Camp of the Heart at Hartman Center A United Church of Christ Conference, Camp and Retreat Center Milroy, Pennsylvania My name is Kara Druckenmiller. I’ve been a special education teacher for four years. During college, I worked at Hartman Center as a counselor and met a family that had several children, one of whom was autistic and mildly mentally retarded. He always wanted to stay when his brother and sister came to camp, but never could. It was my inspiration and motivation to try and make it so he could come to camp. So three years ago this summer, I started the first summer camp at Hartman Center for special needs individuals from ages seven to adult. The campers had various disabilities including autism, Down’s syndrome, mental retardation, some physical handicaps and other various disorders. The maximum number of campers was 12. Campers were allowed to bring a family member or caretaker if they wished. If not we had volunteers, enough for one-to-one companionship. We also had our own nurse who went everywhere with the camp. We stayed in a handicap-accessible building, where we slept, had Bible/study time and sang songs. We went to the dining hall, which is accessible, to eat breakfast, lunch and dinner with the other campers from various other themed camps, that is, hiking camp, junior camp, junior high camp and family camp. We also went fishing. To get out to the pond, which is quite a distance, some of the campers walked, while others were driven in the camp’s golf cart. We went on hayrides. We swam, did crafts, participated in the talent show, cookout, had campfires, played games and enjoyed many other activities. Bible studies included a scavenger hunt looking for various nature things: flower, sticks, pine cone, rock, etc. We then talked about how these items represent God and how we could see God and Jesus in nature. Campers, volunteers, camp staff and other campers from other camps involved with Camp of the Heart have said how much it has changed them, how much fun they had and how rejuvenated they felt in mind and spirit after camp. This camp is rewarding for those who are involved. Camp of the Heart is the perfect name for it because the camp is just that. Everybody shares a piece of their hearts, as well as a piece of God because God shines through us all. Campers have returned consecutive years. More and more interest is being gained to join Camp of the Heart. What an awesome ministry for the campers and for the volunteers.

Anyone with information for Mike Howard is invited to contact him at 208-880-1902. Dear Friends, At Blazing Hope Youth Ranch we have a 4 year old with no arms or hands and a 5 year old with only arms that work-hands are non-functioning. Do you know of people with these disabilities who ride or who have ridden in the past? Is there any literature or pictures we could provide these Children? Thank you, Mike Howard of Blazing Hope in Nampa, Idaho.

A Weekend Retreat Based on Jewel Shuey's "Easter Lilies in November" [See "Easter Lilies" below.] INTRODUCTION This retreat must be held in genuinely accessible space-even if no one appears to need it. If you have questions about what accessible space requires, please contact the UCC Disabilities Ministries at 216.736.3838. All materials you send out and use at the retreat should be printed in 14-point print. FRIDAY EVENING Gather participants with food, either the evening meal or a simple "come off the road" snack. Be sure to include a welcoming grace. OPENING WORSHIP Opening Prayer We gather here this evening to worship you, O Holy One. We gather as women, created in your image, to know you and your will better. We gather to laugh and learn, and to be your faithful servants. Help us to do all these things as we see your face in our faces, and your miracles in everyday life. We ask all this in the name of Jesus, the Christ. Amen. Hymn "How Great Thou Art" is suggested by Jewel Shuey, the essay writer. The hymn can be found in the Methodist and Presbyterian hymnals. "Bring Many Names," 11 in The New Century Hymnal, is another choice. Scripture Reading Psalm 139 (one woman will read aloud, but have copies for all). Reflection Each person will reflect in silence on the entire Psalm or whatever portion caught one's attention (10 minutes). Community Building (Break into groups, 5-10 in number, depending on size of entire retreat group.) Reread Psalm 139. Ask each woman to share the phrase, section, or word that struck her as significant, interesting, or meaningful. Go around slowly, value what each has to say, do not challenge or debate, just live with each response. As a group, "rewrite" the Psalm in modern English based on what the group has heard. Read the "new Psalm" to the larger group. Post the "new Psalm" on the wall for the weekend. SATURDAY MORNING 8-9 a.m. Breakfast 9:15-10:15 a.m. Distribute copies of Jewel Shuey's essay, "Easter Lilies in November."* Have one woman read the essay aloud (make sure she has a copy prior to reading it in the group). Break into small groups and discuss: l. The essay itself 2. A time of trial each woman has experienced-was jewel's essay helpful? realistic? encouraging? discouraging? 10:15-10:30 a.m. Break 10:30 a.m.-noon Discussion (small groups-same or new) Discuss what you know about disability-your own or others, accessibility, welcoming people with disabilities.: Use selected essays from the entire "Women's Mosaic Series" packet-at least two to a group. Read the essay aloud, use the suggested questions for each one. Reflect on what each writer is saying. Suggestion: Do not use Doris Powell's essay at this time. Noon-1:00 p.m. Lunch SATURDAY AFTERNOON This is a spiritual retreat, so retreat. Walk, talk, nap, pray. Take time for yourself If you keep reading Genesis 1:26 and on, you will see that even God rests! SATURDAY EVENING 5:30-6:30 p.m. Dinner 6:45-9:00 p.m. Program We, who are active in the church, often do a lot of praising of God and that is very fine. There is a lot for which to praise God. Yet, we sometimes forget to lament. Lamenting is a time-honored way of communicating (see the Book of Lamentations ... read a little aloud) with God. Read Doris Powell's essay "Treasure in Earthen Vessels:" You might listen to selected pieces of "blues" tunes ... ask a member of the group ahead of the retreat to suggest some ... play music quietly in the background as you talk. As a group, or in small groups, answer the questions and do all or some of the suggested activities Doris Powell suggests at the end of her essay. Homework assignment: after you return to your room, write a lament to God. You may, or may not, wish to share it with someone else tomorrow. Write a lament and reflect on how you feel about what you said to God. SUNDAY MORNING 8:45-9:30 a.m. Breakfast 9:45 a.m. Worship Call to Worship Leader: Where can we go from your spirit? Where can we flee from your presence? People: It was you who formed my innermost parts; you knit me together in my mother's womb. Leader: We are fearfully and wonderfully made, wonderful are your works. People: In your book were written all the days formed for me when none of them yet existed. Leader: We come into this sacred space with joy. Prayer of Confession Holy One, we confess that we come to