Ensuring access to your training session

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Abstract

Proper planning and a good understanding of participant special needs will increase the likelihood of ensuring access for all participants. Mosaica's newsletter, TrainingBriefs (February 1999, no. 12), provides recommendations and resources.

Issue

Accomodating special needs should be a priority, not an afterthought.

Action

Follow these proactive suggestions to make training sessions accessible to people with disabilities:

Ensure access at the training location. This includes: accessible entrance areas, parking, elevators, and ramps.

Make sure there is adequate lighting in the training room, in case your audience includes those people with visual disabilities.
Ensure that everyone can get to restrooms, pay phones, and water fountains.
Reserve an area of the room for a sign language interpreter, if one should be needed.
Make room for those who may be using wheelchairs by leaving one place at each table without a chair.

Use training materials and visual aids appropriately.

Large, visible, dark-colored type works best on posters and flipcharts.
Prepare individual copies of presented text and materials, in advance, in case they are requested.
When using flipcharts or overhead projector, remember to face your audience — this makes it easier for persons with hearing disabilities to receive all the information.

Design training approaches that are appropriate for people with different needs and abilities.

Use diverse training methods.
Anticipate the limitations of using physical activities that may exclude persons with limited mobility.
Include disability issues in case studies and scenarios to reinforce that people with disabilities are everywhere.

Model inclusive language and behavior.

Be aware that language can hinder or promote a comfortable learning environment.
Identify individuals as "people first."
In training sessions with individuals using wheelchairs, sit down whenever possible so that you are at the eye level of the participants.

Respect individuals by not making assumptions and by being attentive.

Pay attention to nonverbal clues and pause occasionally to make sure participants understand what you are communicating.
Above all, avoid spending too much time on one person's disability— instead focus on the individual and the topic.

Citation

Mosaica's TrainingBriefs. (February 1999). no. 12. Washington, DC: Corporation for National and Community Service.

*TrainingBriefs were produced by Mosaica under Cooperative Agreement #98CADC009 with the Corporation for National and Community Service during July of 1997 through October of 1999.

Posted On

August 28, 2001

Resources

See Ensuring Access to Your Training Session for an activity on disability awareness.

Source Documents

TrainingBriefs (February 1999, no. 12)

Related Practices

ABLEDATA

Keywords:

NSIP

Program management

Resource Center