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Guardian Angels Of Accessible Travelers In Rural Areas

ACCES ANGELS SERVICETrain-The-Trainer Workshop Materials

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TABLE OF CONTENT

CHAPTER PAGE

1. INTRODUCTION 2

2. MODULE I - ATTITUDE & COMMUNICATION

2.1 General requirements 3

2.2 Stereotypes and barriers 4

2.3 Communication & attitude 6

2.4 Empathy 11

3. MODULE II - INDIVIDUAL IMPAIRMENT TYPES, THEIR SPECIFICS AND PROPER

CARE TECHNIQUES

3.1 People with motoric/physical impairments 12

3.2 Persons with speech disability/ limited expressing abilities 16

3.3 People with hearing loss or impairment 16

3.4 Persons with visual loss or impairment 18

3.5 Persons with intellectual disabilities 21

3.6 Persons with other impairments/disabilities 22

4. MODULE III - COMMUNICATION WITH TOURISM SECTOR

4.1 Tourism service requirements 22

4.2 Communication with service providers 28

5. MODULE IV - TRAINING SKILLS 29

5.1 Steps to effective training 31

6. SUMMARY 33

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1. INTRODUCTION

There are an estimated 80 million people in Europe who have a disability. That is over 15% of

the European population. Many of these people work, travel and lead an active social life

despite their disabilities. We have to be mindful of the possibility of increased limitations

appearing among people over 50 years of age due to health related issues. They can begin to

have trouble walking, hearing or seeing. An ageing European population makes the number of

people with special needs increasing. Around a fifth of disabled people report having

difficulties related to their impairment or disability in accessing transport, tourist attractions

and over venues.

As a result of the equality policy of the European Union, the individual Member States have

introduced anti-discrimination legislation, also regarding tourist services; this sector is not

always prepared for providing service to clients with special needs. Vocational and training

education in this sector and complementary services e.g. transport, very often ignores the

issues of clients with special needs or does not pay too much attention to them.

Accessible Angels is a competence based service acquired through a VET curriculum

enhanced by the incorporation of the social values of volunteerism, active citizenship and

inclusiveness. This project is in line with the Europe 2020 strategy and its vision for an

innovative and flexible involvement of VET in the real economy.

The inclusiveness of the disabled requires a change of attitude which can only emerge through

education. Access Angels fosters inclusive travel for the disabled through the contribution of

youth. It offers youth a certified by VCC skill to service their disadvantaged fellow

Europeans, a vivid act of active citizenship.

This training material should serve as a handbook and training tool for trainers who will select

and train volunteers for Access Angels position.

2. ATTITUDE AND COMMUNICATION

2.1 General requirementsThere are no specific education requirements regarding education and experience is case to be

a volunteer for people with special needs who travelling info rural areas, but some national

law regulations requires that the volunteer has the qualifications necessary to perform specific

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services and meet other conditions applicable in a given voluntary work place, such as

medical examinations or courses.

The most important are the intentions, as well as the appropriate knowledge, preparation and

skills needed to perform a specific work.

In practice, the requirements for a AA should defined by the person managing the

organization nor a person dealing in the organization with Accessible Angels (coordinator).

They assess the candidate's qualifications and decide on her/his involvement. They may also

be guided by specific provisions or internal organization regulations. The competences

needed we can divide into professional and soft skills (the examples are listed below).

1. Verbal and non-verbal communication

2. Ability to work in a team (even the future Access Angel will work more or less

independently, it´s necessary he/she will be able coordinate activities with local

tourism office, service providers, public administration officials etc… )

3. Creativity

4. Organizational skills (effectiveness)

5. Ability to solve problems

6. Inter culturality

7. Self-awareness and sense of influence on reality

8. Learning to learn

9. Values and ethics

10. Basic special competences relating to various disabilities

That´s why the first step in training of volunteers for Access Angels positions is to clarify that

the person is not influenced by a number of stereotypes commonly used in accessing disabled

people.

