Course : Welcoming and integrating people with disabilities
Practical course - 2d
- 14h00 - Ref. HAL
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 | Strengthen your knowledge and understanding of disability situations |
| Adapt to a variety of reception and support situations in the professional environment |
| Adjusting verbal and non-verbal communication to the specific needs of each disability family |
| Developing a caring and ethical attitude |
Intended audience
Receptionists, all persons likely to welcome the public as part of their public service mission
Prerequisites
No special knowledge required.
Practical details
Exercise
Exchange and analysis of practices. Self-diagnosis. Role-playing exercises related to the participants' context. Toolbox. Roadmap.
Teaching methods
Active, participative teaching methods. Alternating theory/practice with application to the context and experience of participants.
Course schedule
1 Integrate the legal framework into your practice
- Legislation and welcoming the disabled, reminder of the February 11, 2005 law.
- Access to public services: a recognized right for all citizens.
- Welcoming people with disabilities with complete autonomy and without discrimination.
Group discussion
Group work on the specificities of welcoming a disabled public. Inventory of difficulties encountered and methods implemented.
2 Identify and understand the specificities of different forms of disability
- Identifying people with disabilities.
- Understand the main difficulties and disabilities according to the five main disability families.
- Identify the person's needs according to the type of disability.
Case study
Illustrated by examples of good practice according to disability family: hearing or visual disabilities, mental and cognitive disabilities, psychic disabilities, motor disabilities.
3 Optimize physical and telephone reception
- Identify the different stages of an effective welcome.
- Develop an assertive attitude.
- Practice active listening: listen, question, reformulate.
- Develop a positive intention and real attention span.
- Use appropriate, positive language.
- Take complete charge of your customer.
Hands-on work
Self-assessment of assertiveness. Group discussions on reception situations perceived as difficult, and choice of appropriate strategies.
4 Developing the right posture for the specific needs of each disability family
- Question your own perceptions and prejudices.
- Developing the right posture.
- Opt for an ethical and caring attitude.
- Adapting verbal and non-verbal communication to each disability family.
Role-playing
Role-playing based on real-life situations in the participants' own context.
Publication date : 01/02/2024
PARTICIPANTS
Receptionists, all persons likely to welcome the public as part of their public service mission
PREREQUISITES
No special knowledge required.
TRAINER QUALIFICATIONS
The experts leading the training are specialists in the covered subjects. They have been approved by our instructional teams for both their professional knowledge and their teaching ability, for each course they teach. They have at least five to ten years of experience in their field and hold (or have held) decision-making positions in companies.
ASSESSMENT TERMS
The trainer evaluates each participant’s academic progress throughout the training using multiple choice, scenarios, hands-on work and more.
Participants also complete a placement test before and after the course to measure the skills they’ve developed.
TERMS AND DEADLINES
Registration must be completed 24 hours before the start of the training.
ACCESSIBILITY FOR PEOPLE WITH DISABILITIES
Do you need special accessibility accommodations? Contact Mrs. Fosse, Disability Manager, at psh-accueil@orsys.fr to review your request and its feasibility.
Receptionists, all persons likely to welcome the public as part of their public service mission
PREREQUISITES
No special knowledge required.
TRAINER QUALIFICATIONS
The experts leading the training are specialists in the covered subjects. They have been approved by our instructional teams for both their professional knowledge and their teaching ability, for each course they teach. They have at least five to ten years of experience in their field and hold (or have held) decision-making positions in companies.
ASSESSMENT TERMS
The trainer evaluates each participant’s academic progress throughout the training using multiple choice, scenarios, hands-on work and more.
Participants also complete a placement test before and after the course to measure the skills they’ve developed.
TEACHING AIDS AND TECHNICAL RESOURCES
• The main teaching aids and instructional methods used in the training are audiovisual aids, documentation and course material, hands-on application exercises and corrected exercises for practical training courses, case studies and coverage of real cases for training seminars.
• At the end of each course or seminar, ORSYS provides participants with a course evaluation questionnaire that is analysed by our instructional teams.
• A check-in sheet for each half-day of attendance is provided at the end of the training, along with a course completion certificate if the trainee attended the entire session.
• The main teaching aids and instructional methods used in the training are audiovisual aids, documentation and course material, hands-on application exercises and corrected exercises for practical training courses, case studies and coverage of real cases for training seminars.
• At the end of each course or seminar, ORSYS provides participants with a course evaluation questionnaire that is analysed by our instructional teams.
• A check-in sheet for each half-day of attendance is provided at the end of the training, along with a course completion certificate if the trainee attended the entire session.
TERMS AND DEADLINES
Registration must be completed 24 hours before the start of the training.
ACCESSIBILITY FOR PEOPLE WITH DISABILITIES
Do you need special accessibility accommodations? Contact Mrs. Fosse, Disability Manager, at psh-accueil@orsys.fr to review your request and its feasibility.
Dates and locations
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Remote class
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