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Communication and Interaction Tips
The following guidelines will help promote positive
communication and enhance interaction in the work environment.
Contents:
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Appropriate References and Terminology
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References:
When referring to a person with a disability, always put
the person before the disability. In the following examples, note
how the person is referred to first before the disability.
Examples:
A person with a...
physical disability
visual impairment
hearing impairment
speech impairment
seizure disorder
developmental disability
psychiatric disability
A person who uses...
a wheelchair
a cane
a guide dog
an interpreter
a reader
an assistive device
A person who is...
deaf
hard of hearing
visually impaired
blind
autistic
developmentally disabled
A person who has... A person with...
muscular dystrophy
multiple sclerosis
cerebral palsy
epilepsy / a seizure disorder
a spinal cord injury
a speech impairment
a specific learning disability
attention deficit disorder
a psychiatric disability
a mobility impairment
autism
spasticity
People with...
disabilities
A person with...
a disability
Terminology:
How individuals with disabling conditions are portrayed can
greatly affect their feelings of self-worth, and the public's perception of
their worth. To enhance the dignity and perceptions of people with
disabilities, the following choice of words are preferred:
Disability (not handicap)
Blind
Visually impaired / vision impaired
Deaf
Hard of Hearing (although hearing impaired is commonly used, hard
of
hearing is preferred among people with a hearing loss)
Developmental disability
Mental Retardation (not retard, retarded)
Psychiatric disability / mental illness
Epilepsy / seizure disorder (not epileptic)
Specific learning disability (emphasizes the disability only affects
certain
learning processes, not all learning processes)
Unable to speak (not dumb or mute)
Congenital disability (not birth defect)
Down's syndrome (not Mongoloid)
Head injury / traumatic brain or head injury / acquired brain or head injury
Speech impairment
Physical impairment
Mobility impairment (not cripple)
Spasticity - to describe the condition (not spastic - to describe
the person)
Nondisabled (not able-bodied)
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General Communication and Interaction Tips
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The following tips will help promote positive working
interactions:
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Treat the person as you would any other adult.
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Just be yourself. Use a normal tone of voice and body
gestures.
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If introduced to a person with limited hand use, it's fine
to shake the left hand or
touch the person on the shoulder or arm when greeting.
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Most people with disabilities try to be as independent as
possible and will only
ask for assistance if they need it. However, if you sense a person is
having
difficulty or could use help, it's fine to offer assistance. If your
offer for assistance
is accepted, don't be embarrassed or afraid to admit that you don't know
what to
do or how to help. Simply ask the person for instructions, and he or
she will
gladly instruct you.
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Know where accessible restrooms, drinking fountains, parking
spaces, and
telephones are located for providing directions.
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Know the accessible layout of your building -- accessible
entrances, meeting
room locations, and routes for accessing -- for providing directions.
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Speak and ask questions directly to the person with a
disability, not to another
person who may be accompanying the person.
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Feel free to use common expressions like -- "I
see" or "See you later" to a person
with a vision impairment; "I hear what you're saying" to a
person with a hearing
loss; "Let's walk over to the cafeteria" to a person using a
wheelchair, and so on.
Just speak naturally and be yourself.
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If a person has a service dog, don't pet or otherwise
distract the dog when the dog
is working (when the harness, jacket, or special leash is on). If the
person offers to
let you pet the dog, that's fine.
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Check to be sure the physical layout of the area is
accessible and free of obstacles,
like coat racks, trash bins, brochure stands, and other items blocking
pathways.
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Be sure aisles are wide enough to allow access for a person
who uses a wheelchair.
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If a person has difficulty speaking, be patient and refrain
from completing sentences
for the person. If you're having difficulty understanding what the
person is saying,
do let the person know. "I didn't understand that last
part. Could you repeat?"
"I'm having difficulty understanding. Perhaps you could write it
down for me."
"I'm not sure if I understood correctly. Did you say....?"
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If a conversation will last more than a few minutes, and the
person needs to sit or
uses a wheelchair, it's good to sit down or kneel to communicate at eye
level.
