Disability-Inclusive
Communications
Guidelines

The United Nations Disability-Inclusive Communications Guidelines
were developed by the Department of Global Communications
in collaboration with the Disability Team in the Executive Office of the Secretary-General,
members of the United Nations Disability Inclusion Strategy (UNDIS) focal point network,
and in consultation with the International Disability Alliance.
June 2021

Table of Contents

INTRODUCTION....................................................................................................1
WHO ARE PERSONS WITH DISABILITIES?...........................................................3
GETTING STARTED: WHAT YOU NEED TO KNOW................................................5
DEVELOPING INCLUSIVE CONTENT ...................................................................9CREATING ACCESSIBLE CONTENT...................................................................22
CHECKLIST TOOLS AND TIPS............................................................................35
RESOURCES........................................................................................................44
GLOSSARY..........................................................................................................46

UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES iii

List of acronyms

AI		

Artificial intelligence

Alt text		

Alternative text

CART		

Communication access real-time translation

CC		

Closed captions

CRPD		

Convention on the Rights of Persons with Disabilities

DGC		

Department of Global Communications

DRM		

Digital rights management

EOSG 		

Executive Office of the Secretary-General

ePub		

Electronic publication

ICT		Information communications technology

OPD		

Organization of persons with disabilities

SDGs		

Sustainable Development Goals

SDH		

Subtitles for the Deaf and Hard-of-Hearing

UN		

United Nations

UNCT		UN Country TeamUNDIS		UN Disability Inclusion Strategy

UN OICTUN Office of Information and Communications Technology

VPAT		

Voluntary Product Accessibility Template

W3C 		

World Wide Web Consortium

WAVE 		Web Accessibility Evaluation Tool

WCAG 		Web Content Accessibility Guidelines

WebAIMWeb Accessibility in Mind

iv UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

Introduction

Why are disabilityinclusive communications
guidelines important?
In an ever-connected world, communications
have grown into a must-have cross-cutting skill
for every United Nations (UN) professional.
Inclusive and accessible communications
benefit everyone, both persons with disabilities and the general public. By practisingdisability-inclusive communications, we canreflect the true diversity of our societies.
Moreover, disability-inclusive communications
will help to fulfill the promise of ‘leaving no one
behind’, a key component of the 2030 Agenda for
Sustainable Development. Inclusive communications allow persons with disabilities to participate fully and equally in all spheres of society.

What are the
Guidelines for?
The purpose of the Guidelines is to assist UN
communications focal points and other UN staff
to make all our commumunications disabilityinclusive and accessible. Inclusive and accessible communications reduce bias and discrimi-

Who are the
Guidelines for?
The Guidelines are intended for all UN personnel, whether they work in human rights,
sustainable development, humanitarianassistance, or peace and security. We hope
the Guidelines will help staff to assess anddevelop their communications, and also drive
broader cultural change in our organizations.
The UN Disability Inclusion Strategy (UNDIS),
launched by the Secretary-General in 2019,aims to raise the standards and performanceon disability inclusion across the UN’s work.
The Strategy, which consists of a policy andan accountability framework, covers theentire UN system from headquarters to fieldlevel. Its overall implementation is coordinated by the Disability Team in the Executive
Office of the Secretary-General (EOSG).1
The Strategy’s accountability framework comprises two aligned components: the Entity
Accountability Framework and a UN Country
Team (UNCT) Accountability Scorecard on
Disability Inclusion. With indicators covering four core areas across programmes andoperations, 2 the accountability framework

nation, and promote inclusion and participation.
1

United Nations, Disability Inclusion Strategy (2019). At: www.un.org/disabilitystrategy.

2

The four core areas of the Strategy are: leadership, strategic planning and management; inclusiveness; programming; and organizational
culture.

1 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

establishes specific benchmarks to support

Team in the EOSG and members of the UNDIS

entities and UNCTs to achieve transformative

entity focal point network, and in consulta-

and lasting change on disability inclusion.

tion with the International Disability Alliance.3

Indicator 15 of the Entity Accountability
Framework centres on substantive communications. Indicators 6 and 6.1 focus on accessibility.
These Guidelines support any UN entity thataims to approach, meet or exceed the requirements for disability-inclusive and accessible
communications (indicators 15, 6 and 6.1 of
the Entity Accountability Framework), and will
also support UNCTs in their disability-inclusive
communications (indicator 14 of the UNCT
Accountability Scorecard on Disability Inclusion).

Contributors included organizations of
persons with disabilities, communications
specialists, and disability inclusion experts.

When and where can the
Guidelines be applied?
The Guidelines can be used by UN personnel
in all their communications, when they send
emails and meeting notes, prepare documents, participate in community consultations, communicate through digital platforms,
or run multi-channel campaigns that exploit

How were the Guidelines
developed?
The Guidelines were developed by the United

a range of media. Supported by best practices and examples, they provide guidanceon how to respect disability etiquette andcreate inclusive and accessible content.

Nations Department of Global Communications(DGC), in collaboration with the Disability

In 2018, UNICEF opened the first fully inclusive playground for children with disabilities in Jordan in Za’atari RefugeeCamp as part of national efforts to make education inclusive for all children. Photo Credit: Christopher Herwig (UNHCR).

3The International Disability Alliance is a network of global and regional non-governmental organizations of persons with disabilities and theirfamilies. More information at: www.internationaldisabilityalliance.org.

UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINESE 2

Who are persons with disabilities?

Persons with disabilities include people who

communications that respects difference

have long-term sensory, physical, psycho-

and recognizes persons with disabilities associal, intellectual, or other impairments

part of human diversity and humanity.

that, in interaction with various barriers, mayhinder their full and effective participation

All UN staff should follow the CRPD to thein society on an equal basis with others.4

best of their ability and ensure that persons

Persons with disabilities are a diverse group,

fundamental freedoms. Specifically, CRPD

who have different impairments and varied

Articles 9 (Accessibility) and 21 (Freedom of

identities (for example, as women, indigenous

expression and opinion and access to infor-

persons, young adults, or children). The rights

mation) underline that it is important to takeof persons with disabilities have been largely

appropriate measures to ensure accessibility

disregarded and they confront social and envi-

for persons with disabilities, and their rightronmental barriers as a result. The exclusion andto freedom of expression and opinion.

with disabilities enjoy their human rights andmarginalization persons with disabilities frequently experience can be further compoundedbecause of discrimination due to their gender
identity, age, ethnicity, race, sexual orientation,
origin, location, legal status, or on other grounds.
The Convention on the Rights of Persons
with Disabilities (CRPD) embraces the differ-4

Consulting persons
with disabilities andtheir representative
organizations

ences between human beings and underlines

The UN Disability Inclusion Strategy recog-

the importance of taking the diversity of thenizes that persons with disabilities are actors

human experience into account. To ensureof change and possess unique knowledge andpersons with disabilities are accurately por-

lived experiences of disability that others dotrayed and can access information and com-not. As a diverse, non-homogeneous popula-munications on an equal basis with others, wetion, persons with disabilities have the right tomust adopt an approach to disability-inclusive

participate fully and effectively in decisions

Convention on the Rights of Persons with Disabilities (CRPD), Article 1. The CRPD refers to 'mental' impairment. The CRPD Committee now
uses the term 'psychosocial' impairment.

3 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

that affect their lives. Being able to do so is

Persons with disabilities are often represented

critical to the removal of systemic barriers to

by organizations of persons with disabilities

their full inclusion and participation in society.

(OPDs). OPDs are global, regional, national, or

It is critical to closely consult, and actively
involve, persons with disabilities and theirrepresentative organizations in all areas ofcommunications to make sure that disability-inclusive communications are responsive,
appropriate for the audience, and useful to all.
Persons with disabilities can provide uniquelocal non-governmental organizations that areled, directed and governed by persons withdisabilities, for persons with disabilities. They
may have a cross-disability focus, or represent one type of impairment, or one specificgroup (for example, women with disabilities
or indigenous persons with disabilities).

perspectives and make positive contributions
to the content and quality of communications
and the ways in which we communicate.

FIGURE 1: GLOBAL POPULATION OF PERSONS WITH DISABILITIESGlobal population of persons with disabilities (IASC Guidelines, 2019, Inclusion of Persons with Disabilities in Humanitarian Action)

UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINESE 4

Getting started:
what you need to know

To communicate in a disability-inclusive manner,

This may result in a range of impacts. For exam-

we must appreciate that persons with disabili-

ple: children with disabilities may not be sentties are part of human diversity. Shift the focus

to school, or school buildings may not be built

to the person, rather than the impairment.

with accessibility in mind. Sexual and reproduc-

In communicating about persons with disabilities, we need also to recognize the overarching
narratives that have been used to describe
persons with disabilities, and how to modeland shape narratives to ensure inclusion.

tive health information may not be provided ina range of accessible formats that ensure all
youth with disabilities can access it. Employers
may have a hiring bias against persons withdisabilities. Persons with disabilities may facehigher rates of violence. And harmful practices
such as the widespread use of forced sterili-

Address stereotypes

zation and institutionalization may continue.

Implicit bias affects everyone and is com-

ACTION

pounded by mixed messaging in the media
and entertainment industries. Disability resultsfrom the interaction between persons with
impairments and attitudinal and environmental barriers that hinder their full and effective
participation in society on an equal basis withothers.5 Stereotypes contribute to attitudinalbarriers and foster conditions that encourage

Do not portray persons withdisabilities as: Vulnerable or a burden on others.
 Living a life of less value or quality.

discrimination against persons with disabilities.

 Less than human.

We therefore need to recognize and avoid

 Dangerous.

common stereotypes that depict persons withdisabilities as heroic, for example, or pitiable, Extraordinary or superheroic.

or less than others. Such stereotypes influence
our perception of persons with disabilities andfrequently perpetuate their social exclusion.

