Sensory
Impairment Awareness
Section 1: Sensory
Impairment Overview
Section 2: Approaches to
Communication
Section 3: Environmental
Factors
Section 4: Assistive
Equipment
Section 5: Language,
Communication and Transcription
Welcome to this Sensory Impairment Awareness e-learning
which has been designed for anyone who may come into contact with a person who
has a sensory impairment. This course
will take approximately 40 minutes to complete.
The aim of the course is to provide information about
sensory loss and how to communicate in an inclusive way.
Learning
Outcomes: by the end of this course you will have an understanding
of:
·
What sensory impairment is;
·
Types of sensory impairment;
·
How best to communicate with someone who has a
sensory impairment;
·
Environmental factors to consider in your
workplace;
·
Assistive technology which can support someone
with a sensory impairment; and
·
What transcription and translation services are
available.
There
is a multiple choice assessment at the end of this course.
What
is sensory impairment?
‘Sensory impairment’ or ‘sensory loss’ are umbrella terms
used to describe loss of the distance senses i.e. of sight and hearing. You will find that the term ‘sensory
impairment’ is commonly used by professionals rather than people with a
‘sensory impairment’ themselves.
People with a sensory impairment will have experienced life
with their individual impairment in a completely different way to others with
the same type of sensory impairment – no two people will be exactly the same
and services should not be delivered as if they were.
Why is
it important for you to have an awareness?
As our population ages, alongside young people exposing
themselves to excessive noise, sensory impairment is affecting a growing number
of people. People with a sensory
impairment often have difficulty communicating with family, friends, colleagues
and services providers, which can impact significantly on their health and
wellbeing.
Within your organisation, you will sometimes come into
contact with people who have a sensory impairment whether it is colleagues or
service users. It is important to provide an accessible work place or service
to everyone. It is also a legal requirement (this will be covered later in the
course). Understanding some of the
barriers and issues that people who have a sensory impairment frequently
encounter can help all of us to provide more inclusive services.
Types
of Sensory Impairment
There are 4 types of sensory impairment which will be explained
in more detail below:
1.
Hearing
Impairment
a) Hard
of hearing people with a mild, moderate or severe hearing loss
b) Deafened
people who were born with hearing and have suddenly become severely or profoundly
deaf after learning speech
c) People
born with profound hearing loss
2.
Visual
Impairment
a) Only
around 4% of blind people have no vision at all, the majority have a
combination of very limited or restricted fields of vision
b) Blind
people have a severe sight impairment
c) Partially
sighted people have some vision which is impaired or reduced
3.
Deafblind/
Dual sensory impairment
People
who have a severe degree of visual and hearing impairment.
Some
people may be deafblind from birth, others may be born deaf or hard of hearing
and become blind or visually impaired later in life, or the reverse may be the
case.
This
will have a direct impact on the method of communication preferred.
4.
Deaf
British Sign Language (BSL) User
People with severe or profound
hearing loss, who use BSL to communicate, English, in most cases, is not likely
their first language.
The Deaf BSL User may have
difficulty with reading and understanding English whether spoken or written.
Legislation
UK and Scottish legislation has been put in place to
protect and promote the rights of people with sensory impairments.
What
is covered in the Equality Act 2010?
The Equality Act 2010 replaced the Disability
Discrimination Act 1995. Under this legislation it is illegal to treat a person
with a disability, or perceived disability, less favourably than someone
without a disability, to harass or victimise them because of their disability
or something connected to their disability.
It is also illegal to fail to make ‘reasonable adjustments’
to ensure that people with a disability are not at a ‘substantial disadvantage’
when accessing goods, services, housing, employment and education.
The Equality Act 2010 gives rights to disabled people with
assistance dogs also. It is no longer
legal to display "Guide Dogs Only" and these should be replaced with
"Assistance Dogs Only". It is
illegal under the Equality Act 2010 to refuse access or services to disabled
people with assistance dogs of any type. This includes taxis, private hire,
shops, banks, cafes, restaurants, pubs, libraries, hospitals etc.
What
is covered in the British Sign Language (Scotland) Act 2015?
This Act aims to promote the use and understanding of
British Sign Language (BSL), principally by means of BSL plans, which are to be
published by Scottish Government Ministers and specified public authorities.
These plans are to be reviewed and updated at regular intervals and reported on
via progress reports.
All Councils and NHS Boards will be listed public
authorities who must produce their own plan, as well as other public bodies.
Please select the following link if you would like more
information about the BSL (Scotland)
Act 2015.
Hearing
Impairment Statistics
How many people do you think have a hearing impairment in
Scotland?
·
1,000,000
·
945,000
·
845,000
·
527,000
The correct answer is 945,000. It is projected that this
figure will increase by 50% in the next 20 years to 1.4 million.
Visual
Impairment Statistics
How many people do you think have a visual impairment in
Scotland?
·
945,000
·
500,750
·
180,000
·
165,000
The correct answer is 180,000. It is predicted that this
figure will double by 2031 to 360,000.
Dual
Sensory Impairment Statistics
How many people do you think have a dual sensory impairment
in Scotland?
