Library: Disability: Communication

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Communication disability	371.9
Communication disabled	371.9; 618.92858
Communication disorders	616.855; 616.5503
Interpersonal disabled	371.9

Books in the Library

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Featured books:

Developmental Problems of Childhood and Adolescence : prevention, treatment, and training by Martin Herbert This book provides a practical guide to, and critical review of, community and individual professional interventions that could ease the lives of children with developmental disorders and mental health problems. A critical review of, and practical guide to, the interventions that could ease the lives of children with developmental disorders and mental health problems. Structured around the stages and developmental tasks in a child's life span, from conception to teenage years. Discusses inherited disorders, intrauterine problems, neonatal and perinatal problems, early childhood attachment and physical disorders, disabilities at school, and problems associated with socialisation. Also covers problems that affect children at all ages, such as learning disabilities, abuse and various psychological and psychiatric disorders. Consistently considers the role of parents, the family, and the community in interventions. Written by a leading expert in clinical child and adolescent psychology and social work. Bridges the gap between psychosocial interventions and medically-based treatments. Can be used alongside Herbert's Typical and Atypical Development: From Conception to Adolescence (BPS Blackwell, 2003).
Call Number: 618.92858 HER
ISBN: 9781405115926
Publication Date: 2005
It's So Much Work to Be Your Friend : helping the child with learning disabilities find social success by Richard Lavoie As any parent, teacher, coach, or caregiver of a learning disabled child knows, every learning disability has a social component. The ADD child constantly interrupts conversations and doesn't follow directions. The child with visual-spatial issues loses his belongings and causes his siblings to be late to school. The child with paralinguistic difficulties appears stiff and wooden because she fails to gesture when she talks. These children are socially out of step with their classmates and peers, and often they are ridiculed or ostracized for their differences. A successful social life is immeasurably important to a child's happiness, health, and development, but until now, no book has provided practical, expert advice on helping learning disabled children achieve social success.For more than thirty years, Richard Lavoie has lived with and taught learning disabled children. His bestselling PBS videos, includingHow Difficult Can This Be?: The F.A.T. City Workshop,and his sellout lectures and workshops have made him one of the most popular and respected experts in the field. At last, Rick's pioneering techniques for helping children achieve a happy and successful social life are available in book form.It's So Much Work to Be Your Friendoffers practical strategies to help learning disabled children ages six through seventeen navigate the treacherous social waters of their school, home, and community. Rick examines the special social issues surrounding a wide variety of learning disabilities, including ADD and other attentional disorders, anxiety, paralinguistics, visual-spatial disorders, and executive functioning. Then he provides proven methods and step-by-step instructions for helping the learning disabled child through almost any social situation, including choosing a friend, going on a playdate, conducting a conversation, reading body language, overcoming shyness and low self-esteem, keeping track of belongings, living with siblings, and adjusting to new settings and situations.Perhaps the most important component of this book is the author's compassion. It comes through on every page that Rick feels the intensity with which children long for friends and acceptance, the exasperation they can cause in others, and the joy they feel in social connection.It's So Much Work to Be Your Friendanswers the most intense yet, until now, silent need of the parents, teachers, and caregivers of learning disabled children -- or anyone who is associated with a child who needs a friend.
Call Number: 371.9 LAV
ISBN: 9780743254632
Publication Date: 2005
Writing Skills for Social Workers 3rd Ed by Karen Healy; Joan Mulholland As a social worker, you are required to communicate in writing for a wide range of purposes and audiences.This text guides you through all you need to know to develop your social work writing skills: Essential elements of written communication Writing skills in daily practice Macro-practice writing skills: obtaining resources and creating change Influencing your professional context Now with two new chapters on writing for local mass media and writing for social media. Hot tips for effective writing, reflective exercises & further reading are included in every chapter to help you cement your skills and become a confident and effective written communicator.
Call Number: 361.32 HEA
ISBN: 9781473969179
Publication Date: 2019

