Design for Accessibility: A Cultural Administrator's Handbook

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Paper Mill Playhouse, Millburn, NJ: Sign language interpreter Jolinda Greenfield for “Dreamgirls” photo by Jerry Dalia
CHAPTER 5 Effective Communication and Program Access 5 Five Steps to Effective Communication This chapter looks at auxiliary aids and services that provide effective communication and make programs inclusive, enjoyable and accessible to everyone. In addition to physical access to programs, arts and humanities organizations must provide access to the content of their programs for audiences, instructors, artists, interns, participants, staff, docents, visitors, patrons and volunteers. Everything the organization produces or presents must be accessible, including exhibitions, lectures, films, videos, interactive computer displays, plays and concerts, as well as the materials about the programs—catalogues, labeling, scripts, libretti, brochures, maps and publicity. Effective communication allows people with disabilities that affect their hearing, vision, speech and cognition to participate in services, goods and programs. Auxiliary aids and services include a wide range of communication techniques and devices. Keep in mind the five steps to achieve effective communication: First: Understand that there is no “one-size-fits-all” solution. Second: Explore ways to accommodate the diverse needs of each population. Third: Be prepared with well thought-out policies and procedures for accommodating the diverse needs of each population. Fourth: Train all staff and volunteers who come in contact with the public to be knowledgeable about auxiliary aids and services. Fifth: Inform the public about auxiliary aids and services through signage, advertising, Web sites and other means available.
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Design for Accessibility A Cultural
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Design for Accessibility A CULTURAL
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FOREWORD Every person in America, i
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Table of Contents Foreword . . . .
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CHAPTER 1 1 Planning With Inclusion
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Planning with Inclusion as the Goal
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Planning With Inclusion as the Goal
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Planning with Inclusion as the Goal
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Smithsonian Institution, Washington
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16 Chapter 2 Three pieces of federa
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18 Chapter 2 directly or indirectly
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20 Chapter 2 of 1968 (ABA) and the
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22 Chapter 2 law. State and local l
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24 Chapter 2 Best Practice: Apply a
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26 Chapter 2 usability of a primary
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28 Chapter 2 Organizations must not
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30 Chapter 2 reasonable accommodati
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32 Chapter 2 Undue burden is the st
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34 Chapter 2 an individual with a d
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36 Chapter 2 Q. What are some of th
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38 Chapter 2 Q. Can an employer be
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40 Chapter 2 For example, employers
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42 Chapter 2 Q. What financial assi
Page 48 and 49: 44 Chapter 2 Q. Does title II cover
Page 50 and 51: 46 Chapter 2 Public Accommodations
Page 52 and 53: 48 Chapter 2 Q. Will businesses nee
Page 54 and 55: 50 Chapter 2 Q. How does the ADA af
Page 56 and 57: 52 Chapter 2 RESOURCES ACCESS AS A
Page 58 and 59: Mark Taper Forum, Los Angeles, CA:
Page 60 and 61: 56 Chapter 3 Principle One: Equitab
Page 62 and 63: 58 Chapter 3 Universal Design Examp
Page 64 and 65: 60 Chapter 3 4. Prioritize projects
Page 66 and 67: 62 Chapter 3 A Hazard at Small Chan
Page 68 and 69: 64 Chapter 3 Off-site Parking If of
Page 70 and 71: 66 Chapter 3 32" Minimum Clear Widt
Page 72 and 73: 68 Chapter 3 4. Interior Accessible
Page 74 and 75: 70 Chapter 3 Interior Ramps The bes
Page 76 and 77: 72 Chapter 3 Elevator control butto
Page 78 and 79: 74 Chapter 3 Telephones Public tele
Page 80 and 81: 76 Chapter 3 Ticket Office Window I
Page 82 and 83: 78 Chapter 3 Shops Make gift shops
Page 84 and 85: 80 Chapter 3 Alternate Toilet Stall
Page 86 and 87: 82 Chapter 3 Work Areas - Dressing
Page 88: 84 Chapter 3 SURVEYS AND CHECKLISTS
Page 91 and 92: CHAPTER 4 Architectural Access to H
Page 93 and 94: Architectural Access to Historic Pr
Page 102 and 103: 98 Chapter 5 For People Who Are Bli
Page 104 and 105: 100 Chapter 5 Computers, Web Sites
Page 106 and 107: 102 Chapter 5 Try to incorporate ta
Page 108 and 109: 104 Chapter 5 the receiver with or
Page 110 and 111: 106 Chapter 5 A common location for
Page 112 and 113: 108 Chapter 5 • • • • •
Page 114 and 115: 110 Chapter 5 RESOURCES ASSISTIVE L
Page 116 and 117: 112 Chapter 5 “Making Text Legibl
Page 118 and 119: Heard Museum, Phoenix, AZ: Sculptur
Page 120 and 121: 116 Chapter 6 3. Make certain that
Page 122 and 123: 118 Chapter 6 Labels Pay careful at
Page 124 and 125: 120 Chapter 6 Examine interactive e
Page 126 and 127: 122 Chapter 6 Aisle Space for One B
Page 128 and 129: 124 Chapter 6 Uniform Federal Acces
Page 130 and 131: 126 Chapter 6 selected must provide
Page 132 and 133: 128 Chapter 6 disabilities working
Page 134 and 135: 130 Chapter 6 Literary Activities L
Page 136 and 137: 132 Chapter 6 TOURS FOR VISITORS WH
Page 138: 134 Chapter 6 The Access Board An i
Page 141 and 142: CHAPTER 7 Meetings, Panels, Lecture
Page 143 and 144: Meetings, Panels, Lectures and Conf
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CHAPTER 8 Training for Staff, Board
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Training for Staff, Board Members,
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Tygress Heart Shakespeare Company,
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156 Chapter 9 Build relationships o
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158 Chapter 9 set up booths and dis
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160 Chapter 9 How to Communicate a
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Arena Stage, Washington, DC: “The
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164 Chapter 10 resources for this e
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Civil Rights for People with Disabi
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Design for Accessibility: A Cultural Administrator's Handbook

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