We recognize that there are many individuals on campus who are charged with planning and creating experiences for students and community members, whether events, materials, or web information. Seamless access is a top priority at Disability Resources. We think about access broadly beyond disability accommodations, taking into account the largest potential group of users. While access to campus experiences is required, we are committed to a concept of design that minimizes barriers and cultivates a welcoming and inclusive campus for our diverse community. The DRC provides numerous resources to help planners create usable experiences for all participants. In addition to these resources, staff are available to consult with you in your process.
Disability Programming and Simulation Activities
Request an Interpreter or CART Writer
Reframing Access
Shift your focus. Consider that it is the environment that presents barriers to participation and use. It is the environment that is inaccessible. If we locate the “problem” in the environment, rather than within the disabled individual, we can more effectively create a campus culture that values access. Design makes a statement about who and what we value—inclusive design demonstrates our commitment to welcoming and valuing all individuals.
As you design curriculum, events and policy, consider a diverse audience and strive to eliminate the need to treat some people differently, through individual accommodations or other separate systems. Design has the power to include or exclude, to make us feel competent or incompetent. As the designers of University environments, we are the ones who create those experiences. How would it feel to be excluded by design?
Many event planners, instructors and policy makers are stifled by a narrow focus on ADA compliance. This pressure can inhibit good design. If we expand our concept of access beyond reasonable accommodation and strive to develop classes and programming that are usable by the greatest number of consumers, we will truly achieve inclusive environments.
Inclusive, accessible design benefits everyone.
Here are few practices that contribute to inclusiveness:
- Eliminate the need for a separate entrance by creating an accessible main entrance that all audience members use to enter and exit together.
- Provide materials electronically, ahead of time, so individuals have an option to modify size and contrast of documents. Many individuals benefit from receiving materials in advance so they may become familiar with content, print documents or read along during a presentation.
- Use good, clear signage to identify accessible features.
- Strive to make the experience of disabled and non-disabled consumers as equitable as possible, eliminating additional burden on disabled individuals.
Resources:
Center for Universal Design
http://www.ncsu.edu/project/design-projects/udi/
Burgstahler, S.E., & Cory, R.C. (2008). Universal design in higher education: From principles to practice. Cambridge: Harvard Education Press
Event Planning
The University of Arizona is an equal opportunity, affirmative action institution. The University does not discriminate on the basis of race, color, religion, sex, national origin, age, disability, veteran status, sexual orientation, or gender identity in its programs and activities. Our commitment to creating an inclusive campus for people with disabilities includes removing policy, attitudinal, program, and structural barriers and, when necessary, providing reasonable accommodations. These commitments are supported by the University’s administration and by federal law*.
What role do you play?
You will not always know whether disabled people will be attending your meeting, program or activity. Therefore, it is important that you consider, plan and advertise accessibility for all events.
If you are planning a program or event:
- Start early. Considering access as a part of the design of your program or activity will welcome all participants from the start and reduce surprises and the need to retrofit your event at the last minute (ex. changing your program when you’ve planned to show an uncaptioned film and only learn that a deaf person will attend the night before the event).
- Choose a location that is accessible to wheelchair-users and supports the possible use of accommodations. Most facilities at the University are wheelchair accessible; however, if you’re considering a location off campus, you will want to be sure to visit the site to confirm its accessibility. Items to consider include:
- Availability of accessible parking and an accessible drop-off area
- Accessibility of the primary entrance: Is it level or ramped? Does it have either an accessible door or automatic door opener?
- Availability of wheelchair seating in a space that allows for companion seating
- Clear signage
- Accessibility of restrooms and drinking fountains
- Adequacy of lighting and space. Is the space appropriately lighted for its intended use? Is there adequate space for Sign Language interpreters, service animals, wheelchair maneuverability, etc.?
- Accessibility of outdoor space- does the path of travel to the venue present barriers? If any activities will be held outdoors, does the space provide offer access for all participants?
Only use the wheelchair logo if, in fact, the venue you are using is wheelchair accessible. The logo only refers to wheelchair access and should not be used as a “generic” message that other accommodations are available. Be intentional with the services provided and the symbols associated with them to ensure clarity. Other disability access symbols are available at: http://www.nsnet.org/symbols.html
- Promote the event as inclusive and include information on how to arrange for accommodations. Statements about the availability of accommodations are a way of creating a welcoming environment. By encouraging advance inquires, you can identify accommodations early so that they can be implemented in a seamless fashion.
The following template statements should be included on marketing or informational materials to let people know how they can request accommodations:
- Events (To appear on calendars, posters, flyers and other announcements or advertising for the event.)