worship with bias and prejudice and ignorance. We are sorry. We will risk learning and changing. We will risk asking difficult questions. Please forgive us and help us to see you in all the wonderfully and fearfully made people of this world. Assurance of Pardon Leader: Be assured, beloved people of God, we/you are a forgiven people. Now go a new way. People: Thank you. Amen! Hymn "We Yearn, O Christ, for Wholeness" 179 TNCH Meditation Ask, in advance, three women to be prepared to respond to the work you have done together this weekend. Each woman should talk for about five to seven minutes. Prayers of the People Ask for three volunteers to pray. Ask for prayers from the group. Conclude with the Lord's Prayer. Hymn "Called as Partners in Christ's Service" 495 TNCH Benediction (with all gathered in a circle, holding hands) Go, my sisters, go in God's glory, just as you are. Go reflecting the image of God. Go as a woman who is welcome in God's world and welcoming to all of God's children. Invocation How great thou are, my God. We bring you praise as we begin to work together, as we read this essay, and look for you in our lives. Open our hearts to see our lives in the lives of others. Help our interconnectedness lighten our burdens, make paths easier for others, and be the people you wish us to be. How great you are, our God. Amen. PSALM 139, 46:10; PROVERBS 2:1-11; JEREMIAH 28:11-13; ISAIAH 61:1-2; COLOSSIANS 1:15-20 Meditation *"Easter Lilies in November" THE FOLIAGE IN NEW ENGLAND has been exceptionally beautiful and long lasting; perhaps God knew we needed it. After several nights with temperatures below freezing, the summer flowers and most of the fall flowers are gone. Only a few precious, colorful leaves remain. Winter is almost here. Oh, what that cold weather does to my hurting body, mind, and soul. I live with chronic pain, depression, fibromyaliga, cluster headaches, and several other health conditions. The first accident/collision was almost twenty-one years ago, only nine months after my marriage to my husband, Merlin, and my move from Alabama to Connecticut. I was a widow when I met Merlin. My late husband died of a heart attack, kissing me good night. Over the years I have lived with and struggled with disabilities. My Creator, my Messiah, has given me strength and inherent power to start and stay involved with the disability community. Many women, young and old, able-bodied and disabled, have inspired me to have hope in today and tomorrow. Some days the pain is so overpowering that I can't get out of bed. I know God is there, but I ask "where?" I just pray, pray, cry, moan, and even laugh. Sometimes laughter is the only medicine. Bernie S. Siegel, M.D., in his book, Love, Medicine, and Miracles: Lessons Learned about Self-healing from a Surgeon's Experience with Exceptional Patients (New York: Harper and Row, 1986) reminds me of this natural, God-given healing power. That fall, when Merlin was diagnosed with, perhaps, a fatal heart condition, I cried out "Where are you my God? Remind me you are with me, in the depth of despair, as I fall to pieces, again and again. But, with the mortar of your love and peace, you give me a beautiful piece of your love and joy." As I open my door to view a magnificent sunrise, there in my garden is an Easter lily with, not one, but two, beautiful white blossoms! How great thou art, my Creator and salvation! I am blessed. I had a Christian heritage. I have a ministry and I know that God has plans for me. I am blessed with a loving husband, a mother, a mother-in-law (my father and father-in-law lived into their eighth decade), two sisters, a large extended family and many good friends. Oh, how I give thanks! I gave birth to three beautiful daughters. I inherited another beautiful daughter and handsome twin sons when I married their father. I also have two beautiful stepdaughters from a past marriage. In my life today, I also have nine babies, my grandchildren, ages three through eighteen years. They are all pieces of me, all pieces of you, my Creator. Help me to remember you formed each one. I worry about the daughter with diabetes, the daughter who may have MS, the daughter whose only son has a traumatic brain injury; my man-child, and my teenaged grandsons, whose father chose not to see them and be part of their lives. Why can't I trust you, my God, with all the hurts each one will suffer in the world? For each question, I do not have the answers. I want to protect and hold my children close. I remember this and am reminded by many others, including the Rev. Robert Schuller, that "life's not fair, but God is good:" I know and believe this is true. But what I want for each one is to know your love and salvation for eternal life. I praise you and thank you for the miracle of life. For the wonderful way you made us, so whole, so perfect, in your image, for the treasure of love and forever. I feel so fragmented, so broken into so many pieces. How I hate the pain; always the pain. Is pain my enemy? Is fatigue my enemy? I feel so weary, so tired all the way into the future. My body, my spirit, my mind will not cooperate. This is not a pretty sight. Where am I? Who am I? When will I be (find) me? How can I bring the good news to the oppressed? When I can't get out of bed, out of my house? Are these my adversaries? Your adversaries? I will triumph! The power of love. You, my God, my Creator, made me in your image. I look again, inside and outside of my body, my spirit, my soul. I am perfect. I am whole. In the middle of the darkest night, the son, your son shines. I am your child. Years ago, on a visit to Israel with a study group of persons with disabilities, I remember seeing a dirty, mosaic floor that was built thousands of years ago. When we splashed small amounts of water on it, the stones looked new, beautiful, and magnificent beyond words. I, we, are just like that floor, each piece, the power of one, put together, by the mortar of God's love and Son shine from our Creator. A sight to behold! I have always thought of me, all of me, in many pieces! These pieces are held together with the mortar of God's love. I share the view of the Rev. Harold H. Wilke in his book, Angels on My Shoulders and Muses at My Side (Nashville, Tenn.: Abingdon, 1999). There are many ways God can put together the pieces of our lives. Wilke, a good friend to many of us, was born without arms. He has lived a rich, long life in his eight decades plus of life. He has served as a minister in the United Church of Christ; he is a husband, a father, and a lifelong advocate with and for people with disabilities. Wilke's life is an example of God's power in the world to overcome obstacles and transform the pieces of one's life into a masterpiece. In celebration of women from ancient times through modern times, I give praise and thanks to God the Creator, Redeemer, and Sustainer. We are each a piece of the beauty, excellence, and wholeness of Her creation. We are God's own masterpiece. WE102 Designed and printed by United Church Resources, Local Church Ministries Women's Mosaic Series 2002 UCC Women's Resource Margaret (Peg) Slater, Editor WE102 Designed and printed by United Church Resources, Local Church Ministries

