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Sensory Impairments Support Strategies
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Sensory Impairments Support Strategies
Read the situations and use respectful, practical strategies. Ask the person what works for them; never assume everyone with the same impairment needs the same support. In Australia, follow the person’s communication preferences and any agreed safety plan.
Understand the support
1.A classmate who is Deaf or hard of hearing says they miss parts of group discussions. Which response is the most inclusive first step?
- Ask privately what would help, then agree on strategies such as one speaker at a time and facing them when speaking
- Speak much louder while continuing to talk over other people
- Ask another student to answer for them
- Assume their hearing technology will solve every communication issue
2.A student with low vision is joining a group activity. Select two useful adjustments that preserve their independence.
- Ask whether larger print or a digital, screen-reader-friendly copy would be useful
- Move their belongings without telling them
- Keep walkways clear and explain any changes to the room layout
- Complete the activity on their behalf
3.Match each support tool or strategy to the access need it can help address. Some people may use different tools or several strategies.
- Hearing aid
- Screen reader
- Tactile or high-contrast wayfinding signs
- Captions
- Provides navigation information through touch or clear visual contrast
- Amplifies sound for some people with hearing loss
- Reads digital text aloud or outputs it as braille
- Displays spoken words as text
4.True or false: A cochlear implant is the right option for every person who is Deaf or hard of hearing, and it removes the need for other access strategies.
TrueFalse
Make everyday situations safer and more accessible
5.You are walking with a person who has vision impairment, and they ask for help crossing a busy car park. What is a respectful, safer way to assist? Include what you should do before offering physical guidance.
6.An emergency alarm sounds during an activity. A participant may not hear it. Name two ways organisers can make the emergency message accessible, and explain why everyone should know the evacuation plan.
7.A student says, “Please don’t move my cane; I’ll ask if I need help.” What should you do, and why is this important?
8.Your group is preparing a short presentation. One member has hearing loss and another has low vision. Write a practical access plan with at least three strategies that support participation without singling either person out.
9.A friend’s hearing device is not working, and they seem uncomfortable. What should you do first, and what should you avoid doing?
10.Complete the sentence: Respectful support starts by .
11.Complete the sentence: Respectful support protects a person’s .
12.Complete the sentence: Respectful support aims to remove rather than making decisions for a person.
13.Explain why a support strategy that works well for one person with a sensory impairment might not work for another. Give one example.
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