Disability Awareness

How we understand disability shapes how we support people. This lesson compares the medical model, which sees disability as a problem inside the person to be fixed, with the social model, which sees disability as created by barriers in the environment, attitudes and systems. Key points: impairment and disability are not the same thing, barriers can be physical, communication, attitudinal or systemic, and our role is to help remove barriers so people can live the life they choose.

The social model is not just a theory, it changes what good support looks like on every shift. This lesson shows how to spot and remove barriers in daily life and how to hold high expectations for the people we support. Key points: ask what is getting in the way rather than what is wrong with the person, adapt the environment and your communication, support people to do things themselves rather than doing things for them, and advocate when a barrier is outside your control.

Disability takes many forms and many are not obvious. This lesson introduces the broad groups of disability you are likely to meet: physical, sensory, intellectual, psychosocial, neurological and acquired brain injury, along with autism and other developmental conditions. Key points: many people have more than one type of disability, a diagnosis tells you little about an individual, invisible disabilities such as chronic pain, fatigue or psychosocial disability are real and valid, and the person is always the best source of information about their own needs.

People with disability communicate in many ways, and good support means adapting to the person rather than expecting them to adapt to you. This lesson covers speech, sign language such as Auslan, communication devices, pictures and behaviour as communication. Key points: always speak directly to the person, allow extra time, check understanding without talking down, learn the person's communication methods from their plan, and remember that not speaking does not mean not understanding. Access needs such as rest breaks or quiet spaces are part of the support.

Language shapes attitudes. This lesson explains how to talk and write about disability respectfully. Key points: person first language, such as a person with disability, is widely used in Australia, while many people prefer identity first language, such as autistic person or Deaf person, so ask and follow the person's preference; avoid outdated or pitying terms such as suffers from, wheelchair bound or special needs; describe people by who they are, not by a label; and use the same respect in notes and reports as in conversation.

People with disability have the same human rights as everyone else. This lesson introduces the United Nations Convention on the Rights of Persons with Disabilities, which Australia has ratified, the Disability Discrimination Act 1992, and the NDIS Code of Conduct. Key points: people have the right to make their own decisions and to take reasonable risks, to privacy, to be free from abuse, neglect and exploitation, and to take part fully in community life. Supported decision making helps people exercise these rights.

This case study follows Kai, a man with an acquired brain injury that others often cannot see. Kai wants to return to paid work at a hardware store after his injury. The lesson shows how his support worker uses the social model to identify barriers such as fatigue, memory and noise, and works with Kai on practical solutions like visual checklists and planned rest breaks. It explores what to do when others question Kai's needs, and why his health information is his to share. Key points: focus on barriers, follow Kai's lead and protect his privacy.

This case study follows Ruby, a young woman with cerebral palsy who uses a speech generating device to communicate. Ruby has a meeting to plan her supports after finishing school, and she wants to lead it. The lesson shows how her support worker helps her prepare, from charging her device and preparing phrases in advance to sharing an easy read agenda. It explores what to do when the meeting facilitator speaks to Ruby's mother instead of Ruby. Key points: presume competence, plan for access needs and make sure the person is heard.