Order cheap levitra online, First Congregational Church, UCC, in Boulder, Colorado, a Rocky Mountain Conference Congregation, requests that readers comment on the content and presentation of two documents below that the beacon church has developed for churches interested in becoming Accessible to All churches.

An A2A study guide prepared by the United Church of Christ Disabilities Ministires for churches who covenant to become Accessible to All churches is available for download at this website.

Comments about the Covenant and the Introduction to the Covenant may be made using the comment box at the conclusion of this article, California CA Calif. . The Introduction reflects theess by which the Covenant was taken to the congregation. Osta levitra online, Below are two documents:

Introduction to the Accessible to All Covenant

and a covenant draft prepared by Dr. Kevin Pettit, Rocky Mountain Conference Disabilities Inclusion Associate and member of First Congregational,

A2A -- Accessible to All -- Covenant

Introduction to the Accessible to All Covenant

Sunday, October 25, 2009
Rhonda Fadum, Moderator

Today I am pleased to present to you a draft of a new covenant for our church to consider, the Accessible to All Covenant, order cheap levitra online. Our church’s covenants are statements of our agreed upon shared values that guide our life together as a community of faith. Presently our congregation has four covenants that have been adopted by a vote of the congregation: Inclusive Language, acheter levitra bon marché, Just Peace, Rabatt kaufen levitra, Open and Affirming, and Whole Earth.

The covenant we are presenting today we will not ask you to vote on until a later congregational meeting, discount levitra. Between today and that meeting we will be providing opportunities for the congregation to engage in dialogue, Cheap levitra, study, and reflection on the issues of accessibility, so that we will be better informed as we vote on the Accessible to All Covenant, levitra online kaufen. Order cheap levitra online, After the reading of the draft of the covenant, I will mention several action steps.

In a moment we will pass out the draft of the covenant and Kevin Pettit and others from the team that worked on this draft will read it aloud. Cheapest levitra prices, We will then entertain any questions or comments you might have at this time. But before we do that, let me give four reasons why we are bringing this covenant to our church’s attention at this time, buy levitra online.

1. The issues of physical accessibility have been an important part of our church’s consciousness as we began our vision plan for our church facilities over ten years ago. We have made some progress in making our buildings more accessible, but we realize there is much more to accessibility than ramps and elevators, order cheap levitra online. Om levitra online,
2. During our building projects we had small group meetings to raise our consciousness about how many different ways we were unintentionally putting up barriers to full inclusion regarding accessibility in our church, and we became determined to address them. With one of our members, For levitra online, Kevin Pettit, Wisconsin WI Wis. , becoming a Disabilities Inclusion Associate with the Rocky Mountain Conference UCC, we were given a natural opportunity to move forward
3. Two years ago, we began our Mental Health Ministry which has been working diligently through education and consciousness raising to reduce the stigma and provide welcome and support to those living with mental illnesses/brain disorders and their families, kjøpe levitra. This effort, Buy levitra without prescription, too, has made us more aware of accessibility issues that need to be addressed. Alan Johnson is the chair of that ministry, Koop korting levitra.
4. Order cheap levitra online, For the last 15 years our denomination has been working to bring awareness of accessibility to UCC congregations around the country. In 1995, Acquistare a buon mercato levitra, General Synod passed a resolution calling the UCC at all levels to embrace the spirit of the Americans with Disabilities Act, passed by Congress in 1990. In 2005, levitra online stores, General Synod passed the Called to Wholeness in Christ resolution to encourage UCC congregations to become accessible to all, Farmacia levitra baratos, and embody the spirit of the resolution passed in 1995.

To date, very few of the over 5, köpa levitra,000 UCC churches have moved forward in response to this call. Buy generic levitra, Our congregation is poised to be on the frontier of this movement and to be a beacon for other churches.

A2A --ACCESSIBLE TO ALL -- COVENANT

The First Congregational Church, United Church of Christ Boulder, Colorado

We, as members of the First Congregational Church (UCC) in Boulder, Colorado, in recognition of our human differences and various gifts, desire to become an A2A – Accessible to All – congregation, order cheap levitra online. This Covenant expresses our intention to extend God’s extravagant welcome to all persons, seeking to understand, Mississippi MS Miss. , include, Connecticut CT Conn. , and empower people with all differing abilities and disabilities, apparent or unapparent.

