Accommodating Disabilities in Corrections
Course
Correctional
Services
Unit VII
Correctional
Clients
Essential
Question
What
requirements
do
correctional
facilities
have to meet
to conform to
ADA
standards?
TEKS
§130.297(c)
(7)(A)(B)(C)
Prior
Student
Learning
None
Estimated
Time
12 hours
Rationale
The correctional system is home to many individuals with disabilities. These
individuals are entitled to accommodations to help them in their daily lives
during incarceration. They are afforded the same rights as offenders without
disabilities.
Objectives
The student will be able to:
1. Define key terms
2. Apply the appropriate procedures for use with individuals who have
mental disorders, physical disabilities, communication disorders, and
atypical behaviors
3. Execute protocols to provide appropriate assistance to people with
disabilities and impairments
4. Analyze the impact of the American Disabilities Act on inmates and
correctional staff
Engage
Do an Internet search for a video fault lines mental illness in America prisons.
As a class discuss how housing offenders with mental disabilities impacts the
primary function of the correctional facility. Use the Discussion Rubric for
assessment.
Key Points
I. Key Terms
A. Mental Disability – developmental or psychological disorders,
such as retardation, organic brain syndrome, emotional illness,
and specific learning disabilities
B. Accommodations – specialized housing units, treatment in regular
housing, diversion to other institutions and services
C. Mental Illness – a group of disorders causing severe disturbances
in thinking, feeling and relating—they result in substantially
diminished capacity for coping with the ordinary demands of life
D. Developmental Disabilities – “normal” development fails to occur;
diagnosis is determined by significant sub-average general
intellectual functioning resulting in, or associated with, defects or
impairments in adaptive behaviors such as personal
Independence and social responsibility, with onset by age 18
E. Communication – effective means of communicating may require
auxiliary aids for speech, hearing, and vision impairments
F. Auxiliary Aids – assisted listening devices, telecommunication
devices for the deaf, taped tests, and qualified readers
G. Serious Mental Illness – psychosis, schizophrenia, major affective
disorder such as bipolar and major depression—likely to impair
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cognitive function and judgment but may include Axis I disorders
H. Physical or Mental Impairment –substantially limits one or more
major life functions, such as seeing, hearing, walking or talking—
this includes traumatic brain injury, impaired hearing, impaired
mobility, impaired vision, heart disease, mental retardation and
mental illness, HIV, and other chronic illnesses
I. Mental Retardation – consists of significantly below average
intellectual functioning with deficits in adaptive behavioral
functioning, which manifests prior to age 18
II. Appropriate Procedures
A. Physical Disabilities
1. Blind or visually impaired
a. Identify yourself
b. Clearly and completely state any directions or instructions,
including information posted visually
c. Read documents in full and out loud
d. Before photographing or fingerprinting describe the
procedures in advance
e. Describe chair and seating arrangements when assisting
them with sitting down; place their hand on the back of the
chair
f. Speak softly
g. Identify the person with whom you are speaking in a group
h. Avoid lapses in conversation without informing the disabled
individual
2. Deaf
a. May include several categories of deafness
i. Deaf
ii. Deaf but doesn’t use sign language
iii. Deaf blind
iv. Hard of hearing
v. Hearing impaired
b. Methods of communication
i. American Sign Language
ii. Oralism (lip-reading)
iii. Pen and paper
iv. Nonverbal communication
c. Signal your presence by waving your hand or touching
lightly on the shoulder or arm
d. Determine the best method of communication
e. Avoid shouting or speaking slowly
f. Not everyone can read lips; use hand gestures, miming,
and props
g. If interviewing, select an area free from distractions
h. Face the individual, keeping your eyes and mouth visible
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3. Physical Mobility
a. Ask if you may assist; do not make assumptions about
disabilities
b. Treat assistive devices as “personal space”
c. Position yourself in front of the individual at eye level, but
do not kneel
d. Move obstacles
e. Open and close doors to alleviate barriers
f. Be considerate of the extra time needed to move
g. A disability does not affect the ability to communicate
B. Mental Disorders
1. Complete Assessments
a. Intake assessment by licensed psychologist or psychiatrist
b. Document the assessment in records
c. Refer for assessment at the time disciplinary charges are
filed, or at any point in the disciplinary process
2. Look and listen for cues (symptoms) and evidence of mental
illness
a. Grinning or laughter that is inappropriate
b. Moving lips without sound
c. Rapid blinking
d. Increased motor activity
e. Slow speech responses
f. Silence or withdrawing
3. It’s okay to ask if a person receives service or takes medication
4. Continually assess the situation to be aware of potential danger
a. Do not let size influence you; people experiencing mental
breakdowns may demonstrate remarkable strength and
endurance.
