Category Archives: information

Ready To Sell You Wheelchair Van? Make sure Its Ready To Be Bought!

If you’re trying to sell your wheelchair accessible vehicle by yourself, you should know the average mobility vehicle could take a few months to sell. The number of people with limited mobility in one local area who are in the market to purchase can be very small. Add to that the specialized equipment on your van that a potential buyer may not want, and the weeks roll by (and you’re still making payments on the old van).

The fastest deal is at a local mobility dealership. We buy and sell new and used vans throughout New England, take trade-ins, buy vehicle outright and/or can put them on consignment—whether it’s a non-converted vehicle or a converted van.

In order to get the best offer (or trade-in value), you should make sure its in “buying condition”.

Look at the vehicle with fresh eyes—like a buyer would. Ask yourself, “Would I buy this vehicle?”

If something needs repairing, fix it. A small investment can add hundreds to the value.
Wash it, wax it or take it to a detailer for a shine, inside and out. Maybe you only need to wash it and perhaps buy new floor mats.
Write down vehicle information such as year, make, model, interior and exterior colors and mileage; VIN number; side or rear entry, configuration of the interior of the van; standard features; removable features and any other adaptive extras.
Double check safety features: Are the tie-downs still sturdy and clean? Does the lift or ramp still operate smoothly?
Consider replacing the tires if they are bald.
Take out all personal items you may want to keep.
Find the registration, warranty, owner’s manual, equipment manuals and repair receipts.
All controls should be clearly labeled—and work!

Now you’re ready to sell or trade-in for a newer model.

Traumatic Brain Injury Awareness

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Traumatic brain injury, often referred to as TBI, is most often an acute event similar to other injuries. That is where the similarity between traumatic brain injury and other injuries ends. One moment the person is normal and the next moment life has abruptly changed.

In most other aspects, a traumatic brain injury is very different. Since our brain defines who we are, the consequences of a brain injury can affect all aspects of our lives, including our personality. A brain injury is different from a broken limb or punctured lung. An injury in these areas limit the use of a specific part of your body, but your personality and mental abilities remain unchanged. Most often, these body structures heal and regain their previous function.

Brain injuries do not heal like other injuries. Recovery is a functional recovery, based on mechanisms that remain uncertain. No two brain injuries are alike and the consequence of two similar injuries may be very different. Symptoms may appear right away or may not be present for days or weeks after the injury.

One of the consequences of brain injury is that the person often does not realize that a brain injury has occurred.

March Proclaimed Red Cross Month: Red Cross Recognizes Every Day Heroes

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President Barack Obama has proclaimed March as Red Cross Month across the country, a tradition upheld by each of our nation’s leaders since President Franklin D. Roosevelt first recognized Red Cross Month in 1943.

“For more than 130 years, the devoted women and men of the American Red Cross have responded to challenges at home and abroad with compassion and generosity. In times of conflict and great tragedy, they deliver humanitarian relief, save lives, and offer hope for a brighter tomorrow,” the proclamation reads. “Their service has meant so much to so many, and it reflects a fundamental American truth: we look out for one another and we do not leave anyone behind. This month, we renew our sense of common purpose and honor all those whose sacrifices have made our society more prepared, resilient, and united.” Read the entire proclamation here.

The Red Cross has a long-standing relationship with the White House dating back to 1913 and President Woodrow Wilson. In 1906 a largely ceremonial office of president was added to the Red Cross leadership. In 1913, President Wilson agreed to serve in this role. This began a tradition that continues today whereby the president of the United States serves as honorary chairman of the American Red Cross. The Red Cross is not a government agency and does not receive a regular appropriation from Congress.

The American Red Cross responds to nearly 70,000 disasters every year. It provides 24-hour support to members of the military, veterans and their families at home and around the world; collects and distributes about 40 percent of the nation’s blood supply and trains millions of people in first aid, water safety and other life-saving skills.

During Red Cross Month, the American Red Cross is recognizing the country’s everyday heroes – heroes who reach out to help people in need. These are the people who –

Help disaster victims get on the road to recovery.
Give blood to help a hospital patient
Brighten the day of an injured service member who is in a hospital far from home.
Take one of our lifesaving classes and step forward to assist someone having a heart attack or to save a drowning child.

Red Cross Month is a great time to become part of the Red Cross. You can work on a preparedness plan with members of your household so you are ready for emergencies. You can become a Red Cross volunteer. Or you can give blood or a financial donation.

