Learning Objective
To help students understand that disabilities are not always obvious and that good support begins with communication rather than assumptions.
The Situation
You are walking through a shopping centre.
You notice someone who:
Is walking slowly.
Hesitates before crossing a road.
Does not respond immediately when spoken to.
Seems unsure of their surroundings.
Would you know whether they have:
A visual impairment?
Hearing loss?
Autism?
Anxiety?
A learning disability?
Dementia?
No disability at all?
The answer is:
You cannot know just by looking.
Things to Remember
Some people who are blind:
Use a white cane.
Use a guide dog.
Use a long cane.
Have some remaining vision.
Do not use any visible mobility aid.
Some people who are deaf:
Wear hearing aids.
Have cochlear implants.
Lip-read.
Use sign language.
Communicate mainly through speech.
Some people with hidden disabilities:
May not have any visible signs.
May appear confident.
May only need support in certain situations.
May not wish to tell others about their disability.
What Should You Do?
Instead of making assumptions:
✔ Be respectful.
✔ Be patient.
✔ Ask before helping.
✔ Listen to the person's answer.
✔ Respect their choices.
For example:
"Would you like any assistance?"
If the person says:
"No, thank you."
Respect that decision.
If they say:
"Yes, please."
Ask how they would like to be supported.
Reflection Questions
Why is it difficult to recognise some disabilities?
Can two people with the same disability need different kinds of support?
Why is asking better than assuming?
How might assumptions affect someone's confidence or independence?
What have you learned from this activity?
Key Learning Point
Good support is based on communication, respect, and person-centred care—not on guessing what someone needs because of how they look or behave.
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