Appendix B: Accessibility Issues. Resources for Barrier-Free Meetings/Conferences

Transcription

1 The Power of Education Presentation Skills Training & Resource Guide Appendix B: Accessibility Issues Resources for Barrier-Free Meetings/Conferences A Guide to Planning Accessible Meetings. June O. Kailes & Barrell Jones. To order send $25.00 to ILRU Program, 2323 S. Shepherd, Suite 1000, Houston, TX Including Everyone: A Conference Planner s Guide to Including People with Handicaps Gary A. Hines, Ed.D., MRC, Center for Training & Development, Multi Resource Centers, Inc., 1900 Chicago Avenue, Minneapolis, MN Barrier Free Meetings: A Guide for Professional Associations, American Association for the Advancement of Science, 1515 Massachusetts Avenue, NW, Washington, DC Accessible Conference Kit, Health Resource Center, One Dupont Circle, NW, Suite 670, Washington, DC , Employee Guide: How to Plan & Hold Meetings Which Include Attendees Who Have Disabilities, President s Committee on Employment of the Handicapped, Washington, DC Getting There: A Guide to Accessibility for Your Facility, California Department of Rehabilitation, Community Access & Rehabilitation Section, 830 K Street, Mall Room 212, Sacramento, CA Business & Social Etiquette with Disabled People: A Guide to Getting Along with Persons who have Impairments of Mobility, Vision, Hearing, or Speech. Chalda Maloff, Ph.D.; Susan MacDuff Wood, M.A. (1988), Charles C. Thomas: Publisher, 260 South First Street, Springfield, IL Appendix B 1

2 Appendix B: Accessibility Issues Guidelines for a Successful, Accessible Conference Choosing a Site Selecting an accessible site is basic to the success of your conference or meeting. Barrier Free Meetings, the green book, has been prepared by the American Association for the Advancement of Science to assist you in this most important task. Follow the suggestions in the green book, especially the underlying premise stated on page xiii, Disabled individual must be involved in the planning and implementation of accessibility efforts. The site selection process should include a walk-through with at least one mobility-impaired person. Planning the Conference In addition to meeting the physical needs of handicapped people, the conference planner should include disabled people in the meeting leadership as presenters and panel members in sessions unrelated to the session which focuses on disabled people. Barrier Free Meetings covers this topic, especially on page 16. Designing a Session about Handicapped People at the Conference A session about handicapped people in your particular organization benefits disabled members as well as others. Barrier Free Meetings suggests that such a session, panel, workshop, symposium, etc. is a vehicle for including the concerns of handicapped members in the substance of the conference. The following are suggestions to make your session effective: Planning Include some handicapped people in planning your session. They know what they need better than anyone else. HEATH Resource Center can help you locate disabled people in your area. Topic Relate the topic of your session to the overall theme of the conference, if possible. Include the words handicapped or disabled in the topic title so the public will know what the topic is really about. Resource People Try for a mix of people who are obviously handicapped and those who are not. HEATH Resource Center can help you locate appropriate people. Try to include several different disabling conditions since each handicap can present a specific need. People who are professional advocates of the handicapped (either disabled or not) are good resources. An interpreter for the deaf must be available for the session and should be available as needed for the entire conference. Resource Materials Preview materials with handicapped consumer(s) for content and accuracy. This conference Kit includes a paper about audio-visual materials. The evaluation suggestions may be useful to your previewers. Appendix B 2