5. If a person is experiencing delusions or hallucinations
remember
a. If an offender is genuinely hearing voices or seeing
images, they are convinced of their beliefs. The experience
is real to them.
b. Individuals vary in the degree to which they are convinced
that their delusions or hallucinations are real.
c. Voices heard may be threatening if the individual does not
follow the commands.
d. Hallucinations become elaborate and interwoven with
delusions.
e. Individuals may feel suicidal as a result of being told to kill
themselves by voices.
f. Individuals may become violent or catatonic.
6. Maintain adequate space between you and the offender
a. Move into his or her “personal space” as slowly as possible
b. Seek information from the person regarding their
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perception and beliefs. Never be intrusive. Be firm and
caring.
c. Persons with mental illness may be frightened and act out
based on their misconceived perceptions and/or beliefs.
Ask the person
i. What are you experiencing?
ii. What are you seeing or hearing?
iii. Where is it located or where is it coming from?
d. Persons may not be able to respond due to stimulation.
7. Respond to the apparent needs or feelings of the subject. Be
empathic.
a. Don’t meet hostility with hostility.
b. Focus on a person’s emotional state rather than his or her
perceptions or beliefs.
c. Example – the subject tells you that the devil’s voice is
telling him that he will be taken away to eternal damnation
at 8 p.m. Do not try to persuade him that the devil will not
be taking him away at 8 pm. Instead discuss with him what
can be done to make him feel safer.
8. Be careful and use reflective listening; indicate you are
listening by saying
a. Tell me more about that
b. What would help?
c. What would make you feel safer/calmer?
9. Reassure the offender you are not going to cause harm.
10. Give firm, simple, clear directions.
a. Give one step at a time
b. Offenders need structure to provide a sense of time and
space; knowing what to expect gives person a sense of
security, making them less anxious
c. Allow plenty of time when you approach a situation
d. Use parroting – have the offender repeat back to you what
you said
11. Be calm and speak slowly.
12. Do not argue or agree with the person about false beliefs
and/or perceptions.
13. Keep the surroundings as low key as possible.
14. State positive choices.
15. Give the offender as many choices as needed to help them to
gain control of the situation.
16. Preserve the individual’s dignity to the extent possible in the
situation.
C. Communication Disorders – speech and language include
stuttering, aphasia, dysfluency, voice disorders (hoarseness,
breathiness, or sudden breaks in loudness or pitch), cleft lip and/or
palate, articulation problems, delays in speech and language,
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autism, and phonological disorders
1. Can stem from other conditions such as learning disabilities,
dyslexia, cerebral palsy, and mental retardation
2. Be respectful. Know the offender is intellectually capable of
conversation.
