Working Together

Module 3. Introduction

- Hi, my name is Liliane. In this module, you will learn about what makes collaboration accessible for diverse research partners. We will give you tips for materials, meetings and flexible work practices so everybody on the team can participate and be their best. We’ve added optional resources for you to learn more. Click on each lesson to get started.

Module 3. Accessible collaboration

• Lesson 1: Accessibility
• Lesson 2: Materials
• Lesson 3: Meetings
• Lesson 4: Flexibility
• Something to think about

Lesson 1: Accessibility

Accessibility is about removing barriers so everyone can be included and have equal opportunities. Barriers come from the physical environment, the social environment, the way that we do things and share information. Accessibility is influenced by policies and politics.

Accessibility is not optional. The Americans with Disabilities Act (ADA) is a law. It applies to most businesses with more than 15 employees and to organizations serving the public.
The ADA mandates accessible environments including transportation, entrances, parking, restrooms, routes with clear and wide paths.
The ADA mandates accessible communication including plain language, closed captions, descriptive text for images.
The ADA also mandates accommodations and supports including service animals, compatibility with assistive technology, reasonable accommodations.

Accessibility is a civil right.

Universal design

Universal design is when we do things in a way that is easy for everybody. Any team member may need accommodations. All team members have complex lives and could benefit from flexibility and options for participation. The whole team will be more successful if everybody can participate.

Identify needs and preferences

Identify what team members need to be their best. Consider an onboarding interview or survey that includes identity and language preferences, what technology a person uses, accessibility and support needs, participation preferences.

Download the onboarding survey.

Accessible collaboration. What it looks like:

The environment makes people feel welcomed, comfortable, and safe. Materials are shared in many formats that are easy to access and understand. There are options for participation to meet your schedule and other needs. Supports are provided to remove barriers to participation.

Lesson 2: Materials

Provide options for accessing different levels of information. Use accessible language addressing the needs of team members. Example: Sharing a research article with a plain language summary.

Plain language

Plain language can include literal, common words; short sentences; bullet points; topic headings. There are trainings and tools to help teams with plain language.

Multiple formats

Use multiple formats to share information including writing, video with closed captions, auditory recordings.

Ways of sharing information

Share materials in different ways.

• Online options like website, Microsoft Teams, Google Docs, Dropbox.
• Email or text
• Hard copies sent by regular mail

Visual information

Images and icons can help with understanding. Visual information can also be distracting for autistic people. Seeing materials before meetings can help to prepare. It can also help with being less distracted by the visual information.

If using text on slides, the text should match what is said. Processing different information at the same time can be overwhelming for autistic people.

Avoid infantilizing or stereotypic images and cartoons.

Use underlined words only for active links.

Visual formats

Provide a PDF version of the materials. PDFs may be easier for people with visual impairments to work with. PDFs can be printed to follow along during meetings.

Also provide the original editable document so each person can adapt it to their needs.

Remember, people using small mobile devices or regular phones may not be able to see materials shared on the screen.

Make sure electronic materials are accessible to screen readers and add “alt text” to pictures.

Ask an accessibility specialist for support in making PDFs accessible to screen readers.

Use a colorblind palette.

Lesson 3: Meetings

A comfortable environment is important for in-person meetings.
This includes lighting and sound management; options for seating, standing, and location in the room; ability to adjust temperature; allowing food, fidgets, support animals, etc; support for transportation needs and parking.

Virtual meetings

Accessibility considerations for video conferencing: live closed captions by a person are more accessible; choice of cameras on or off; option to speak or use the Chat; support for internet access.

Other types of virtual meetings: over the phone, by text or chat.

Schedule

Offer meeting times when community partners are available, like at night or on weekends. Send calendar invitation with reminders. Schedule meetings on the same day and time. Meet in the same room or use the same virtual link.

Group size

Smaller group size (5-10) can be more comfortable and accessible. Provide the size of the group in advance. Let people know in advance if breakout rooms will be used.

Very small groups can be uncomfortable and force people to participate. Larger groups make it hard for everybody to have time to contribute.

Allow time for people to meet with others with similar experiences so they can share more candidly.

Processing information

Provide agenda and materials in advance. Offer support to prepare for meetings.

Slow down: allow time for people who use Augmentative Alternative Communication (AAC) to respond; allow time for people who need time to process information.

Plan frequent breaks. Check understanding frequently.

Be precise and avoid questions that are too broad or vague.

Offer a support person as needed.

Use Artificial Intelligence (AI) to take notes or provide a summary.

Provide ways to communicate and share ideas after each meeting (e.g., survey, emails, chat apps, shared documents).

Provide a written summary of the meeting.

Lesson 4: Flexibility

Build in flexibility for the unexpected within grant budgets and project timelines. Abilities of autistic and non-autistic partners to complete tasks may change based on their daily lives. Use creativity in addressing barriers to participation. Solutions may include assistance with caregiving, transportation, household support.

Task support

People want to be involved but may be afraid of letting the team down if they cannot complete their tasks. Consider assigning the same task to two people and combining their work. Co-lead projects. Have regular individual meetings. Use these strategies: body doubling: working on different tasks; co-creation work sessions: working on the same task.

Hiring support

New employees on a US research team will need to fill out the Federal I-9 form for identification and work authorization. In rural areas, when research partners will collaborate remotely, it may be more accessible to complete the form:

• Remotely using E-Verify
• In their community with a notary public as the employer’s Authorized Representative

Employment support

Using payroll systems can be difficult for community partners. Most time-keeping portals are not accessible.

Solutions:

• Adopt a fixed schedule for a research partner’s work.
• Assign someone to enter community partners’ time.
• Update team members’ schedules as needed.

Paying research partners can impact the benefits a person receives. Project managers may need to fill out paperwork to support their benefits.

Something to think about

What accessibility strategies would be helpful for you to participate on a research team? (check all that apply)

• Live closed captions
• Video off
• Typing in the chat
• Sharing tasks with someone
• Materials shared in video format
• Materials printed and mailed to me
• Getting support with internet access
• Assistance with caregiving
• Regular individual meetings
• Other:

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