This access guide is a comprehensive resource, enabling persons with disabilities to participate in the life of the church. Please share this with members of your denominations, organizations and networks. This document may be reproduced in any format. Identify the source by stating, “This Equal Access Guide was prepared by the National Council of the Churches of Christ in the USA Committee on Disabilities.” PDF Version COMMITTEE ON DISABILITIES National Council of the Churches of Christ in the USA NCCCUSA COMMITTEE ON DISABILITIES Equal Access Guide  2004 National Council of the Churches of Christ in the USA Education and Leadership Ministries Commission Committee on Disabilities 475 Riverside Drive• Suite 812; New York, NY 10115 Phone 212.870.2267 • Fax 212.870.3112 About the NCCCUSA Committee on Disabilities: The committee is comprised of representatives from churches and organizations. Committee members have direct experience of disabilities. This access guide is a comprehensive resource, enabling persons with disabilities to participate in the life of the church. Please share this with members of your denominations, organizations and networks. Chief Editors: Linda Jean H. Larson, M.A.T. NCCCUSA Committee on Disabilities Contracted Staff The Reverend Garland F. Pierce, Associate Director NCCCUSA Education and Leadership Ministries Commission The Reverend Patrice L. Rosner, NCCCUSA Associate General Secretary for Education Director, Education and Leadership Ministries Commission All scripture quotations, unless otherwise indicated, are from the New Revised Standard Version Bible, copyright 1989, Division of Christian Education of the National Council of the Churches of Christ in the USA. Used by permission. INTRODUCTION TO ACCESS GUIDE The National Council of the Churches of Christ in the USA Committee on Disabilities created this Equal Access Guide for Meetings, Conferences, Large Assemblies and Worship for use in planning your next meeting, conference, large assembly, or worship within your denomination or organization. Whenever and wherever we gather, it is the sincere hope that we all take heed of the mandate from the book of Isaiah, “enlarge the size of our tent” to include the entire Body of Christ in all our activities. (Isaiah 54:2) This book is a guide to accessibility that benefits all of us. We encourage you to use this guide when planning all activities. We realize that in this guide, we have set the ideal. We invite you to consider, “Does our invitation and planning have integrity? Are we inclusive of everyone who wishes to participate?” The outline of this book begins from the time you start to plan to the end of your meeting, conference, large assembly or worship and continues with an on-site walk through hotel and meeting facilities. It then addresses large assemblies, presenters, and worship and ends with a statement on etiquette. The final page acknowledges the Evangelical Lutheran Church in America and its Accessibility Guide and the members of the NCCCUSA Committee on Disabilities who edited this guide. Use this guide often; use it well; and, may God bless your work. For further help, please contact the National Council of the Churches of Christ in the USA; Education and Leadership Ministries Commission; 475 Riverside Drive, Ste. 812; New York, NY 10115; phone: 212-870-2267; fax: (212) 870-3112; www.ncccusa.org/elmc. NCCCUSA Committee on Disabilities Table of Contents Introduction to the Guidelines iii National Council of Churches, USA Policy Statement on Disabilities, the Body of Christ and the Wholeness of Society 1 Getting Started 4 Registration Form 6 Accommodations Budget 7 Local Arrangements 9 On-site Walkthrough 10 Hotel Accommodations 13 Dining Facilities 15 Meeting Facilities 16 Large Assemblies 19 Worship 22 Presenters 23 Etiquette 24 Acknowledgements 26 National Council of Churches Policy Statement on Disabilities, the Body of Christ, and the Wholeness of Society “Indeed, the body does not consist of one member but of many” 1 Corinthians 12:14 One in five Americans lives with impairment that significantly limits one or more major life activities. Virtually everyone will live with a disability at some time in life. Concepts of justice for people with disabilities have evolved beyond paternalism toward the ideals of full participation and inclusion in all aspects of life. Disability rights and self-advocacy movements have emerged. At the national level, landmark laws such as the Rehabilitation Act, The Individuals with Disabilities Education Act (IDEA), and the Americans with Disabilities Act (ADA) seek to assure the same rights to people with disabilities that are guaranteed to all other people in our society. The religious community also has taken a number of initiatives. Beginning in 1958 and as recently as 1995, the NCCC has affirmed its belief in the dignity and worth of all people, including those of us with disabilities. Most NCCC member communions have issued statements calling for the full inclusion of people with disabilities in all aspects of church life. In spite of these efforts, attitudinal, communication, and architectural barriers remain. The church has served as a point of entry for marginalized individuals into the mainstream of society. Now the time has come for the NCCC to reaffirm and broaden its commitment to people with disabilities. This policy rests upon four theological principles: 1. All people are created in the image of God. Then God said, “Let us make humankind in our image...” Genesis 1:26 God creates all human beings in the divine image or likeness. This image is not a measurable characteristic or set of characteristics. God’s image is reflected uniquely in each person. 2. All people are called by God. “For we are what (God) has made us, created in Christ Jesus for good works, which God prepared beforehand to be our way of life.” Ephesians 2:10 God calls all human beings to express the divine image through their unique characteristics. Each person’s characteristics, including disabilities, are inseparable and valuable features of the unique, indivisible person. 3. All people have spiritual gifts. “Now there are a varieties of gifts, but the same spirit” 1 Corinthians 12:4 God supplies all human beings with the unique gifts needed to obey the divine call. The gifts God has given each person are needed by all other people, and no one is dispensable or unnecessary. 