5

Convention on the Rights of Persons with Disabilities, Preamble, paragraph (e).

5 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

BOX 1. EXAMPLES OF COMMON STEREOTYPES6“Persons with disabilities are incapable”
This stereotype suggests that persons with disabilities are vulnerable, a burden to society, family and friends, and in need of protection because it is assumed they cannot make decisions,work or learn.

“The lives of persons with disabilities have less value”
This stereotype supposes that persons with disabilities have a lower quality of life because of
their impairment(s) and as a result their lives are not worth living.

“Persons with disabilities are less than human”
This stereotype asserts that persons with disabilities do not share human feelings and emotions and do not share a common human dignity. On these grounds, they may be dehumanizedand objectified. These attitudes are often at the root of abusive practices such as shackling,
medical experimentation, and other forms of violence and abuse.

“Persons with disabilities are dangerous.”
Persons with disabilities are often presumed to be dangerous to themselves and others. This
perception has frequently been the justification for the enforcement of mental health laws,
forced medical treatment and deprivation of liberty.

“Persons with disabilities are extraordinary / overachievers”
Persons with disabilities are considered to lead difficult lives and therefore any success they
achieve is due to their courage and power – they have ‘overcome’ impairment. This is often
referred to as the phenomenon of a “superhero”, a person who serves as an inspiration and rolemodel for persons with disabilities and others alike.

6

Adapted from OHCHR, Awareness-raising under article 8 of the Convention on the Rights of Persons with Disabilities (2019).

UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINESE 6

Models of disability:
charity, medical and social
The experience of persons with disabili-

illustrate why societies have given cer-ties in society has been explained using

tain roles to persons with disabilities atdifferent models of disability, whicha given time and in a given context.

BOX 2. THREE MODELS OF DISABILITY• “The charity model of disability considers persons with disabilities as passive objects of kind(charitable) acts or welfare recipients only, rather than as empowered individuals with equal
rights. Under this model, disability is an individual’s problem and persons with disabilities are
not considered capable of providing for themselves on account of their impairments; rather,
they are considered as a burden on society, which bestows its benevolence on them. Persons
with disabilities, under this perspective, are considered the objects of pity, dependent on
the goodwill of others, and are thereby disempowered and not in control of their own lives,
participating little or not at all in society. The effect of this model is that society’s responses
are limited to care and assistance, with individuals being reduced to recipients of charity andwelfare only, instead of its guaranteeing them the enjoyment of their rights.”7• “The medical model of disability considers persons with disabilities as objects of treatment,as patients to be cured, and disability as a medical problem that needs to be solved or an
illness that needs to be treated. Under this model, disability resides in the individual anddoctors know best how to correct and manage any impairment, regardless of the consent,
will and preferences of the individual. Persons with disabilities, under this model, are considered as deviating from the physical and mental norms and their behaviours and attitudes
are pathologized. The effect of this model is that society’s responses seek to normalize anddiminish impairments as a means to enabling participation, instead of removing barriers.”8• “The social model frames disability as the consequence of the interaction of the individual withan environment that does not accommodate that individual’s differences. This lack of accommodation impedes the individual’s participation in society. Inequality is not due to the impairment, but to the inability of society to eliminate barriers challenging persons with disabilities.
This model puts the person at the centre, not his/her impairment, recognizing the values andrights of persons with disabilities as part of society. This paradigm shifts disability as not a“mistake” of society but an element of its diversity. Disability is a social construct—the result of
the interaction in society between personal factors and environmental factors. Disability is not
an individual problem but the outcome of a wrong organization of society.”9

7

OHCHR, Awareness-raising under article 8 of the Convention on the Rights of Persons with Disabilities (2019).

8

Ibid.

9

OHCHR, The Convention on the Rights of Persons with Disabilities: Training Guide (2014).

7 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINESThe human rights-based approach builds on thesocial model. “The CRPD signaled a ‘paradigm
shift’ from traditional charity-oriented, medical-based approaches to disability to one basedon human rights. It calls for the inclusion andparticipation of persons with disabilities acrossthe human rights, development, and humanitarian agendas.”10 This is the approach to be usedin all UN disability-inclusive communications.

as being less worthy of respect and consideration, less able to contribute and participate,
and of less inherent value than others.”11
Whereas many discriminatory discourses are
increasingly challenged by public opinion,
ableism continues to legitimize discriminatory forms of expression and behaviour. It
may be conscious or unconscious, and may
be entrenched in institutions, systems, andAbleism“In a similar manner to racism, sexism orageism, 'ableism' is commonly describedas the belief system that underlies the negative attitudes, stereotypes and stigma thatdevalue persons with disabilities on the basisof their actual or perceived impairments.
Ableism considers persons with disabilities

the broader culture of society. It limits theopportunities of persons with disabilities andreduces their inclusion in community life.12
Communications play a key role in changing
norms and shifting from a charity or medical
model to a social model or to the humanrights-based approach that should guide all
UN communications.

“When people see me teaching, they understand that I’m not defined by my disability.” Ehsan Al Khalili, 45, teaches amusic class for young refugees at Azraq camp in Jordan. Originally from Damascus, Ehsan has been blind since he
was a child. Photo Credit: Christopher Herwig (UNHCR).

10 UN High Commissioner for Human Rights, in OHCHR, About the human rights of persons with disabilities.
11 OHCHR, Awareness-raising under article 8 of Awareness-raising and persons with disabilities (2019).
12 Ibid.

UN DISABILITY-INCLUSIVE COMMUNICATIONS GUIDELINES 8

Sebastián (right), age 9, and Mateo, 4, walk and talk during recess at
Colegio y Liceo Ceni, an inclusive school in Montevideo, Uruguay.
Photo Credit: Giacomo Pirozzi (UNICEF 2013).

Developing Inclusive Content

Developing Inclusive Content

All communications should include persons

When you create stories about persons with

with disabilities. Targeted communications

disabilities, it is always best practice to con-should also specifically promote or highlightsult and include them. Make sure that sto-

their rights. This is the starting point. We

ries show the lived experiences of persons

should make the same effort to mainstream

with disabilities from their perspective.

disability inclusion that we make to mainstream gender, and for the same reason - toaccurately portray the diversity of our society.
Communications about any issue, for example,
humanitarian emergencies, the Sustainable
Development Goals (SDGs), peace and security,
human rights, or recruitment or employment conditions, need to include persons with disabilities.

Affirmative and solutionoriented storytelling

ACTION Craft factual and affirmative stories
about persons with disabilities.
Emphasize solutions. Include
people of all ages.
 When you create stories, consult
persons with disabilities andactively include them.

Leverage the power of storytelling to makeaudiences aware and imagine solutions, but behonest about the many barriers that persons
with disabilities face.

Social context and roles

Stories that centre on persons with disabilities

When you portray persons with disabilities,

should be balanced and affirmative, in the same

you do not need to distinguish persons withway that the UN affirms the agency of women,

disabilities from the general population. All

children, indigenous peoples and other groups.

people can be independent, productive andStories should show persons with disabilities

sociable, living their lives as well as they can.

in active roles, rather than passive. Recognize
their diversity and experiences by including thevoices of children, adults, siblings, authority
figures, and older persons with disabilities.

10 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

Persons with disabilities belong to families andhave families of their own. They have friends andsocial circles that are diverse.

Like everyone else, they have different per-the heightened discrimination and increased

sonalities and social skills. Stories should

barriers faced by persons with disabilities

portray them in their everyday roles, as profes-

as a result of these intersecting factors.

sionals or students or factory workers, and inevery phase of life, as children, young adults,
parents, and ageing members of society.

ACTION Make your descriptions authentic.

ACTION Be conscious of intersectional
discrimination. Harness it toexplain the diversity of persons withdisabilities and their experiences.

 Give attention to the roles that
persons with disabilities play insociety.

Accurate portrayal
Allow persons with disabilities to express

Intersectionality
Persons with disabilities are not a homogenous group and this should be reflected in ourcommunications by considering intersectionality—the intersection of disability together
with other factors, such as gender, age, race,

their emotions, to be funny or serious, optimistic or fearful. Always endeavour to portray persons with disabilities with a range ofemotions. Focus on the person, the humanemotion, and the purpose of the story. Do
not focus on a person’s impairment or
devices (wheelchair, white cane, etc.).

ethnicity, sexual orientation, refugee, migrant

Persons with disabilities are diverse and theyor asylum seeker status. For example, a per-may have different impairments, including

son with disability also has a gender identity,

impairments that are not apparent or visible.

may come from an indigenous group andTo reflect this, leverage creative, non-visual

be young, old, a migrant or live in poverty.

elements of storytelling, such as narratives andPersons with disabilities may face heightened

scripts. Find creative ways to tell their stories.

barriers and discrimination as a result of theirintersecting identities. A person with disability
belonging to an ethnic minority, for example,
may be overlooked for a job due to stigma
about both their disability and ethnicity.
Adopting an intersectional approach to ourstorytelling enables us to more accurately

ACTION Let persons with disabilities display
a range of emotions and bethemselves - like anyone else.

convey the true diversity of our societies, andalso enables us to bring greater attention to

UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINESE 11

BOX 3. MATCHING MEDIUM AND AUDIENCE

Pick the medium carefully.
• Though many people can hear messages communicated via the radio and microphones, thesechannels exclude persons who are deaf or hard-of-hearing and may not reach persons withintellectual disabilities. Flyers with key messages, written in plain language or with drawings,
may reach these audiences better.

• SMS via mobile phone (excluding smart phones) are accessible for persons who are deaf andhard-of-hearing, but such messages may not reach people who are blind. Use texts accompanied by audio recordings, or communicate face-to-face.

• Illustrations or animations can creatively capture the diversity of persons with disabilities.

