Different types of impairment:
Autistic Spectrum Disorders
Deaf/Hard of Hearing
Dyslexia
Hidden Disabilities
Mental Health Problems
Physical Impairments
Visual Impairment
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Enhancing interactions
There are some common practises to remember that will enhance any interaction or meeting with a disabled person regardless of what their impairment is.
Prior to an initial meeting, the most effective strategy is to ask the disabled person what their access requirements are for that meeting. Failing this, try to get hold of the students response to the disability questionnaire and then do some specific research related to what the individual responses were.
It is essential to ask the disabled person if they have any access requirements for the meeting, for example flat access, information in large print, an induction loop. This will enable the meeting to be scheduled at the most appropriate time and in the most accessible venue. It is likely the communication is going to be an important part of the meeting so ensure that the preferred mode of the disabled person is identified and accommodated for example, a deaf person might want to use a BSL interpreter, a lip speaker or rely on lip reading.
Pre-meeting information sent out in advance to the individual is likely to help the meeting go smoothly. Clear and concise information as to the purpose of the meeting, times, directions and who will be attending is essential. This allows the individual time to highlight any issues they feel there might be so they are be rectified in advance. Reconfirmation nearer the time in an assessible format would be a help to reconfirm the details and act as a reminder.
If you are meeting to discuss access requirement then some initial information from the disabled student will be helpful and will enable you to carry out some preliminary research into how access might be created and the student given appropriate learning support.
At the meeting, reconfirm the person’s preferred method of communication, and when they might want to have a break and ensure that they are aware of where the accessible toilet is. Try to make the meeting as open, honest and transparent as possible as this will encourage disclosure and a fuller dialogue about both the individuals and university’s concerns.
Some issues will be of a sensitive nature and be mindful that the individual might be anxious and therefore take a little bit of time to start discussing these issues but do not try to rush them.
Try not to make assumptions about someone’s impairment or abilities but allow them to explain what their limitation or strengths are and what problems the feel they might encounter.
Summarise the main points at the end of the meeting the main points and what was discussed and ensure that the individual gets a copy of the notes in an assessable format. Ensure that the individual knows how to get in contact again afterwards if they have any further questions or concerns.
(Adapted from An audit and guidance tool for accessible practice within the framework of teaching the learning, SWANDS, 1992 – 2002).
There are many courses run by UWE Staff Development Unit which are designed to help develop awareness of how to support students with a range of impairments. They are free of charge and can be booked online
For further links to disability information on a range of impairments, go to the University of Bristol website.
Link to Appropriate Terminology
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