The second type happens when sounds fail to pass efficiently through the outer and middle ear to the cochlea and auditory nerve. A conductive loss is likely to fluctuate and be temporary. It is often treated by inserting grommets into the eardrum: ventilation tubes which allow fresh air to enter the middle ear to keep it free of fluid. Supporting assessment Most children with a significant sensorineural hearing loss will have been identified before they enter an early years setting.
Other children, particularly those with a fluctuating conductive loss, may not. Look out for the following signs in children:. The child may use sign language, speech or a combination of the two. Unless steps are taken to help the child feel confident in social situations, they are likely to be withdrawn — remaining on the edge of groups of children or preferring a one-to-one activity with an adult.
How can we help? Secondly, a child with a significant hearing loss is likely to be having regular input from a specialist teacher or support assistant. It is important to make time to seek their advice.
The majority of children with a visual impairment still have some vision — only five per cent are totally blind. Most blind or partially sighted children have their sight problem from birth, though a small number lose their sight later in life following illness or an accident.
Supporting assessment Most children with a marked visual impairment will arrive in nursery with their condition already diagnosed. Developmental impact Since 80 per cent of communication is non-verbal, the young child with impaired vision is at a huge disadvantage when developing interpersonal skills.
These children cannot learn by watching, only by doing. Restricted vision also leads to restricted mobility. The development of play — leading to concepts such as conservation, classification and one-to-one correspondence — is also negatively affected by visual impairment. When a child cannot observe others at play, it limits their own skills. Finally, independence and self-help skills are significantly delayed in a child with sight problems.
Under this legislation it is illegal to treat a person with a disability, or perceived disability, less favourably than someone without a disability, to harass or victimise them because of their disability or something connected to their disability.
The Equality Act gives rights to disabled people with assistance dogs also. It is illegal under the Equality Act to refuse access or services to disabled people with assistance dogs of any type. This includes taxis, private hire, shops, banks, cafes, restaurants, pubs, libraries, hospitals etc.
These plans are to be reviewed and updated at regular intervals and reported on via progress reports. All Councils and NHS Boards will be listed public authorities who must produce their own plan, as well as other public bodies. Hearing Impairment Statistics.
How many people do you think have a hearing impairment in Scotland? The correct answer is , Visual Impairment Statistics. How many people do you think have a visual impairment in Scotland? It is predicted that this figure will double by to , Dual Sensory Impairment Statistics. How many people do you think have a dual sensory impairment in Scotland? The correct answer is 5, Deafblind Scotland estimate that there are around 5, people who have significant hearing and sight loss, with most of those people being over 60 and having become dual sensory impaired as part of the ageing process.
There are however, a notable number of people under 60 years of age who live with Usher Syndrome, a genetic or inherited condition that affects hearing, vision and balance. When you interact with a person who has a hearing impairment, visual impairment or both, you will need to use certain approaches in order to communicate with them effectively.
The approaches and tactics that you use will depend on the type of sensory impairment the person has and their choice of communication method. In this section, we will identify a range of approaches, to enable you to be more confident and effective in communicating with people with a sensory impairment. The following 3 step process should be used when communicating with someone with a sensory impairment. Recognise that a person may have a sensory impairment s.
Find out how to communicate effectively. Provide appropriate information to take away. These steps will be covered in more detail in this section of the course. Step 1 - Recognising Sensory Impairment. At times it may be obvious that a person is either deaf, blind or deafblind, however, many people have developed coping strategies which may unintentionally conceal their impairment. Age is a very reliable indicator of hearing loss or visual impairment, particularly those over Other indications that sensory impairments may be present could include all or a combination of the following:.
Loss of Hearing. Loss of Sight. Step 2 - Find out how to communicate effectively. Once you have identified that a person has a sensory impairment, it is always best to ask how best to communicate with them.
There are a number of practical things you can do to help effective communication. These methods will be covered in more detail in the next sections of the course. Step 3 — Provide appropriate information and agree action.
It is always useful to provide the person with a summary of any information you have provided. Some people will be able to read complex information, while others will require information to be communicated in a simple format, large print, and audio or screen reader which converts text into speech. For example, some people who use British Sign Language as their first language may have a limited understanding of English. Leaflets and other more complex materials would therefore not be appropriate.
If an agreed action requires the person to contact an individual or organisation, it would be helpful to provide an email address, telephone number as well as a text phone number. The person can then choose how and when to make contact. In some situations, and if the person is happy for you to do so, it may be appropriate for you to make a call on behalf of the person. Meeting with somebody who has a hearing impairment.
This section of the course focuses on planned appointments but it is important to note that there will be times unplanned meetings take place. It is good practice to have a strategy prepared in advance where the needs of the person can be met quickly. However, this may not be suitable and, where needed, you should offer an alternative appointment.