4. All people are invited to participate in God’s ministry. “To each is given the manifestation of the Spirit for the common good” 1 Corinthians 12:7 God invites all human beings to rely on and to participate in the ministry of the church. God continually empowers each member of the Body of Christ to reflect the divine image in ways that will serve and benefit the church and the broader community. Implication In the light of these theological principles, it is the witness of the NCCC that all human beings, including those with disabilities, are entitled by God to the rights in church and society implied in the divine call. These rights include a life of dignity and respect such as access to education, health care, useful work, recreation, as well as the right to friendship, spiritual nurture, freedom and self-expression. The rights of each person, including people with disabilities, are equal to and balanced by the rights of others. We believe the human community in all its forms is accountable to God to protect these civil human rights. God requires the church to give spiritual and moral leadership to society in protecting these rights. The church must exercise its leadership by its public preaching and teaching, but even more by its example as an inclusive community of faith, using the gifts of all its members. “Now there are varieties of gifts but the same Spirit, and there are varieties of services, but the same Lord” 1 Corinthians 12: 4-5 Reference NCCCUSA Human Rights: The Fulfillment of Life in the Social Order (Adopted by the General Board, November 17, 1995) Approved by the NCCCUSA National Ministries Unit, May, 1997 Getting Started Four important items anyone serious about inclusion issues should keep in mind in planning a meeting, conference or large gathering. 1. CONSULT with people who have physical, sensory and mental disabilities. They are your best source for knowing the needs of the people who will be attending these meetings, conferences, large gatherings and worship. Also, consult with individuals who work with persons with disabilities. MOBILITY ISSUES: ramps to buildings and lectern, elevators, unisex public bathroom for persons with an attendant, accessible bathroom with roll-in shower, wheelchair accessible van or bus, tables that can accommodate a person in awheelchair, turn ratios in dining rooms, tables that accommodate a wheelchair user, work dog, volunteer assistants. DEAF COMMUNITY/HARD OF HEARING ISSUES: note taker, listening devices, real-time captioning, closed captioned TV, open captioned TV, sign language interpreter, TTY, material on CD-Rom, fire alarm with flash. VISION ISSUES: large print materials, Braille, material on audiotape, TV with audio descriptive voice, fire alarm with sound, work dog. CHEMICAL/ENVIRONMENTAL SENSITIVITY ISSUES: no fluorescent lights, use of refrigerator, fragrance free (filters on furnace and air conditioning units, no scented candles, soaps, detergents, cleansing supplies, air fresheners, facial tissues or potpourri). INTELLECTUAL DISABILITY ISSUES: buddies, workshop track, presentation addressing visual, audio and kinesthetic learning styles, express abstract concepts in a concrete manner, social activities, inclusion in worship and administrative functions. Also, consult with care providers. 2. SITE VISIT: Try to see the location through the eyes of persons with disabilities. Nothing will be as effective as envisioning the barriers that persons with disabilities could encounter at the event. Walk through the program both in your mind and physically. If more than one site is being used for an event, drive or walk the route between sites to make sure that no barriers have been overlooked. 3. REGISTRATION FORM: Make sure there is an area on the registration form to indicate accommodations that are needed. When accommodations are indicated, the registrant should be contacted by the event planner(s). 4. IDENTIFICATION OF EVENT PERSONNEL: Have a color-coded name badge system. Differentiate between hosts/hostesses, registration workers, volunteer aides, presenters, planning committee members, etc. *Keep in mind that all accommodations are considered on an as-needed basis. Registration Form When creating a registration form, consider asking the registrants to provide the following information: • Accommodations needed during flight • Accommodations needed to arrive at hotel/conference site • Accommodations needed to register at the hotel/conference • Accommodations needed during the meeting (note-taker, sign language interpreter, listening device, large-print, Braille, material on CD Rom/audiotape, TTY, ramp up to the lectern, no fluorescent lights, refrigerator, wheel-chair accessible bathroom, unisex bathroom, real time captioning, closed captioning, and audio descriptive) • Accommodations needed in the hotel room [refrigerator, TTY, fire alarm with sound, fragrance free (filters on furnace and air conditioning units, no scented candles, soaps, detergents, cleansing supplies, air fresheners, facial tissues or potpourri), wheelchair accessible bathroom, roll-in shower, no fluorescent lights, close captioned TV] • Dietary Restrictions • Chemical Sensitivities (no scented candles, soaps, detergents, cleansing products, air fresheners, facial tissues, or potpourri) • Accommodations needed for transportation to and from hotel, conference meeting, and different meeting rooms And, of course, the usual contact information so that the registrant can be contacted to discuss the meeting accommodations further: Name, Address, Email, Day Phone, Evening Phone Accommodations Budget FACILITY ACCOMMODATIONS: Determine to what extent the facility will be responsible for providing adequate wheelchairs, listening devices etc., as you project your accommodation needs for your meeting/assembly. FUNDING: There needs to be a budget within the organization or denomination responsible for this event. Monies can be sought through individuals, individual congregations, as a specific giving from Sunday school classes, youth groups, women’s organizations, foundations, etc. Often disability organizations or congregations will loan equipment free of charge (scooters, wheelchairs, wheelchair accessible vans). BUDGET ITEMS WHEELCHAIR AND SCOOTER RENTAL: Know which local disability organizations or congregations will loan equipment free of charge (scooters, wheelchairs, wheelchair accessible vans). SIGN-LANGUAGE INTERPRETERS: Provide funding for interpreters as needed. Use qualified, professional interpreters who are trained in the preferred communication style (sign language, exact sign, and cued speech). Use a local interpreters agency whenever possible. Interpreters are often available through your local community college or universities. There are adequate number of interpreters for worship, meetings, meals, and social events. SCHOLARSHIPS AND GRANTS: Budget for travel and hotel costs for an assistant as needed. Perhaps scholarships can be given. Budget for the unexpected, especially for traveling around the site(s). THE UNEXPECTED: For every person who provided early information of accommodation needs for traveling around the site there will be others who will request a wheelchair or scooter once they have arrived and traveled to and from meeting rooms, dining facilities, and hotel. Local Arrangements Form/appoint a local arrangements committee, made up of persons with diverse disabilities, to handle all accommodations. AIRLINES: Learn which airlines do the best job accommodating persons with disabilities. Assign someone to work with persons with disabilities on making travel arrangements (Airline, hotel arrangements, car rental, taxi, bus, and vans). ACCESSIBLE TAXI & VANS: Learn where and exactly how many wheel-chair accessible vans/taxis are available for use in the city where the event is held and what the cost is. Know the rental costs of accessible vans during the duration of the event. Know what special licensing might be needed to drive a van. LOCAL ACCESSIBLE SITES/LOCATIONS: Find/create a local booklet on accessible accommodations within the city and surrounding