3. Address the offender directly, unless the offender requests
someone to speak for him or her
4. Take the time to listen; do not rush conversations to avoid
silence. It leads to misunderstandings or failure to notice the
other person’s point of view
5. Verify your comprehension. If you are unsure of what was said,
state what you understood and offer an opportunity to clarify or
correct
6. Let the offender tell you if they need help and what help is
needed
7. Supplement spoken conversations with gestures, drawings,
and/or writing
8. Be mindful of background noise; minimize distractions
D. Atypical Behavior
1. Autism
a. Speak in short, clear phrases
b. Offenders may take longer to respond because of fear of
lack of understanding
c. Keep away from the general population if possible
d. They often have a weak understanding of cause and effect
e. They may become non-verbal when stressed
f. Whenever possible, avoid touching them
g. Be patient
h. A person with autism may be unable to make eye contact
i. Use simple language; speak slowly and clearly
j. Use concrete terms and ideas
k. Repeat simple questions, allowing time (10-15 seconds)
for a response
l. Use symbols or objects when talking
2. Mental retardation (MR)
a. Make the person feel safe and comfortable in the
environment
b. Assure the person you are there to help them and try to
calm him or her if he or she is agitated
c. Use a normal tone of voice, average speech, and nonthreatening attitude; this will yield responses to your
questions
d. Use patience and proceed slowly to be sure the person
understands your questions and his or her rights
e. Build trust by maintaining the same eye level as the
offender
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f. Eliminate as many distractions as possible
g. Use open-ended, simple statements and do not supply
answers
h. Provide feedback and be sincere; the person will pick up
on this and tend to respond in an open manner
i. Treat adults as adults. Do not treat adults who have MR as
children. Give the same amount of respect to a person who
has MR that you would give to any other offender
j. Do not assume that someone with a developmental
disability is incapable of understanding or communicating
k. Use firm and calm persistence if the offender fails to
comply or acts aggressive
l. Speak slowly and clearly
m.Use simple language and vocabulary
n. Keep sentences short
o. Break complicated series of instructions or information into
smaller parts
p. If possible, use visual aids, symbols, diagrams, and actions
to help convey meaning
q. Use concrete terms. Abstract ideas may confuse an
offender with a disability
III. Protocols for Assistance
A. Assess the offender’s disability
1. Each offender will undergo an initial psychological screening
2. If the offender has special needs he or she will be referred for
further evaluation
B. Determine if assistance required
1. Always ask how you can help before giving assistance. Ask
whether or not there are any special considerations or items
that need to be moved with the offender
2. Treat adults in a manner befitting an adult
3. Never patronize people in wheelchairs by patting them on the
head or shoulder
4. When talking with an offender that has a disability, look and
speak directly to him or her
5. Offer assistance in a dignified manner with sensitivity and
respect. Be prepared to have your offer declined. If an offer is
accepted, listen and accept the instructions
6. Check the offender’s environment for hazards to safety and
unnecessary barriers to access
7. The special education department will provide educational
services to eligible offenders with disabilities. They receive help
in academic and vocational classes, computer-assisted
instruction, speech therapy, Braille, large print materials, and
sign language interpreters.
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8. Psychiatrists, psychologists, nurses, and other trained
professionals are available to assist offenders with functioning
C. Assistance
1. Furnish appropriate auxiliary aids and services, when
necessary, to ensure effective communication
2. Officers and staff should use increased sensitivity, flexibility,
and awareness regarding accessibility, and auxiliary aids and
services.
