Making your activism accessible: Difference between revisions
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== <p><span><span style="background-color: #d1f1ee;">General Guidelines for Accessible Written materials</span> <ref> https://www.plainlanguage.gov/guidelines/</ref> </span></p> == | == <p><span><span style="background-color: #d1f1ee;">General Guidelines for Accessible Written materials</span> <ref> https://www.plainlanguage.gov/guidelines/</ref> </span></p> == | ||
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| style="width: 19.6976% | | style="width: 19.6976%; background-color: rgb(153, 225, 217);" | '''Write for your audience''' | ||
'''Write for your audience''' | | <li class="p1">Use language your audience understands.</li> | ||
<li class="p1">Use language your audience understands.</li> | |||
<li class="p1">If you are targeting the general public, a rule of thumb is to aim for an 8th grade reading level or lower. Check out [https://hemingwayapp.com/ the following resource] which can be used to reduce the reading level of your writing.</li> | <li class="p1">If you are targeting the general public, a rule of thumb is to aim for an 8th grade reading level or lower. Check out [https://hemingwayapp.com/ the following resource] which can be used to reduce the reading level of your writing.</li> | ||
|- style="height: 23px;" | |- style="height: 23px;" | ||
| style="width: 19.6976%; height: 23px; background-color: #99e1d9;" | | | style="width: 19.6976%; height: 23px; background-color: #99e1d9;" | | ||
'''Order and bolding''' | '''Order and bolding''' | ||
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*Put the most important information at the beginning, bolded, and include background information (when necessary) toward the end. | *Put the most important information at the beginning, bolded, and include background information (when necessary) toward the end. | ||
*'''Bold important ideas'''! | *'''Bold important ideas'''! | ||
|- style="height: 109px;" | |- style="height: 109px;" | ||
| style="width: 19.6976%; background-color: #99e1d9; height: 109px;" | | | style="width: 19.6976%; background-color: #99e1d9; height: 109px;" | | ||
'''Use as few words as possible''' | '''Use as few words as possible''' | ||
| style="width: 80.3024%; height: 109px;" | | | style="width: 80.3024%; height: 109px;" | | ||
* | |||
*Limit paragraphs/written sections to''' 3-8 lines''', 5 being a happy medium. | |||
*E.g. reduce phrases like a number of vs 'some', in order to vs 'to'. | *E.g. reduce phrases like a number of vs 'some', in order to vs 'to'. | ||
*Remove 'filler' words such as descriptive words that do not add to your main idea. | *Remove 'filler' words such as descriptive words that do not add to your main idea. | ||
|- style="height: 53px;" | |- style="height: 53px;" | ||
| style="width: 19.6976%; background-color: #99e1d9; height: 53px;" | | | style="width: 19.6976%; background-color: #99e1d9; height: 53px;" | | ||
'''Use lists, tables etc.''' | '''Use lists, tables etc.''' | ||
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*Break up written text and add variety that is more visually appealing. | *Break up written text and add variety that is more visually appealing. | ||
*Add headings if they'll help break information up further | *Add headings if they'll help break information up further | ||
|- style="height: 28px;" | |- style="height: 28px;" | ||
| style="width: 19.6976%; background-color: #99e1d9; height: 28px;" | | | style="width: 19.6976%; background-color: #99e1d9; height: 28px;" | | ||
'''Add blank space''' | '''Add blank space''' | ||
| style="width: 80.3024%; height: 28px;" | | | style="width: 80.3024%; height: 28px;" | | ||
*This draws the eyes better to key written ideas. Especially around important ideas and to separate sections. | *This draws the eyes better to key written ideas. Especially around important ideas and to separate sections. | ||
|- | |- | ||
| style="width: 19.6976%; background-color: | | style="width: 19.6976%; background-color: rgb(153, 225, 217);" | '''Avoid jargon, abbreviations and technical terms''' | ||
| style="width: 80.3024% | | style="width: 80.3024%;" | <li class="p1">Keep your language as simple as possible (e.g. disseminate vs 'send', in accordance with vs 'by'). See more examples of</li>[https://www.plainlanguage.gov/guidelines/words/use-simple-words-phrases/ simplifying your language here.] | ||
|- style="height: 51px;" | |- style="height: 51px;" | ||
| style="width: 19.6976%; background-color: #99e1d9; height: 51px;" | | | style="width: 19.6976%; background-color: #99e1d9; height: 51px;" | | ||
'''Illustrate text with images when possible''' | '''Illustrate text with images when possible''' | ||
