Full page photo print - Harvard Law School Project on Disability

philosopher Socrates used leading questions in his teaching, it is sometimes called the
“Socratic method.” For example, this is a series of leading questions:
• Do you remember a time when you were not consulted about your opinion on
something important that concerned you?
• How might things have turned out differently if you had been consulted?
• What are some results of this failure to permit you to express an opinion?
• Why do you think that the CRPD has emphasized the right of people with disabilities to
an opinion?
Avoid too many subjective questions, which invite a strictly personal response and do not
necessarily lead to dialogue or discussion. For example (e.g., Did I summarize what you
said accurately? Are you ready for a break?). Also avoid closed questions that can be
answered with a fact or just “yes” or “no” (e.g., What time is it? Did you enjoy that activity?).
2. Respect all answers or opinions. The role of the facilitator is not to judge, and all
participants need to have their opinions acknowledged and respected, regardless of
what the facilitator thinks personally. However, comments that are disrespectful of other
participants or contrary to the ethics of the learning partnership need to be addressed.
3. Repeat and restate. The facilitator often needs to acknowledge that participants’
comments were heard and understood. Sometimes the facilitator may need to restate a
comment to make sure that it was understood, but it is important to get the participant’s
assent that the restatement was accurate (“Did I understand what you just said?”).
4. Signal attention. In addition to verbal responses, the facilitator can communicate attention
in many ways, including tone of voice, “body language,” writing down comments, and
making eye contact,
5. Resist imposing opinions. The facilitator’s role is to invite sharing of opinions, not impose
his or her opinions. As co-learner, facilitators may, of course, add their own views to the
discussion, but only with discretion and tact.
6. Control the traffic. The facilitator needs to ensure that no one dominates the conversation,
that everyone gets a chance to speak, and that the discussion stays on topic.
accommodating participants with disabilities
1. Before the Workshop
• If possible, find out well in advance who will attend and what accommodations they
may need in order to participate fully.
• Adapt your learning materials, agenda, and activities to ensure that everyone can
participate (e.g., large <strong>print</strong>, Braille, plain language handouts.
• Arrange any aids to communication that may be needed (e.g., sign language
interpreters).
• Brief any speakers or additional facilitators on making their presentations accessible.
• Consider the safety and accessibility of the location:
n Transportation to and from the meeting place
n Access to the building
n Access to and inside all meeting rooms
n Access to bathrooms and eating areas.
2. During the Workshop
• Ask at the beginning if anyone is aware of barriers you have not anticipated.
annexes 293