3. Large print should be provided to those visually impaired
offenders that can read large print
4. Relay Texas is a service for interpreting between those that
can hear and those who are deaf, hard-of-hearing, deaf-blind,
and speech impaired. It may be used 24 hours a day, 365 days
a year
5. A sign language interpreter should be used with offenders
when the information to be communicated is complex, lengthy,
or of a legal matter
6. Utilize a notepad and written materials to communicate with
hearing impaired offenders if possible
IV. Americans with Disabilities Act (ADA)
A. Title II ADA – requires state and local governments to give people
with disabilities an equal opportunity to benefit from all of their
programs, services and activities. Correctional facilities must
1. Provide programs, services, and activities to inmates
2. Do more than identify inmates with mental disabilities
3. Provide mental health screenings, evaluations, and treatment
4. All common-use areas serving accessible cells or rooms and
all public-use areas are required to be designed and
constructed to comply with section four, including
a. Exercise yards
b. Recreation areas
c. Workshops
d. Areas of instruction
e. Vocational technical education
f. Counseling centers
g. Cafeterias
h. Commissaries
i. Medical facilities
B. Title IV ADA – addresses telephone and television access for
people with hearing and speech disabilities
1. At least one public text telephone (TTY) must be provided in at
least one secured area in a detention facility
2. At least one TTY must be provided in public areas
3. Permanently installed telephones must be provided within
housing cells, they shall have volume control and comply with
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the reach requirements
C. ADA Act of 1990, Section 504 Design Guide – “Accessible cells in
correctional facilities” – protects against discrimination of persons
with disabilities, including inmates who use wheelchairs, scooters,
walkers, and other mobility devices
1. Security – accessible cells do not have to effect security
2. Basic features – must be able to enter and move around, and
have adequate floor space, appropriate placement of fixtures,
furniture, and grab bars
3. Location and dispersion of cells – cells should be dispersed
throughout the facility where they can be housed with like
offenders
4. Furniture and cell features – must be the same as other
offenders’
5. At least one accessible route through security screening
checkpoints – 50% of all principal entrances must be
accessible
6. One holding cell must be accessible
7. 5%, or at least one visiting cubicle, must be accessible from
both sides
8. 2%, or at least one housing or holding cell, must be accessible
9. Dispersion must be within all categories of housing or levels of
security
10. Doors and doorways on an accessible route must comply
11. At least one toilet must comply
12. Beds must have maneuvering space of at least 36 inches along
one side
13. At least one drinking fountain or water cooler must comply
14. All fixed seating and tables must be accessible in offender,
staff, and public areas
15. At least one fixed bench must be mounted 17-19 inches above
the finished floor and provide back support
D. Cell Specifications
1. Toilets
a. Accessible toilet with rear and side grab bars, clear floor
space, and accessible flush valve
b. Rear and side grab bars at least 36 inches long and from
33–36 inches above the floor
c. Flush valve located in range and operable without tight
grasping, twisting, or pinching
d. Toilet must be 17–19 inches above floor
e. Toilet centered 18 inches from the side wall
f. Adequate space to approach the toilet from all angles
g. Placed in a 60-inch wide by 59-inch deep clear area of the
floor
2. Sinks and Mirrors
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a. Faucets must be usable with one loosely closed fist. Leveroperated, push-type or U-shaped handles are all
acceptable
b. Mirrors mounted with the bottom edge of the reflecting
surface no more than 40 inches above the floor
c. Sink knee clearance
i. Allow offender to pull knees under
ii. 29-inch high clearance under the front edge, the top
of bowl mounted no more than 34 inches above floor
iii. 27-inch high clearance for knee space extending at
least 8 inches from the front of the sink
iv. A 9-inch high toe space extending not more than 6
inches from the back wall
v. Hot water and drain pipes need to be covered or
configured to protect against contact
vi. Clear floor space needed to approach
3. Furniture
a. Desk – no more than 34 inches high, 30-inch knee width,
29-inch knee height, and 19-inch knee depth
b. Beds – 17–19 inches high
c. Clear floor space 30- by 48-inch; extends 19 inches under
the desk
d. Bed transfer space – 30- by 48-inch floor space
Activities
1. Accommodating Disabilities in Corrections Role Play Activity
a) Select a volunteer to play the role of a mentally ill offender who has
recently stopped taking his medication. Select another volunteer to
play the role of the correctional officer. Using the guidelines under the
mental illness section, the officer should attempt to respond to the
offender. Students should refer to Dealing with a Mentally Ill Person
Handout.
Scenario: The offender tells you that the devil is telling him that he will
take him away from his family forever at 8 p.m. His emotional state is
frightened. Do not try to persuade him that the devil will not be taking
him away at 8 p.m. Instead discuss with him what can be done to
make him feel safer.
Discussion: How might you approach and initiate communication with
an emotionally disturbed person? Have the observing students
brainstorm other ways this situation could be handled after the initial
attempt by the officer.
b) Select a volunteer to play the offender. The offender is mentally ill and
refuses to move from a bench in the day room. He occasionally yells
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at other offenders in the day room.
Select three more volunteers to be “the voices.” Give each of the
three volunteers playing voices a slip of the paper. Tell them to begin
speaking softly then raise their volume. Write one of these phrases on
a separate slip of paper:
 “Don’t believe him/her!”
