ABS | Teach | Handbook
| Disability Awareness Training
Accessibility Skills: Communication Strategies
As discussed earlier, disability is a contextual experience, and depends on the interaction between an individual and his/her environment, including physical, information, communication, social, and policy environments.
Effective communication is essential in creating an accessible information and social environment for people with disabilities.
Dr. Betsy Zaborowski, former Executive Director, National Federation of the Blind Jernigan Institute, on How to Refer to Blind People. |
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People-first Language
One step in creating an accessible environment can be the language used to refer to individuals with disabilities. People-first language emphasizes the person, not the disability. Disability is not the primary, defining characteristic of an individual, but one of several aspects of the whole person.
People-first language are guidelines, especially for print and publications.
People-first Language |
Labels Not to Use |
people with disabilities |
the handicapped or disabled |
people with mental retardation |
the mentally retarded |
he has a cognitive disability |
he’s retarded |
my son has autism |
my son is autistic |
she has Down syndrome |
she’s a Downs kid, a mongoloid |
he has a learning disability |
he’s learning disabled |
she has a physical disability |
she’s crippled |
he’s of short stature or he’s short |
he’s a dwarf (or midget) |
she has an emotional disability |
she’s emotionally disturbed |
he uses a wheelchair |
he’s wheelchair bound or confined to a wheelchair |
typical kids or kids without disabilities |
normal and/or healthy kid |
she receives special ed services or additional support services |
she’s in special ed |
accessible parking, bathrooms, etc. |
handicapped parking, bathrooms, etc. |
she has a need for… |
she has a problem with… |
Some exceptions
Deaf or hard of hearing—not “having a hearing impairment.” Many people who are deaf and communicate with sign language consider themselves to be members of a cultural and linguistic minority. They refer to themselves as Deaf with a capital "D" and may be offended by the term "hearing impaired."
“Crip" language as part of disability culture. People with disabilities may use the words “disabled” and “crip” to refer to themselves. They would also be likely to say, "I am blind," or "I am a paraplegic." However, people without disabilities should not use this terminology.
Remember that every person will have individual histories and preferences, and to respect each individual’s choice and preferences. If you don’t know, ask the person what is preferred.
Disability Stereotypes
Common stereotypes to avoid:
- Putting the person with a disability on a pedestal.
- Representing or treating a person with a disability as dependent or as an object of pity.
- Representing the person with a disability as having special gifts or abilities because of his or her disability, i.e. the blind person who is musically gifted.
FIRST PERSON STORIES: |
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Communication Tips
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BASICS:
- Don’t be afraid to make a mistake.
- Always BE RESPECTFUL.
- Don’t make assumptions about what a person can or cannot do. Ask before giving assistance. If you offer help and the person says “no,” don’t insist. If the answer is “yes,” ask how you can best help, and follow directions.
- If someone with a disability is accompanied by another individual, address the person with a disability directly rather than speaking through the other person.
- Treat adults as adults.
- Expect diversity of preferences and opinions.
SPECIFICS: Things to keep in mind when communicating....
…with People with Physical Disabilities
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- Do not make assumptions about what a person can and cannot do.
- Respect the individual’s personal space: personal space includes a person’s wheelchair, crutches, or other mobility aid. Never move someone’s crutches, walker, cane, or other mobility aid without permission
- Do not push a person’s wheelchair or grab the arm of someone walking with difficulty without first asking if you can help.
- When speaking for more than a few minutes to a person using a wheelchair, try to find a seat for yourself so that the two of you are at eye level.
- When speaking with someone with a speech impairment, don’t pretend to understand if you do not. Ask the person to repeat what was said.
…with People who are D/deaf or hard of hearing
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- Ask the person how he or she prefers to communicate.
- Before you start to speak, make sure you have the person’s attention. A wave, a light touch on the shoulder, or other visual or tactile signals are appropriate ways to get their attention.
- Speak in a clear, expressive manner. Do not over enunciate or exaggerate words.
- Unless asked, do not raise your voice. Speak in a normal tone.
- Talk directly to the person who is Deaf or hard of hearing, not to the interpreter.
- If you are speaking through an interpreter, remember that the interpreter may lag a few words behind. Pause occasionally.
- To facilitate speech reading: face into the light, and keep your hands and other objects away from your mouth. Face the person directly and maintain eye contact. Don’t turn your back or walk around while talking. If you look away, the person might assume the conversation is over.
- While you are writing a message for someone who is Deaf or hard of hearing, don’t talk, since the person cannot read your note and your lips at the same time.
- If you don’t understand something, ask the person to repeat it or write it down. The goal is communication; don’t pretend to understand if you did not.
…with People with Cognitive Disabilities
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- Treat adults with cognitive disabilities as adults.
- When speaking to someone who has a cognitive disability, try to be alert to his or her responses so that you can adjust your method of communication if necessary.
