Section VI: Access
Download this page as a Word Document
This is a Companion Training Manual to accompany the Corporation for National and Community Service publication Creating an Inclusive Environment: A Handbook for the Inclusion of People with Disabilities in National and Community Service Programs. The Inclusion Handbook is available on-line at www.serviceandinclusion.org, or you may call the National Service Inclusion Project at 888-491-0326 (voice/TTY) or email at nsip@umb.edu.
Overview
Key Words and Terms
- Access
- Accessibility Guidelines (ADAAG)
- Accommodations
- Alternate Formats
- Architectural Access
- Augmentative Communication Devices
- Barrier-Free (Universal) Design
- Communication Access
- Disability Business and Technical Assistance Centers (DBTACs)
- Inaccessible
- Job Accommodation Network (JAN)
- Program Access Section 508 of the Rehabilitation Act
- Temporary Barriers
Introduction
Accessibility refers to all the features that make an environment available to a person. Accessible environments are designed to give the most access to the most ‘users’. For example, every person, regardless of disability, can enter and use all internal and external aspects of a building. Accessible design benefits everyone. People with and without disabilities are served equally by good design. For instance, ramps make it easier for senior citizens, persons with children, and delivery persons to enter buildings. Wider doors and levered handles make it easier for everyone to negotiate doorways. Signage (large and high-contrast print, symbols, Braille and audio way-finding) makes it easier for everyone to get to his or her destinations.
The five areas of accessibility are: architectural, programmatic, technology, communication, and alternate formats. Accessibility in all five areas is critical to achieving inclusion. Universal design (UD) is a relatively new concept in design, but is more and more evident in recently built structures and many innovative products. While it may not always be possible to achieve complete accessibility, a truly inclusive environment continuously strives to increase its level of accessibility.
The resources in this section will assist you in delivering information about accessibility, using a continuum from simple access, such as enlarging print, to more complex access such as more high-tech systems like speech output computer screen readers.
Trainer notes
Objectives for this Section
At the completion of this unit, each participant will:
- Know the definition of, and understand the importance of the concept of access as it relates to these five areas: architectural, programmatic, technology, communication, alternate formats
- Be able to recognize the importance of universal design in access
- Be able to identify elements of access in a particular service environment, and discuss actions to improve accessibility
- Know where and how to locate local and national resources on evaluating and improving the accessibility of an environment
- Demonstrate understanding of the terms: Accessibility Guidelines (ADAAG), Disability Business and Technical Assistance Centers (DBTACs), Job Accommodation Network (JAN) and Section 508 of the Rehabilitation Act
Suggested audiences
- Members in service
- Members involved in capacity-building
- Service and volunteer program managers and staff
- Organization staff
- Organization Board of Directors
- Disability organizations
Visuals and Power Points recommended for this Section
Slides with Notes pages are found at the end of this section.
Activities included for this Section
- Mingo with Universal Design Pictures
- Site Accessibility Survey
- Universal Design in Service Environments
Handouts recommended for this Section
- Accessibility Guidelines for Grantees PDF
- Make your Presentations Accessible to Everyone
- Accessibility Checklist
- Web Accessibility Guidelines
- Universal Design, Defined
- Integrating Service Learning in Individual Educational Plans
Supplies/equipment needed: (e.g. markers, flipcharts, LCD)
Use depends on your personal preferences, availability, and the activities chosen. Each activity lists any unique needs.
Frequently Asked Questions
- What is accessibility?
- What are the five areas of accessibility?
- How can I measure my current environment and progress toward accessibility?
- What resources are available to assist me in evaluating my level of accessibility?
Useful references and resources for this Section
Frequently Asked Questions -Opening Doors to Service Inclusion in Action – Profiles of Alumni
See Appendix – References and Resources
Making your meetings accessible to persons with disabilities
Assessing the accessibility of your organization
Accessible presentations
Making presentations accessible
The Center for Universal Design (CUD) at North Carolina State University is a national information, technical assistance, and research center that evaluates, develops, and promotes accessible and universal design in housing, commercial and public facilities, outdoor environments, and products.
Helpful hints: It is important to reference the concept of Universal Design when presenting this unit. One of the easiest things to do to ensure access is to build it accessibly to start. ‘Retrofitting’ is expensive and really unnecessary.
Assessment
Training Survey
Date: _________________________
After each numbered statement, indicate your current level of knowledge about the following topics on a scale of 1 - 5. 1= nothing, 2 = not much, 3 = somewhat, 4 = some, 5 = a lot
- The definition of 'access' as it relates to the five areas: architectural, programmatic, technology, communication, alternate formats
- Identifying elements of access in a particular service environment and establishing actions to improve accessibility
- Where and how to locate local and national resources on evaluating and improving the accessibility of an environment
- The importance of universal design in accessibility
- The meaning of key terms such as:
- Accessibility Guidelines (ADAAG)
- Disability Business and TEchnical Assistance Centers (DBTACs)
- Job Accommodation Network (JAN)
- Section 508 of the Rehabilitation Act
