Many of us are unsure what to say or do when we meet someone who moves, acts or communicates differently.
- How do you make your presence known to a blind person?
- You meet someone who uses a wheelchair, where should you stand while talking?
- You have a question for a person who cannot speak, who is with a friend. To whom should you address the question?
Do not be afraid to make a mistake when meeting and communicating with someone with a disability. If you don't know what to do, ask the person about the best way to communicate. Relax and don’t be embarrassed if you happen to use terms such as ‘See you later’ or ‘Did you hear about ...?’
Students may need encouragement and opportunity to discuss their disability-related needs with staff. As many students are uncertain of the consequences of revealing their disability, or lack the confidence to do so, you may need to initiate discussion.
General communication tips
- Try to ensure that the time offered is free from interruptions and that there is a private space available
- Be clear about the limits of your responsibility: you are not expected to counsel students
- Make clear how much time is available. If you need to end a meeting, offer a specific time to continue it later, so the person knows you are not trying to brush them off. If they are very agitated or upset and unwilling to wait, you could arrange for someone else to continue the meeting
- Listen to the student in an attentive, focused way
- Acknowledge the student's feelings so they know they have been heard
- Speak directly to the student, not to their interpreter or support person
- Don't make their disability an exclusive topic of conversation, but don't be afraid to refer to it if necessary
- Ask the person if they have any specific requirements ("can you hear clearly in here?")
- Students with disabilities are students first and foremost, and may sometimes set unrealistically high standards for themselves. Help them focus on more achievable goals and make your own expectations explicit
Tips for communicating with students with particular disabilities
Vision impairment
Many people are unsure of how to communicate naturally with a blind person and of whether to offer assistance. Here are some hints:
- Speak in a normal voice. Identify yourself by name and let them know when you enter or leave their presence
- Ask the student to inform you of adaptive technology they are using so you understand how they are accessing course information and preparing assignments
- Speak naturally, and don't try to avoid normal words and phrases because they draw attention to disability (for example, it is perfectly fine to ask a blind student if they "see" your point. Blind people use these words themselves)
- To shake hands or not? Be guided by the actions of the visually impaired person, because they may not be able to see your proffered hand
- It can sometimes be helpful to explain things that are going on around you and to give information about the physical environment ("Fred has just joined us"; "we are about to go down some steep steps")
- Guide dogs are working dogs and should generally be ignored.
- A blind person learns the location of things: do not move them around without letting them know
Hearing impairment
Hearing-impaired students may use a range of communication strategies, including lip-reading and sign language. Take your lead from them, and ask if you are not sure. Be aware that English is a second language for some Deaf people. Some tips to help you to communicate more effectively:
- If the student lip-reads, position yourself appropriately and do not turn away or cover your mouth while you are speaking. Speak at your normal volume and pace. Students who lip-read may pick up less than half of what is said, so ask regularly if anything needs to be repeated
- If the student is using a signing interpreter, speak to the student rather than to the interpreter. Speak normally but not too quickly, particularly if you are using terms and concepts with which the signer may not be familiar
- A student who cannot use a regular telephone may be able to use a text telephone (TTY) or the National Relay Service
- Be patient and friendly and take time to communicate. If a Deaf student cannot understand you, repeat or rephrase what you have said and write things down if necessary
- Remember, it is not possible for a Deaf student to lip-read at the same time as reading, watching videos or doing practical tasks
- Deaf people need to maintain high levels of concentraion in order to communicate, so allow time for occasional relaxation or "eye breaks"
Mental health conditions
- Allow sufficient time for discussion so that the student does not get anxious about unresolved matters
- Remember that some students will be easily overwhelmed by too much information
- When students are unwell they may be inclined to misinterpret questions, comments or instructions or be vague in their response. They may be impulsive and unpredictable, or possibly appear obsessive (repeat questions and return to matters already discussed). See the Responding to a Distressed Student Fact Sheet for further help.
Physical disabilities
- Do not lean on a student’s wheelchair or move crutches without seeking permission
- Communicate just as you would with any other student. Students using wheelchairs often complain of being patronised, of being spoken to as if they are deaf, or in some way mentally deficient
- If the student appears to need assistance, wait until your offer is accepted before helping and let the person suggest the best way to help
- Try to maintain eye contact even if they have uncontrollable movements
- Don't be afraid to shake someone's hand if this is offered even if they have a visible difficulty with their arms or hands. Be aware, though, that the person may have painful or weak joints and take care with the strength of your grip
- Position yourself where the student can see you easily and if you are talking for more than a few minutes to a wheelchair user or a person of small stature, try to find a place to sit
- As a general rule, avoid squatting down to talk to a wheelchair user or person of restricted growth as this is reminiscent of the way we talk to children
- If someone has difficulty speaking it can be hard to understand them, so be patient and ask them to repeat if necessary. If they are using a communication aid which provides synthesised speech output as the result of keyboard input, or if the individual talks very slowly, wait for them to finish. You may need to nod to reassure the person you are listening, and ask questions to clarify the situation. Never pretend you have understood and if it is not working try another startegy.