I have recently been tasked with running a team event for a leadership group that includes two severely visualy impared members. Of course I am keen to ensure that they get as much out of the day as the rest of the team. I would therefore be grateful if anyone who has experience working with viualy impared delegates can give me some direction.
Grant Buchanan
5 Responses
Visually impaired delegates
Grant
I’d suggest you have a chat with the two delegates. They know their needs better than anyone and can tell you want sort of things that would or would not be of help to them.
I would avoid making any assumptions (an ex-colleague, a trainer, who is blind was great with visual aids…and he beat me at golf!) but I would do a mental run through of your plan for they day and look out for potential pitfalls (eg written briefing sheets) and think of options (eg reading out the briefing).
Graham
Yup !
Like Graham said – run through with them what you plan to do and ask them how best you can present them with info – depending on their needs they may have PC technology that will enable them to take on board your stuff by producing large letters, braille, whatever.
Also, while I don’t normally read out what I’m capturing on flipcharts, try and remember this for them.
Paper
Hi,
We recently had a paper authored by the RNIB which outlined how to support learners who are visually impaired. It is aimed at learning centre staff but may offer some guidance. You can find it at:
http://www.lds4centres.com/NR/rdonlyres/40A1A285-E76B-4DA5-BB1C-A6CFD27A8043/0/LP_Sensory_Impair_01.pdf
Hope this helps.
Janis Reid
Visually impaired learners
I have facilitated a number of workshops with blind participants. I was blown away by how visual they are – ie, how strongly visual they often are in the way they process information, thinking / talking in colours , images etc…(I know this isn’t alwys the case so important to try to get an idea if the person has visual/kinaesethic/auditory preference.
As the article suggests, I always send them any presentations, readings prior to the event so they can use their own equipment to translate; I talk them through the process before we start; take them to the areas of the room/walls where charts / data will be displayed; and am very explicit when I display/move any displays etc. I will take them around the room at breaks and talk them through data etc (or ask someone else to do this)
If I am using powerpoint, I describe/talk about what is displayed (eg if I am using images etc)….
Another point is to make sure there is a guide dog area – somewhere for the dog to go at breaks with water and a place for “comfort stop”.
Also make sure the person knows where the toilets are (and which is male/female!!)
Don’t flap – what ever happened to the proactive duty to provide
Surely we all consider how to work with (provide equal quality services to) disabled people when we plan and design programmes? It’s been a legal requirement for over ten years in principle, and 8 in practice. What’s the big deal? Certainly ask disabled learners what the standard access requirements are, and discuss how you have planned the delivery of the day and take the feedback. Don’t forget to provide assistance with evaluation form (if you haven’t sent one out in advance electronically), and to use any feedback for future planning
Hope this helps
(I’m blind myself)