March Is Developmental Disabilities Awareness Month

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President Ronald Reagan declared March to be Developmental Disabilities Awareness Month in 1987, urging “all Americans to join me in according to our fellow citizens with such disabilities both encouragement and the opportunities they need to lead productive lives and to achieve their full potential.”

What is a Developmental Disability?

Definition of Developmental Disability
Developmental Disability means a disability that is manifested before the person reaches twenty-two (22) years of age, which constitutes a substantial disability to the affected individual, and is attributable to mental retardation or related conditions which include cerebral palsy, epilepsy, autism or other neurological conditions when such conditions result in impairment of general intellectual functioning or adaptive behavior similar to that of a person with mental retardation. Unless otherwise specifically stated, the federal definition of “Developmental Disability” found in 42 U.S.C. 6000, et seq., shall not apply.

A. Impairment of general intellectual functioning means that the person has been determined to have an intellectual quotient equivalent which is two or more standard deviations below the mean (70 or less assuming a scale with a mean of 100 and a standard deviation of 15), as measured by an instrument which is standardized, appropriate to the nature of the person’s disability, and administered by a qualified professional. The standard error of measurement of the instrument should be considered when determining the intellectual quotient equivalent. When an individual’s general intellectual functioning cannot be measured by a standardized instrument, then the assessment of a qualified professional shall be used.
B. “Adaptive behavior similar to that of a person with mental retardation” means that the person has overall adaptive behavior which is two or more standard deviations below the mean in two or more skill areas (communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure, and work), as measured by an instrument which is standardized, appropriate to the person’s living environment, and administered and clinically determined by a qualified professional. These adaptive behavior limitations are a direct result of, or are significantly influenced by, the person’s substantial intellectual deficits and may not be attributable to only a physical or sensory impairment or mental illness.

“Substantial intellectual deficits” means an intellectual quotient that is between 71 and 75 assuming a scale with a mean of 100 and a standard deviation of 15, as measured by an instrument which is standardized, appropriate to the nature of the person’s disability, and administered by a qualified professional. The standard error of measurement of the instrument should be considered when determining the intellectual quotient equivalent.

Definition of Developmental Delay
A developmental delay is the slowed or impaired development of a child who is under 5 years old and who is at risk of having a developmental disability because of the presence of one or more of the following:

Congenital syndromes and conditions associated with delay in development,
Metabolic disorders,
Prenatal and perinatal infections and significant medical problems,
Low birth weight infants weighing less than 1200 grams,
Postnatal acquired problems known to result in significant developmental delays, OR:
A child less than 5 years old who is delayed in development by 1.5 standard deviations or more in one or more of the following areas; communication, self-help, social-emotional, motor skills, sensory development or cognition, OR
A child less than 3 years of age who lives with one or both parents who have a developmental disability.

Multiple Sclerosis Awareness

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Multiple sclerosis (MS) is an unpredictable, often disabling disease of the central nervous system that disrupts the flow of information within the brain, and between the brain and body.

Types of MS

Four disease courses have been identified in multiple sclerosis: relapsing-remitting MS (RRMS), primary-progressive MS (PPMS), secondary-progressive MS (SPMS), and progressive-relapsing MS. Each of these disease courses might be mild, moderate or severe.

Relapsing-remitting MS (RRMS)
RRMS — the most common disease course — is characterized by clearly defined attacks of worsening neurologic function. These attacks — also called relapses, flare-ups or exacerbations — are followed by partial or complete recovery periods (remissions), during which symptoms improve partially or completely and there is no apparent progression of disease. Approximately 85 percent of people with MS are initially diagnosed with relapsing-remitting MS.

Secondary-progressive MS (SPMS)
The name for this course comes from the fact that it follows after the relapsing-remitting course. Most people who are initially diagnosed with RRMS will eventually transition to SPMS, which means that the disease will begin to progress more steadily (although not necessarily more quickly), with or without relapses.

Primary-progressive MS (PPMS)
PPMS is characterized by steadily worsening neurologic function from the beginning. Although the rate of progression may vary over time with occasional plateaus and temporary, minor improvements, there are no distinct relapses or remissions. About 10 percent of people with MS are diagnosed with PPMS.

Progressive-relapsing MS (PRMS)
PRMS — the least common of the four disease courses — is characterized by steadily progressing disease from the beginning and occasional exacerbations along the way. People with this form of MS may or may not experience some recovery following these attacks; the disease continues to progress without remissions.

For More Information please contact the The National MS Society