Self-Adocates Becoming Empowered with Autism Now Webinar March 27, 2012

8/2/2019 Self-Adocates Becoming Empowered with Autism Now Webinar March 27, 2012

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Self-Advocates Becoming Empowered

www.sabeusa.org


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Max Barrows and Karen TopperSelf-Advocates Becoming EmpoweredDiana Mairose, Hamilton County DD ServicesLinda Kunick, RHC,Inc.Essie Pedersen, Project Vote (SABE)

Deb Kney Advocates In Action Rhode Island Kim Brittenham Vermont Center for Independent Living


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1. When you go to meetings, what is it

like? Is it difficult to understand what

was happening?

2. Sometimes people running meetings

will say, If you dont understand

something, just raise your hand and

let me know. Does that work?


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Do introductions to remind folks who isthere. Introductions make people feel notleft out.

Let folks know where things are, like therestrooms.

Speak clearly. Use words that everyoneunderstands, no abbreviations.

Stop frequently. Clearly outline each issue asit comes up for discussion.

Summarize what has been said. Make sureeveryone understands what is going on.

Have people raise hands and one personspeaks at a time.

Use People First Language..


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Provide time to ask questions. Give a person achance to explain things.

Take short, frequent breaks. A 7-minute breakeach hour works better than 15-minutes aftertwo hours. If you sit too long, your attentiongoes down.

Let the person set the pace in talking. Be patientfor a response.

Keep confidentiality.

Help folks understand a complex idea by

breaking it down into smaller parts.

Avoid abstract concepts (references to time,dates, sequences or reasons). Use visual orconcrete examples. Try to connect an issue to apersonal experience. Avoid the use of numerical

or quantitative concepts.


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If any written information was not sent outahead of time, read it aloud at the meeting.

Encourage people to speak on their own behalf,to make their own decisions to disagree, to dothings on their own, and in their own ways.

Be mindful of your body language, tone of voice,and other gestures that may influence a personsdecision.

Ask the person if they have anything to sayabout a specific issue.

It is especially important to have a short breakjust before a final decision is made to allow timefor people to review the issue before making adecision.

Restate clearly each decision that is made.


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Use a clear font like Arial or Verdana. Fancy type is

harder to read. Do not use handwriting or fonts thatlook like handwriting.

Use a font size of 14 point or larger. People withvisual impairments may need it even larger.

Do not write in all capitals. People who have difficultyreading may think the capital indicates a new word.

Use the left-aligned option and keep the right sideunjustified (the right edge is ragged). It is harder toread right-justified text because the spacing is

uneven and it may split words to another line.

Do not split words with a hyphen at the end of a line.This makes the word harder to read. Some people willpause at the end of the line and treat the next line asa new sentence.


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Keep sentences short. Consider breaking longsentences into two.

Do not let sentences go onto the next page.Remembering the information already read whileturning the page may be difficult.

Use bold for important information. Italics or

underlining make it harder to read.

Use clear headings, left-aligned to separate shortchunks of text. Headings will help people keep or findtheir place.

Use thick paper and consider printing on matte vs.glossy finish paperstock. Thick paper will not showthe information on the other side as much. Glossypaper will make the colors more vibrant, but mattepaper can cut down on glare. This goes for laminatedinformation, too.


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Use good contrast between paper and print. Avoidusing light colored print

or dark colored paper. This will make it difficult forpeople with vision problems.

Black and white is best.

Double-space writing. This makes the informationstand out.

Have white space between paragraphs or chunks ofinformation. This will set important information apart.

Use the same layout throughout the whole document.The format becomes predictable and easier to read.

Do not have text go over pictures or other images.This is harder to read and becomes confusing.


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People with disabilities have said, Give us some idea what

we are talking about and why we are there.

Ask the person what specific accommodations they need.

Locate a meeting space that is:

physically accessible

comfortable, with few, if any distractions

in a familiar location if possible

Make a reasonable agenda.

Be open to a person bringing a friend or support person so

they wont be uncomfortable. (An individual chooses theirsupport person.)

Send materials, directions, and agenda out at least oneweek before.


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Written material needs to be in Plain English. Usegraphics, large print, (minimum 14 point font size) anddouble space. A brief summary can help. Highlightcritical information.

Print names on name tags or tents.

Support may include help with schedulingtransportation.

Let people know ahead of time if lunch will be providedat a meeting.

Arrange tables (in a circle) so you can see everyone.

Use microphones in large spaces.


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Do not assume everyone uses email. Find out apersons preferred way to get information and

respond.

Clear signs with pictures can help a person findtheir way around a building.

If a barrier cannot be avoided, let the personknow ahead of time.

Check in with the person. Make sure folks havesupport, if needed, to go over the upcoming

agenda and materials. Discuss issues orquestions they might want to bring up at themeeting. The person might want to prepare astatement ahead of time (e.g., written, dictated,recorded).


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Write clear and understandable minutes. Highlight key

decisions and next steps. Minutes need to include thenext meeting date and a tentative agenda.

Follow-up with the person after the meeting to go overwhat took place. Review major decisions and nextsteps. Provide an opportunity for the person to give

feedback about the meeting. Some people find ithelpful to do this right after the meeting ends whileothers may want to go over the meeting when they gettogether to prepare for the next one.

Send out the minutes within two weeks after themeeting. This allows the person to meet with others ifneeded to discuss the last meeting and prepare for thenext one in a timely manner.

Work with the person to find out what adaptations willwork best for him/her.


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Meeting on a Level Playing Field

Accessible Meeting Location:

Seating Locations: Set up the meeting room to provideaccess to all participant seating location, the speakersarea and refreshments.

Registration Table : Make sure that people with mobilitydisabilities can approach it and turn around easily tomove away again.

Refreshment Table: Arrange items for people who havelimited hand mobility

One element of a barrier-free meeting space is to makesure protruding objects can be detected by a cane.

Arrange seating to optimize communication

Make sure people understand the role of serviceanimals


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A great resource for setting up meetings is apublication called Meeting on a Level Playing Field

http://www.ada.gov/business/accessiblemtg.pdf

Another great resource for understanding alternativeformats and assistive devices is National ADA Center FactSheet On EFFECTIVE COMMUNICATION.

http://adata.org/factsheets/national/en/National%20ADA%20Center%20Fact%20Sheet%202%20EFFECTIVE%20CO

MMUNICATION.pdf


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Examples of common auxiliary aids and services include: qualified sign language interpreters in person or

through video remote services;

note takers;

realtime computeraided transcription services; written materials;

exchange of written notes;

telephone handset amplifiers;

assistive listening devices and systems;

telephones compatible with hearing aids; closed caption decoders;

videotext displays; qualified readers;

taped texts;


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Examples of common auxiliary aids and servicesinclude: audio recordings;

Brailled materials and displays;

screen reader software;

magnification software; optical readers;

secondary auditory programs (SAP);

large print materials;

accessible electronic and information technology

open and closed captioning, including realtimecaptioning; voice, text, and videobasedtelecommunications products and systems,including text telephones (TTYs), videophones,and captioned telephones or equally effectivetelecommunications devices

Self-Adocates Becoming Empowered with Autism Now Webinar March 27, 2012

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