The ancient practice of hospitality is presented in the Bible as a mandate for God’s people, New Jersey NJ N.J. . This mandate requires that every body be included in the work and witness of God’s people on earth. Købe levitra, The biblical vision of the Great Banquet is of all gathered at a table dedicated to serving all. Order cheap levitra online, Barriers that diminish the access of any diminish the wholeness of all.

We affirm the 2005 Disabilities Ministries resolution “Called To Wholeness in Christ,” as adopted by the 25th General Synod of the United Church of Christ on July 4, online levitra, 2005, honoring the Accessible to All mandate in the mission of the United Church of Christ. This resolution calls us to embody a philosophy of inclusion and interdependence and to support and implement the provisions of the Americans with Disabilities Act of 1990.

CALL TO ACTION

• We pledge to offer educational opportunities to understand the implications of this covenant. This includes working with our church’s Mental Health Ministry as well as the UCC Mental Illness Network, and the UCC Disabilities Ministry.
• We pledge to examine our own attitudes and suppositions regarding the issues of accessibility.
• We pledge to do regular audits of our facilities and programs and continue to work toward making them more accessible to all.
• We pledge when calling clergy and other staff to be open to hiring persons with disabilities.
• We shall be listed in the UCC Directory as an A2A congregation and we will display the blue square with the white A indicating Accessible to All.
• The Church Council shall appoint an Inclusion Team to implement and oversee this Covenant. We will include people on this team who have sensitivity to the challenges and joys of people who have a disability, particularly individuals who have a disability or a loved one who does, keeping in mind the slogan, “Nothing about us without us.”


• We will intentionally partner with persons with disabilities, including but not limited to, physical disabilities, mental illnesses/brain disorders, and/or developmental disabilities. We will also work with disability groups outside the congregation to extend our hospitality and to find opportunities to be in shared mission, ministry, and advocacy together.
• We commit to recruiting, nominating and supporting persons with disabilities to serve in leadership positions within the congregation as teachers, members of boards, congregational officers, candidates for ordained and commissioned ministry, or representatives to wider church ministries.

This vote affirms that we join in the process of always becoming ever more accessible and inclusive of all of God’s people.

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The Accessible to All (A2A) Study Guide with Resources for Churches, developed and edited by the Rev. Jo Clare Hartsig, can be read or downloaded by clicking Study Guide. above.

November 29th, 2007

There is something really special going on in our midst, something that might easier happen in a small church than in a larger one. This is the confirmation class for Walter Boyles.

Walter is an autistic child on the low functioning side of the spectrum. He is almost non-verbal and has a number of mannerisms. He also has a warm smile, a deep sense of belonging to our church, great parents, and quite a network of supporters within our church family. Now he has reached confirmation age. But what does one teach a young person in Walter’s condition? There are no special needs confirmation class curriculums for Walter’s level. Walter’s mother, Sandy, and I knew only one thing: We would not want to pursue Walter’s confirmation just for the sake of the ritual. The Elders of the church supported us in this. Early on, they expressed concern that the curriculum for Walter would not just establish requirements for Walter to pass. This would contradict our understanding of God’s grace. Instead, the Board of Elders wished for a curriculum that focused on Walter’s potential for learning and growth in the faith. Back in 2005, this sounded well intended but also very ambitious. However, before we knew it, we received help from two great sources. The library of the Boggs Center at the University of Medicine and Dentistry in New Jersey provided sample curriculums for higher functioning children. Rev. Bill Gaventa, the leader of the Boggs Center, helped us compile a list of learning goals and objectives. This was then reviewed by a member of our church, Heather Epstein, and her husband, Dan. Both are special education teachers and fluent in a teaching approach called Discrete Trial. Finally, Heather and Dan translated the curriculum into the language of Discrete Trial. Thanks to their work, we soon had four lessons divided in numerous sessions, all compiled in a thick three-ring binder with spreadsheets. Each session contains learning tasks broken down into sequences of ten trials each. The outcome of each trial is recorded on  a spreadsheet. This makes success measurable.           Walter has made tremendous progress in these sessions. Since May, 2007, he has learned the following: 1. To go alone from Fellowship Hall to the sanctuary when prompted. 2. To recognize the cross as a special object. 3. To distinguish our pew Bibles from other books. 4. To recognize us pastors. 5. To sing the Gloria Patri together with others. One of the most exciting features of Walter’s confirmation class is the involvement of other church members. Some have served as distracters to help Walter distinguish between a pastor and a layperson. Our seminary professors, John Coakley and David Waanders, have served in addition to Susan and me as robed pastors during our sessions. This has helped Walter realize that there are many pastors. Other church members have helped teaching a particular trial session or filling in the spreadsheets. We teach twice a week, Friday evenings at our home in Jamesburg, and Sunday mornings before church. Come spring, we will celebrate Walter’s confirmation. By that time, it will be a feast for our entire church family because so many of us have taken part in these classes. What a powerful manifestation of God’s love this is. Thank you, First Church!    

