Accessibility

Introduction

We all want to make UT Libraries as welcome and inclusive as possible. To that end, here are a few things to think about for providing service to people with differing abilities.

1. Vocabulary
   The vocabulary you use is important. It can also be tricky. We have a cultural history of using language related to disability in a marginalizing and often derogatory manner, and our vocabulary can be unconsciously discriminatory. To avoid alienating users from vulnerable communities, it is important that we learn and practice some level of language competency whether we think anyone can hear us or not. The best strategy is to listen to and adopt the vocabulary a person uses about themselves. Language related to ability can change rapidly as we work toward developing the most inclusive vocabulary we can, and people in the same community do not always agree on appropriate vocabulary. What can be the primary way one person identifies may be offensive to someone else because of the loaded history of the term or because of personal experiences with it. We don’t know their personal experience, so it's best not to make assumptions about what terms are appropriate. Be open to talking about it with co-workers and receiving feedback.
   
   
2. Personhood
   Person-first language has become a generally accepted standard. People with differing abilities are people and should be identified by their personhood, not by ability. We should not refer to someone as visually impaired, but as a person with a visual impairment.
   
   Read more at – https://www.cdc.gov/ncbddd/disabilityandhealth/pdf/disabilityposter_photos.pdf
   
   
3. Greeting People
   When introduced to a person with a differing ability, it is appropriate to offer to shake hands. People with limited hand use or who wear an artificial limb can usually shake hands. (Shaking hands with the left hand is an acceptable greeting.) Just be sure to listen to and take queues from the person you are greeting.
   
   
4. Invisible Differences
   Everyone has challenges of one type or another. Some are more visible than others. It is not always possible to tell that a person has differing abilities by looking at them. Of UT Austin students who are registered with Services for Students with Disabilities, 70% have invisible differences, which can include learning disabilities, ADHD, psychological disorders, and chronic health conditions. It is important to approach every user with compassion and understanding. Try to avoid making assumptions about a person related to ability, and never ask a person if they have a differing ability.
   
   
5. Offering Assistance
   As with anyone, we want to be available to help meet the needs of people with differing abilities. Through this guide, we hope to make you more aware of and better prepared to use the resources that we have to offer. We also want to promote the personal agency of users with differing abilities. Feel free to offer to help, but do not perform tasks for a user with differing abilities or touch them or their assistive devices without their permission. If you offer assistance, wait until the offer is accepted. Then listen to or ask for instructions.
   
   
6. Communicating Appropriately
   Treat adults as adults. Address people who have differing abilities by their first names only when extending the same familiarity to all others. Be sensitive to communicating with people in the deaf and hearing impaired community who may need to see your lips move to understand you. Don’t be afraid to ask questions when you’re unsure of what to do.
   
   
7. Disabling Environments
   We are all able to do more things in certain environments than others. Environments can be disabling, and we should be aware of how certain aspects of the library may be inaccessible for some users. Architecture and layout can impose obstacles for people who use wheelchairs or other assisted mobility devices. Loud areas can be disabling for people with hearing or attention differences. In these cases, inaccessible environments may cause an inconvenience. It should always be made clear to the user that they are not perceived as an inconvenience, but that the environment is the cause of any inconvenience.
   
   
8. Delivery Modes
   Providing access goes beyond making resources and services available. If we truly believe that every person deserves access, we must also present information in ways that can be understood and used. Sometimes this involves providing a variety of delivery modes for reference services and instruction. The way information is presented to a member of the deaf community, for example, is different than the way information would be presented to someone not from that community. Likewise, we must be cognizant of invisible differences in our presentation methods and offer a variety of auditory and visual methods, be willing to offer reference services in a different setting than the desk if noise levels may hinder a person’s ability to process the information provided, or adjust the pace of delivery.
   

Read more tips from the Department of Labor – https://www.dol.gov/odep/pubs/fact/communicating.htm