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Accessibility and Belonging Guide for Facilitators

Creating Inclusive Activities

1. Plan for Accessibility from the Start

  • Embed inclusion in the initial planning phase by assessing all aspects of the activity—transportation, lodging, and site access—for physical accessibility.
  • Plan for potential sensory, cognitive, or mental health barriers in advance.

2. Consider Both Visible and Invisible Disabilities

  • Visible disabilities may require supports such as accessible seating, mobility aids, or ASL interpretation.
  • Invisible disabilities (e.g., ADHD, PTSD, chronic illness, learning disabilities) often benefit from flexibility—quiet spaces, extended time, or alternate participation formats.

3. Apply Universal Design for Learning (UDL)

  • Design activities that accommodate diverse needs from the outset, offering materials in various formats (written, visual, and audio) and providing multiple ways for participants to engage.
  • Maintain a clear, predictable schedule or activity structure to reduce uncertainty.

4. Foster a Safe Culture for Disclosure

  • Create an environment where students feel safe and supported in requesting accommodations.
  • Offer confidential or anonymous options for disclosure (e.g., private intake forms, surveys).

5. Navigate Accommodation Requirements

  • Work with Accessibility Services early to determine how accommodations will be provided in off-campus settings.
  • Introduce students to the Accessibility & Belonging in Career Management tools to explore and request accommodations and discuss strategies to dismantle barriers to inclusive off-campus experiences.
  • Clarify staff and faculty responsibilities for implementing accommodations and responding to unexpected needs.

6. Maintain Confidentiality

  • Only share accommodation details on a need-to-know basis with relevant personnel (e.g., activity leaders, medical staff).

7. Prepare for Emergencies with Accessibility in Mind

  • Ensure emergency plans include support for students who may need help evacuating or rely on medication, assistive devices, or service animals.

8. Practice On-the-Spot Inclusivity

  • Pause and check in: Quietly ask if a student needs support without drawing attention.
  • Offer options: Provide multiple ways to engage (listening, writing, photographing, or assisting).
  • Be flexible: Allow breaks, reduce walking pace, or offer alternative tasks or activities.
  • Stay calm and supportive: Non-judgmental responses build trust.
  • Respect autonomy: Give space if requested while ensuring safety.