3 The Power of Education Presentation Skills Training & Resource Guide Audio-visual materials must be handled with sensitivity: a blind person may want someone to describe a film (or he may resent the offer); a deaf person needs recorded materials interpreted (quite a trick in a room darkened for a film). Advance planning will allow a smooth session. The blind participants can be asked individually what assistance they will need, and the interpreter can stand next to the film screen with a small light on the hands and face. But don t be afraid to use audio-visual materials just be sensitive to the needs of some of your audience. Sensitivity A natural outgrowth of any session about handicapped people is an increase in sensitivity to the needs of disabled people. An excellent approach is to provide the environment in which disabled people and others can share a common activity, such as: listening to a speaker, watching a film, participating in a discussion, or sharing a meal. It is far more effective to provide the environment for the two groups to interact on an informal basis than to structure an artificial awareness training session or simulation. Information Dissemination One objective of any session about handicapped people is to exchange information or provide information. Provide materials for participants to keep and read later so they can listen and interact instead of write. Materials used in this Accessible Conference Kit can be used for that purpose. Copies of each brochure in the Kit can be obtained by writing to the office which is listed on the item itself, not to the HEATH Resource Center. The Accessible Conference Kit was originally prepared under contract number and this update under Cooperative Agreement No. G0084C3501 with the U.S. Department of Education and the American Council on Education. The contents of this publication do not necessarily reflect the views or policies of the U.S. Government, nor does mention of products or organizations imply endorsement by the U.S. Government. 6/85 HEATH Resource Center The National Clearinghouse for Postsecondary Education For Handicapped Individuals One Dupont Circle, Suite 670 Washington, DC (Voice/TDD) Appendix B 3

4 Appendix B: Accessibility Issues AND THE ADA (Effective Communication and Accessibility) What is EFFECTIVE under ADA? What is required to achieve EFFECTIVE under ADA? How do you determine NECESSARY AUXILIARY AIDS AND SERVICES? What are STRATEGIES for achieving EFFECTIVE? Taking steps to ensure that people with communications disabilities Have access to goods, services, and facilities Are not excluded, denied services, segregated, or otherwise treated differently than other people Making information accessible to and useable by people with communication disabilities Providing any necessary auxiliary communication aids and services Unless an undue burden or a fundamental change in the nature of goods, services, facilities, etc. would result Without a surcharge to the individual Making aurally (via hearing) delivered information available to persons with hearing and speech impairments (including alarms, nonverbal speech, and computer-generated speech) Personally prescribed devices such as hearing aids are not required. Consideration of: Expressed preference of the individual with the disability Level and type of the communication exchange (complexity, length, and importance of the material). For example, interpreter services might not be necessary for a simple business transaction such as buying groceries, but they might be appropriate in lengthy or major transactions such as purchasing a car or provision of legal or medical services. Selection of appropriate aids and services from available technologies and services (low-tech as well as high-tech) based on facility resources and communication needs (individual s and type of material) Establishing appropriate attitudes and behaviors: Assuming that persons with communications disabilities can express themselves if afforded the opportunity, respect, and necessary assistance to do so Consulting the person with the disability how best to communication with him or her, and asking about the need for aids and services Training staff to communicate more effectively Modifying the communication setting, for example, reducing noise levels. Improving the communication setting can also reduce the need for assistive devices in some cases. Providing auxiliary aids and services Responding to auxiliary aids and services requests Providing materials in accessible formats (e.g. written transcripts) Keeping written materials simple and direct Providing visual as well as auditory information Providing a means for written exchange of information Informing public of available accommodations Maintaining devices in good working condition Consulting a professional (audiologist, speech-language pathologist) Appendix B 4

