Accessibility and Belonging Guide for Facilitators

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.