Disability Awareness and Effective Communication Techniques Robin A. Bell, S.S.P., N.C.S.P. Nationally Certified School Psychologist Director, Office of.

Disability Awareness and Effective Communication Techniques

Robin A. Bell, S.S.P., N.C.S.P.Nationally Certified School PsychologistDirector, Office of Disability Services

Nicholls State [email protected]

Why are we here?

Compliance with Federal LawAs 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 meaning2. VOLUME: should be appropriate for the setting3. 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…

http://espn.go.com/video/clip?id=10703950

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!