Access Independence

General Suggestions
Relax - Allow the person with the disability to put you at ease.
Speak directly to the person with the disability not to their companion if one is there.
A functional limitation does not mean a person is sick, treat them as you would someone healthy.
Accept the existence of a disability, do not ask personal questions.
If you wish to offer assistance, do so, but wait until your offer is accepted and ask to be instructed how to help.
Some folks may have speech problems, give them your whole, unhurried attention. It's okay to ask them to repeat something but don't talk for them.  If necessary, ask questions requiring short answers or a nod or head shake.  Do not assume they have a mental impairment because they have speech difficulties.
Be considerate of the extra time it may take to get things said or done.  Let the person set the pace for walking and talking.

Mobility Impairments
Don't be sensitive about using terms like 'walking' or 'running', these are common terms used by persons with disabilities.
If a conversation with a person using a wheelchair is lengthy, sit, kneel, or squat if convenient.
Do not lean on a person's wheelchair, that is part of  that person's personal space and should be respected.
Do recognize that people are not 'confined to a wheelchair'.  Some who use a cane, brace, walker or crutches may just be conserving energy.
Do not move a person's wheelchair, cane, walker, or crutches out of their reach.  They will feel more independent if they are able to reach them.
When giving directions, consider the distance to the destination, along with weather and structural barriers such as steps, steep hills, inclines, curbs, heavy or narrow doors, high counters and non-accessible bathrooms.

Visual Impairments
It may be appropriate to lightly touch the person's arm who is blind so they know you're addressing them.
Offer assistance if it seems necessary but do not insist if your offer is declined.
When attending a presentation make accessible seating available.  The seating should be integrated so they may sit with family, friends or other visitors.
When approaching a person with visual impairment, introduce yourself. Speak directly to them with a normal speed and tone of voice, unless you know there is a hearing loss.
When guiding someone, offer your arm, do not grab their arm. They will walk about a half a step behind you, following your motions.  Be sure to identify steps, curbs or obstacles.
When guiding to a chair, simply guide their hand to the back of the chair and tell them if the chair has arms or not.
When leaving a person who is blind, let them know.
Don't avoid using words like 'blind', 'look' and 'see', they use the same words.
To orient to a new environment, describe the site, shapes, distance, boundaries and any obstacles or hazards.
When giving directions, be clear and precise.  Mention things that may be passed which may serve as clues. Colors, textures, movements, and directional indicators can make it more vivid.
It's tempting to pet a working guide dog.  However distracting a guide dog can put its owner in danger.  Water for the dog may be appreciated but get the owner's permission.
If eating out, offer to read the menu, including the prices.  As items are placed on the table, call their attention to it.
If anything is touchable, say so.  Touching can enhance the understanding of your interpretation.
90% of legally blind people have some vision.  They may need help with color, lines, or details.
If making change, hand the person each bill separately and identify each denomination, starting with the lowest.
Orient the person to the placement of objects around them they'll be using.  Some people use the analogy of a clock face to explain positions.

Hearing Impairments
Get their attention before you start talking; a light touch, a wave.  Face them directly when speaking.  Maintain eye contact.
 If they are accompanied by an interpreter, speak directly to the person who is deaf.  If you know some sign language, use it, it may be appreciated.
They cannot hear subtle tonal changes.  They rely on facial expressions, hand gestures and body movements to aid their understanding.
Avoid background noises and prevent distractions and confusions when communicating.
Avoid eating, smoking, or chewing when you talk.
Speak calmly and clearly, in a natural way and at a moderate pace at a normal volume.  Shouting often results in distortions.
Do not drop off your voice at the end of a sentence.
If you are aware they have a better ear, stand or sit on that side of them.
Speak in simple sentences and avoid abstractions.
If necessary, rephrase or write notes.  Stay positive, relaxed and be patient.
Be sure the light falls on your face.  Avoid shadows on your face like those cast by sunglasses or wide-brim hats.
Make sure a person understands what's said before changing the subject.  Indicate the new subject with a gesture or phrase.
Use visual aids (diagrams, maps, pictures, etc.) in addition to verbal instructions when giving directions and instructions.
The law requires any agency receiving federal or state funding to provide and pay for an interpreter for recipients of their programs.
Invest in a TDD.
Captioning can make slide and video programs more accessible.
At presentations provide seating with unobstructed views to the speakers and interpreters.  In low-light situations, adequate lighting should be provided on the speaker's face to facilitate lip-reading.

Mental, Learning & Emotional Impairments
Do not underestimate the abilities and interests and do not let your fears limit the opportunities you provide.
Treat mentally impaired adults as adults, not children.  Do not talk down to an individual or group but keep it at an understandable level.
Eliminate background noise and distractions.  Some folks may stand very close to and stare at you as you speak.
A person's ability to understand speech is often more developed than their vocabulary.  Do not talk about them in front of them.
Regardless of a person's impairment, speak directly to them, not their companion.
Give directions broken down into simple, concrete steps of basic concepts.  Repeat or rephrase if necessary.
Written instructions and directions may present problems for some.  Use alternate methods, like pictures or well known symbols.
If possible, use demonstrative, visual aids or 'hands-on' learning techniques involving as many senses as possible.
They may have short attention spans, be sensitive to this in programming.  Be creative and flexible to modify programs.
Some may have poor safety judgment in assessing dangerous situations.
If you think someone needs help, offer but, wait until your offer is accepted.  They may prefer to do it themselves even though it may not be at the level you'd do it.
Some may have difficulty with fine motor skills, balance, agility, strength or stamina.
Be supportive, friendly and sincere in giving positive feedback and reinforcing strengths and abilities.
People with emotional impairments may be sensitive to stress and new environments and may be frustrated easily.
When agencies inquire about visiting, stress their responsibility for providing adequate staff supervision for their participants.

If you have any questions not covered above, please contact us.  Our prime function is to assist people with disabilities in every way.