·
1,500
·
3,200
·
4,800
·
5,000
The correct answer is 5,000. Deafblind Scotland estimate that there are
around 5,000 people who have significant hearing and sight loss, with most of
those people being over 60 and having become dual sensory impaired as part of
the ageing process. There are however, a
notable number of people under 60 years of age who live with Usher Syndrome, a
genetic or inherited condition that affects hearing, vision and balance.
When you interact with a person who has a hearing
impairment, visual impairment or both, you will need to use certain approaches
in order to communicate with them effectively.
The approaches and tactics that you use will depend on the type of
sensory impairment the person has and their choice of communication method.
In this section, we will identify a range of approaches, to
enable you to be more confident and effective in communicating with people with
a sensory impairment.
The following 3 step process should be used when
communicating with someone with a sensory impairment.
1. Recognise
that a person may have a sensory impairment(s).
2. Find
out how to communicate effectively.
3. Provide
appropriate information to take away.
These steps will be covered in more detail in this section
of the course.
Step 1
- Recognising Sensory Impairment
At times it may be obvious that a person is either deaf,
blind or deafblind, however, many people have developed coping strategies which
may unintentionally conceal their impairment.
Age is a very reliable indicator of hearing loss or visual
impairment, particularly those over 60. Other indications that sensory
impairments may be present could include all or a combination of the following:
1.
Loss
of Hearing
·
Fail to react to voices behind him/her
·
Lean forward and look intently into the
speaker’s face
·
Wearing a hearing aid
·
Uses sign language
·
Have difficulties joining in a group
·
The volume on their TV is loud
·
Fail to respond to a doorbell etc.
·
Give inappropriate responses
·
Ask for repetition of what was said
2.
Loss
of Sight
·
Wear dark glasses
·
Uses a white cane
·
Uses a guide dog
·
Fail to react to visual clues/motions
·
Ignore a person who us speaking to them because
they have not announced themselves and directed the person into the
conversation by using their name
·
They may sit near the front, or close to the
whiteboard/chalkboard/presentation screen
·
Bump into people/objects or trip over items on
the ground
·
Move around tentatively, perhaps walking close
to walls
·
Fail to see documents, cups, objects placed
near them
·
Have to hold something very close to read it
·
Not look directly at you
3.
Loss
of both Hearing & Sight
·
Display any of the points mentioned in the loss
of hearing and loss of sight sections plus:
·
Use a red and white cane
·
Find it difficult to “hear” when the light is
dim
4.
Deaf
British Sign Language (BSL) User
·
Fail to react to voices behind him/her
·
Lean forward to look intently into the speakers
face
·
May have difficulty reading English
·
Fail to respond to doorbell etc.
·
Use sign language
·
May have no speech
·
Will probably not lip-read
Remember – whatever the issue, it’s always helpful to start
your interaction by asking the person what will be best to facilitate their
communication.
Step 2
- Find out how to communicate effectively
Once you have identified that a person has a sensory
impairment, it is always best to ask how best to communicate with them.
There are a number of practical things you can do to help
effective communication.
·
Good Communication Skills
·
Assistive Technology
·
Language, Communication and Transcription
These methods will be covered in more detail in the next
sections of the course.
Step 3
– Provide appropriate information and agree action
It is always useful to provide the person with a summary of
any information you have provided. You will need to think carefully about how
you do this, taking into consideration the person’s sensory impairment and any
barriers that will limit carrying out any agreed actions.
Some people will be able to read complex information, while
others will require information to be communicated in a simple format, large
print, and audio or screen reader which converts text into speech. For example,
some people who use British Sign Language as their first language may have a
limited understanding of English. Leaflets and other more complex materials
would therefore not be appropriate.
If an agreed action requires the person to contact an
individual or organisation, it would be helpful to provide an email address,
telephone number as well as a text phone number. The person can then choose how
and when to make contact. In some situations, and if the person is happy for
you to do so, it may be appropriate for you to make a call on behalf of the
person.
Meeting
with somebody who has a hearing impairment
This section of the course focuses on planned appointments
but it is important to note that there will be times unplanned meetings take
place. It is good practice to have a strategy prepared in advance where the
needs of the person can be met quickly. However, this may not be suitable and,
where needed, you should offer an alternative appointment.
I have a meeting arranged with someone who has a hearing
impairment. What do I need to consider?
In
advance of the appointment
In advance of the appointment you may need to:
·
Confirm the person’s preferred communication
method
·
Plan to book the necessary communication support
in advance, at least 2 weeks’ notice
·
Establish when it is best for the person to
attend an appointment
·
Prepare an appropriate room
·
Take time to get the environment right
·
If a loop system is available, check that it is
working, that you know how to use it and/or who can use it
·
Allow extra time for the appointment
·
Inform colleagues and reception that a person
with a hearing impairment will be attending for an appointment
·
Take into consideration any other additional
needs
Some
problems you may experience
Some barriers experienced by deaf people with communication
and/or accessing information:
·
Language levels of printed material too
difficult to understand
·
Not being able to access spoken material
·
English as a second language
·
Difficulties in lip-reading
·
Difficulty in accessing BSL interpreters or
other appropriate communication professionals
·
Difficulty in accessing loop systems
·
Lack of awareness of others as to how to help
·
Not knowing when it’s their turn
What
can you do?
