Mainstreaming Disability (Part 2)

Quoted below are excerpts on how to interact with people with visual impairments and with people with learning difficulties. This is a continuation of the post Mainstreaming Disability.

Interacting with people with visual impairments

Speak directly to the person, not to her assistant or companions, and speak normally and clearly. Remember that people with visual impairments do not necessarily get the extra information that you may take for granted – so always explain what is going on:

• Tell the person when you arrive and when you leave.
• Always introduce yourself by name (‘Hello Vivian, it’s Praveen’) and explain why you are there.
• When you first speak to the person, a gentle touch on her arm lets her know that you are talking to her; a handshake helps orient her to where you are.
• If you are in a group, explain who else is with you. Identify yourself each time you speak.
• Use the person’s name often, to make it clear when you are speaking to her.

Describing the environment:

• Be specific in giving directions. Do not say ‘over there’ or ‘over here’. Instead say ‘on your left or right’ or ‘immediately behind’ or ‘in front of you’.
• When a blind or visually impaired person arrives at a new place, tell her who is there, and offer to describe the environment. Make sure that you describe any obstacles or hazards, and whether there are any children or animals around.
• Do not leave the person alone in the centre of a room. Make sure she can touch a table, chair or wall to maintain orientation to her surroundings.
• Be safety conscious, but don’t limit the person’s freedom. Move the obstacles, not the person.
• A visually impaired person may not describe her environment in the same way that you would. This may reflect limited depth perception or an inability to see shapes or shadows. Discuss the images she describes so
  that you can both understand each other.

Guiding a blind or visually impaired person:

• Always ask the person if she would like assistance first.
• Always speak first – never take someone’s arm or hand without warning.
• If the person does want help, ask her where she wants to go.
• Offer your arm for the person to hold just above the elbow. This will allow her to walk slightly behind you, following you as you turn or step up or down.
• Walk normally – not too slow and definitely not too fast.
• Whenever you come to a turn, a step or an obstacle, pause and tell the person what is coming.
• Guide the person round chairs and through doorways, explaining what you are doing – she will be slightly to one side of you, so give more space as you go round obstacles.
• Don’t try to sit her down – just guide one hand to the back or arm of a chair, or to the edge of a table.
• If a blind person has a guide dog, never pet or distract the dog when it is
  working.

Interacting with people with learning difficulties

Treat each person with respect and be sensitive to her individual needs and behaviour.

Different people find different things difficult. Find out each person’s preferred way of communicating (how she likes to speak and be spoken to, how she likes to be touched or not).

Sometimes people with learning difficulties may behave in unusual or surprising ways.

Be sensitive to how you behave and how your actions might cause someone to react – don’t panic or respond aggressively.

People with learning difficulties may take more time to understand or respond to what they hear. Some people may find it difficult to concentrate. It might be helpful to think about the ways you communicate with people who do not have the same first language as you, or who are illiterate.

In general:

• Speak normally and clearly.
• Use simple, short words – if you have to think about what a word really means, don’t use it.
• Use real-life examples and words for real things – people with learning
  difficulties may find abstract concepts difficult.
• Use short sentences and express one point at a time – people with learning difficulties may find it difficult to remember a list of different things.
• Give the person time to take in what you have said and time to respond – don’t rush into repeating yourself.
• If you aren’t making yourself understood, repeat yourself once. If this doesn’t work, try again using different words.
• Sometimes it helps to emphasize the most important words in a sentence.
• Use more closed questions with clear options, rather than an open question with many possible answers.
• If you are asking someone with learning difficulties to make a significant decision, it may be best to give her some time to think on her own or with her main caregiver.

Source: A Handbook on Mainstreaming Disability

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