______________________________________
Age : ______________________________
Identity Card No. :_________________________ Occupation : ________________________________
Home Address: _______________________________________________________________________
_______________________________________________________________________
Telephone:
______________________Mobile:______________e-mail______________________
Office Address: ___________________________________________________________________
______________________________________________________________________
Telephone:
____________________Fax : ___________________
e-mail ___________________
In Case Of Emergency Contact : _____________________________________________________
Relationship: _____________________________________________________
Please indicate your volunteer interest below (please refer to SCH Volunteer Program):
1. ______________________________________________________________________________
2. ______________________________________________________________________________
3. ______________________________________________________________________________
INFORMED CONSENT AND RELEASE: I, the undersigned, in consideration of the request and permission to participate in the Sabah Cheshire
Home Volunteer Program, hereby assume full responsibility for all risk of injury or loss which may result from my participation in this activity and
hereby AGREE TO DEFEND, INDEMNIFY, HOLD HARMLESS, RELEASE AND FOREVER DISCHARGE the Sabah Cheshire Home, its respective
officers, agents and employees, past and present, from any and all acts of negligence and all claims and demands whatsoever, which the
undersigned, any third person, or any persons acting under their behalf, have or may have against the Sabah Cheshire Home, or its respective
officers, agents or employees, past and present, by reason of any accident, illness, injury to or death of any person or persons, or damage to or loss
or destruction of any property arising or resulting directly or indirectly from participation in the referenced activity and occurring during said
participation, or any time subsequent thereto. The terms of this release will serve as a release and assumption of risk for my heirs, executors and
administrators ,and for all of my family members. I agree and acknowledge that some activities may be of a hazardous nature and/or include physical
and/or strenuous exercise or activity, and, understanding this, I state that to the best of my knowledge, the participant has no medical, physical,
mental or emotional health condition which would hinder or prevent my active participation in the referenced activity. PLEASE NOTE: No medical
insurance or insurance coverage of any kind is provided by the Sabah Cheshire Home. Sabah Cheshire Home strongly recommends that each
participant have some type of accident medical insurance for his/her own protection.
___________________________________
Name
___________________________
Date
Parent or Guardian must sign if the Volunteer is under 18 years of age.
___________________________________
Parent / Guardian Name
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___________________________
Date
EXTRA Notes to PONDER
Do I know?
How to Understand
How to Handle
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Definitions of Disability
There are many definitions of disability and below are examples of how different some laws
define disability:Americans with Disabilities Act (ADA): (A) a physical or mental impairment that
substantially limits one or more of the major life activities of such individuals, (B) a record of
such impairment or (C) being regarded as having such an impairment;
The Definition of ―Persons With Disabilities‖
“Persons With Disabilities” include those who have long term physical, mental, intellectual
or sensory impairments which in interaction with various barriers may hinder their full and
effective participation in society;
 Impairment: Any loss or abnormality of psychological, physiological or anatomical
structure or function.
 Disability: Any restriction or lack (resulting from an impairment) of ability to perform
an activity in the manner of within the range considered normal for a human being.
 Handicap: A disadvantage for a given individual, resulting from an impairment or
disability, that, limits or prevents the fulfillment of role that is normal, depending on
age, sex, social and cultural factors, for that individual;
The United Nation Convention of the Rights of Persons with Disabilities defines disability as
including those who have long-term physical, mental, intellectual o sensory impairment
which in interaction with various barriers may hinder their full and effective participation in
society on an equal basis with others; and
The Malaysia Persons with Disabilities 2008 persons with disabilities to include those who
have long-term physical, mental, intellectual or sensory impairments which in interaction
with various barriers may hinder their full and effective participation in society (on an equal
basis with others);
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Types of Disabilities
Disability is as unique a human characteristic as hair colour or personality type. The degree to
which a disability impacts a person’s life ranges from slight to significant. In some instances
a person’s disability in invisible; in other instances, a person may have more than one
disability. As a result, creating a list on the types of disabilities is difficult. Nonetheless, we
want to give you some idea of the wide range of disabilities:BLIND/VISUAL IMPAIRMENT:
Blind refers to a total loss of vision. Visual impairment indicates partial sight;
CONGENITAL DISABILITIY:
A physical impairment existing since birth. A congenital disability is a disability that is
present at birth but may get more recognizable as the baby gets older. A congenital disability
may be caused through been passed down in genes by the mother or father of the child, It
could even skip a generation or 2. The examples of congenital disabilities are Multiple
Sclerosis, Muscular Dystrophy, Lou Gerhig’s Disease….