Language and etiquette

The disability language A-Z guide : DADHC Connections : NSW government Putting people first: Society today has made clear that most disapprove of derogatory terms about people with a disability. However there are still some insidious terms being used in everyday conversations, and most of us are unaware of the harm they can do to people’s self esteem. Many of us may not even be aware of the language people with a disability consider to be appropriate. For example, “people with a disability”, or “person with a disability” are considered much more preferable than “the disabled” – which ignores the vital reality that we are all people first! Here are a few language dos and don’ts and communication tips to think about next time you are talking to, or about, a person with a disability.
Advice on Disability Language : Arts Access Australia The language of disability changes quickly and different terms are used within and outside of Australia. It can be political, it can be very personal and can sometimes be quite confusing. But don’t panic! If you have good intentions and treat everyone with respect, you’ll get by. Here’s a few tips to help you on your way…
Disability Etiquette : Tips On Interacting With People With Disabilities : United Spinal Association The United States Census Bureau reports that approximately 56.7 million Americans have a disability. This booklet is for anyone—with or without a disability—who wants to interact more effectively with people with disabilities. The Americans with Disabilities Act of 1990 was conceived with the goal of integrating people with disabilities into all aspects of life, particularly the workplace and the marketplace. Sensitivity toward people with disabilities is not only in the spirit of the ADA, it makes good business sense. It can help you expand your practice, better serve your customers or develop your audience. When supervisors and co-workers use disability etiquette, employees with disabilities feel more comfortable and work more productively. Practicing disability etiquette is an easy way to make people with disabilities feel welcome. You don’t have to feel awkward when dealing with a person who has a disability. This booklet provides some basic tips for you to follow. And if you are ever unsure how to interact with a person who has a disability, just ask!
A-Z of Disability Etiquette : Independence Australia Thanks for showing an interest in how to approach a person with a disability. This poster has been developed by Independence Australia to offer you some basic etiquette tips. As everyone is different, it's only a general guide. The good news is, the tips are similar to the rules applied for good etiquette in general. We hope you can share this with your family and friends.
Disability Language Guidelines : Special Olympics
The Language of Disability : ACE Disability Network The language of disability and political correctness The way we talk to or about people is important because it reflects our attitudes and assumptions. Ideally we should refer to people in the language that they prefer. However, terminology changes from time to time because certain words and phrases take on pejorative connotations. For instance, the word ”spasticity” which is a perfectly acceptable medical term referring to a constant and unwanted contraction of one or more muscle groups as a result of a stroke or other injury, became used firstly to refer to people with cerebral palsy but then became used as an insult. It is now only used in medical contexts. Unfortunately such downgrading of terms is a phenomena we have to live with and so new words and phrases are coined not so much as a matter of political correctness or fashion, but because the old ones can no longer be used to reflect respect. In Australia people with disability want to be acknowledged as people first. It should be noted however, that the same terminology does not necessarily apply in other countries. In the UK, for instance, they prefer the phrase “disabled people”. Use of the following terms and phrases is correct at the time of writing: What does it mean? Impairment - the functional damage Disability - the restriction of normal activities Handicap - the resulting social disadvantage

