Ask what helps the participant take part. Do not require a diagnosis before listening to a practical need.
Offer instructions in more than one form: spoken steps, a demonstration, a short written card, or a picture sequence. Use readable text and enough contrast. Avoid making colour the only way to identify tools or groups.
Provide choices in grip, posture, volume, texture, pace, and public sharing where feasible. A seated performer or a digital drawing may still meet the learning goal. Work with qualified support providers when needed.
Keep a genuinely supervised quiet option. It should not feel like exile or punishment. Explain how a participant can use it and return to the group.
For U.S. public-facing businesses, check applicable accessibility duties and the actual scope of relevant laws. The Department of Justice's Title III overview is a starting point, not a complete decision for every organization.1
Consider economic access too. A loan instrument or included basic supplies may matter more than a small discount if the family cannot buy equipment. Budget these supports honestly.
Your task: Review each project for barriers that are not essential to the learning goal.
Sources for this page
- U.S. Department of Justice, Businesses that are open to the public. U.S. Title III overview, including scope and exceptions. Other laws may also apply. ↩