Disability Access
Specific Access and Communication
Needs
Customer Access and Equalities Team
2006
Introduction
‘Getting Together; Disabled people and Public Meetings’ was produced jointly by Somerset County Council and the District Councils in 1995 and updated by SAIN (Somerset Access and Inclusion Network) in 2001 has formed the basis for this Disability Access Guide. It was decided to expand the Getting Together document, which primarily focussed upon providing accessible meetings for people with disabilities to be more encompassing, informative and cover a broader range of areas. Many services have contributed to the Guide, including Training and Development, Lifelong Learning and Property Services, the latter having a remit for overseeing and implementing the DDA Access Action Plans for all SCC premises.
Consultation with various organisations and individuals has also been carried out before publication – those concerned include Somerset Access and Inclusion Network (SAIN), The (Somerset County Council) Network for Employees with a Disability, County Personnel, Sue Rickell (Disability Consultant) and all SCC Equality Implementation Group Co-ordinators and Equality Champions.
It is intended to be a working document, reflecting changes in policies and practices and national legislation – the latest version will always be found on our Inter/Intranet web pages:
(www.somerset.gov.uk/equalopportunities)
The ‘Access to Information’ guide is complimentary to this Disability Access guide and contains relevant information about the processes internally for obtaining alternative formats (and translations). Please see:
http://enterprise.somerset.gov.uk/somerset/equalopps/
This document is also available on request in Braille, large print, tape and disc and can be translated into different languages. Please contact the Equalities Team for more
Specific Access and Communication Needs
Specific access and communication needs for those who are/have:
Blind and Visually Impaired People
Specific Access Issues
Public areas should be well lit, with no pools of light and shadow and no reflective metal or glass
Tactile surfaces to denote hazards, stairs, crossings etc
A logical layout with no obstacles: Uncluttered walkthroughs, no trailing Leads
Step edges floor/walls, doorways, door handles, switches should be colour contrasted with their surrounds
Glazed areas should have access strips in a contrasting colour Information/signage should be colour-contrasted
Communication Needs
There are several formats for producing information for blind and visually impaired people. The RNIB produce a very helpful series of fact sheets on producing information entitled ‘See it Right’. These can be obtained from the RNIB website –
http://www.rnib.org.uk/xpedio/groups/public/documents/PublicWebsite/p ublic_seeitright.hcsp
Make sure information is given in advance to people with visual impairment/loss if at all possible.
• Audio Cassette
Many people with a visual impairment choose to have information provided on audiocassette
For Audio Transcription services see page 39.
• Floppy/CD Rom • Braille
Only a small fraction of the one million blind and partially sighted people in the United Kingdom can read Braille, which can be cumbersome, difficult to use, and expensive to produce. Nevertheless, some people may require information in Braille, and wherever possible, it should be made available if requested.
Factors to take into account include the following:
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The nature of the document and the purpose for which it is to be used: Braille is particularly useful for documents which contain much detail or will require close scrutiny or repeated reference by the reader, e.g. directories, tables of figures etc.•
The length of the document: Since a Braille page measuring 12” x 12” holds only about 250 words, large documents produced in Braille will result in a bulkyvolume, which may be difficult to use and expensive to produce.
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Transcription is very time consuming and needs to be arranged well in advance•
Short documents, such as meeting agendas, are thus particularly suitable for transcription into BrailleSomerset County Association for the Blind are able to put information into Braille. Please ensure that you give them advance notice.
• Large Print
Production of your material in large print will be of benefit to partially sighted people. Many elderly people also have difficulty reading standard-sized print. It is therefore advisable to produce your material in large print, particularly if your readership includes elderly people.
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Print size is traditionally measured in ‘points’, of which there are 72 to the inch. Standard sized print such as pica or elite type styles produced on a typewriter, measures approximately one-sixth of an inch in height or 10 to 12 points. Largeand ideally 16 point print size should be a minimum of 14
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All the text should be in bold printThe variety of typeface of font is also important. For partially sighted people, ‘serif’ typefaces are more difficult than ‘sans serif’ typefaces to read. ‘Serif’ refers to the finishing
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strokes at the ends of the stems, arms and tails of letters. Here are two examples
his is Times New Roman Font bold, a ‘serif’ type style, in 14 point.
r fonts to use include Tahoma, Comic Sans, Trebuchet, icrosoft Sans Serif, and Verdana
•
clusively. Partially sighted people rely as much on word•
se ofto diminish readability
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an reflect too much
e print documents by enlarging standard 10 or
g People
T
his is Arial bold, a ‘sans serif’ type style in 16 point
T
Some other ‘sans serif’ typefaces o M
Don’t use capital letters ex recognition as anyone else
Avoid using justified text (flush right margin), as this is achieved at the expen irregular spacing between words, and may only serve
•
The use of italic type styles should also be avoidedUse paper that gives the highest contrast. This is usually black on white, although black on off-white, lemon or other paper with a light hue is acceptable and in some cases preferable. Use paper with a matt finish, as glossy paper c
light.