Dr. Rev. Hartmut Kramer-Mills

Since 2000 he and his wife serve the First Reformed Church in New Brunswick, New Jersey, as co-pastors.

A new interfaith resource guide on autism is available for congregations, clergy and families. Title: Autism and Faith: A Journey into Community The guide provides an introductory, empowering resource for use by clergy, religious educators, and families to develop inclusive spiritual supports for children and adults with autism and their families and recognize the unique gifts that congregations and people with autism can offer to one another. The fifty-two page guide for including individuals with autism in faith communities was developed by The Autism and Faith Task Force of The Boggs Center and The Center for Outreach and Services to the Autism Community (COSAC) with funding from The Daniel Jordan Fiddle Foundation. The Task Force worked for more than two years collecting stories and experiences from families, best practices and strategies from clergy and human service professionals, and resources from around the country. The guide features more than fifteen short articles written by clergy, parents, professional experts on autism, religious educators and people with autism, illustrated by numerous sidebar stories and examples from families who shared their experiences, both positive and negative, with their own faith communities in New Jersey. It is interfaith, including examples from Christian, Jewish, Hindu, and Muslim communities. The guide is edited by Mary Beth Walsh, PhD, Alice Walsh, MDiv, and Bill Gaventa, MDiv. Dr. Walsh is Roman Catholic and a graduate of Union Theological Seminary, New York, NY. Rev. Walsh is United Methodist, and a graduate of Drew Theological School, Madison, NJ. Both are parents of children with autism. Rev. Bill Gaventa is associate professor of Pediatrics and director of Community and Congregational Supports at The Boggs Center, and editor of the Journal of Religion, Disability, and Health. The editors were assisted by an interfaith editorial review committee, copy editor staff at The Boggs Center and COSAC, and members of The Autism and Faith Task Force. The guide is expected to be available at the COSAC conference in May. It will be disseminated to faith groups, families, and disability organizations in New Jersey for free and to anyone outside New Jersey for a nominal fee of $5. Ordering information will be available on The Boggs Center’s web site at http://rwjms.umdnj.edu/boggscenter. For more information, please contact Rev. Bill Gaventa, director of Community and Congregational Supports at The Boggs Center, 732-235-9304 or email billgaventa@umdnj.edu<../../RisleyRE/Local%20Settings/Temp/bill.gaventa@umdnj.edu>. Visit The Boggs Center website at http://rwjms.umdnj.edu/boggscenter or call 732-235-9317.