For example, some people may benefit from simple, direct sentences or from supplementary visual forms of communication, such gestures, diagrams, or demonstrations.
- Use language that is concrete rather than abstract.
- People with brain injuries may have short-term memory deficits and may repeat themselves or require information to be repeated.
- People with auditory perceptual problems may need to have direction repeated and may take notes to help them remember direction or the sequence of tasks. They may benefit from watching a task demonstrated.
- People with perceptual or “sensory overload” problems may become disoriented or confused if there is too much to absorb at once. Provide information gradually and clearly. Reduce background noise if possible.
- Don’t pretend to understand if you do not. Ask the person to repeat what was said.
- In conversation, people with cognitive disabilities may respond slowly, so give them time.
…with People with Visual Impairments
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- Speak directly to the visually impaired person, not through a companion or third party. Visually impaired people can hear and respond for themselves.
- Identify yourself when you approach a person who is blind. If a new person approaches, introduce him or her. Not everyone recognizes voices or remembers them.
- Don’t shout. Most blind people have normal hearing. Speak clearly and strongly if you know that an older visually impaired person also has a hearing problem.
- Identify yourself when entering a room and let the blind person know when you are leaving. Don’t leave a blind person talking to an empty room, or standing alone in empty space.
- It is appropriate to touch the person’s arm lightly when you speak so that he or she knows you are speaking to him or her.
- Face the person and speak directly to him or her. Use a normal tone of voice.
- Don’t assume that help is needed. Always ask before providing assistance.
- Never push, pull, or grab a blind person. This can be frightening and it’s often embarrassing
- If you are offering direction, be as specific as possible, and point out obstacles in the path of travel.
- Alert people who are blind or visually impaired to posted information.
- Never pet, talk to or otherwise distract a service dog unless the owner has given you permission.
- Don’t hesitate to use words like “see” and “look.”
- Don’t use hand signals or gestures.
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Dr.Betsy Zaborowski, former Executive Director, National Federation of the Blind Jernigan Institute, on What to Do if a Blind Person Appears Lost. |
Sighted Guide Technique
Sighted guide, originally developed for people who are blind, can also be helpful for people with low vision, or people who need balance or mobility support.
Basic technique: the person who is blind or has low vision holds the guide's arm lightly above the elbow and allows the guide to walk one-half step ahead. This allows him or her to feel and follow the guide's movements. |
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Remember:
- Don’t assume that help is needed. Always ask before providing assistance.
- Never push, pull, or grab a blind person. This can be frightening and it’s often embarrassing.
- Don’t shout. Most blind people have normal hearing. Speak clearly and strongly if you know that an older visually impaired person also has a hearing problem.
- Introduce yourself. Not everyone recognizes voices or remembers them.
- Identify yourself when entering a room and let the blind person know when you are leaving. Don’t leave a blind person talking to an empty room.
- Don’t leave a blind person standing alone in open space. Indicate a stationary object or wall, counter or seat as a point of reference.
- Give explicit directions to a blind person, such as “on your left,” “to the right of your plate,” “three blocks north.”
- Don’t use hand signals.
To begin, position yourself slightly in front of the person you are guiding. Touch the visually impaired person’s arm with your elbow on the side they prefer to use. He or she can then take your arm above the elbow. If someone needs extra support for walking, bend your supporting arm parallel to the ground so he or she can apply weight to your arm. Give any guiding signals only when a change in motion is needed. Signaling early creates confusion.
Guiding through narrow passages or doors
When going through a narrow door or passage, press your guiding arm backward toward the small of your back so the other person can move in single file behind you.
When coming to a door, stop first, then say whether the door opens toward or away from you, and whether it opens to the right or left. The other person can then move to the appropriate side. Open the door and proceed.
Guiding up/down stairs, curbs, or escalators
Stairs: come to a stop at the edge of the first step. Indicate whether the stairs go up or down and where the location of the railing is. Some people may like to know whether there are a few or many steps. The other person will follow one stair step behind, holding your arm with one hand and the handrail with the other. Pause after completing the stairs. If the person is using a guide dog, they may prefer to navigate the stairs with the dog and then resume sighted guide.
Curbs: pause briefly at the very edge of the curb and say whether the curb goes up or down.
Escalators and revolving doors: use techniques similar to those for stairs, curbs, and doors. If the person with you is uncomfortable, use stairs or regular doors. Buildings are required to have stairs or regular doors if they have escalators or revolving doors.
Guiding to a chair or car
Chair: Place the other person’s hand on the back or side of the chair, if possible, so he or she knows where the chair is and which way it is facing, and can then decide where to sit.
Car: Place one of their hands on the door handle and have them locate the edge of the car roof with their other hand. Then the person can seat himself or herself.
See a Sighted Guide demonstration
in this video by the American Foundation for the Blind
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