•
Avoid using text over any pictures within the document is also possible to produce acceptable largIt
12-point text by photocopying.
Specific Access Issues
outh (the person should not be backlit). This should apply to all speakers Reception/public areas must be well lit so you can see receptionist's m
s of people in the room
fo - plenty of easy to follow signage and information
Evacuation procedure: visual element to the fire safety/evacuation procedure
ry red person attending what is the best ay of meeting his or her communication needs.
e sometimes referred to as ‘Signers’ but the correct term is ‘Sign anguage Interpreters’.
•
isat the front of the meeting or on the stage and that it is in a well lit
•
participants about the best standing position in the venue for the•
nters
•
•
tice to interpreters as possible should be given. It is easier to book cellation terms, than it is to find one at
•
To book an interpreter, contact the RNID.tors converts spoken word to written text and display the text on a rge screen for the audience to read. This allows some hearing impaired/deaf people to
o book a Speech to Text Operator, contact the RNID. Remember to give plenty of notice .
Loop system (not just at reception)
Sound levels, Background noise levels, number Lighting levels, Acoustic features of the room Written in
Minicom
Communication Needs
The communication and linguistic needs of deaf, deafened and hard of hearing people va greatly. Always ask each individual hearing-impai
w
Sign Language (BSL) Interpreters
Sign Language interpreters are responsible for conveying information from one
language/mode to another language/mode, and so provide a service for both deaf and hearing people. They ar
L
Book interpreters. Preferably give them 1-2 months notice. Ensure that space allocated
position Consult deaf interpreter
Do not forget to consider the need for a ‘voice over’, that is, an interpreter who ca convey to the hearing audience what a deaf person is signing. Not all interpre are skilled in Sign Language to spoken English (voice over)
For large or long meetings/conferences, more than one interpreter would be required. Breaks should be regular, to give the Sign Language Interpreter an opportunity to rest or change over
If the booking of interpreters is new to you, ask for advice and information. As much advance no
an interpreter provisionally, and agree can the last minute
Speech to Text Operators
Speech to Text Opera la
follow the meeting. T
when doing so
Those who are hard of hearing or deafened, and for whom English is their first language ers. They provide the same kind of service in principle as interpreters but
Loo S
Loop S ch) to
pick up ost background noises.
including loop systems
eeting by a user to ensure they
•
•
d users. ld
•
dly deaf peopleurther details on using induction loops can be found in the RNID leaflet, ‘Loops in Public etails of where to hire a portable loop system, contact SIGNPOSTS on 0800 prefer lip Speak
the voice over facility is not required.
p ystems
ystems allow people with suitably equipped hearing aids (i.e. with the ‘t’ swit sounds via a magnetic field, so eliminating m
•
When meetings are being publicised, there should be the opportunity for the general public to notify the hosts in advance of the meeting of any access or communication need,•
Considerable care is needed in the use of this equipment, they are notoriously temperamental and need testing in advance of a mare working properly
Loop systems can be portable or fixed and may be tuned to existing public address systems (this requires more notice with suppliers)
It is most important that an induction loop produces the correct level of magnetic field strength. Particular attention must be given to this during the design and
ber of hearing ai installation stages, if it is to help the largest possible num
Only in special circumstances should it be necessary to accept a lower level of fie strength; perhaps because the loop is of a very large size, or the structure of the building makes it impossible for the required level to be produced
Loop systems are not helpful to profoun
•
In group work situations, loop systems may loose their effectiveness as they will pick up all the sounds in the room and may make it difficult for the user to hear the conversation within their groupF
Places’. For d
317220 or contact Gordon Morris on 01458 850396 or visit www.gordonmorris.co.uk
Note Takers
Some deaf or deafened people who use little or no sign language will require note takers.