Written by Rita Fiero I had a car accident in 1982, and I never walked again without the use of canes, crutches, and, finally, a walker. Song of Invocation "Spirit of the Living God" 283 TNCH ROMANS 8:37-39; PSALM 46:10 I AM! I AM! I AM MORE than a conqueror and what a blessing it is! My life seems to have been one test after another and not the least bit boring. The knowledge that I have experienced so much adversity and kept my faith is the real blessing. I know that whatever life sends me; I can, with the ever-present help of God, work through it and come out the other side as a wiser person! I should not be surprised by what God can do in our lives, but I am. It is not God's power I have doubted but my own ability to be quiet long enough to know God, the Word of God, and the Will of God for my life (Psalm 46:10). I have certainly not always felt like a conqueror and expect that times in the future may be just as frightening as in the past. But as a conqueror, I have past triumphs on which to build. I am convinced that neither the death of our gifted, twenty-six-year-old son, nor the challenge of life with pain and limitation, nor insensitive words of believers, nor hurtful attitudinal exclusion, nor the highs of personal success, nor the depth of suicidal depression, nor anything else in all creation will be able to separate me from the love of God in Christ Jesus who suffered much more in his life than I in mine. Despite finding a path for my own journey, I do not expect everyone to understand, nor agree, that victory over difficult situations is possible. It is possible but it is very hard work and it takes, as long as it takes. "Well-meaning" words of comfort after my accident and at the time of our son's death often only silenced my words of lamentation. I felt my grief was not validated, and it gave the consolation to those who were uncomfortable with anything less than a stiff upper lip and smile from me. Swallowing my grief only prolonged the dark days. I had to get through the "going through" at my own speed. I had to work through my loss and grief as best I could and in my own way. No one should ever allow the expectations of others, even those who are closest and love us most, to pressure us to get on with life if we are not ready. But, we must also take the responsibility to choose to move ahead. To not choose is a choice! I am convinced the biblical directive to "Choose Life" translates into conquering the urge to curl up under a blanket forevermore because it is the safest place to hide. This decision, between life and isolation, is what makes for such hard work. A little solitude is a gift; too much solitude can be a burden. I had a car accident in 1982, and I never walked again without the use of canes, crutches, and, finally, a walker. In 1988, I started using a wheelchair. Walking is a highly overrated ability but preferable. Humor is highly underrated but a necessity. Humor and ingenuity have served me well over the years. I raised two teenagers while being very limited and devised creative ways to outsmart them. I had a terrible time getting them to clean up their rooms, so after fair warning, I dumped their loosely lying-around clothing out the second floor window of their rooms. The only thing I regret is not getting a picture of their faces as they saw the only house on the cul-de-sac, viewable from the main thoroughfare, in full dress. I don't think they were too psychologically damaged, and I am convinced that God also has a sense of humor. God, the parent, also laughed. I will never be able to do some of the things I did before the accident, but I can do things differently. There are discoveries and surprises along the journey of disability, and I would not trade them in for anything. That is not true of our son Michael's death. I would give anything, including my life, to have him back. But I feel grieving his death may well have been a catalyst to my healing. I had to face up to all of my losses, the frustrations of my disability, daily life with chronic pain, and sadness over the progressive illness of my husband. I have learned that the only acceptance of such losses is the acceptance that life will never be the same, and this must be sufficient until we come face-to-face with the author of all life. Only God knows our lives from the end to the beginning. Only God knows why. In July 2001, the most extraordinary experience of my life happened when I was invited to be a scripture reader at General Synod worship. I felt honored and agreed to do it. The reading came in the mail and I briefly looked it over wondering if I had finally extended myself a bit too much. I set it aside until the day before my scheduled presentation, when I began to practice reading it aloud. I did read it, over and over again. I had to stop. I had visions of my third grade teacher standing over me with a ruler telling me to read it correctly, "like you really believe what you're saying:" But I could feel nothing. I had become numb in order to survive what no parent should survive, let alone the other complications of my life. I knew I had endured, but I was now faced with the choice to conquer or to hide. Rising to the challenge would not make things "right" again, and I finally knew that in my heart, however, I was being forced to make this choice because I would never be able to sit before thousands and give praise to God and not feel that exquisite praise. I started to read and reflect on the words I was saying: "O Lord, our God, how majestic is your name in all the earth...." Alone in that hotel room, I found the perspective on life I had longed for and the words of praise flowed from me, not the paper before me. The next night, I read as if God and I were the only ones in the auditorium. My spirit was healed and I was granted peace beyond my understanding. I now know it is possible to give praise to God in all circumstances. I have become sincerely thankful for the short time we did have with Michael instead of being angry that our time was so short. I am happy I have gotten to know our beautiful daughter, Rebecca, as an adult and to have her friendship. I am truly blessed to love the man I married thirty-three years ago-even more than when we first wed. We will cherish the rest of our lives together because we know how truly precious that life is. God is good! All the time! Yes, God is good and worthy to be praised! Reflection Questions l. Have you been hurrying so fast that you need to wait for your soul to catch up to your body? Find a quiet place, a church, the woods, or a room in your house where you can shut out the noise of the world. Spend some time in silence listening for God's voice. What do you hear? 2. Write about the strengths you have gained from the most traumatic event in your life. First, step back from your trauma. Watch a good movie or chat with a friend. Next, for three days in a row, write for ten minutes about what you have learned from the negative experience. Finally, decide what you want for a victorious outcome and try to make the dream a reality. Transform your suffering into a sacrament. Be more than a conqueror. Suggested Hymns "When Peace, Like a River" ("It Is Well with My Soul") 438 TNCH "God's Eye Is on the Sparrow" 475 TNCH "There Is a Balm in Gilead" 553 TNCH Women's Mosaic Series 2002 UCC Women's Resource Margaret (Peg) Slater, Editor

