ROUGH EDITED COPY

APRIL
HCIL:IL SKILLS TRAINING IN A CLICK
MARCH 19, 2020
3:00 P.M. ET

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This is being provided in a rough-draft format.  Communication Access Realtime Translation (CART) is provided in order to facilitate communication accessibility and may not be a totally verbatim record of the proceedings.  
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	>> MARY WILLARD:  For those of you who are joining us, we are just getting set up here.  We'll get going in about seven or eight minutes.  It's about 12:54 now.  We'll get going at 1 p.m. that's Mountain Time and 3 p.m. Eastern.  
	>> Good morning.
	>> MARY WILLARD:  Good morning, Leanne.
	>> How are you guys.
	>> DORI TEMPIO:  It's weird for me when you all say good morning because it's like 3:00 o'clock in the afternoon here.  Even on our calls we do during the week for HCL people are like, good morning, it's like it's the middle of the afternoon here.
	>> Good afternoon, Dori.
	>> DORI TEMPIO:  How are you Leanne.
	>> I'm good how are you guys.
	>> DORI TEMPIO:  Oh good adjusting to the new normal of doing more at home than you're used to doing.  
		(Background talking.)
(Standing by).
(Standing by).  
	>> MARY WILLARD:  Rachel can you give us a quick test to see if your mic works.
	>> Hello, test, test, test.  
	>> MARY WILLARD:  Wonderful.  We are all up and going.  
		(Background talking.)
(Standing by).
	>> MARY WILLARD:  For those of you who are participating in the backend, we will get going in about five minutes.  We are just making sure all of our speakers can be heard in all of our new normals.  We have folks coming in from their couches in their homes across the country.  So we are excited.  
(Standing by).
(Standing by).
	>> MARY WILLARD:  Hi Walter, Walter from Auburn webinar.  You are all welcome to introduce yourselves.  Tim.
	>> Hello this is Steve.  
	>> MARY WILLARD:  Hi, Steve.  Thank you.  We can hear you loud and clear.  So I think we are all good to go for presenters.  
		(Background talking.)
(Standing by).
(Standing by).
	>> Hello.
	>> MARY WILLARD:  Hi Steve.  
	>> Who is this, is this Mary?  
	>> MARY WILLARD:  This is Mary.
	>> Hi Mary how are you?  It's so nice to finally talk to you.
	>> MARY WILLARD:  It is wonderful to talk to you.  We are -- just so you know, folks -- all of our attendees who are popping in can hear us right now.
	>> Okay.
	>> MARY WILLARD:  I went ahead --
	>> Great.
	>> MARY WILLARD:  Yeah and we're just so excited to have everybody.  
	Feel free to introduce yourselves in the chat box as participants are joining while we're waiting to get going.  
	Tim, I did not hear you.  Huh-uh.  Tim Pagani, you're wondering if anyone heard you, no we did not.
	>> SIERRA ROYSTER:  This is Sierra I just messaged him all participants and attendees you guys are muted right now so if you're hearing all of the chatter and all of us chatting weigh it's going to be on the presenter side we're just making sure everybody's mics are up and running.  No worries, we can't hear you right now.  
(Standing by).  
		(Background talking.)  
	>> MARY WILLARD:  Kel just asked the question can we get a copy of this presentation afterwards?  Absolutely as soon as we go live I'm going to push our handy record button and the recording of this presentation will be available to watch.  And it will have the captioning included and also the slides with that.  
		(Background talking.)
	>> MARY WILLARD:  I love seeing all of the folks introduce themselves in the chat.  Feel free to do that.  The more we can connect each other while we're sitting in our homes across the country, the better.  
	>> Okay.  Can you guys hear me.
	>> MARY WILLARD:  We sure can.
	>> Is it coming through clearly I can change to the phone.  This is through the computer.
	>> MARY WILLARD:  It sounds beautiful.
	>> Okay I'll go back on mute until further instructions.  
	>> MARY WILLARD:  Wonderful.
	>> Thanks, ladies.
	>> MARY WILLARD:  We are almost at the top of the hour here.  We'll wait a couple more minutes.  Folks, feel free to introduce yourselves in the chat box.  I love seeing all of the people that are joining us today.  
	>> SIERRA ROYSTER:  Okay.  I think we're a minute past.  Do we want to go ahead and get started?  Are we good to go?  All right.  So Mary, I'm going to ask that you just put up the information slide for me.  
	Hello, everybody, from mostly living rooms and couches and kitchen tables and everything.  I am Sierra Royster I'm the youth programs coordinator for APRIL which is the Association of Programs for Rural Independent Living.  Thank you for joining us today.  
	We are glad you're able to join us in this weird time.  Luckily we're still up and running and you don't need to be present in person.  
	So just a couple of logistics for today.  There is closed captioning available.  
	If you are on the computer, then you can scroll and find the menu bar.  Sometimes if you're on a tablet or phone it will be at the top.  If you're on a computer, it could be at the bottom of screen and usually likes to hide itself so if you scroll over it will pop up and it will show you the CC bar -- a box with CC in that.  And that's where if you select that option, that will give you the closed captioning for today.  
	You can also make that box larger by clicking the arrows in the top right-hand corner of that box and then there's also the separate StreamText link that is, as well, if you would like to use a larger font or be able to change the contrast at all.  And I'll drop that into the chat box in just a bit.  
	A couple of things before we get started.  Right now everybody is on mute.  If you are a participant.  
	And if you are a presenter, of course, you probably have muted yourself.  If not -- but if you would like to join into the conversation, there are going to be times for question and answer.  And we encourage you to get involved.  You can do that a couple of different ways.  
	If you are online there's a microphone on that same menu bar.  And there's also a little hand.  The little hand is what you want to select.  And that will let me know that you have a question.  And I can unmute your line from there.  
	And then I can put you in the queue to make sure you get your question or comment in.  
	If you are on the phone you're going to press star 9 on your keypad and that just let's me know that you have a question and I'll be able to see that you have raised your hand on that, as well.  We ask when you are speaking if you can keep the background noise down as best as possible and be patient with everybody that maybe can't.  Some of us may have small children run into the room.  
	But -- and you can also ask any questions in the chat box, as well.  We encourage you, if you haven't already introduced yourselves there, that's on that same menu bar and it's going to be a little word bubble with dot dot dot inside of there and that opens up the chat box and that will let you ask questions or just introduce yourselves, as well.  
	If you have any questions throughout the conversation or any issues that come up, please feel free to email me.  My email is April-Sierra@att.net.  
	I'm going to drop that in the chat box, as well.  
	So without further ado, that's all of the boring stuff so let's jump into some of the good stuff.  Mary?  
	>> MARY WILLARD:  Awesome, thank you Sierra.  Sorry about that, I had to mute myself, I was helping a participant who couldn't get in.  And they are on now.  So thank you again everybody for joining us from your living room and wherever you are at.  
	Today we're going to talk about Healthy Community Living.  I'm going to be back up first to this first slide and tell you I'm Mary Willard some of you may know me as Mary Olson the director of technical assistance at Association of Programs for Rural Independent Living today we're really excited to have some of our CIL, Center for Independent Living partners, who have been working with our curriculum for a while now.  We have Leanne Murrillo -- I just realized I don't know how to say your name Leanne.  
	>> LEANNE MURRILLO:  Murrillo.
