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.

Inclusivity Guide for Facilitators

Visible Disabilities

Invisible Disabilities

Quick Support Toolkit

• Printed or visual schedules
• Quiet/rest area identified
• Noise-cancelling or earplugs
• Note-taking tools or voice memos
• Assistive apps (captioning, text-to-speech, etc.)
• Copies of materials in accessible formats

Tips when in doubt…

Inclusion is not about doing everything perfectly. It's about being prepared, responsive, and open to adjusting in real-time.

• Ask: “Would you like a different way to engage?”
• Offer: Alternatives without making it feel like exclusion
• Respect: Student’s decision to disclose or not
• Support: Autonomy, dignity, and access

Examples to Support Accessibility and Belonging

Creating inclusive off-campus experiences requires understanding that disabilities can manifest in many ways. While visible disabilities often come with observable support needs, invisible disabilities can be easily overlooked, leading to students feeling unsupported or excluded.

Here are some realistic examples and response strategies for facilitators:

Example 1: Mobility Impairment

Scenario: A student uses a wheelchair and arrives at a nature trail for an outdoor learning activity. The terrain is uneven and not wheelchair accessible as initially assumed.

• Action: Offer an alternative activity at the trailhead (e.g., guided observation, plant identification, data collection) while ensuring they remain fully included in group discussions.
• Future Prevention: Vet all sites for physical accessibility; have alternative accessible sites or segments ready.

Example 2: Blind/Low Vision

Scenario: During a museum field trip, the guide relies heavily on visual aids and gestures, leaving a student with low vision struggling to keep up.

• Action: Quietly inform the guide and ask them to describe the visual content verbally. Pair the student with a peer or staff member who is trained in the sighted guide technique, if appropriate.
• Preparation Tip: Request advance tactile or audio materials from the museum when possible.

Example 3: Deaf/Hard of Hearing

Scenario: A walking tour takes place in a busy urban area with traffic noise, making it hard for a deaf student to follow along.

• Action: Provide a written summary of key information or a live captioning app. If an ASL interpreter is scheduled, ensure they are positioned with good visibility.
• Tip: Ask interpreters and students about preferred positioning and communication methods in advance.

Example 4: Anxiety or panic disorder

Scenario: During a group challenge course, a student begins to visibly shut down, avoids participation, or asks to leave.

• Action: Respectfully pull the student aside, check in privately, and offer a quiet space to regroup without drawing attention.
• Support Tip: Incorporate a low-stimulation "opt-out" zone into your activity design, allowing students to observe and learn without feeling overwhelmed.

Example 5: Autism Spectrum Disorder (ASD)

Scenario: A change in the day's schedule or unexpected delays causes a student to become distressed or overwhelmed.

• Action: Calmly explain the situation using clear, concrete language. Offer a visual schedule or written list to help the student reorient.
• Tip: Provide schedules in advance, and build in flexibility to reduce stress when changes occur.

Example 6: Chronic Illness (e.g., diabetes, Crohn's disease, lupus)

Scenario: A student suddenly asks to sit out of an activity and seems fatigued or unwell.

• Action: Allow the student to rest or manage their medical needs without question. Ensure private and accessible spaces for medication use or bathroom use.
• Support Tip: Ensure students know in advance they can step away at any time without penalty or explanation.

Example 7: ADHD or Learning Disabilities

Scenario: During a reflective group debrief, a student appears disengaged, interrupts frequently, or struggles to summarize their thoughts.

• Action: Offer alternative ways to contribute, such as written notes, voice memos, or small-group discussions.
• Tip: Provide clear instructions, structured formats, and time reminders to support focus and organization.