Sensory Disabilities
- The student’s abilities so you can adapt equipment and clothing to best assist them.
- How environmental factors such as brightness, shade, wind, and noise, may change things and mitigate where possible.
- Adapt your VAK presentation to best suit the student.
Questions in Context
When asking questions put the question in the context of why you need to know the information. This builds trust and helps the guest to understand what to tell you. For example, for someone with low vision…
Can you tell me about your vision so we can work out the best way I can guide/teach you?
In relation to what I wear are there any colours or contrasts that assist your sight?
Blind and Low Vision
When assessing someone’s vision your aim is to work out how they see so you make adaptions to things like your student’s goggle lenses, your clothing, how you present information, and how best to guide the person on snow.
Considerations: Use the person’s vision as much as possible and supplement where necessary with verbal instruction, touch and body moulding. Take the following into account…
- Colour and Contrast – Be aware of how the student responds to colour and contrast so you can wear the most effective clothing when guiding;
- Light and colour – Understand how the person responds to light to choose the right eyewear from clear and coloured lenses through super dark lenses. If the person is affected by bright light choose aspects and positions that have them facing and riding away from or out of the sun where possible.
- Visual field, depth, and acuity – Know the person’s visual depth and field, and acuity so you can position yourself well when instructing and guiding and can use any vision they do have when teaching.
Deafness
Considerations: When communicating, face the person so they can see your lips, and allow time for understanding. Take a pencil and paper to assist with communication. firstsigns.co.nz will get you started learning NZ sign language. Be aware that balance may be affected for some people.