area where your event is being held. To defray costs of printing this booklet, seek advertising from local hotels, restaurants, theatres that are accessible. Also, have these copies as part of the packet of information that participants and presenters with disabilities receive. To help defray some of the costs of accommodation, have extra copies available for a donation for all participants. On-site Walk Through Outside PARKING lots at all buildings are well lit. PARKING STALLS are visibly marked and reserved for people with disabilities. Added accessible parking may be necessary. ACCESSIBLE ROUTE with curb cuts exists from the parking lot to the accessible entrance. ACCESSIBLE ENTRANCES are clearly marked by the international symbol of accessibility. RAMPS with a slope of no greater than 1” rise in 12’ and a width of no less than 36” are easily seen. Ramps are equipped with handrails. There are level landings at the top and bottom of the ramp. DOORWAYS have a clear opening of 32” or more. Doors are automatic or have levers or push handles. CORRIDORS are at least 36” wide; 60” wide is preferred if there is two-way traffic. Wall mounted objects do not project into accessible corridor. Inside COUNTER/REGISTRATION TABLE has a space that is wheelchair height (between 28“ and 34“off the floor). SIGNAGE is in Braille and large-print and is wheel-chair height. WATER FOUNTAINS, at least one water fountain on every floor in every building is wheelchair accessible. If not, a supply of paper cups is mounted next to the fountain. TELEPHONES are available in an accessible area of all buildings and are at an appropriate height for wheelchairs. Phones should have a volume control. TTY’s are also available in the same area. ELEVATORS, if more than one floor in any building is used, there must be an elevator or wheelchair lift available. ELEVATOR or LIFT CAB is large enough to accommodate a wheelchair. Call buttons and panel buttons should be within reach of a person in a wheelchair. They should also be in Braille. Elevators should have an audible signal. Directions for elevators, other equipment and locations throughout the building(s) are written in Braille and large print. STAIRS have handrails in all buildings. FIRE ALARMS are mounted to accommodate a person in a wheelchair. Alarms should have flashing lights as well as sound. Flashing lights may cause seizures. PUBLIC RESTROOMS, ideally, there is at least on wheelchair accessible bathroom on each floor of the buildings available to event participants. There are grab bars on each side of the accessible toilet. There is a turning space of at least 5’x5’ in the restroom stalls. The sink has 29” clearance from the floor to the bottom of the sink. Pipes are wrapped. Towel dispensers are no higher than 40” from the floor. EXITS with ramps are available in case of fire. EVENT WITH MULTIPLE SITES: When more than one building is being used for an event, accessible transportation between sites needs to be arranged. Transportation within each building should be arranged (scooters, wheelchairs, volunteers to assist). Include personal assistants and interpreters for the estimated number of participants. Provide grants for these two categories if the cost is prohibitive for the participant. Include their registration fees with the registration fees of the person they are assisting or provide the assistant with reduced fees. Hotel Accommodations *Refer to pages 11 & 12. Check Signage* Check Corridors* Check Doorways* Check Ramps* Check Fire Alarms* Check Phones, TTYs* Are work dogs are welcome? (They should not be refused. It’s the law that dogs must be allowed). Dog runs are available in the hotel and convention center/meeting site (or an area near an outside entrance at both sites). Mobility Issues Check ice machines Accessible laundry facilities, workout facilities, pool, or sauna Check accessible bathrooms*, including roll in shower/transfer accessible bathtub Accessible electrical outlets and closet rods are at an appropriate height in guest rooms Check for adequate turn around space* Hearing/Deaf Issues Check televisions for closed captioning, especially if the television provides information such as food menus, schedules, airplane flights, etc. Rooms are equipped with beds, which vibrate, visual alarms and indicators. TTY available in room. Vision Issues Are there any TVs that have audio description availability? Familiarize participants who have a vision loss or who are blind with the site by explaining the layout and walking through the hotel and their room with them. Chemical Sensitivity Issues Check rooms for environmental sensitivity* No fluorescent lights Dietary Issues Check with food service to insure that dietary restrictions are accommodated Check to see if rooms can have a refrigerator. If not, where can medications be stored? Intellectual Disability Issues Clear and simple signs for directions and use of facility Need information about dining times Provide wake-up calls *Refer to pages 11 & 12. Dining Facilities Check signage* Check corridors* Check doorways* Check ramps* Check fire alarms* Check drinking fountains* Check phones, TTYs* Check accessible bathrooms* Check elevators* Check counter height for wheelchair accessibility.* Check turn around space.* Check table height.* Avoid buffet lines or provide assistance with carrying food. Check menu displays for large print/Braille, or have someone available to read the menu to a participant. Allow working dogs in the facility. Check before every meal that all dietary needs have been met. Be aware of food allergies, for example, gluten, corn, milk, nuts. Ask the participant how arrangements can be made to answer his or her needs. Have a sign language interpreter available. *Refer to pages 12 & 13. Meeting Facilities Welcome each attendee. Do not put anyone on the spot. At the same time, ensure assistance is available. Design exhibits so that they may be touched or heard. Leave adequate wheelchair space to maneuver around and through the exhibits. Check signage* Check corridors* Check doorways* Check ramps* Check fire alarms* Check drinking fountains* Check phones, TTYs* Check accessible bathrooms* Check elevators* Check registration desk height* Check for chemical sensitivities* Check for fluorescent lighting* Presenters’ Materials Have all materials in alternative formats. Have photocopies of transparencies or slides available upon request. Written materials should be available in Braille, on CD-Rom, audiotape or large print on request. Video materials should have close or open captioning as well as audio descriptive. If audio description is not available, have a qualified volunteer do it. If captioning is not available, have a printed script available. Slides are completely legible, with large print (16 point in black on off-white paper) and sharp, contrasting colors. There is adequate time for the audience to read the visual aids. All materials are delivered orally as well as in written form. *Refer to pages 12 & 13. Hearing/Deaf Issues Use one interpreter if the meeting will last less than one and a half hours. Use two interpreters when the meeting lasts longer than one and a half hours. Place the interpreter as close to the speaker as possible. When there are