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Wednesday, June 30, 2010
Friday, June 25, 2010
Serving Patrons with Physical and Mental Disabilities
Several staff members attended a workshop on serving patrons with physical and mental disabilities. Here are some things they came away with:
Use “people first” language – “the man who’s blind” not “the blind man.” This emphasizes the person, rather than the disability.
Ask people what works best for them. For example, some people who are deaf may prefer speaking/lip reading, and others may prefer writing. The preferred mode may change with different circumstances.
Be inclusive. If you have people with disabilities on a committee or task force, treat them as valued members who will contribute, rather than as token members who are there so you can *look* inclusive.
Recognize and treat people as people.
Just because a disability isn’t obvious doesn’t mean it can be controlled.
Use easily readable fonts, such as Arial, and an appropriate font size.
Use non-accusatory language – “I’m having trouble understanding what you’re saying” not “You’re not speaking clearly.”
When you hear repeated stories (recycled stories) take three step approach—first time, give information to help, second time ask if person was able to use previous information, third time ask “what can I do for you today.”
When working with patrons with speech impediments don’t try and finish their sentences.
Use Active Listening
Respect confidentiality
Find alternate ways to communicate and to show information
Give options
Treat each person as an individual; be professional & respectful; set boundaries & positive expectations
Simplify print promotional materials
Consider creating a “Sign-Up for a Tour!” service, promoted online & on-site w/ obvious signage. This allows user’s w/ non-apparent disabilities a customized introduction to library programs/services, and enables staff to highlight what would best suit that patron.
Strengthen Book a Librarian service & train staff to use it, which would give patrons with various disabilities the individualized help they need.
If there is an interpreter, speak to the customer not to the interpreter. Maintain eye contact with the customer rather than the interpreter.
When having a conversation with a customer in a wheelchair, use a chair for yourself so you can make eye contact effectively.
Use a normal tone of voice when speaking; do not raise your voice unless asked.
When having a conversation with customers who have a speech impairment, do not correct, say words, or finish sentences for them. If you do not understand, ask the customer to repeat or state in a different way.
Avoid “one-ups”... don’t tell your story to belittle the telling of theirs.
Children are more susceptible to mental disorders than previously thought.
Because of a disability, they will act out to be removed from a group to avoid embarrassment in front of their peers.
One in five individuals has a diagnosable mental health disorder, one in eight to ten has a non apparent disability, either physical or mental.
Listen carefully, paraphrase what has been asked.
Take time upfront to train or explain.
Consistent repetition is crucial.
Things the library could do to improve service for patrons with disabilities
Add pictures to adult non-fiction collection (similar to children’s collection
Add option to hold notification process to allow for calling on the phone (we have at least one patron who is blind and has complained about missing holds because she can’t read postcards and doesn’t have email)
Promote “Book a Librarian”
Get a mouse pad and/or set the mouse for alternate ways of double clicking (we have a few older patrons that have a hard time using the mouse)
some of the tips seem so simple – perhaps that’s why we forget. If you say you’ll check back on someone, do it.
If someone is agitated, be calm yourself – try to re-direct the agitation. Sometimes disruptive behavior is present because the person can’t remember why they are asking a question.
I liked this thought: the more intangible or hidden the disorder, the more society believes the individual should be able to control it & the greater the negative impact of not being able to do so.
take a look at Ldonline.org for learning disabilities & ADHD. Also mentions effect of hearing loss on development of children
when giving directions, don’t assume everyone understands. use clear, concrete, sequential steps. focus on what they can do, not what they can’t
Use “people first” language – “the man who’s blind” not “the blind man.” This emphasizes the person, rather than the disability.
Ask people what works best for them. For example, some people who are deaf may prefer speaking/lip reading, and others may prefer writing. The preferred mode may change with different circumstances.
Be inclusive. If you have people with disabilities on a committee or task force, treat them as valued members who will contribute, rather than as token members who are there so you can *look* inclusive.
Recognize and treat people as people.
Just because a disability isn’t obvious doesn’t mean it can be controlled.
Use easily readable fonts, such as Arial, and an appropriate font size.
Use non-accusatory language – “I’m having trouble understanding what you’re saying” not “You’re not speaking clearly.”
When you hear repeated stories (recycled stories) take three step approach—first time, give information to help, second time ask if person was able to use previous information, third time ask “what can I do for you today.”
When working with patrons with speech impediments don’t try and finish their sentences.
Use Active Listening
Respect confidentiality
Find alternate ways to communicate and to show information
Give options
Treat each person as an individual; be professional & respectful; set boundaries & positive expectations
Simplify print promotional materials
Consider creating a “Sign-Up for a Tour!” service, promoted online & on-site w/ obvious signage. This allows user’s w/ non-apparent disabilities a customized introduction to library programs/services, and enables staff to highlight what would best suit that patron.
Strengthen Book a Librarian service & train staff to use it, which would give patrons with various disabilities the individualized help they need.
If there is an interpreter, speak to the customer not to the interpreter. Maintain eye contact with the customer rather than the interpreter.
When having a conversation with a customer in a wheelchair, use a chair for yourself so you can make eye contact effectively.
Use a normal tone of voice when speaking; do not raise your voice unless asked.
When having a conversation with customers who have a speech impairment, do not correct, say words, or finish sentences for them. If you do not understand, ask the customer to repeat or state in a different way.
Avoid “one-ups”... don’t tell your story to belittle the telling of theirs.
Children are more susceptible to mental disorders than previously thought.
Because of a disability, they will act out to be removed from a group to avoid embarrassment in front of their peers.
One in five individuals has a diagnosable mental health disorder, one in eight to ten has a non apparent disability, either physical or mental.
Listen carefully, paraphrase what has been asked.
Take time upfront to train or explain.
Consistent repetition is crucial.
Things the library could do to improve service for patrons with disabilities
Add pictures to adult non-fiction collection (similar to children’s collection
Add option to hold notification process to allow for calling on the phone (we have at least one patron who is blind and has complained about missing holds because she can’t read postcards and doesn’t have email)
Promote “Book a Librarian”
Get a mouse pad and/or set the mouse for alternate ways of double clicking (we have a few older patrons that have a hard time using the mouse)
some of the tips seem so simple – perhaps that’s why we forget. If you say you’ll check back on someone, do it.
If someone is agitated, be calm yourself – try to re-direct the agitation. Sometimes disruptive behavior is present because the person can’t remember why they are asking a question.
I liked this thought: the more intangible or hidden the disorder, the more society believes the individual should be able to control it & the greater the negative impact of not being able to do so.
take a look at Ldonline.org for learning disabilities & ADHD. Also mentions effect of hearing loss on development of children
when giving directions, don’t assume everyone understands. use clear, concrete, sequential steps. focus on what they can do, not what they can’t
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