I have a meeting arranged with someone who has a hearing impairment. What do I need to consider? In advance of the appointment. In advance of the appointment you may need to:. Some problems you may experience. What can you do? Always remember. What works for one hearing impaired person may not work for another — always check with the person. Hearing Awareness. There were two videos created to demonstrate examples of how to communicate the wrong way and the correct way with someone who has a hearing impairment.
The transcripts from both of the videos are below:. Video 1 Transcript - Communicating the wrong way:. A visitor approaches the main door at Dudhope Castle, he tries to open the door but can't get in as it is secure entry.
Someone opens the door to let the visitor in. Receptionist: "Hi there sorry, there is a buzzer that sounds when you can come in". Visitor: "Sorry? Receptionist: "Sorry, there is a buzzer that goes off with the door". Visitor: "Oh right ok sorry I didn't hear that. I am actually here for some information on Welfare Rights; do you have something like that? Receptionist: "Hmm Welfare Rights em, we've got I think there is information on the Internet or if you phone into Welfare Rights, they have a phone line".
Visitor: Gestures to say that he may not hear well over the phone. Visitor: "Phone is not good" Gestures to say he is not able to hear. Receptionist: "Oh right ok, well I could see if I've got anything here for you". Visitor: "Right ok, thank you". Video 2 Transcript - Communicating the right way:.
A visitor approaches the main door at Dudhope Castle and tries to open the door but can't get in as it is secure entry. The receptionist can see the visitor is struggling at the door so gets up from her desk and opens the door to let the visitor in. Receptionist: "Sorry that door is locked". Visitor: "Oh right". Receptionist: "Just come in, I'll just be one second Visitor: "I'm looking for information on Welfare Rights, do you have something here? Receptionist: "Eh, I think I've got a phone number for them and you could give them a phone?
Receptionist: "Right ok, I can see if we've got leaflets - is there any way we could better communicate that to you? Visitor: "Em, text is good or e-mail". Receptionist: "Ok, so I will get a note of that and we can give you this leaflet that we've got here in the building as well that is your basic Welfare Rights leaflet.
We can take your details and get that sent to you". Visitor: "That's very helpful, thank you, thanks very much. Receptionist: "Ok no problem". Visitor: Holds up the leaflet which has the Welfare Rights address on it "So, is this where they are based? Receptionist: "Yes, they are based at Dundee House - would you like me to write their address down for you?
Visitor: "Please yes, if you wouldn't mind, that's very helpful". Receptionist: "So, that's their address and they will be able to give you all the information you need in any form of contact that you want". Visitor: "That's super, thanks very much". Receptionist: "Ok, I will give you the leaflet as well". Visitor: "Great, thank you". Receptionist: "No problem, ok bye". Visitor: "Bye". Meeting with someone who has a visual impairment. I have a meeting arranged with someone who has a visual impairment, what do I need to consider?
In advance of the appointment, you may need to:. What works for one sight impaired person may not work for another — always check with the person. Guiding Awareness. There is no one correct way to guide a visually impaired person.
Each visually impaired person experiences their visual impairment in their own unique way, and this affects their mobility and guiding needs. Four videos have been created to demonstrate examples of how to guide with or without an assistance dog, the wrong way and the correct way. Transcripts from these videos are detailed below:. Guiding with an assistance dog — wrong way. A visitor with her guide dog approach Dudhope Castle main entrance and try to open the door. Receptionist: "oh, buzzer".
Receptionist: "Hi there, what is it you are here for today? Visitor: "Hi, I'm in for some training today I think". Receptionist: "Eh ok, I will just check Visitor: "Right em , I can't actually see anything to sign in so would you be able to do it for me? Visitor: "It's Nina McIntosh". Receptionist: "Right ok, so that's you signed in and your training is in the Training Room today so you are just straight through the doors and all the way to the end of the corridor.
Visitor: "Right, which Training Room? What doors? I don't know I've got a guide dog, I can't see where I'm going". Receptionist: "Eh yeah, no problem.. Visitor: "and after the doors straight through? Receptionist: "Eh there is another set Visitor: "Could you just show me where it is first of all then? Receptionist: "Yeah, no problem". Guiding with an assistance dog — correct way. A visitor with her guide dog approaches Dudhope Castle and stop in front of the main entrance.
Someone opens the door and lets them in. Receptionist: "Hi I'm Rae, I'm the receptionist here at Dudhope - are you just here for training today? Visitor: "I am yes, I think I've got training today anyway.
Receptionist: "Oh right ok, did you get confirmation of the training? Visitor: "I got a letter". Receptionist: "oh ok, is there a better way of us communicating that to you in future?
Visitor: "Electronic e-mail yeah". Visitor: "Excellent". Receptionist: "No problem, so I will sign you in, what's your name? Find out how Makaton works. Are you ready to take the first step and start learning Makaton?
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