The ADA regulations specify design and technical provisions within each Title. These regulations are the enforceable requirements for each Title. The U.S. Equal Employment Opportunity Commission provides information regarding the implementation and enforcement of Title I. The Department of Justice has created an ADA home page with technical assistance manuals that address the requirements of Title II and Title III. Many of the regulations are complex and require the expertise of professionals with verifiable experience in implementing the requirements of the ADA. In addition to developing your own in-house expertise, you may want to hire consultants, meet with local disability organizations, and work with design and construction professionals who are knowledgeable in these matters.

Federal and State Laws
A Guide to Disability Rights Laws by the U.S. Department of Justice Civil Rights Division, Disability Rights Section. Provides a comprehensive summary of ten federal laws that prohibit discrimination and establish the rights of people with disabilities to live a life of independence and dignity in the mainstream of America.

ADA, Law, Resources and Technical Assistance
ADA Accessibility Guidelines (ADAAG): This document contains scoping and technical requirements for accessibility to buildings and facilities by individuals with disabilities under the ADA of 1990. These scoping and technical requirements are to be applied during the design, construction, and alteration of buildings and facilities covered by Titles II and III of the ADA to the extent required by regulations issued by Federal agencies, including the Department of Justice and the Department of Transportation under the ADA.

California State, National and Federal Agencies and Organizations for ADA Compliance and Technical Assistance: This resource directory contains California state, national, and federal agencies and organizations that provide information about the ADA and guidance in understanding and complying with the law.

Job Accommodation Network (JAN) is an international toll-free consulting service that provides information about job accommodations and the employability of people with disabilities. JAN also provides information regarding the ADA. They have over 250 links of ADA related documents and information.

Myths and Facts about the ADA presented by the US Dept. of Justice clarifying some of the false assumptions about the implementation of the ADA.

Small Employers and Reasonable Accommodation by the U.S. Equal Employment Opportunity Commission. Describes responsibilities of employee regarding requesting a reasonable accommodation and employers response.

Text of the Americans with Disabilities Act, Public Law 336 of the 101st Congress, enacted July 26, 1990. The ADA prohibits discrimination and ensures equal opportunity for persons with disabilities in employment, State and local government services, public accommodations, commercial facilities, and transportation. It also mandates the establishment of TDD/telephone relay services.

The ADA has a 3-part definition of disability. The first part of the definition makes the point that it is the limitation imposed by impairment, not the name of the disease or condition that determines whether an individual is protected under the ADA. The second two portions of the law are about preventing discrimination; you are not able to summarily discriminate against someone with a disability.

Under the ADA, an individual with a disability is a person who:

1. Has a physical or mental impairment that substantially limits a "major life activity" such as walking, talking, or seeing.
   Physical impairments include orthopedic, visual, speech and hearing conditions. Mental impairments include mental or psychological conditions such as mental retardation, organic brain syndrome, emotional or mental illness and specific learning disabilities. See disability fact sheets by the National Information Center for Children and Youth with Disabilities NICHCY, for information about definitions, characteristics and educational implications for certain types of disabilities.
2. Has a record of such an impairment; or
   This is to protect those that had limitation or illness from discrimination. It protects people with a history of cancer, heart disease or other debilitating illness. It also protects people with a history of mental illness.
3. Is regarded as having such impairment.
   This is to protect people who appear to have a physical difference but have no real disability limitations or need for adjustment or accommodation. For example, if a person with a facial scar was denied admittance to a program on the grounds that his or her presence may disturb others.

Although many people assume the most common disabilities are those associated visible manifestations such as wheelchairs, white canes, and sign language, most disabilities are caused by “hidden” conditions. Hidden disabilities are physical or mental conditions that are not readily apparent to others. Hidden disabilities such as learning disabilities, diabetes, epilepsy, asthma, low vision, poor hearing, heart disease, depression, or chronic illness may not be obvious.

How Many People with Disabilities Live in California?
• California is the 1st most populace state with an estimated population of 34,501,130 million.
• Almost every family is touched by disability in some way whether it is a family member, friend, co-worker or neighbor.
• According to the US Census, disabilities affect one out of every five Americans over the age of 5 with a disability [last revised 9-24-2002].

For additional resources please refer to the Accessibility Planning and Resource Guide for Cultural Administrators.

• Who Should Be The Accessibility Coordinator For Your Organization?
• What Are The Essential Competencies for the ADA or Accessibility Coordinator?