2.2 Stereotypes and barriersMyths and Reality on disabilities

People without disabilities often don’t understand what it is like to live with a disability and

the barriers that people with disabilities face on a daily basis. Here are some of the common

myths about people with disabilities and the reality:

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MYTHS REALITY

People with disabilities are inferior to “normal” people and their lives are very different.

What is “normal?” We all have different abilities, talents, interests and personalities. You name it! People with disabilities go to school, get married, work, have families, play, do laundry, go shopping, eat out,travel, volunteer, vote, pay taxes, laugh, cry, plan and dream — just like everyone else.

We need to feel sorry for people with disabilities.

That’s patronizing. People with disabilities don’t need pity. They needaccess to opportunities.

People with disabilities are brave and courageous.

Adjusting to a disability requires adapting to a lifestyle, not bravery and courage.

It’s not a good idea to hire people with disabilities. They have a higher turnover rate and they take sick days more often

Many studies show that employees with disabilities are often more productive, dependable and loyal than their co-workers without disabilities and that staff retention is 72% higher among persons with disabilities.The experiences of large corporations show that when business hires people with disabilities the pool of potential employees becomes larger, staff retention rates increase and absenteeism decreases

You have to be careful when you’re talking to a person with a disability, because they are easily offended if you use the wrong word.

You just need to be as polite and respectful as you would when speaking to anyone. If you’re not sure what to say or do, it’s okay to ask.

It’s difficult serving customers with disabilities.

Everyone, regardless of ability, deserves to be treated with the same dignity and respect.

Understanding Barriers

Barriers are obstacles – things that stand in the way of people with disabilities doing many of

the day-to-day activities that most of us take for granted. Barriers make shopping, working,

going to a movie or taking public transit difficult, sometimes impossible, for people with

disabilities.

There are many kinds of barriers:

Information or Communications Barriers

These happen when a person can’t easily understand information. Examples are:

• print is too small to read

• websites that don’t support screen-reading software

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• signs that are not clear or easily understood

Attitud Barriers - these are barriers that discriminate against people with disabilities.

• thinking that people with disabilities are inferior

• assuming that a person who has a speech impairment can’t understand you

• thinking that people with itellectual impairment are silly and it´s not possible to

communicate with them

Systemic Barriers

These barriers occur when an organization’s policies, practices or procedures discriminate

against people with disabilities. An example is for instance a staff / guests hiring process that

is not open to people with disabilities

Regardless of their form of disability or the presence of a chronic disease, older and disabled

travellers will have the following needs:

• Customer-centred services as well as staff who are aware of this target group’s needs

and respond accordingly to their specific situation

• Respectful, dignified treatment; no pity or patronising

• Precise, detailed information on existing services, infrastructure, and leisure activities

• Suitable transportation services, e.g. transportation from the train station to the hotel,

baggage service

• Removal of all obstacles and barriers to mobility, communication and information,

and provision of access to the entire tourism infrastructure

• Products and services along the entire (‘closed’) tourism service chain

2.3 Communication & attitude

Ask before you help

Just because someone has a disability, don’t assume she needs help. If the setting is

accessible, people with disabilities can usually get around fine. Adults with disabilities want

to be treated as independent people. Offer assistance only if the person appears to need it. A

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person with a disability will oftentimes communicate when she needs help. And if she does

want help, ask how before you act.Be sensitive about physical contact

Some people with disabilities depend on their arms for balance. Grabbing them, even if your

intention is to assist, could knock them off balance.Avoid patting a person on the head or

touching his wheelchair, scooter or cane. People with disabilities consider their equipment

part of their personal space.

