People with disabilities are some of the most under-represented individuals in the workplace, despite the fact that research consistently shows they have equal or higher performance ratings and retention rates, as well as less absence than other groups. Yet many organizations rarely focus their efforts on ensuring that people with disabilities are valued and included. And even when companies do seek to include people who are differently-abled, they often medicalize their needs – telling people what they already know about themselves at a cost to the business. This article outlines five things that training professionals should know to include people with disabilities in our learning processes, practices, and content.
The environment disables a person
Firstly, it’s the environment that disables a person – not their impairment. The way that our societies and organizations are structured creates barriers for people with different abilities. For example, if you are dyslexic, it’s not your impairment that disables you, but the fact that so much of our learning is text-based. Or, if you have a hearing impairment, the fact that closed captioning or translators are rarely available.
In the rapid shift from in-person to virtual learning and development, the needs of people with different abilities and disabilities have often been overlooked. Learning professionals have a responsibility to be conscious of different people’s needs and seek to create accessible, inclusive learning where people with disabilities have independence, choice, and the ability to fully participate.
People know their own abilities and impairments best
Secondly, people know their abilities and impairments best – but they need to be asked. When organizations do consider the learning needs of people with different abilities, they often make assumptions or even enact occupational health assessments or the equivalent when asked for a reasonable adjustment in the learning process. This can be helpful if someone has a new disability and is getting to know their own needs at work, but most of the time it wastes time, money, and trust.
Most people will know the adaptions they need, so the best option is to ask what they need and believe them. But you do actually have to ask. Only by asking the question can you show that you care about their inclusion, recognize they probably have the solution and have the information you need to implement the right changes for them. That means ensuring that accessibility questions are embedded into all your learning processes and evaluations. And it means listening to the answers.
Be aware that not everyone identifies with the term disability
Thirdly, be aware that not everyone identifies with the term disability. Often, organizations struggle to collect data on the number of people who have disabilities, and therefore their learning needs. This is partly due to the fact that not everyone identifies with the term disability. So, in order to gather meaningful data to genuinely help you make your learning more accessible and inclusive for people with disabilities, it can be more helpful to ask people about their adjustment or accessibility needs. After all, the information you require is not someone’s impairment, but what their individual accessibility need is. This can also help you assess the wider accessibility needs of your organization and ensure they’re taken into account across your learning processes.
Managers do not need to be disability experts
Fourthly, it’s worth remembering that managers need to know about accessibility but don’t need to be disability experts. When implementing disability awareness training, it can be tempting to issue specific disability training to all managers. However, this can create the impression that managers need to be experts in specific disabilities and can lead to some managers feeling overwhelmed and avoiding hiring people with disabilities – or telling people that they know their disabilities better than them.
Instead, it’s better for both the manager and the employee if they understand their responsibilities to create an accessible environment, and how best to talk about accessibility and disability to their team. Then, when they do need to know how to support someone with a specific disability or access need, they know where to go to find information and support.
Your help can make your learning more accessible
And finally, your people can help make your learning more accessible. If you’re wondering where to start to ensure your learning processes, practices and content are accessible, ask your people. Yes, there are lots of online resources and guides – but to truly understand and sustain your own learning, the best way is to work together with those who have lived experience. The likelihood is, you have people in your company who would be willing to help if you just ask. So, when creating new learning processes or programs, ask for input from your people with different accessibility needs; they can help you ensure that not only is the learning itself accessible, but the content and examples are relatable for everyone in your organization.
The key to each of these actions is to remember that people know themselves and their abilities best. Only by asking about their unique needs – rather than making assumptions – and listening to the answer, can you truly create a more accessible and inclusive learning environment.