The designated Accessibility Coordinator is the responsible staff member to serve as the in-house consultant to the staff and board to facilitate access into all of the organizations policies, guidelines, plans, budgets, meetings, conferences, panels and community outreach and to ensure that all meetings, activities and events are accessible. If you are a Title II publicly funded place you will be required to meet the higher standard of designating an ADA Coordinator. For others this recommendation will help you from the onset to have someone to help you look at the issues and do the problem solving.
The designated staff member to coordinate accessibility may be a full or part time position. Our experience is that the ADA or Accessibility Coordinator comes from a number of different professional backgrounds, services or programs from within an organization. It is sometimes difficult to find someone with the necessary expertise to assume the position of Accessibility Coordinator. However, someone could be designated out of interest related experience and acquire information through training, conferences, networking and the Internet.
It is not uncommon for organizations to establish a group or committee with representatives from a number of different departments. For example, representatives from facilities, management, security, visitor services, education, outreach, marketing and publications. Each representative may raise awareness of access issues in all areas of an organization. As a committee they may provide technical assistance and education to other members of the organization. Regardless of whether there is one person or a committee, there has be an understanding by the organization that for access to be accomplished requires the cooperation of the entire organization.

• Awareness and Sensitivity to People with Disabilities:
  Description: This competency includes knowledge of characteristics of people with different abilities and an understanding of the diversity among and within disability groups.
  1. Knowledge of the myths, misconceptions, and stereotypes of people with disabilities.
  2. Ability to understand appropriate terminology and utilize effective communication with people with disabilities.
  3. Knowledge of the functional characteristics of people with various disabilities and how these characteristics may affect participation in programs and services.
  4. Ability to apply knowledge about functional characteristics of people with disabilities to facilitate access to participation in programs and services.
  5. Conduct outreach to the disability community.
  6. Solicit people with disabilities to serve on board and other institutional committees and activities.
• Laws, Regulations/Standards, Policy:
  Description: This competency includes awareness and knowledge of accessibility laws, regulations, and policy and their implication to XXX programs, facilities, and services.
1. Knowledge of federal and California State accessibility laws.
2. Knowledge of program accessibility.
3. Knowledge of architectural accessibility.
4. Policies of the “XXX” Institution or Program.
5. Ability to serve as an in-house accessibility consultant and staff Liaison.
• Assessment and Evaluation:
  Description: This competency includes the ability to conduct a comprehensive assessment of facilities, programs, and services and to develop and coordinate an accessibility action plan.
  1. Knowledge of the necessary components of a comprehensive accessibility evaluation.
  2. Ability to locate and involve consumers with disabilities.
  3. Ability to identify access barriers.
  4. Ability to develop a comprehensive action plan to correct deficiencies.
• Implementation Strategies:
  Description: This competency includes the ability to integrate accessibility into the planning and development of specific operational areas.
  1. Knowledge of the application of ADAAG and California Code and Regulations in new construction, renovation and maintenance of facilities and buildings.
  2. Knowledge of methods and techniques to enable people with disabilities to access programs and services.
• Complaint Processing:
  Description: This competency includes the ability to implement the official accessibility complaint process for visitors and employees.
  1. Knowledge of the complaint process and ability to coordinate the investigation and resolution of official complaints.
  2. Ability to use mediation skills and facilitate communication in order to resolve disputes regarding access.
• Samples of Job Descriptions
  The following are two job descriptions that demonstrate the range in responsibilities and duties of an Access Coordinator. They illustrate how ADA compliance functions can be included in the duties of an existing job.
  • San Jose Museum of Art
  • Paper Mill PlayHouse Access Coordinator
  For additional resources please refer to the Accessibility Planning and Resource Guide for Cultural Administrators

• What Is The Purpose of an Advisory Group or Committee?
• Where Can You Find Advisory Group Members?
• How Do You Conduct an Effective Advisory Committee Meeting?
• Additional Resource for Conducting an Accessible Meeting

An Access Advisory Group or Committee officially established by the board or leadership of an organization is an effective method for impacting policy, procedures, and the day to day operation of a facility and its programs. While the committee may be involved in a variety of functions related to the organization, its primary goal should be to address accessibility.
Membership of this Committee would consist of a diverse group of individuals that reflect the organization's community, including people of color, individuals with various disabilities, community leaders, business and technology experts, as well as audience members/patrons and working artists/performers with disabilities. Members should be selected on the basis of their knowledge and commitment to issues concerning people with disabilities and the arts.

The primary functions of the committee are to:
• Provide an open, inviting forum for community members to raise disability matters.
• Assist in evaluating the accessibility of an organizations facilities, programs and services.
• Make recommendations for needed improvements.
• Provide guidance and/or technical assistance regarding access.
• Assist in identifying funding sources to implement access improvements.
• Consult and review new programs, policies and services.
• Assist in developing outreach to people in the community with disabilities.