 “She/he is out to get you!”
 “She/he is evil!”
As the officer is trying to talk with the offender, the voices will be
shouting in the offender’s ear. The officer will initiate communication
for the purpose of getting basic information from the offender in an
effort to assess the situation. Use the Communicating with a Mentally
Ill Person handout.
Discuss the following reactions with the officer and offender. How do
you feel? Could you concentrate on the conversation? What effective
or ineffective communication techniques were used by the officer?
Use the Role Play Rubric and Discussion Rubric for assessment as
needed.
2. Disabilities Protocol Activity
Break the students into groups and assign them a disability group from
below:
 Deaf/Hard-of-Hearing
 Blind/Visually Impaired
 Mobility Impairment
 Mental Illness
 Communication Disorder
 Atypical Behavior
Each group will be responsible for writing protocols for assisting offenders
with their assigned disability in a crisis situation (emergency) and in daily
activities. They should have two separate sets of protocols for their
disability. In other words, how should officers and staff interact with these
offenders during an emergency situation? How should officers and staff
interact during normal daily activities? What factors have to be taken into
consideration for each type of protocols? Have the students write a policy
about how to handle these types of offenders. Use the Disabilities Protocol
Rubric for assessment.
Assessments
Accommodating Disabilities in Corrections Exam and Key
Disabilities Protocol Rubric
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Discussion Rubric
Individual Work Rubric
Research Rubric
Role Play Rubric
Materials
Accommodating Disabilities in Corrections computer-based presentation
Accommodating Disabilities in Corrections Key Terms Handout
Communicating with a Mentally Ill Person Handout
Dealing with a Mentally Ill Person Handout
Paper
Butcher paper or poster board
Rulers or yard sticks
Resources
TCLEOSE, Mental Health Peace Officer Course, Adele E. Leinbach, LMSW,
LCDC and Booker T. Joseph, Captain, Mental Health Deputy, Galveston
County Sheriff’s Office
Texas Department of Criminal Justice (TDCJ) Parole Division- PD/POP 3.2.16
http://www.tdcj.state.tx.us/documents/parole/03.02.16_parole_policy.pdf
Treatment of Offenders with Mental Disorders, Journal of Criminal Law and
Criminology, Thomas F. Geraghty & Luis J Kraus, Fall 1998.
0874776953, When Someone You Love has a Mental Illness, Rebecca
Willis, MFT, 2003.
Texas Penal Code http://www.statutes.legis.state.tx.us
http://www.ada.gov/accessiblecells.htm
https://www.ncjrs.gov/pdffiles/amdisact.pdf
http://www.ada.arkansas.gov/adcar_pdf
http://www.med.unc.edu/ahs/sphs/card/tips-for-communicating
http://www.autismspectrumdisorderfoundation.org
Do an Internet search for the following:
 allbusiness
 freelibrary
Accommodations for Learning Differences
For reinforcement, students will research one of the types of disabilities
discussed in this lesson and write a brief report on how to communicate with
persons who suffer from these disabilities. The report should also include
accommodations needed and services available in the correctional system
and in the community. Use the Research Rubric for assessment.
For enrichment, have students complete the ADA Cell Requirements project.
Students will design a cell for accommodating an offender with disabilities on
poster board or a large sheet of butcher paper. Students will need a ruler or
yard stick for measuring. Students will use official measurements given under
section IV, D to design their prison cell. It must meet ADA guidelines. This
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activity may also be completed as an integrated project with construction
technology or engineering/architecture students. For most advanced
students, you could have them complete this project as a 3D model. Use the
Individual Work Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.297 Correctional Services
(7)
The student models behaviors during interactions with
prisoners that demonstrate concern for individuals with
disabilities. The student is expected to:
(A)
apply the appropriate procedures for use with individuals
who have mental disorders, physical disabilities,
communication disorders, and atypical behaviors;
(B)
execute protocols to provide appropriate assistance to
people with disabilities and impairments; and
(C)
analyze the impact of the Americans with Disabilities Act
on inmates and correctional staff.