| style="width: 80.3024%; height: 51px;" | | | style="width: 80.3024%; height: 51px;" | | ||
<br> | <br> | ||
|- style="height: 28px;" | |- style="height: 28px;" | ||
| style="width: 19.6976%; background-color: #99e1d9; height: 28px;" | | | style="width: 19.6976%; background-color: #99e1d9; height: 28px;" | | ||
'''Use gender-neutral language''' | '''Use gender-neutral language''' |
Revision as of 16:48, 16 September 2022
This page was created to support activists in making their spaces more accessible, to ensure everyone is welcome and encouraged to join the climate movement in whatever way they can! The information included comes from existing organizer databases and resources by movement thinkers. We've included resources from blogs written by people living with accessibility needs, as they are experts on this topic. Each personal experience is distinct, thus we encourage further insight from different positionalities on this topic. Several of the topics found in this guide are based on questions asked by activists in the HUB's community (i.e. how to make in-person events more accessible, how to make promotional materials more engaging etc.). This guide includes definitions of accessibility, considerations for accessible event and action planning, communication and content, creating an accessible culture and other suggestions related to creating a space that is inviting to all.
"Universal accessibility is the character of a product, process, service, information or environment which, with a view to fairness and an inclusive approach, allows anyone to carry out activities independently and to obtain equivalent results." - Groupe DÉFI Accessibilité (GDA) [1] & Ex Aequo
Ex Aequo distinguishes accessibility from adaptation:
- "Adaptation would consist of changes made in order to accommodate people in relation to “an environment, a communication, a program, or an already existing service.
- We adapt when we build a subway with only stairs, then add elevators several years later.
- We make it universally accessible when we provide access ramps to the buses."
Access Culture expands on the definition of accessibility, explaining:
"Spaces accessible to marginalized people – who are abused on many levels – embody openness, deliverance, freedom. An open space is an offered embrace. For people who live on the margins, who have to fight to prove their existence, who are excluded from movements, who are subject to abuse in the form of isolation, having access to spaces means having access to community, to connection, to existence.When we make spaces accessible, when we build movements based on inclusion, we recognize that each person has an intrinsic value, that our existence is beautiful and necessary. Creating accessible spaces is about recognizing that connection is necessary, that community is necessary, that our culture is built on the myth of separation, the lie of disconnection. We must move from independence to interdependence in order to transform society."
Accessibility in Event/Action Planning
Choice of Location
Universal Accessibility Collective suggests that in a universally accessible place, a person in a wheelchair can move around in all the rooms and access a toilet. [2]
Some of the further suggestions Sins Invalid offers based on your choice of location include [3] :
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IMPORTANT: Take the necessary precautions according to the space in order to avoid accidents and prevent unfortunate situations in the event of an emergency.
Examples: remember to cover electrical wires, identify or cover slippery surfaces, ensure that outdoor spaces are well lit and that the identified emergency exits are functional.
Meeting Attendees Needs
Universal Accessibility Collective suggests:
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Creating Space for Every Identity
Neurodivergent: Judy Singer [4] , a sociologist who has autism, coined the term to describe how certain developmental disorders are normal variations in the brain, and people who have these features also have certain strengths. The neurodiverse umbrella [5] includes but is not limited to ADHD, dyslexia, autism, and other learning disabilities. Many include mental illnesses under the umbrella of neurodiversity too, such as but not limited to anxiety, bipolar, PTSD, schizophrenia etc.
Introversion: Susan Cain describes that where people who are extroverted are stimulated by their environment and absorb energy by interacting with others, introverted people recharge when they are alone and feel overwhelmed by prolonged social interactions as well as certain stimulations from their environment (noise, strong light etc).
