Meeting someone with disabilities etiquette

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1 Meeting someone with disabilities etiquette Many people unsure how to go about meeting someone with a disability because they don t want to say or do the wrong thing. Here are a few tips to keep in mind when meeting and interacting with a person with a disability. Have a positive and receptive attitude when learning to communicate with a person who has a disability. By reading this publication, you are demonstrating that! We are all human beings with varying abilities and disabilities. Be natural and talk with a person who has a disability just as you would talk with anyone else. Don't be patronizing in your questions or your actions. And don't ask questions that you would not ask a person without a disability. Not everyone with a disability wishes to discuss their unique abilities or limitations. Remember that the person who has a disability is a person first, and should never be defined solely by his disability. Use person-first language when referring to someone who has a disability. Saying "a person who is blind" rather than "a blind person" puts the emphasis on the person and not the disability. Don't pre-judge a person's abilities by their disabilities. Let him/her tell you if s/he can't do something rather than assuming that s/he can't. If it looks like s/he needs help, offer it, but Always wait until the assistance is accepted before providing it. The person who has a disability is the best source of information about their needs. Rely on them to provide you with information about what is helpful and what is not.

2 When meeting a person who is blind or Visually impaired Identify yourself by name and association when you approach a person who is blind. Let the person know if you are leaving the room or moving to a different location during a conversation. Let that person take your arm rather than taking his/hers when guiding a person who is blind. When helping to seat a person who is blind, place his/her hand on the back side of the chair so s/he can judge its position. Go ahead and use words like "see" and "look." Everyone uses these descriptors, even people who can't actually "see" or "look." Never pet, feed or otherwise distract a guide dog without first getting permission from the owner. If asked directions, be very specific and don't simply point. Avoid using terms such as "over there" or "turn that way." Be specific in your descriptions. Saying "The four-inch rod moves to the left," is better than "This moves over here." Working with students with visual impairments There are several laws mandating that materials used or presented in classrooms need to be accessible to all students, including students who are blind or have a visual impairment. Depending on the course, the materials could be transcribed into Braille, provided in electronic format, or read directly onto tape. Brailed material may take up to 6 months to produce, so faculty members will be requested to have specific information prepared ahead of time

3 Meeting a person who is deaf or has a hearing impairment Be sure you have the attention of the person who has a hearing impairment before you begin communicating Find out how you can communicate best by asking. This may be your first time communicating with a person who is deaf, but chances are he or she has had lots of practice communicating with people who aren t! Some people who are deaf read lips (speechreading). Others use sign language. Don't forget that writing can also be a good way to communicate. In a discussion where one or more people are deaf, be sure only one person speaks at a time. It s very difficult to speech read or interpret when more than one person is speaking, or when people interrupt each other. Look directly at the person who has a hearing impairment, make sure your mouth is visible, and speak in a normal tone and at a normal speed. Use gestures, body language and facial expressions just as when you speak with a person who can hear. When you are having difficulty communicating, ask the individual for suggestions to improve communication. In a discussion where one person is deaf, be sure there is only one person speaking at a time. It is very difficult to speechread or to interpret when more than one person is speaking, or when people are interrupting each other. Look directly at the person who has a hearing impairment and don't obscure your mouth. Speak with a normal tone and speed unless asked to do otherwise. If giving a presentation, or speaking with a group, repeat all questions before answering them.

4 Working with a student who uses speechreading Speechreading is all about anticipation and guessing. Some people are easier to speechread than others. When someone is speechreading your lips: Do not have objects in your mouth such as gum, cigarettes or food. Look directly at the person who is deaf. Don't obscure your mouth, such as gum, cigarettes or food. Look directly at the person who is deaf, and don t obscure your mouth. Speak with a normal tone and speed unless asked to do otherwise. Mirror the language they are using (repeat statements) and avoid jargon if possible. When you are not understood, try re-phrasing using different words. For example, the word "doctor" is easier to speechread than "physician." Avoid noisy background situations When meeting or working with a student who uses Sign Language: If you know Sign Language, use it even if your skills are not high. Your attempts will be appreciated, and you ll get some practice! If you don't understand what the person is signing to you, let him/her know rather than nodding and giving him/her the impression you understand Be aware of the lighting in the room. Make sure you are in good light so the person can see you clearly. Avoid standing directly in front of a light source. Do not walk between two people using Sign Language; otherwise, you will interrupt their conversation.

