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Table 1 Considerations when consulting with children with specific impairments [70]

From: How to conduct good quality research on violence against children with disabilities: key ethical, measurement, and research principles

Impairment type

Considerations during interview

Hearing impairment

• Be still and face the person at all times when speaking.

• Speak slowly and clearly, with simple language and using a steady rhythm.

• Keep background noise to a minimum.

• Get the child’s attention before you start speaking, using visual cues (e.g. wave or tap the participant on the shoulder).

• If you think you have not been understood, do not repeat the sentence. Think of ways to rephrase your sentence.

• If an interpreter is present, still speak directly to the child.

• Provide notepads for children who can read/write.

• Use written explanations, diagrams/pictures to emphasise points.

Physical impairment

• Never address the escort or personal assistant instead of the person with a disability, always talk to the person directly.

• If you are talking to someone in a wheelchair or who is sitting down, ensure you sit at the same level so you are face-to-face.

• Wheelchairs and other assistive devices are very much part of their personal space - do not lean or sit on it.

• Respect a person’s independence and don’t make assumptions about what he/she can or cannot do.

• Ensure meetings take place in accessible environments.

Visual impairment

• When you approach a person who is blind remember to identify yourself clearly, and tell them who else is present.

• Tell them when you are leaving or moving away - do not leave someone talking to an empty space.

• Always face the person when talking with them.

• Use their name to get their attention.

• Keep background noise to a minimum.

• Give a clear verbal description of the surroundings and any visual information you are using.

• When leading, offer your elbow, wait for their consent, and walk slightly ahead.

Intellectual impairment

• Give clear, concise instructions to the child.

• Be prepared to explain more than once, if the person does not understand the first time.

• Be patient and give positive reinforcement, but don’t put ‘words into their mouths’.

• As much as possible, communicate directly with the person. If he/she has challenges communicating independently, suggest involving a caregiver or other suitable person.

• Many people – including caregivers – underestimate the abilities of people with intellectual impairments. Interact with the child or young person yourself; get their feedback and don’t assume direct consultation is not possible.

Communication impairment

• Be encouraging and patient. Don’t speak for the person and do not correct them. Wait until the person finishes and resist the temptation to finish sentences for them.

• Where possible, ask questions that require short answers or just a nod or shake of the head.

• If you do not understand, do not pretend that you do. Repeat as much as you did understand and use the person’s reactions to guide you. Ask them to tell you again, if necessary.

• Even when using adaptations, information gathered is often limited. Seeking additional details (when appropriate) from a friend/guardian for context can be helpful.