College and Career Readiness Standards
English/Language Arts
I. Writing
A. Compose a variety of texts that demonstrate clear focus, the logical
development of ideas in well-organized paragraphs, and the use of
appropriate language that advances the author’s purpose.
4. Recognize the importance of revision as the key to effective writing.
Each draft should refine key ideas and organize them more logically
and fluidly, use language more precisely and effectively, and draw the
reader to the author’s purpose.
5. Edit writing for proper voice, tense, and syntax, assuring that it
conforms to standard English, when appropriate.
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Accommodating Disabilities in Corrections Key Term Handout
1.
Mental Disability – developmental or psychological disorders, such as retardation,
organic brain syndrome, emotional illness, and specific learning disabilities
2.
Accommodations – specialized housing units, treatment in regular housing, diversion
to other institutions and services
3.
Mental Illness – a group of disorders causing severe disturbances in thinking, feeling
and relating—they result in substantially diminished capacity for coping with the ordinary
demands of life
4.
Developmental Disabilities – “normal” development fails to occur; diagnosis is
determined by significant sub-average general intellectual functioning resulting in, or
associated with, defects or impairments in adaptive behaviors such as personal
Independence and social responsibility, with onset by age 18
5.
Communication – effective means of communicating may require auxiliary aids for
speech, hearing, and vision impairments
6.
Auxiliary Aids – assisted listening devices, telecommunication devices for the deaf,
taped tests, and qualified readers
7.
Serious Mental Illness – psychosis, schizophrenia, major affective disorder such as
bipolar and major depression—likely to impair cognitive function and judgment but may
include Axis I disorders
8.
Physical or Mental Impairment –substantially limits one or more major life functions,
such as seeing, hearing, walking or talking—this includes traumatic brain injury, impaired
hearing, impaired mobility, impaired vision, heart disease, mental retardation and mental
illness, HIV, and other chronic illnesses
9.
Mental Retardation – consists of significantly below average intellectual functioning
with deficits in adaptive behavioral functioning, which manifests prior to age 18
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Communicating With a Mentally Ill Person Handout*
People who have a mental illness exhibit symptoms and characteristics that require adaptations
in the way you communicate. This adapted style of communication will increase your chances of
being understood. The following table shows symptoms of mental illness and their
corresponding adaptations. Always speak in a calm, patient, and reassuring tone of voice.
Behavior or characteristic
Adaptation
Confusion about what is real
Be simple and straightforward
Difficulty concentrating
Be brief, repeat if needed
Overstimulation
Limit input, do not force discussion
Poor judgment
Do not expect a rational discussion
Preoccupation with the internal world
Get their attention first
Agitation
Recognize agitation and if possible
allow the person an exit, let them “save
face” or give them “their space”
Fluctuating emotions
Do not take words or actions personally
Fluctuating plans
Stick to one plan
Little empathy for others
Recognize this as a symptom
Withdrawal
Initiate the conversation
Belief in delusions or hallucinations
Don’t argue, instead respond to needs
and feelings
Fear
Stay calm
Insecurity
Be caring and accepting
Low self-esteem
Stay positive and respectful
*Adapted from: “When Someone You Love Has A Mental Illness,” by Rebecca Woollis, M.F.T
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Dealing with a Mentally Ill Person Handout
Do
Do not
Continuously Assess for Danger
Join in disordered thinking or behavior
Maintain personal space
Stare at the subject
Be calm
Confuse the subject
Give firm, clear directions
Give choices
Respond to needs and feelings
Whisper, joke, or laugh
Be helpful
Deceive the subject
Touch the subject
Rely on pepper spray
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Name________________________________ Date__________________________
Accommodating Disabilities in Corrections Exam
1. ______ Cells should be dispersed throughout the facility where offenders with disabilities
can be housed with like offenders.
a) True
b) False
2. ______ Which of the following disorders fall into the atypical behaviors?