	>> MARY WILLARD:  Who is the socializing through recreation coordinator.  Steve Norton who is the Living Well with a Disability coordinator and Rachel Fisher who is the -- doing an internship.  And they are all from Ability360.  And we're also going to have Dori Temporio from South Carolina and we'll have our friends from the RTC:Rural, the University of Montana who are going to be with us to help answer questions at the end.  
	So without further ado, let's get rolling.  
	What is Healthy Community Living?  
	It's a health promotion and self-management program people with disabilities.  
	It includes two peer-led independent living skills workshops.  Which is Community Living Skills.  We're going to show you some bite pieces of that today.  And Living Well in the Community.  Many of you probably have heard of Living Well in the Community.  It used to be Living Well with a Disability.  And this is the updated version.  
	We also have a third program, which is really exciting.  And it's facilitation of groups training for staff.  And that really helps you to build skills for working with consumers.  
	It's great if you're going to be teaching classes.  But it's also really good I think just to build your resources as somebody who works with consumers.  And Healthy Community Living is really all about people having opportunities to live well and participate in their communities.  
	And boy, doesn't that have a new meaning for us in the times we're in now.  
(Chuckles).
	>> MARY WILLARD:  We just really quick wanted to tell you about how it was started.  So we wanted to really stay true to that Nothing About Us Without Us philosophy of independent living.  And so as a team we got together and brainstormed, outlined and drafted the content for these workshops.  We worked with several Centers for Independent Living, their consumers and the staff at APRIL.  
	Of course all of this was led by our wonderful partners at the RTC:Rural University of Montana.  
	I apologize, I'm just realizing I don't think these are my updated slides.  Oh, here it is.  Here is a little bit about our partners who we have been working with.  Able South Carolina.  Alliance of people with disabilities.  Blue water Center for Independent Living.  Southern California rehab services, AIM, Dayle McIntosh, Disability Link, Dustin Gibson, Independence Inc., disability rights and resources, Paraquad, North Country, Ability360, Alliance Center for Independence, SEMCIL, the Independence Center and Services for Independent Living.  
	We really just wanted to give a shoutout to all of those Centers for Independent Living who have really been helping to pull this program together.  Just to let you know that we have been trying to incorporate IL throughout all of it.  
	So let's get going here.  Facilitating groups training.  This is one that some of you may not have heard about yet.  It's ten sessions of training information to support staff members who facilitate small groups.  
	It provides information on understanding your group dynamics and how behavior change happens.  It provides skills needed to facilitate such as active listening, how to share your story to add to an individual's learning process and asking good questions.  
	This is a screenshot here of what the facilitating groups training looks like on the Website, it has little boxes with pictures in it.  And it lists all of the different topics underneath.  There's foundations.  Relationships.  Active listening.  Behavior change.  Sharing your story.  Asking questions.  Direct communication.  Referrals.  Facilitator.  Self-care.  And accessibility.  
	Next up is Living Well in the Community.  And again, this was adapted from this older workbook based program, living well with a disability.  It is an 11 week program within the HCL program.  It's focused on setting goals to improve overall life and well-being.  
	And here again is another screenshot of what living well looks like from our Website.  
	And it has boxes with pictures ranging from a target and bullseye to somebody smiling, somebody swimming.  And it lists out all of the different topic areas.  
	Those are an orientation.  Goal setting.  Building support.  Healthy reactions.  Staying on course.  Healthy communication.  Seeking information.  Eating well.  Physical activity.  Advocacy.  And maintenance.  
	This slide also has some photos from the curriculum.  It is adaptive yoga, somebody using a chair lift getting into a bus.  Somebody using a wheelchair through the airport.  And then somebody else who was getting ice cream from the Captain Hook ice cream truck.  
	So the third program is Community Living Skills.  And this is what we're going to have our partners talk about today, since many folks are already familiar with Living Well.  However, please feel free at the end when we're doing Q&A to ask questions about any of these programs.  
	So Community Living Skills is an 11-week workshop within the HCL program.  It's focused on building skills for living independently.  
	It can help you to build support networks with peers.  Explore options and possibilities for setting personal goals.  Get information on skills and resources for living and participating in the community.  And build confidence and comfort in decision making and problem solving.  
	This is a screenshot of what Community Living Skills looks like from the Website.  It has circles with different pictures in it.  It has the adapt wheelchair symbol.  Toothbrushes.  Hand shaking and different photos like that.  
	It also lists out all of the different titles.  That is an orientation.  Disability identity.  Peer support.  Self-advocacy.  Self-care.  Housing.  Technical skills.  Budgeting & finance.  Transportation.  And time use.  
	And there are some photos over here from the curriculum, as well.  There's some adaptive beach volleyball.  Somebody getting into a taxi.  There are two women who are looking and talking with each other.  They also use wheelchairs.  And then there are two people in wheelchairs and one gentleman with a white cane and they are sitting and talking.  
	So there are also some additional resources in the Healthy Community Living program that we want to tell you about.  There is a facilitator training for both programs.  There are recruitment brochures and materials.  Certificates of Completion for consumers and facilitators.  Additional resources for each weekly session, including full length videos, additional worksheets and supplementary information.  There are also photos and videos of real people in real places.  
	So the best way to get the Healthy Community Living program is to go to healthycommunityliving.com.  All spelled out.  To purchase a license.  
	It includes both Community Living Skills, Living Well in the Community and their respective facilitator trainings as well as the new facilitating groups training program.  
	One license costs $500 per year.  And every license allows five facilitators to have access to the program.  
	Multiple licenses can be purchased by the same organization.  
	There are also opportunities on the Website to apply for waived fees for those organizations that cannot afford licenses.  
	So what about training and support?  Training is included in the licensing fee and each organization can train up to five facilitators per license.  Training can be done at any pace as it works best for each facilitator.  Training typically takes about eight to ten hours for each program.  16 to 20 to become trained in both programs.  And technical assistance is also included in the licensing fee for questions leading up to implementation and during implementation of the program.  
	My goodness, and with that, to let you know, we're going to go ahead and let our partners go through and give you a taste of what this will look like.  And then we're going to open up for Q&A for a large portion of the latter half to answer all your questions.  
	So with that, I would like to turn it over to Leanne and Steve and Rachel to introduce themselves.  And then we will go to the Website.  So take it away, Team.  
	>> LEANNE MURRILLO:  Thank you, Mary, this is Leanne Murrillo.  
	>> MARY WILLARD:  Hi Leanne.  
	>> RACHEL FISHER:  This is Rachel Fisher.  
	>> STEVE NORTON:  And this is Steve Norton.
	>>LEANNE MURRILLO:  Thank you for joining us today.  What we would like to do is take you through the disability identity portion of the Healthy Community Living Website.  And when Steve and I and Rachel are facilitating this workshop, what we always like to start with is the caption that is right under disability identity.  Stating that the way we view ourselves internally and in the -- of a constructed society is key to learning to love, be loved, and build love.  It's by Dustin Gibson, community builder and disability justice advocate.  And right next to the quote is a video.  And we always show the video at the very beginning of our workshop, too.  The video is very helpful in defining what the session will be all about for the next couple of hours.  
	I would like to go into the introduction portion of disability identity.  
	And there are many -- so this is the way we facilitate our groups.  There are many different ways to identify with disability.  And how you choose to identify is personal and unique to you.  You may identify as having a disability because it allows you to ask for help or support to complete your goals.  Identify as having a disability to share your story to help others learn from it.  You may know you have to do things a little bit differently than others.  But do not know how to use the technical name of your disability.  