multiple speakers sitting at a table, place the interpreter across from the person(s) who is (are) deaf or hard of hearing. Seat participants using a Sign Language interpreter near the front. The interpreter is in an area that can be easily seen by the participants who are deaf. Limit to twenty minutes the time an interpreter must interpret. Then have a five-minute break. When two interpreters are used, rotate every twenty minutes. Use real time captioning. Use a good quality sound system. Make necessary adjustments to the sound system for those participants who use it. Make available listening devices for participants who are hard of hearing for all meetings. Eliminate background noise to the greatest extent possible. Mobility Issues Tabletop height is between 28” and 34” above the floor, 32” width. There is seating space with extra legroom for people with crutches, walkers, braces or casts. Adequate space for wheelchairs at conference tables is provided. This space should be in the same location as other participants. Adequate space for work dogs is provided. Vision Issues All meeting rooms are well lighted with adjustable lighting. Offer to help participants with vision loss or those who request it, find a seat. Have a staff member or volunteer available to take notes during the presentation, allowing the participant to focus on the speaker and interpreter. Have a staff member or volunteer available to sit with the participant and describe the presentations, if the participant requests it. Intellectual Disability Issues Encourage all the workshops/events to express the abstract as concretely as possible. Use language that is easily understood by all. Use methods that enable audio, visual and kinesthetic learning. Large Assemblies Design exhibits so that they may be touched or heard. Leave adequate wheelchair space to maneuver around and through the exhibits. Check signage* Check corridors* Check doorways* Check ramps* Check fire alarms* Check drinking fountains* Check phones, TTYs* Check accessible bathrooms* Check elevators* Check registration desk height* Check for chemical sensitivities* Check for fluorescent lighting* Materials: Have all materials in alternative formats. Have photocopies of transparencies or slides available upon request. Written materials should be available in Braille, on CD-Rom, audiotape or large print (16 point, in black on off-white paper) on request. Video materials should have closed or open captioning as well as audio descriptive. If audio description is not available, have a qualified volunteer do it. If captioning is not available, have a printed script available. Slides: Slides are completely legible, with large print and sharp, contrasting colors. There is adequate time for the audience to read the visual aids. All materials are delivered orally as well as in written form. *Refer to pages 12 & 13. Sign Language Interpreters Use one interpreter if the meeting will last less than one and a half hours. Use two interpreters when the meeting lasts longer than one and a half hours. Place the interpreter as close to the speaker as possible. When there are multiple speakers sitting at a table, place the interpreter across from the person(s) who is (are) deaf or hard of hearing. Seat participants using a Sign Language interpreter near the front. The interpreter is in an area that can be easily seen by the participants who are deaf. Limit to twenty minutes the time an interpreter must interpret. Then have a five-minute break. When two interpreters are used, rotate every twenty minutes. Captioning Use real time captioning. Sound A good quality sound system is being used. Necessary adjustments are made to the sound system for those participants who use it. Listening devices are available for participants who are hard of hearing for all large assemblies. Background noise is eliminated to the greatest extent possible. Lighting All meeting rooms are well lighted with adjustable lighting. Seating Tabletop height is between 28” and 34” above the floor. There is seating space with extra legroom for people with crutches, walkers, braces or casts. Adequate space for wheelchairs at conference tables is provided.* This space should be in the same location as other participants. Adequate space for work dogs is provided. Other Accommodations Offer to help participants with vision loss or who request it find a seat. Have a staff member or volunteer available to take notes during the presentation, allowing the participant to focus on the speaker and interpreter. Have a staff member or volunteer available to sit with the participant and describe the presentations, if the participant requests it. * Refer to pages 12 & 13. Worship Identify the focal point of your worship. Make certain that worship leaders are easily seen and recognized by participants. Make certain that there are no distractions to the focal point (i.e. flags/other decorations). Insure that the service is easy to follow. Make programs, hymns, etc. available in large print, Braille, on audiotape. Make volunteers available to sit and offer assistance to those who need it during the service. Plan for wheelchair space throughout. Check to see that the aisles are wide enough for wheelchairs, walkers, etc. Check for appropriate lighting. Have a good sound system. Make certain there is seating throughout for those who use listening devices. Use real time captioning. Reserve space for those who need a sign language interpreter. Consider your invitation to persons to stand or sit during certain parts of the service. Consider offering grape juice as well as wine for communion if this is appropriate to your context. Consider if flowers or incense will be used that may be a barrier for persons with chemical sensitivities. Likewise, if deemed appropriate and necessary, encourage persons not to wear perfumes or use scents or offer a fragrance free area as an alternative to those needing it. Be aware and attentive to the needs of those who are leading the worship. Presenters Check for the accommodations of presenters with disabilities. Start with registration, walk-through, hotel accommodations, meeting rooms, and large assemblies. Other accommodations may include a reverse interpreter, an orientation and mobility specialist, or guide for a person with limited vision as well as a volunteer/staff to assist in transporting materials that the presenter has. Presenters need to plan ahead of time to have available copies of the presentation on CD-Rom, audiotape, in Braille or large print, slides in the proper format, printed copies for sign language interpreters, videos with close caption and audio descriptive, and real time captioning. Print size should be 16 point, in black on off-white paper. Displays need to have adequate room for wheelchairs. They also should be something that is visual, touchable and audible. Presenters should keep in mind that participants learn visually, audibly and kinesthetically. These three learning styles should be an integral part of the presentation. Express abstract concepts in concrete ways. Use language that is easily understood by all. Have a time for participant response. Etiquette Remember: A person with a disability is an individual like anyone else. Each