Guidelines for Creating an Accessible Environment
A Scottish Disability Team Guidance Note, published July 2003.
Acknowledgements
The information in this Guidance Note has been adapted from information produced by the Disability Office at Edinburgh University.
Preferred Language and Common Courtesies
Many barriers for disabled people are created by the negative assumptions and misconceptions held by society. These barriers can be reinforced by behaviour and language which may not seem important but which can perpetuate assumptions and cause unnecessary offence to disabled people.
Language
Depending on how it is used language can reinforce either positive or negative views of disability. As language is constantly evolving this can only be a guide to what is preferred.
Generally the preferred language always describes disabled people in an active rather than a passive role. For example ‘wheelchair bound’ portrays a negative image of the person, while ‘wheelchair user’ is an active term which shifts the emphasis from the wheelchair to the person.
The word ‘special’ when referring to disabled people tends to either mean extraordinary or not good enough, and is therefore viewed as patronising. Most disabled people prefer the term ‘disabled people’, rather than ‘people with disabilities,’ and therefore this is the term we recommend.
Table 1: Language to avoid and preferred language when referring to disabled people
| Language to avoid | Preferred Language |
|---|
| the disabled | disabled person/people |
| handicapped | disabled person |
| special needs students | disabled students |
| able bodied | non disabled person |
| the blind | blind person/person with a visual impairment |
| the deaf | deaf person/person who is hard of hearing |
| suffers from/is a victim of/is crippled by | person who has/person with |
| spastic | person with Cerebral Palsy |
| epileptic | person with Epilepsy |
| wheelchair bound | wheelchair user |
Common Courtesies
- It is quite acceptable to offer assistance to a disabled person if you want to, but wait until your offer has been accepted before you help. Always ask the person how they would like you to help, rather than assuming that you already know the best way.
- A wheelchair is part of the body space of the person who uses it. Do not lean on it. Do not crouch down when speaking to a wheelchair user. Attempt to put yourself at the same level by sitting on a chair.
- Never talk to a disabled person through a companion or personal assistant. Make eye contact in the same way as you can/would with anyone else.
- Common expressions such as "see you later" or "have you heard about" are acceptable to visually impaired or deaf or hard of hearing people.
- Remember that some people have hidden impairments such as diabetes or epilepsy. Don’t make assumptions just because the impairment is not obvious.
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Meeting Disabled People
People who are deaf
- Do not make assumptions about how a deaf person will communicate. Always ask what the person’s preferred method is.
- If an interpreter is present remember to speak to the person you are meeting rather than to the interpreter.
- Do not shout when you are speaking directly to a person who is deaf. Sometimes it may help to use written notes, but again ask the person.
Lip Reading
- Do not assume that everyone who is deaf can lip read. Always ask the person when you first meet them.
- If they do lip read remember the skill is never wholly reliable. It requires intense concentration and is very tiring.
There are some guidelines to follow when meeting a person who is lip reading:
- Look directly at them and speak slowly and clearly.
- use facial expressions, gestures and body movements to emphasise the words used (only 3 out of 10 words are visible on the lips)
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- face the light and keep hands, cigarettes and food away from your face when speaking
- If you need to attract the person’s attention, do so with a light touch on their shoulders or a wave of your hand.
People who are blind or partially sighted
- Identify yourself clearly first of all and introduce anyone else who is present. Try to indicate where they are placed in the room.
- When offering a handshake, say something to indicate that you wish to shake hands.
- When help is needed on unfamiliar ground, offer to help before doing so by saying, "let me offer you an arm". This will enable you to guide rather than propel the person.
- When offering a seat, first place the person’s hand on the back or the arm of the chair so that they are aware of the position of it.
- When talking to a group, remember to say the name of the person to whom you are speaking.
- At the end of a conversation do not leave someone talking to an empty space. Say when you wish to end a conversation or to move away.
People with Speech Difficulties
- Do not correct or speak for a person with speech difficulties. Wait while the person talks and resist the temptation to finish their sentences.
- If you have difficulty understanding what is being said, don’t pretend. Repeat what you understand and the person’s reactions will guide you, or ask the person to repeat what they have said.
People with Specific Learning Difficulties – Dyslexia
- People with dyslexia may experience difficulties with reading, handwriting, spelling, organisation of written work, memory, sequencing and concentration span. Furthermore they may be unwilling to ask for help or clarification because they do not want to highlight their difficulties. Being sensitive to this can help an individual to talk about what support they might require.