Ways to ensure people who are neurodivergent and/or introverted feel comfortable coming to an event and expressing their concerns or needs:
Outline event plans ahead of time and/or throughout the event if possible. An awareness of time can be particularly helpful, for example for those who need to take medication, leave after a certain period of time etc. |
Provide access to a quiet/low stimulation space. The space should not include fluorescent light, and should be calm with no pressure to socialize. |
Provide breaks/slower periods. This can help avoid overstimulation and help people refocus. |
Provide handouts of key information, such as the rights of protestors, legal information, actions they can take at home etc. This is much easier to comprehend than a speaker sharing this information with a crowd. |
When planning activities and get-togethers, keep in mind that we are trying to avoid both overstimulation for the most introverted people and loss of interest for the most extroverted people. |
Try to balance the types of activities included in your event/action! (i.e. an event that exclusively involves networking will probably exclusively include extroverts!) Space out activities that take a lot of social energy. |
Many people require quiet time to think about their response to a question or discussion prompt. Before starting discussions, give people a minute on their own to write down their thoughts. |
According to UK Mutual Aid, there are things groups can do to ensure that people feel comfortable coming to an event and expressing their concerns in the context of racism:
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UK Mutual Aid also describe ways to ensure people feel comfortable coming to an event and expressing their concerns in the context of misogyny, sexism and transphobia:
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UK Mutual Aid describe ways to ensure people feel comfortable coming to an event and expressing their concerns in the context of poverty or being low-income:
Make the event accessible to people with experiences and needs.
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Pandemic safety measures
While the risk of getting COVID from an outdoor gathering is lower than getting COVID from an indoor one, there is still a risk of contracting the virus. [6] This is especially true at crowded protests or gatherings. The risk is even higher for people who are immunocompromised.
If you do not have COVID safety measures in place, higher-risk individuals in particular are unlikely to attend your event. Not having COVID measures in place also sends the message that people at high-risk of becoming very ill with COVID are disposable, which reinforces ableism.
We must protect our community members from becoming seriously ill, from reinfection (the risks of which are presently uncertain), and from the development of long COVID-related complications.
Safety measures to put in place when planning an in-person event include [7] :
- Advertising that attendees will be asked to wear masks for the duration of the event, even for events held outdoors. Have extra masks available for those who come without one, ideally N95 or KN95’s which are one of the best available options to protect against COVID-19.
- Have a few volunteers dedicated to handing out hand sanitizer every so often, and especially before distributing food if this is included in your event.
- Ask those who are feeling ill, who have come in contact with someone who has tested positive for COVID-19 OR come in contact with someone who has tested negative but is showing symptoms of COVID-19 not attend.
- Encourage attendees to keep their distance from one another as often as possible.
Considerations for Virtual Events [8]
Provide information on how to access the event |
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'Of'fer participation without a computer or internet. |
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Live streaming considerations |
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Invite and include disabled people and their needs |
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Share the format of the event and how long it plans to run |
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Provide any written or visual materials ahead of time. |
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Allow attendees to send questions and comments in advance. |
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Build time for reflection/breaks into your event, as well as time for questions. | |
Offer channels to provide feedback about the event |
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Holding Accessible Meetings
Virtual and hybrid virtual/in person meetings require stable internet connections, access to hardware (i.e. cell phones and computers) and some technology literacy.
If you’re working with participants who don’t have access to the internet or hardware, these tips may be hard to implement. However, there are other tools and techniques you can use such as conference call services, message groups, photos of call lists, etc. that can be used. The following are tips for holding hybrid (in-person and virtual) meetings, and general meeting tips.
Suggestions for Hybrid Meetings
Blueprints for Change offers an extensive guide filled with tips on hosting effective hybrid meetings. The following compiles some of the tips found in their hosting virtual/hybrid meetings guide, and from the write up developed by Training for Change.
