1. 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

2. Module Objectives: To identify effective communication strategies To understand that effective communication strategies assist in successful negotiation To identify effective communication strategies for interactions with persons with disabilities To learn ways to listen more effectively To learn ways to effectively ask questions To identify common interviewing techniques (question-asking pitfalls) To understand universal access to programs and services beyond physical access

3. The Golden Rules “Disability” accepted term Offering assistance/acceptance Direct communication to the individual Respect assistive devices

4. The Golden Rules, continued Same interests Don’t make assumptions Treat adults as adults Don’t be afraid to ask questions People first language

5. “People first” language Positive language empowers Always put the person first Group designations inappropriate

6. Communication tips

7. Individuals who are visually impaired When conversing in group, identify self Never distract service dog Tell individual when you are leaving Ask before attempting to lead

8. Individuals who are deaf or hard of hearing 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)

9. Individuals with mobility impairments 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

10. Individuals with speech impairments 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

11. Individuals with cognitive disabilities 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

12. Active listening techniques Paraphrase the speaker’s thoughts Express understanding of the speaker’s feelings Ask questions

13. Effective communication includes: 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

14. Communication is framed by: The environment in which it takes place Each person’s past experiences The person’s experience at the moment Cultural expectations

15. Reframing Reframing what the other says allows us to make sure our interpretation closely matches their meaning When you reframe, you reflect back what the speaker has said in your own words

16. Barriers to effective listening Physical conditions Cultural differences Personal problems Prejudices Connotative meanings

17. Common question pitfalls Bi-polar trap: A yes/no question with an open-ended answer (e.g., Do you know what happened next?) 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?)

18. Common question pitfalls Double-barreled inquisition: Two or more questions at the same time (e.g. What type of computer and software do you have?) 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.)

19. Common question pitfalls The guessing game: Attempt to guess the information instead of asking for it (e.g. Could the accident have been caused by faulty brakes?) The yes (no) response: Ask a question that has only one response (e.g. Do you think you can handle this job?)

20. Universal Access

21. Universal design Create and design environment and services to meet as wide a range of preferences and needs of individuals as possible Use alternative approaches to benefit customers from various backgrounds, learning styles, and abilities

22. Universal design for learning “Chalk and talk” is not the most effective teaching approach for all Information should be shared using alternative approaches so that individuals with different abilities, learning styles and backgrounds can benefit

23. Universal access….benefits beyond disability Curb cuts: wheelchairs, strollers, bicycles, rolling luggage Closed-captioned TV: Deaf/Hard of Hearing, gym, sports bars, considerate spouse Door opener: wheelchairs, delivery people

24. Universal Access…materials/handouts 18 point font High contrast (e.g. black and white) Pages numbered Formatting for visual ease

25. Universal Access…materials/handouts continued Graphics to supplement content Basic, concrete language Color coding Available in electronic format

26. Presentation information Give overview of information to be presented Articulate clearly, use basic concrete language Present material visually and verbally Frequently offer opportunity for clarification or explanation

27. Signage Large print, clear language on contrasting background Symbols and graphics to accompany words Indication of how and where to request help Clearly label resources and equipment available

28. 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