Online EBSCOhost journal articles

Bublić, M. M., Blatnik, S. S., Eminović, F. E., Et el (2018). Information and Communication Technology in Education and Rehabilitation of Children with Developmental Disabilities. Journal Of Educational & Instructional Studies I The experts of the education and rehabilitation profile recognize the need for new ways and technologies for education and rehabilitation of children with developmental disabilities. The accelerated development of ICT not only encourages technology experts, but puts them in front of the final stage, and necessitates the necessary adaptation to work. Its application in Slovenia, Croatia, Bosnia and Herzegovina and Serbia in the education and rehabilitation of children with motor disabilities and chronic diseases, methods of work, and also the inclusion of children are the topics of this paper. We demonstrated the application and needs of children in education and rehabilitation processes, their education on the application of new ICT, and the existence and development of critical thinking. The direction of the development of new technologies rests on the fact that the new technology, originally developed for the wider market, takes on the important role of integrating intelligent systems and robotics into the much-needed technology for children and adults with motor disabilities and chronic diseases of vital importance
Jiali, L., & Wilkinson, K. (2018). Gaze Toward Naturalistic Social Scenes by Individuals With Intellectual and Developmental Disabilities: Implications for Augmentative and Alternative Communication Designs. Journal Of Speech, Language & Hearing Research, Purpose: A striking characteristic of the social communication deficits in individuals with autism is atypical patterns of eye contact during social interactions. We used eye-tracking technology to evaluate how the number of human figures depicted and the presence of sharing activity between the human figures in still photographs influenced visual attention by individuals with autism, typical development, or Down syndrome. We sought to examine visual attention to the contents of visual scene displays, a growing form of augmentative and alternative communication support. Method: Eye-tracking technology recorded point-of-gaze while participants viewed 32 photographs in which either 2 or 3 human figures were depicted. Sharing activities between these human figures are either present or absent. The sampling rate was 60 Hz; that is, the technology gathered 60 samples of gaze behavior per second, per participant. Gaze behaviors, including latency to fixate and time spent fixating, were quantified. Results: The overall gaze behaviors were quite similar across groups, regardless of the social content depicted. However, individuals with autism were significantly slower than the other groups in latency to first view the human figures, especially when there were 3 people depicted in the photographs (as compared with 2 people). When participants' own viewing pace was considered, individuals with autism resembled those with Down syndrome. Conclusion: The current study supports the inclusion of social content with various numbers of human figures and sharing activities between human figures into visual scene displays, regardless of the population served. Study design and reporting practices in eyetracking literature as it relates to autism and Down syndrome are discussed.
Thistle, J. J., Holmes, S. A., Horn, M. M., & Reum, A. M. (2018). Consistent Symbol Location Affects Motor Learning in Preschoolers Without Disabilities: Implications for Designing Augmentative and Alternative Communication Displays. American Journal Of S Purpose: Designing augmentative and alternative communication (AAC) displays that minimize operational demands is an important aspect of AAC intervention. The current study compared the effect of 2 display designs on the speed of locating target words by preschoolers without disabilities. Method: Across 5 sessions, participants in the consistent condition (n = 12) were asked to locate symbols on arrays that did not change, whereas participants in the variable condition (n = 12) utilized arrays where the symbols changed locations each session. Results: No difference in response time across conditions was noted during the 1st session; however, by the 5th session, participants in the consistent condition demonstrated significantly faster response times than participants in the variable condition. Conclusions: The current study illustrated an advantage of consistent symbol location for preschoolers without disabilities. Clinical applications for incorporating consistent symbol location into AAC display design are discussed; however, replication with children who use AAC is critical.
Bunning, K., Gooch, L., & Johnson, M. (2017). Developing the personal narratives of children with complex communication needs associated with intellectual disabilities: What is the potential of Storysharing®?. Journal Of Applied Research In Intellectual D Background Sharing personal experience in narrative is challenging for individuals with intellectual disabilities. The aim was to investigate the potential of Storysharing® (Storysharing is an innovative communication method based on personal narrative, which has been developed to support conversations with people who have severe difficulties in communication) intervention. Materials and Methods The study involved eleven pupil-educational supporter dyads at a special school. Storysharing® was implemented over a 15-week period. Personal narratives were captured on video pre- and post-intervention. The data were analysed for discourse and narrative. Results Significant differences revealed a decline in ‘query-answer’ sequences and an increase in supporter use of ‘prompts’. After intervention, there were fewer story episodes. Narrative structure showed gains in action sequences leading to climax, and in closing elements, indicating a more complete narrative.ConclusionsThe Storysharing® intervention appears to be associated with changes to the dyadic, personal narratives illustrating its potential.