·
Taking ‘positive’ action is always better than
trying to ‘repair’ communication breakdowns
·
Confirm the person’s preferred communication
method
·
Inform them if there is a loop system if they
wear a hearing aid
·
When necessary book BSL interpreter,
lipspeaker, notetaker etc. well in advance
·
Find a place to talk that has good lighting and
is quiet
·
Make sure you have the person’s attention
before speaking
·
Tell the deaf person what the topic is you are
going to discuss, inform them when the topic changes
·
Position yourself at the same level as the
person
·
Face the person so you can lipread them
·
Use clear speech, normal lip pattern, don’t
shout
·
Use fingerspelling if appropriate
Always
remember
What works for one hearing impaired person may not work for
another – always check with the person.
Hearing
Awareness
There were two videos created to demonstrate examples of
how to communicate the wrong way and the correct way with someone who has a
hearing impairment. The transcripts from
both of the videos are below:
Video
1 Transcript - Communicating the wrong way:
A visitor approaches the main door at Dudhope Castle, he
tries to open the door but can't get in as it is secure entry.
Receptionist: "There’s a buzzer, wait for the buzzer
please!"
Someone opens the door to let the visitor in.
Receptionist: "Hi there sorry, there is a buzzer that
sounds when you can come in"
Visitor: "Sorry?" and gestures to the
receptionist that he is not able to hear.
Receptionist: "Sorry, there is a buzzer that goes off
with the door".
Visitor: "Oh right ok sorry I didn't hear that. I am actually here for some information on
Welfare Rights; do you have something like that?"
Receptionist: "Hmm Welfare Rights em, we've got ... I
think there is information on the Internet or if you phone into Welfare Rights,
they have a phone line".
Visitor: Gestures to say that he may not hear well over the
phone.
Receptionist: "Well what I could do is I could try and
phone you back with information about that later, I don’t seem to have anything
to hand
Visitor: "Phone is not good" Gestures to say he
is not able to hear.
Receptionist: "Oh right ok, well I could see if I've
got anything here for you".
Visitor: "Right ok, thank you".
Video
2 Transcript - Communicating the right way:
A visitor approaches the main door at Dudhope Castle and tries
to open the door but can't get in as it is secure entry.
The receptionist can see the visitor is struggling at the
door so gets up from her desk and opens the door to let the visitor in.
Receptionist: "Sorry that door is locked".
Visitor: "Oh right".
Receptionist: "Just come in, I'll just be one second
.... how can I help today?"
Visitor: "I'm
looking for information on Welfare Rights, do you have something here?"
Receptionist: "Eh, I think I've got a phone number for
them and you could give them a phone?"
Visitor: Shakes his head "I'm deaf/hard of hearing so
the phone is not good for me, is there something else?"
Receptionist: "Right ok, I can see if we've got
leaflets - is there any way we could better communicate that to you?
Visitor: "Em, text is good or e-mail".
Receptionist: "Ok, so I will get a note of that and we
can give you this leaflet that we've got here in the building as well that is
your basic Welfare Rights leaflet. We
can take your details and get that sent to you".
Visitor:
"That's very helpful, thank you, thanks very much. So it’s RonScrimgeour@talktalk.net".
Receptionist: "Ok no problem".
Visitor: Holds up
the leaflet which has the Welfare Rights address on it "So, is this where
they are based?"
Receptionist: "Yes, they are based at Dundee House -
would you like me to write their address down for you?"
Visitor:
"Please yes, if you wouldn't mind, that's very helpful".
Receptionist: "So, that's their address and they will
be able to give you all the information you need in any form of contact that
you want".
Visitor: "That's super, thanks very much".
Receptionist: "Ok, I will give you the leaflet as
well".
Visitor: "Great, thank you".
Receptionist: "No problem, ok bye".
Visitor: "Bye".
Meeting
with someone who has a visual impairment
I have a meeting arranged with someone who has a visual
impairment, what do I need to consider?
In
advance of the appointment
In advance of the appointment, you may need to:
·
Confirm the person’s preferred communication
method
·
Confirm that the person knows that there is an
appointment and that they can attend
·
Arrange for alternative formats to be provided,
otherwise the sight impaired person may not even be aware they have an
appointment
·
Inform colleagues and reception that a client
with sight impairment will be attending for an appointment
·
Establish when it is best for the person to
attend an appointment
·
Check the person can get to the building for
the appointment
·
Prepare an appropriate room
·
Take the time to get the environment right
·
Allow extra time for the appointment
·
Take into consideration any other additional
needs
·
Ensure the environment is clutter free at floor
level and head height
Some
problems you may experience
Some problems experienced by blind/partially sighted people
with communication, accessing information and services:
·
May not know about the appointment as they
can’t read the letter
·
Difficulty in accessing public transport for
the appropriate time
·
Difficulty in locating the building
·
Problems with inappropriate signage
·
Over reliance on signage with lack of or no
accessible alternative to signs
·
Difficulty in accessing the reception desk
·
Not being able to access written material
·
Difficulty in accessing the internet/devices/screens
in waiting rooms
·
Not knowing when it’s their turn
·
Lack of awareness of others as to how to help
What
can you do?
