Playbook for Accessible Gaming Events Guideline 110: Staff
The quality and training of staff at events can make or break an event for guests with disabilities. A poor interaction can lead to people feeling unseen, unheard, or flatly disrespected. As such, it is incredibly important that staff be trained appropriately on disability etiquette and how to handle requests for assistance from community members.
Scoping questions
If you answer "Yes" to any of the following questions, this guideline applies to your event:
- Does your event have any staff (volunteers, employees, outsourced workers) that will be interacting with attendees?
Implementation guidelines
Consider implementing the following guidelines for your event.
Event-Specific Practices
Hiring / Training
Whenever possible, try to hire staff with experience working with the disability community.
Before your event begins, ensure all front-of-house event staff and speakers are trained on disability etiquette.
Example (expandable)
Every staff member in this photo was trained on disability etiquette before their event.
Event Interactions
Ensure staff have been briefed on what sorts of interactions they may have with community members at their assigned station and what strategies and features will be utilized to ensure the experience will be inclusive and delightful for them.
For staff assigned to experiences that have accessible equipment and/or features, ensure staff know how to utilize said equipment and activate those features, as well as what situations those features and equipment would be relevant in.
Provide staff with information on how guests with disabilities can leave feedback on the event.
Disability Etiquette
General Guidelines
The use of person-first (like "a person with a visual disability") or identity-first (like "a visually disabled person") language is a personal choice and varies from person to person. While one should always use the language preferred by a person when referencing them, situations sometimes arise in which one does not know what a person's preference is before referencing them. In these situations, use person-first language.
Note
Some communities tend to prefer identity-first language. For example, many people who are Deaf prefer to be referred to as a "Deaf person." The same is often true for those in the Autism community. When possible, avoid making an assumption and don't be afraid to ask if someone prefers person-first or identity-first language when referring to them.
Avoid making assumptions or taking over without consent. Always ask for permission before helping, touching mobility aids, or providing support. Respect their independence and personal space.
Treat individuals with disabilities as equals. Avoid using a patronizing tone or expressing pity. Respect their autonomy and acknowledge their strengths and achievements.
Just like with anyone else, respect personal boundaries. Avoid touching or leaning on assistive devices such as wheelchairs, canes, or service animals unless given explicit permission.
Understand that everyone is different and has unique needs. Be open and flexible when accommodating requests or making necessary adjustments to ensure inclusivity and participation.
Be mindful of using appropriate and respectful terminology. When in doubt, it's always best to ask the individual how they prefer to be referred to or described.
Ensure that individuals with disabilities are actively included in conversations, activities, and decision-making processes. Try to engage and involve them in creating an inclusive and participatory environment.
Engage in conversations that focus on the person's abilities, interests, and experiences rather than dwelling on their disability. Treat them as a whole person, just like you would with anyone else.
Treat individuals with disabilities with respect, dignity, and equality. Avoid patronizing or talking down to them. Show genuine interest and respect for their thoughts, ideas, and opinions.
Be proactive and ask if someone needs assistance. Respect their decision if they decline but be ready to provide support when needed. Be creative in providing assistance if necessary.
Physical Disabilities
Respect the personal space of individuals using wheelchairs or with fine motor disabilities, just as you would with anyone else. Avoid leaning on their wheelchair or touching their assistive devices without permission.
When speaking with someone using a wheelchair, position yourself at their eye level to facilitate comfortable and inclusive communication. This helps establish eye contact and fosters a sense of equality.
Individuals with fine motor disabilities may require more time to complete tasks or express themselves. Practice patience and avoid rushing them. Allow them the necessary time to perform actions at their own pace.
Be aware of any assistive technology or devices individuals may be using, such as mobility aids or specialized utensils. Respect and be mindful of these devices, as they are essential for their independence and daily activities.
Vision Disabilities
When approaching someone with visual disabilities, introduce yourself and others present. Use verbal cues to indicate your presence and position.
If you think someone with visual disabilities may need assistance, politely ask if they would like any help. Respect their decision if they decline. If they accept, provide a guiding arm, or ask them how they prefer to be guided.
When providing directions or explaining the layout of an area, use descriptive language to help individuals with visual disabilities form a mental image of their surroundings. Include landmarks, distances, and any potential obstacles.
If there are visual elements or displays, provide verbal descriptions of what is happening or being presented. This includes describing visual aids, charts, or any other visual materials.
If someone is accompanied by a guide dog, remember that the dog is working and should not be distracted or petted without permission. Speak to the person and not the dog, as the dog is not the primary means of communication.
