MODULE 4: Communicating in a variety of ways
free to refuse. For example, people with speech or visual impairments shouldn’t be pressed into talking without providing consent in advance. Be patient if someone finds it difficult to speak or hear, or if they need to use a text-to-speech device to make themselves heard. Be honest when you cannot un- derstand everything they say and indicate when you do understand. Ask the participants what is the most convenient way for them to communicate when preparing the project. Some people like texting more than calling (either out of personal preference or because of their disability), others avoid videos or prefer personal face-to-face conversation. Check if there are questions or themes they feel uncomfortable with. Some people react emotionally when talking about, e.g., how they developed a disability, difficult life situations, etc. Ask which themes should not be tackled and stick to the agreement.
In consideration of various access needs, you can also use non-verbal activities such as pan- tomime, Image Theatre or an adapted version of a Forum theatre; use symbols/icons/music/ sounds, a variety of shapes and forms (such as three-dimensional tactile models allowing
blind and partially sighted people to feel the shape of an object/building etc. with their hands). Include as many sensory channels as possible using aids such as smells, rhythms, tactile experiences, vibrations, movements, and so on.
Do not assume Never assume that you know about par- ticipants’ needs or attitudes or that you already know the answer. Leave enough room for people to express themselves and give you the answers you need. Ask if you are not sure. Give everyone an op- portunity to express themselves (through comments, questions, ideas). Ask what tools for expressing ideas or attitudes are the most comfortable for them. Check terminology or preferred language Whatever the subject, ask individuals or the group what terminology or preferred language should be used when interact- ing with them or the group. Ask why the language is meaningful to them and how you should use it. ing of Braille) or hearing (verbal description of pictures or processes) helps transfer infor- mation. For the deaf, information can also be communicated visually (writing, pictographs and sign language). The two-sense principle also enables persons with impaired hearing or vision to take in information which they might miss despite the use of aids (glasses, hearing aid, etc.)” 20 Images can be playfully reduced to a word or sound that can also be translated into sign language and learnt and used by all. 21
4. Language animation as a tool to support communication 22 Input:
animation focus primarily on verbal commu- nication through spoken and written words. To be used in international inclusive meetings, these methods need to be modified. If the lev- el of participants’ skills calls for it, non-verbal communication and alternative forms of com- munication often become far more important. In such cases words and utterances can be complemented, and sometimes completely replaced, with sounds, sign language, gestures or images. Also, other alternative and augmen- tative communication methods can be used. Guidelines: When planning and using language ani- mation methods, various forms of verbal and non-verbal communication (such as sound, facial expressions, gestures and tactile sensations) can be employed to provide diverse ways of access to infor- mation and to allow all group members to participate. It is important not to over- stimulate participants. Language animation exercises should also be supported with visualisation, which can be used when explaining the method, or to visually document the words and phrases that have been studied. Visual- isations − often in the form of posters or images − should be prominently dis- played in the seminar room. This will help consolidate the newly acquired material and encourage learners to use it.
The aim of language animation is to support learning words and sentences in a foreign language. Language animation enables par- ticipants of an international meeting to gain exposure to their partners’ language and then use their newly gained language skills during the programme, which improves communica- tion and helps building relationships. Before international meetings, participants are often worried about the approaching interactions and have doubts about their communication skills. Language animation helps to reduce these fears. Starting with the single word ‘Hi!’, you can gradually build on participants’ communica- tion skills by teaching them sentences such as ‘Hi, how are you?’. Repeating new words and phrases allows learners to develop ritu-
3. Use of multi-sensory or other creative approaches Input:
A multisensory approach involves using meth- ods that engage more than one sense at a time. There are five senses: sight, sound, touch, taste and smell. For example, for people with impaired vision or hearing, consistent use of the two-sense principle 19 is necessary to guarantee equal participation. “If one sense is absent, relevant information must be provided by another. In the case of blindness, the sense of touch (read-
als and consolidate the newly gained knowledge as well as encouraging curiosity and willingness to learn. Language an- imation methods used in a deliberate way have other functions as well. Many can be used as energisers or bonding games to support group processes. The tradition- al methods of language
19 According to this principle, any information provided must be communicated via at least two of the following three senses: hearing, seeing or touching (DGUV, n.d.) 20 cf. Ruhe, C./Raule, R./Wü stermann, K.-D. (2008): Öffentliche Veranstaltungen – AUCH f r Menschen mit Hör- und Sehschädi- gungen! 21 Aristoula Papadopoulou, Christian Papadopoulos. Accessibility – Basis for the successful participation of young persons with disabilities, in: IJAB - Fachstelle f r Internationale Jugendarbeit der Bundesrepublik Deutschland (ed.)(2015). Sprachani- mation – inklusiv gedacht. Language Animation – the inclusive way., 34
22 From: Kreisau-Initiative e.V. (ed.)(2017). Perspective Inclusion. Language and communication in international inclusive education - Methods, guidelines, impulses,pp. 70-73.
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