·
Taking ‘positive’ action is always better than
trying to ‘repair’ communication breakdowns
·
Confirm the person’s preferred communication
method
·
Gain the person’s attention by speaking first
or by a touch on the arm
·
Introduce yourself and what you do
·
Always use names to identify people –
especially in a group situation
·
Keep the visually impaired person informed of
people moving around and/or leaving the room/table etc.
·
Use verbal responses, do not use non-verbal
communication, e.g. pointing in the direction of something, nodding in
agreement, shrugging shoulders, pulling faces
·
Ask if guidance and support to reach a
destination or the exit is required
·
Provide information in alternative formats such
as: electronic formats, extra-large print, braille, email
·
Use a black marker pen when writing down
information as it is easier to see
·
Don’t avoid words like “look” and “see”
Always
remember
What works for one sight impaired person may not work for
another – always check with the person.
Guiding
Awareness
There is no one correct way to guide a visually impaired
person. Each visually impaired person
experiences their visual impairment in their own unique way, and this affects
their mobility and guiding needs.
Four videos have been created to demonstrate examples of
how to guide with or without an assistance dog, the wrong way and the correct
way. Transcripts from these videos are
detailed below:
Guiding
with an assistance dog – wrong way
A visitor with her guide dog approach Dudhope Castle main
entrance and try to open the door.
Receptionist: "oh, buzzer"
Someone opens the door to let the visitor in.
Receptionist:
"Hi there, what is it you are here for today?"
Visitor: "Hi, I'm in for some training today I think".
Receptionist:
"Eh ok, I will just check ... yeah there is training on today so
I'll just need to get you to sign in".
Visitor: "Right em, I can't
actually see anything to sign in so would you be able to do it for me?"
Receptionist: "Yeah, what’s your name?"
Visitor: "It's Nina McIntosh"
Receptionist: "Right ok, so that's you signed in and
your training is in the Training Room today so you are just straight through
the doors and all the way to the end of the corridor.
Visitor: "Right, which Training Room? What doors? I don't know I've got a guide dog, I can't
see where I'm going".
Receptionist: "Eh yeah, no problem .. so there are
stairs on your left and there is doors straight through".
Visitor: "and after the doors straight through ....?
Receptionist: "Eh there is another set ...."
Visitor: "Could you just show me where it is first of
all then?"
Receptionist: "Yeah, no problem".
Guiding
with an assistance dog – correct way
A visitor with her guide dog approaches Dudhope Castle and
stop in front of the main entrance.
Someone opens the door and lets them in.
Receptionist: "Hi I'm Rae, I'm the receptionist here
at Dudhope - are you just here for training today?"
Visitor: "I am yes, I think I've got training today
anyway.
Receptionist: "Oh right ok, did you get confirmation
of the training?
Visitor: "I got a letter".
Receptionist: "oh ok, is there a better way of us
communicating that to you in future?"
Visitor: "Electronic e-mail yeah"
Receptionist: "Ok that’s fine, I will take note of
that and we will e-mail future dates to you”
Visitor: "Excellent"
Receptionist: "No problem, so I will sign you in,
what's your name?
Visitor: "It's Nina McIntosh"
Receptionist: "Ok no problem. So, the training room is quite far away,
would you like me to assist you or give you directions?"
Visitor: "Assist please".
Receptionist: "No problem, I will just come
round".
Receptionist:
"So, would you prefer to go up and around up the ramp or up the two
steps?"
Visitor: "Just up the steps is fine".
Receptionist: "Ok, do you need guidance or do you want
me to ..."
Visitor: "No, I will just follow you".
Receptionist: "Ok no problem, just coming up there are
two steps in front of you and I will just open the door for you. Just come straight through here, there is
another set of doors. Ok, we are just
going down a corridor on your right now, and the training room is right at the
end of the corridor here".
Guiding
without an assistance dog – wrong way
A visitor approaches Dudhope Castle using a white stick and
tries to open the door. The visitor
enters the building and walks towards reception.
Visitor: "Hi
there, I have a meeting at Conference room 3."
Receptionist: "Ok, can I just get you to sign the
register please?"
Visitor: "I
can't sign it, I'm totally blind. Can
you sign it for me?"
Receptionist:
"Ok, I will be with you in just one second."
Visitor: "I'm
actually running a wee bit late so would really appreciate it if you could help
me just now."
Receptionist:
"Ok, I will just be two seconds; I'm just going to finish what I am
doing."
Receptionist:
"Right I'll sign the register for you, what's your name?"
Visitor: "It's
Sheila Hands."
Receptionist:
"And, what room did you say you were going to?"
Visitor: "It's
Conference Room 3."