a) Bipolar
b) Schizophrenia
c) Autism
d) Phonological disorder
3. ______ Auxiliary aids may be needed for speech, hearing, and vision impairments to
create effective what?
a) Assessment
b) Auxiliary aids
c) Communication
d) Accommodations
4. ______ If the offender is experiencing delusions or hallucinations, officers should
remember
a) Individuals may become violent or catatonic
b) Voices heard may be threatening if the individual doesn't follow commands
c) If offenders are genuinely hearing voices, understand the experience is real to
them
d) All of the above
5. ______ Which is not an appropriate procedure for handling offenders with mental
illness?
a) Determine the best method for communication
b) Respond to the apparent needs/feelings of the offender
c) Be careful and use reflective listening
d) Maintain adequate space between you and the offender
6. ______ A mental health ______ is performed under the supervision of a licensed
practitioner.
a) Assessment
b) Communication
c) Auxiliary aid
d) Accommodation
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7. ______ Which of the following requires TTY phones be provided?
a) Disabled Americans
b) Title IV ADA
c) ADA Act of 1990, Section 504
d) Title II ADA
8. ______ An impairment that substantially limits one or more major life functions, such as
seeing, hearing, walking and talking is a
a) Physical or mental impairment
b) Mental disability
c) Serious mental illness
d) Mental illness
9. ______ Which of the following is an appropriate procedure for assisting an offender with
a communication disorder?
a) Supplement spoken conversation with gestures
b) Take time to listen
c) Be respectful. Know the offender is intellectually capable of conversation.
d) All of the above
10. ______ When dealing with offenders that have autism, which of the following are true?
a) Offenders may take longer to respond because of fear or lack of
understanding
b) Use simple language, speak slowly and clear
c) Avoid touching when possible
d) All of the above
11. ______ When assisting offenders with disabilities you should always do which of the
following?
a) Ask how you can help before giving assistance
b) Check offender's environment for hazards to safety and unnecessary barriers
c) Refer offenders who need assistance to psychiatrist, psychologist, or other
trained personnel
d) All of the above
12. ______ If an offender requires assistance it is important to remember which of the
following:
a) Furnish auxiliary aids and services when necessary
b) All are important to remember
c) Never patronize people in wheelchairs by patting them on the head or
shoulder
d) Offer assistance in a dignified manner with sensitivity and respect
13. ______ Stuttering, aphasia, dysfluency, and voice disorders are all forms of what type of
disorders?
a) Developmental disorders
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b) Communication disorders
c) Physical or mental impairment
d) Hearing disorder
14. ______ Offenders with mental retardation need to feel safe and comfortable. What is
another appropriate method for handling a mentally retarded offender?
a) Use close-ended questions and supply answers
b) Use a loud tone of voice, quick speech, and threatening attitude
c) Treat adults as adults
d) Provide as many distractions as possible
15. ______ Which of the following protects against discrimination of persons with disabilities,
including inmates who use wheelchairs, scooters, walkers, and other mobility
devices?
a) ADA Act of 1990
b) ADA Section 504
c) Title II ADA
d) Title IV ADA
16. ______ When assessing danger from mentally ill offenders it is important to take which of
the following into consideration:
a) Not everyone can read lips
b) Social status
c) Size–those experiencing mental illness can experience remarkable strength
and endurance
d) Refer for assessment at the time disciplinary charges are filed
17. ______ Which is not a method of communication for those who are hearing impaired?
a) Oralism
b) Braille
c) American Sign Language
d) Pen and paper
18. ______ Which of the following is a developmental or psychological disorder, such as
retardation, organic brain syndrome, emotional illness, or a specific learning
disability?
a) Mental illness
b) Developmental disability
c) Mental disability
d) Serious mental illness
19. ______The following are examples of what: psychosis, schizophrenia, and major
affective disorders such as bipolar and major depression?
a) Mental illness
b) Serious mental illness
c) Mental disability
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d) Developmental disability
20. ______Which is not a category of a hearing impairment?