situation is unique. First, ask the person if and what help is needed. Offer to help, but do not insist on helping. Ask how to help and what to do. Guidelines Persons with vision loss or Persons who are Blind Identify yourself when you approach the person. Don’t touch a person with a visual impairment without warning (unless it is an emergency). Ask the person if help is needed and how you can best help. Don’t assume the person cannot see you. Never touch or distract a guide dog unless you have permission. Speak in a normal tone of voice. Tell anyone what you are doing before you open a door. Don’t walk away without saying good-bye to the person. Don’t leave the person in the middle of a room. Ask where the person would like to go. If you take the person to a chair, or guide him or her to a wall or door, explain to the person where he or she is. Persons who are Deaf or hard of hearing Be certain you have the person’s attention before speaking. If the person is not facing you, use a gentle tap on the shoulder. Don’t yell or exaggerate your speech. Look at the person, not at an interpreter. If spoken communication is difficult, try using a paper and pencil or pen. Look directly at the person. Don’t cover your mouth with anything. Even moustaches and beards may be an impediment. Don’t touch or distract a hearing ear dog. Be patient. Rephrase information if necessary. Persons with physical disabilities Don’t assume the person has an intellectual disability. Speak directly to the person, not to an attendant. Ask IF and HOW you can be of help. Do not assume anything. If possible, sit so you are at eye level to talk with the person. If assisting someone in a wheelchair to go up or down a curb, ask if the person prefers to go forward or backward. Don’t move crutches, walkers, canes or wheelchairs out of reach without permission. If moved with permission, do not leave until you return them to the person or arrange for their return. Respect the person’s personal space by not leaning on a wheelchair. Do not distract a working dog. Persons are not confined to a wheelchair. Wheelchairs provide freedom and access. Use the term “wheelchair user”. Persons with speech disabilities Don’t assume the person has an intellectual disability. Don’t pretend you’ve understood if you haven’t. Do ask the person to repeat what you don’t understand. Ask questions that can be answered by “yes” or “no”. Give your whole, unhurried attention. Be patient. A person’s speech may be slow or difficult, but it is worth waiting for what that person has to say. Persons with intellectual disabilities Use simple words and short sentences. Give one piece of information at a time, and repeat if needed. Be polite and patient. Do not treat an adult like a child. Don’t make assumptions about what anyone can or cannot do. Acknowledgements The National Council of the Churches of Christ in the USA Committee on Disabilities wishes to extend our grateful thanks to the Evangelical Lutheran Church in America for allowing us to use the ELCA Accessibility Guide: Planning an Accessible Meeting as our guide to creating this booklet. We especially recognize the work of Rev. Lisa Cleaver, Director for Disability Ministries and Deaf Ministry, Division for Church in Society, ELCA. Special thanks go to members of the NCCCUSA Committee on Disabilities who helped to edit this booklet. For further help, please contact the National Council of the Churches of Christ in the USA; Education and Leadership Ministries Commission; 475 Riverside Drive, Ste. 812; New York, NY 10115; phone: 212-870-2267; fax: (212) 870-3112; www.ncccusa.org/elmc.

"Snapshots" of the Adventures In Community Camp, Outdoor Ministries shared by the Disciples of Christ and the United Church of Christ in Burwell, Nebraska. Camp chaplain, Rev. Bob Brauninger, admires the rapport between particularly challenging campers and companion camper Jeannette Blaser. "Jeannette is good at sensing the fine line between doing something for someone and knowing when they can do it for themselves." "Developmentally challenged persons do not come with a recipe card," the retired school teacher/superintendent from Columbus says. "We try this and we try that. Each one is special, a person first." She mentions a man from her cabin. "Neat as a pin. Everything had to be right. His parents had planned his life. By camp's end, he was really opening up. When I asked if he was coming back, he said, `Are you going to be here?' I said, "Next year, try tubing.'" Bob appreciates the honesty of campers' feelings about themselves and the rest of the world. Despite all that has happened to them, most feel secure that God is, and that God is watching over them. Some lack verbal capacity to reflect on scripture, others can. All get involved with their own faith through cabin group conversation at devotions and vespers. He admires the tenacity of campers despite the challenges confronting them, particularly when physical and developmental difficulties are combined. "Some have a hard time walking as well as a hard time figuring out what to do. Their determination often results in accomplishing what they set out to do." He prized the perseverance, understanding, and accepting attitude of one camper-very slow to form his thoughts. When he was ready, people listened and respected him. "Through the years as his physical challenges increased, I learned to understand their power. As much as we both wanted him to participate, we had to find a more comfortable participation level. Once, I asked what in his life allows him to just get up and keep going after each time he falls? He said, "God walks with me. I'll just keep going and be all right."' Judie Luther, Conference/Regional Minister for Outdoor and Youth Ministries, sees AIC challenging campers to walk and do out-of-doors things they normally would not do - tubing, canoeing, time with farm animals. A camper who manages the task of eating feels much better than if someone else assumes that she needs assistance and takes over for her. Another, who cannot speak clearly, is invited to share what is on his mind. He appreciates and grows from that. The camp dance gives some who stumble when walking another chance at self-expression. Joyful in the love campers have for the camp, each other, and the leadership, Judie also recognizes AIC as a fine alternative camping opportunity for companions who give something of themselves. Campers range in age from 18 to 70 and can manage personal needs. About 75 are returnees. "Their able-bodied, companion campers need not be athletic," Judie says: "Older high school student aids; university students from developmental classes, and retirees, some in their early 70s, find themselves patient companions who are interested in understanding what this person is all about and what that person's challenges are." For art show entries or questions, contact Dee. Please inform her about artwork, poetry, sculpture, or a reflective paragraph from anyone acquainted with disabilities. Entries will be considered for an Annual Meeting display that will increase awareness and understanding. - db Reading the Signs columns are Can-do Forums about accessibility for the whole church family shared by the Nebraska Conference for your use.