	You may identify as having a disability created by the barriers in your community.  
	You may not see yourself as a person with a disability, even if you were born with a medical condition.  
	You may not identify as a person with a disability at all because of some of the negative thoughts and ideas about your disability in society.  
	So Mary, we'll go into defining disability.  
	And so this is part of the disability identity.  So defining disability.  Disability is defined in many different ways.  And then we'll go to Slide 3.  So right now I would like you guys to invite you to type things into the chat box so when defining disability, your thoughts about disability, thinking about your own experience, what are things you think about when you hear the word disability?  And as you guys type in your answers, we'll let Steve read some of those answers.  
	So again, what are the things you think about when you hear the word disability?  You can type one-word answers.  You can type more.  
	>> STEVE NORTON:  Cynthia says limitations.  
	>> SIERRA ROYSTER:  Yeah, Cynthia typed in, thank you.  And just a reminder that that chat bubble is going to be in the menu bar.  And that's going to be in a word bubble with dot dot dots in it.  Three little dots.  And that's going to open up the chat box if you would like to join in for that part of the conversation.
	>> STEVE NORTON:  Thank you Mary that's perfect.  D Lopez says challenges.  Tim says, I see it as an opportunity to educate the disabled about our experiences and abilities.  Jon said innovations.  That's a great one.  
	>> LEANNE MURRILLO:  Is there anybody else that would like to share?  I think those are all great --
	>> STEVE NORTON:  They are all super, very good.  
	>> SIERRA ROYSTER:  And we have one person who has their hand raised.  They went away.
	>> STEVE NORTON:  Cindie says interferes with daily living skills.  
	>> LEANNE MURRILLO:  Thank you, all, for sharing what things you think of when you hear the word disability.  I know I think of opportunities.  Somebody said to educate.  I think opportunities to educate.  I think there are challenges and limitations and things can interfere with our disability.  But we also have ways to innovate and find new ways to do things and as people with disabilities find our way to be the most independent.
	>> STEVE NORTON:  Leanne all of us with disabilities, we are very creative individuals.  And I think that's very positive of our disability because we become very creative.
	>> LEANNE MURRILLO:  Yes we all can think out of the box, creativity, yes.  We all think out of the box with our disabilities and how things work for us.  
	So then I would like to -- thank you, all, for sharing.  
	And I would like to go to visible and invisible disabilities.  
	So more on disabilities.  
	A simple way to describe disability is to break it down into two different types.  Visible disabilities are disabilities you can see a person has.  Invisible disabilities are disabilities that you cannot see by just looking at the person.  
	And then I would like to go to Slide 8, please.  
	So this slides in between really demonstrated or talked about what are some of the visible disabilities and what are some of the invisible disabilities.  And just to wrap it up, it is okay if you do not know the name of your disability.  As long as you know how it affects you.  
	Also one other thing important there is it's okay that you do not know the name.  You also need to learn how to describe the disability to others, too.  
	And then understand yourself and knowing your strengths and weaknesses can help you identify tools or resources to help you succeed in different situations and environments.  
	And then we'll click out of the visible and invisible disabilities.  And we will go to the hand activity.  
	And the hand activity is throughout the different workshop sessions, they have different activities that you can do with the group.  And this one is a wonderful one to be able to give time for the consumers to do.  We let Rachel lead this activity in our workshop so I'm going to turn this over to Rachel and she'll lead you through the hand activity.  
	>> RACHEL FISHER:  Well, hello, everyone.
	>> LEANNE MURRILLO:  Go ahead, Rachel.  Thank you.
	>> RACHEL FISHER:  Hello, everyone, I would encourage all of you if you do have a piece of paper around you, a pen or a pencil to go ahead and grab that so you can participate in the activity.  I feel that it's really important for us to participate in the activities, not just the participants in the workshops, so that we can show them that we are also looking in on ourselves and asking ourselves questions about our own disability.  And then we can understand the activity a little bit more while we're teaching it.  
	So if you have a pen or a piece of paper near you, we can go to the next slide.  
	Go ahead and trace your hand on a piece of paper.  It doesn't have to be fancy or beautiful.  Just get the shape of your hand on a piece of paper.  And I'll give everyone a minute that's participating.  
	Now that you have traced your hand on a piece of paper, next we're going to label the different parts of our hand and the different labels we're going to give our hand is going to help us identify and learn different things about ourselves and how we view our own disability.  
	So in the palm of your hand we're going to write or draw a silhouette of ourselves.  You can also put your name there, if you would like.  So for us when we did this with those in our workshop, some people did write their name.  They wrote it very creatively and some people drew themselves the way that they see themselves with their disability.  
	On your little finger, this is our pinky promise to ourselves.  So I would like you to write one goal or a thing that you would like to accomplish.  By writing these things we would like to accomplish, it gives us the attitude of gratitude.  We're looking positively at things we would like to do instead of having something hold us back.  
	Now, on your ring finger this is where you and your partner vow to stick together through thick and thin and good and bad.  This is where you should write your disability or combination of disabilities or limitations that you have.  For some of our participants in the workshop, they wrote multiple disabilities.  They also wrote something that they view just limits them from being able to accomplish the things they would like to accomplish.  In writing down the things that limit us, we're able to really look at it constructively.  
	Let's go to the next slide.  
	On the next slide it says we're going to label our middle finger you typically use the middle finger when you are very passionate about something so on your middle finger write or draw something that you're very passionate about.  So for me I'm very passionate about teaching other people how to advocate for themselves as well as recreation and leisure.  So for me, those are the things I'm passionate about.  You can write families.  You can write friends.  You can write being active.  Just anything that you're very passionate about.  On your pointer finger it says we're not going to point fingers or blame or shame anyone, even yourselves.  So write a symbol of one of your fears or weaknesses on your pointer finger this is where your fears or weaknesses stay.  Our fears or weaknesses are part of who we are but they won't be used to hurt ourselves or bring us down and I think that's really important again is that attitude of gratitude.  We want to look at those things that we feel are weaknesses but we're not going to allow them to become a label.  
	I like to share with those that are in our workshops that our disabilities are a diagnosis.  It's not a label that we wear every day as we walk around.  I don't personally wear a label that says, visually impaired across my forehead.  I wear the label that I'm Mom.  I'm a student.  Those are the labels that I choose to wear.  
	Now on your thumb, you give yourself a thumbs up which is kudos for a job you have done well so you write or draw a symbol of one of the skills or strengths that you have.  A lot of our participants wrote lots of strengths and we encouraged it because we want them to look more positively at all of the things that they do really well and not the takes that are holding themselves back.  
	You can go to the next slide.  And it says, give yourself a hand.  Share in the group in our chat if you would like some of the things that you wrote on your hand or some of the things that you might not have realized that you thought about as you did this hand activity.  I encourage you to share what you maybe drew on your palm or what some of your strengths were.  
	And with that, I'll turn it over to Steve if he wants to read anything from the chat.  
	>> SIERRA ROYSTER:  Just a reminder --
	>> STEVE NORTON:  I wrote for myself --
	>> SIERRA ROYSTER:  Sorry I was just saying a reminder is the chat box is in the menu bar and you can type right into that if you would like.  
	>> STEVE NORTON:  I wrote on the palm of my hand, this is Steve, I wrote on the palm of my hand, I'm really good at connections I'm really good at connecting people with the resources they need as peer support.