The following organizations should be contacted for the purposes of networking, consultation on developing an accessible program, and the dissemination and marketing of your own programs and events.

Existing Arts Programs For Artists with Disabilities:
• California Organizations, Centers and Programs For Artists with Disabilities: This NADC directory contains California arts organizations, art centers and programs, for artists with disabilities. They are organized by artistic discipline.
• California State Agencies and Organizations for ADA Compliance and Technical
• Assistance: A resource directory developed by the NADC that contains state-specific agencies and organizations that provide information and technical assistance on the ADA, employment, technology, and outreach to the disability community.
• Independent Living Centers are non-profit consumer based organizations throughout California that provide support services, advocacy and education. Many advocate for architectural changes to make communities more accessible for people with disabilities, instruct people in techniques for independent living and offer essential services to consumers related to independent living, housing, and employment.

Other Resources for Community Contacts:
• Arts Service Organizations: This NADC directory contains US and International arts service organizations that provide specific services such as information, funding resources, networking opportunities, or advocacy activities that are inclusive of artists or audiences with disabilities.
• California Artists Directory:This NADC searchable directory enables you to find artists with disabilities to invite to participate in your access committee.

• Plan for an accessible meeting. Hold the meeting at an accessible location. Maintain a budget for any auxiliary aids or services that maybe requested. Provide an opportunity for the members to indicate services or accommodations they may need such as a sign language interpreter, materials in alternative formats, assistive listening devices, etc.
• Make sure your meeting has a clear, stated purpose that all participants know and understand.
• Write an agenda organized to achieve that purpose and circulate it before the meeting. Be clear about the objective or desired outcome of the meeting. The agenda should contain only items that are pertinent to the objective.
• Make sure that any visual materials distributed prior or during the meeting can be distributed in alternative formats such as Braille, large print, and audiotape, or computer diskette.
• At the beginning of the meeting briefly review the agenda with the group and adjust it, if required, to accommodate new and relevant items.
• Limit meetings to 90 minutes, or plan scheduled breaks into the agenda.
• Make sure the agenda is followed, paying attention to the time budgeted for each item. Focus participants by giving them a timeline for discussing agenda items.
• Make sure participants understand their respective roles and come prepared to contribute.
• When brainstorming go for as many ideas as possible. Encourage people to build on the ideas of others. Combinations often yield new ideas superior to the originals.
• Have the meeting chairperson summarize the meeting at the end. This should include acknowledging what has been accomplished and decided as well as any resulting action items and open issues.
• Send all relevant people a written summary of the meeting within 24 hours, including the same list of decisions, action items and open issues. This keeps the meeting's results and future actions clear in everyone's mind.

Additional Resources for Conducting an Accessible Meeting

• Accessible Meeting or Event Policy Checklist: This checklist was prepared by the Mayor's Office on Disability, San Francisco.
• For additional resources please refer to the Accessibility Planning and Resource Guide for Cultural Administrators

• What is the Purpose of The ADA Survey?
• What Should Be Reviewed?
• Who Is the Appropriate Person to Conduct the Survey?
• What Are Some Available Resources for Conducting a Survey?

The purpose of the self-assessment is to determine how well your existing physical site, programs, services, and policies facilitate participation by people with disabilities and to identify barriers to access. This self evaluation is used as the basis for developing an access plan to comply with the ADA (See step 5).

The ADA survey should review:
• The accessibility of buildings where programs and activities take place.
• All the policies that govern the administration of its programs, services, activities, and practices to ensure that they do not discriminate against people with disabilities. This includes laws, ordinances, regulations, administrative manuals or guides; policy directives; memoranda; and other practices based on local customs.
• Each program or activity to see what is offered, where programs are provided, when they are available, and evaluate them in terms of communication and physical access.
• The accessibility of programs and its marketing and publications from a communications standpoint. Review auxiliary aids and services offered so that people with disabilities can enjoy all aspects of the programs and activities offered. Verify maintenance of devices and/or equipment used.
• The adequacy of staff training for visitor access.

