Session 8: Communicating to Patients/Clients with Special

Needs

Students LearningTasks

By the end of this session students are expected to be able to:

 Identify patients/clients with special needs

Describe communication techniques used for patients/clients with special needs

SESSION OVERVIEW

Activity/
Step Time Content
Method

1 05 minutes Presentation Introduction, Learning Tasks

Presentation
2 25 minutes Patients/Clients With Special Needs
Buzzing

60 minutes Presentation
Different Communication Techniques Used for
3 Small Group Patients/Clientswith Special Needs
Discussion

4 10 minutes Presentation Key Points

5 10 minutes Presentation Evaluation

6 10 minutes Presentation Assignment

SESSION CONTENTS

STEP1: Presentation of Session Title and Learning Task (5 minutes)

READ orASKstudents to read the learning task and clarify

ASK students if they have questions before continuing

STEP 2: Patients/Clients with Special Needs (25 minutes)

Activity: Buzzing (10 minutes)

ASK students to pair up and buzz on the following question for 5 minutes

 Who are the patients/clients with special needs?

ALLOW few pairs to respond and let other pairs to add on points not mentioned

The following are groups of patients/clients with special needs;

 Patients with visual impairment
 Patients with hearing impairment
 Patients with mobility impairment
 Patients with speech impairment
 Patients with mental disability

STEP 3: Different Communication Techniques Used for Patients/Clients with

Special Needs (60 minutes)
 Activity: Group discussion (15 minutes)

DIVIDE students into small manageable groups

ASK students to discuss on the following question

 What techniques are used to communicate to patients with special needs?

The following are techniques for communicating to patients with special needs

Patients with visual impairment

 Speak to the person when you approach him or her.
 Tell him or her who you are and don’t raise your voice.
 Identify yourself and the person to whom you are speaking.
 Let the individual know when you are leaving.
 Ask permission to lead the patient first, then let the individual hold your arm and let him or
her control their own movements
 Be descriptive when giving directions
o For example, if you are approaching steps, mention how many steps

Patients with hearing impairment

 Get the person’s attention before you begin to speak.
o For example, pat the individual on the shoulder if he or she is not facing you
 Look directly at the person and try to keep your face in the light away from shadows.
 Speak clearly in a normal tone of voice and avoid chewing gum or smoking while you talk.
o For example, use short, simple sentences.
 Use sign language interpreter, don’t speak directly to the interpreter. Speak directly to the
person.
 Speak clearly and be prepared to repeat the reason for the call and who you are.
Patients with mobility impairment

 Place yourself at eye level with the person (i.e. sitting in a chair or kneeling down).
 Don’t lean on a wheelchair or other assistive device.
 Do not humiliate a person in a wheelchair by treating him or her childishly,
 Ask if the person would like your assistance pushing the wheelchair.
 Offer assistance if a person is having a problem with opening a door

Patients with speech impairment

 Ask the individual to repeat what he or she said and then repeat it back.
o For example, if you do not understand something the individual says, do not pretend that
you do.
 Take time to communicate and be patient.
 Ask questions which require only short answers or a nod of the head.
 Concentrate and pay extra attention to help you understand what the individual is saying.
o For example, let the person speak for him- or herself. Don’t attempt to help by finishing
the person’s sentences.
 Ask if it is Ok to communicate through writing as an alternative after trying to understand the
person repeatedly without success

Patients with mental disability

 Move from a public area with lots of distractions to a quieter, more private area.
 Be prepared to repeat what you say, orally or in writing.
 Ask the patient if you can help filling out forms or giving written instructions.
 Be patient, flexible, and supportive.
 Take time during communication so that everyone understands each other.

STEP 6: Key Points (10 minutes)

 There are various groups of patients with special needsEach group requires different
communication technique

STEP 7: Evaluation (10 minutes)

 Who are patients/clients with special needs?
 What are communication techniques used for patients/clients with special needs?

STEP 8: Assignment (10 minutes)

Activity: Take Home Assignment (10 minutes)

DIVIDE students into FIVE groups according to special needs. Each group should represent one
category of patients with special need.

ASK the students to

o Select a patient with special need with special need and a dispenser
 Instruct each group to prepare a role play on how to communicate effectively
 Each group should present their role play in the following plenary session

SUMMARISE the activity outlining the importance of using correct communication techniques to
patient with special needs

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