	>> LEANNE MURRILLO:  That's great.
	>> STEVE NORTON:  My strengths are teaching and a sense of humor.  That's from Tim.  
	Don't be shy, everybody has strengths, come on.  Jon says I am good at empowering others.  D Lopez says, on my thumb's up finger, I wrote speak up for myself.  
	>> RACHEL FISHER:  Very good.  
	>> STEVE NORTON:  Joann writes communication is a weakness of mine as well as my strength.  
	>> RACHEL FISHER:  That's really good.  If people are writing in the comments I think you can see that doing these activities for yourself allows you to really understand what the participants in the workshop are going to go through as they are doing the activity, as well, and kind of identifying their disability and how they view themselves.  
	All right.  Now, Leanne, I'm going to give it back to you for the rest of the presentation.
	>> LEANNE MURRILLO:  Thank you, Rachel.  And thank you, Steve and everybody that participated in the hand activity.  I hope it gives you a good idea of some of the things that you experience as possible facilitators and as consumers learning from regarding disability identity.  
	And so continuing with disability identity, disclosure, what is it to disclose?  Disclose means making something known and whether or not we disclose is completely up to us.  
	Okay.  Then we can go into disclosing.  
	So reasons not to disclose.  Personal choice.  You just do not want to tell others about your disability.  
	You are worried about being discriminated against or being treated differently or unfairly because of your disability.  
	You do not want to be stereotyped or labeled because of your disability.  
	Okay.  Slide 2.  
	Reasons to disclose.  You may need to disclose to receive some rights and protections under different disability rights laws.  
	You may need to disclose to get accommodations in employment, education or out in the community.  
	Talking about your disability may help someone else who is going through similar experiences and feelings.  
	One of the things I say when we talk about disclosing and being the youth transitions coordinator when I go out to high schools is I ask high school students, when is a time legally that we should disclose our disability for -- regarding employment.  So I ask three choices.  And you guys can answer by typing in 1, 2 or 3.  
	So when do you legally disclose your disability -- actually I'm going to wait for that question until we get to accommodations.  I'm sorry about that.  
	So we'll click out of that.  And back on the screen there's labels and stereotypes.  And discrimination.  I believe that as people in the disability community, we're very familiar with the labels and stereotypes people give us and the discrimination that happens within us.  So there's tabs about those that we are able to talk about in the disability identity section.  
	Let's go to accommodations.  So what are accommodations?  Accommodations are tools or adjustments that can be used for equal access and involvement in the workplace, school, home, daily activities.  And in the community.  
	Katie DeMore says I don't insist on accommodations to make your life harder.  I do it to make my life easier.  Please click on getting accommodations.  
	So getting accommodations.  It's a benefit of disclosing when your disability is receiving accommodations in school, employment and in the community.  
	There are rights granted by the Americans With Disabilities Act, Section 504 of the Rehab Act and other laws that give you the right to ask for accommodations.  
	Other laws also give you the rights to accommodations in your home, while traveling and more.  
	There's a self-advocacy session in the workshops.  You can visit that more on accommodations and self-advocacy.  Or contact your local Center for Independent Living to learn more about laws, your rights and accommodations.  
	Slide 2, please.  
	So those are your rights with accommodations.  You also have responsibilities when asking for accommodations.  So it's your responsibility to understand what your rights are and which laws give them to you.  
	Request an accommodation based on your needs because others may not know what you need accommodations for.  
	Be a part of finding the best accommodations for you or resources and tools to help you figure it out.  
	Tell someone why you need an accommodation.  
	You do not have to tell someone your medical diagnosis or disclose the name of your disability.  But you do need to be able to explain your disability-related needs.  
	Let's hold off before we click on the next slide.  As I was saying earlier, one of the questions as a youth transitions coordinator I ask students with disabilities is, when do they legally need to disclose they need accommodations in the workplace.  
	So I'm going to give three choices.  And please feel free in the chat box to type in 1, 2 or 3.  
	So when is it legally required to let an employer know you need accommodations?  That is the question.  
	Is it, 1, when you set up the interview.  
	Is it 2, during the interview?  
	Or 3, when they have offered you the drive and you have accepted, you can ask for accommodations?  
	So again the question is, when is it legally -- when do you legally ask for accommodations in employment?  1, when you set up the interview.  
	2, during the interview?  
	Or 3, after you have received the job and you accept and let them know the accommodations.  
	So I see a lot of 2s and 3s.  I think I'm seeing more 2s.  1 and 3, 3.  3.  
	The answer is 3, under the Americans With Disabilities Act, someone does not legally need to describe accommodations or request accommodations until after they have accepted the job.  And then that's the time to let the person -- employer know you are needing accommodations.  
	Again, as this slide says on the bottom, you do not have to tell someone, your employer, your medical diagnosis, or disclose the name of your disability.  But you do need to explain the accommodations you need related to your disability.  
	Thank you, guys, all for participating.  
	Let's go to Slide No. 3.  
	So some of the examples of accommodations is adaptive computer software.  Extra time for tests.  Interpreters.  Job coaches.  Sitting at a workstation instead of standing.  Wheelchairs.  Having someone read other -- read something to you.  
	One of the things when talking about accommodation, one of the words I think that's left out is reasonable accommodation.  As Rachel became my intern starting in January she described herself as an individual with a visual impairment.  And with that she uses a CCTV and a CCTV can cost up to $5,000.  And is that a reasonable accommodation for an intern who is working for five months for Ability360 to provide for her?  Or would it be a reasonable accommodation for Rachel to bring in her CCTV from home and have it at her workstation for her to use during the time of her internship?  
	And so I'll let Rachel explain a little bit more.  Rachel?  
	>> RACHEL FISHER:  Yes.  So going into an internship, it is an unpaid internship.  So even if it was a paid employer or not, going in and asking for a reasonable accommodation would definitely not be asking Ability360 to purchase the software that I need, the VoiceOver software that I use currently on my computer as well as purchasing a CCTV.  
	So knowing what my accommodations are, my reasonable accommodations, I know that I need to bring in my own CCTV.  And I have one that travels so I asked if I could bring that with me.  And because I have to use a laptop through vocational rehabilitation that has software on it I asked for the reasonable accommodation that have any of the work systems I would be using to put it on my laptop so I can use it through my personal laptop through school with the accessibility software that I have.  
	And that is more of a reasonable accommodation than asking them to add software to a computer that no one else may be using that has a visual impairment.  
	I also let Leanne know that I have ADHD.  So I take lots of notes.  So I put notes on my phone.  Or I put notes in a notebook so that she knew ahead of time that that part of my reasonable accommodation would be that I'm going to have my phone in my hand a lot.  Either using a magnifier on my phone or using some of the assistive technology or notes on my phone so I can keep track of what we're doing.  And that's just knowing what my accommodations are.  A lot of those that participate in the workshops don't really know what all of their accommodations are.  So it's a really important topic.  And the phrase reasonable accommodation is so important.  Because anybody can ask for an accommodation.  But it needs to be a reasonable accommodation.  
	>> SIERRA ROYSTER:  This is Sierra.  Leanne, sorry, we have a question from Tim, do we want to go to that real quick?  
	>> LEANNE MURRILLO:  Tim's question is regarding, couldn't it also be No. 1 if you need accommodations for an interview?  Yes, it can be No. 1.  