DEAF/HEARING IMPAIRMENT:
Deaf refers to a total loss of hearing. Hard of hearing refers to partial hearing loss ranging
from slight to severe.
DEVELOPMENTAL DISABILITY:
Any mental or physical disability that develops or occurs before a person’s 22nd birthday that
continues indefinitely and in some instances substantially limits self-care, language, learning,
mobility, self-direction, independent living or economic sufficiency.
Frequently, people with mental retardation, cerebral palsy, autism spectrum disorders, various
genetic and chromosomal disorders such as Down syndrome and Fragile X syndrome, and
Fetal Alcohol Spectrum Disorders are described as having developmental disabilities.
LEARNING DISABILITY:
A disability affecting spoken or written language
MENTAL ILLNESS/MENTAL DISABILITY:
A psychiatric disability caused by a biological, physiological or psychological disorder or a
chemical disorder of the brain.
MOTOR DISABILITY:
Includes Multiple Sclerosis, Muscular Dystrophy, Lou Gerhig’s Disease (amyotrophic lateral
sclerosis, ALS), cerebral palsy. A group of conditions resulting from damage to the central
nervous system.
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SPEECH IMPAIRMENT:
Limited or difficult-to-understand speech patterns.
PHYSICAL IMPAIRMENT:
Physical impairment defines as a dysfunction of the musculoskeletal and/or neurological
body systems, which affects the functional ability of a student to move or coordinate
movement.
Physical impairment is recognized as:


Musculoskeletal conditions - involving the joints, limbs and associated muscles and/or
Neurological conditions - involving the central nervous system i.e. brain, spinal cord or
peripheral nerves which affect the ability to move or to coordinate the control movement.
There is a wide range of conditions that may result in physical impairment including:








cerebral palsy
spina bifida
muscular dystrophy
arthritis
osteogenesis imperfecta
congenital malformation of the limbs
some acquired brain injuries
Some orthopaedic conditions.
A physical impairment may be present from birth (congenital) or acquired later (e.g. through
an accident or illness). It can be progressive or non-progressive (this refers to whether or not
the condition increases in extent or severity).
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Some more information for you
Basic Things That Everyone Should Know
1.
Down Syndrome (DS)
Down syndrome (DS), also called Trisomy 21, is a condition in which extra genetic material
causes delays in the way a child develops, both mentally and physically. It affects about 1 in
every 800 babies.
The physical features and medical problems associated with Down syndrome can vary widely
from child to child. While some kids with DS need a lot of medical attention, others lead
healthy lives.
Though Down syndrome can't be prevented, it can be detected before a child is born. The
health problems that can go along with DS can be treated, and there are many resources
within communities to help kids and their families who are living with the condition.
What Causes It?
Normally, at the time of conception a baby inherits genetic information from its parents in the
form of 46 chromosomes: 23 from the mother and 23 from the father. In most cases of Down
syndrome, a child gets an extra chromosome 21 — for a total of 47 chromosomes instead of
46. It's this extra genetic material that causes the physical features and developmental delays
associated with DS.