4H Therapeutic Riding Program of Carroll County, Maryland

Have you ever ridden a horse? Have you felt the powerful muscles beneath you, the gentle swaying of the horse's rhythmic walk, the freedom of movement as the horse carries you forward? You realize you are smiling and your smile is contagious to all those around you. In hopes of allowing persons with disabilities to feel the joy of horseback riding and of sharing their smiles, our family, the Fishers, has been volunteering with the 4H Therapeutic Riding Program of Carroll County (Maryland) for the past eight years. We smile when we talk about the program and are always encouraging others-riders and volunteers-to become part of the fun. "Safety first" is our main priority. Each rider must have trained assistants who accommodate his/her specific needs. The assistant may be one of the two "side walkers" who provide physical support, if needed, at the rider's heel or thigh. As side walkers, we encourage the rider to control and guide the horse to the best of his/her ability, repeat directions from the riding instructor, lead beginning exercises, and praise accomplishments. An additional assistant also serves as the "head walker" whose sole responsibility is safe horse handling, providing emergency steering and braking, and keeping the horse safe horses. So that all riders will have personal attention from the riding instructor, the number of riders in the one hour/weekly group lesson is small and includes riders who have achieved similar riding abilities. Colored reins, with the primary colors changing every few inches, help to remind riders to "hold the reins on the blue", for example. Blind riders may not need both side walkers in close proximity, but may need a trained horse to follow the head walker around the arena without the use of a lead rope. Someone who is a "little person" can compensate for his/her shorter leg length by using a bat (a small whip) to give the horse instructions. One of the riders in the program is a person who does not have hands but is a very accomplished rider and uses a special set of reins crafted with loops that she can hold. Having fun is the second priority! We look forward to the riders coming back week after week, session after session. Group games, such as Follow the Leader, moving the horse around the arena, and balancing in the saddle while moving arms overhead or feet out of the stirrup help to teach riding basics. Another game, Red Light/Green Light, teaches the riders to coax the horse to a halt or walk on command. A trail ride is a great way to spend time together on a beautiful day and learn different body positions for walking a horse downhill and uphill. Halloween is always a big hit with lots of laughter and colorful costumes, including horses dressed as circus ponies, Indian ponies, bumblebees, hobos, and racehorses. Riding games include balancing a bat on the rider's helmet and a pumpkin on a spoon. We have assisted youth and adults as they prepare for the Maryland Special Olympics and other horse shows. These riders work as hard to overcome their personal obstacles and ride their best as did the athletes heading to Sydney this past September. They also are seeking Gold, Silver, and Bronze Medals. A few from our program have even attended the Special Olympic International Games. The smiles continue as riders, parents, and volunteers share in their accomplishments. Horseback riding is great physical therapy. It helps to improve balance and to strengthen muscle control and condition. We assist every rider with opening exercises to stretch and increase range of motion. Physical and/or occupational therapists and riding instructors provide individual exercise plans. There are many testimonials from parents to the benefits they observe, including some reports from older riders of sore muscles from working muscle groups that otherwise had limited activity. The total program is a team effort. In addition to our family, there are other families and many individuals volunteering. Most of us are also involved in feeding, brushing, tacking, transporting, and cleaning up after the horses, as well as maintaining the property and coordinating lessons, events, and shows. Even the horses are volunteers. Our favorite is Tiger, a 26-year-old Chestnut Quarter Horse. He has a Superior Quarter Horse rating and is now in his second career as a Therapeutic Riding Horse. Tiger has undergone special training to be comfortable around wheelchairs, the hydraulic lift (that brings a rider from his/her wheelchair onto the saddle from above), canes, side walkers crowding close, riding double, and sudden movements and sounds. We welcome Tiger to our farm in the off season for a well-deserved rest. Our family is happy to be a small part of the team empowering persons with disabilities to have the opportunity to ride a horse and smile.

Recommendations for Therapeutic Riding Books

1. Colt by Nancy Springer, Athenaeum- Macmillan Publishing Company; about a young boy with spina bifida who learns to ride. 2. Aspects and Answers - A Manual for Therapeutic Horseback Riding Programs by Joswick, Kittredge, McCowan, McParland, and Woods; available through CHEFF Center at CheftTRC@aol.com. 3. Therapeutic Riding I: Strategies for Instruction, Barbara Engel, editor, with 72 contributors; ISBN: 0 - 9633065-5-3; THERAPEUTIC RIDING II: STRATEGIES FOR REHABILITATION, Barbara Engel, Editor, with 64 contributors; ISBN: 0-9633065-6-1. 4. The Horse: The Handicapped, and the Riding Team in a Therapeutic Riding Program by Engel, Galloway, and Bull; a training manual for volunteers; ISBN. - 0-9633065-1-0. 5. Rehabilitation with the Aid of a Horse. A Collection of 20 Studies, ISBN: 0-9633065-2-9; available also from: engelbj@compuserve.com. Editor's note: The Fisher Family of Bill, Louise, John, and Laura can be contacted at Fisher's Poplar Lick Farm, 2024 Manchester Road, Westminster, MD 21157. All are active members of St. Paul's United Church of Christ, Westminster, MD.

From UCC DM Newsletter Archive