However, they need to portray persons with disabilities accurately. Always check with OPDs
that visual representations of persons with disabilties are acceptable.

Choosing the rightmedium – audience andsubject considerations

Accessibility
and reasonableaccommodation

When communicating, pick the medium you
use carefully. Will it be accessible to everyone? Will it exclude anyone? Is it the best
medium for delivering your message effectively to the target audience you have inmind? Often, more than one type of medium
is required to reach the wider population.

When you engage persons with disabilities in

The content of your message and its target audience should together determine
your choice of medium. In other words,
if you are making a video don’t shy awayfrom interviewing a person who is blind. If
you are preparing a radio interview, don’t
avoid interviewing a person who is deaf.

accommodation’ is an anti-discrimination meas-

your communications work, ensure that themedium you are working in will allow them toparticipate fully and actively. Consider accessibility and reasonable accommodation.
In the context of disability inclusion, “‘reasonable
ure that enables persons with disabilities to exercise their rights on an equal basis with others. A
reasonable accommodation is a measure that
benefits a specific individual, that may modify,
or complement standard policies and services,that may be provided in specific circumstances,and that may be offered immediately”.13

ACTION

It is important to offer and provide reasonableaccommodation to any persons with disabili-

 Choose a medium that is appropriate
for your target audience.

ties that attend in-person or online meetings
or events, even if measures have been taken
to ensure a meeting or event is accessible.

13 United Nations, Disability Inclusion Strategy Entity Accountability Framework - Technical Notes (2019), p. 55.

12 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

BOX 4. EXAMPLES OF REASONABLE ACCOMMODATION MEASURES• If you are interviewing a person who is deaf, you may need to recruit a sign interpreter.
• If you are interviewing a person with an intellectual disability, ask in advance what sup-port they would like or require. Does the interviewee want to receive briefing documents
in an easy-to-read format, for example, or to be accompanied by a support person of theirchoice?

• To increase the accessibility of information, offer real-time captioning via communication
access real-time translation (CART), or provide documents in multiple formats.

It is important to calculate the costs of rea-

Always ask persons with disabilities withsonable accommodation and accessibility inwhom you work to tell you in advanceadvance, when you plan budgets. Costs might

about any reasonable accommodations

include the fees of sign language interpret-they require, keeping in mind that it willers and real-time captioners for CART, or theoften vary from person to person.

cost of producing Braille documents. Other
expenses might include costs of travel, workspace, transport, hiring of equipment, andthe organization of meetings and events.14

It is equally important to collect feedback frompersons with disabilities after an event or interview. Was the event accessible?

Necelatte (right) and Jean-Claude (left), from Burundi, in conversation at university.
Photo Credit: UNICEF/2019/Kharkiv/Anna Markel.
14 United Nations, Disability Inclusion Strategy Entity Accountability Framework - Technical Notes (2019).

UN DISABILITY-INCLUSIVE COMMUNICATIONS GUIDELINES 13

Was reasonable accommodation offered? In

ACTION

communications as in other fields, disability
inclusion is a process. It can always be improved
and requires continuous feedback and learning.

ACTION Provide accessibility and reasonableaccommodation to ensure equaland full participation.
 Include budgets for reasonableaccommodation and accessibility
in all projects.
 Gather feedback: continue toimprove and learn.

 Never disclose a person’s impairment
unless the person has agreed to doso and doing so is relevant to thecontent and purpose of the story
you are telling.
 Ensure consent forms are accessible.

Visual storytelling
Used well, visual storytelling can be a powerfultool to promote and strengthen disability inclusion. The best practices in the box on page 15
apply to all visual storytelling media, including
film, photography, images, and animations.

Disability disclosureand consent
If a person’s impairment has not been madepublic, do not disclose the impairment. Only
include reference to a person’s impairment if
it is relevant to the content and purpose of thestory you are telling and if the person has volunteered the information, or is not identified.
Photo/video release forms that document
and record consent should be provided inaccessible formats to any persons with disabilities who require them. In some instances,for example children with disabilities, therelease forms should be provided to parents,
an appointed guardian or representative.

SUMMARY SHEET: FRAMING
THE NARRATIVE

14 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINESCHECKLIST: VISUAL AND
AUDIO PRODUCTIONACTION Show the diversity of persons withdisabilities.
 Focus on the person, not the sign language interpreter or assistive device.
 Show persons with disabilities intheir everyday contexts, fulfilling avariety of roles.
 Ensure the camera’s focus is thesame for everyone.
 Avoid dim or dark lighting, flashinglights or images, or sudden or loudsounds.

BOX 5. VISUAL STORYTELLING – BEST PRACTICES

People• Engage persons with disabilities whenever you depict persons with disabilities in any visualstorytelling.

• Show the diversity of persons with disabilities. In the mass media, persons with disabilities

are often portrayed as wheelchair users, rather than persons with different impairments.
Remember that not all persons with disabilities have visible impairments. (See the section on
Getting started: what you need to know.)• Picture persons with disabilities in different roles, as managers, skilled workers, teachers, parents
or siblings.

Environment• Focus on the person with disability, not on the sign language interpreter, assistant, wheelchairor assistive device.

• Where appropriate, highlight accommodations and/or accessible technology. Show accessibility ‘inaction’ and what society can do to enable persons with disabilities to participate more fully. For example, show persons with disabilities participating in a meeting with CART transcriptions, or working in aroom with wheelchair accessible tables, or utlizing sign language interpreters at an event.

Location• Select images that show persons with disabilities in everyday work or social environments. A

common error is to show persons with disabilities in medical facilities, even if that is irrelevantto the story. If a medical facility is relevant, try to include persons with disabilities in a variety ofroles, not only as patients.

Camera work

• Compose and frame your images and subjects carefully to ensure the effect promotes equality.

For example, if you use a medium close-up shot on one subject, do the same when the subject
is a person with a height difference (such as a wheelchair user or little person). When filming anestablishing or master shot, persons with disabilities should be portrayed in the natural environment, not one that has been artificially created.

• Explore ‘point of view’ shots from the perspective of persons with disabilities. Whenever appropriate, use material that they have filmed themselves, to show their perspective authentically.

• Ensure camera angles do not reinforce stereotypes by over- or de-emphasizing persons withdisabilities. For example, do not focus on assistive devices such as crutches.

Sound and lighting• Lighting is important. Avoid low or dim lighting which can evoke negative stereotypes, forexample, that persons with disabilities are ‘harmful’ or ‘victims’.

• Remember that flashing lights, alternating images and loud or sudden sounds may be trig-

gers for certain persons with disabilities. Consider carefully whether these are necessary andwhether a warning is required.

UN DISABILITY-INCLUSIVE COMMUNICATIONS GUIDELINES 15

Written storytellingwhich attempt to hide or gloss over a person’s

Written stories should also be disability-

term, which does not need to be modified.

identity. ‘Persons with disabilities’ is the correct

inclusive, whether they are interviews,
articles, blog posts, or reports.

Use person-first language
Person-first language puts ‘person’ before‘disability’: it speaks of ‘persons with disabilities’ or ‘children with disabilities’, so reinforcing the person’s agency and autonomy.

ACTION Never use euphemisms or pejorative terms that stigmatize persons
with disabilities.

Identity-first language, by contrast, switches
word position: it speaks of ‘disabled persons’ or ‘disabled children’, thereby making
disability part of the person’s identity.
Note. Not all multilingual environments andtranslations by national OPDs use person-first
language. Some OPDs may also choose
not to use person-first language, a choice
the UN would respect and not contest.
In line with the CRPD, the UN uses person-first
language. UN personnel should do so too.

Ableism in language
Pejorative language dehumanizes and marginalizes persons with disabilities. Ableist language
shows up in metaphors, jokes and euphemisms.
Ableism can also be found in structures andpolicies. The words we use reveal how we think
and the attitudes we hold to people around us.15
In context, “Are you blind!” is an ‘ableist’ phrase.
Such phrases often reinforce negative stereotypes and stigmas, whether or not they

ACTION Use person-first language in UN
communications.

are addressed to a person with disability.
Similarly, using mental health terminology
to highlight everyday characteristics disparages persons with psychosocial disabilities.
For example, describing someone who isfastidious as “OCD” reinforces an ableist
expectation of persons with disabilities.

Avoid pejorative language
Removing pejorative language from our speech
will reduce the stigma persons with disabilities
face. We need to cease to use descriptive
terms that have negative connotations or are
hurtful. We also need to avoid euphemisms

ACTION Avoid ableist language. Do not use
terms associated with persons withdisabilities as adjectives.

such as ‘special needs’ or ‘differently abled’,

15 Ravishankar, R. A, ‘Why You Need to Stop Using These Words and Phrases’, Harvard Business Review, December 2020.

16 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINESTABLE 1. APPROPRIATE AND PEJORATIVE LANGUAGE

Recommended terms

Terms to avoid

Person with disability.
Person with [type of impairment].
Persons with disabilities.
People with disabilities (only in easy-to-readdocuments, informal text, and oral speech).

Disabled person, handicapped, person with special
needs, handicapable, atypical, person living with adisability, differently abled, people of all abilities,
people of determination, those with disabilities.

Person(s) without impairment.
Broader population.

Normal, healthy, able-bodied, typical, whole, of soundbody/mind.

With disability/impairment/condition.

Suffer from, afflicted by, stricken by, troubled with,affected by.

Person with an intellectual disability.
Person with an intellectual impairment.

Retarded, simple, slow, afflicted,
brain-damaged, intellectually challenged, subnormal, of
unsound mind, feeble-minded, mentally handicapped,
mentally retarded.

Person with a psychosocial disability.

Insane, crazy, maniac, psycho, hypersensitive, lunatic,
demented, panicked, agitated, mentally deranged,
mentally ill, person with mental health problems.