Although no one knows for sure why DS occurs and there's no way to prevent the
chromosomal error that causes it, scientists do know that women age 35 and older have a
significantly higher risk of having a child with the condition. At age 30, for example, a
woman has about a 1 in 900 chance of conceiving a child with DS. Those odds increase to
about 1 in 350 by age 35. By 40 the risk rises to about 1 in 100.
How Down syndrome affects Kids
Kids with Down syndrome tend to share certain physical features such as a flat facial profile,
an upward slant to the eyes, small ears, and a protruding tongue.
Low muscle tone (called hypotonia) is also characteristic of children with DS, and babies in
particular may seem especially "floppy." Though this can and often does improve over time,
most children with DS typically reach developmental milestones — like sitting up, crawling,
and walking — later than other kids.
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At birth, kids with DS are usually of average size, but they tend to grow at a slower rate and
remain smaller than their peers. For infants, low muscle tone may contribute to sucking and
feeding problems, as well as constipation and other digestive issues. Toddlers and older kids
may have delays in speech and self-care skills like feeding, dressing, and toilet teaching.
Down syndrome affects kids' ability to learn in different ways, but most have mild to
moderate intellectual impairment. Kids with DS can and do learn, and are capable of
developing skills throughout their lives. They simply reach goals at a different pace — which
is why it's important not to compare a child with DS against typically developing siblings or
even other children with the condition.
Kids with DS have a wide range of abilities, and there's no way to tell at birth what they will
be capable of as they grow up.
Medical Problems Associated With DS
While some kids with DS have no significant health problems, others may experience a host
of medical issues that require extra care. For example, almost half of all children born with
DS will have a congenital heart defect.
Kids with Down syndrome are also at an increased risk of developing pulmonary
hypertension, a serious condition that can lead to irreversible damage to the lungs. All infants
with Down syndrome should be evaluated by a pediatric cardiologist.
Approximately half of all kids with DS also have problems with hearing and vision. Hearing
loss can be related to fluid buildup in the inner ear or to structural problems of the ear itself.
Vision problems commonly include amblyopia (lazy eye), near- or farsightedness, and an
increased risk of cataracts. Regular evaluations by an audiologist and an ophthalmologist are
necessary to detect and correct any problems before they affect language and learning skills.
Other medical conditions that may occur more frequently in kids with DS include thyroid
problems, intestinal abnormalities, seizure disorders, respiratory problems, obesity, an
increased susceptibility to infection, and a higher risk of childhood leukemia. Upper neck
abnormalities are sometimes found and should be evaluated by a physician (these can be
detected by cervical spine X-rays). Fortunately, many of these conditions are treatable.
2.
Learning Disability
Learning disability (sometimes called a learning disorder or learning difficulty), is a
classification including several disorders in which a person has difficulty learning in a typical
manner, usually caused by an unknown factor or factors. The unknown factor is the disorder
that affects the brain's ability to receive and process information. This disorder can make it
problematic for a person to learn as quickly or in the same way as someone who isn't affected
by a learning disability. Learning disability is not indicative of intelligence level. Rather,
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people with a learning disability have trouble performing specific types of skills or
completing tasks if left to figure things out by themselves or if taught in conventional ways.
A learning disability cannot be cured or fixed. With the right support and intervention,
however, people with learning disabilities can succeed in school and go on to be successful
later in life.
3. Autistic
Autism is a disorder of neural development characterized by impaired social interaction and
communication, and by restricted and repetitive behavior. These signs all begin before a child
is three years old. Autism affects information processing in the brain by altering how nerve
cells and their synapses connect and organize; how this occurs is not well understood. The
two other autism spectrum disorders (ASD) are Asperger syndrome, which lacks delays in
cognitive development and language, and PDD-NOS, diagnosed when full criteria for the
other two disorders are not met.