There are several options as to who could conduct the survey and include:
• The Access Coordinator. (See Step 2).
• A Consultant. Perhaps neither the Access Coordinator nor other staff feel qualified to undertake an ADA survey and put together a master plan. There are numerous consultants who do this type of work. It's important to find someone who not only knows the law, but also uses common sense in applying it. You will want someone who can provide the type of documentation, which will be useful during implementation. Can the barriers be compiled in a spreadsheet to be used as a tracking tool? Does the consultant offer design solutions and estimate costs? Will the person you hire be able to outline acceptable alternatives to expensive architectural modifications?
• Other Staff within the Organization. An organization may identify and train individuals who will do the actual site survey. The training may be acquired through workshops, conferences and consultation with experts in the field. Training should include a basic overview of access regulations and a workshop with a hands-on, step-by-step approach to the site evaluation process.
• Your Access Committee. (See Step 3)

1. Adaptive Environment Center, Inc. and Barrier Free Environments, Inc. (1995). Americans with Disabilities Act Checklist for Readily Achievable Barrier Removal. Checklist for Existing Facilities (version 2.1)
2. This checklist will help you identify accessibility problems and solutions in existing facilities in order to meet your obligations under the ADA.
3. National Assembly of State Arts Agencies and National Endowment for the Arts (NASAA) (1994). Design for Accessibility: An Arts Administrator's Guide. Washington, DC: NASAA, 1029 Vermont Ave, NW, 2nd Floor, Washington, DC 20005 (202) 347-6352).
4. This extensive working document offers suggestions on how best to comply with Section 504 and the ADA. It addresses ways of making access an integral part of an organization (staffing, budget, education, meetings, programs, etc.), legal requirements, and successful examples of efforts made by regional, state and local art groups. It contains a 59-page checklist designed for the arts and compliance with the ADA.

For additional resources please refer to the Accessibility Planning and Resource Guide for Cultural Administrators

• What is the ADA Plan Process?
• How Do You Organize the Results of the Survey?
• What Are Some Resources for Accessible Planning?

The key to developing a quality plan is to have conducted a comprehensive survey to use as the basis for the planning process (See Step 4). Arts facilities and organizations may then set short-, intermediate- and long-term goals based on the identified barriers to access.
Note: Public entities under Title II are required to have developed a transition plan that details the barriers, methods, and schedule to make all structural changes necessary to achieve program accessibility. The transition plan must be available to the public. In addition, Title II entities are required to designate a responsible official for the plan's implementation and make this information available to the public. It is recommended that other Title III entities follow the same process to identify changes necessary to develop a fully accessible organization.

The information collected in the physical and program survey should be summarized in a way that is useful for planning, budgeting and implementing barrier removal projects.

• Determine the impact of each barrier on the access to your organization as well as the methods to remedy them.
• Determine cost estimates of areas to be remedied. You'll be able to plan your budget with the cost estimates provided, as well as schedule and prioritize remodeling projects.
• The ADA recommends the following priorities for planning:
  • Access into the facility (ramps, entrance doors, parking) that includes signage.
  • Access to areas, features and amenities of the building interior.
  • Access to restrooms (if available to the public), drinking fountains and telephones.
• Identify "readily achievable" removal of barriers and begin the process of planning for those requiring more extensive design and construction work.
  Examples of readily achievable barrier removal are as follows:
  • Drinking Fountains: When drinking fountains are inaccessible, a readily achievable solution is to install a cup dispenser with the reach ranges to allow access to a stream of water.
  • Elevator Controls: When they lack tactile identification people with visually impairments, providen they lack tactile identification people with visually impairments, provide an interim solution of plastic self-adhesive labels.
  • Paper Towel Dispensers: Where paper towel dispensers are mounted above reach ranges, provide a pile of paper towels on the counter.
  • Ticket Office/Gift Shop: Where the counter height is too high, provide a clipboard to use for signing a credit card.
  • Interior Space: Where the facility does not have pathways that are clear for access, rearrange tables, chairs, vending machines, display racks and/or other furniture to make an accessible route.
• Consider a universal design approach for new design initiatives. Universal Design is the design of products, communications and the built environment to be usable by everyone to the greatest extent possible, without the need for adaptation or specialized design.
• Organize the results of the survey in a chart. The following chart has four columns. The first column is to list the barriers that were identified during the survey process; the second column identifies the method for eliminating the barrier; the third identifies the responsible person or department to responsible for the barrier removal; and the fourth is a price estimate. The fifth column is the projected start and completion date.

Element/Barrier	Methods	Responsible Person/Dept	Estimate	Timeline Start/Completion
Doors	Replace with lever hardware 12,400 Knobs throughout.	Facilities	$12,4000	3/00 -5/00
Woman's Restroom—No accessible stall	Combine 2 stalls to create a fully accessible one	Facilities	$2,000	3/00 -3/00
Printed Material does not include information about access	Collect samples from other organizations Acquire Disability Access Symbols Consult with Access Committee Work with Graphic Designer to Produce Prototypes	Visitors Services and Accessibility Coordinator	General Operating Budget	2/00 -7/00
Room Signs-No Tactile and Braille	Add compliant room signs at permanent and common use spaces	Facilities	$329$5 cost for interim solution of plastic self-adhesive labels.	2/00-3/00

• Integrate your ADA plan into your organizations short and long range plans so that the ADA plan is regularly reviewed an updated.