Deaf person.
Person who is deaf.
Person with a hearing disability.
Person with a hearing impairment.
Person with hearing loss.
Hard-of-hearing person.
Deafblind person.

The deaf, hearing impaired, deaf and dumb, deaf andmute.

Blind person.
Person who is blind.
Person with a vision/visual disability.
Person with a vision/visual impairment.
Person with low vision.
Deafblind person.

The blind, partially sighted.

Person with a physical disability.
Person with a physical impairment.

Crippled, invalid, deformed, lame, handicapped, physically challenged, person with physical limitations, limp,
person with physical difficulty, home-bound, bedridden.

Wheelchair user.
Person who uses a wheelchair.
person with a mobility disability
person with a mobility impairment
person using a mobility device

Confined/restricted to a wheelchair;wheelchair-bound.

UN DISABILITY-INCLUSIVE COMMUNICATIONS GUIDELINES 17

Recommended terms

Terms to avoid

Person of short stature.
Little person.
Person with achondroplasia(only if the person has this condition).

Midget, dwarf, stunted.

Person with Down syndrome.
Person with trisomy-21.

Mongoloid, special person, Down.

Person with albinism.

Albino.

Person affected by leprosy

Leper, leprosy patient.

Person who uses a communication device.
Person who uses an alternative method of communication.

Non-verbal, cannot talk.

Accessible parking.
Parking reserved for persons with disabilities.
Accessible bathroom.

Disabled/handicapped parking.
Handicapped bathroom.
Handicapped friendly building.

Source: UN Office at Geneva, Disability-Inclusive Language Guidelines.

Multilingual environments
and translation
As always, give priority to the preferred language of your audience or platform. Just
as you might need language interpreters,
you may need to interpret or translate yourstory into sign language, Braille, large print,
easy-to-read format, or other accessible
formats for persons with disabilities.
Keep in mind that sign languages vary significantly. International Sign is commonly used
at UN Headquarters and in global meetings.
Ask OPDs to help you find the right interpretation system to use at regional events.

18 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

The table on page 19 lists common disabilityinclusive terms, translated into the six
official UN languages.
Note. Language is not fixed and changes

as society evolves. For the most up-todate terminology on disability inclusion,
check the UN Terminology Database.

TABLE 2. DISABILITY-INCLUSIVE TERMS

EnglishFrenchSpanishRussianChinese6

ArabicAccessibility

Accessibilité

accesibilidadДоступность

N/A‫إمكانية الوصول‬Disability

Handicap

discapacidadИнвалидность

残疾‫إعاقة‬Person who isblind / blind
personPersonne
aveuglepersona ciegaСлепой ;незрячий

盲人‫; شخص مكفوف‬Person who
is deaf / deaf
personPersonne
sourdepersona sordaГлухой

Person who ishard-of-hearing

Personne
malentendante

persona con
audición reducida

Person withalbinism

Personne
atteinte
d'albinisme

persona con
albinismoчеловек сальбинизмом

Person with
deafblindness

Personne
sourde-aveugle

personasordociega

Person with adisability

Personnehandicapée

Person withdwarfism /person of very
short stature

Person withan intellectual
disability

失聪者‫شخص أصم‬重听者‫شخص ضعيف‬‫السمع‬白化病患者‫شخص مصاب‬‫بالمَ هَ ق‬Слепоглухой

盲聋人士‫شخص أصم‬‫ومكفوف‬Persona con
discapacidadчеловек с ОВЗ

残疾人

Unavailable

persona con
enanismo /persona deestatura muy
bajaчеловек сдварфизмом
/ человек снарушениями
ростаPersonne
présentant
un handicap
intellectuelpersona con
discapacidad
intelectualчеловек с

侏儒症患者

智力残疾者

‫شخص ذو إعاقة‬‫شخص ذو قزامة‬‫ شخص ذو قامة‬/‫قصيرة جدا‬‫شخص ذوإعاقة‬‫ذهنية‬16 Since 2020, proposals to update Chinese disability-related terms have been discussed. No language has been finalized.
Check the UN Terminology Database for updates.

UN DISABILITY-INCLUSIVE COMMUNICATIONS GUIDELINES 19

EnglishFrenchSpanishRussianPerson witha psychosocial disability

Personne
présentant
un handicap
psycho-social / personne ayant
un handicap
psychosocial

persona con
problemasde saludmentalчеловек с

Multipledisabilities

Multihandicap / plurihandicap

discapacidades múltiples

Physicaldisability

Handicap
physiquediscapacidad
físicaReasonableaccommodation

Aménagement raisonnable

Wheelchairuser

Utilisateurde fauteuilroulant

Chinese
有精神健康问
题的人

Arabic‫األشخاص ذوو‬‫مشاكل الصحة‬‫العقلية‬多重残疾‫إعاقة متعدّ دة‬физическая

身体伤残‫إعاقة بدنية‬ajustesrazonablesразумное

合理便利

usuariode silla deruedasчеловек,轮椅使用者‫ترتيب تيسيري‬‫معقول‬‫مستعمل الكرسي‬‫المتحرك ; قابع في‬‫كرسي متحرك‬ACTION Use a variety of accessible formats,as appropriate: sign language interpretation, Braille, large print, easyto-read, CART transcriptions, etc.

SUMMARY SHEET: VISUAL AND
WRITTEN STORYTELLING Make sure that translations
describe persons with disabilities
accurately.

CHECKLIST: LANGUAGE
AND STYLE

20 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINESDisability etiquette:interacting respectfully
Considering the diversity of our socities, wefor interacting respectfully with persons withmay sometimes find ourselves in a situa-

disabilities. Remember: if you want to under-tion where we’re unsure about what to say

stand what to do or how to do it, it’s acceptable

or do, and don’t want to do the wrong thing.

to ask the person with disability directly.

Below are some common Do’s and Don’ts

BOX 6. INTERACTING RESPECTFULLY - BEST PRACTICES

Do• Do ask persons with disabilities directly what their accessibility preferences are.
• Do treat all adults as adults.
• Do speak directly to the person, not to their sign interpreter, personal assistant, etc.
• Do ask questions when you are unsure of what to do.
• Do wait for persons with disabilities to ask for assistance. If they ask, follow their instructions.
• Do verbally greet and identify yourself before extending your hand to greet a person who isblind or has low vision. Use the same courtesy when entering or leaving a room or saying goodbye when ending a conversation. Do not just walk away when talking to a person who is blind or
has low vision.

• Do ask persons who are blind or have low vision if they would like to take your arm or elbow. Do
not simply take their arm.

• Do provide information in advance, as much as possible, about programme agendas, sched-ules, interview questions, meeting materials, etc. Make them available in accessible formats.

Don't• Don’t ask questions about a person’s impairment unless the person raises it.
• Don’t distract or pet service animals, including guide dogs. They are working.
• Don’t assume that persons with disabilities experience their disability the same way you do.
• Don’t make assumptions about what persons with disabilities can and cannot do.
• Don’t remove a person’s cane or guide dog, or lean on someone’s wheelchair, or move a person’s mobility device. Treat wheelchairs and mobility aids as extensions of the owner’s personal space.

UN DISABILITY-INCLUSIVE COMMUNICATIONS GUIDELINES 21

A participant using his Braille keyboard during the special event“The Art of the Possible,” on the occasion of the International Day
of Persons with Disabilities at United Nations Headquarters.
Photo Credit: UN Photo/Manuel Elías.

Creating Accessible Content

Creating Accessible Content

Although the field of accessibility, including
digital accessibility, continues to evolve, thegood news is that you do not need a technicalbackground to apply best practices in yourcommunications. Everyone can do it. We recommend a progressive approach. In this section we provide a baseline. You can add otherresources and tools as you advance further.
Note. Most of the best practices described

here, notably those that concern accessible images and writing, are drawn fromthe Web Content Accessibility Guidelines(WCAG) 2.1, international guidelines preparedby the World Wide Consortium (W3C).17

Note. It can be helpful to ask persons withdisabilities, in advance, what their preferred
format is.

ACTION Whenever you can, use a range of
media to convey information.
 Never rely only on colour to communicate data or actions.

Multimodal information

Making images accessible

You are more likely to reach persons with disabilities if you use a range of mediums. If you
add visually textured patterns to pie charts,for example, or underline colour-coded hyperlinks, persons with colour blindness will receive
the same information as others. Persons who
are deaf may find information more accessible when it is provided in a video format withsign language, rather than in a text format. If
you make Braille and large-print versions ofyour handouts, or provide accessible electronic versions in advance, persons who areblind or have low vision will have the same

Simple improvements can help persons whoare blind or have low vision, or who havecolour blindness or a cognitive disability, toreceive your information as you intend.

information as everyone else in advance.

screen readers and other assistive devices

17 At: https://www.w3.org/TR/WCAG21/.

23 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

Alternative text andimage descriptions
Alternative text (‘alt text’) tells people what isin an image, such as text or basic essential
details . Search engines index alt text information and consider it when they determine
search engine ratings. Alt text is read by

and is displayed in place of the image/Technology constantly evolves. The Microsoft

graphic if the file cannot be loaded (due toalt text webpage describes how to insert alt text

internet connectivity or for other reasons).18

in the suite of Microsoft products. Also see thealt text guides of social media platforms such

An image description provides more detailthan alt text. For example, where alt text
might say there is a puddle on the floor,
an image description might say where thepuddle is and that it is orange juice.19

as Facebook, Twitter, LinkedIn, and Instagram.

ACTION

Note. Not everything requires an image descrip-tion or alt text. Items are considered ‘decorative
images’ if they don’t add information to thecontent of a page. Decorative images may:•Be visual styling (borders,spacers, corners).

•

Supplement linked text, to improve its
appearance or increase the clickable area.

•

Illustrate adjacent text without contributing information.