Receptionist:
"Ok, if you go up the steps and through the door and straight up
all the stairs to the very top, Conference Room 3 is up there and you will see
a sign post for it”.
Visitor: "Is it
possible for somebody to come and maybe take me up as I don't think I will be
able to find it myself?"
Guiding
without an assistance dog – correct way
A visitor approaches the reception at Dudhope Castle.
Receptionist: "Hi".
Visitor: "Hi
there, I've got a meeting with Carie Burns in
Conference Room 3."
Receptionist:
"Ok, can I just get you to sign in?"
Visitor: "Em, could you do it for me?
My name is Sheila Hands.
Receptionist: "Oh, ok that's no problem ... (signs the
register for the visitor). Right, its Carie you want to see?"
Visitor: "It is
yes, Carie."
Receptionist: "In Conference room 3?"
Visitor:
"Yes."
Receptionist:
"Do you want me to get Carie to
come?"
Visitor: "Yes,
if you can maybe give her a phone and ask her if she can come and meet me that
would be brilliant, thank you."
Receptionist:
"No problem, of course .... (phone call is made to Carie) ... "Hi Carie, I've
got Sheila Hands here for you, would you be able to come down to reception to
give her some assistance to go to a meeting room? Thanks."
Colleague:
"Hello Sheila, my name is Alana; I've come along to give you a hand
up to Conference Room 3".
Visitor:
"That's great, thanks very much."
Colleague: "Ok,
if you want to take my elbow".
Visitor thanked the receptionist for their help.
Colleague: "We
have a couple of steps in front of us here so we are just going up there then
there is a door just in front of us. Now
the door comes inwards and it's hinged on the left so watch you don't fall back
on the stairs cause its quite tight, there is not much room here. Just grab my elbow."
Visitor: "Ok,
got it thanks."
Colleague: "There
we are, we are just going straight through, there is another door straight in
front and it's also hinged on the left."
Visitor:
"ok."
Colleague:
"There we go, ok we are coming the door way and on our right we
have a lift which will get us upstairs.
So did you have a busy journey on the way?"
Visitor: "No,
it was fine."
Colleague: "oh good."
They get into the lift than then the doors open at the
correct floor.
Colleague: "Ok
Sheila, it’s quite narrow that lift area so watch the doors. Now we have another door here and it is
opening in towards us, ok and it's on the left”
Visitor: "ok"
Colleague: "We
are just going along this corridor and we are taking a turn around to the right
then we are going left very quickly, and that's Conference Room 2 so it’s not
that one. Here we are at Conference room 3, the door is just here going inwards
on the left. Ok, would you like a tea or
coffee?"
Visitor: "Oh
coffee would be great."
Colleague:
"I'll let Carie know that you are in and
arrived safely."
Meeting
with someone who has a Deafblind/ Dual Sensory Impairment
I have a meeting arranged with someone who has a dual
sensory impairment. What do I need to consider?
In
advance of the appointment
In advance of the appointment, you may need to:
·
Confirm the person’s preferred communication
method
·
Confirm that the person knows that there is an
appointment and that they can attend
·
Arrange for alternative formats to be provided
otherwise the Deafblind person may not be aware they have an appointment
·
Establish when it is best for the person to
attend an appointment
·
Book the necessary communication support
·
Prepare an appropriate room
·
Take time to get the environment right
·
Inform colleagues and reception that a client
with a dual sensory impairment will be in for an appointment
·
Allow extra time for the appointment
·
Take into consideration any other additional
needs
Some
problems you may face
Some problems experienced by blind/partially sighted and
deaf people with communication and/or accessing information:
·
All of the points raised under blind/partially
sighted and deaf people; plus
·
Not having access to guide/communicator service
or communication support
·
Lack of awareness of the possibility of dual
sensory loss being present
·
Lack of awareness of others as to how to help.
What
can you do?
Taking ‘positive’ action is always better than trying to
‘repair’ communication breakdowns.
·
Confirm the person’s preferred communication
method
·
Good lighting conditions are essential
·
The person speaking should be facing the light
which should come from behind the deafblind person
·
Distance and positioning is important, check
their preferred distance
·
Use a whiteboard, or paper with black marker
pen
·
Provide a guide/communicator to help deafblind person
prepare for an appointment
·
Remove any sunglasses as they hide expression
from your eyes and part of your face
·
Ask if sighted guidance is required
Always
remember
What works for one dual impaired person may not work for
another – always check with the person.
Office
Environment
Small changes in your surroundings can make communication
much easier for someone with a sensory impairment. You want to create as simple
an environment as possible. Modern, trendy or pattern décor, leaflet racks and
posters may inadvertently create problems.
