Design for Accessibility: A Cultural Administrator's Handbook

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Cleveland Dancing Wheels, Cleveland, OH: “The Sorcerer’s Apprentices” with dancers Jennifer Sikora and Sabatino Verlessa photo by Al Fuchs
CHAPTER 7 Meetings, Panels, Lectures and Conferences 7 Many arts and humanities organizations conduct meetings, lectures, conferences and panels. Making these accessible to people with disabilities must be a priority. Any meetings that are open to the public must comply with the provisions of Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. Public meetings must be held in physically accessible spaces and provide effective communication for people with disabilities and who are older. The following information is adapted with permission from the ERIC/OSEP Special Project, the ERIC Clearinghouse on Disabilities and Gifted Education, the Council for Exceptional Children. Download the complete information brief at: www/ericec.org/digests/e735.html Choosing an Accessible Site Always make a site visit before committing the organization to a facility. The goal of the site visit is to select a conference setting that allows persons with a disability or older patrons to move about the conference site freely and independently and to participate in the program. Working with a local independent living center or other access group to assist in evaluating the accessibility of the site is highly recommended. The site visit should include inspecting the space and amenities to be used during the conference, meeting or lecture. Consider whether the distance and route between buildings, meeting rooms and amenities will be easy to traverse. Verify the accessibility of any outside entertainment or transportation services that will be used. Make certain the staff of the hotel or conference center are trained to handle issues of accessibility. Consider the following points in selecting a site: • Is accessible parking and public transportation available? • Are exterior pathways and main entrances accessible? This means a participant will not encounter stairs, any sudden change of floor height over 1/4 inch, slippery or unstable ground, doorways less than 32 inches wide and objects obstructing walkways.
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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
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58 Chapter 3 Universal Design Examp
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60 Chapter 3 4. Prioritize projects
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62 Chapter 3 A Hazard at Small Chan
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64 Chapter 3 Off-site Parking If of
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66 Chapter 3 32" Minimum Clear Widt
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68 Chapter 3 4. Interior Accessible
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70 Chapter 3 Interior Ramps The bes
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72 Chapter 3 Elevator control butto
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74 Chapter 3 Telephones Public tele
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76 Chapter 3 Ticket Office Window I
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78 Chapter 3 Shops Make gift shops
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80 Chapter 3 Alternate Toilet Stall
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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 100 and 101: Paper Mill Playhouse, Millburn, NJ:
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 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
Page 162 and 163: 158 Chapter 9 set up booths and dis
Page 164 and 165: 160 Chapter 9 How to Communicate a
Page 166 and 167: Arena Stage, Washington, DC: “The
Page 168 and 169: 164 Chapter 10 resources for this e
Page 170 and 171: Civil Rights for People with Disabi
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