Accessible Practices in Museums
Designing Accessible Programs for Museums: This NADC annotated bibliography describes readily available and published information in regards to museum accessibility. The resources provided address exhibition design; signage and labels; model accessible programs; surveys, and studies conducted on museum accessibility.
Smithsonian Guidelines for Accessible Exhibition Design is written for exhibition teams including: designers, curators, registrars, conservators, collections managers, designers, editors, developers, educators, and other exhibition team members. Each offer particular insights into the exhibition medium to be better equipped to develop exhibits that teach to different learning styles, respond to issues of cultural and gender equity, and offer multiple levels of information.
The guidelines are in part based on construction standards established for the Architectural Barriers Act of 1968, the Rehabilitation Act of 1973, and the ADA of 1990.

Accessible Practices in Theater
Developing Diverse Audiences is a presentation made at the Association for Theatre and Accessibility's 1999 Conference in Los Angeles. Wendell Barnes, Rick Boggs and Sarah Worthington described accommodations made for deaf or blind patrons and their application with a variety of audiences, theatre groups and cultural venues. The panel discussed audience development as a critical component of providing accessible services. The Deaf-Blind Theatre Access Project is a "how-to" manual intended to support theatre companies and venues in serving Deaf-Blind patrons.
Interpreting Strategies describes 3 styles of placement strategies for sign language interpreters in theatre.

Accessible Services and Products
Accessible Services and Products Resource Directory: This resource directory produced by the NADC contains services and providers for developing accessible facilities and programs in the arts. Resources for assistive listening, audio description, Braille, captioning, communication services, signage, and sign language interpreters are included.
For additional resources please refer to the Accessibility Planning and Resource Guide for Cultural Administrators

• What Does Your Organization Say About Its Commitment to Access?
• What Procedures Reflect a Commitment to Access?

An organization establishes its commitments to particular values through their policies and procedures. Policies designate how an organization wants things to be. For example it may have a policy that states "XXX does not discriminate on the basis of disability in the employment, treatment or admission to its programs or activities."

The following was excerpted from a policy statement from the legal requirements and rules of the Ohio Arts Council (OAC):
"People with disabilities have the right to access our programs. All services and facilities of organizations that receive OAC funding should be provided in a way that best suits individuals' needs."
Example from the Arena Stage, Washington DC:
"The Arena Stage is committed to full access for people with disabilities."

To make the policy a working reality, it will also have one or more procedures that define exactly what to do –step by step—when a potential employee, artist or audience member calls and wants access to the organization or to complain.

The following are some of the elements to look for that reflect the accessible policies and procedures of an organization.
• The appointment of an Access Coordinator (See Step 2).
• An established Access or Advisory Committee (See Step 3).
• Completion of an ADA plan (See Step 5).
• A board developed mission statement and goals concerned with access for people with disabilities.
• Methods for providing auxiliary aides and services.
• Staff Education and Training (See Step 7).
• Publications that state accessibility of programs (See Step 9).
• Employment recruitment, hiring, promotion, and termination practices.
• A grievance procedure.
• An established budget for access services.

Note: Public programs (Title II) are required to have an Access Coordinator, complete an ADA transition plan and have a grievance procedure.
For additional resources please refer to the Accessibility Planning and Resource Guide for Cultural Administrators

• Why Train Staff?
• Who Needs to Be Trained?
• Which Scenario Would You Prefer?
• What Should Be Included in Training?
• How Often Should Training Occur?
• How Should Staff Training Be Conducted?
• Resources For Staff Training

The purpose of training staff on specific issues surrounding disability is to:
• Assure organizations are complying with ADA regulations.
• Improve services for patrons with disabilities.
• Have staff be able to communicate the access services that are available at their location. This enables staff to be effective in their job and increases patron/participant satisfaction.

Training should be provided to staff who are involved at all levels of your organization. This includes staff who have direct contact with patrons with disabilities (i.e. those involved in greeting, ticket sales, information desk, security guards), as well as staff who work behind the scenes (i.e. administrators, exhibit developers, education, facilities). Staff with direct interactions will be the first point of contact for a patron/participant with a disability with a question. Staff behind the scenes needs to be aware of what the main issues are for patrons and participants with disabilities, how to best structure the environment, and to develop programs and procedures to create an enjoyable experience for all.