Note: We want you to think of people who have disabilities as individuals—your friends,

your co-workers, your neighbors—so rather than use the amorphous group term “they” for

people with disabilities, we use the pronouns “he” or “she” throughout this booklet.Think

before you speak

Always speak directly to the person with a disability, not to his companion, aide or sign

language interpreter. Making small talk with a person who has a disability is great; just talk to

him as you would with anyone else. Respect his privacy. If you ask about his disability, he

may feel like you are treating him as a disability, not as a human being. However, many

people with disabilities are comfortable with questions about their disability after getting to

know someone. A simple “I don’t feel comfortable sharing that” by the person with a

disability can set the tone if it is not something that he/she is willing to share.Don’t make

asumptions

People with disabilities are the best judge of what they can or cannot do. Don’t make

decisions for them about participating in any activity. Depending on the situation, it could be

a violation of their rights to exclude them because of a presumption about their

limitations.Respond graciously to requests

Take in mind - when people who have disabilities ask for an accommodation at some tourism

business, it shows they feel comfortable enough with the establishment to ask for what they

need. And if they get a positive response, they will probably come back again and tell their

friends about the good service they received.

Terminology Tips

Put the person first. Say “person with a disability” rather than “disabled person.” Say “people

with disabilities” rather than “the disabled.” For specific disabilities, saying “person with

Tourette syndrome” or “person who has cerebral palsy” is usually a safe bet. Still, individuals

do have their own preferences. If you are not sure what words to use, ask.Avoid outdated

terms like “handicapped”, “crippled”, or “retarded.”Be aware that many people with

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disabilities dislike jargony, euphemistic terms like “physically challenged” and “differently

abled.” Say “person who uses a wheelchair” rather than “confined to a wheelchair” or

“wheelchair bound.” The wheelchair is what enables the person to get around and participate

in society; it’s liberating, not confining.With any disability, avoid negative, disempowering

words, like “victim” or “sufferer.” Say “person with AIDS” instead of “AIDS victim” or

“person who suffers from AIDS.”It’s okay to use idiomatic expressions when talking to

people with disabilities. For example, saying, “It was good to see you,” and “See you later,”

to a person who is blind is completely acceptable; they use these expressions themselves all

the time.Many people who are Deaf communicate with sign language and consider

themselves to be members of a cultural and linguistic minority group. They refer to

themselves as Deaf with a capital “D,” and may be offended by the term “hearing impaired.”

Others may not object to the term, but in general it is safest to refer to people who have

hearing loss but who communicate in spoken language as “hard of hearing” and to people

with profound hearing losses as Deaf or deaf.

Choosing the Right Words1

If you’re not familiar with the disability, wait until the individual describes their situation to

you, instead of making assumptions. Many types of disabilities have similar characteristics

and your assumptions may be wrong.

The following preferred words and phrases will help you choose language that is neither

demeaning nor hurtful:

WRONG CORRECT

Aged (the), the elderly SeniorsAutistic A person with Autism

A person with Autism spectrum DisorderBirth defect, congenital defect,deformity

A person who has a congenital disabilityA person with a disability since birth

Blind (the), visually impaired (the) A person with vision lossA person who is blind

1 Tips on Serving Customers with Disabilities, Accessible Ontario Customer Service, www.oesc-cseo.org

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A person with low visionBrain damaged A person with a brain injury

A person with an acquired brain injuryConfined to a wheelchair,wheelchair bound

A person who uses a wheelchair

Crazy, insane, lunatic, psycho,mental, mental patient, maniac,neurotic, psychotic, unsound mind,schizophrenic

A person with a mental illnessA person with a mental disorderA person with a mood disorder (for example, a person with depression, a person with bipolar disorder)A person with a personality disorder (for example, a person with antisocial personality disorder)A person with an anxiety disorder (for example a person with obsessivecompulsive disorder)A person with an eating disorder (for example a person with anorexia nervosa, a person with bulimia)A person with schizophrenia

Cripple, crippled, lame, physicallychallenged

A person with a disabilityA person with a physical disabilityA person with a spinal cord injuryA person who uses a walkerA person who uses a mobility aidA person with arthritis

Deaf (the), hearing impaired (the) A person who is deaf (for example,a person with profound hearing loss)A person who is deafened (for example, aperson who has become deaf later in life)A person who is hard of hearing (forexample, a person with hearing loss)When referring to the deaf communityand their culture (whose preferred modeof communication is sign language) it isacceptable to use “the Deaf”