To achieve this, you could:
Office
Layout
·
Encourage a clutter free environment to avoid
trip hazards
·
Have quiet areas where people can go to have
conversations
·
Clear and consistent signage and instructions
·
Use a carpeted room with soft furnishings, as
sounds echo in rooms with hard floors
·
Avoid reflective surfaces such as shiny floors
Lighting
& Visibility
·
Maximise use of natural light where possible,
ensure the light is on your face, not behind you
·
Do not sit with your back to the window as your
face will be in shadow
·
Avoid lampshades that allow people to look
directly at the bulb
·
Move out from behind glass
·
Make things bigger and use colour contrast on
doors, steps and pillars
·
Avoid highly patterned wallpaper, carpets and
furnishings
·
Chairs and carpets should be in contrasting
colours
Noise
·
Install induction loop systems, ensure they are
working and people know how to use them
·
Have a portable loop system available for
one-to-one meetings
·
Cut out any background noise
Offering
Assistance
·
Offer guidance and support where appropriate
Assistive
Technology for hearing impairments
In this section, we will explore some of the most commonly
used technological aids used for communication. You will find more information
on hearing aids and loop systems below:
Hearing
Aids
Many people who are hard of hearing use hearing aids. They
make sounds louder and clearer, so that someone with hearing loss can hear
comfortably. It is a battery-operated device which is place in or behind the
ear. Hearing aids can be effective, but their use can also present some
problems.
It is important to remember that hearing aids don’t cure
hearing loss; they amplify the hearing that the person has left. Hearing aids
do not ‘fix’ the person’s hearing. The worst thing you can do is shout at a
hearing impaired person. Remember your good communication skills covered in
section 2.
Problems
with hearing aids and how to address them:
·
Whistling – check that the person’s hearing aid
is fitted in properly
·
Battery not working – ask the person if their
battery has been changed (batteries only last 7-10 days)
·
Tubing may need changed as it can get blocked
with wax (tubing should be changed every 6-9 months)
·
May not be on the correct programme – open the
battery door and close it again to reset the hearing aid
With digital hearing aids, different program settings can
be stored for different listening environments.
Some hearing aids may have a loop program which allows the wearer to
pick up signals from a loop system. This
is generally set as a different listening program and the wearer will have to
push a button to activate it.
Loop
Systems
Loop systems are available in many public venues and
portable/personal loops systems are available.
These systems should be checked regularly and all staff trained to use
them. Portable loops can help with hearing in smaller groups, on the phone or
other devices such as personal listening devices.
Not all hearing aids are able to work with loops. Those that do generally require the hearing
aid wearer to change the programme on their hearing aid. When the aid is switched to the Loop
programme, it picks up the sounds transmitted from the loop system. The sound
quality might vary depending where the hearing aid wearer is sitting or
standing, so it may be worth trying a few different seats to get the best sound
quality. If a hearing aid wearer does
not have access to the loop, they may wish to access sound through a headset
that has inbuilt loop provision.
Problems
with the Loop Systems
Confidentiality can be an issue when using a loop
system. Hearing aid wearers in adjacent
rooms, or even outside the building, may be able to hear what is being said on
an internal loop.
Some hearing aids might pick up sound interference from
fluorescent lights or electricity cables, so it may be necessary to try to
eliminate or reduce these effects.
It is important that you understand how a loop system works
and how to use it.
Assistive
Technology for hearing impairments
In this section, we will explore some of the most commonly
used technological aids used for communication.
You will see examples of equipment used for hearing impairments below:
Conversation
Amplifiers
These are portable products that help people hear more
clearly whether or not they have hearing aids.
The benefits of these products are that they:
·
Enhance the volume and clarity of conversations
and other sounds
·
Reduce background noise, which can be particularly
distracting when wearing hearing aids.
·
Are suitable for most situations
·
Allow you to adjust the high and low tones to
suit your particular type of hearing loss
·
Can be used if the person has a ‘T’ setting on
their hearing aids, they can use ear hooks or neckloops
·
Can be used if the person with a hearing
impairment does not have a hearing aid or a ‘T’ setting on their hearing aid. Headphones, earbuds or a stethoset work well.
These products can be useful to check that your loop system
is working or as a back-up if your loop system isn’t working.
Textphones
Textphones
(sometimes called minicoms) are becoming less
common. On a textphone, the deaf person
types in the message they wish to send.
The message is then picked up by a receiving textphone, or is relayed
via a hearing operator using the BT Textrelay Service.
Mobile
Phone SMS
Many hearing impaired people use text messaging on mobile
phones frequently, to communicate simple, short pieces of information. Many BSL users will also use instant video
messaging to enable signing when communicating through Facetime or Skype.
Next
Generation Text
Some people will communicate in text because they can't
hear or can’t speak.
Deaf and hearing impaired people using the NGT App through
a smartphone, tablet, or computer contact you through a relay assistant who will speak their words to you. Then the relay assistant will type your reply
so they can read it on their display in real time. The relay assistant is there
to facilitate your call. They take no part in the conversation and your
conversation is completely confidential.
People can use NGT at home,
in work, or on the move to
contact services, order takeaways, book taxis, use phone banking, order goods,
or just chat by typing and/or reading your phone conversation.
If you want to make a call to a deaf person using NGT you
will need to add the 18001 prefix to the phone number you are calling,
including the area code for landlines.
