4. Aim: Know different methods of
communication
Objectives:
• Identify six ways to communicate
• Identify types of communication difficulties
• Design an effective visual schedule
• Outline how to communicate with a person
who has a communication difficulty
• Identify the importance of facial expressions
• Demonstrate alternative methods of
communicating
5. Recap-Ways to communicate
List as many ways to communicate including the
use of technology
Do this on your speech bubble hand-out
Timer
6.
7. Communication difficulties
Discussion-Examples of communication
difficulties that an individual might have:-
1. An adult wheelchair user
2. Cultural differences in using hand gestures
3. Loud, noisy room where it is difficult to hear
what an individual might say.
8. Visual Schedules
• Visual schedules help people with Autism,
Asperger Syndrome or other additional needs,
to understand their world better.
• Just like adults need calendars, or to create
lists and planners, to help them remember
their important activities for the day, week or
month. Individuals with ASD (Autism spectrum
disorder) may need visual schedules to
support their memory
10. Create a visual schedule
Please create a colourful, interesting and
engaging visual schedule for an individual.
You can use one of mine below or create your
own
• Using the toilet
• Brushing their teeth
• Getting ready for bed
• Getting dressed in the morning
• Making a sandwich
ICT
12. Facial Expressions
Facial expressions help us understand how
a service user is feeling.
Facial expressions can help you understand a
service user and discover emotions that
sometimes words cannot express.
Faces of Emotion
13. Showing Emotions
• show one of the following emotions:
1. Worried
2. Bored
3. Surprised
4. Sad
5. Aggressive
6. Happy
19. Aim: Know barriers to communication
Objectives:
• Describe the features of Braille
• Outline at least five barriers to
communication
• Demonstrate how to communicate
when a barrier is affecting
communication methods
20. Recap
• Why are facial expressions important
in communication?
21. Lets learn Braille
Using the Braille alphabet that has been
put on your desks, please write you name
using the buttons/blue tac provided.
Extension – if you are
confident with writing
your name, choose
someone on another
table and write them a
secret message.
23. Group Task
It is important to communication effectively
when in a care setting, to allow services
users to be involved in discussion effecting
their lives. They are unable to be involved in
planning for their future, if they do not
understand what is being said to them.
As a group what factors could effect positive
communication.
24. There are many barriers that are
split into sections• Environmental barriers
• Physical barriers
• Language barriers
• Emotional Factors
• Use of Jargon
• Complex language
• Patronising communication
Small group activity give suggestions for each heading
25. Class Task
• Whole class split in half
• One half needs a writes a communication
barrier scenario on the speech bubble
provided.
• The other half of the class now needs to
communicate with a person considering their
needs
27. Activity – Am I patronising?
Edward and Kathryn are both carers at
St Mark’s care home. Edward always
makes a point of talking to the service
users and finds out what name they
would like to be called by. However,
Kathryn does not do this and calls
everyone ‘dearie’ and ‘love’.
1. Who do you think is right?
2. Give reasons for your choice
3. How should carers address service users?
4. Explain how addressing service users in the way they prefer
will help with patient and carer relationships.
32. Aim: Know barriers to communication
Objectives:
• Demonstrate effective communication when sharing
books or stories
• Identify the symptoms of Aphasia
Describe activities to help someone with a
communication disability.
Evaluate factors that can overcome communication
barriers
34. • Why is reading so important?
• How will having a good level of literacy help
you in employment?
35. Reading is a form of communication
• Reading
Being unable to read can
sometimes be a barrier
36. Story time
• Listen to the story
• Look at my communication methods
• How much of my communication was verbal/non
verbal
• Did I use a good tone of voice
• Were there any barriers to my communication?
• Observe what I am doing because it is your turn
next
37. Paired task
• Both practice reading stories to one another
or share a story together.
• Paired/guided reading works well with small
children learning to read – try that too!
39. In small groups discuss this health and
social care scenario.
Scenario
Learner 1
Dorothy lives in a residential care home. She has just received a letter that informs her that her friend
has died. In her upset state she drops the letter on the floor where she cannot reach it. She is very
distressed about the situation.
Learner 2
A care assistant has been asked to hand out the morning teas. She enters Dorothy’s room without
knocking, puts the tea on a table which Dorothy cannot reach, tells her to ‘cheer up, it may never
happen’ and then walks out.
Learner 3
Learner 3 is a care assistant who demonstrates compassion and understanding and through the use
of excellent verbal and non-verbal communication skills is able to calm Dorothy down and help her
deal with the situation.