Chinn, D. (2017). Review of Interventions to Enhance the Health Communication of People With Intellectual Disabilities: A Communicative Health Literacy Perspective. Journal Of Applied Research In Intellectual Disabilities, 30(2), 345-359. doi:10.1111/jar. Background Communicative health literacy is a term relating to the range of competencies and capabilities patients bring to the task of seeking information about their health and sharing it with others. This exchange can be problematic for people with intellectual disabilities. The aim of this review was to synthesize findings from interventions designed to improve health communication for people with intellectual disabilities. Materials and method Available evidence was systematically reviewed, and findings from 14 articles were synthesized in a narrative review. Results and conclusions Interventions addressed communicative aspects of health consultations, taking into account emotional factors and social context. Questions remain about how such interventions might impact on real-life health consultations and how issues of power might be resolved.
Hetzroni, O. H., & Shalev, M. (2017). Effects of School Staff Communication on Initiations and Repair Strategies of Students with Severe Intellectual and Developmental Disabilities. Education & Training In Autism & Developmental Disabilities, 52(4), 437-4 The study examined the effects of the types of communication breakdowns of the communication partners on the repair strategies of students with severe intellectual disability during interaction within the natural school environment. Forty-eight staff members, divided into two groups based on daily vs. weekly contact with the student and 12 students, ages 9-16, were videotaped during various activities. Results demonstrate that students used several types of repair strategies when faced with communication breakdowns adjusting some of them to breakdown types. Some of the students demonstrated attempts to shift partners as a systematic method when confronted with communication breakdowns, thus implying an alternative repair strategy. There were no significant differences among staff members based on their level of contact with the students except for more 'request for clarification' and more 'substitution' in the daily basis group.
Ogletree, B. O. (2017). Addressing the Communication and Other Needs of Persons With Severe Disabilities Through Engaged Interprofessional Teams: Introduction to a Clinical Forum. American Journal Of Speech-Language Pathology, 26(2), 157-161. doi:10.1044/ Purpose: Interprofessional collaborative practice (IPCP) is introduced as a viable and preferred clinical methodology for speech-language pathologists and others serving persons with severe disabilities. Contributions to this clinical forum dedicated to IPCP and severe disabilities are described. Method: This clinical focus article introduces IPCP and reviews literature specific to its origins and effectiveness, defines severe disabilities, and proposes IPCP as a vital tenet in effective communication-related and other service delivery for this population. Conclusion: IPCP is supported as a recommended practice methodology for speech-language pathologists and other team members providing services to persons with severe disabilities.
Powers, E. M., & Haller, B. (2017). Journalism and Mass Communication Textbook Representations of Verbal Media Skills: Implications for Students with Speech Disabilities. Journal Of Media Literacy Education, 9(2), 58-75. doi:10.23860/JMLE-2019-09-02-05 This study examines representation of disabilities by conducting a qualitative content analysis of how 41 journalism/mass communication textbooks frame the ideal standards of verbal communication for media professionals. Textbooks are integral to students' understanding of professional norms and may influence career decisions. Results show that textbooks rarely address the topic of speech disabilities, describing them as "roadblocks to success." Instead, authors often address best practices in broadcast voicing and the value of projecting confidence in interviews and press conferences. What are the explicit and implicit messages for students with speech disabilities such as stuttering? We argue that such framing is a critical media literacy issue because it addresses media diversity and access.
Rombouts, E. E., Maes, B., & Zink, I. (2017). Key Word Signing Usage of Adults With Intellectual Disabilities: Influence of Communication Partners' Sign Usage and Responsivity. American Journal Of Speech-Language Pathology, 26(3), 853-864. doi:10.1044/201 Purpose: In services for adults with intellectual disabilities, various staff members may have different key word signing (KWS) skills and conversational style. Little is known about how these clients use KWS with different staff members. Therefore, we observed staff–client conversations and examined how clients’ KWS usage was shaped by staff members’ KWS usage and conversational style. Method: Three 10-min dyadic conversations between an adult with moderate or severe intellectual disabilities (N = 15) and three familiar staff members were filmed and transcribed. The KWS usage and conversational responsivity in the transcriptions was analyzed at group (using generalized estimating equations), subgroup, and individual levels. Results: Clients appeared to produce significantly more KWS as partners imitated more signs and as partners were more responsive. There was a negative interaction between these two factors. Subgroup analyses showed that spontaneity of clients’ KWS usage was a continuum. Conclusion: Findings suggest that staff can encourage clients’ KWS usage by imitating manual signs but that clients’ response efficiency should also be taken into account.
Scorzato, I., Zaninotto, L., Romano, M., Et al (2017). Effects of Dog-Assisted Therapy on Communication and Basic Social Skills of Adults With Intellectual Disabilities: A Pilot Study. Intellectual & D Thirty-nine adults with severe to profound intellectual disability (ID) were randomly assigned to either an experimental group (n = 21) or a control group (n = 18). Assessment was blinded and included selected items from the International Classification of Functioning, Disability and Health (ICF), the Behavioral Assessment Battery (BAB), and the Learning Accomplishment Profile (LAP). The experimental group, who attended a dog-assisted treatment intervention over a 20-week period, showed significant improvements in several cognitive domains, including attention to movement (BAB-AM), visuomotor coordination (BAB-VM), exploratory play (BAB-EP), and motor imitation (BAB-CO-MI), as well as in some social skills, as measured by LAP items. Effects were specific to the intervention and independent of age or basic level of disability.