Deaf and dumb, deaf mute A person who is deafDeaf-Blind (the) A person who is deaf-blind (for example,

a person who has any combination ofvision and hearing loss)

Epileptic A person who has epilepsyFits, spells, attacks seizuresHandicapped (the), invalid,patient, the disabled

A person with a disability

Hidden disability, invisible disability Non-visible disabilityLearning disabled, learningdisordered, dyslexic

A person with a learning disability orpeople with learning disabilities

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Mentally retarded, idiot, simple,retarded, feeble minded, imbecile

A person with an intellectual disabilityA person with a developmental disability

Midget, Dwarf A little personA person of short statureA person who has a form of dwarfism

Mongoloid, Mongolism, Downs A person with Down SyndromeA person with an intellectual ordevelopmental disability

Normal A person without a disabilityA person who is not disabledSpecifically, a person who is sighted,a hearing person, a person who isambulatory

Spastic A person who has muscle spasmsStutterer A person who stutters

A person with a communicationdisorder

Other tips how to access to the clients with some type of disability2:

• Treat people with disabilities with respect and consideration.

• Patience, optimism, and a willingness to find a way to communicate are your best

tools.

• Smile, relax, and keep in mind that people with disabilities want to experience helpful

customer service.

• Don’t make assumptions about what type of disability or disabilities a person has.

• Some disabilities are not visible. Take the time to get to know your customers’ needs.

• Be patient. People with some kinds of disabilities may take a little longer to

understand and respond.

• If you’re not sure what to do, ask your customer “How can I help you?”

• If you can’t understand what someone is saying, just politely ask again.

• Ask before you offer to help — don’t just jump in. Your customers with disabilities

know if they need help and how you can provide it.

• Find a good way to communicate. A good start is to listen carefully.

• Look at your customer, but don’t stare. Speak directly to a person with a disability, not

to their interpreter or someone who is with them.


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• Use plain language and speak in short sentences.

• Don’t touch or address service animals – they are working and have to pay attention at

all times.

• Ask permission before touching a wheelchair or a piece of equipment.

• Every business should have emergency procedures for customers with disabilities.

Make sure you know what they are.

Dealing with Customers with Disabilities Over the Phone3

• Speak normally, clearly and directly.

• Don’t worry about how their voice sounds. Concentrate on what’s being said.

• Be patient, don’t interrupt and don’t finish your customer’s sentences. Give your customer

time to explain him/ herself.

• Don’t try to guess what your customer is saying. If you don’t understand, don’t pretend. Just

ask again.

2.4 EmpathyEmpathy towards people with disabilities and providing them with a warm welcome is

critical, and can often compensate for suboptimal physical conditions. For these reasons, one

way to orient the tourism industry toward disabled individuals in the market would be to

reduce fear of contact and the threshold of inhibition.


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http://www.oesc-cseo.org/


(Source: Challenges to attaining “Accessible Tourism for All” in German destinations as part of a

CSR-oriented approach, www.besteducationnetwork.org/?module=file&act=procFileDownload)

3. INDIVIDUAL IMPAIRMENT TYPES, THEIR SPECIFICS

AND PROPER CARE TECHNIQUES

3.1 People with motoric/physical impairmentsPhysical impairment means that a person is restricted in physical abilities due to damage to the

supportive or locomotor apparatus or other organic damage. The movement can be compensated by

means of tools such as a mechanical or electric carriage, crutches, sticks, prostheses. Often, physical

disability is associated with aesthetic handicap (eg missing limbs, etc.) and atypical symptoms (eg

twitching, cramping, etc.).

We divide physical disability into three basic groups - light, moderate and severe disabilities. Because

of the manifestations of the same type of physical disability, the illnesses may be different, they may

occur at various stages and ranges, it is very difficult to precisely define the boundaries between the

three groups mentioned above. Therefore, it is always important to approach the situation with an

individual approach and to find out the specific constraints and needs of the job seeker. Below are

some examples of frequent types of physical disability, of course, the list is not complete.