	It's always based on your disability and what accommodations you may need when you disclose to the employer your accommodations.  
	If you need an interpreter, definitely disclose to the workplace that you will need an interpreter.  If you need something in large print.  
	I know many students with cognitive or intellectual disabilities, they may need to describe their disability ahead of time for an interview.  
	So when I said No. 3 is the answer, that's the legal answer according to the ADA.  But accommodations can be asked at any time.  It could be when you set up the interview.  It could be during the interview.  It's whatever the person is the most comfortable with.  Unfortunately I think a lot of us have experienced discrimination or stereotypes based on when we disclose our disability based that may -- we feel that it would stop us from getting the job.  
	But any of those choices could be accurate.  But what is accurate according to the ADA legally, that would be No. 3.  
	I hope that makes sense.  And then peer support with adjustment, acknowledgement.  Helping someone else.  Another reason to disclose your disability is you may be able to help someone out.  Peer support is an idea that we have shared experiences and barriers as people with disabilities.  
	Sharing experiences to help us learn from each other.  
	Sharing your story can be positive for you and others.  
	Peer support can be sharing tips, accommodations, experiences and feelings.  
	For more on peer support there's a session in this for peer support.  
	Okay.  And then adjustment and acknowledgement.  There are many feelings and thoughts that we share about our disabilities.  It's okay to have negative and positive feelings about disabilities.  
	Your disability process can change from day-to-day or with new life experiences.  So adjustment and disability.  Go ahead.  
	So what is an adjustment?  Adjusting to your disability is a process.  
	Just because you are okay with your disability today does not mean that you will be tomorrow.  
	New situations, barriers or even something new about the way your disability affects you can lead to another chapter in your process.  
	A new day, a new situation, or a life milestone may lead to having an adjustment to your disability again.  
	It's all part of the journey.  
	Thank you.  We'll go to the discussion tab.  
	And some positive pearls, positives or pearls.  Some thoughts and feelings are difficult to talk about.  There can be positives to having a disability.  But it might take a while to find the pearls hidden in the oyster share it takes a grain of sand irritating an oyster for a long time before it turns into a pearl.  
	Okay.  No. 2.  
	Slide 2.  
	So we'll just jump over to this.  But what we'll do is think about, what are some of your pearls or positives you have found about your disability?  You are more than welcome to type it in the box.  But I know time-wise we may not be able to read it.  But we can look at it and see what people type.  
	But what are some of your pearls or positives you found about your disability?  And then slide No. 4.  
	So when is it not pearls or positives?  If you have difficult feelings about yourself or your disability, it is okay.  
	There are peers with similar experiences who may be able to listen and help you in your process.  
	If you feel like you are having a lot of sad days, there are many professionals who can help you and it's completely okay to ask for help.  
	You can talk to your local Center for Independent Living about finding a counselor, psychologist or other professionals in your community.  
	You can also call your insurance provider, too.  To find help with a counselor, psychologist, or other professionals.  
	Okay.  So we'll go to resources.  
	And what I want to do, just touch real quickly and we'll jump -- skip some of this stuff.  But resources is at the end of each session.  The ten sessions that are in Community Living Skills, every one of them has a resource tab.  
	These are great, great resources to be able to utilize.  A lot of them are videos.  And I know Rachel has looked through a lot of them.  
	She calls it rabbit holes.  And click on one link and it can get you in a rabbit hole of a lot of other things that you can look at and share and print out and share with your consumers during the workshops.  
	So I want to thank everybody for listening to the disability identity section.  And I'm going to turn it back over to Mary.  
	>> MARY WILLARD:  Actually, do you want to talk just a little bit about some of the ways you have modified it?  
	>> LEANNE MURRILLO:  Sure.  So some of the things that we have done in classes where you don't always have to read everything from the tabs.  When we talk disability identity, I talk that there's three dimensions of disability.  
	It's an impairment in a person's body structure or function or mental functioning, which has activity limitations, such as difficult seeing, hearing, walking or problem solving.  And it restricts your participation in normal daily activities, such as working, engaging in social and recreational activities and obtaining healthcare.  
	So it allows individuals, especially when I work with the youth to understand it's an impairment.  It has activity limitations and participation restrictions.  
	And then I break it down into there's seven major types of categories.  This is what I learned from the World Health Organization.  And when I have broken these different categories down, physical, cognitive, mental, emotional, sensory, developmental, combination, especially with the youth in the Healthy Community Living class, it really allows the consumer students to see where they fit into their type of disability.  
	Okay.  And some of the ways we have modified and added the Healthy Community Living, especially Community Living Skills workshop, I've started to work in the school system using the Healthy Community Living skills Website.  All of the teachers have absolutely loved it.  It has been very beneficial for the students.  
	The teachers and students both love all of the videos.  And I know we haven't gone through the videos but each session has videos that are wonderful in sharing in the workshop.  
	Some of the things that we have modified in the technical skills workshops was really talked a lot about technology, computers, phones.  The Website information.  It was beginners.  And our class really have advanced in going through the workshops right now.  
	And so we started using different resources and different apps.  With time constraints, Rachel, I'll talk real quickly.  Rachel printed out a whole app sheet that had all of these different apps that you can learn and do with technical skills and help you improve, help you keep track of time, help you modify the way you do things.  
	So all those apps for an advanced class really helps us out.  
	We also went through some of the things from the beginners and from the workshops so these are different ways to either add to or modify the workshops into your centers.  
	>> MARY WILLARD:  Thank you so much.  And we have stuff here for Leanne and Steve and Rachel.  Thank you so much for going through that with us.  
	We really wanted to make sure they talked a little bit about how they modify it so that you can see what is available on the Website.  We were pulling it right from there.  And then you can also see that it's okay to make it unique for your community.  And that our partners have done that.  
	Thank you so much.  
	Please stick around for question and answer time.  
	And then now we would like to move to Dori.  
	>> DORI TEMPIO:  Good afternoon, friends, I'm Dori Tempio I'm the director of community outreach and consumer rights for Able South Carolina.  I'm also proud to say I have been on this grant for five years.  
	And what is so phenomenal about this curriculum, I started out on the writing process of this.  Is it's written by people with disabilities for people with disabilities.  In all categories of disability on both ends.  
	And that's a phenomenal thing.  Because you don't see that too often.  Plus, all of the vision rules -- visuals used in the curriculum are all people with disabilities that show people living everyday productive lives and that makes a difference to people who are taking part in the curriculum.  Because it shows them, that's me, I can relate to that.  
	The other great thing about this curriculum, all of it, is that it's peer based.  So when you're facilitating going right back to the center of independent living, when Ed said, it's all about our peers and helping our peers to work together, to find independence, that's what this curriculum is about.  You as a facilitator are not their teacher.  You are their peer.  
	And you are helping them learn all these different skills.  Sharing your own experiences as peers.  That really help to make the curriculum flow.  And it really starts from Day 1 the group developing a strong peer system that they can reach out to.  I know folks from our peer group have been reaching out to each other during this time of uncertainty for people.  And that's a tremendous thing.  We don't get that everywhere in life.  So one of the great things is being able to have something that helps people in a variety of ways.  