Things you'll need to do this successfully |
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Preparing before the meeting |
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Preparing participants before the meeting |
Examples of information to provide/seek to prepare participants include:
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Help participants engage with each other. |
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Roles you might consider when hosting hybrid meetings |
-Lead facilitator -Co-facilitator(s) -Bridge facilitator; to bridge the digital and IRL spaces and who can support the IRL facilitator to make sure the digital folks are supported. This person could also be assigned to keep track of participants who have asked for a speaking turn so that both in person and digital voices are included. -Visuals, Slides & Notes lead -Tech lead; to manage your session slides, doing things like screen sharing, watching the chat box, setting up and doing sound checks at the beginning of your session, and troubleshooting if problems come up along the way. -Vibes & Energizers lead -Stack keeper (monitor order of speakers, chat and Q&A functions) -Buddies for virtual participants (for hybrid meetings) |
Plan for shifts in power dynamics, because some people are in groups vs others are on their own. |
-People connecting in groups may have an easier time connecting with others in the same room. -People connecting on their own may have an easier time connecting with others who also connected on their own. -Those who connected the same way as the facilitator may have an easier time communicating with the facilitator. -When you use the chat box, those on their own device have easier access to participate. -When people are in a room together, those controlling the screen, who are on camera and/or closer to the microphone are advantaged.
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Use a 'circle up' tool! |
1. Put all participants around one big virtual circle. Ask participants to draw this circle on their own paper while you show it on screen share with a slide. 2. When you add a group of people in the same room to the circle, put them all near each other on the circle, sitting in the same order they are sitting in their room on camera. 3. Throughout the session, both you and participants can use this as a reminder of who is “in the room”. 4. Mark a little check next to someone whenever they speak. You can also use a star or other symbol to track when each person shares during a specific activity. Have one person assigned to do this, and to let the facilitator know who deserves speaking time. See the example below from Training for Change.
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Suggestions for Beginning Meetings
Start with introductions and a check-in. |
Let folks introduce themselves, their pronouns and make time for relationship building by letting people share how they are doing or something about them.
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Try to take notes and video recordings for those who can't attend. |
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Provide a person or place where attendees can seek support |
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It might be relevant to share participation guidelines and/or the group's mission statement to ground the group before beginning. |
Examples of participation guidelines, inspired by Aspiration Tech [21] , might include...
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Suggestions for During Meetings
Be mindful of participants who may not be able to see or hear or otherwise fully participate in virtual meetings. |
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Use a shared document for notetaking. |
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Engage with a 'talking stack' |
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Consider that people who have good internet bandwidth have better connectivity quality for video and voice. |
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Recognize some folks may have background activity that can't be avoided while attending. |
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Newer members may feel less inclined to speak up due to being unfamiliar with meeting conduct and the presence of existing relationships in the group. |
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Many platforms are not made with disability and neurodivergent needs in mind. |
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For information on how to deal with participants who are not engaging respectfully during the meeting, see our wiki page on space watchers.
Closing meetings
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Accessibility in Communications
There are many things to consider when it comes to accessible communication, from formatting to the language used. Accessible communication is extremely important. According to statistics from 2012, nearly half, about 49%, of people in what's colonially called Canada do not have sufficient literacy skills, and 55% do not have sufficient numeracy proficiency. Thus, it is important to ensure our written material is easy to read, easy to understand, easy to find the information you need and the information is easy to use the first time you read it.
General Guidelines for Accessible Written materials [9]
Write for your audience | |
Order and bolding |
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Use as few words as possible |
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Use lists, tables etc. |
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Add blank space |
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Avoid jargon, abbreviations and technical terms | |
Illustrate text with images when possible |
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Use gender-neutral language |
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Writing Image Descriptions [10]
Most important elements to describe:
Basic process for writing a description:
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Tips for maximizing accessibility according to the specific type of online document are available using this resource.
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Creating Accessible Group Cultures
The following section drew from the writings of:
- Liz Kessler, a person who describes themselves as disabled and who is involved in struggles for justice [13]
- Lee, a disabled, queer, trans and autistic activist. [14]
Practices that Foster Accessible Cultures Include...