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Communication Tips - Disability Specific
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Contents:
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Physical Disabilities
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Physical disabilities include a wide range of
disabilities. Many of these disabilities are visible because devices, such
as a cane or wheelchair, are often used. However, physical disabilities
also include a wide variety of invisible disabilities as well, such as a heart
condition, arthritis, and multiple sclerosis.
Tips:
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When talking with a person who uses a wheelchair, try to sit
or kneel whenever
possible to communicate at eye level.
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As the wheelchair is part of the person's personal space,
avoid leaning or holding
onto the wheelchair.
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A pat on the shoulder or arm to greet the person or show
support is great. But
never pat the person on the head.
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If the person uses a cane or crutches, the person will want
to keep them within
reach. If, however, they are in the way or pose a tripping danger,
it's fine to ask
the person to move them under the chair or desk.
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As the person may have decreased physical stamina and
endurance, locating a
place to sit and converse will be appreciated.
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Mobility and accessibility are likely the person's greatest
challenges - distances,
stairs, curbs, and heavy doors. Whenever possible, try to schedule
meetings at
accessible locations that are conveniently located so the person doesn't
have to
take a long and indirect route to get there.
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Disability Specific Contents
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Hearing Impairments
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Hearing impairments range from a slight to severe or total
loss. Communication methods will vary. The person may rely on
amplification and lip reading, sign language, or a combination of these methods.
Tips:
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If the person relies on sign language and an interpreter
isn't available, communicate
by paper and pencil.
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If the person can communicate without an interpreter, face
the person and speak
slowly and clearly. Avoid exaggerating mouth movements and enunciating
with
force and tension. Facial expressions and gestures are good to use to
help convey
your message.
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To get the person's attention, simply tap the person on the
shoulder. In a large
group setting, flicking the light switch off and on works great!
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Try to avoid standing in front of a strong light source,
like a window. The glare
makes reading lips very difficult.
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If the person has difficulty understanding something you've
said, try repeating the
phrase. If your message is still not understood, try to rephrase your
thought rather
than repeating the same words. If needed, jot the phrase down on
paper.
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Be aware moustaches make lip reading difficult - and hands
or anything placed
in front of your mouth pose a problem.
Communicating through an interpreter:
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Speak directly to the person, not the interpreter.
Maintain eye contact with the
person even if he or she is looking at the interpreter.
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Direct questions to the person, not the interpreter.
"Do you know the meeting
location?" instead of "Could you ask her if she knows
the meeting location?"
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The interpreter should stand or sit near the speaker, and
the person should have
a clear view.
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As the interpreter will be a few words behind the speaker,
allow additional time
for questions before continuing.
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As the person watching the interpreter can't take notes,
it's helpful to provide
written instructions, directions, or notes if needed. In a meeting, a
volunteer
note-taker (co-worker) will be extremely helpful.
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Be aware the interpreter facilitates communication
only. The interpreter doesn't
participate in the conversation or activity.
To contact the person by phone:
If you don't have access to a TTY/TDD, you may use the free
relay service by
dialing 7-1-1 (nationwide). An operator will contact
the person via a
TTY/TDD and will relay your conversation.
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Disability Specific Contents
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Vision Impairments
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Visual impairments are divided into two general
categories: blindness and low vision.
The following tips will vary depending on the person's level of vision.
Tips:
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When you approach the person, identify yourself and others
with you by name.
The person may not always recognize you by your voice.
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If you offer to guide the person, let the person take the
back of your arm just
above the elbow. Walk in a relaxed manner. Let the person know
if you are
approaching a step or other obstacle.
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If the person is a new employee, it will help to orient the
person to the area by
explaining where things are located. If things are moved, it will help
to let the
person know.
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When giving directions, use specific directional words, such
as "straight ahead"
or "forward." Refer to positions in terms of clock
hands: "The chair is at your
2 o'clock." Avoid vague terms such as "over there."
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Use verbal cues to let the person know when you arrive or
leave the area.
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When offering a seat, give a verbal cue as to the seat's
location. "The chair is
one step to your right" or "The chair is two steps
behind you."
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Be aware the person may need to use a tape recorder or
braille device to note
information.