When providing directions or indicating the location of objects or points of interest, use clock positions (e.g., "The door is at 12 o'clock," "The chair is at 3 o'clock"). This helps individuals with visual disabilities understand the relative location of things.
If you notice any obstacles in the path, such as steps or low-hanging objects, politely inform the individual and offer assistance in navigating around them.
When interacting with blind individuals, provide detailed descriptions of people, objects, or actions happening around them. This helps them understand the context and participate fully in conversations.
Avoid touching or moving someone's personal belongings or mobility aids without permission. Respect personal space and boundaries, just as you would with anyone else.
Hearing Disabilities
Before starting a conversation, ensure you have the person's attention. You can wave your hand to establish visual contact.
Position yourself in a way that allows the individual to see your face clearly. Face them directly and maintain eye contact while speaking. If they are using a sign language interpreter, talk to the person, not the interpreter.
Speak clearly, but do not over-enunciate or exaggerate your lip movements. Use a natural tone and pace of speech. Avoid shouting, as it can distort lip movements and make it harder to understand.
Use facial expressions, gestures, and body language to enhance communication. These visual cues can provide additional context and help convey meaning. Just be careful not to be too exaggerated.
Ensure that the lighting conditions are favorable for lip-reading and visual communication. Avoid having bright lights behind you, as it can create glare and make it difficult for the individual to see your face.
Utilize visual aids, such as written notes or diagrams, to supplement verbal communication. These can be helpful in conveying complex or detailed information.
Communication may take a little longer with individuals who are deaf or hard of hearing. Be patient, allow them time to process and respond, and avoid interrupting or finishing their sentences.
Ask the individual about their preferred mode of communication. Some individuals may prefer lip-reading, while others may use sign language or assistive technology like hearing aids or cochlear implants. Respect their choices and adapt your communication style accordingly.
Remember, communication is a two-way process. Be attentive, responsive, and open to feedback. If you are unsure if the person understood you or you didn't understand them, don't hesitate to ask for clarification and be willing to find alternative methods of communication that work for both parties.
Speech Disabilities
When communicating with someone with a speech disability, be patient, attentive, and give them your full attention. Allow them time to express themselves without interrupting or rushing them.
Maintain eye contact while listening to someone with a speech disability. This shows that you are engaged and attentive to their communication. Avoid looking away or showing signs of impatience.
Practice active listening by nodding, smiling, or using facial expressions to show understanding and encouragement. Use nonverbal cues to indicate that you are following the conversation and value their input.
Allow the person with a speech disability to finish their sentences or thoughts. Avoid jumping in to complete their sentences, as it can be disempowering and disrupt their communication process.
If you're having difficulty understanding something, ask open-ended questions or use prompts to seek clarification. Encourage the person to provide more information or use alternative communication methods if needed.
Be open and receptive to alternative communication methods individuals may use, such as augmentative and alternative communication (AAC) devices, sign language, or written communication. Respect their preferred mode of communication and adapt accordingly.
Do not make assumptions about someone's cognitive abilities based on their speech disability. Treat them as capable individuals and give them the opportunity to express themselves fully.
Allow the person with a speech disability to communicate at their own pace. Avoid interrupting or overcorrecting their speech. Focus on understanding their message rather than how they articulate it.
Cognitive Disabilities
When communicating with someone with a cognitive disability, be patient, attentive, and give them your full attention. Allow them time to express themselves without interrupting or rushing them.
Maintain eye contact while listening to someone with a cognitive disability. This shows that you are engaged and attentive to their communication. Avoid looking away or showing signs of impatience.
Practice active listening by nodding, smiling, or using facial expressions to show understanding and encouragement. Use nonverbal cues to indicate that you are following the conversation and value their input.
If you're having difficulty understanding something, ask open-ended questions or use prompts to seek clarification. Encourage the person to provide more information or use alternative communication methods if needed.
Be open and receptive to alternative communication methods individuals may use, such as augmentative and alternative communication (AAC) devices, sign language, or written communication. Respect their preferred mode of communication and adapt accordingly.
Do not make assumptions about someone's cognitive abilities based on how they communicate. Treat them as capable individuals and give them the opportunity to express themselves fully.
Allow the person with a cognitive disability to communicate at their own pace. Avoid interrupting, overcorrecting their speech, or completing there sentences. Focus on understanding their message rather than how they articulate it.
Resources and tools
Article | A Guide to Interacting with People who have Disabilities | linkedin.com
Article | Disability Etiquette - A Starting Guide - Disability:IN | disabilityin.org
Video | Disability Etiquette - Xbox | microsoft.com
Training | Gaming Accessibility Fundamentals | microsoft.com
Video | Introduction to Disability and Accessibility (audio described version) | youtube.com