The following scenarios are based upon a real life experience of a person using a wheelchair in a museum, but have been exaggerated to illustrate the importance and benefit of staff training in customer service.

Scenario #1
A person who uses a wheelchair goes to a museum to see a new exhibit with a friend. When buying a ticket at the box office, the staff member gives the ticket and change to the patron's companion even though the patron using a wheelchair paid for both tickets. Once inside the museum, the patron using a wheelchair asks at the information desk where the accessible route to the exhibit is located. The patron follows the directions offered to a nearby elevator. Unfortunately, this elevator does not go to the lower level. The patron returns to the information desk where she waits fifteen minutes for the information staff to find out which elevators go to that level. She is still unable to get to the exhibit after finally getting to the lower level because there are a few steps to the main exhibit area so she approaches a security guard. The security guard is unaware of where an accessible route is located. The patron never sees the exhibit she had come to see, and leaves with her friend feeling very frustrated. Next time she and her friend go to a museum, they go to another one.

Scenario #2
A person who uses a wheelchair goes to a museum to see a new exhibit with a friend. The patron with a disability is able to easily approach the box office and the ticket sales staff member is able to easily reach across and give the patron a ticket and her change. Once inside the museum, the patron using a wheelchair asks at the information desk where the accessible route is located. The person working at the information desk gives the patron using a wheelchair an access map and explains where all the elevators, accessible bathrooms, and ramps are located. The patron and her friend follow the directions given and signage to the elevator. Upon exiting the elevator they are told by a security guard how to avoid the steps to the exhibit and enter from the side ramp. The exhibit developer has thought about his patrons with disabilities and made sure there was a ramp, that the exhibit had Braille descriptions underneath, and that the history of the artist was written in large print with easy to understand language. Both the patron and her friend are so impressed by the museum’s efforts to make the exhibit accessible to everyone that they share their experience with others and return many times to see other exhibits.

Training should involve information about:
• The ADA and California Laws (See Step 1 ).
• Various types of disabilities and functional issues surrounding various types of disabilities (See Step 1).
• Accessible features specific to your organization such as where wheelchair accessible routes are located, where large print/alternative forms of materials are available, who to contact/ how to arrange for a sign-language interpreter.
• Effective ways of interacting and communicating with patrons with disabilities including the use of "person-first" language.

Communicating with People with Disabilities:
It is important to use language that is respectful and emphasizes the person, not the disability. This is referred to as "people-first" language and seeks to avoid generic labels such as "the disabled." When referring to an artist/performer with a disability, be careful not to use language that presents the artist as extraordinary because of his/her disability. Do not describe the artist in terms such as, "he overcame his disability, in spite of his unfortunate condition." Do use language that conveys a realistic description of the artist's talent and capabilities.
The following are examples of ways to communicate with and about patrons, artists, and employees with disabilities:

Terms Not To Use	People-First Language
Normal, healthy Handicapped Crippled   Victim Special Retarded, dumb Deaf Blind Crazy, nuts Mute Dwarf, midget	Patron without a disability, non-disabled· Patron with a disability Patron who has "______" (i.e. Down syndrome, multiple sclerosis, quadriplegia, epilepsy...) Patron with mental retardation, a learning disability, developmental disability Patron who is deaf or has a hearing disability Patron who is blind or has a visual disability Patron who has a mental illness, mental disability Patron who is nonverbal Patron of small (short) stature
Birth defect Suffers from Stricken with	Patron who has a congenital disability Born with "_______"
Confined to a wheelchair Wheelchair bound	Patron who uses a wheelchair (or any other mobility aid, i.e. crutches, walker, electric scooter, hearing aid)

The point here is not in regulating training a certain number of sessions per year, but to emphasize the importance of training as an ongoing process that continues to strive towards creating an environment enjoyable for all patrons and for staff to share their own experiences and lessons learned.

Tips for effective staff training are:
• Involve persons with disabilities. Persons with disabilities can discuss their experiences and highlight effective practices.
• Have discussions. Allow staff to share their experiences with persons with disabilities, what worked, and lessons learned.
• Role-play. Provide the opportunity for staff to practice communication techniques they have learned and to receive feedback.
• Use videos as a starting point for discussions.
• Provide training materials highlighting general guidelines on how to interact with persons with varying disabilities and resources for further development.