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Light physical disability

Conditions after operations of the locomotive apparatus - joint replacement (endoprosthesis), operation

of the plates, etc. Man is limited in the functionality of the part of the locomotive system. Restrictions

may be temporary or permanent, often variable over time.

Moderate physical disability

• Amputation - loss of part of the body as a result of an injury or surgical intervention due to a

disease or tissue damage. Depending on the amputation range, it may also be a light but hard

physical disability. The amputated portion of the tissue may or may not be replaced by a

prosthesis.

• Deformity - permanent change in organ shape or missing part of body. These are mostly

congenital malformations. Deformities primarily affect the musculoskeletal system. Limits are

primarily manifested in functionality (sluggish walking, less stability, fine and coarse motor

problems), but can also often affect the function of the internal organs.

• Dystrophy - Individual types can only affect the facial part (limited communication skills) or

the upper or lower limbs. It is a progressive genetic disorder of the muscles, the progress of

the individual's age is slowing down to a complete loss of momentum in the affected muscle

groups. Movement and physical activity is therefore limited, not completely lost.

• Osteoporosis - a metabolic bone disease that is manifested by thinning of the bone tissue. In

the case of osteoporosis, there are low stress fractures that can arise after a minimal load, eg

when swinging, swinging or turning or falling.

Heavy physical disability

• Hemiplegia - complete paralysis of one half of the body (vertically)

• Hemiparesis - Partial paralysis of one half of the body (vertically)

• Paraplegia - Complete paralysis of the lower limbs

• Paraparesis - partial functional limitation of lower limbs

• Tetraplegia - complete paralysis of the legs and partial or total paralysis of the upper limbs

For the aforementioned disorders it is typical that the basic manifestation is the limitation of

momentum (movement by mechanical or electric carriage), but it also means other specific health

problems - disorders of thermoregulation, problems with vegetative functions (pressure problems),

problems with emptying, spasticity (painful convulsions), etc.

Child Cerebral Palsy - is an indication for a set of unattractive and non-proliferative disorders of the

development of brain regions of the brain or their other damage at an early stage of development,

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which in turn results in movement disorders. Psychic functions can also be affected, and other defects

are often added, such as decreased intellect, sensory defects, and in many cases, epilepsy may occur.

After that, we are talking about combined disability.

Specific requirements of persons with mobility limitations and wheelchair users

Of all disabled persons, those with limited mobility and wheelchair users are most obviously

recognised as their disability is signalled by the presence of a wheelchair, walking stick or other aids.

However, this target group also displays a very wide range of impairments, in some cases even

multiple impairments. Some wheelchair users can move around very freely at their holiday

destination, while others require constant assistance and are hence very limited in their mobility.

Older people may have mobility impairments in that they move slowly and/or carefully, cannot walk

or stand for longer periods, or find it difficult to overcome differences in height.

Persons with mobility limitations and wheelchair users tend to need wide, level doors, hallways and

paths, sufficiently large lifts with appropriately placed control panels, and paths and hallways with

firm, non-slip surfaces.

However, the requirements of wheelchair users will not be the same as those of limited-mobility

persons. A ramp will help wheelchair users to overcome differences in height equivalent to a couple of

steps, while people with severe mobility limitations may find it difficult to use a ramp due to its

gradient. Some therefore find it easier to use steps or stairs that are equipped with a handrail.Neither

will people with the same form of disability necessarily all have the same needs. One wheelchair user

may wish to be pushed up a ramp, while another might prefer to do so without help.

People who use wheelchairs have different disabilities and varying abilities. Some can use their arms

and hands. Some can get out of their wheelchairs and even walk for short distances.Remember -

people who use wheelchairs are individuals, not equipment, and follow during the treatment next

princuples:

Don’t lean over someone who uses a wheelchair to shake another person’s hand or ask a

wheelchair user to hold coats.

