4 things you can do to create inclusive programming
UA Staff serve in a variety of roles on campus, and therefore are likely to interact with students and visitors who have disabilities. The information provided below is intended to serve as a guide for considering ways to create an inclusive experience.
1. Include an access statement
A notation regarding the accessibility of your event should be included on publications, websites, and registration forms.
“For questions about accessibility, or to request accommodations for this event, please contact [name] at [voice] or [e-mail]. Requests should be made at least [specific time period] prior to the event.”
When you receive accommodation requests, you do not need to inquire about the specific details of the individual’s disability. Instead, provide more information about the event and ask the individual to identify their access needs. If external assistance is needed, know where to go for help.
2. Provide accessible forms of communication
Social networking sites and email – If images are used (an image of an invitation, for example), all of the text that is on the image should be included in the body of the email or in the description of the post.
Offer alternative formats – For print materials, make sure the font size is at least 12, and use a sans serif font. Offering digital materials or large print should also be considered. Be sure you are using means other than color to convey information, and be sure your materials have good color contrast.
Close captioned videos – Any films or videos that are shown during your event, or any promotional videos. should be captioned. A captioning grant is offered through Emerging Technology and Accessibility.
3. Accessible meeting considerations
Signage and furniture placement – Event signage should clearly direct attendees to the location of accessible entrances and restrooms. Consider accessible seating and table set up to allow room for mobility devices.
Food and transportation – If food is provided, consider those with food allergies (consider choosing meal options with ingredients that are separated, and label all ingredients). If travel is provided, be prepared to provide accessible transportation.
4. Create a welcoming environment
The majority of disabilities are invisible, so you may receive requests from someone who doesn’t appear to have access needs – take all requests seriously.
Use person-first language (i.e., “person with a disability” instead of “disabled person” and “wheelchair user” instead of “wheelchair bound”).
Always ask before providing assistance – don’t assume someone with a disability needs help.
If someone is using an interpreter, speak directly to the individual, not the interpreter.
A person’s mobility device is part of their personal space – don’t touch without their permission.
This information is also available to download as a PDF: Inclusive Programming.
Refer students to ODS
As a representative of the University, it is your responsibility to refer students to ODS if they disclose a disability to you.
Examples of disability disclosure include: student indicates they had an IEP (Individualized Education Plan) or 504 plan in high school; student states they struggle with processing information, finishing exams on-time, feeling anxious, etc.; student requests a leave of absence or withdrawal for disability-related reasons.
In addition to a referral to ODS, you can suggest campus resources such as the Capstone Center for Student Success, academic advising, the Counseling Center, or Student Care and Wellbeing. Do not state to the student that you think they may have a disability.
Students can read more about registering with ODS online.