Autism has a strong genetic basis, although the genetics of autism are complex and it is
unclear whether ASD is explained more by rare mutations, or by rare combinations of
common genetic variants. In rare cases, autism is strongly associated with agents that cause
birth defects. Controversies surround other proposed environmental causes, such as heavy
metals, pesticides or childhood vaccines; the vaccine hypotheses are biologically implausible
and lack convincing scientific evidence. The prevalence of autism is about 1–2 per 1,000
people; the prevalence of ASD is about 6 per 1,000, with about four times as many males as
females. The number of people diagnosed with autism has increased dramatically since the
1980s, partly due to changes in diagnostic practice; the question of whether actual prevalence
has increased is unresolved.
Parents usually notice signs in the first two years of their child's life. The signs usually
develop gradually, but some autistic children first develop more normally and then regress.
Although early behavioral or cognitive intervention can help autistic children gain self-care,
social, and communication skills, there is no known cure. Not many children with autism live
independently after reaching adulthood, though some become successful. An autistic culture
has developed, with some individuals seeking a cure and others believing autism should be
tolerated as a difference and not treated as a disorder.
4. Cerebral Palsy (CP)
Cerebral palsy refers to a group of disorders that affect a person's ability to move and to
maintain balance and posture. It is due to a non progressive brain abnormality, which means
that it does not get worse over time, though the exact symptoms can change over a person's
lifetime.
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People with cerebral palsy have damage to the part of the brain that controls muscle tone.
Muscle tone is the amount of resistance to movement in a muscle. It is what lets you keep
your body in a certain posture or position. For example, it lets you sit up straight and keep
your head up. Changes in muscle tone let you move. For example, to bring your hand to your
face, the tone in your biceps muscle at the front of your arm must increase while the tone in
the triceps muscle at the back of your arm must decrease. The tone in different muscle groups
must be balanced for you to move smoothly.
There are four main types of cerebral palsy - spastic, athetoid, ataxic, and mixed.
Spastic: People with spastic cerebral palsy have increased muscle tone. Their muscles are
stiff and their movements can be awkward. Seventy to eighty percent of people with cerebral
palsy have spasticity. Spastic cerebral palsy is usually described further by what parts of the
body are affected. In spastic diplegia, the main effect is found in both legs. In spastic
hemiplegia, one side of the person's body is affected. Spastic quadriplegia affects a person's
whole body (face, trunk, legs, and arms).
Athetoid or Dyskinetic: People with athetoid cerebral palsy have slow, writhing movements
that they cannot control. The movements usually affect a person's hands, arms, feet, and legs.
Sometimes the face and tongue are affected and the person has a hard time talking. Muscle
tone can change from day to day and can vary even during a single day. Ten to twenty
percent of people with cerebral palsy have the athetoid form of the condition.
Ataxic: People with ataxic cerebral palsy have problems with balance and depth perception.
They might be unsteady when they walk. They might have a hard time with quick movements
or movements that need a lot of control, like writing. They might have a hard time controlling
their hands or arms when they reach for something. People with ataxic cerebral palsy can
have increased or decreased muscle tone. Five to ten percent of people with cerebral palsy
have ataxia.
Mixed: Some people have more than one type of cerebral palsy. The most common pattern is
spasticity plus athetoid movements.
The symptoms of cerebral palsy vary from person to person. Symptoms can also change over
time. A person with severe cerebral palsy might not be able to walk and might need lifelong
care. A person with mild cerebral palsy, on the other hand, might walk a little awkwardly, but
might not need any special help.
People with cerebral palsy can have other disabilities as well. Examples of these conditions
include seizure disorders, vision impairment, hearing loss, and mental retardation.
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5. Spinal Cord Injury
What is a Spinal Cord Injury?
A Spinal Cord Injury (SCI) is typically defined as damage or trauma to the spinal cord that in
turn results in a loss or impaired function resulting in reduced mobility or feeling.
