Facilitating accessible and inclusive sessions

Send important session information (in an accessible format) to participants prior. For example:

• Relevant background information (for example, project brief and the type of session it is – informational, user testing, co-design etc.).
• A rough outline of the session (for example, introduction, discussion, wrap up etc.).
• Accessibility information around getting to the physical location or joining the virtual session.
• Accessibility features which will be used (for example, automatic live captioning) and ask participants if they require any further support to participate.
• Participant expectations and input (for example, "We will ask you to introduce yourself with your name and advise which forms of transport you use", "We will be asking you which marketing materials you prefer.").
• Practical ‘how to use’ guides for the workshop tools so participants can familiarise themselves before the session (for example, online whiteboard and video conferencing).
• Presentation slides. This is particularly important for participants who use screen readers so they can access the information on their own device.
• Contact person's details who can assist with directions, troubleshooting or any access requirements on the day.

You can add the following content to your session invitation emails:

The [Project name] team is committed to inclusion for our workshops, and we appreciate that the experience of inclusion is not the same for everyone. Please let us know what we can do to make our sessions more accessible and inclusive for you.

• Research and familiarise yourself with participant backgrounds, lived experiences and abilities, taking a strengths-based approach to the session.
• Provide language interpreters (including Auslan) where possible.
  • If using a co-located Auslan interpreter, ensure the interpreter is visible by using a dedicated screen in a room or 'spotlighting/highlighting' the interpreter in a virtual setting.
• Choose a venue which is accessible and set up the space for maximum accessibility. For example:
  • Ensure there is room to move around the space.
  • Ensure the pathway to the exit, kitchen and bathroom facilities are not blocked.
  • Use a microphone or PA system (if available).
  • Provide a 'break-out' room for participants to re-group (if available).
  • Turn on accessibility features such as hearing augmentation (if applicable).
  • Check there is space and water provided for guide, hearing or assistance dogs (if applicable).
• Arrive to the meeting (either in person or virtually) early to set up the room and hosting capabilities.
• Use an accessibility checker on all documents prior to the meeting.
• Ensure that your face is well-lit by facing a window or light when facilitating.

• Speak clearly and use plain English.
• Avoid jargon and acronyms and explain technical terms where necessary.
• Ask participants for permission prior to sharing their insights and real stories.
• Be flexible and exercise patience.
• Allow space and silence for people to think and give thought to ideas / conversation.
• Ensure everyone has a chance to contribute.
• Invite questions from the group.
• Relay insights back in your own words to participants prior to sharing with the wider group (for example, “this is what I heard… have I captured what you told me correctly?”).
• Provide the option to capture notes while people speak if they would prefer to talk than write notes themselves.

• Incorporate an Acknowledgement of Country.
• Provide housekeeping information and verbal directions to explain the locations of toilets and emergency exits.
• Ask participants for permission to record the session and/or take photos.
• Use pronouns, and self-description during introductions. Consider inclusive pro-nouns, and provide an example of a self-description, which could include your name, physical appearance, gender, and age.
• Encourage people to say their names before speaking.

For virtual sessions: 

• Ask participants to keep themselves muted when not speaking to reduce background noise.
• Encourage participants to turn on their cameras for greater engagement. Explain that it supports those who lip read, are neuro diverse or who otherwise use body language to enhance communication. Facilitators should model this behaviour.
• Activate live transcription and highlight that it supports the conversation although the technology is not perfect yet.
• Re-name people on Zoom/Teams to their full name and pronouns (if required).
• Provide an overview of the online tools, how to use them and leave enough time for any troubleshooting.
  • Zoom/Teams – encourage participants to use the chat window, reactions – thumbs up / raise hand, unmute etc.
  • Miro – demonstrate the buttons, post-it notes, how to follow the cursor or use the map, scroll, and zoom, add text, etc.

• Provide clear instructions prior to activities and ensure the information is available on screen or in the room when working in groups.
• Check for understanding of the task and repeat instructions if needed.
• Clearly, articulate instructions in multiple ways if needed.
• Provide clarity around timings to complete tasks.
• Provide reminders of time available.
• Post important questions in the chat, so participants can fully listen to other people’s responses rather than focusing on remembering the question(s). Alternatively, provide questions ahead of time, so participants can have them at hand when required (hard copy/onscreen).
• Consider the session objectives if splitting participants into groups and aim to maximise diversity.
  • If there is a benefit to having groups with similar or shared experiences, then consider explaining the reasoning why groups are structured this way. For example, "We've placed you in groups based on ABC because we want to get your specific experiences of XYZ".

• Describe slides and orient participants as you move around slides or presentation boards (for example, "on the left-hand side…").
• Ensure that all content being presented is accessible. The write for Queensland Government websites page has useful information on creating accessible documents in Microsoft products and meeting Level AA of the Web Content Accessibility Guidelines 2.1.
• Depending on the program there are different ways to check for accessibility, for example, Microsoft Office provides this information for their programs such as Word, PowerPoint etc.
• Ensure presentation content is easy to read with minimal text and use large font sizes where possible.
• Ensure visual styles are simple and not conflicting, consider colour blind and low vision needs.
• Beware of fast-moving/jittery video scenes.
• Ensure captions are available on video content.
• When video or presentation slides are intentionally black or blank, give an explanation prior to presenting and give context on the content prior.
• Announce slide changes prior to changing them so attendees anticipate the change.

For virtual sessions: 

• During discussions, ensure that the camera is on where possible, and screen share is disabled so that participants can connect with the facilitator ‘face-to-face’.