ContactScotland
– BSL Service
This is Scotland’s on-line BSL interpreting service for
public authorities. It is an easy and
flexible way for Deaf BSL users to contact public services. It aims to connect Deaf BSL users in Scotland
through a dedicated team of interpreters, with all of Scotland’s public
authorities. More information can be
found at www.contactscotland-bsl.org
Pager
Systems
Pager systems use vibration to alert the wearer to a range
of events, including fire alarms, door bells, telephones ringing and baby
alarms. The relevant button on the pager
lights up to indicate which event is taking place. If the in-house fire system does not include
flashing warning lights, and is only an audible siren or bell, then a pager may
be the only way to ensure that a severely or profoundly deaf person can be
alerted if the fire alarm goes off.
Assistive
Technology for visually impaired people
You will see examples of equipment used for visual
impairments below. You should remember that glasses and magnifiers do not ‘fix’
the sight of a visually impaired person; they only help magnify the sight they
have left.
Screen
Reader Software
Screen readers are designed to give blind people access to
information on a computer, tablet device or a mobile phone by reading the information
using a synthetic voice rather than the user reading it with their eyes. For people who read Braille, a screen reader
will also display this information on a refreshable Braille display.
Screen
Magnification
A screen magnifier can be a useful addition or alternative
to a larger screen and large font.
Mobile
Phone
Many smart phones have built in accessibility features for
people with sensory impairments. There
are a number of accessible apps for smart phones that make accessing
information much more readily available, 2 examples are explained below:
·
KNFBReader - converts any text to speech or Braille instantly and
accurately. Its text-to-speech and
text-highlighting tools make it valuable for blind, low-vision, dyslexic, and other print-disabled
users.
·
VoiceDream - is an accessible reading tool for mobile and tablet
devices. With advanced text-to-speech and a highly configurable screen layout,
it can be tailored to suit every reading style from completely auditory to
completely visual, plus synchronized combination of both.
Stand-alone
Text to Speech Machine
A reading machine reads out a printed document with a
synthetic voice. It uses a camera or
scanner with Optical Character Recognition (OCR) software to turn documents into
electronic text which in turn can be either displayed in large print on a
monitor, read out by a screen reader or both.
The addition of cameras to many portable devices such as mobile phones
and tablets now means you are able to have a portable reading machine with the
addition of an OCR app.
Limitations
of the technology
The
effective use of the equipment mentioned above will depend on the accessible
design of the original document. Screen
readers are only able to read text files so images and graphics will not be accessible
and require a description in text instead.
Access
technology for people with a visual impairment is expensive and not many
individuals will have access to this equipment or have received training in how
to use it.
For
further information on practical tips for good document design please see the
guidance for Making
PDF document more accessible on the Government website.
Sometimes it may be essential to use a language service
professional (LSP) or transcription/translation services to support
communication for sensory impaired people. The main types are covered below:
British
Sign Language (BSL) / English Interpreter
Interpreters support communication between hearing people
and people who use British Sign Language.
They interpret from one language to the other (usually
simultaneously). They sign what the
hearing person is saying and voice what the deaf person is signing. Remember English may not be their first
language.
Electronic
or Manual notetaker
Using specialist software, the electronic note-taker types
a summary of spoken conversation into a laptop.
A deaf or hard of hearing person can then view the summarised
conversation on a second laptop, tablet or on a projection screen. Manual note-takers are similar: they write
down a summary of a dialogue for immediate reading or for later reference.
Lip
Speaker
People who lipread can struggle to lipread new people, or
to identify who it is that is speaking when in larger groups. A lipspeaker repeats what is being said
without voice, only lip movements, almost verbatim and with appropriate facial
expressions and gestures. Lipreaders
find it much easier to focus on the one, clear, lip-readable face of the
lipspeaker.
Translation
Services
Translation services will translate printed or written
information into BSL and record onto video footage.
Deafblind
guide/communicator
Some
deafblind people use a communicator/guide to help with getting around and to
communicate via a range of methods, including the tactile deafblind manual or
block alphabet systems. This usually
involves forming letters on the deafblind person’s hand, spelling out what is
being said.
Transcription
Services
This service will allow you to convert any written or
printed material into an accessible format such as audio, large print,
electronic text and Braille. A number of organisations offer this service such
as the Royal National Institute of the Blind – Transcription Services.
Booking
a language service professional
Interpreters and other language service professionals can
be booked through the organisations. As
with other translation services, there are costs involved with engaging a
language service professional. You may
need to check your organisation’s arrangements for this. However, there is a statutory duty to provide
such services.
There are many agencies offering communication support
services; the ‘Useful Links’ page at the end of this module will provide
contact details.
There are also BSL fingerspelling alphabet, deaf – blind
alphabet and block alphabets available to use.
Working
with BSL/ English Interpreters
The following script was written to answer some questions
about working with BSL/English interpreters:
“What
advice can you give when using interpreters?”
“Always
book fully qualified and registered BSL/English interpreters. Never use family or friends to interpret
unless in very informal circumstances and only if the Deaf person agrees.
There
may be legal issues involved for consultation between a deaf person and NHS
staff. “
“How
does consent work?”