Typical common causes of damage to the spinal cord, are trauma (car/motorcycle accident,
gunshot, falls, sports injuries, etc), or disease (Transverse Myelitis, Polio, Spina Bifida,
Friedreich's Ataxia, etc.). The resulting damage to the spinal cord is known as a lesion, and
the paralysis is known as Quadriplegia or Quadraplegia / Tetraplegia if the injury is in the
Cervical (neck) region, or as Paraplegia if the injury is in the Thoracic, Lumbar or Sacral
region.
It is possible for someone to suffer a broken neck, or a broken back without becoming
paralyzed. This occurs when there is a fracture or dislocation of the vertebrae, but the spinal
cord has not been damaged.
What is a Complete and Incomplete Spinal Cord Injury?
There are typically two types of lesions associated with a spinal cord injury, these are known
as a complete spinal cord injury and an incomplete spinal cord injury. A complete type of
injury means the person is completely paralyzed below their lesion. Whereas an incomplete
injury, means only part of the spinal cord is damaged. A person with an incomplete injury
may have sensation below their lesion but no movement, or vice-versa. There are many types
of incomplete spinal cord injuries, and no two are the same.
What is Spinal Cord Injury Rehabilitation?
Someone with a spinal cord injury will have a long road of rehabilitation ahead of them,
usually at a Spinal Cord Injury Treatment Unit and Rehabilitation Centre or Spinal Injury
Unit, and it is important that they keep their sense of humor on their bad days to help them
maintain a positive attitude.
Generally, Paraplegics will be in hospital for around 5 months, whereas Quadriplegics can be
in hospital for around 6-8 months, whilst they undergo rehabilitation. Both Paraplegics and
Quadriplegics should have some kind of rehabilitation and physiotherapy before they are
discharged from hospital, to help maximize their potential, or help them get used to life in a
wheelchair, and to help teach techniques which make everyday life easier.
Disabled sports, and wheelchair based sports can be an excellent way to build stamina, and
help in rehabilitation by giving confidence and better social skills. The ultimate reward for
many disabled sportsmen and women is to win at the Paralympic Games, which will be
coming to London in 2012.
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SOME TIPS TO MAKE LIFE EASIER FOR VOLUNTEER
TIPS 1
ASSISTING A WHEELCHAIR USER
Many people need and depend on wheelchairs to go about: Because of injury, illness or disabilities
 They may not be able to go around without a wheelchair or by themselves
Wheelchairs provide mobility so people can







Live as independent as possible
Work or go to school
Go on holiday
Exercise and enjoy the outdoors
Attend the theatre
Get around in shops
Maneuvers in crowds, traffics, etc
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WHY LEARN
USER?
ABOUT
ASSISTING
A
WHEELCHAIR
(Because someone you know may need your help!)
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BEFORE YOU GIVE HELP
TALK WITH THE WHEELCHAIR USER
LEARN HOW TO USE THE WHEELCHAIR
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KNOW HOW TO FOLD,
UNFOLD AND STOW THE WHEELCHAIR
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SOME SAFETY GUIDELINES
(Remember, the wheelchair user’s comfort and safety depends on
you. ALWAYS)
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GETTING UP KERBS SAFELY
(Look for a ramp, which can save you from having to tip
the chair. If a ramp isn’t handy )
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GETTING DOWN KERBS SAFELY
(Again, look for a ramp. If a ramp isn’t handy)
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GOING UP STAIRS SAFELY
(Use a lift if one is available. If not ask for help.)
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GOING DOWN STAIRS SAFELY
(Use a lift or ask for help)
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Tips 2
TRANSFERRING AND LIFTING SAFELY
** Its best for the wheelchair user to learn to move unaided if possible**
Instructions
Lifting is a common cause of low back injury that is often preventable. Sticking to the
following principles can minimize the injury risk:
Eliminate obstacle






The need to lift objects below the knee or above shoulder height. Rearrange the
workplace or home so that heavy items that are likely to be lifted often are stored at
waist height.
The distance that the load is from the body.
The weight of the object. If possible break up into smaller portions.
The number of times of lifting. Injury is more likely to occur when fatigued.