5 The Power of Education Presentation Skills Training & Resource Guide What are examples of (SPEECH AND HEARING) AIDS AND SERVICES? What are BARRIERS? What is required for ACCESSIBILITY under ADA? In assembly areas, meetings, conversations: Assistive listening devices and systems (ALDs), communication boards (word, symbol), qualified interpreters (oral, cued speech, sign language), real-time captioning, written communication exchange and transcripts, computer-assisted note taking, lighting on speaker s face, preferential seating for good listening and viewing position, electrical outlet near accessible seating, videotext displays In telecommunications: Hearing aid compatible telephones, volume control telephone handsets, amplified telephone mouthpieces (for person with weak voice) (to amplify speech for a hard-of-hearing listener), telecommunication device for the deaf (TDD) or text telephone, facsimile machines (that use visual symbols), computer/modem, interactive computer software with videotext TDD/telephone relay systems In buildings: Alerting, signaling, warning, and announcement systems using amplified auditory signals, visual signals (flashing, strobe), vibrotactile (touch) devices, videotext displays In prepared (non-live) materials: Written materials in alternative formats (e.g., symbols, pictures) Aurally delivered materials in alternative formats (e.g., captioned videotapes, written transcript, sign interpreter) Notification of accessibility options (e.g., alternative formats) Factors that hinder or prevent information coming to and/or from a person Visually related barriers Inadequate or poor lighting/poor background that interferes with ability to speechread or see signing Unreadable signage (too small, not in line of vision of people in wheelchairs or of short stature) Lack of visual information (for example, not showing speaker s face) Lack of signage and accessibility symbols Acoustically related barriers High noise levels High reverberation levels Lack of aurally delivered information to supplement visual information (for example, not using amplified auditory as well as visual signals in emergency alarms, partitions that block sound between speaker and listener) Attitudinal and prejudicial barriers Information complexity (such as difficult reading level) Providing TDD and accessible telephone or alternative service When telephone service is regularly provided to customers/patients on more than just an incidental basis (e.g., hospitals, hotels) When building entry requires aural or voice information exchange (e.g., closed circuit security telephone) Providing means for two-way communication in emergency situations (e.g., elevator emergency notification system) that does not require hearing or speech for communication exchange Providing closed caption decoders, upon request, in hospitals that provide televisions, and in places of lodging with televisions in five or more guest rooms Removing structural communication barriers in existing buildings when readily achievable (inexpensively and easily removed) Providing alternative service when barriers are not easily removed (for example, preferential seating area) Following accessibility standards for new construction/alterations (ADA Accessibility Guidelines, Uniform Federal Accessibility Standard) Appendix B 5

6 Appendix B: Accessibility Issues What are some READILY ACHIEVABLE STRUCTURAL BARRIER REMOVAL STRATEGIES? Installing sound buffers to reduce noise and reverberation Installing flashing alarm lights in restrooms, any general usage areas, hallways, lobbies, and any other common usage areas Integrating visual alarms into facility alarm systems Removing physical partitions that block sound or visual information between employees and customers Providing directional signage with symbols to indicate available services What is needed for SIGNAGE AND SYMBOLS OF ACCESSIBILITY? Symbols for: Telephone accessibility: blue grommet between cord and handset hearing aid compatible: telephone handset with radiating soundwaves volume control TDDs or text telephones the international TDD symbol Signage: Directional signage indicating nearest TDD or accessible telephone Messages for availability of Assitive Listening Devices (ALDs) in announcements, in key building areas Messages for communication aids and services (e.g., interpreters) International Symbol International TDD Volume Control of Accessibility Symbol Symbol What types of POLICIES AND PRACTICES NEED TO BE MODIFIED? What is the best way to ensure COST- EFFECTIVE ADA COMPLIANCE? Discriminatory policies such as prohibiting hearing assistance dogs Discriminatory eligibility criteria such as restricting access to goods and services unless necessary for the provision of goods and services Perform a facility accessibility audit that includes identification of communication barriers Determine auxiliary aids and services needs Develop a plan to remove barriers and acquire assistive devices Perform ongoing audit and maintenance of accessibility features Modify discriminatory policies, practices, and procedures Obtain technical assistance and consult with rehabilitation professionals, disability organizations, consumers, federal agencies as appropriate The BOTTOM LINE Ask people about their needs, show respect and sensitivity, use what works (not necessarily what is most expensive), use your resources creatively and effectively. This document is available in the following formats: large print, audiotape, computer disk, Braille, electronic bulletin board ( ). This document provides general information to promote voluntary compliance with the Americans with Disabilities Act (ADA). It was prepared under a grant from the U.S. Department of Justice. While the Office on the Americans with Disabilities Act has reviewed its contents, any opinions or interpretations in the document are those of the American Speech-Language-Hearing Association and do not necessarily reflect the views of the Department of Justice. The ADA itself and the Department s ADA regulations should be consulted for further, more specific guidance. Produced by American Speech-Language-Hearing Association Rockville Pike, Rockville, MD (V/TDD), (V), (TDD). Appendix B 6