Supporting Effective Communication

Communication is the two way exchange of information, feelings and ideas. It involves both understanding, called receptive communication, and expressing, called expressive communication, and it happens through words, signs, pictures, gestures, facial expressions, sounds and behaviour. This lesson explains these building blocks and why every person communicates, even if they do not use speech. Key points: communication is two way, a person may understand more or less than they can express, and our job is to learn how each person communicates and adapt ourselves to them.

Communication can break down for many reasons. This lesson looks at barriers related to the person, such as hearing or vision loss, cognitive disability, pain or tiredness, barriers in the environment, such as noise, poor lighting or distractions, and barriers we create ourselves, such as rushing, using jargon, talking over people or assuming someone cannot understand. Key points: many barriers are within our control, the environment matters as much as the words, and noticing a barrier is the first step to removing it.

Communication is a human right, and it is essential for choice and control, safety and relationships. This lesson explains how the NDIS Practice Standards and the NDIS Code of Conduct expect us to support communication, and introduces tools that help, such as communication profiles, communication dictionaries and speech pathology recommendations. Key points: read the person's communication profile before your first shift, add to it as you learn, follow recommendations from speech pathologists, and remember that people who cannot easily communicate are more vulnerable to harm.

Active listening means giving the person your full attention, showing you are listening, and checking you have understood. This lesson explains active listening skills such as getting on the person's level, removing distractions, waiting, reflecting back and asking open questions. It also covers respectful language, including person first and identity first language, and avoiding patronising speech. Key points: give full attention and time, check understanding rather than guessing, ask the person how they prefer to be described, and speak to adults as adults, never with a childish tone.

Plain language makes information easier for everyone to understand. This lesson covers how to speak and write simply: short sentences, everyday words, one idea at a time, concrete examples and visual supports. It introduces Easy Read documents, which combine simple text with pictures, and explains how to check understanding without asking do you understand. Key points: keep it short and simple, show as well as tell, break tasks into steps, use Easy Read versions of important documents such as service agreements, and ask the person to tell or show you what they understood.

Much of communication is non verbal: facial expressions, body language, eye contact, tone of voice, touch and personal space. This lesson explains how to read a participant's non verbal signals, how your own body language affects them, and how behaviours of concern can be a way of communicating pain, fear, boredom or unmet needs. Key points: learn each person's signals from their profile and from observation, keep your own body language calm and open, respect personal space and cultural differences, and when behaviour changes, ask what the person may be trying to tell you.

Augmentative and alternative communication, often called AAC, includes any method that adds to or replaces speech. This lesson explains low tech options, such as objects, photos, picture boards, communication books and key word signing, and high tech options, such as communication apps and speech generating devices. Key points: a person's AAC is their voice and must always be within reach and charged, use AAC yourself when talking with the person, called modelling, give time for them to respond, and never remove or restrict AAC as a consequence for behaviour.

Hearing and vision loss are common among the people we support, especially as they age, and are often missed in people with intellectual disability. This lesson explains practical strategies for communicating with people who are deaf or hard of hearing, including those who use Auslan, and people who are blind or have low vision. It also covers caring for hearing aids and glasses. Key points: get the person's attention first, face them in good light, use their preferred method, book Auslan interpreters when needed, describe surroundings, and report any signs of changes in hearing or vision.

Many participants and families speak a language other than English at home, and some use Auslan. This lesson explains when to use a professional interpreter, how to book one through our processes and national services such as the Translating and Interpreting Service, how to work well with an interpreter in person or by phone, and why family members, especially children, should not interpret for important matters. It also introduces the National Relay Service. Key points: use professional interpreters for important conversations, speak to the person not the interpreter, and use short sentences.

When a person is upset, anxious, in pain or angry, their ability to understand and communicate often drops. This lesson explains how to adapt: stay calm, lower your voice, use fewer words, give space, offer simple choices, and use the calming strategies in the person's plan. It also covers supporting someone to make a complaint or disclose harm. Key points: fewer words and a calm presence help more than explanations, follow the behaviour support plan where there is one, listen without judgement to any disclosure, and report concerns straight away.

Good support depends on clear communication with families, carers, other providers and your own team. This lesson covers how to communicate professionally with families while respecting the participant's privacy and choices, how to raise issues with your team leader, and how to communicate respectfully with colleagues. It also covers written communication, such as messages and emails. Key points: the participant decides what is shared with family, keep conversations professional and positive, raise problems early through the right channels, and keep written messages clear, respectful and on approved systems.

Written records and handovers are how information travels between shifts and between workers. This lesson explains how to write clear, factual and respectful progress notes, how to record communication in a way that captures the participant's own voice, and how to give a good handover so nothing important is lost. Key points: write facts, not opinions, record what the person communicated in their own words or signs, note any changes, use a simple structure for handover, and write as if the participant will read it, because they have the right to.