Scoping questions
This guideline applies if you answer yes to:- Does your event have any staff — volunteers, employees, or outsourced workers — who will interact with attendees?
Implementation guidelines
Event-specific practices
Hiring and training- Where possible, hire staff with experience working with the disability community.
- Before your event, train all front-of-house staff and speakers on disability etiquette.
- Brief staff on the interactions they may have at their assigned station and the strategies and features they’ll use to keep the experience inclusive.
- For stations with accessible equipment or features, ensure staff know how to use that equipment, activate features, and identify situations where they’re relevant.
- Give staff information on how guests with disabilities can leave feedback about the event.
Disability etiquette — general
- Person-first (“a person with a visual disability”) or identity-first (“a visually disabled person”) language is a personal choice. Always use the language a person prefers. When you don’t yet know, default to person-first.
Some communities tend to prefer identity-first language. Many Deaf people prefer “Deaf person” and the same is true for parts of the Autism community. When possible, don’t assume — ask.
- Never assume or take over. Ask permission before helping, touching mobility aids, or providing support. Respect independence and personal space.
- Treat people with disabilities as equals. Avoid patronizing tones or pity. Acknowledge strengths and achievements.
- Respect personal boundaries — don’t touch or lean on wheelchairs, canes, or service animals without explicit permission.
- Be open and flexible. Everyone has unique needs.
- Use respectful terminology. When in doubt, ask how someone prefers to be referred to.
- Include people with disabilities in conversations, activities, and decisions.
- Focus on the person’s abilities, interests, and experiences — not their disability.
- Show genuine interest and respect for their thoughts and opinions.
- Ask if someone needs assistance; respect their answer, and be creative when help is welcomed.
Physical disabilities
- Respect the personal space of wheelchair users and people with fine motor disabilities. Don’t lean on their chair or touch their devices without permission.
- When speaking with someone in a wheelchair, position yourself at their eye level.
- Allow extra time for tasks. Don’t rush.
- Be aware of any assistive technology or devices being used and respect them — they’re essential to independence.
Vision disabilities
- Introduce yourself and others when approaching. Use verbal cues to indicate presence and position.
- Politely ask if help is needed. Respect declines. If accepted, offer a guiding arm or ask how they prefer to be guided.
- Use descriptive language for directions and layout — landmarks, distances, obstacles.
- Verbally describe visual elements: aids, charts, displays.
- Guide dogs are working — don’t distract or pet without permission. Speak to the person, not the dog.
- Use clock positions for directions (“the door is at 12 o’clock”).
- Warn about obstacles like steps or low-hanging objects, and offer help navigating.
- Provide detailed descriptions of people, objects, and actions happening around a blind guest.
- Don’t move personal belongings or mobility aids without permission.
Hearing disabilities
- Get the person’s attention before speaking — a wave to establish eye contact works well.
- Face them directly with clear lighting on your face. If a sign-language interpreter is present, address the person, not the interpreter.
- Speak clearly at a natural pace. Don’t over-enunciate, exaggerate, or shout — it distorts lip movements.
- Use facial expressions, gestures, and body language as visual cues — without overdoing it.
- Ensure lighting favors lip-reading. Avoid backlighting your face.
- Use written notes, diagrams, or other visual aids to supplement speech.
- Be patient. Allow time to process and respond. Don’t interrupt or finish sentences.
- Ask about preferred communication mode — lip-reading, sign language, hearing aids, or cochlear implants — and adapt.
- If either of you is unsure of understanding, ask for clarification and find methods that work for both.
Speech disabilities
- Be patient and give full attention. Let them express themselves without interruption.
- Maintain eye contact.
- Use nonverbal cues — nodding, smiling — to show you’re following.
- Let them finish their own sentences.
- Ask open-ended clarifying questions when you don’t understand.
- Be open to alternative communication methods like augmentative and alternative communication (AAC) devices, sign language, or written notes.
- Don’t make cognitive assumptions based on speech.
- Communicate at their pace. Focus on the message, not the articulation.
Cognitive disabilities
- Be patient and give full attention. Let them express themselves without interruption.
- Maintain eye contact.
- Use nonverbal cues — nodding, smiling — to show you’re following.
- Ask open-ended clarifying questions when you don’t understand.
- Be open to alternative communication methods like AAC devices, sign language, or written notes.
- Don’t make cognitive assumptions based on how someone communicates.
- Communicate at their pace. Don’t interrupt, overcorrect, or complete sentences.