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Be aware the person may be able to read material provided in
large print, or
read enlarged print on a computer screen.
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Disability Specific Contents
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Attention Deficit Disorder
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Attention Deficit Disorder or Attention Deficit Hyperactivity
Disorder is a disorder in which a person shows a high degree of impulsivity,
inattention, and hyperactivity.
Tips:
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Communicate in direct, clear terms.
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If the person is a new employee, it helps to clearly state
expectations, policies,
procedures, and rules in the work area. Be specific and matter of
fact.
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Apply structure whenever possible in communication and work
tasks.
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Be specific.
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Be consistent.
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The person may communicate and work best in an area with
limited
distractions.
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It often helps if the person can take several short breaks
instead of one
long break.
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Disability Specific Contents
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Speech Impairments
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Speech impairments range from slight to severe, and the
impairment may be related to another disability, such as cerebral palsy, a brain
injury, or hearing loss.
Tips:
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If the person's speech is difficult to understand, politely
ask the person to repeat
or rephrase.
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Be patient. Try not to interrupt or complete sentence
for the person.
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Try not to hurry the person. This may make the
impairment worse.
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You may find it helpful to ask questions that require short
answers or a nod
of the head.
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If you're not understanding what the person is saying, let
the person know.
If you continue to have difficulty, offer pen and paper if the person is
physically
able to write. Asking the person to rephrase the thought or spell out
a
particular word may help.
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Disability Specific Contents
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Specific Learning Disabilities
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A learning disability is a disorder which affects the manner in
which individuals with normal or above average intelligence take in, retain, and
express information. An individual may have a deficit in one or more of
the following areas: oral expression, listening comprehension,
written expression, reading skills, reading comprehension, mathematical
calculation, organization, or problem solving. A learning disability is
presumably due to central nervous system dysfunction.
Tips:
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When giving instructions or directions, break large tasks
into small sequential
steps.
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It may help to write instructions down.
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It may help to read aloud information that is in print.
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Demonstrating how to do a task may be better than verbally
explaining it alone.
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Give frequent and positive feedback.
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Ask questions to insure understanding. Allow adequate
time for a response.
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Notify the person of changes well in advance whenever
possible.
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Structure work tasks in clearly defined steps.
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Specific Contents
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Mental Disorders
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Mental disorders refer to a group of behavioral or psychological
conditions. These disorders may be categorized by anxiety, mood swings,
depression, or loss of contact with reality. Many mental disorders can be
effectively managed with medications and treatment.
Tips:
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Speak in a calm and relaxed manner.
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If the person makes an occasional odd statement, don't
disagree. It's better to
just agree or let the comment pass. Simply help redirect the person to
the topic
or task.
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It may help to write information down for the person to
refer to when needed.
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It may be helpful to repeat or summarize information.
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It may help to explain things that seem obvious to you.
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Minimizing stress as much as possible is helpful. The
person may have less
capacity and ability to absorb and manage stress.
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Disability Specific Contents
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Tourette Syndrome
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Tourette Syndrome is a neurological disorder with two basic
features: involuntary motor tics and involuntary vocal tics.
The symptoms come and go, vary in intensity, and change over time. A high
percentage of individuals with Tourette syndrome have difficulty with attention
and impulse control (Attention Deficit Disorder) and controlling urges
(Obsessive-Compulsive Disorder). A high percentage also have some form of
learning disability.
Tips:
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If the person displays motor or vocal tics, do not react
with anger and annoyance.
Remember the person cannot control the tics and behaviors.
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Be patient.
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Be friendly.
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It may help to allow several short breaks instead of one
long break.
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It may help to allow the person to briefly go to a private
place where the person
is comfortable to relax and release tics. Short time-outs are very
helpful.
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Disability Specific Contents
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Mental Retardation or Developmental Disabilities
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People with mental retardation or a developmental disability
develop at a below average rate and experience challenges in learning and social
adjustment.
Tips:
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It may help to keep verbal descriptions short and
direct. Some individuals may
only be able to remember 1 or 2 things at a time.
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It may help to ask the person to repeat your directions to
be sure the person
understands.
