Interacting with people with cognitive, intellectual, or psychiatric disability (affecting understanding, memory, language, judgment, learning, information processing, or communication)
• Meet with the person when they are likely to be at peak performance (e.g., older adults may peak in the morning) and in a quiet and comfortable space. • Begin conversations with simple questions that require brief responses. This will help you to assess the person’s understanding and the optimal pace. • Offer information in a clear, concise, and simple manner. Use common words, short simple sentences, and limit each sentence to one idea. • If information is not understood or misunderstood, provide corrective feedback and check again for comprehension. • Repeat, paraphrase, summarize, and check periodically for the accuracy of communication and comprehension.
• Provide notes or information sheets to facilitate later recall. Include key points, decisions to be made, and documents to bring to next meeting. • Be patient and comfortable with silences. • A slow response or lack of response does not necessarily mean the person is not aware of you or what you said. They may need more time to process information and respond in their own way. • Consider meeting with the person over multiple, shorter sessions rather than one lengthy one. Multiple sessions can also assist in identifying the person’s performance rhythms and cycles. • Provide time for rest and bathroom breaks.
Interacting with people with physical disabilities (affecting movement, strength, or endurance)
• If the person uses a wheelchair: • Avoid leaning or holding onto it. • Let the person know when you are ready to push. • Avoid sudden turns or speed changes and carefully watch for changes in levels and pavement cracks.
• Do not move a person’s cane, crutches, walker, or wheelchair. If something needs to be moved, explain why and ask the person what they prefer. • When giving directions, be specific about distance and barriers such as steps, stairs, ramps, or construction areas. • People with limited hand use or who use prostheses can usually shake hands. Ask before touching them or ask what they prefer.
Additional Resources • Disability Resources for Effective Communication (U.S. Department of Health and Human Services) • Title II, ADA State and Local Governments Tool Kit • Communicating Effectively with People with Disabilities • Access to Medical Care for Individuals with Mobility Disabilities • Wheelchairs, Mobility Aids, and Other Power-Driven Mobility Devices • Disability Etiquette Tips (People on the Go Maryland) • The Words We Use Style Guide / Short Version (CommunicationFIRST) • Inclusive Communication: An Introduction to the Vocabulary of the Disability Community (Webinar) (RespectAbility) • Accommodation Examples (JAN) 32
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