	I'm going to talk a little bit about the transportation section of the curriculum.  And I always start out with this quote and talking about this lady.  Her name is Susan Sygall she's the Executive Director of Mobility International USA and she always says, she's a person with a disability, as well, and she says, don't accept other people's notions of what a wheelchair is.  I've traveled to Masada in Israel and made it to the top -- sorry; my chat box covered part of the document because I don't want to miss anybody's things.  To the top of the Acropolis in Greece.  And I like sharing that and her story because it tells people no matter who you are no matter what disability you have anything is possible as far as transportation and travel go and you shouldn't limit yourself.  Next slide, Mary.  
	So I'm looking at the transportation overview.  And we're going to go into the Website.  And I'm going to give you a basic overview.  We do look at the video.  And it shows you different methods of transportation.  
	We're not going to watch it.  But it talks about the different methods of transportation.  It talks about people with disabilities wanting to be the same as everybody else and have every transportation option open to them.  
	And it's really great because it shows a variety of people with disabilities.  And their experiences using transportation and travel.  
	So one of the things we talk about before we even get started.  We talk about what kind of travel do you use now?  What kind of travel and transportation would you like to be using that you aren't now?  And we talk about the different goals and objectives and tie that in to what they want to do as far as travel and transportation go.  
	And then we go into the before you go.  And we talk about what you need to do before you even embark on any type of travel and transportation.  And I'm not going to go over every single thing.  But it really just highlights the things that you need to be thinking about before you even embark on traveling using any type of transportation that you choose and want to use.  
	Then we really go into short trips.  And we start out with a good activity where we talk about, all right, let's say we all want to go and I tailor it to our community and our areas around South Carolina.  Let's say we want to go to a rock concert.  And we're going to go hear Billy Joel down at the Kroger Center in South Carolina.  And we talk about, what transportation would you use?  And we walk everybody through that.  
	Then we talk about, okay, we need to go to the doctor's office and we're going to go to Lexington medical center here in Lexington South Carolina what transportation would you use them?  And there's a variety of options and each person walks us through how they would do it.  And then we talk about overall, what are the best transportation options for you in your life?  And we let the participants share examples from their own lives as well as share options that they think have been beneficial to them and resources for other people.  And that's a really great thing.  Because again, it's not about myself and the other facilitator.  It's about them being peer based and getting to share opportunities and experiences with each other as well as learning from each other.  
	And then we move into long trips.  And this is always really exciting.  Because this is where we do an activity where we actually plan a trip.  They get to pick.  Usually we've had Hawaii.  Australia.  Tokyo.  You name it.  
	And we walk through this.  And what you would need to do.  And what transportation you might utilize.  And how we would use some of the planning activities in the beginning of the session to do that.  
	And then we talk about what type of assistance might you need on a trip.  How would you go about doing that?  
	We have connected people with our local person who does -- at our airport there's an individual who oversees people with disabilities flying.  And we have connected people with him.  And he's allowed us to have some resources and information, too, so that it makes it personalized for them.  And they are learning the skill they need if they are going to embark on a trip.  I'll be honest in South Carolina we don't have ferry and you have to go north to North Carolina to pick up Amtrak but we do discuss it because you never know who is going to go where when so it's always good to cover the information even if you don't use it typically or on a regular basis.  
	We talk about asking for a ride.  And we get into the components of self-advocacy.  Because all kinds of things can happen, my friend, when you're using any type of transportation.  And we look at those components.  Because it's really important.  Whether you're going with a family member, a friend, whether you're using public transportation that can include fixed route or paratransit, whether you're going to use rideshare, whatever that looks like, you need to feel confident and engaged so you can ask for the things that you need.  Then we move on to our local area and community and that's a really good one because so many people so many people with disabilities have grown up in segregated isolated settings so we're introducing a whole group of people in our classes to a whole different concept we are now going to be active members of our community.  What does that look like?  How am I going to get there?  What is it I want to be engaged with?  What are my activities.  And we bring in some resources that show them community activities in our area, different cities and such.  We look and talk about how would you take part in that?  How would you engage in that?  And really looking at the different options and they help each other out.  That's what I love about this curriculum so much.  It has just become a wonderful tool to help people dialogue about what they want, what's possible.  How they would do it.  So it isn't just on the facilitators.  It's teaching other people to have the confidence to facilitate those dialogues, as well.  And what an amazing thing to be able to do.  
	Then we get into travel safety and talking about the different modalities of travel and the different safety things you need to keep in mind.  No matter what type of disability you have.  And in some cases we get into specific types of disabilities.  If certain safety necessities need to be put into play.  
	That's a really great thing.  We talk about emergency preparedness.  We talk about just overall safety plan.  
	And I think that's a great thing to do.  
	Next, let's look at resources.  And then I'm going to show you all how we personalize the lesson for the individual's experience so that we have run this curriculum two or three times now and as we have done it, we have learned more to tailor so I'll get to that in just a minute.  But these are some great things.  Look, a rider's guide to public transportation so no matter if you used fixed route or paratransit, how incredible is that?  There's even some for just people who have visual disabilities.  Looking at flying as a wheelchair user.  Travel blogs.  I love those.  And they enjoy.  We show some samples and they enjoy it because some of the folks are really humorous in their travel accessibility experiences and then looking at how your State Assistive Technology Program can help you get some of the accommodations you might need to travel.  
	And then just some great tips of in cases of emergencies.  And then how do we as individuals support people when they are asking someone for a ride?  Whether that is family members, friends, using a taxi, using rideshare because we do need to be thinking about some of these things.  If I need to ask for help, what is that going to look like in all of these different situations?  
	We're going to go back now and look at some of the ways we tailored it and help you all to see that.  
	We really believe in this, you can do it.  You've got this.  And a lot of our folks need to hear that.  Some of them who have taken the class have never embarked on anything other than riding with a family member or friend.  So really developing that concept of self-confidence.  You can do this.  You've got this.  
	You have to start there sometimes.  
	We talk a little bit, it came up, the more we did this session about, hey, Ms. Dori, hey Ms. Sarah, that's my co-facilitator for my office, you know, I need to know a little bit more about self-advocacy.  What are my rights in transportation?  What are my rights under the law?  And what information do I need to be sharing that's accurate and reliable?  And we go over that.  And we tailor it to the individuals and their disabilities because we all have different needs whether we have disabilities or not and we need to be able to express that when we travel and if we need assistance.  
	Then we talk a lot about what are some of the concerns they might experience when they are traveling.  And then how do they have those conversations or emails or telephone calls before they embark on expressing their concerns?  
	Because our consumers and participants expressed to us, we need more.  We need to know how to handle those situations.  So we add them into the sections we just mentioned, you all, and incorporated it there because it fit naturally.  
	Next.  
	Then just breaking down, how do you have those discussions with folks?  Because a lot of folks in our groups have said, I don't know how to do that.  That scares me.  I don't know if I could do that.  And then really outlining it and then we do some role play of what that looks like, whether we're on a train, plane, rideshare, asking a family member for a ride, fixed route, paratransit.  So that everybody gets those opportunities.  And they are feeling more confident and ready when they leave the session.  
	Thank you.  
	And then we just tailor for them.  We took a map of South Carolina and we have all of the different transportation options in our whole state because they kept asking us, well, that's great, I know I have this, but what is that?  And tailoring that so they can see what it looks like in their region and what's available to them.  And then I just gave ya'll a sample in that slide of some of the examples of transportation that we share with them we have people who came because they heard the class we -- I'm going to share with you the best part of this class and the reason I would recommend this curriculum overall to any center of independent living looking to engage consumers in not only healthy living but Community Living Skills.  And being a part of their community.  
