Accessibility and Belonging Guide for Facilitators

Mobility Impairment

Inaccessible trail or uneven ground

Offer alternative engagement at base; ensure inclusion in discussion and data collection

Blind/Low Vision

Tour relies heavily on visuals

Ask guide to verbally describe visuals; pair student with trained support; use tactile (materials that can be experienced through touch that allow individuals to feel and interpret information) or audio materials

Deaf/Hard of Hearing

Group discussion in noisy environment

Provide notes, captions, or written summaries; position interpreters appropriately

Anxiety / Panic Disorder

Student asks to step away or appears distressed

Offer a calm, private space; reassure without pressure to explain; check in later

Autism Spectrum Disorder

Student becomes upset after schedule change

Use clear, direct language; offer visual schedules; allow time to process

Chronic Illness

Student fatigued, needs to sit out

Provide a rest space; support without questioning; allow flexibility in rejoining

ADHD / Learning Disability

Student distracted or disengaged during group tasks

• Offer alternative formats such as written assignments or oral, spoken, or recorded answers, graphic organizers and mind maps, and digital tools (e.g., voice-to-text, slides) to match the student’s learning style and support engagement.
• Break tasks into smaller steps with clear instructions.
• Use timers to structure activities.
• Provide quiet or low-stimulation workspaces if needed.
• Allow short movement or sensory breaks.
• Give frequent, positive feedback to reinforce engagement.