Transcript Disability awareness and effective

Disability Awareness and
Effective Communication
Techniques
Robin A. Bell, S.S.P., N.C.S.P.
Nationally Certified School Psychologist
Director, Office of Disability Services
Nicholls State University
[email protected]
Why are we here?
Compliance with Federal Law
As an institution that receives funding from the
Federal Government, NSU is mandated to follow it’s
laws.
American’s with Disabilities Act (ADA) is one of
those laws.
Today’s Objectives
1. Learn about who our students with disabilities
are
2. Reflect on how we want to be treated by others
and whether it’s any different for individuals
with disabilities
3. Take a look at how we communicate and
interact with others
Who Are People With Disabilities?
• People with disabilities
are first and foremost
PEOPLE just like you and
me
• They are typically
ordinary individuals
seeking to live ordinary
lives
• They have DREAMS AND
ASPIRATIONS
• One out of every five
individuals in the United
States has a disability
How do we show respect to others?
Through our :
1. Verbal Communication ( 7%)
2. Nonverbal Communication (55%)
3. Paraverbal Communication (38%)
Sometimes we let the disability get in
the way of communicating with the
person - we fail to connect
interpersonally and never get to know
them or see their strengths
Barriers to Communicating with
Others?
Fear
and
Anxiety
Verbal Communication
• Positive language empowers. When writing or speaking
about people with disabilities, it is important to put the
person first (PERSON FIRST LANGUAGE)
• Group designations such as "the blind," "the retarded" or
"the disabled" are inappropriate because they do not
reflect the individuality, equality or dignity of people with
disabilities
• words like "normal person" imply that the person with a
disability isn't normal, whereas "person without a
disability" is descriptive but not negative.
Nonverbal Communication
• Proxemics (personal space): the area around us that
makes us feel comfortable.
It’s typically 1 ½’-3’
• Kinesics (body language):body posture in motion –
facial expressions, gestures, eye contact
Paraverbal Communication
How we say what we say without the words
• There are three components:
1. TONE: the inflection we put on words that
change their meaning
2. VOLUME: should be appropriate for the setting
3. CADENCE: Rate and rhythm of speech
When speaking with students with
visual impairments:
• Offer your help if student appears to need it
• Use a gentle touch on the elbow to indicate to a visually
impaired student that you are speaking to them
• Allow visually impaired individuals you’re walking with to take
your arm rather than taking theirs
• Avoid shouting when speaking to students. “Blind” doesn’t
mean deaf
• Direct questions to those with the visual disability, not their
companion.
• Do not pet guide dogs
• Do not avoid words like “see,” “look” or even “blind” if they
fit.
• Mention your name when meeting students with visual
disabilities, as it can be difficult to recognize voices.
When meeting with students who are
deaf or hard of hearing:
• speak as clearly and distinctly as possible
• Speak while facing hard-of-hearing students
directly
• Be expressive in your body language, gestures
and facial expressions
• Ask the individual to repeat themselves if you
are having trouble understanding their speech
• Speak directly to the deaf individual, not their
interpreter or companion
When talking to those with mobility
issues:
• Offer your help, but wait until it is accepted
before providing it.
• Acknowledge that a disability exists, but do not
ask questions regarding students’ disabilities
unless you have a close relationship.
• Talk directly to students when addressing them,
rather than directing questions or comments to
their companions, if there is one.
• Don’t treat students with mobility issues as if
they are sick.
When meeting with students with
cognitive disabilities:
• be clear and specific in your language. Concrete language is
best. Lengthy directions can be condensed into short steps.
• Present oral information at a slow pace, using frequent
pauses in your speech to allow for processing time.
• Offer cues to help students with transitions. For example,
saying “We’ll be going to lunch in five minutes” provides a
good heads-up of what’s about to happen.
• Use images to reinforce information whenever possible.
• Employ modeling, rehearsing and role-playing to help
students learn appropriate interactions.
• Ask if students need help if it appears that way but you are
unsure.
In closing…
Individuals with disabilities are more like us than
different…with strengths, dreams and aspirations
just like you and I and if given the opportunity to
share their strengths, shine just as brightly as you
and me.
I’m leaving you today with a heartwarming
example of an individual with a disability that has
been given the opportunity to use her strengths.
Enjoy!
http://espn.go.com/video/clip?id=10703950