	When we include the people in the process who are going to benefit, we all win.  And at the end of the day, that's what we want.  Our consumers to be successful in the community and to live healthy, happy lives.  
	These are some of our success stories.  I put a picture up there for ya'll to see.  It's one of our folks getting on the paratransit ride transit in our area and she had the hashtag thanks to the ADA I have access to accessible transportation, allowing me to work, shop and live in my community.  
	And one of the great things out of our class, we had two consumers start saving money for a vehicle.  And they didn't think they could drive.  They didn't think it was an option.  They had been told by different resources, family, friends and such, that will never happen for you.  And they saw that people do.  And it's possible.  And so they started saving money for a vehicle.  
	Two incredible stories came out of the riding and booking rideshare.  
	We had some people afraid to ride the rideshare because it wasn't quite accessible.  
	And they took from one class went out the door and called a rideshare and asked the person who drove the car to help them disassemble their wheelchair and put it in the vehicle.  And now they are able to go independently in the community.  And they said that's because we gave them the confidence to know what to do and know what to ask if they needed the assistant and they had the chance to practice it.  
	We had a high schooler who got permission under his IEP to participate in this class.  And they considered it a life skill.  
	So he took the class.  He had never in his 17 years, he always said, Mom will drive me.  That's how it's going to be.  And he ended up telling his mom when he went home after his session, I'm going to use rideshare now.  And he said, I can do this by myself.  He has significant autism.  And he started riding rideshare.  17-year-old.  Because he said I need to be independent.  I love my mom.  But I need my freedom, too.  
	So lastly we had a consumer who had never traveled by plane.  Was reluctant to do it because of the nature of her disability and feeling out of control, that somebody else would be using the chair and what that would look like and after the course she wrote me about a month later, guess with a I'm doing, I'm going to Florida.  And then I got an email back after it was done that she successfully took the trip to Florida and how amazing that was.  For her, it opened up doors literally and figuratively she thought she would never experience.  So when I tell you this class a phenomenal, I'm not kidding.  This curriculum changes lives.  I've seen it multiple times.  And I've seen people who had no friends, no support group, come out of these classes with a whole new take on life and a whole new support.  
	So I can't recommend this any more than that to anybody.  And if you need anything from me, I'm always here to be a support to you all.  
	Thank you for having us today.  
	>> MARY WILLARD:  Thank you, Dori, that's awesome.  And up here we have a slide with Dori's info.  Dori works for Able South Carolina.  
	I just -- I just love listening to our partners talk about the program.  Because that's what it's all about for me.  That's where I get my happy thoughts is knowing that we might have helped some consumers.  
	So right now, I'm going to go through a couple of slides that I added here at the end.  But while I'm doing that, if you want to go ahead and start typing questions that you might have for any of our partners, or from the RTC folks or us about the curriculum, you can start typing those in the chat box now or you can click -- excuse me; or you can select the hand button that is on your screen to raise your hand so that Sierra knows to unmute your microphone.  So while you guys are lining up in the queue and typing your questions, I had just one or two more thoughts.  We actually -- registration for this webinar boomed over the last couple of days.  And many people asked, could this be used to teach online classes during social distancing?  Well, as you saw, we just used Zoom right now.  And we pulled up the Website and shared the slides so you can see how that works.  People did ask me what my thoughts were on using it for that purpose.  
	I was going to say this, that the one thing that I was not able to successfully do was be able to play the videos and the sound through the webinar for everybody.  But with that being said, a lot of the videos are there to just -- they are not necessary for the curriculum.  They are there in order to -- they are there to supplement the curriculum so if you can have some good discussions as a group, you won't need the videos.  
	The other thing that I would recommend is we are currently using Zoom webinar.  For a small group class, I would use Zoom meeting.  And what that does is it allows folks to have access over their microphones by themselves.  So people can have a more interactive conversation.  If you have questions about using Zoom to do this, I would be happy to meet with anybody to kind of go over some of those basics.  
	The other thing people asked me was, how do you make it accessible?  I would say this.  If you have somebody who might have -- who might have a visual disability, there is a consumer log-in for the Website and I would send them that log-in and allow them to go through the material themselves, as well, to get familiarized with any photos and that sort of information.  I think that -- or I know that the Website itself is accessible.  So that would be a way for them to work through that.  
	I apologize, let me turn my email off, it's beeping in your ear.  
	The other thing that I was going to mention is you might want to book captioning services if you have anybody who might be deaf or hard of hearing.  And that's what's going across the bottom of your screen right now.  If you would like support in finding out how you can book captioning services, I would be happy to send you the information of the teams that we use.  
	It costs about 150 -- about $150 an hour, around that, in order to get captioning done.  If that's something you would like to do for your program.  
	And then the other thing is just whenever you can, please -- try to audio describe what's on your screen.  And then again, utilize those consumer log-ins for folks.  
	If people don't have Internet at all, I would brain -- I was brainstorming with myself.  
(Chuckles).
	>> MARY WILLARD:  What you might be able to do at that point.  You can print the slides.  And then you can maybe send it to them in the mail ahead of time.  So that they could follow along at home with what you're doing.  
	So those are just some of the thoughts that I had brainstormed around how this could be useful.  
	But with that being said, we would like to use the rest of the time to just answer questions that folks might have.  And we've got our partners here from the RTC:Rural University of Montana as well as many of our partners from the centers.  
	>> SIERRA ROYSTER:  Mary, there is a first question that asks, is the curriculum available in Spanish with the PowerPoint version?  
	>> MARY WILLARD:  Thank you.  I'm wondering if -- if Tracy or Tanis might like to help me answer this one I believe we have the worksheets in Spanish, is that correct?  
	>> Yes, hi, everyone, this is Tanis from the RTC:Rural.  I just want to say thank you so much for joining us today.  This has been such a highlight of my day personally, getting to take a break and focus on this program.  Which I'm so in love with.  
	And we do offer the Healthy Community Living program somewhat in Spanish.  And by that I mean the worksheets are available in Spanish and the videos can be turned from an English translation in the closed captions to a Spanish translation.  
	But the slide content, so the content with the activities, that remains in English.  We have had it successfully used in a Spanish and English mixed group.  With an interpreter.  
	So that's a possibility.  And I don't know, Steve, I think you guys are doing a little bit of this at Ability360.  If you maybe want to comment?  
	>> SIERRA ROYSTER:  And Steve you're unmuted now if you want to join in.
	>> STEVE NORTON:  Absolutely I can.  We actually translated all of the slides into Spanish.  And then we incorporated them with the videos.  So now we can show a version of it in Spanish that works for the group.  We're into our third week right now.  We have suspended the classes right now.  But it was going very well and it was very successful using the worksheets, as well.  
	Does that answer the question?  
	>> SIERRA ROYSTER:  I would say so, thank you.  
	>> STEVE NORTON:  Absolutely.  
	>> SIERRA ROYSTER:  And just a reminder that if you do have a question, you can select the hand option, there's a little hand up option that let's me know you have a question and you can join into the conversation that way.  And then of course always the chat box, as well.  
	>> MARY WILLARD:  Perhaps this would be a good time while folks are typing in your questions, please type in questions or raise your hands.  We did have -- we are very fortunate today that many of our partners wear many different hats.  So while you're getting your questions ready, I wanted to let you know that Rachel and Leanne -- so Rachel is an intern in recreational therapy.  And that is what Leanne does, as well, as well as working at a Center for Independent Living.  And they were wanting to share a little bit about recreation.  Since we're talking about Healthy Community Living.  I don't know, if this would be a good time, Rachel, for you guys to go over this.