Written by the Rev. Virginia Kreyer Cannot we, persons with disabilities, nondisabilities, people of color, and persons from different cultures, compare our lives to a patchwork quilt? Invocation Leader: Spirit of God, come among us. Open our hearts to know your transforming presence in our lives. People: Come, Holy Spirit. Leader: Spirit of God, come among us. Brood over us that we may be filled with your love. People: Come, Holy Spirit. Leader: Spirit of God, come among us. Breathe into us your restlessness and courage that we may trust your promise of newness in our lives, in the church, and in the world. People: Come, Holy Spirit, renew they whole creation. Amen. 1 CORINTHIANS 12:4-27 MY GRANDMOTHER'S AND great-grandmother's generation made patchwork quilts. My mother's and my generation rarely, if ever, engaged in this wonderful art form. Within the last decade or two, purchasing and making patchwork quilts has been revived. A good friend suggested that the imagery of a patchwork quilt might be a basis for this essay. I was thinking about the suggestion when, a few days later, a young woman pastor told a group of us attending a workshop that making patchwork quilts was one of her favorite hobbies. The apostle Paul, writing his first letter to the church at Corinth, said, "For just as the body is one and has many members, and all the members of the body, though many, are one body, so it is with Christ.... Indeed the body does not consist of one member but of many. If the foot would say, `Because I am not a hand, I do not belong to the body,' that would not make it any less a part of the body. . . . If the whole body were an eye, where would the hearing be?" (1 Cor.12:12, 14-15,17a). In other words, all of us are different. Before following our biblical theme further, let's look at the patchwork-quilt analogy a little more closely. A quilt is made of many different pieces of material, different colors, and often, different textures. The one who is making the quilt decides how the quilt should be designed and stitched together by a common thread. Once I heard of two women, living in different parts of our country, who made most of their daughter's dresses from the time the girls were infants until they reached young adulthood. Both women saved pieces of material from each dress they made. They have decided to make a patchwork quilt for their daughters, using the pieces of material from the dresses. One piece may remind one of the first day of school, while another piece may have brought back happy and sacred memories of confirmation day. No two pieces were exactly alike, but they have been stitched together by a parent's love. Cannot we, persons with disabilities, nondisabilities, people of color, and persons from different cultures, compare our lives to a patchwork quilt? Each one of us is a unique human being. No two of us are exactly alike. For instance, no two people have the same fingerprints. And we all have abilities and disabilities. Some people's disabilities are very visible, while other people have invisible disabilities that we may never know about unless we are told. These may be mental, emotional, or physical. Each one of us has strengths of one form or another that we need to put to use for our own fulfillment, for the good of others, and to the glory of God. As Christians, Jesus Christ brings us together, just as a quilter brings pieces of a quilt together. In recent years, we in the church have come to realize the value of telling and hearing autobiographical stories, as a way of witnessing to our faith. Each story is different because we, each, are unique individuals . . . no two of us face exactly the same situation or have the same experiences. Yet, as we look back on our lives, most of us can recognize the presence of God at various moments or times. We realize later, even if we are unaware of it at the time, that God has been with us. Just as the maker of a patchwork quilt draws the various pieces of material together with thread, so does God, revealed to us in Christ and known to us today through the power of the Holy Spirit, draws Christians together. I am not trying to imply that life for any one of us is easy. Life for some people is much more difficult than for others. Some individuals who are members of minority groups, such as persons who have physical disabilities, people who are mentally impaired, people who are emotionally disturbed, or people who are African Americans or any other minority group, still are discriminated against. Our world is so full of violence, hatred, injustice, and war that even when I know that persons with disabilities and other minority groups have been shamefully treated, and still are not always given a fair opportunity, we must be grateful that many, many more people are far more accepting of persons with disabilities than they were a hundred, fifty, or even twenty years ago! Societies, in general, and denominations, in particular, have been working since the late 1970s to remove architectural and attitudinal barriers. We finally have come to understand that we cannot be an inclusive church unless all people, regardless of their disability, color of their skin, or national origin, are welcome in Christ's Church. Some people will continue to exhibit anger or hostility toward anyone who is different, be they persons who are mentally impaired, mentally ill, or have physical disabilities or are members of any other minority group. The recipient of such hostility finds this to be very painful. It hurts! We need to remember, however, that such behavior stems from the fear of the nondisabled or nonminority individual that they, too, could have been born into a minority group or could have been born with a disability or could become disabled. This fear often is on a subconscious or unconscious level. Our calling is to help such a person or persons, if possible, acknowledge their fear. Only as an individual does, can he or she admit their fear and change their attitude and, thus, their behavior. In conclusion, let us: 1. Be thankful that society, in general, and the church, in particular, has begun to recognize that all individuals are precious, and must be allowed and helped to discover and use their God-given gifts. 2. Let us give thanks for our individual uniqueness and for Christ who binds Christians together as different pieces of cloth are brought together to make a quilt. 3. And finally, may each one of us, whatever our station in life, be granted strength to use our gifts and our abilities for the glory of God, remembering the words of Jesus who said, "Lo, I am with you always." 4. How can you encourage more persons with disabilities to become part of the congregation? Reflection Questions 1. How do you feel when you meet a person with a disability? 2. Is your church accessible? If not, how can it be made accessible? 3. Are there people in your congregation who are disabled? Are they welcome? Hymn possibilities "Spirit Of Love" 58 TNCH "Called As Partners In Christ's Service" 495 TNCH "In Christ There Is No East or West" 394 TNCH "Blessed Be the Tie That Binds" 393 TNCH Women's Mosaic Series 2002 Margaret (Peg) Slater, Editor