•

Identify and describe surrounding text.

Colour contrast assists persons with col20

Alt text is enabled on most social
media platforms and should be used
for posts. Alt text should be:•• Include alt text in all social media
postings.

Colour contrast

Logos and other relevant brand elements
require alt text.

•

 Include image descriptions and/or
alt text for images and graphics.

our blindness or low vision or who do nothave prescriptive lenses. They can readtext more easily when the text and background contrast well. The contrast should
increase as the text font becomes smaller.
The table below provides colour contrasts recommended in WCAG 2.1. Adjust for the font size.

Concise. Communicate the content andpurpose of the image concisely andunambiguously. Alt text should not belonger than one or two sentences.

Font size• Large text (14 pt. bold / 18 pt.+ regular)• Small text

Non-repeating. Do not describe the format
because the assistive technology will
identify it. Phrases such as "a graphicof" or "an image of" are redundant.

Colour contrast ratio21• 3:1 contrast with the background.

Informative. Try to convey what the diagram, flow chart, or other form of image
would communicate to someone who issighted. Focus on the main point(s).

Small text

• 4.5:1 contrast with the background.

18 Perkins School for the Blind, How to Write Alt Text and Image Descriptions (2018).
19 Ibid.
20 W3C Web Accessibility Initiative, Web Accessibility Tutorials, Decorative Images (2019).
21 For these ratios, see Web Content Accessibility Guidelines (WCAG) 2.1 (w3.org)

UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINESE 24

ACTIONneeds of persons with intellectual disabilities. It may include plain language and dia-

 Select design colours that provide
sufficient contrast, taking accountof font size.

grams, and follows a particular set of rules.
Read the Easy-to-Read version of the
UN Disability Inclusion Strategy.

ACTIONACCESSIBLE TOOLS:COLOUR CONTRAST

Accessible writing
Small adjustments to language ensure that
persons with learning disabilities can extract
information more easily. For example, persons
with dyslexia say that text 'swims together',merging and distorting on the page. Writing inshort paragraphs that each express one idea can Use simple language. Avoid jargon
and idioms.
 Hyperlink. Avoid long URL strings.
 Organize information in a logicalstructure.
 Use sans serif fonts.
 Never justify text. Align text to theleft and allow ample white spacing.

help comprehension and reduce reading fatigue.
Information may also be provided in Easyto-Read format. Easy-to-Read (also known
as Easy Read) is a format with information
designed specifically for the particular literacy

SUMMARY SHEET:ACCESSIBLE CONTENT

BOX 7. ACCESSIBLE WRITING – KEY CONSIDERATIONS• Use simple language. Avoid jargon and idioms. Avoid metaphors that might be interpreted literally.

Whenever possible, provide a basic summary. Commission Easy-to-Read documents as appropriate.

• Be logical. Organize your information in a logical structure. Use built-in styles and headings(H1, H2, H3) to establish a clear hierarchy of sections and sub-sections. When text is so formatted, someone using an assistive device such as a screen reader can jump quickly to sections
that are relevant.

• Select appropriate fonts. Choose fonts that are sans serif, such as Arial and Calibri. It is easierto read and distinguish letters that do not have a serif.

• Text justification and spacing. Align text to the left. Do not justify text because this can make it
more difficult to read. Allow generous line breaks to add white space to dense texts.

25 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINESClosed captions,transcripts, and sign
language interpretation
When you need to present information,
do not employ audio alone. Use written texts or interpreters. Several interpretation options are open to you.

•

•

•

•

Closed captions (CC). These provide a text
version of spoken/audio multimedia andassume the viewer cannot hear. Closed
captions are often visually accessible. For
example, they may place white text on a
black background to heighten contrast.
Subtitles. These are designed for viewers who hear audio but are unfamiliar
with the language being spoken. They
will not describe background sounds (afire alarm, a storm, footsteps) because
it is assumed the viewer will hear them.
Subtitle formatting can vary in quality
and may not apply colour contrast.

prefer to use communication access real-timetranslation (CART). Certified CART providers
instantaneously transcribe all speech to text.

•

Transcripts. A CART provider can delivertranscripts after an event, which may be
useful for the audience or others and as arecord. Other low-cost online services willtranscribe audio or video files into text files.

•

Sign language interpretation. Sign lan-

guage interpretation should be part of any
mass communication strategy and somecountries require it for official messages.
Remember that many sign languages are inuse. (See multilingual environments andtranslation considerations.)•

Visibility. Remember to position theinterpreter close to the person speaking, and in front of a dark background.
A good example is the video message
by the UN Secretary-General on the
UN’s Disability Inclusion Strategy.

Subtitles for the deaf and hard-ofhearing (SDH). These combine captions and subtitles, and are suitablefor persons with hearing impairments
as well as multilingual audiences.

Note. Captions are not suitable to replace sign

Assistive listening, such as hearing/audio
induction loops. This sound system isdesigned for use by persons with hearing
aids and/or cochlear implants. A hearing
loop provides a magnetic wireless signalthat the hearing aid picks up. The soundsystem must be pre-installed physically.

ACTION

Note. Several shared platforms (including
Microsoft Teams, Google Meet, and Zoom)
can create captions using artificial intelligence(AI). However, AI technology, while free andconvenient, still needs improvement. Human

language interpretation. For example, someone who uses International Sign may not be
comfortable reading captions in English.

 Always caption or subtitle videos
for persons who are deaf or
hard-of-hearing.
 Transcribe for the benefit ofeveryone, including the broader
population.
 Position sign language interpreters
close to the person speaking.

translators continue to offer the most reliable interpretation and transcription. You may

UN DISABILITY-INCLUSIVE COMMUNICATIONS GUIDELINES 26

Audio descriptions
and sounds
Introduce accessibility features for per-For an example of an accessible video that
includes SDH, sign language interpretation
and audio descriptions, see UNICEF’s Voicesof Children (produced by its Disability Unit).

sons who are blind or have low vision.

•

Audio description. Sometimes referred
to as ‘video description’ or ‘description

COMPARISON TABLE:ACCESSIBLE INTERPRETATIONS

narration’, audio description is added to avideo soundtrack (a movie or public service
announcement) and describes importantvisual content and information that themain soundtrack does not communicate.
Audio descriptions, like other accessibility
features, benefit persons with visual impairment,
or cognitive impairment, or who face language orcultural barriers.
Tip. Don’t forget to add audio descriptions of
URLs or fade-in or fade-out logos at the startor end of a video.
Remember that loud, sharp, or sudden sounds
may be a trigger for some persons withdisabilities, for example, persons with posttraumatic stress disorder or persons with autism.
In videos that portray persons with disabilities,
avoid melancholy music; a sound track canreinforce negative stereotypes.

ACTIONEnterprise-wide andoffice technology
Commonly used Microsoft products (Outlook,
Word, PowerPoint, Excel) include an ‘accessibility checker’. (It is often located under ‘File >Info’ in MS Office for PC, and under the ‘Review’tab in Mac.) Use it as you would a spell checker.
It will scan for and identify inaccessible items
and explain what needs to be done to makethem accessible. For example, it will show
where and how to insert alt text into a graphic.
Note. Current accessibility checkers may not find
all accessibility issues. However, they are being
improved all the time. Stay abreast of updates in
Microsoft, SharePoint and Teams applications bychecking Microsoft’s technical support websites.

Emails and documents
The same accessibility principles andbest practices apply to emails and documents. You can also insert alt text into
images and graphics in documents.

 Add audio descriptions to videos.

Presentations

 Remove sounds that may be cognitive triggers or reinforce negative
stereotypes.

The same accessibility principles also apply topresentations. Ensure each slide has a uniquetitle so that persons using assistive technology can skip quickly to slides you refer to.
Tip. Check the reading order of your presentation. Screen readers will describe slides
in the order in which they were added.
This may differ from the order in whichslides appear in your final presentation.

27 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

Ms. Montserrat Vilarrasa, Secretary of the Assembly of Human Rights Montserrat Trueta and Member for Intellectual
Disability at the City Council of Barcelona, addresses the High-Level Meeting of Women with Disabilities in Political andPublic Leadership at UN Women Headquarters, New York, June 2019. Photo Credit: UN Women/Ryan Brown.

Tables and spreadsheets
Accessible data tables need row and/or column
headers. Do not nest tables inside larger tables.
Make sure that tables contain no split or merged
cells, because screen readers will be unable toread the rows and columns in which they occur.
Just as presentations should have unique slide
titles, spreadsheet workbooks need unique
tab names. Ensure all tabs are distinctively
identified and remove any blank worksheets.

COMPARISON TABLE:TECHNOLOGY PLATFORM
ACCESSIBILITYACTION Use the accessibility checker in
Word, Outlook, PowerPoint, Excel
and other Microsoft products.
Check online support resources for
updates.
 In presentations, ensure each slide
has a unique title and check thereading order.
 In spreadsheets and tables, makesure rows and columns have headers. Eliminate any merged or split
cells in spreadsheets.

UN DISABILITY-INCLUSIVE COMMUNICATIONS GUIDELINES 28

PDFs and electronic
publications

ACTION Evaluate publication formats foraccessibility and other factors.
When doing so, focus on theend-user.

To make longer documents accessible,
you can create an accessible PDF or anelectronic publication (EPUB). Both offer
unique benefits, depending on the content developer and the end user.
Note. An accessible PDF differs from astandard PDF. An accessible PDF includes

COMPARISON TABLE:
PUBLICATION FORMATS

a reading order, structure tags and headings, and document settings (such as language). Each of these helps assistive devices
to process the document correctly.

TABLE 3. ACCESSIBLE PDFS AND ACCESSIBLE EBOOKSFormatContent

Responsive?

Compatibility

Security

Implementation

Accessible
PDF

Text andimages.

No.