Different abilities, different limits... work with them! Do not set standards for hard, or how much, work should be completed. |
Incorporate regular discussions about personal and group boundaries. This allows each person to give their consent actively and enthusiastically when they have the capacity to do so. This also promotes respect for these limits. Short term limits for long term sustainability. |
Accept people who are less reliable and do not depend on one person to hold an activity. Last-minute disengagement related to personal conditions or situations is common! Accept these contingencies and be interested in what the disengaged person needs to be able to pause or move forward. |
Do not overload the schedule. No need to follow the capitalist (and counter-intuitive) 9 to 5. |
Plan break times. Do not have meetings or tasks to complete during breaks. Commit to the entire team taking a break so no one feels excluded or singled out. |
Focus on the content (rather than how it's said). Some people will express ideas or comments while crying or angrily rather than using statements such as "I feel..." and "I think...". No matter how emotional the person is when sharing their ideas, what they have to say is of equal importance. |
Create communities that last beyond activism. When a person takes a break from activism, access to the support and social contact of the activist community encourages resilience. |
Listen to people who tell you what they need. Social norms are tailored to some identities more than others. If you feel comfortable in a space and other people tell you that you don't, it may be time to take action so that they too feel comfortable. |
Accept that accessibility is a process. There is no set finish line, we have to stay tuned and pay attention to the people around us. |
Understand intellectual privilege and recognize that there are many forms of intelligence. Emphasizing intellectualism reinforces that people should conform to one form of intelligence – that is, so-called intelligence as defined in white, bodily, elitists, and academic contexts. Recognize that there are many forms of intelligence, and that people are valuable regardless of their perceived intelligence. |
Not interpreting eye contact or body language. Ask to touch a person (even for a hug) and avoid imposing eye contact. |
Taking into account classism and internalized ableism. Asking about someone's occupation can create a feeling of exclusion for people with certain identities. Not everyone has the privilege that comes with having a 'good' job; social connection, higher income and sometimes health insurance. |
Deconstructing the Politics of Desire. The people who are most often 'front and center' in our communities enjoy white privilege, attractiveness (or body) privilege, able-bodied privilege, and class. |
Pay particular attention to intersectional perspectives. Intersectional perspectives are those of people who experience more than one social identity limiting their accessibility to spaces. |
Create habits related to accessibility. For example, the use of a planning list adapted to the current project or process helps team members to develop reflexes as to the accessibility aspects to consider when organizing an activity. UK Mutual Aid has developed a list specific to holding face-to-face, hybrid or online events which you can use to adopt specific practices in your teams. |
If you have any suggested revisions or additional resources to share related to the above content, please email them to kenzie@lehub.ca.
- ↑ Groupe DEFI Accessibilite (GDA) - Research report for associations in Montreal - Universal Accessibility and contributing designs (version 5.3), Langevin, Rocque, Chalghoumi & Ghorayeb, University of Montreal
- ↑ https://collectifau.ca/
- ↑ https://www.sinsinvalid.org/blog/access-suggestions-for-a-public-event
- ↑ https://www.webmd.com/add-adhd/features/what-is-neurodiversity
- ↑ https://instagram.com/p/CYBl-miPcCL/
- ↑ https://theconversation.com/how-to-protest-during-a-pandemic-and-still-keep-everyone-safe-from-coronavirus-139978
- ↑ https://theconversation.com/how-to-protest-during-a-pandemic-and-still-keep-everyone-safe-from-coronavirus-139978
- ↑ https://rootedinrights.org/how-to-make-your-virtual-meetings-and-events-accessible-to-the-disability-community/
- ↑ https://www.plainlanguage.gov/guidelines/
- ↑ https://antimonarchy.tumblr.com/post/635980711208386560/how-to-create-image-descriptions
- ↑ https://www.bdadyslexia.org.uk/advice/employers/creating-a-dyslexia-friendly-workplace/dyslexia-friendly-style-guide
- ↑ https://www.w3.org/TR/WCAG21/
- ↑ https://data.over-blog-kiwi.com/1/85/65/14/20180525/ob_91a56c_milieu-militant-inclusif-neurodivergen.pdf
- ↑ https://accessculture.wordpress.com/2012/07/06/how-to-be-an-ally-to-disabled-neurodiverse-folks-in-activist-academic-communities/