The distance the weight is to be carried. Ensure that the path is free from obstacles.
The speed of the lift.
Some hints:






Does the left need to occur in the first place
Eliminate any unnecessary lifting.
Can a piece of equipment such as a trolley be used to assist the lift?
Make sure bed, wheelchair, chair etc are stable
Consider removing armrest and using a sliding board over the wheel
Non slip shoes/slippers for patient and the volunteer
A second person to assist if patient's weight is greater than your own or patient can
assist minimally
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1. One Person Lift
**Get as close
To the weight as close as possible.
 Keep feet wide apart to improve stability
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** Keep your back straight


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Slightly arched. Bend your knees and reach under his or her arm.
Bend from the hips and knees not from the waist, maintaining the natural curve of the lower back.
2. One Person Lift – When he / she are weak
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3. Two Person Lift
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4. The Through Arm Lifting
o This enables two persons, one on
either side, to parcel up the patient
more effectively by holding him
forward in a sitting position with the
Through Arm Grip.
o They place one knee on the bed and face
the bottom of the bed.
o With their other hands they grasp the
handling sling placed under his thighs and
lift the patient back towards them, sitting
back on their heels as they do so.
o During emergency, when the carer is on her
Own, the Through-Arm Lift can be used.
She squat on kneels with one knee on the
Bed and with the other foot on the floor as
Shown. Lift by strengthening her knees.
The patient mat help by pushing down
onto his/her heels
5. The Draw- Sheet Lift
When not possible to use shoulder lift, 2
carer may be able to lift patient using a
draw sheet or specially inserted sheet.
It should be under the patient from thorax
to mid thigh. The carer grasp the upper
corner of the draw sheet helping the patient
into sitting position and they grasp the
lower corner of the draw sheet helping the
patient is moved up the bed in short stages
6. The Two Sing Lift
When patient is heavy and not suitable for
Shoulder lift. 2 patient handling slings can
be used. One is placed under the patient’s
thigh and one just below the his shoulder
blades
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Tips 3
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TIPS 4
DIY TRANSFER
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TIPS 5
FEEDING
 Name the food being offered.
 If the person plays with food, limit the choices being offered. (Playing with food occurs
because a person is confused and unable to make choices.)
 Check the temperature of the food often.
 Be gentle with forks and spoons. (A rubber-tipped baby spoon may be helpful.)
 Feed at a steady pace, alternating food with drink.
 Remove a spoon from the person's mouth very slowly. If the person clenches the spoon,
let go of it and wait for the jaw to relax.
 Give simple instructions such as "Open your mouth," "Move your tongue," "Now
swallow."
 If the person spits food out, try feeding later.
 If the person refuses food, provide a drink and return in 10 minutes with the food tray.
 Between meals, provide a nourishing snack, such as stewed fruit, tapioca pudding, or
finger foods.
NOTE: Difficulty in swallowing can cause food or liquids to be taken into the lungs, which
can lead to pneumonia. Reduce the chance of food entering the lungs by keeping the person
upright for at least 30 minutes after a meal.
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TIPS 6
WORKING WITH
DISABILITY
PEOPLE
WITH
A
LEARNING
The form a learning disability takes will be unique to the individual and having a learning
disability is not the same as having a mental illness.
 Never underestimate or place limits on what a person can do or understand.
 Treat and talk to people by their age and not their apparent level of ability.
 Language should be kept simple but appropriate, do not use jargon.
 Give extra time for learning and processing of information.
 You may need to repeat information in a variety of ways to ensure understanding.
 Speak to the person concerned – not the person who may be assisting them.
 Pictures can speak a thousand words. Do not just rely on the spoken word. Use photos,
symbols or objects to explain your point more clearly.
 Don’t talk quickly.
 Try not to work with people with learning disabilities in crowded spaces. Keep the
environment calm.
 Keep noise levels to a minimum.
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