If you have questions concerning access, wish to request a Sign Language interpreter or disability-related accommodations please contact {insert name and contact information including an e-mail or TTY number}. - Publications (To appear on catalogs, brochures, and other University publications)
To request this information in an alternate format (Braille, digital, tape or large print) please contact {insert name and contact information including an e-mail or TTY number}. - Registration Forms (To appear on printed and on-line registration materials)
Please describe any disability-related accommodations that will facilitate your full participation in this {insert activity: seminar, conference, etc.}, such as Sign Language interpreting, Braille or electronic text, transportation, lodging, dietary requirements, etc.: - Web Pages Learn how to create an accessible Website
- (To appear as text on pages if you are not sure of usability)
If any portions of this page are not accessible with adaptive technology, please contact {insert page owner/web master name, e-mail, phone, and TTY if available}. - (To appear as text on pages that contain non-captioned audio content, such as post-event podcasts of featured presenters)
To request a transcript or a captioned version of this audio material as a disability-related accommodation, please contact Disability Resources at drc-info@email.arizona.edu.
- (To appear as text on pages if you are not sure of usability)
- Be Prepared to Respond to Questions. If you receive questions about accessibility or an accommodation request and are unsure of how to respond, ask for contact information, insure you understand the question or request, and let the person know you will be back in touch with an answer shortly. Contact Sue Kroeger, ADA/504 Coordinator at Disability Resources (626-7674 or suek@u.arizona.edu) for advice in responding.
- Know Your Campus Resources. The Disability Resource Center (drc-info@email.arizona.edu; 621-3268) on campus provides a variety of resources, and staff is available to consult as you design your event.
- If you receive a request for a Sign Language interpreter or real-time captioning, the Disability Resource Center will schedule and provide those services. Requests can be submitted online or by contacting Catherine Mazzola at cmazzola@email.arizona.edu or 621-4471.
- DRC can produce Braille materials for your event. Contact Dawn Hunziker, Assistive Technology Coordinator at hunziker@email.arizona.edu or 626-9409.
- If your event includes providing transportation with a UA Motor Pool vehicle, accessible vehicles can be arranged by contacting Sherry Santee at ssantee@email.arizona.edu or 626-5490. If you are contracting with a bus company, request a bus that is wheelchair accessible.
- If your event includes audio material, such as a film or review of a Web video, plan to use only captioned material. Unfortunately, not all audio materials are available with captions. Contact Catherine Mazzola (cmazzola@email.arizona.edu or 626-4471) for assistance in locating captioned films and Web content or to consult on other options.
- If your event will be held in a major campus performance center or major auditorium, including the Student Union Memorial Center or Park Student Union, Assisted Listening Devices (ALDs) are available. Check with the venue for the check-out process.
- Maximize the accessibility of planned activities and program content. Events can include a variety of activities that may pose accessibility challenges and require advance planning.
- If a Power Point presentation will be used, encourage your presenter(s) to:
- provide you with a copy that can be converted to an accessible format (electronic text, large print or Braille) and/or used as background information for Sign Language interpreters
- describe visuals during the presentation
- design slides with clear, well-sized fonts and appropriate white space
- Assure that any films or audiovisual content is captioned and be prepared to audio-describe visual content
- If activities are a part of the event, consult with DRC to maximize the accessibility of activities for all attendees
* ADA/504 Compliance
In accordance with the Americans with Disabilities Act (ADA) and the Rehabilitation Act of 1973, Section 504, no qualified person will be denied access to, participation in, or the benefits of, any program or activity operated by the University because of disability.
Resources:
How to Make Presentations Accessible to All
Disability Programming and Simulation Activities
To more authentically understand a diverse or underrepresented group, you might think to create a simulation or immersion activity. However, within the disability community, simulations are highly controversial. We do not believe that simulations can truly or completely replicate the disability experience. Focusing on only certain pieces of the disability experience, simulations tend to leave participants with increased negative perceptions of disability—feelings of pity for disabled folks or relief that they are not disabled, rather than engender a feeling of pride or respect for the community.
It is helpful, when planning an event, to ask yourself reflective questions. What do you want participants to gain, learn or appreciate as a result of having attended your program? How would you program around another cultural group? Rather than try to simulate a complex cultural experience, you may want to focus on one aspect, for example, accessibility, sports, or activism.
Here are some programming ideas:
- Attend a wheelchair sports event
- Study disability art
- Watch a movie like Murderball or Crip Culture
- Discuss disability activism and the disability rights movement
- Reflect on campus design and consider the impact design has on access and equity
- Watch Aimee Mullins or Roger Ebert on TED.com
- Start a book club. Consider some memoirs: Emily Rapp’s Poster Child, John Hockenberry’s Moving Violations, Simi Linton’s My Body Politic
DRC staff is here to help you think of creative and effective programming that will be respectful of the disability community and culture.
Resources:
Lundberg, N. (2008). Using wheelchair sports to complement disability awareness curriculum among college students. Journal of Leisure Studies and Recreation Education. 23(1), 61-74.
French, S. (1992). Simulation exercises in disability awareness training: A critique. Disability, Handicap, and Society 7(3), 257-267.
Herbert, J. (2000). Simulation as a learning method to facilitate disability awareness. Journal of Experiential Education 23(1), 5-11.
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