Edited by Jonathan Vernon, Monday, 8 Oct 2012, 06:21
Recognising a disability is complex - they afe part of society and learning; they are not distinct or even always distguishable due to spectrum and nature of the impairment.
All communication has a significant visual component to it. Barriers can be reduced. Visual impairment is just that - it's on a sliding scale with only 1:5 blind people unable to see anything at all.
What is more, what can be seen may shift, so check as a course progresses as a person's sight may improve or deteriorate.
Assume nothing, the situation for each person will differ – so ask.
LD: Consider how to sequence information so that it is understood. Take care with unfamiliar language and new words.
Embed good practice and be vigilant about maintaining it through to the end.
Think about ways to recieve communication other than the written word.
Awareness, champion and leadership, policy and procedures.
H810: Activity 2.1 Topic 2 :Recognising barriers: visual impairment
Recognising a disability is complex - they afe part of society and learning; they are not distinct or even always distguishable due to spectrum and nature of the impairment.
All communication has a significant visual component to it. Barriers can be reduced. Visual impairment is just that - it's on a sliding scale with only 1:5 blind people unable to see anything at all.
What is more, what can be seen may shift, so check as a course progresses as a person's sight may improve or deteriorate.
Assume nothing, the situation for each person will differ – so ask.
LD: Consider how to sequence information so that it is understood. Take care with unfamiliar language and new words.
Embed good practice and be vigilant about maintaining it through to the end.
Think about ways to recieve communication other than the written word.
Awareness, champion and leadership, policy and procedures.