The employer operates u. a.
a residential facility (assisted living) for people with deafness.
Disability and functional restriction of the employee:
The woman is extremely hard of hearing and only with the help of hearing aids capable of acoustic information, such. B. speech and signals to perceive restricted. However, this is only possible if the people speak clearly and slowly, it is quiet and they can see the mouth picture. Alternatively, communication with the sign language is possible.
Transition school - job:
The woman graduated from secondary school with a secondary school diploma. First, she began on the recommendation of the Employment Agency a manual training to pastry chef, but they broke off due to communication problems. According to her inclinations and possibilities, she then completed a two-year training as a nanny at a vocational school for people with hearing loss or vocational school. After completing her education, she attended the vocational school at the vocational school, which she left with the college entrance qualification. Subsequently, she made a Voluntary Social Year (FSJ) at a social station of Caritas. During the FSJ, she made the decision to study Social Education. In her undergraduate studies, she mainly uses an FM system. In addition, she was able to include a study assistant (typist or sign language interpreter) to communicate or translate the contents of the lectures. During her studies, she completed a practical semester at her current employer and then applied there as a student assistant for the care of the residents or as an everyday companion. After graduation, she received an employment offer from the worker and was hired as an everyday companion.
Workplace and work duties:
The everyday companion supports and advises people with deafness, mental illness or mental disability of the dorm. Some of them are unable to read or write properly, for example, they can translate their post into sign language, help with applications (eg assisted living, social services or pension insurance) or attendance at medical visits and offices. To do this, she has to write help plans in the office on the laptop and participate in helpplanner conferences. Some of the residents work in workshops for disabled people (WfbM
), where they translate between them and the group leaders, thus contributing to better communication and elimination of misunderstandings.
For telephone calls, the day-to-day companion uses the service provider Tess, whose offers (text or video interpreting) enable barrier-free telephoning between hearing and deaf people. The employee prefers telecommunications over written language and therefore contacts her in writing via a laptop and the Internet to become an interpreter or interpreter from Tess. These call the hearing participants and translate the written by the everyday companion content in spoken language. Conversely, the contents formulated by the hearing participants in spoken language are translated into text or texts by the interpreter and the interpreter and transmitted to the day-to-day companion. For team meetings, such as Helpplankonferenzen, she uses a sign language interpreter or a sign language interpreter on site. It does not require support or "translation" for direct conversations with one person.
Self-representation of the employee for occupational inclusion:
The everyday companion is satisfied with the professional communication. Everyday professional life will show, in her opinion, whether she needs further aids (eg to call up a call sign). In terms of communicative support from sign language interpreters, she would like more people with such training. Since there are only a few and these are booked out long in advance.