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.

This guide provides tips on what to look for if you want your meeting to be fully accessible to all people. Go to .

Refer in particular to Chapter 1 Terms for God Chapter 2 Other Religious Terms Chapter 3 Emerging Terms and Bias-Free Usage Chapter 4 Trademarks and Brand Names Chapter 5 Alphabetized Word List See entire style sheet at From ELCA Publishing Standards Manual copyright (c) 2003 Evangelical Lutheran Church in America. Reproduced by permission of Augsburg Fortress.

This Manual for Congregations from Bethesda Lutheran Homes and Services is an 80-page resource for congregations planning the development of disability ministries. The construction-theme manual contains chapters on developing a vision, recruiting leadership and volunteers, community evangelism/marketing, teacher training and a "toolbox" of assessments, evaluations forms and other helpful items. See http://www.blhs.org/resources/spiritualResources/catalog/item.asp?item=Building%20a%20Developmental%20Disability%20Ministry%3A%20A%20Manual%20for%20Congregations.

The following publications about making buildings accessible are available at Partners for Sacred Places : Accessible Faith: A Technical Guide for Accessibility in Houses of Worship (2003) By Elizabeth A. Patterson and Neal A. Vogel, published by the Retirement Research Foundation. The core of this 52-page guide deals with practical solutions to eliminating physical, auditory, and visual barriers, and to improving signage, in older houses of worship. The authors use a variety of case examples and support the text with many photographs, drawings, charts, and diagrams and also include information on who is affected by a "disability", as well as the basics of accessibility laws as they pertain to houses of worship. They conclude the guide with sections covering the design, funding, and construction processes. Loving Justice: The ADA and the Religious Community (1995) By the National Organization on Disability. A guide to the Americans with Disabilities Act's effects on religious institutions and congregations. An explanation of the ADA requirements for some tenants of religious properties is included. Money and Ideas: Creative Approaches to Congregational Access (2001) By the Alban Institute and the National Organization on Disability. A source of ideas for raising money for disability access. Congregations will be inspired to think creatively about their situations and to make affordable, incremental changes to enhance worship for members and visitors alike. That All May Worship: An Interfaith Welcome To People With Disabilities (1994) By the National Organization on Disability. A handbook to assist congregations and denominational groups in welcoming people with disabilities. Interfaith in scope, it offers suggestions for building modifications to accommodate people with all types of disabling conditions.

Written by Jennifer Shifrin Available from Pathways to Promise Phone: 314.644.8400

This seventy-eight page manual addresses attitudinal and architectural access in inclusive and helpful way. Part I, "People with Disabilities in the Family of God." Divided into seven sections, including one on the power of words and another of suggestion for when "you meet someone who has a disability." Part II, "Providing a Welcoming Environment." Divided into eleven parts. One those parts addresses chemical sensitivities/environmental illness and another, the concerns about funding sources. A list of foundations that provide grant monies for access projects should be very helpful. This section is not confined to church- related situations, but also has a section called "Accessible Home Design Resources:" Extensive Appendix Fourteen sections. It is available from the persons listed below. These persons are also available to answer questions and provide information. Rev. Barbara Ranmaraine Episcopal Disability Network 3024 E. Minnehaha Pkwy Minneapolis MN 55406 Phone: 888.422.0320 ext. 6634 Ms. Mary Jane Steinhagen Catholic Charities - Office for People with Disabilities 3225-32 Ave S Minneapolis MN 55406 Phone: 612.729.7845

