Etiquette information sheet for volunteers with an impairment
ü / Don’t make assumptions about what type of disability or disabilities a person has.
ü / Some disabilities are not visible; take the time to get to know your volunteers’ needs.
Speech impairment
ü Show patience, remain calm and relaxed, and allow them time to speak.
ü Let them finish their sentences.
ü Avoid showing that you understand if you don’t! Repeat what you do understand and the person’s reactions will guide you.
ü Remember that slowness or difficulty with speech is no indication of an individual’s underlying intelligence.
ü Give them time to respond. Sometimes they take longer to respond as it takes a while for them processing the question and then putting an answer in to words.
ü Listen carefully to what they are saying.
Visual impairment
ü Consider the three B’s – make things bigger, brighter and bolder.
ü Have the room well-lit and face the person when speaking.
ü Ask the person whether they need your assistance.
ü When offering assistance to someone with a visual impairment ask them what you need to do.
ü When offering a seat, place the persons hand on the back of the chair after telling them what you are going to do.
ü Remember a guide dog is a working dog, not a pet, do not pat or feed a guide dog.
ü If a noise is present explain what it is e.g. a buzzing light bulb.
ü Be aware that people may be able to read material, but often it takes them longer.
ü Be aware that sometimes a different colour paper or print may help.
ü If you are guiding them, if they want you to, explain what you are going to do, e.g. “I am going to put my left hand on your right shoulder” OR they may prefer “I am going to put your left hand on my right shoulder.”
Hearing impairment
ü Avoid shouting – it distorts your voice and lip patterns and doesn’t help.
ü Stop speaking if you or the other person has to turn away.
ü Be aware that a person cannot lip read and take notes at the same time.
ü Reduce background noise and ensure they can see your lips clearly.
ü Ensure that your position in relation to light is appropriate for the volunteer to be able to see/read your lips.
ü Try not to startle people who cannot hear you approaching from behind.
ü Always talk directly to the person, not the interpreter.
ü Speak clearly and not too quickly.
ü Avoid speaking with anything near your mouth.
ü Don’t be embarrassed to repeat or rephrase questions if the person has misunderstood.
Learning disability
ü Use plain English; ensure questions are clear and basic.
ü Always speak directly to the person.
ü Allow the individual time to understand what you are asking of them or if decisions are to be made.
ü Give the person time to respond.
ü Avoid jargon – if you need to repeat your questions rephrase them in a different way and with more basic or minimal language.
ü Be calm and try to dispel anxiety.
ü Write down important information for the person to take with them.
ü Be patient and non-judgemental.
ü Give the person plenty of time if there are decisions to be made.
ü Be specific if giving a task.
ü Provide continuity of support personnel where possible.
Physical impairment
ü Do not lean on a person’s wheelchair or handle.
ü Only push a wheelchair if requested.
ü When talking to someone in a wheelchair put yourself at their level but avoid crouching down as this can be patronising. Stand back a few paces to avoid them straining their neck looking up at you.
Mental health conditions
ü Be relaxed and informal, putting the person at ease.
ü Be patient.
ü The person may not always make eye contact with you, they are not being rude, this may be part of their impairment.
ü Avoid asking too many questions in one go.
ü Ask clear and basic questions.
ü Summarise clearly the information you have given.
ü Give time for them to respond.
ü Be aware that some people may appear more or less anxious/confident from one day to the next.
ü Attempt to provide continuity of support.
ü Be aware they may need regular short breaks.
ü Listen carefully to what they are saying.
ü Ask them to repeat anything you do not understand allow time for them to respond.
ü Remember that slowness or difficulty with speech is no indication of an individual’s underlying intelligence.
ü Give them time to respond. Sometimes they take longer to respond as it takes a while for them processing the question and then putting an answer into words.