Design for Accessibility: A Cultural Administrator's Handbook

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108 Chapter 5 • • • • • • • • • Telephone Amplifiers Many telephones come equipped with a volume control switch or amplifier. When requested, local telephone companies can install amplification devices on pay phones. Portable amplifiers for individual use are also available. For People with Cognitive Disabilities The most important service is to provide clear information. People with cognitive disabilities especially appreciate the use of graphic symbols, color and other supplements to clarify the meaning of verbal information. For example, illustrations next to written instructions are easier to comprehend by someone who does not read well and also can be useful to foreign language speakers. Train all staff and volunteers to provide information clearly and to have patience with people who might not understand the first way it is presented. Environment Some people who have developmental or cognitive disabilities may be extremely sensitive to the environment around them. Environments that are too noisy or have too much activity may cause the individual to lose focus or become distracted. Creating areas or zones that are quieter and have fewer visual distractions may enhance some visitors’ ability to appreciate an exhibit, presentation or activity. Flexibility and Language Adapting to the needs of the individual visitor or patron is important. If someone has difficulty understanding or appears distracted, try a different way of presenting the information. These tips may help: Focus on one topic. Keep remarks short. Show or demonstrate instead of giving detailed verbal or written descriptions, directions and information. Rephrase, simplify or break down concepts into smaller components if necessary. Make associations with already familiar ideas and objects. Provide objects that people can touch and that appeal to as many senses as possible. Use pictures and other visual aids. Inform people before transitions to a new location or program. Respond to interest or lack of it.
Effective Communication and Program Access 109 Pictures Pictures can often supplement or substitute for written material. Many ideas can be explained more clearly if accompanied by illustrations. Signs for restrooms, telephones and first aid should use standardized pictographs or symbols.
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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
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44 Chapter 2 Q. Does title II cover
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46 Chapter 2 Public Accommodations
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48 Chapter 2 Q. Will businesses nee
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50 Chapter 2 Q. How does the ADA af
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52 Chapter 2 RESOURCES ACCESS AS A
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Mark Taper Forum, Los Angeles, CA:
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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
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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
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Page 110 and 111: 106 Chapter 5 A common location for
Page 114 and 115: 110 Chapter 5 RESOURCES ASSISTIVE L
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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
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Page 141 and 142: CHAPTER 7 Meetings, Panels, Lecture
Page 143 and 144: Meetings, Panels, Lectures and Conf
Page 149 and 150: CHAPTER 8 Training for Staff, Board
Page 151 and 152: Training for Staff, Board Members,
Page 158 and 159: Tygress Heart Shakespeare Company,
Page 160 and 161: 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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