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Notes can be made by hand on to paper or typed on a screenPeople with Physical Disabilities
Specific Access Issues Wheelchair need
Circulation space (1500mm turning circle) to turn around, manoeuvre up to doors, counters, self-service machines, phones etc
Accessible toilets Accessible lifts
Lightweight or automatic internal doors with glazed panels, kick plates, handles at 100mm
Surfaces should be easy to roll over - low pile carpeting, flat/unridged floor tiles etc
Switches and fittings should be reachable, and at 900-1400mm etc
Non-Wheelchair need
Seating variable heights, with and without arms – at frequent intervals (corridors, main rooms conference rooms etc)
People with Learning Difficulties
Specific Access Issues
Colour contrasting of floors or areas allows a person to find their way around more easily.
Signage should be in lower case, and include pictograms as a way of providing information
Moving between different floors - open stairwells or fully glazed lifts should be avoided
Communication Needs
There are some basic guidelines to make sure that everyone with a learning disability can take part in the meeting. Make sure you think about who will be getting the information. Find out what they need. Some people may like to get their information on audiotape. Remember that people have different needs and abilities. It is important to know your audience and to target any writing for their needs. When someone communicates with you, you should respond in kind – if they send you information on audiotape, you should reply on audiotape. If they use symbols, you should use symbols in your reply if you can. The following is taken from ‘Making Information Easy to Use’ produced by the Learning Disability Services.
Any further information about this can be sought from The Deciding Together Group on 01749 335400. Please also see ‘Planning Meetings with Service Users’ and ‘Q Cards’ which
can be found in the Appendices that are held in the Disability Access Guide - Useful Organisations and Contacts
1. KNOW YOUR AUDIENCE
• Identify the abilities and needs of your audience
• Involve the audience throughout
• Remember you are producing information for adults
• Identify how the audience will receive and make use of the information.
• Identify the level of support people with learning disabilities will have to use the information
• Decide what information your audience needs to understand
2. MAKING LANGUAGE EASY TO USE
• Decide your main points. Leave out unnecessary details.
• Put information into a logical order
• Write as you would speak
• Use plain, everyday words
• Use personal language. For example: “you” and “we”
• Be consistent. Use the same words and/or phrases, rather than saying the same thing in lots of different ways
• Use simple punctuation
• Do not use complex words, jargon or abbreviations
• Do not use abstract language
• Use examples that your audience will understand
• Use simple grammar – be careful about using negatives
• Use numbers and not words e.g. “1”, not “one”
3. DESIGN AND LAYOUT
• Use big print. At least font size 12, 14 is better
• Use a clear type. Century Gothic or Arial is better
• Make sure that the type stands out on the paper. Some people might need special coloured paper e.g. black type on yellow paper
• Highlight important points in bold print. Do not use italics or underlining
• Use a mixture of capital and small letters. Do not put whole words in block capitals e.g: SOMERSET
• Leave big spaces between columns and paragraphs
• Use a ragged right margin, rather than lining the right side up
• Keep long words together on the same line e.g.: “weekend”
• Start and finish sentences on the same page
• Use bullet points and fact boxes to make the main points clear
• Have clear headings. Have a list of contents
• Think about whether a bigger A3 format might be better
• Use drawings, photos or symbols to summarize the main points
• Think about where you put drawings, photos or symbols. It is usually better to put them next to the writing rather than above or underneath
e.g.
We will support you to choose
4. USING DRAWINGS, PHOTOS OR SYMBOLS
• Decide whether a drawing, photo or symbol would be best
• Make sure the drawing, photo or symbol is next to the right piece of text/words.
• Do not use lots of symbols, unless you know your audience can understand them
• Use symbols for key words or ideas. Only use symbols above every word if you know your reader is a confident symbol user
• Simple drawings usually carry more information than a symbol
• Make sure that the drawings are not childish or patronising
• Think about whether photos would be better
• Make sure that photos are clear
• If you are using a photo of a person always ask their permission
5. OTHER THINGS
Some people might prefer to get information on audio or video tape
(Please See Appendix 1 And 2 For Further Information About Planning Meetings With People With Learning Disabilities And The Use Of Q Cards.)
