Making your activism accessible

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) & 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. Doors must be 800mm minimum The dimensions of a toilet cubicle must be 1500 x 1500mm minimum All paths that the person must take must be obstacle-free and must have a clear width of at least 920 mm. Check if the place is not under construction or renovation, which could make the space temporarily inaccessible. The entrance must be a single level or equipped with an access ramp and must be at least 800 mm wide. See Sins Invalid for more on accessible infrastructure Some of the further suggests Sins Invalid offers based on your choice of location include  :  Being upfront about barriers. Have an accessibility coordinator assigned at the event and livestream if possible. Fluorescent lighting can make spaces inaccessible some. Ask for consent for flash photography. Bathrooms… Are they accessible and safe for everyone to use? Note that winter snow will always make accessibility more difficult for folks with limited mobility.

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: Provide babysitting services if possible. Consider where people can access with and leave strollers for small children. Provide water if you can! Especially important during long events or on hot days. In buses, provide space for children's pushchairs. Plan meals that respect the dietary restrictions of the participants. If food is on sale, provide free or low-cost options. Ensure you have accessibility helpers for those in need as requests arise. Choose a place (departure and arrival) that is accessible by public transport including adapted transport that is close to toilets and shelter (from the sun or the rain). Having people waiting at these places allows people with reduced mobility to be accompanied while waiting for transport. If the event cannot be universally accessible, offer other ways to participate, such as actions that can be done remotely. Planning an activity with several components promotes the involvement of people with reduced mobility. Preparation Example: I want to organize a demonstration in front of the Sheraton hotel. I look at paratransit services. I walk between the transport stop and the hotel (or the route to the event, if my action intends to be mobile). If there are hills, it will be necessary to provide people to help people in manual wheelchairs. Sins Invalid offers further suggestions which include... Being transparent about the schedule for the event. Are speakers using plain language that most people will know? Are interpreters available for the event for community members who have a language other than English? What about for those with visual or auditory impairments? If food is part of the gathering, share ingredient lists. Do not hold your event too early in the day, or too late. There are various disabilities that limit people from being able to attend early morning/late evening commitments. Ask participants not to wear scented products. Always ask before using flash photography.

Creating Space for Every Identity

Neurodivergent: Judy Singer, 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 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: 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). 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  : Publicize the organization's anti-racism position and how the organization will deal with a situation of racism. Have staff available that are Black, Indigenous and Persons of colour in case of a person's concerns, insecurity or distress. Do not publicize the event with images of BIPOC people unless they occupy an important place within the event itself (in terms of resources allocated, people invited, partner groups, staff...).

To ensure people feel comfortable coming to an event and expressing their concerns in the context of misogyny, sexism and transphobia  : Have staff with different gender identities available in case of a person's concerns, insecurity or distress. Ask people who participate to write or say their pronouns. Have gender-neutral toilets identified by the infrastructure they contain rather than illustrations or gendered vocabulary.

To ensure people feel comfortable coming to an event and expressing their concerns in the context of poverty or being low-income  : Have support staff available. Provide free tickets or make contributions voluntary based on income. Consider whether internet access is necessary for participation. Make the event accessible to people with different academic levels and learning needs. Provide adapted vocabulary or accompanying documents. Check the needs of the people invited (speakers, facilitators, presenters, etc.).

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

1. Write for your audience. Use language your audience understands. If you are targeting the general public, a rule of thumb is to aim for an 8th grade reading level or lower. Check out the following resource which can be used to reduce the reading level of your writing.  2. Put the most important information at the beginning, bolded, and include background information (when necessary) toward the end.  3. Limit paragraphs/written sections to 3-8 lines, 5 being a happy medium.  4. Use as few words as possible to get your point across! (e.g. 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.  5. Format information in lists, tables etc. to break up written text and add variety that is more visually appealing. Add headings if they'll help break information up.  6. Add blank space! This draws the eyes better to key written ideas. Especially around important ideas and to separate sections.  7. Avoid jargon, abbreviations and technical terms. Keep your language as simple as possible (e.g. disseminate vs 'send', in accordance with vs 'by'). See more examples of simplifying your language here. 8. Bold important ideas! 9. Illustrate text with images when possible. 10. Ensure your language is gender-neutral.

Writing Image Descriptions

Most important elements to describe: The people and animals in an image The background or setting of an image Elements that relate to the context specifically, so if it was an image of a congested highway on a news website, the description would mention the packed cars The colours of an image (don’t overdo it however, a simple ‘light blue’ will do) Context for an image. Basic process for writing a description: I first say what the content is, such as a photo, educational graphic etc. I then use what is called Object-Action-Context for the most part, For example, [Image ID: A photo of a person standing in a crowd waving to someone out of view /.End ID] While obviously I would usually provide more information than that, Person = object, standing + waving to someone out of view = action, and ‘in a crowd’ = context.  I describe the clothing that might be worn and the position that people in an image might be in, such as leaning against one another on a couch, or standing with their fingers intertwined If the background is a simple colour, I usually include it in the first sentence of the description. However if it is more complicated, such as a river winding through a dense forest, I include that at the end of the description after describing the important elements.

Meeting Disability and Accessibility Guidelines

Use sans serif fonts, such as Arial and Comic Sans, as letters can appear less crowded. Alternatives include Verdana, Tahoma, Century Gothic, Trebuchet, Calibri, Open Sans. Font size should be at least 12-14 point. Line spacing of 1.5 is preferable. Suggest bolding over underlining or italics. Choose contrasting colours. You can review your chosen colours to check if they meet colour blind requirements using this resource. Try not to use colours that are too bright as these can also be hard on the eyes and make reading difficult. Use single colour backgrounds. Pale or pastel backgrounds rather than stark white can be easier to read. Use left alignment for text. Offer subtitles and a text transcript for video communication. When a document is published online, make an HTML version available (the only universal format currently) It is possible to test accessibility for people with visual impairments with screen readers such as NVDA, JAWS, Window-Eye and Voice over. Tips for maximizing accessibility according to the specific type of online document are available using this resource. Use the WAVE tool to test the accessibility of a website. Ensure that the options displayed with the mouse can also be displayed (elsewhere if necessary) using only a keyboard.

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
• Lee, a disabled, queer, trans and autistic activist.
  

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.

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