Jargon, slang and use of acronyms – these forms of language only make sense to people with specialist knowledge. A person who doesn’t have this specialist knowledge won’t understand the message. Dialect – people who speak English using a regional dialect (for example Glaswegian or Liverpudlian) pronounce words in different ways. Distress, emotional difficulties and health problems – some conditions,
Unit 28 – Introductory Awareness of Autistic Spectrum Conditions 1. - Types of difficulty that individuals with an autistic spectrum condition may have with language and other ways of communicating with others. There are various difficulties with language amongst individuals with autism. Some individuals are non-verbal, and have to rely on alternative forms of communication such as Makaton or PECs symbols. These methods of communication can be useful for building vocabularies of individuals with limited speech.
Individual’s self-esteem can be low, and their body language may be closed or negative, this can make communication difficult with an individual whom is distressed because you may not get any feed back from them, or you may not get a change to talk or be listened to to help them. The individual may even talk a different language or revert back to their mother tongue, which can cause a communication barrier. Also if the individual has a learning disability they may not understand how/why they are feeling, or may not know how to express it. 1.4 Explain how working with an individual who is distressed may impact on own well-being. Working with a person whom is distressed can also be distressing for the person caring and comforting
To recognise then the service user is getting anxious or distressed as the service user may be nonverbal and it may take a few guesses to know what the service uses wants or needs. Aiv Explain why it is important to find out about an individual’s: 1. Communication and language needs To make sure that the service users’ needs are being met individually, providing the tools required for each method of communicating ie pen and paper, picture cards, sign language and for the staff to be properly trained to be able to communicate in the correct way for each individual. Remembering that everyone is different and no two individuals will require same care. 2.
Unit 28 – Introduction to Autism 1. Individual's with autism may experience different types of difficulty with language and communication. This presents itself by individual's not understanding tone and body language and not being able to pick up on subtleties in conversation such as gesture's or facial expression. Other difficulties could also come from distractions in the immediate area such as passing traffic or other external factors. Individual's on the autistic spectrum may struggle with relationship's and social interaction due to difficulties with communication.
Outcome 2 2.1 Picture boards, brail, sign language, finger writing, hearing aids. 2.2 my own role and practice can impact on an individual who has specific communication needs as if you do not communicate with a person in a way that they understand they may feel left out and alone, hence they may suffer from additional mental health disabilities such as depression. When you do spend time with a service user, and do include them and communicate in a way that they understand then they will feel as if they are valued Features of the environment that may help or hinder communication include: Visual Factors Lighting conditions: light should be on the talker's face Interfering objects: visual noise Distance: no further than 6 feet from the talker Talker's Face: face/mouth should not be covered head movements should be well-lit no eating, chewing, smoking moustaches
Another factor is the person your speaking to and the level of understanding they have, and if they will be able to understand more technical and complicated words. Another factor would be the environment that you’re in, because if it’s too noisy you might not be able to understand what the other person is saying. Explain how people from different backgrounds may use and/or interpret communication methods in different ways. People from different backgrounds may communicate differently in ways such as languages, touch and using different gestures. Identify barriers to effective communication.
Outcome 3 3.1 Explain what is meant by the term dysphasia Dysphasia is a partial or total impairment of language and ability to communicate. 3.2 Explain what is meant by the term dysarthria Dysarthria is a problem with speech caused by disturbance of muscular control. 3.3 Describe the communication challenges presented to the individual and the self by dysphasia Dysphasic individuals struggle to understand what people say and may forget parts of sentences or have difficulty understanding long or complicated sentences. They may also struggle to find the right words and express themselves. dysarthria Dysarthric individuals struggle to speak properly and may have hoars, excessively loud/quiet or nasal-sounding speech.
They work with individuals or a group. They advise teachers, parents, social workers and other professionals. They also support the SENCO with assessments and observations of pupils who have additional needs. Educational psychologists work in all sectors of the education system, including child development clinics for pre - school children where children with potential learning difficulties can be identified early. The roles of an educational psychologist include:- * Giving advice to teachers about individual children.
Make sure you listen effectively and the use of body language is also important. 3.4 Sometimes you may need to get more specialist advice because an individual’s communication is too complex to deal with alone. Such as a speak and language therapist, sign language training. Where there is a language issue then you may need to get an interpreter.