van der Meer, L., Matthews, T., Ogilvie, E., Et al (2017). Training Direct-Care Staff to Provide Communication Intervention to Adults With Intellectual Disability: A Systematic Review. American Jour Purpose: The aim of this review was to summarize and evaluate studies on training direct-care staff to provide communication intervention to adults with intellectual disability. Method: Systematic searches identified 22 studies. These were summarized and evaluated in terms of (a) participants; (b) settings; (c) training aims and procedures; (d) research designs; (e) reliability, integrity, and social validity; (f) outcomes; (g) generalization and follow-up; and (h) certainty of evidence. Results: A total of 437 staff and 254+ adults with intellectual disability participated. Staff training most frequently involved combinations of verbal instruction, role play, modeling, practice, and feedback. Reliability was assessed in 18 studies with acceptable standards for most of these studies. Treatment integrity and social validity were assessed in 1 and 3 studies, respectively, with positive outcomes. Generalization and maintenance were assessed in 5 and 8 studies, respectively, with predominantly positive outcomes. Most studies reported positive outcomes for staff and positive or mixed outcomes for the adults with intellectual disability. Certainty of evidence was rated as conclusive in 1 study, suggestive in 14 studies, and inconclusive in 7 studies. Conclusions: There is sufficient evidence to conclude that direct-care staff can be taught to provide effective communication intervention to adults with intellectual disability. Professionals involved in providing training and support to direct-care staff could expect positive outcomes from multicomponent training programs that include opportunities for practice and feedback.
Wołk, K., Wołk, A., & Glinkowski, W. (2017). A Cross-Lingual Mobile Medical Communication System Prototype for Foreigners and Subjects with Speech, Hearing, and Mental Disabilities Based on Pictograms. Computational & Mathematical Methods In Medicine, 1-9 People with speech, hearing, or mental impairment require special communication assistance, especially for medical purposes. Automatic solutions for speech recognition and voice synthesis from text are poor fits for communication in the medical domain because they are dependent on error-prone statistical models. Systems dependent on manual text input are insufficient. Recently introduced systems for automatic sign language recognition are dependent on statistical models as well as on image and gesture quality. Such systems remain in early development and are based mostly on minimal hand gestures unsuitable for medical purposes. Furthermore, solutions that rely on the Internet cannot be used after disasters that require humanitarian aid. We propose a high-speed, intuitive, Internet-free, voice-free, and text-free tool suited for emergency medical communication. Our solution is a pictogram-based application that provides easy communication for individuals who have speech or hearing impairment or mental health issues that impair communication, as well as foreigners who do not speak the local language. It provides support and clarification in communication by using intuitive icons and interactive symbols that are easy to use on a mobile device. Such pictogram-based communication can be quite effective and ultimately make people’s lives happier, easier, and safer.
Erickson, K. A., & Geist, L. A. (2016). The profiles of students with significant cognitive disabilities and complex communication needs. AAC: Augmentative & Alternative Communication, 32(3), 187-197. doi:10.1080/07434618.2016.1213312 Understanding the characteristics of students with complex communication needs and significant cognitive disabilities is an important first step toward creating the kinds of supports and services required to help them successfully access the general education curriculum, achieve grade-level standards, and improve overall communication competence. The First Contact Survey was designed to collect important information about students with significant cognitive disabilities who were eligible to take the Dynamic Learning Maps™ (DLM®) alternate assessment based on alternate achievement standards. From November 2012–May 2013, the survey was used to gather information regarding more than 44,787 students. At that time, the goal was to use the data to inform the development of the DLM assessment. Although the survey includes a wealth of information regarding this large sample of students, the reanalysis of the data reported in the current study focused on the motor, sensory, language, reading, and writing skills of students with significant cognitive disabilities, based on their speech production abilities. Significant differences were identified across each of the domains between students who do and do not use speech with or without aided augmentative and alternative communication.
Arthur-Kelly, M., Bennett, D., Neilands, J., & Foreman, P. (2014). Case Reflections on Communication Support for Students with Multiple and Severe Disability in Australian General Classrooms. Journal Of International Special Needs Education, 17(2), 70-78. This paper provides a descriptive narrative on some recent research processes and outcomes in general classrooms in Australia that include students with multiple and severe disability. A mentor-model approach to professional development for the teaching staff was employed and this paper outlines what happened, along with some of the specific needs and goals of the participating students and teaching personnel. Although the results were quite variable, a number of interesting findings relating to teacher effects and the limited role of peers in enhancing interactions with students with such complex needs are identified and discussed.