a) American Sign Language
b) Hard of hearing
c) Deaf
d) Deaf blind
21. ______ Diagnosed by significant subaverage, general intellectual functioning resulting in,
or associated with, defects or impairments in adaptive behaviors, such as
personal independence and social responsibility, with onset by age 18, are
symptoms of what?
a) Mental disability
b) Mental illness
c) Serious mental illness
d) Developmental disorder
22. ______ Asking if you may assist them, treating assistive devices as personal space, and
moving obstacles to help alleviate barriers describe the methods for assisting
persons with which type of disability?
a) Physical mobility
b) Blind
c) Mental disorders
d) Deaf
23. ______ A group of disorders causing severe disturbances in thinking, feeling, and
relating that result in a substantially diminished capacity for coping with ordinary
demands of life describes which of the following?
a) Mental illness
b) Mental disability
c) Physical or mental impairment
d) Serious mental illness
24. ______ When dealing with persons with mental illness, an officer should complete an
assessment which includes all except which of the following:
a) Position yourself in front of the individual at eye level
b) Document the assessment in records
c) Refer for assessment at the time disciplinary charges are filed
d) Intake assessment by a licensed psychologist
25. ______Assisted listening devices, telecommunications, devices for deaf, taped texts, and
qualified readers describe what?
a) Assessment
b) Communication
c) Auxiliary aids
d) Accommodations
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26. ______ Which is not a procedure for dealing with offenders with mental illness?
a) Be calm and speak slowly
b) Do not argue or agree with the person about their false beliefs and or
perceptions
c) Give firm, simple, and clear directions
d) Address the offender directly, unless the offender requests someone to speak
for him/her
27. ______ It is okay to ask an offender if he or she receives services or takes medications.
a) True
b) False
28. ______ Title II ADA requires correctional facilities to provide
a) Programs, services, and activities to inmates
b) Accessible cells
c) All common use areas serving accessible cells
d) All of the above
29. ______Specialized housing units, treatment in regular housing, diversion to other
institutions, and services are called what?
a) Assessment
b) Auxiliary aids
c) Communication
d) Accommodations
30. ______When handling offenders that are blind or visually impaired, officers need to do all
of the following except:
a) Identify themselves
b) Explain photographing and fingerprinting procedures ahead of time
c) Speak loudly
d) Clearly state any directions or instructions
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Accommodating Disabilities in Corrections Exam Key
1. A
2. C
3. C
4. D
5. A
6. A
7. B
8. A
9. D
10. D
11. D
12. B
13. B
14. C
15. B
16. C
17. B
18. C
19. B
20. A
21. D
22. A
23. A
24. A
25. C
26. D
27. A
28. D
29. D
30. C
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Name_______________________________________
Date_______________________________
Disability Protocols Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Safety policy: Student covers all safety
concerns and creates protocols to keep
offenders safe during an emergency
Effectiveness of intervention: Protocols
designed by the student are very effective
in assisting the offender
Method of interaction: Student selects a
method of communication that is very
effective with the offender
Behavioral plan: Student plan covers all
behavioral issues that may arise with the
offender
Thoroughness of protocols: Protocols
are sequential and cover all necessary
elements for assisting offenders
Total Points (20 pts.)
Comments:
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Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
23
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Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
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Name______________________________________
Date_______________________________________
Research Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Question/goal
Student identified and communicated a question
or goal of the research
Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Conclusion/Summary
Student drew insightful conclusions and
observations from the information gathered.
Information is organized in a logical manner
Communication
Student communicated the information gathered
and summary or conclusions persuasively.
Student demonstrated skill in the use of media
used to communicate the results of research
Reflection
Student reflected on the importance of the
research and its potential application
Total Points (20 pts.)
Comments:
25
Copyright © Texas Education Agency, 2011. All rights reserved.
Name:____________________________________
Date:_____________________________
Role Play Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Relates to the audience
Provides fluent rendition of the
scenario
All required content is included
Acts with feeling and expression
Varies intonation
Presents characters appropriately
Gives the scenario its full range
Breaches are easily identified
Total Points (32 pts.)
Comments:
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