Any PDF reader
on any technology
device.
Not designed foreReaders.

Offerspassword
protection
only.

Requires an advanced
version of Adobe
and knowledgeof accessibility
remediation.
Alternatively, there areremediation services formost inaccessible PDFs.

Accessible
ebook(EPUB)

Text,
images andmultimedia.

Yes.

Requiresspecialized
screen reader
programmes.

Offersdigital rights
management(DRM)
protection;
restricts
access;restricts
modification
anddistribution.

Requires remediation
services provided by
specialist fileconversion vendors.

29 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

Websites and social media•

Send materials out beforehand andensure they’re accessible. Participants,
including persons with disabilities,
can familiarize themselves with thecontent of the meeting in advance.

•

Before the meeting or webinar takes place,ask participants about any accessibility
requirements. Prepare in advance forcommon accessibility needs or questions.

•

Whether the meeting is large or small,evaluate the accessibility of the meeting platform. The platform’s website
will usually provide information on this.
If a platform operates in the US, it may
be able to supply a Voluntary Product
Accessibility Template (VPAT), whichcontains information on its accessibility
capabilities. Work with your local ICT provider to select the best platform options.

•

Several commonly used platforms,
including Microsoft Live Events andTeams, offer captioning. Take a few
moments at the beginning of each meeting to explain how participants can activate and use these features, or provide
instructions in the meeting invitation.

To make websites accessible, follow web
content accessibility guidelines (WCAG)
2.1. For a comprehensive guide to creating
accessible UN websites, see Accessibility
Guidelines for United Nations Websites.
The accessibility of social media depends
on both the platforms and their content. To
insert alt text, for example, each social media
platform requires different steps. Check platforms for updates on accessibility features.
If alt text cannot be attached to an image,include alt text in the caption or post details.
Note. Hashtags should use the ‘CamelCase’style. The first letter of each word is capitalized, as in #NothingAboutUsWithoutUs or#LeaveNoOneBehind. This style helps screen
readers to read the hashtag correctly.

ACTION To make UN websites accessible,
follow the guidance of WCAG 2.1.
 To make social media accessible,refer to each specific platform for
updated accessibility features.

Digital / virtual meetings
Virtual meetings
Too many meetings are not inclusive.

Smaller virtual meetings. Ask individuals toannounce themselves before they make theirremarks. This helps people who cannot recognize voices easily, or who are using captions
or sign language interpretation, to identify the
speaker. Offer participants different ways toparticipate (raising questions in plenary, using
the chat function, submitting documents, etc.).
Larger virtual meetings. Record themeeting and provide copies of documents or transcripts afterwards.

Small actions can help to make vir-

Tip. If a CART transcription service pro-tual meetings much more inclusive.

vided captions, it can supply a transcript.

UN DISABILITY-INCLUSIVE COMMUNICATIONS GUIDELINES 30

ACTIONCHECKLIST: ACCESSIBILITY
FOR DIGITAL/VIRTUAL
MEETINGS

Before the event
 Send participants, captioners andinterpreters the meeting materials,
a list of participants, the agenda
and other relevant information.
 Ask about accessibility needs
and fulfill them. Evaluate theaccessibility of the meeting
platform.
 Book captioning services and sign
language interpreters in good time.
Ask providers to connect to calls
at least 10 minutes early to test thearrangements.

Physical / in-person
meetings
Physical or in-person meetings and large-scale
events should respect the principles and practices set out in these Guidelines. For example,
always ensure that information is communicated in various formats. If you distributehandouts, consider providing them in Braille,large-print or accessible digital versions as well.

Presenters•

During the event
 Always include regular breaks forinterpreters and CART providers.
 Ask individuals to announce themselves before they make theirremarks.
 Verbally describe or make available documents that are shared onscreen.

Co-ordinators and planners•

Ask participants to convey their accessibility needs beforehand. Fulfil them.

•

Create a quiet space at the event foranyone who may want to take a break.

•Evaluate the physical accessibility of themeeting room. Consider the audience andspeakers. Arrange the seating to make surepresenters are visible; if required, connect avideo feed and monitors. Ensure speakers
can access the platform or stage. Provide
ramps, raised stands and adjustablemicrophone stands as necessary. Make
sure that wireless presentation remotes,
audience microphones and other formsof technological support are accessible.

•

The venue should be accessible. Assess
entrances, toilets, and emergency
exits. Make sure that emergency procedures are appropriate and accessible to persons with disabilities.

After the event
 Make recorded materials and transcripts available to participants.
 Ask participants with disabilities togive feedback. Apply their advice infuture events.

31 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

If you make a presentation, describe
what is on the slides you show. This will
help persons with visual impairment or
persons with intellectual disabilities.

•Place the sign language interpreter
close to the speaker(s). The interpreter
should wear non-distracting clothes
and be visible to all participants.

•

Ensure that technological devices ortools are accessible to the participants.
Review, for instance, check-in facilities, microphones for speakers and theaudience, and interactive galleries.

ACTIONCHECKLIST: ACCESSIBILITY
FOR PHYSICAL/IN-PERSONMEETINGS

Exhibitions andfilm screenings
The content of exhibitions, film screenings and other interactive displays
should be inclusive and accessible.

Organizers

Before the event•

 Send relevant information to allparticipants: reading materials,
a list of participants, the agenda,
information on the venue, etc.

Ensure the content is inclusive and inline with the best practices describedin Developing Inclusive Content. Make
sure no content includes stereotypes
about persons with disabilities.

•

Ensure content is accessible and in linewith the practices described in Accessibility
and reasonable accommodation.

•

For guidance on closed captions and subtitles see Creating Accessible Content.

•

Evaluate the physical location for accessibility. Provide reasonable accommodation
for participants if requested, for example
sign language interpretation or additional seating space. Follow the practices
listed in Physical / in-person meetings.

 Ask participants to convey theiraccessibility needs. Fulfil them.
Review the meeting platform,
meeting room, and meeting
facilities for accessibility.
During the event Ask speakers to describe what ison their presentation slides.
 Always include regular breaks forinterpreters and CART providers.
After the event
 Send recorded materials to theparticipants, including transcripts if
these are available.
 Ask persons with disabilities to provide feedback. Apply their advice infuture events.

ACTION Make sure that what is shownaccords with best practices fordisability inclusion and accessibility.
 Ensure the physical locationis accessible and that event
facilitators offer reasonableaccommodation.

UN DISABILITY-INCLUSIVE COMMUNICATIONS GUIDELINES 32

Online surveys andonline data collection•

required to complete it. Most respondents
should be able to complete the survey
within 20 minutes. All respondents should

Information is increasingly collected remotely,

be told to complete it at their own pace.

but the digital divide often excludes persons
with disabilities from online consultations
and surveys. This is due to low access to•order to permit comparison. For surveys

survey tools and apps, and lack of reason-targeting the general population, youable accommodation and adaptation formight adopt the Washington Group Shortinclusive solutions. Online surveys present

Set of Questions; for surveys that target

two particular challenges: how to give users

persons with disabilities, you might ask

flexible ways to respond; and how to cen-

respondents to self-identify using thetralize data collection in unique data sets.

categories in Article 1 of the CRPD.22•

the questions are (a) understandable, (b)relevant, and (c) cover what needs to be

Review the digital accessibility options

covered. Ideally, recruit a diverse groupthat platforms offer (apply WCAG 2.1

of testers - persons with different impair-standards).

•

ments, in different geographic locations,using different accessibility softwares.

Review the options that platforms offer for
survey design. Can you upload questions
in video format to provide sign language?
Does the platform offer read aloud options?
Does it provide flexible skip options,

Disseminate the survey and share the results•

Make available the purpose of thesurvey and a consent form (as well as
terms of use where relevant). Write
these texts in plain language.

•

Make sure that data remain confidential
in compliance with data protection rules.

•

Where relevant, consider producing a short
introductory video to explain the purposeof the survey and guide respondents on
how to respond. Disseminate information
about the survey in accessible formats.

•

Encourage OPDs to disseminate thesurvey in their networks to enhanceoutreach to persons with disabilities.

enabling respondents to select targeted
questions? How easy is it to navigate
the survey? Are Help facilities available,
for example to define complex terms?
Design the questionnaire•

Make sure the survey has a clear structure and is easy to navigate. Don’t use
tabular formats for multiple questions.

•

Ensure the questionnaire is in plain
language that has been tested by
end-users, for example, persons
with intellectual disabilities.

When the questions have been drafted, ask
persons with disabilities to test whether

Select the platform•

If you plan to identify respondents’ impairments, use standardized questions in

the internet, the inaccessibility of online

Best practices for online surveys
and questionnaires

Limit the length of the survey. Test the time

22 “Persons with disabilities include those who have long-term physical, mental, intellectual or sensory impairments which in interaction withvarious barriers may hinder their full and effective participation in society on an equal basis with others.” (CRPD, Article 1.)
Note: The CRPD refers to 'mental' impairment. The CRPD Committee now uses the term 'psychosocial' impairment.

33 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES••

Offer alternatives to the online questionnaire. For example, allow respondents
to download and submit a Word version.
(Note that you will need to manuallyenter these entries into the dataset.)Plan the duration of the survey carefully.
Allow enough time to make respondents
aware of the survey and give themenough time to complete it.

ACTION Make sure that surveys and otherdata collection initiatives arealigned with WCAG 2.1 accessibility
standards. Formats should also be
flexible.

•

Consider alternative methods forcollecting data. Certain groups
may respond more readily in focus
groups or webinar discussions.

 Make sure that surveys and otherforms of data collection have aclear structure, are written in plain
language, and do not take longer
than 20 minutes to complete.

•

Make sure that respondents who complete
the survey are informed of the results.

 Ask persons with disabilities to test
drafts of questionnaires.

