Transcript Disability Program Navigator Training A Joint Initiative

Disability Program
Navigator Training
A Joint Initiative of the
U.S. Department of Labor
and the
Social Security Administration
Effective Communication Strategies
Judith Emery, Director, Colorado WIN Partners
Patrick Loeber, Consumer Navigator, Pikes Peak
Workforce Center
Miranda Thompson, Consumer Navigator,
Broomfield Workforce Center
Module Objectives:
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To identify effective communication strategies
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To understand that effective communication strategies assist in
successful negotiation
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To identify effective communication strategies for interactions with
persons with disabilities
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To learn ways to listen more effectively
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To learn ways to effectively ask questions
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To identify common interviewing techniques (question-asking
pitfalls)
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To understand universal access to programs and services beyond
physical access
The Golden Rules
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“Disability” accepted term
Offering assistance/acceptance
Direct communication to the individual
Respect assistive devices
The Golden Rules, continued
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Same interests
Don’t make assumptions
Treat adults as adults
Don’t be afraid to ask questions
People first language
“People first” language
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Positive language empowers
Always put the person first
Group designations inappropriate
Communication tips
Individuals who are visually impaired
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When conversing in group, identify self
Never distract service dog
Tell individual when you are leaving
Ask before attempting to lead
Individuals who are deaf or hard of
hearing
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Look directly at the individual –
minimize distractions
Speak directly to the person – not the
interpreter
If you don’t have a TTY – use 711
(national telecommunications relay
service)
Individuals with mobility
impairments
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Place self at eye level of the individual
in a wheelchair
Do not lean on a wheelchair or
assistive device
Offer assistance if individual appears to
have difficulty opening door
Individuals with speech
impairments
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Never pretend to understand
something the individual says
Ask questions that require short
answers
Never complete a sentence for the
individual
Consider writing as an alternative
means of communication
Individuals with cognitive disabilities
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Be prepared to repeat what you say,
orally and in writing
Be patient, flexible and supportive
If in public area with distractions,
suggest moving to quieter location
Active listening techniques
Paraphrase the speaker’s thoughts
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Express understanding of the
speaker’s
feelings
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Ask questions
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Effective communication includes:
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The ability to be silent at times
The ability to reflect what you hear to
ensure your interpretation matches the
speaker’s intent
Understanding you do not have to
agree with what was said
Communication is framed by:
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The environment in which it takes place
Each person’s past experiences
The person’s experience at the
moment
Cultural expectations
Reframing
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Reframing what the other says allows
us to make sure our interpretation
closely matches their meaning
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When you reframe, you reflect back
what the speaker has said in your own
words
Barriers to effective listening
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Physical conditions
Cultural differences
Personal problems
Prejudices
Connotative meanings
Common question pitfalls
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Bi-polar trap:
A yes/no question with an open-ended answer (e.g.,
Do you know what happened next?)
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Open-to-closed switch:
Start with open-ended question and then follow it
with a closed-ended question before other can
respond (e.g. Why did you leave school? Was it
because of the economy?)
Common question pitfalls
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Double-barreled inquisition:
Two or more questions at the same time (e.g. What
type of computer and software do you have?)
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Leading push:
As an unintentional leading question that suggests
how a person ought to respond (e.g. I’m sure you
can see how I was misled.)
Common question pitfalls
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The guessing game:
Attempt to guess the information instead of asking
for it (e.g. Could the accident have been caused by
faulty brakes?)
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The yes (no) response:
Ask a question that has only one response (e.g.
Do you think you can handle this job?)
Universal Access
Universal design
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Create and design environment and
services to meet as wide a range of
preferences and needs of individuals
as possible
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Use alternative approaches to benefit
customers from various backgrounds,
learning styles, and abilities
Universal design for learning
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“Chalk and talk” is not the most
effective teaching approach for all
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Information should be shared using
alternative approaches so that
individuals with different abilities,
learning styles and backgrounds can
benefit
Universal access….benefits beyond disability
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Curb cuts: wheelchairs, strollers,
bicycles, rolling luggage
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Closed-captioned TV: Deaf/Hard of
Hearing, gym, sports bars, considerate
spouse
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Door opener: wheelchairs, delivery
people
Universal Access…materials/handouts
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18 point font
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High contrast (e.g. black and white)
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Pages numbered
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Formatting for visual ease
Universal Access…materials/handouts continued
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Graphics to supplement content
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Basic, concrete language
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Color coding
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Available in electronic format
Presentation information
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Give overview of information to be
presented
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Articulate clearly, use basic concrete
language
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Present material visually and verbally
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Frequently offer opportunity for
clarification or explanation
Signage
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Large print, clear language on contrasting
background
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Symbols and graphics to accompany words
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Indication of how and where to request help
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Clearly label resources and equipment
available
This training has been
designed and developed by the
Law, Health Policy
& Disability Center (LHPDC)
of the
University of Iowa College of Law
disability.law.uiowa.edu