People with Mental Health issues/Mental Distress
We hope to develop this section in the very near future. If you need any immediate advice, please contact MIND in Somerset on 01823 334906 (Taunton area) or 01935 474875 (South Somerset area) or the national website – www.mind.org.uk
Disability Etiquette
As well as making meetings accessible, it is equally important to promote positive
attitudes and behaviour towards people with disabilities. Many people who do not have a disability are afraid of approaching people with disabilities, not because they don’t want to, but because they are afraid of causing offence. The purpose of these guidelines is to give some basic information on how to treat people with disabilities with respect, and outline what is and what is not appropriate terminology and behaviour.
Language
Many people with disabilities find certain words and phrases offensive. Below is a basic guide on words to avoid and the words that are acceptable
Offensive Acceptable
Handicapped Cripple The Disabled
Disabled Community
Disabled Person/Disabled People An arthritic
A spastic A person with arthritis A person with cerebral palsy An epileptic
A Mongol A person with epilepsy A person with Downs Syndrome Victim of…
Crippled by… Suffering with… Afflicted with…
A person with…
Invalid Disabled person
Wheelchair bound
Confined to a wheelchair Wheelchair user
Mental Handicap A person with learning difficulties/disabilities Dumb
Deaf and dumb together Without speech Deaf and without speech Disabled toilet Accessible toilet
Headcase Nutter Crazy Schizo Weirdo Psycho
Person with experience of mental distress or mental health problems
User/survivor of mental health services Patient Client User/survivor Mental Illness Schizophrenic Depressive Mental distress
Person with schizophrenia Person with depression AIDS carrier
AIDS patient Bodily Fluids Innocent victim High Risk Groups
Prostitute/street walker Junkie/drug addict
Person living with HIV People living with HIV/AIDS HIV Infected
HIV/AIDS
Children with HIV Sex worker
Injecting drug user/person who injects drugs High risk behaviour
Do not use any words or phrases which invite pity, or reinforce impressions of frailty or dependence – e.g. tragic/brave.
Do not confuse learning disabilities/difficulties with mental health problems/mental distress.
Remember people may experience a number of forms of disability. A wheelchair user may also have a learning disability and a person who is a user/survivor may have a sensory impairment.
Meeting people with a hearing impairment
Do not make assumptions about a person’s ability to communicate or the ways in which they do it. Always ask the person to tell you
Remember that deaf people who use sign language usually find this the easiest method of communication
If an interpreter is present, speak to the person you are meeting rather than to the interpreter
When you are speaking directly to a person who is deaf, remember that shouting does not help
You may want to use written notes to help communicate with the person who is deaf
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 that this skill is never wholly reliable. It requires intense concentration and is very tiring
Look directly at them and speak slowly and clearly
Speak with facial expressions, gestures and body movements which emphasise the words you use (only 3 out of 10 words are visible on the lips)
Face the person in a well lit area, and keep hands away from your face while speaking If necessary, attract the person’s attention with a light touch on their shoulder or a wave of your hand
Meeting people who use a wheelchair or crutches
When talking for more than a few moments to someone in a wheelchair, try to put yourself at their eye level to avoid stiff necks
Do not lean on a person’s wheelchair – the chair is part of the body space of the person who uses it
Do not move someone in a wheelchair unless they have asked to be moved to have indicated that it is alright to do so
Meeting people with a visual impairment
Firstly, identify yourself clearly, and introduce anyone else who is present. Try to indicate where they are placed in the room
When offering a handshake, say something like, “Shall we shake hands?”
When help is needed on unfamiliar ground, say, “Let me offer you an arm.” This will enable you to guide rather than propel or lead the person
When talking in a group, remember to say the name of the person to whom you are speaking
Do not leave someone talking to an empty space. Say when you wish to end a conversation or to move away
Meeting people with speech difficulties
Give your whole attention to a person with a speech difficulty. Be encouraging and patient. Do not correct or speak for the person. Wait quietly while the person talks, and resist the temptation to finish sentences
Where possible ask questions that require short answers, or nod or shake of the head If you have difficulty understanding, don’t pretend. Repeat what you do understand and the person’s reactions will guide you
Common Courtesies
Do not be afraid to offer assistance to a disabled person, but wait until your offer is
accepted before you help. Do not assume you know the best way of helping – listen to any instructions given
Treat adults in a manner appropriate to adults – e.g. call a person by their first name only when extending that familiarity to others present
Make appropriate physical contact according to the situation as you would with anyone else – e.g. give a handshake if greeting someone
Talk directly to a disabled person, not to their companion instead
Do not be afraid to use common expressions such as ‘see you later’ or ‘I’ll be running along’