eBooks

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Featured titles:

Teaching Social Skills Through Sketch Comedy and Improv Games : A Social Theatre® Approach for Kids and Teens Including Those with ASD, ADHD, and Anxiety by Shawn Amador Introducing a Social Theatre?, this book provides guidance on how to deliver fun and transformative activities to develop social skills in teenagers and children. Drawing on ideas from Social Thinking®, CBT, mindfulness and assertiveness training this book develops games, skits and short plays which can be adapted to suit children and teenagers including those who are gifted, typical, and those with mild to moderate cognitive abilities. These activities will help participants become more assertive and flexible as well as improving confidence, focus and self-esteem. Social Theatre? can be used in small groups, in class or throughout the school, as well as in group therapy sessions. It provides a new and inclusive way to teach social skills and collaborative learning and is especially useful for those with anxiety, ADHD and ASD.
ISBN: 9781785928000
Publication Date: 2018-02-21

Online resources

To access the online resources/videos click on any of the titles below.

Reminder: Off campus, you will be prompted to enter your student username and password to login.

Blind People : Episode 1 of You Can't Ask That: Series 2 : ABC (2017) : Kanopy online resources YOU CAN'T ASK THAT asks blind people the awkward, inappropriate or uncomfortable questions you've always wanted to know the answers to, but never had the guts to ask.
Down Syndrome : Episode 2 of You Can't Ask That: Series 2 : ABC (2017) : Kanopy online resources YOU CAN'T ASK THAT asks people with Down syndrome the awkward, inappropriate or uncomfortable questions you've always wanted to know the answers to, but never had the guts to ask.
Supporting People With Disabilities (2012) : Kanopy online resources Working with people with disabilities is challenging and highly rewarding. This interview led program discusses the complex issues facing people with disabilities, effective communication, supporting rights, interests and needs, supporting a range of disability types, and responding to risk. We talk with co-ordinators and support workers from the Woorinyan - Day Training and Employment Support Services for People with a Disability, the Senior Deaf and Disability Liaison Officer at LaTrobe University, Grit Media's Sarah Barton who produces disability related content, and Arianne Garner-Williams, a systemic advocate for people with disabilities. This program is Ideal for community services related studies at TAFE level.
Certain Proof : Students with Disabilities Fight for Inclusion in Public Schools (2010) : Kanopy online resources With an introduction by Academy-Award winning actor, Chris Cooper, this feature-length documentary is about three children living with significant communication and physical disabilities struggling against the public schools in an emotional battle to prove their worth. Over the course of two and a half years, CERTAIN PROOF follows the lives of Kayla, Josh and Colin, three children with cerebral palsy. Despite multiple disabilities, they fight to prove that they are able to learn and deserve to be taught. Colin finds "No Child Left Behind" has exceptions; Kay combats harsh stereotypes inside middle school; and Josh faces continual doubt that he can learn at all. They and their families dare to hope in a striking testament to the complexity of the human spirit.
Including Samuel (2009) : Kanopy online resources Before his son Samuel was diagnosed with cerebral palsy, photojournalist Dan Habib rarely thought about the inclusion of people with disabilities. Now he thinks about inclusion every day. Shot and produced over four years, Habib's award-winning documentary film, INCLUDING SAMUEL, chronicles the Habib family's efforts to include Samuel in every facet of their lives. The film honestly portrays his family's hopes and struggles, as well as the experiences of four other individuals with disabilities and their families. INCLUDING SAMUEL is a highly personal, passionately photographed film that captures the cultural and systemic barriers to inclusion.
The Triple C: Checklist of Communication Competencies (2009) : Kanopy online resources Designed for use with adolescents or adults with little or no speech. The Triple C is a valid and reliable tool that makes it possible to: Assess skills that are observable Focus on functional skills Assess early communication skills It is available for use by communication partners without formal qualifications, however, it is recommended that a communication specialist is involved in confirming the final results.
Talk to Me : Children with Autism (2007) : Kanopy online resources Adre, Emma, and Julian are in public school autism programs in Oakland, CA. This engaging film documents their lives at home and at school, and profiles the valiant efforts of their parents and teachers to help them reach their maximum potential. This film is especially recommended for parents, siblings, extended family members, and friends who are unfamiliar with an autism diagnosis.