- Give people with reading difficulties plenty time to read and understand the text. Do not expect them to read aloud in public or comment at once on a piece of writing.
- Forms can be difficult to fill in. Offer to help the person.
- When giving a task, make sure instructions are clear, written in clear print or delivered at a reasonably slow pace if the task is given orally.
- Usually the oral skills of a person with dyslexia are far stronger than their writing skills. Their contribution to a group discussion will, therefore, be much greater if they do not feel pressured to produce a written account of the discussion or to take notes for the group.
- Specific assessment arrangements are confidential. It is therefore a breach of confidentiality to refer to specific arrangements apart from in a meeting between tutor and student.
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Interviewing Disabled People
- Conduct interviews with disabled people as you would with anyone.
- Any questions concerning an interviewee’s disability should be strictly relevant to the post or course they are applying for. Before asking a question about a person’s personal life, consider whether you would put this question to any other interviewee.
- Do not make assumptions about an individual’s ability to perform certain tasks. It is much better to ask them. Disabled people often develop innovative solutions to everyday problems with or without technical aids or personal support.
- Try not to rely on third parties for information or opinions about a disabled person’s capacity to succeed at work or on a particular course. As you would with any interviewee, form your own judgements from discussion with the person themselves. Supporting information in relation to a person’s abilities, particularly someone who has been unemployed, may be available from a voluntary organisation which has worked with them.
- Information on specific aids or adaptations required for employment can be obtained from the Disability Service Team at your local Job Centre. Assistance and information relating to disabled people applying to study at the University can be obtained from the Disability Advisor.
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Guidelines for Producing Large Print Information
- Use point 16 or above. Ask the reader which size they prefer.
- Do not use more than 2 different print sizes per document.
- Use plain style fonts, such as Arial or Comic Sans.
- Do not fully justify text (a ragged right hand margin leads to easier reading).
- Do not indent paragraphs.
- Avoid usage of BLOCK CAPITALS.
- Do not put text over graphics.
- Ensure page numbering and headings/captions for photographs are also in large print.
- To emphasise words either enlarge the print size further or put in bold. Do not underline text.
- Avoid using columns unless you link the information by using leader dots, e.g.
Section 1 ... Pages 1 – 8 | Section 2 ... Pages 9 - 12
- Use pastel coloured matt paper, or good contrast such as black print on yellow.
- Avoid glossy paper.
- If large print documents are bulky, comb binding them is generally better than stapling.
- And finally - please do not blow up standard size print documents on a photocopier.
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Access Guidelines For Planning an Event
Written Information
- Offer information about the event in all formats – standard print, large print, Braille, cassette, computer disk, by e-mail or on the internet.
- Provide copies of papers, overheads etc. in required formats. Ensure contributors provide these ahead of time.
- Use a simple tick box on the registration form to ask:
- What their preferred format for receiving information is, e.g. standard print, large print, Braille, audiotape, computer disk, e-mail.
- if they require a sign language interpreter or lip speaker.
- if they have any specific dietary requirements.
- If they have any other access requirements.
Venue
If there are potential access problems notify the person in advance to discuss what can be done. The following should be considered:
- Is the venue accessible for wheelchair users and mobility impaired people?
- Is there a ramped or step free entrance?
- Is there a lift if required?
- Are there accessible toilet facilities near all the rooms being used?
- Are there suitable parking arrangements close to the venue? If not what other arrangements can be made to assist the person to get into the venue?
- Can you provide a map or plan indicating accessible parking and toilets.
- Is there a safe exercise area for guide dogs.
- Is reception alerted to provide assistance?
- If the meal is a buffet, are there some chairs and tables?
- Are there people to assist with selecting and serving food?
- Is there an induction loop or infra red device built into the venue for hearing aid users? If a portable loop is being used which only covers a certain area of the room, is there a sign to tell people where to sit?
- Make sure directional signs are clear and not written all in upper case.
Other Assistance
- Provide assistance to find rooms, seating etc.
- Engage a sign language interpreter even if you are not certain that any deaf or hard of hearing people will attend. Most sign language interpreters are prepared to ask the audience at the beginning of the event if their services are needed, and if they are not will just charge a minimum fee.
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November 2002
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