Below is our commitment to accessibility and safety when you work with us:
At the start of our programmes, we outline a clear structure. We have friendly ground rules for how and when to speak and offer these to the group for their agreement.
As experienced facilitators, we know safety matters for participants. This means psychological safety, as well as physical. If there is anything individuals are asked to do that they are not comfortable to do – for any reason whatsoever – it’s their legitimate choice to say, ‘No’..
All activities are explained and sign-posted in more than one way: for example, briefing both in writing and verbally. Similarly, we offer choices on modes and media by which participants can respond to questions.
We avoid text-heavy presentations and ensure handouts are available for participants to read in their own time.
We don’t pick on people during sessions. We gently invite and encourage, noticing those who may or may not want to go first.
Each person’s contribution is valued and acknowledged. We talk about successes rather than failures.
Welcoming alternative ways of thinking, we offer a multi-channel approach in our courses, using spoken word, accessible metaphors, writing and images.
We invite attendees to contact us or pass on information before the event if they have additional needs, so that we can support them during the session, and make sure they have what they need. Previously, we have welcomed participants with additional visual needs, audio needs, and users of wheelchairs on our courses.
We provide relevant information prior to training sessions, ensuring attendees have an outline for the session and a time frame. All pre-course videos can be subtitled.
We can record virtual sessions, so that individuals can view it in their own time or listen to just audio, or view transcription. We can enable live transcription if appropriate, to enable anyone to follow the training via text on Zoom.
Virtually, we invite participants to use their preferred method of responding, e.g. verbally, in the chat box or by giving us a sign like a thumbs up. If individuals prefer to stick to one method we make sure that anything said in an alternative channel is read out in the main group or written in the chat box.
We write and speak clearly and concisely, avoiding jargon. Tasks are broken down into small steps, with clearly assigned priorities and timelines.
In face-to-face sessions we provide sensory stimulating objects, such as fidget toys for individuals who find them helpful for their concentration. Similarly, we cater for people’s needs to move around during virtual sessions.
We ensure regular breaks to allow time to process, reflect and retreat.
We give people time to ask questions.
We work with groups in non-hierarchical ways ensuring all voices get heard and respected.
Our design accommodates different learning styles with a blend of activity, reflection, theory and application.
We follow the Diversity and Inclusion policies and procedures of client organisations, and adjust every session as it runs, to fit the emerging needs of its participants. We invite participants to share any learning challenges they may face and adapt accordingly.
We comply fully with the Equal Opportunities Act (2010).