	>> RACHEL FISHER:  Yeah, absolutely, yeah, I sure can, hello, everyone, I'm actually in my last I believe five weeks of my internship to graduate with my degree in recreational therapy which is why I'm with Leanne because Leanne has been in the field for so many years and I wanted to be able to work with somebody to learn from her.  But recreational therapy, what recreational therapists do is we seek to reduce depression, stress and anxiety in clients and help them to build confidence and be able to socialize in their community.  A lot of the things that are a part of these different webinars at the workshops, these are barriers to quality of life and leisure for those who are participating.  So their time constraints, their relationships, transportation, their identity with their disability, these are constraints, they are barriers, we are helping them to work through the barriers.  With that being said, I really wanted to share recreational therapy, some ideas with everyone.  Because now that we're in this social distancing time period, we need to remember that play and self-care is extremely important.  When we become bored we become frustrated and stressed out we want to share with ourselves as well as those we work with ways they can reduce that boredom and still recreate and reduce the anxiety of our situation so some ways to do that is practicing mindfulness, reducing stress and anxiety, listening to calming music I put together a resource list that Leanne has and we can share it that has many different ways that you can participate in things virtually including doing mindfulness and guided meditation. 
Exercise so while you're at home try a new yoga class there are many gyms right now doing virtual exercise classes between yoga, rock climbing, taking virtual hiking tours as well as doing virtual book camps and cardio.  So try something new.  Even a virtual zumba class so you can still get moving while you're home.  Take your dog for a walk, a long, long walk, I do that frequently.  Listening to music.  There are several artists right now that are starting to do free virtual concerts and you can look those up online so you can still listen to music and participate in live music while you're at home.  
	Take time to do something for you.  So maybe you're pretty busy and having to be at home right now and on quarantine it's the first time you've been forced to take some time off.  Use that to your advantage to take that time to do self-care.  Play.  There are a lot of different online games as well as you can do movies with friends and family through either Zoom or some of the other watching services.  They are allowing you to be able to watch with more than one friend, with a group of people, watch movies and TV shows and be able to connect with each other so watching parties are fun.  Like Zoom right here.  Bring back family game night.  There are actually Websites where you can play board games online like Uno and Monopoly with friends and kind of get involved with that and I can't see what it says on the bottom but there are lots of resources so use this time and be productive and get yourselves moving and don't take it as a negative.  Find ways to still be active and get around and if you would like those resources, Leanne, you've got a lot of them, right?  
	>> LEANNE MURRILLO:  Yes and I can send them to Mary.  
	>> MARY WILLARD:  Wonderful, thank you, both for that little added slide.  I think if folks on the call, if there's anybody on the call who already has a Healthy Community Living subscription, I want to let you know, we do actually have a few mindfulness videos and activities in the self-care module of the Community Living Skills.  So take a peek through some of those.  I know I'll be doing some later.  
(Chuckles).
	>> MARY WILLARD:  Sierra, are there any more hands raised or any questions out there folks still have?  
	>> SIERRA ROYSTER:  Not -- no hands raised and I haven't seen -- you guys have answered all of the questions that have come through.  
	>> MARY WILLARD:  Great.  I'm impressed actually.  I thought there would be more questions.  But our team just did such a beautiful job of presenting that maybe there aren't anymore.  
	So up here I have just one more slide while we're giving folks one last chance to throw some questions out there for us.  
	We've got a really knowledgeable team on hand right now.  So if you have any questions about teaching your class, please let us know.  
	Oh, and Christina is wondering, Leanne, do you mind dropping some of those Websites into the chat box or emailing them to me now and I can throw them in?  People are asking for resources for virtual game and interaction platforms.  
	>> LEANNE MURRILLO:  Yes I'll send them to you right now.
	>> MARY WILLARD:  Wonderful.  And then we'll throw those in the chat.  
	So while we're doing that, I want to let you know again, the Healthy Community Living Website is healthycommunityliving.com, all spelled out.  And it's healthycommunityliving@mso.umt.edu can give you any information that you want and I'm going to also let you know again I am Mary Willard.  Many of you know me as Mary Olson.  And I can be reached at Molson.April@Gmail.com.  And I am happy to work with you again.  If you have questions about using this on a Zoom platform with your consumers at home, I would be happy to walk you through how we do that at APRIL we are a telecommute office so this is actually where I really shine.  
(Chuckles).
	>> MARY WILLARD:  And we're happy to just talk about any questions you might have about the Websites and the program.  
	And I'm just waiting for Leanne's email to come in to drop that into the box.  And if we don't get it, I want to let you know that this recording will be up on our Website.  I believe it will probably be also on the RTC's -- RTC:Rural University of Montana's Website.  Maybe we can work with their team to get it on the Healthy Community Living Website, as well.  
	Oh, yeah, Sierra, do you maybe want to mention quick the youth call that you have coming up in April?  
	>> SIERRA ROYSTER:  Yes, sure.  
	So we have a Youth Coordinator's Connect.  And this is for any staff that work with youth.  I guess this way you guys can see me again.  Hello.  
	If you would like, we meet April 7th and we're actually going to be talking about what are we doing from home.  What can we do while we're teleworking or remotely working with our youth to make sure that we're -- to make sure we're supporting them with their goals and providing services in a new and different way and how we will be accessible as well so I encourage you to join us our information is all on the Website for you to join us there, as well.  It's April 7th at 2:00 o'clock Eastern Time.  So wherever you fall across the country.  
	But you're more than welcome to join us there so we can continue sharing and learning together.  Because like Mary said, we've been doing this for a while.  But there are several groups and centers out there that do have remote groups before this fun started in our country right now.  But we're going to be learning from each other and just kind of sharing those stories a little bit.  
	And I see a couple of questions that have come in.  Are you going to share the slides via email of this training I think was one of the questions.  And it looks like, yes, all of the slides will be on our APRIL Website.  And we are also saving the recording, as well.  So check it out there.  And Mary is dropping in games now.  Movies online, board games with friends online.  And card games online.  And then play jack box games.  
	>> MARY WILLARD:  So we actually are making a -- on our homepage at the APRIL Website at www.april-rural.org our homepage has resources going on during the COVID social distancing.  What I'll do is -- Leanne sent me wonderful things that you can do at home too much to put in the chat box so I'll add those onto our homepage Website.  Feel free to take a peek through them.  And then I will also make sure that we get this reporting and these slides up on our Website and I'll work with the RTC team to make sure it's on that Healthy Community Living Website, as well.  
	And with that, I think we are almost ready to close out unless anybody has last-minute questions.  
	Again, thank you to all of our partners.  We are so fortunate that we've been able to work with Centers for Independent Living across the country.  Extremely fortunate that Ability360, Rachel, Steve and Leanne were with us today and Dori.  Thank you, again, for all of the time you put in this.  -- into this.  And we will talk with you all again soon.  
	>> Thank you.
	>> Thank you.
	>> STEVE NORTON:  Stay safe, everybody.
	>> SIERRA ROYSTER:  You too.  

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This is being provided in a rough-draft format.  Communication Access Realtime Translation (CART) is provided in order to facilitate communication accessibility and may not be a totally verbatim record of the proceedings.  
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