Access AmeriCorps

Follow-up: Section III Communications Accessibility

1. Does the program have information that is communicated visually?
   

   The chart outlines eight possible ways that information presented visually can be made accessible to persons with visual impairments.
   

   Not all of these formats are appropriate for all types of information and not all are usable for all persons with vision loss. For example, many visually impaired persons do not use Braille. Large print is only useful to persons who still have some vision. Readers are not useful in classroom settings.
   

   It is recommended that materials that are used frequently or that are distributed to the general public are available in at least one alternative format. This can be as simple as saving materials in text format on disk. You may want to consider printing recruitment brochures in large print so that they are readily available to interested persons.
   

   Please refer to the "Reasonable Accommodations" information packet for more information on each of these formats.

2. Does the program involve information that is communicated verbally?
   

   The chart outlines ten possible ways that information presented orally can be made accessible to people who are Deaf or who have hearing impairments.
   

   Once again, not all of these formats are appropriate for all types of information and not all are usable by all persons with impaired hearing. For example, an individual who is culturally Deaf and uses American Sign Language (ASL) as a primary language would not benefit from an assistive listening device. Real time captioning is a more expensive accommodation that would not be appropriate for short meetings with "low level" information. However, it would be extremely beneficial for individuals with hearing loss who do not sign in the event of a meeting that contained technical information that was important to understand, or a long meeting that requires interaction and concentration.
   

   Once again, every effort should be made to meet an individual's referred method of accommodation. If you cannot do that, you must ensure that whatever method you do use is effective for that individual.

3. Does the program inform persons with disabilities that communications aids and services are provided upon request?
   

   It is not enough to only inform those who have identified themselves as requiring accommodations that you will do so. You must also inform the public at-large. In notifying the general public, you are making a clear statement about your willingness and ability to accommodate and include. You are also sending a very clear message to persons with disabilities that you welcome their participation and involvement.

4. How do you do so?
   

   This question asks you to think about how you make the public aware of your willingness to provide accommodations and accessibility. Do you put a statement on all flyers and brochures as a matter of course? Do you make an announcement at meetings that you can make accommodations? Remember, you want this message to reach as many people as possible who come into contact with your program.

5. Does the program have a procedure for deciding which auxiliary aids and services to provide?
   

   It may or may not be necessary to have a formal procedure in place for determining which aids services or accommodations will be provided. However, it is important to have an individual(s) identified who are responsible for making those decisions when the time comes.

6. Does the procedure provide for consideration of an individual's preferred aid or service?
   

   Whenever possible, programs should strive to provide the aid or service that is requested by the individual. When that is not possible, negotiations regarding alternative services should commence with the individual with a disability present.

7. Does the procedure provide for a mechanism to determine whether an aid or service other than the one requested is equally effective?
   

   This question asks programs to consider two points. One, is the aid or service equally effective? Is the individual with a disability able to fully participate in the program or activity? Two, has the program negotiated with the individual in such a way that effective aids and services that could be provided were provided?

8. Does the program communicate with the public over the phone?
   

   This is the first step to evaluating the need for a TTY/TDD. Please refer to the "Reasonable Accommodations" packet for more information.

9. Are telephone conversations lengthy, complex, technical or personal?
   

   This is the second step to evaluating the need for a TTY/TDD.
   

   If telephone conversations are frequently held with the public, or if conversations are often lengthy, complex, technical or highly personal, a TTY/TDD should be purchased in order to effectively communicate with TTY/TDD users.

10. Does the program have a TDD/TTY?
    

    A TDD is one means of communicating with persons who have hearing loss, speech impairments or who are Deaf. In all circumstances that a program is conducting specific outreach to these populations, a TTY/TDD should be purchased.

11. If, so, have staff been training on the appropriate use of a TDD?
    

    Like any other piece of equipment, a TDD will be of no value if staff members are not trained in its appropriate use. Use of a TDD is not the least bit complicated, and training should take no more than thirty minutes to an hour.

12. Is there a mechanism for re-training?
    

    Re-training on the use of a TDD (and other equipment) should be scheduled at regular intervals on an as-needed basis. Each program will need to determine those needs. For example, a program that frequently uses a TTY/TDD and has low staff turnover may only need to train once a year.

13. Are staff trained in the use of the relay system?
    

    Anyone on staff who uses the telephone should learn to use a relay system. Again, training should take no longer than a half-hour.

14. Are staff aware of the relay numbers?
    

    This is an evaluative question which can help programs measure how aware staff are of common auxiliary aids and services.

15. Does the program have a Web site?

16. Is the Web site captioned?
    

    The Internet is an effective way of communicating with a broad range of people in an efficient and effective manner. Most Web sites are graphics based, which means that they cannot be "read" by most text-to-voice software packages. Consequently, a text-based option needs to be provided for visually impaired persons.

17. Is there a mechanism for ensuring that people who are Deaf or hearing impaired are aware of activated fire or smoke alarms?
    

    Emergency warning signals should be equipped with flashing strobe lights. If the program operates in an area in which this is not available or in an outdoor location, other program participants or staff need to make sure that Deaf and hearing impaired members are aware of such emergency situations.
    

18. Is there an established emergency evacuation procedure that addresses the needs of persons with disabilities?

19. Have staff members been trained in this procedure?

20. Please describe this training.
    

    Emergency evacuation procedures need to be considered from two vantage points. One, for those who are regularly at a site: members, staff and recipients of service activities. Two, for those that may be visiting a site who may be present during an emergency. When reviewing your evacuation procedures, keep in mind that everyone needs to get out of the building safely and quickly.
    

    Staff needs to be trained and emergency evacuation drills should be held at regular intervals. Programs should be able to describe procedures for emergency evacuation of all individuals.

Concluding Note:
Accessibility is not limited to access for people with mobility-impairments. Persons with hearing, visual and cognitive impairments are entitled to the same level of access as everyone else.

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