Rita Fiero, Editor Disaster Preparedness and Disability" pamphlet contains many links for specific disabilities. A beginning guide for developing a church disaster plan jointly with persons of varying disabilities. This resource contains many links for specific disabilities. For example, that for service dogs reads: Service Animals First Aid for Animals and "Are Persons With Disabilities Prepared For Disasters?" by Rita Fiero Order free at UCC Resources 800-537-3394 or by contacting Florence Coppola, executive for national disaster ministries, UCC, 700 Prospect Avenue, Cleveland, OH 44115; e-mail: coppolaf@ucc.org.

Written by Shirley H. Strobel, NAMI P.O. Box 753, Waldorf MD 20604.
This is a curriculum designed to sensitize adults in church congregations to people with severe mental illness. Can be used as 12 one-hour lessons or six two-hour lessons. Teaching sessions are designed to build on Biblical-based theological reflection. The publication includes material on being a friend to a person with mental illness and model programs from other churches. From UCC DM Newsletter Archive, Book Beat

Resources for Guide and Support Dogs in Emergency The care and safety of Guide and Support Dogs in an emergency situation is more demanding than for a pet. These special servants maintain the safety and independence of their master and are trained to be vigilant and faithful regardless of their own physical danger. Special considerations must be given to the Disaster Preparedness and Recovery of Guide and Support Dogs. Missouri Support Dogs & K-9 Services Rebecca Fiero, Director American Veterinary Medical Association AVMA

Persons experienced with disability, first responders and emergency workers need to be in conversation, says Rita Fiero. Read the article: Are persons with disabilities prepared for disasters?

This questionnaire was completed several years ago. Please contact its producer for follow-up information. Produced by Laura-Jean Gilbert.