CHECKLIST: ONLINE SURVEYSAND ONLINE DATA COLLECTION

Edwin Osundwa, Country Representative for Sense International from Kenya, co-chairs a meeting of the 13th
Session of the Conference of States Parties to the Convention on the Rights of Persons with Disabilities at
United Nations Headquarters. Photo Credit: UN Photo/Loey Felipe.

UN DISABILITY-INCLUSIVE COMMUNICATIONS GUIDELINES 34

A man stands proudly on his left leg, with his left arm balancing himself
using a crutch, and his right arm holding up a right prosthetic.
Photo Credit: Amin Brenjkar (2015 UN Enable Photo Exhibition).

Checklist Tools and Tips

Checklist Tools and Tips

Summary Sheet. Framing the narrativeDo

Do NotFollow the social model and human rights-based
approach to disability, which requires society(rather than persons with disabilities) to take thesteps necessary to ensure accessibility and inclusion.

Do not portray persons with disabilities as: Vulnerable or a burden on others.
 Living a life of less value or quality.
 Less than human.
 Dangerous.
 Extraordinary or superheroic.

Ensure consent forms are accessible.

Do not disclose a person’s impairment unlessthe person has divulged it and the informationis relevant to the story’s content and purpose.

Adopt an intersectional approach, because it explains
more and reveals the diversity of the experience of
persons with disabilities.

Do not focus only on assistive devices,
but on the person.

Make communication more inclusive by mainstreaming
disability inclusion in all areas.
Craft stories about persons with disabilities.
They should cover every age in life and be factual, affirmative, and offer solutions.
Consult persons with disabilities and their representative
organizations. Actively include them when you create stories.
Choose accessible media that are appropriate for your audience.
Often more than one type of medium is required to reach
the wider population.
If the subject is a person with disability, take accessibility
measures and provide reasonable accommodation where
it is needed.
Show persons with disabilities going about their daily lives.
Let them show their emotions.

36 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

Summary Sheet. Visual and written storytelling

VisualWritten Use photos and images that show thediversity of persons with disabilities.

 Always use person-first language. (‘Persons
with disabilities’ not ‘disabled persons’.) Focus on the person, not the sign
language interpreter, impairment, or
assistive device.

 Never use derogatory language or euphemisms that present persons with disabilities
as objects of pity.

 Show persons with disabilities in everyday work and social situations, fulfillingvarious roles.

 Use a range of accessible translation formats(sign language interpretation, Braille, large print,
easy-to-read format, CART transcription, etc.).

 Focus the camera, and frame images
and subjects, in a manner that promotes equality.

 Use simple, concise language. Avoid jargon
and idioms.

 Avoid dim or dark lighting and flashinglights or images.

 Make sure that translations describe persons
with disabilities accurately.

Checklist. Language and style(If you answer ‘NO’ to any of the questions below, refer to the Guidelines.)

Does the text use person-first language (except as requested by a person with disability)?

Is it free of pejorative language, euphemisms, and ableist language?

Is the language simple and concise? Does it avoid jargon and idioms?

 id you consider using various accessible formats (sign language interpretation, Braille, large
D
print, easy-to-read, etc.)?



Does the translation describe persons with disabilities accurately?

UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINESE 37

Checklist. Visual and audio production(If you answer ‘NO’ to any of the questions below, refer to the Guidelines.)Have you provided consent forms in accessible formats?

 id you choose a medium with accessibility in mind? Did you offer reasonableDaccommodation measures?

Do the images portray real persons with disabilities?



Do the images show the diversity of persons with disabilities?

 o the images focus on the person, not the assistive device, support person or interpreter,Dor impairment?

Do the composition and framing promote equality?

Is the light bright enough? Do the images avoid flashing lights and alternating images?

Have loud or sharp noises, or melancholic sounds been avoided?

Summary Sheet. Accessible content
Element

ActionInformation

 Use a multimodal approach whenever possible.
 Include short summaries.
 Organize content in a logical structure, using built-in headings and styles.

Hyperlinks

 Create hyperlinks; avoid URL strings

Fonts

 Use sans serif fonts, such as Arial or Calibri.

Justification and spacing Never justify text to the right. Align text to the left.
 Adopt wide line breaks to create white space in dense text.

Colours, font size Never rely on colour alone to communicate information.
 Adopt strong colour contrast and increase contrast as fonts become smaller.
 Colour contrast ratios:- Large text (14 pt. bold / 18 pt.+ regular): 3:1 against background.
- Small text: 4.5:1 against background.

Alt text

 Ensure that alt text is informative, concise, and avoids repetition.

Image description

 Image descriptions provide useful information that alt text does not.

38 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

Checklist. Accessibility for websites / social media(If you answer ‘NO’ to any of the questions below, refer to the Guidelines.) eb. In your website development work, did you refer to version 2.1 of the Web Content
W
Accessibility Guidelines (WCAG)? Did you refer to the UN web accessibility standards?

Social Media. Are you familiar with the accessibility capabilities of different social media platforms? Are you aware of best practices for alt text and other features?

Checklist. Accessibility for digital / virtual meetings(If you answer ‘NO’ to any of the questions below, refer to the Guidelines.)Meeting platform. Did you evaluate the platform’s accessibility options, using its capabilities
document (website or via VPAT) or a third-party accessibility auditor?

Best Practices. Are you following best practices for inclusion? Did you provide materials in
advance, check accessibility requirements, and ask speakers to announce themselves before
making their remarks?

Checklist. Accessibility for physical / in-person meetings(If you answer ‘NO’ to any of the questions below, refer to the Guidelines.) id you consider whether the meeting location is accessible to all participants? Did you ask parD
ticipants in advance to signal reasonable accommodation requirements?

 id you provide information in several formats (for example, large-print, Braille, digitally accessiD
ble versions, etc.)?

 id you follow inclusive best practice for presentations? Did you describe the content of slides
Dand make your presentation in an accessible format?

 id you evaluate physical accessibility in terms of inclusion as well as compliance? Did you makeD
a quiet space available?

Checklist. Online surveys and online data collection(If you answer ‘NO’ to any of the questions below, refer to the Guidelines.)Did you examine the digital accessibility options that the platform you selected offers for surveys?

Is your survey structure clear and logical?

 o you have a plain language version? If the survey is available in other languages, do the translaD
tions also use plain language?

UN DISABILITY-INCLUSIVE COMMUNICATIONS GUIDELINES 39

Does the survey take less than 20 minutes to complete? Can respondents complete it at their pace?

Have you used standard questions for disability disclosure?

 id you offer alternatives to completing the questionnaire online? For example, can respondents
Dsubmit Word versions of the questionnaire? Did you hold focus groups or use facilitators?



Did you hold the survey open for long enough?

 ill you be able to send the survey results to those who have responded, and inW
an accessible format?

 id you ask persons with disabilities for feedback? Did they test a draft of the survey? Did you inviteDthem to suggest the best way to disseminate the survey and reach persons with disabilities?

Accessibility tools
Colour contrast.
WebAIM (Web Accessibility in Mind) Contrast Checker.

Enterprise-wide technology.
Microsoft products, such as Word, Outlook, Excel, and PowerPoint, offer accessibility capabilities.
You can obtain more information from:• How to find and use the ‘accessibility checker’.
• PowerPoint accessibility support.
• Disability answer desk.

PDF accessibility.
Adobe Acrobat Pro has a full check / accessibility check feature that verifies whether a document
conforms to accessibility standards such as PDF/UA and WCAG 2.

Website WCAG2.1 evaluation scans
WAVE (Web Accessibility Evaluation Tool).

Comparison Tables
Use the comparison tables that follow to determine what accessibility features you need.

40 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINESComparison Table. Accessible interpretations

Tool

Information
conveyed

Assumptions

Style

Requirements

Audio
description

Visual content
that is otherwise
not narrated.

Assumes theviewer is blind or
has low vision.

Typically inserted
in pauses in audio
soundtrack. The
audio describer’s
voice is distinct
from that of video
narrators.

Certified audio
description narrator.

Closedcaptions (CC)

Spokenand audio
information.

Assumes theviewer cannot hear.

Typically, white text
against a black
background.

Certified CART
transcriber or artificial
intelligence.

Easy-to-read

Essential
information.

Assumes thereader is a personwith intellectual
disability.

Plain language anddiagrams.

Writer specialized ineasy-to-read formats.

Sign language
interpretation

Spokenand audio
information.

Assumes theviewer is deaf or
hard-of-hearing.

A person interpretsusing sign language(international,
American or other).

Certified sign
language interpreter.

Subtitles

Spokeninformation only.

Assumes theviewer can hear but
is unfamiliar withthe language.

Can vary; does not
require accessible
formatting.

Language interpretersor artificial
intelligence.

Subtitles for thedeaf and hard-ofhearing (SDH)

Spokenand audio
information.

Assumes theviewer cannot hearand is unfamiliar
with the language.

Typically, a larger
font with transparent
background.
Generally preferred
to closed captions
because closed
captions block
content.

Certified SDHtranscribers.

Transcripts

User preference;
spoken and audio
information.

Assumes theviewer is unable tohear content.

Document.

Certified CART
transcriber or artificial
intelligence.

UN DISABILITY-INCLUSIVE COMMUNICATIONS GUIDELINES 41

Comparison Table. Publication formats

FormatContent

Responsive?

Compatibility

Security

Implementation

Accessible
PDF

Text andImages.

No.

Any PDF reader
on anytechnology
device.
Not designed
for eReaders.

Offers only
password
protection.

Requires advanced
version of Adobe
and accessibility
remediation knowledge.
Alternatively, lowcost accessibility
remediation services areoffered online.

Accessible
ebook(EPUB)

Text,
images, andmultimedia.

Yes.

Requiresspecialized
screen reader
programmes.