The following resources illustrate major issues to be discussed in training and provide ideas for successful staff training.
• Using and Understanding Appropriate Terminology
  The NADC provides and defines Common Terms Regarding Accessibility Services in the Arts. It is an easy-to-read, detailed glossary of terms that are commonly used, such as assistive technology, but often used in vague terms.
• The Labor Commission, State of Utah offers The Utterly Adaptable Etiquette Guide. This guide demonstrates appropriate terms to use versus those to avoid and defines different types of disabilities.
• Communicating With and About Individuals with Disabilities is a resource listing produced by the NADC that contains books, articles, and videos that provide suggestions on how to communicate respectfully and sensitively with people with disabilities.
• Designing Accessible Programs for Museums: This NADC annotated bibliography contains readily available published information in regards to museum accessibility. The publications are organized under the following topic headings. Included are books that address conducting tours for people with disabilities, guidelines for designing accessible services and programs, model programs for museums, disability related resources and materials, and design resources.
• The Deaf-Blind Theatre Access Project: Explains how creating access for Deaf-Blind Patrons requires close coordination of all theatre staff. Describes role of access coordinator, production department head, box office staff, stage manager, front of house manager and marketing team.

For additional resources please refer to the Accessibility Planning and Resource Guide for Cultural Administrators

• How Do You Implement Your ADA Plan?
• What Are Some Financial Considerations Related to Implementing Access?
• Additional Resources for Implementation

• Policies or practices, which are discovered to be discriminatory, should be modified immediately.
Example: If the only method for ticket purchase requires patrons to stand in line, alternative methods for ticket purchase should be implemented for patrons with disabilities. Another example might be a policy that states "no animals allowed." This policy should be modified with the statement, "an exception is made for service animals for persons with disabilities."
• Remove barriers to program accessibility by conducting programs, events or services in accessible locations. Possible solutions include moving a program to an accessible location or altering facilities, providing auxiliary aides and services, or assigning support staff.
Examples:
• Hiring a American Sign Language Interpreter for one or more of your performances.
• Collaborating with a group of other art galleries and hold an exhibit at an accessible space.
• Constructing/modifying backstage facilities—dressing rooms, bathrooms to be accessible.
• Configure a reasonable number of parking spaces in your lot by painting the appropriate stripes and installing signs for car and van spaces.
• Relocating classes to accommodate individuals with mobility impairments.
• Follow through on ADA plan barrier removal and timeline established after survey (See Step 4).
• Get feedback from your Access Committee (See Step 3).
• Conduct an ongoing review of accessibility efforts (See Step 10).

• Many accommodations for employees with disabilities are not costly, in fact most workplace accommodations are less than $500.
• Your commitment to an accessible facility, program and access services should be reflected in your budget, including capital improvements, personnel requirements, fees and services and accommodation/access services for participants.
• Outreach to potential participants with disabilities to invite their attendance and participation. Invite their guidance and support regarding your funding efforts towards accessibility.
• Directly involve the disability community in your efforts through your Advisory Committee (See Step 3).
• Seek financial support from foundations, corporations, local businesses and service organizations. Emphasize that by making access improvements benefits the community at-large. Funding resources in California include the Ethel Louise Armstrong Foundation and The California Arts Council’s Arts and Accessibility Technical Assistance Program PDF.

Accessible Services and Products Resource Directory: This resource directory contains services and providers for developing accessible facilities and programs in the arts. Resources for assistive listening, audio description, Braille, captioning, communication services, signage, and sign language interpreters are included. The NADC encourages contacting manufacturers, vendors and service providers to ensure the most up-to-date information is obtained at the time of need.
For additional resources please refer to the Accessibility Planning and Resource Guide for Cultural Administrators

An integral part of inviting and including people with disabilities in your facility and programs is through your outreach, public information and marketing activities. Informing and advertising to the public about the accessibility of your facility, program, and services should be included in your organization’s overall public relations strategy and targeted to specific groups. Public entities are required to provide an opportunity for people with disabilities to request the auxiliary aids and services of their choice. For example, not all persons who are blind use Braille as their primary form of communication. Whereas one person may request a Braille program, someone else may prefer an audio-tape. Therefore, at a minimum your materials should contain the name of a person to contact for information and to request auxiliary aides or services.
The following is applicable to all brochures, print ads, flyers, subscriptions, and press releases:

1. Use disability access symbols to highlight auxiliary aids, and access services available for persons with disabilities in brochures and materials produced by your organization. When using symbols place them where general information is given about the organization or program. The symbols should be displayed prominently. Integrate symbols into the design of an ad, brochure, or flyer when possible.
2. Ensure that all staff are aware of all access services and can answer questions accordingly. Make sure that all box office personnel, ushers, and staff are familiar with your organization’s overall physical access and access services.
3. Use signage with access symbols in the entrance, lobby, and/or reception area.
4. For ticket orders and subscription series, indicate if wheelchair accessible or non-step seating is available. Include a floor plan with designated wheelchair-seating areas and the universal access symbol.
5. Include the following on ticket order forms. Please check below any accommodations you may require, and return this form by {specify date}. (Optional: Include your phone number so that a member of our staff may contact you).
   • Wheelchair accessible seating.
   • Wheelchair accessible room.
   • Accessible parking.
   • Print materials provided in large type.
   • Print materials provided in Braille.
   • Print materials recorded on cassette tape.
   • Assistive listening devices.
   • Sign language interpretation.
   • Audio description.
   • Oral interpretation.
   • Other (Please specify): _________________________________________
6. If events are sign language interpreted, include the interpreting symbol on all announcements.
7. In all ads, include a phone number for more information about accessibility next to the symbols (if it is different from the general number for information).
8. Include “TTY” and the symbol next to the number for deaf and hard of hearing people:
   555-1234 (TTY)
   
   If the number is the same for general information:
   
   555-1234 (Voice/TTY or V/TYY)
   
9. If a TTY is not available:
   555-1234 (Voice only or V only)
   
10. If audio description and/or assistive listening system is available, include the symbols for those, or this line of text:
    Assistive listening system is available
    
    For more information contact 555-1234 (V/TTY).
    Audio description is available.
    
    For more information contact 555-1234 (V/TTY).
11. Language: Use words that reflect dignity in reference to people with disabilities in flyers, press releases, radio and television ads, and live interviews that promote programs (See Step 7).
12. Work with your public relations staff, advisory boards, and volunteers to do targeted advertising to people with disabilities.
    Some resources include:
    • Newsletters that target people with disabilities.
    • Social service and community organizations that work with people with disabilities.
    • Advocacy and recreational organizations whose membership is primarily made up of people with disabilities and their friends and families.
    • Schools, colleges, and parent groups.
    • Radio reading service.
    • Radio or television shows.
    • Web sites that advertise accessible events or services. (See Step 3 for resources).
13. Include access information on your web site and make it is easy to find. Make sure that the web site is accessible to people with disabilities.

The following is a quick checklist related to marketing and publicizing access services.

Questions	Yes	No
The availability of access services are publicized in the following:
Season brochures.
Press releases, newsletters, subscription series, and other publications.
Programs, playbills, and posters.
Paid advertising.
Calendar of events.
Public service announcements.
Radio reading service.
By telephone recordings.
TTY number is listed wherever the organization's phone numbers are listed, including on letterhead, in programs, and in phone directories.
An Access guide or brochure that describes services for people with disabilities.
Via network of local organizations that include/serve people with various disabilities.
Via presentations/participation in regional/state/local meetings of cultural, disability, and aging groups.
Web site.

Examples of accessible marketing and publicity: The following is a brief web tour of performing arts venues and museums to provide examples of the kinds of information, auxiliary aides and services being provided. In addition, this tour demonstrates how the web is being used to market their programs.
Performing Arts Venues:
Guthrie Theatre
Minneapolis, MN
The John F. Kennedy Center for the Performing Arts
Washington, DC
Paper Mill Playhouse
Millburn, NJ
Wild Swan
Theatre Ann Arbor, MI
Museums:
Metropolitan Museum of Art New York, NY
Museum of Science Boston, MA.
Smithsonian Institution Washington, DC 20560
Online Calendars of Events
The following calendars of events post information about the accessibility of the arts facility and identify access services provided. National Arts and Disability Center’s Calendar of Arts and Disability Events
Print Access Guides
Smithsonian Institution offers Smithsonian Access, a 48-page guide that details the accessibility of parking, entrances, facilities, and services in all 16 museums and the National Zoo. To receive a copy, write to the Accessibility Program, Smithsonian Institution, Arts and Industries Building, Room 1239 MRC 426, Washington, DC 20560.
For additional resources please refer to the Accessibility Planning and Resource Guide for Cultural Administrators

Steps 1 through 10 highlighted the steps necessary towards developing and creating an accessible arts facility and program consistent with the California and Federal laws and regulations. Your obligations do not end with the completion of your ADA survey and implementation of your ADA plan. This is just a starting point. For public facilities (Title II), the program accessibility requirements are ongoing as are the requirements to provide effective communication. For private and non-profit entities that serve the public (Title III), the obligation to remove barriers when it is readily achievable is also ongoing. In the future you may be able to make more substantive changes in your facilities, policies, and programs. For all of the arts community, an alteration, addition or new construction of your facility will have ADA requirements as well as additional obligations to comply with California State laws.

For additional resources please refer to the Accessibility Planning and Resource Guide for Cultural Administrators

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