Online Video

Talk to Me: Treating People with Intellectual Disabilities with Respect : Special Olympics Whether you are in a health care or other professional environment or just having a personal conversation, consider these basic rules for communicating with a person with an intellectual disability.

Useful websites

Communicate and consult with people with a disability : Dept of Health and Human Services : Victorian government When conducting consultation and engaging with stakeholders it is important to actively include people with a disability. Communication is one of the most basic needs and rights of all people. People with a disability should have as much input into the planning and development of services and activities as other community members.
Communication with people with disabilities : Australian Federation of Disability Organisations (AFDO) General tips for communicating with people with a disability Speak to a person with a disability as you would speak to anyone else. Speak in an age-appropriate tone. Treat adults as adults If a person with a disability is accompanied by another person such as a carer, address your questions directly to the person with a disability Put the person first, not their disability. For example, use the term “a person with a disability” rather than “a disabled person” Try to avoid negative phrases such as “suffers from” and “crippled”. Use the phrase “people who use a wheelchair” rather than “wheelchair bound”.
Inclusive consultation and engagement : Australian Federation of Disability Organisations (AFDO) People with a disability should have as much input into the planning and development of services and activities as other community members. When conducting consultation and engaging with stakeholders it is important to include people with a disability. By making a few changes to existing consultation processes, you can obtain the views of people with a disability. The results will be more representative of the wider community.
Better communication with people with disabilities : Queensland government
Communicating with a person with disability : Module 2: Picture My Future The Picture My Future approach has been developed by a research team from Deakin University. We have worked with people with disability to develop an approach that supports people to talk to planners about what is important to them so that they have meaningful involvement in the planning process. The training modules and toolkit enable people with disability and those who support them to implement the approach. We would like to acknowledge the generous support of UnitingCare Community Options, Northern Support Services, Able Australia and Inclusion Melbourne. The project was an initiative of the UnitingCare Community Options/Deakin University Research Partnership. The project has been funded by the Australian Government Department of Families, Housing, Community Services and Indigenous Affairs. The opinions, comments and/or analysis expressed in this document are those of the author or authors and do not necessarily represent the views of the Minister for Disability Reform and cannot be taken in any way as expressions of government policy. Module 2: Communicating with a person with disability This is the second in a series of five online training modules on the Picture My Future process. Upon completion of this module you will have a greater understanding of the often complex communication needs of a person with disability. This understanding is vital to the success of the Picture My Future approach. Learning outcomes At the end of this module, you should have an understanding of the following: The complex nature of communicating with people with intellectual disability The benefits and issues associated with involving others who know the person well in meetings and how to manage these The available resources that will assist with communication The key strategies for communicating with people with intellectual disability
Inclusive Communication - General Good Practice : Australian Disability Clearinghouse on Education and Training (ADCET) Inclusive communication recognises that people communicate differently and encourages the use of a variety of techniques. It incorporates all forms of communication, both verbal and non-verbal; non-verbal communication is often just as important to the meaning as what is being said. By being aware of and incorporating inclusive communication skills into everyday exchanges, the chances of positive and effective interactions with all people are increased.1 The following tips are intended to inform and guide you in being a more inclusive communicator.
Auslan Storybooks A Novel in Auslan or Two Thousands and thousands of books have been around for many, many years. They're written in languages from all over the world. May it be in English, French, Spanish, German and so many other languages. You name it, they have it. What about Auslan? There is not one book or novel in Auslan. Not one. Why? It is because Auslan is a visual language, largely used by space, movements and shapes of the hands and arms and the use of facial expressions to show meanings. It has its own grammar and language structures. This is where this site comes in. Enter the magical world of Auslan Storybooks. Here you will see "books" of stories - in Auslan. Deaf and hearing people of all ages who use Auslan can enjoy a wide range of stories. May it be a fantasy story, a true story or a science-fiction story. Enjoy a short story or a long story divided by chapters just like a written novel. Enter the Storybook Library and take your pick.