“”Informed
Consent” can only be given when a registered and qualified BSL interpreter has
been used to facilitate the dialogue between the patient and the medical staff.
It is equally important for matters that involve the police, mental health or
legal system to be conducted via a trained and qualified interpreter.”
“What are the main points to consider when working with an
interpreter?”
“When working with an interpreter, always:
·
Ask the deaf person and their interpreter where
it is best for them to sit; generally this will be opposite one another
·
Ensure that you are facing the deaf person,
remember never sit with your back to the window
·
Address the deaf person, not the interpreter
·
Avoid asking the interpreter questions or
trying to involve them in the conversation
·
Speak one at a time
·
If using written materials or PowerPoint, allow
the deaf person time to read it before speaking
·
Leave time for the interpreter to sign the
speech and for the deaf person to watch the signing
·
Make sure the interpreter has a break after 45
minutes maximum; for longer meetings, booking 2 interpreters avoids the needs
for breaks”
·
You
have now completed the Sensory Impairment Awareness course content. The following questions have been added to
test your knowledge, the correct answers are below each question:
1.
Which statements
about sensory impairments are true:
1) It is
a term used to describe loss of distance senses such as sight and hearing
2) Everyone
with a hearing impairment needs access to the same services
3) Only
around 4% of blind people have no vision at all, the majority have a
combination of very limited or restricted fields of vision
4) People
who have a dual sensory impairment have a severe degree of visual and hearing
impairment from birth
Correct responses – Statement 1 and 3
2.
What 2
pieces of legislation are in place to protect people with a sensory impairment?
1) Equality
Act 2010
2) Data
Protection Act 1998
3) Health
and Safety Act
4) BSL
Scotland Act 2015
Correct responses – Statement 1 and 4
3.
What
are some signs that may help you identify if someone has a hearing loss?
1) They
are wearing headphones
2) They
give inappropriate responses
3) They
fail to react to voices behind them
4) They
are wearing a hearing aid
Correct responses – Statement 2, 3 and 4
4.
What
are some signs that may help you identify if someone has sight loss?
1) They
are wearing dark glasses
2) They
move around tentatively, perhaps close to walls
3) They
are holding another person’s hand
4) They
fail to react to visual clues
Correct responses – Statement 1, 2 and 4
5.
What
steps would you take to provide appropriate information and agreed action with
a person with a sensory loss?
1) Use
normal font size in printed information
2) Use
basic English without jargon
3) Give
contact details such as email, telephone and text number
4) Use
coloured paper for printing
Correct responses – Statement 2 and 3
6.
What
would you ensure when booking an interpreter or language service professional?
1)
Always book an interpreter the same gender
as the client
2)
That interpreters are fully qualified and
registered
3)
Always used a qualified and registered
interpreter when dealing with medical matters, legal and mental health matters
4)
That the client has money to pay for the
interpreter
Correct responses – Statement 2 and 3
7.
What
should you ensure when working with interpreters?
1) The
interpreters always sits with their back to the window
2) Your questions
are addressed to the interpreter not the client
3) Extra
time is allowed for the interpreter and client when using written material or
PowerPoint
4) The
interpreter has a break after 45 minutes
Correct responses – Statement 3 and 4
8.
Which
of the following are true about using a Loop System?
1) It
should be checked well in advance of the meeting to make sure it is working
2) All
hearing aids will work with the loop
3) Staff
should be trained in the use of the loop system
4) Portable
loops are not available
Correct responses – Statement 1 and 3
9.
Which
of the following statements are examples of how to make an office environment
more accessible?
1) Ensure
that signage and instructions are clear and consistent
2) Use
Reflective surfaces such as laminate flooring
3) Reduce
clutter and avoid trip hazards
4) Use of
soft furnishings and carpets to reduce echoes
Correct response – Statement 1, 3 and 4
10.
Which
of the following statements are true about the use of hearing aids?
1) All
deaf people wear hearing aids
2) Hearing
aids don’t cure hearing loss
3) If
someone is wearing a hearing aid, you need to shout at them
4) A
hearing aid battery lasts between 7-10 days
Correct responses – Statement 2 and 4
You have now completed the Sensory Impairment course; we
hope that you have found it useful and informative.
Local
Contacts
Deaf Action www.deafaction.org.uk
Deaf Links/Tayside Deaf Hub https://www.taysidedeafhub.org.uk/
Dundee Blind and Partially Sighted Society http://www.dundeeblindsociety.org.uk/
North East Sensory Services https://www.nesensoryservices.org/
Vision PK visionpk.org.uk
National Contacts
Abilitynet http://www.abilitynet.org.uk/
Deafblind Scotland https://dbscotland.org.uk/
Guide Dogs https://www.guidedogs.org.uk/
Hearing Dogs https://www.hearingdogs.org.uk/
National Deaf Children’s Society https://www.ndcs.org.uk/
RNIB Scotland https://www.rnib.org.uk/
Scottish Association of Sign Language Interpreters http://www.sasli.org.uk/
Scottish Council on Deafness (SCoD)
http://www.scod.org.uk/
Sense Scotland https://www.sensescotland.org.uk/