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It often helps to ask the person how he or she learns best
and what helps keep
the person on track.
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Providing lists or checklists of job duties often helps the
person work
independently.
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It helps to give instructions and directions in small,
sequential steps.
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It helps to demonstrate what needs to be done, then letting
the person
demonstrate and practice with corrections.
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Routine and consistent job duties are usually easier for the
person to master.
Add duties as tasks are learned.
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It helps the person to see the importance of the work they
do. "What would
happen if...?"
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Stress success as much as possible.'
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Disability Specific Contents
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Epilepsy or Seizure Disorder
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A seizure occurs when there is a sudden electrical discharge in
the brain. Each individual is uniquely affected. A seizure can
result in a relatively slight reaction, such as a short lapse in attention, to a
more severe reaction. Epilepsy is generally controlled by medication and,
as a result, a seizure episode in the workplace is rare. However, should a
person have a seizure, the following information is important.
What You Can Do if a Person Has a Seizure:
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Keep calm. Ease the person to the floor and open the
collar of the shirt.
Be aware you cannot stop the seizure. Let the seizure run its course
and
don't try to revive the person.
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Remove hard, sharp or hot objects which may injure the
person, but you
should not interfere with the person's movements.
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Do not force anything between the person's teeth.
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Turn the person's head to one side for release of
saliva. Place something
soft under the person's head.
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Make sure that breathing is unobstructed but do not be
concerned if
breathing is irregular.
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The person may wish to rest after regaining consciousness.
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If the seizure lasts beyond a few minutes, or if the person
seems to pass
from one seizure to another without regaining consciousness, call 9-1-1
for assistance.
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Disability Specific Contents
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Autism
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Autism is a neurological disorder that affects the functioning
of the brain. Although the effects of the disorder vary tremendously, many
people with autism have deficits in processing information, communication, and
social skills.
Tips:
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Be aware the person may have difficulty in social settings
and with communication.
The person may have difficulty making eye contact and interpreting nonverbal
cues,
such as facial expression, gestures, and tone of voice.
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Be aware the person may be sensitive to touch, sounds,
light, or color.
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Be aware the person may tend to focus on particular objects.
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Be aware the person may quietly talk to himself or herself
frequently during the day.
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As the disorder varies tremendously with each individual, it
helps to ask the
person for advice and guidance in setting up his or her work
environment. Things
to consider would be the amount of noise, light, and other distractions in
the
person's work area.
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Be aware the person may be socially awkward and may appear
to be eccentric
or different.
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Be aware acceptance of a person with autism, without
judgment, is very
important.
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As the person may have difficulty interpreting nonverbal
cues, direct and clear
communication is important. Be direct and specific.
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It may help the person to have large tasks broken down into
smaller sequential
steps.
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Lists, checklists, and written information to refer to may
be helpful.
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Acquired Brain Injuries
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Acquired brain injuries can be caused by direct injury,
hemorrhage, or swelling. The injury may affect several areas of the brain.
Tips:
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If the person's memory is impaired, providing written
information and instructions
is very helpful.
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Providing clear and consistent directions is helpful.
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Step-by-step memory tasks, such as directions, may be more
easily understood
and remembered by breaking tasks into smaller sequential steps.
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Demonstrating how to do a task may be better than verbally
explaining it alone.
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Be aware the person may exhibit a slow or delayed response
time in both
intellectual and physical tasks.
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Be aware the person may experience physical problems with
weakness or
spasticity.
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Be aware there may be some sensory impairment, such as
double vision, or
partial loss of vision or hearing.
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Be aware the person may have a shortened attention
span. The person may
benefit from several short breaks instead of one long break.
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Be aware the person may have gaps in his or her knowledge
and skills.
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Be aware the person may have difficulty managing two or more
tasks
simultaneously, such as holding onto a piece of information while processing
another.
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Be aware the person may have difficulty with organizational
skills and "executive
functions."
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Be aware the person may display a lowered ability or
inability to initiate on his
or her own.
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Be aware the person may display emotions that may not match
the situation.
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Providing frequent feedback and recognizing successes is
very helpful.
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Be aware speech may be delayed or difficult. Be
patient.
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