Leader Resource 1 Accessibility Guidelines for Workshop Presenters
People with obvious and not-so-obvious disabilities need accommodation in order to participate fully. As a presenter, you may or may not be aware of a participant's need for accommodations. In addition to accommodating the accessibility needs of participants who request them, you are urged to follow these basic accessibility guidelines for every workshop activity.
- Prepare a few large print copies of all handouts.
- Write clearly and use large letters on newsprint. Use black or brown markers for maximum visibility (red and green are difficult for some to see).
- Make a printed copy of information you plan to post on newsprint, to give to any who request it.
- Face the group when you are speaking and urge others to do the same. Be aware of facial hair or hand gestures that may prevent or interfere with lip reading.
- In a large space or with a large group of people, use a microphone for presentations and for questions and answers. If a particular activity will likely make it difficult for speakers to face those who are listening (e.g., a fishbowl, forced choice or role play activity), obtain a portable microphone to pass from speaker to speaker.
- In a brainstorm activity, repeat clearly any word or phrase generated by the group in addition to writing it on newsprint.
- During small group work, position each group far enough from other groups to keep minimize noise interference.
- Keep aisles and doorways clear at all times during a workshop so that people with mobility impairments or immediate needs may exit the room easily.
- When re-arranging furniture for small groups or other purposes, ensure clear pathways between groups.
- Enlist workshop participants in being vigilant about removing bags, books, coffee cups and other obstacles from pathways.
- Use the phrase, "Rise in body or spirit," rather than "Please stand."
- Use language that puts the person first, rather than the disability (e.g., "a person who uses a wheelchair," rather than "a wheelchair-user"; "a child with dyslexia," rather than "a dyslexic child; "people with disabilities" rather than "the disabled.")
- Do not ask individuals to read aloud. Avoid read-alouds that require everyone in the group to automatically take a turn. Request volunteers or read the material yourself.
- Ask participants in advance about any food allergies. Add to your group covenant an agreement to avoid bringing problem foods for snacks or to always offer an alternate snack food.
- Ask participants in advance about any allergies to scents or perfumes. If participants have allergies or sensitivities, invite members of the group to refrain from wearing perfumes and add this agreement to your covenant.
F ind more guidance on the Unitarian Universalist Association website, including information about accommodating people with specific accessibility needs .
Though focused on inclusion of children, Welcoming Children with Special Needs: a Guidebook for Faith Communities by Sally Patton ( Boston : Unitarian Universalist Association, 2004) can also help leaders of adult workshops.
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