Offersdigital rights
management(DRM)
protection;
restricts
access;restricts
modification
anddistribution.

Requires remediation
services provided by
specialist file conversion
vendors.

42 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINESComparison Table. Technology platform accessibility23

Platforms

Signingdeaf
participants arevisibleGoToMeetingSignlanguageinterpreter
is visible

ScreenreaderCaptions
compatibility

Largemeetings

Smallmeetings

Additional barriers











Keyboard shortcuts only
work in Windows.



Requires a good internet
connection.

Zoom









Skype











Video quality is
inconsistent.

Skype forBusiness











Not accessible to blind
facilitators.

Microsoft
Teams










Supports
up to 300;
two-way
communications.



Challenging when signed
and spoken languages areused with larger groups.

Microsoft‘Live Events’

Can beintegrated
with A/V
production
support.

One-way commun-ications.

GoogleHangouts











Meeting creators musthave a G-Suite.

WhatsApp











Requires Wi-Fi or
4G connection.

23 Stakeholder Group of Persons with Disabilities (SGPwD), Overview on Accessibility of Video Conferencing Apps and Services (2020).

UN DISABILITY-INCLUSIVE COMMUNICATIONS GUIDELINES 43

Resources

UN resources
International Labor Union (ILO). COVID-19 and the World of Work: Ensuring theinclusion of persons with disabilities at all stages of the response.
UN. Policy Brief: A Disability-Inclusive Response to COVID-19.
UN. Accessible Guidelines for UN Websites.
UN. Disability Inclusion Strategy.
UN. Disability Inclusion Strategy: Technical Notes.
UN. Gender-Inclusive Language Guidelines.
UN Division of Conference Management, UN Office in Geneva.
Standard Operating Procedure for Accessible Meetings and Conferences.
UNICEF. Accessible Events Guide.
UNICEF. Disability Orientation. The Orientation has two main modules, with each five lessons. The firstmodule reviews the disability movement and the CRPD definition of disability.
The second focuses on how to mainstream disability.
UNICEF. Inclusive Communication module. A three-part video training for UNICEF staff andpartners. Each part is 15 minutes long. Includes examples from over 30 country offices.
UNICEF. Tips on Communicating with Children with Disabilities.
UNICEF. Tips on how to write about disability rights.
UN Office at Geneva. Disability-Inclusive Language Guidelines.
UN OICT website. OICT holds accessibility labs and can provide additional resources on accessibility.
UNOHCR. Training Package on the Convention on the Rights of Persons with Disabilities.
UN Publications. Alternative Text Guidelines.

44 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

Other resources
CBM. Digital Accessibility Toolkit.
Deque University. Online Self-Paced Web Accessibility Classes.
Diagram Center. Image Description Guidelines.
International and Ibero-American Foundation for Administration and Public Policies (FIIAPP).
“Another look: A celebration of humanity”. In this video, photographer Christian Tasso
explains how to dismantle negative stereotypes and tell stories authentically.
Stakeholder Group of Persons with Disabilities (SGPwD).
Checklist for making virtual meetings accessible.
SGPwD. High-Level Political Forum Accessibility Recommendations (2020).
SGPwD, The experience of persons with disabilities with COVID-19.
SGPwD, Overview on Accessibility of Video Conferencing Apps and Services (2020).
VSO International. Toolkit messages for persons with disabilities during Covid19 response.
Web Content Accessibility Guidelines (WCAG) 2.1.
World Federation of the Deaf. Guidelines on Providing Access to Public Health
Information in National Sign Languages during the Coronavirus Pandemic.

UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINESE 45

Glossary

Ableism
A value system that considers certain typical characteristics of body and mind are essential to living alife of value. Based on strict standards of appearance, functioning and behaviour, ableist ways of thinking
consider the disability experience as a misfortune that leads to suffering and disadvantage and invariably
devalues human life. (A/HRC/43/4.)

Accessibility
The condition of a facility or service that ensures that persons with disabilities have access, on an equalbasis with others, to "the physical environment, to transportation, to information and communications,
including information and communications technologies and systems, and to other facilities and services
open or provided to the public". (CRPD, Article 9.)

Alternative text (Alt Text)
Descriptive text which conveys the meaning and context of a visual item in a digital setting, such as on
an app or web page. When screen readers such as Microsoft Narrator®, JAWS®, and NVDA® encounter
digital content with alt text, they will read the alt text aloud, enabling people to understand more easily
what is on the screen. Well-written, descriptive alt text dramatically reduces ambiguity and improves user
experience. (Microsoft.)

Assistive technology
Any item, piece of equipment, or product system that is used to increase, maintain, or improve functional
capabilities of persons with disabilities. (International Disability Alliance.)

Audio description
Additional commentary that describes body language, expressions, and movements, making a story understood through sound. It describes what might otherwise be missed by a person with sight loss. Audio
description is also known as video description in some countries. (World Blind Union.)46 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

Braille
A system of embossed characters for blind and partially sighted persons, formed by using a Braille cell, acombination of six dots consisting of two vertical columns of three dots each. Each simple Braille character is formed by one or more of these dots and occupies a full cell or space. Some forms of Braille use
eight dots. (International Disability Alliance.)

Captions
On-screen text descriptions that display a video product's dialogue, identify speakers, and describe otherrelevant sounds that are otherwise inaccessible to persons who are deaf or hard-of-hearing. Captions aresynchronized with the video image so that viewers have equivalent access to the content that is originallypresented in sound, regardless of whether they receive that content via audio or text. Captions are either
open or closed. Open captions are always in view and cannot be turned off, whereas closed captions (CC)can be turned on and off by the viewer. (University of Washington DO-IT.)

Communication Access Realtime Translation (CART)A speech-to-text interpreting service for anyone who needs communication access. It can be used for any
large audience, to obtain a record of proceedings, or for other purposes. CART also benefits persons who
are deaf or hard-of-hearing, or who have language and learning needs. Even when used with other technologies, captioning benefits all persons in a group who can read (including those with hearing aids, implants,
and loops). CART is also referred to as real-time captioning. (CCaptioning.org.)

Communication Access Realtime Translation (CART) provider / captioner
A person, physically present in the room or connected remotely via the internet, who types word for word
(verbatim), in real time, what is said during a meeting; similar to live subtitles on TV.

CRPD-compliant (compliant with the Convention on
the Rights of Persons with Disabilities)
Policies and practices that respect the general principles and obligations set out in the Convention, as wellas the interpretation of its standards by the Committee on the Rights of Persons with Disabilities.

Disability inclusion
The meaningful participation of persons with disabilities, the promotion of their rights, and the consideration of disability-related perspectives in compliance with the Convention on the Rights of Persons with
Disabilities. (CRPD.)

Disability mainstreaming
A consistent and systematic approach to disability inclusion in all areas of operations and programming.
(UNDIS.)UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINESE 47

Easy-to-read
Information designed specifically for the particular literacy needs of persons with intellectual disabilities. It
may include plain language and diagrams. (International Disability Alliance)

Intersectionality
The interaction of multiple factors, such as disability, age and gender, which can create multiple layers of
discrimination, and, depending on the context, worsen legal, social or cultural barriers.

Multimodal communications
Communication that employs multiple semiotic modes, such as oral and written verbal language, staticand moving images, sound, music, gesture, and sculpture, to represent meanings. (igi-global.com.)

Persons with disabilities
Persons with disabilities include those who have long-term physical, mental , intellectual or sensory impairments that in interaction with various barriers may hinder their full and effective participation in society on
an equal basis with others. (CRPD, Article 1.)

Personal care assistant / personal assistant (PCA/PA)
Persons who provide assistance and support for persons with disabilities who live independently in thecommunity. A qualified personal care assistant provides services in the person’s own home or in the community. (ca.db101.org.)

Reasonable acommodation
Necessary and appropriate modifications and adjustments, that do not impose a disproportionate or undue
burden, needed in a particular case, that enable persons with disabilities to enjoy or exercise on an equalbasis with others all human rights and fundamental freedoms. (CRPD, Article 2.)

Sign language
Sign languages are fully-fledged natural languages, structurally distinct from spoken languages. An international sign language is used by persons who are deaf at international meetings and informally whentravelling and socializing. It is considered a pidgin form of sign language that is not as complex as natural
sign languages and has a limited lexicon. (UNDESA.)

Sign language interpreter
A professional who is fluent in two or more (sign) languages and interprets between a source language
and a target language and mediates across cultures. The interpreter's task is to facilitate communication
in a neutral manner, ensuring equal access to information and participation. Sign language interpreters canbe both deaf and hearing but should always carry appropriate sign language interpreter qualifications fromthe respective country. A sign language interpreter is bound by a code of ethics that ensures impartiality,
confidentiality, linguistic and professional competence, and professional growth and development. (International Disability Alliance.)

48 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

Subtitles
Subtitles are synchronized with a sound track so that the text displays at the same time words are spoken.
Non-speech elements are not typically included in subtitles, which are primarily designed for viewers who
do not understand the language that is being spoken. (3PlayMedia.com.)

Subtitles for the deaf and hard-of-hearing (SDH)SDH provides synchronized visual alternative text, containing the speech and non-speech audio information that must be understood to follow the media in question. (International Disability Alliance.)

Transcript
A text-only version of what has been said during a meeting or in a video. Transcripts are not produced inreal time and are generally limited to speech only. They are not a recommended substitute for captions but
can make it possible to revisit content later. (International Disability Alliance.)

Universal Design
The design of products, environments, programmes and services that, to the greatest extent possible, canbe used by all people without any subsequent need to adapt or redesign them for specialized purposes.
“‘Universal design’ shall not exclude assistive devices for particular groups of persons with disabilities
where this is needed.” (CRPD, Article 2.)

UN DISABILITY-INCLUSIVE COMMUNICATIONS GUIDELINES 49