5 Working with a student who works with a Sign Language Interpreter: Sometimes a person who is deaf is accompanied by a Sign Language Interpreter. When this is the case: Face the person who is deaf, direct your comments to them and speak in a normal manner. The interpreter is there to bridge the gap of communication, and there is no reason to ask the interpreter to "Tell him this..." Speak clearly and in a normal tone when using an interpreter. Do not rush through the information. If the interpreter did not understand, or did not hear what was said, he or she may ask the speaker to slow down or restate the information given. Allow time to for the person who is deaf to review any handouts you may be providing in the meeting before continuing the conversation. A person who is deaf cannot watch the interpreter and study written information at the same time. The interpreter is required to sign anything you say including anything you say directly to the interpreter. Do not make comments to the interpreter that you do not intend to have interpreted to the deaf person, even if the deaf person s back is turned and don't ask an interpreter to omit anything you have said. Do not expect the interpreter to be a participant in the meeting or situation. The interpreter is there to facilitate communication, not to participate in the conversation. During an oral presentation where a person who is deaf is in the audience, the interpreter should be positioned near the speaker so the person who is deaf can see both the speaker and the interpreter simultaneously. Note that interpreters must follow a strict code of ethics. Interpreters are not to share information that is discussed while they have been interpreting. Interpreters must follow a strict code of ethics, and are not allowed to share information discussed while they are interpreting. The interpreter is present only to facilitate communication and will not participate in the meeting or answer questions you may pose to them about the deaf person before or after the meeting. Remember that the interpreter is a few words behind the speaker. Please give the interpreter time to finish before you ask questions. During large group discussions please try to permit only one person to speak at a time, as it is very difficult for an interpreter to relay the correct information when several people are speaking at once.

6 SSD works with many of the local interpreters, and can provide you with information relevant to your specific situation. Since the interpreters on campus are hired on an hourly basis it is important to keep track of the number of hours they are working. Providing SSD with information about who you may be hiring as well as the number of hours they will be working assists us in tracking the number of hours interpreters are working each month. If you have any questions, or want to arrange for an interpreter, please contact the SSD office in the Office of Special Services at (206) When meeting a person who is deaf-blind If you know how to use Sign Language or fingerspell use it. If you don t, and an interpreter is not available, you can print capital letters with your index finger in the palm of the person s hand, pausing between each word. Offer your arm when walking with a person who is deaf-blind. Pause briefly before going up or down stairs as a signal that the terrain is about to change. When helping to seat a person who is deaf-blind, place their hand on the back of the chair so they can judge its position. When meeting someone who has a speech impairment Be patient and listen closely. Ask the individual to repeat statements you do not understand. In most cases, the person would rather have you ask for clarification rather than to misunderstand. Some people use an augmentative communication device to assist them in speaking. An augmentative communication device can be a computer, a picture- or symbol-board, or an alphabet-board where the person communicates by pointing to the spelling of a word. When talking with someone who uses a communication device, ask one question at a time. This way you will know what question they are answering when they respond to you. Speak to the person using an augmentative communication device in a normal voice, with normal strength, and tone.

7 When meeting a person who uses a wheelchair If engaged in a long conversation, try to position yourself at the same eye level as the person in the wheelchair. Talk in a normal tone of voice. Don't lean or sit on the person's wheelchair. The chair is a part of his personal space. Offer assistance if it makes sense (e.g., opening the door, moving something out of the way), but wait until it is accepted before you begin assisting. It's acceptable to say things such as "walk this way". Be aware of the space needs for people who use wheelchairs. Avoid clutter. Be aware of where accessible bathroom facilities are located. However, do not offer this information unless you are asked. Direct all questions to the person directly rather than asking his/her attendant or another person who is with him/her. When meeting someone who has a developmental or cognitive disability: Respond to an adult with a developmental disability as an adult. You may need to repeat directions. Break down components of a task or job into small components that can be easily remembered. Be patient. Change in atmosphere or environment can be difficult for a person with a cognitive or developmental disability When meeting someone who has a hidden disability Remember that not all disabilities are visible. Conditions such as heart disease, epilepsy, dyslexia, Attention Deficit Disorder, psychological disabilities, and asthma may not be obvious. Hidden disabilities may affect a person in a variety of ways. A hidden disability may affect a person's ability to read quickly or aloud, focus on more than one task at a time, maintain stamina, sit or stand for any length of time, grasp or manipulate items, concentrate, or tolerate strong odors including perfume, cleaning products, and cigarette smoke. Just because you can't see a person's disability doesn't mean s/he doesn't have one. Keep this in mind if you see someone who has a disability-parking permit or license plate decal and is parking in a disabled space but does not have a visible disability.

8 Tips for working with students with ADD/ADHD Break down tasks into smaller, less complex units Explain assignments in a series of steps, making sure the student understands each step before moving on to the next Teach by using visual examples and demonstrations Be patient with the student when they ask questions, even if you feel they should have already grasped the information When the student asks questions, rephrase the instructions instead of simply repeating the same words Present information in a clear and organized step-by-step manner, emphasizing logical sequence of steps Write steps on board or overhead so that students can see them, as these visual cues will help facilitate learning Speak clearly and slowly when clarifying concepts Be aware that the student may repeatedly ask for assistance on issues which you feel should already be clear your patience and willingness to help will facilitate the learning process Allow the student to sit where they will be able to learn best this may be in the front of the class, away from windows, doorways and other distractions.

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