Dear Reader of the UCC National Committee on Persons with Disabilities Newsletter: Are you, an individual with a disability? Did you attend a UCC seminary? If you answered "Yes" to both these questions, I need your help! This newsletter insert contains a questionnaire that asks questions about the experiences of people who have a disability who attended a UCC-related seminary program. Please take a few minutes to respond to the questionnaire -- take even longer, if you could, to share some of your specific experiences. Your response can be returned through the mail, by FAX, or via e-mail. But I would request that responses be returned by the end of June of this year. If you do not have a disability or, are not a UCC seminary alumnus/a but know someone who fits these categories, please pass this insert and its questionnaire along to them. Responses to this questionnaire will provide data for a study that is looking at the question of whether UCC affiliated or related seminaries are accessible to or discriminatory toward individuals who have a disability. The total study project will become my Ph.D. dissertation in the field of special education administration at Gailaudet University. It will also be shared with the UCC National Committee on Persons with Disabilities and with the Issues on Disabilities and Access (IDA) Taskforce of the Central Atlantic Conference (of which I am a former member). I want to thank both that task force and the National Committee on Persons with Disabilities for their interest and support! And I want to thank you, the readers of this newsletter; for your help! Laura-Jean Gilbert PO Box 424 FAX: (603) 495-0359 Washington, NH 03280 E-mail: ljgilb@aol.com (UCC directly-related and affiliated seminaries: Andover-Newton, Bangor, Chicago, Eden, Evangelical (Puerto Rico), Interdenominational (Atlanta), Hartford, Harvard, Howard, Lancaster, Pacific, Union (N.Y.), United, Vanderbilt, Yale) UCC Seminaries and Students with Disabilities QUESTIONNAIRE The Americans with Disabilities Act (ADA) "defines an 'individual with a disability' as a person who has a physical or mental impairment that substantially limits one or more major life activities, has a record of such an. Impairment or is regarded as having such an Impairment." If you attended a UCC directly-related or affiliated seminary and you consider yourself to have had a disability that fits the ADA definition when you were a seminary student, please help us by taking time to respond to this questionnaire. You may use additional paper to answer these questions or comment on them.
1. Please indicate the type of disability you have (or had) at the time you were a seminary student: 2. Which UCC seminary did you attend? 3. During what years were you a student? 4. What is your birth date: 5. What degree program were you in? 6. Did you graduate? Yes No Still enrolled 7. When you entered the seminary, what was your career goal? local church ministry teaching pastoral counseling chaplaincy other (please explain) 8. When you applied, did you inform the seminary that you had a disability? - Yes No Don't remember 9. Did you request any special accommodation related to your disability when you enrolled or began classes? No Yes (If yes, what accommodation did you request and did the seminary provide that accommodation?) 10. While you were a student at the seminary did you find the buildings and grounds of the seminary to be accessible to you? not at all only a little to some degree mostly accessible totally accessible 11. Did you find the teaching methods used by faculty and/or technologies employed in the classroom supportive of your accessibility needs? . . not at all only a little to some degree mostly accessible - totally accessible 12. Was seminary housing suitable or adapted for a person with your disability? Yes No Don't know 13. Beyond the classroom, were seminary programs, such as community worship, special lectures, or student activities, accessible to you? not at all only a little to some degree mostly accessible totally accessible 14. Were you aware of other people with disabilities in the seminary community? Yes No 15. When you attended the seminary did it offer specific courses related to disability issues? Yes No Don't know (or don't remember) If you answered "'yes," in what areas of the curriculum were the courses offered? (Check any/all that apply.) Pastoral ministry Old or New Testament Pastoral counseling - Christian Education Ethics Other(?) 16. From your experiences in seminary, what approach(es) were taken to disability issues? (Check any/all that apply.) As punishment for sin As a test of faith As opportunities for God's intervention As opportunities for growth and learning As examples of redemptive suffering As examples of God's mysterious omnipotence As examples of the interdependence of the universe As opportunities for Christian community Other(?) 17. Did you seek employment related to your seminary training after graduation? Yes No Already had employment If you answered yes, how much difficulty did you have finding employment? 18. Please share any other comments or specific experiences that you had as a seminary student that might help us understand your experiences as a seminary student with a disability. We are asking respondents to identify themselves so that we might be able to follow up with questions. However, you may reply anonymously if you prefer. No use of the data collected will identify individuals. The report will include identified experiences of a handful of individuals who will be interviewed directly for this purpose. Name. Mailing address: Telephone: E-mail address: I would like to receive a copy of the results of this study. Please return this questionnaire and any other information you wish to append or include by the end of June of this year to: L. J. Gilbert PO Box 424 Washington, NH 03280 Or you may respond via FAX to (603) 495-0359 or mail to ljgilb@aol.com

An Update on the Study of UCC-Related Seminaries and Their Students with Disabilities As announced in the April 1999 issue of this newsletter, the study of seminaries affiliated with or related to the UCC and students with disabilities in well underway. The researcher doing the study, Laura Jean Gilbert, has visited nine of the 14 seminaries located in the continental U.S. and has plans to visit three additional seminaries in the coming month. In the fall of 1999, a letter from David Denham was sent to each of the 14 seminaries explaining the study and inviting their participation. Those 14 seminaries are Andover-Newton Theological School, Bangor Theological Seminary, Chicago Theological Seminary, Eden Theological Seminary, Hartford Seminary, Harvard Divinity School, Howard University School of Divinity, The Interdenominational Theological Center, Lancaster Theological Seminary, Pacific School of Religion, Union Theological Seminary, United Theological Seminary, The Divinity School at Vanderbilt University, and Yale Divinity School. Almost all of the seminaries are participating in the study. Bangor Seminary declined to participate, and Howard has not responded to letters, phone calls, or e-mail communication. Therefore, final results will include six directly-related and six affiliated seminaries. A pilot study was done last fall at Princeton Seminary, and data from that study was used to revise the questionnaires used in the actual study. Princeton had been through a year-long analysis by an architectural firm of its facilities related to the Americans with Disabilities Act (ADA), and those findings were made available to our researcher. Our study is considering not only the facilities of each seminary, but also current and recent past enrolled students who have identified themselves as having a disability. It also involves a questionnaire distributed to full-time faculty asking them about their personal experiences with individuals who have a disability in their classes, and it looks for specific recent books about individuals with disabilities -- such as The Disabled God by Nancy Eiesland -- in each seminary's library. The researcher hopes to do an analysis of all the collected data over the summer and submit a final report to UCC Disabilities Ministries by fall 2000. From UCC DM Newsletter Archive