Don’t push or touch a person’s wheelchair; it’s part of her personal space. If you help

someone down a curb without waiting for instructions, you may dump her out of the chair.

You may detach the chair’s parts if you lift it by the handles or the footrest.

Keep the ramps and wheelchair-accessible doors to your building unlocked and unblocked.

Under the ADA, displays should not be in front of entrances, wastebaskets should not be in

the middle of aisles, and boxes should not be stored on ramps.

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Be aware of a person’s reach limits. Place as many items as possible within their grasp. And

make sure that there is a clear path of travel to shelves and display racks. When talking to a

person using a wheelchair, grab your own chair and sit at her level. If that’s not possible, stand

at a slight distance, so that she isn’t straining her neck to make eye contact with you.

If the service counter at your place of business is too high for a person using a wheelchair to

see over, step around it to provide service. Have a clipboard handy if filling in forms or

providing signatures is expected. A business may also want to make sure employees are

prepared to angle down or detach a key pad so a person using a wheelchair can sign their

electronic signature after making a credit card purchase.

If your building has different routes through it, be sure that signs direct people to the

accessible routes around the facility. People who use canes or crutches also need to know the

easiest way to get around a place, but stairs may be easier for them than a ramp. Ensure that

security guards and receptionists can answer questions about the most accessible way around

the building and grounds, including the location of elevators.

People who use canes or crutches need their arms to balance themselves, so never grab them. People

who have limited mobility may lean on a door for support as they open it. Pushing the door open from

behind or unexpectedly opening the door may cause them to fall. Even pulling out or pushing in a

chair may present a problem. Always ask before offering help.

If you offer a seat to a person who has limited mobility, keep in mind that chairs with arms or with

higher seats are easier for some people to use.

Falls are a big problem for people who have limited mobility. Be sure to set out adequate warning

signs after washing floors. Also put out mats on rainy or snowy days to keep the floors as dry as

possible. (Make sure they don’t bunch up and make the floor impassable.)

People who do not have a visible disability may have needs related to their mobility. For example, a

person with a respiratory or heart condition may have trouble walking long distances or walking

quickly. Be sure that your museum, hotel or department store has ample benches for people to sit and

rest on.

Some people have limited use of their hands, wrists or arms. Be prepared to offer assistance with

reaching, grasping or lifting objects, opening doors and display cases, and operating vending machines

and other equipment.4

General requirements of persons with mobility limitations and wheelchair users

4 https://www.unitedspinal.org/disability-etiquette/#think

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Availability of precise, detailed information on the accessibility of the facility guests

wish to visit (steps/stairs, ramps, lifts, door widths, sanitary facilities etc.) This

information will enable guests to decide themselves whether the facility meets their

specific needs

Information on special services

A fully accessible infrastructure (transportation, information)

No use of slippery floor coverings (to prevent accidents)

If applicable, availability of technical aids to help overcome various obstacles or

problems with usage

Willingness of service staff to provide assistance (e.g. when climbing stairs or carrying

baggage)

Awareness of specific measures to be taken in emergencies

3.2 Persons with speech disability/ limited expressing abilities5

A person who has had a stroke, is deaf, uses a voice prosthesis or has a stammer or other type

of speech disability may be difficult to understand.

Give the person your full attention. Don’t interrupt or finish the person’s sentences. If

you have trouble understanding, don’t nod. Just ask him to repeat. In most cases the

person won’t mind and will appreciate your effort to hear what he has to say.

If you are not sure whether you have understood, you can repeat for verification.

If, after trying, you still cannot understand the person, ask him to write it down or to

suggest another way of facilitating communication.

A quiet environment makes communication easier.

Don’t tease or laugh at a person with a speech disability. The ability to communicate

effectively and to be taken seriously is important to all of us.

3.3 People with hearing loss or impairment

Specific requirements of deaf and hearing-impaired people Deafness and hearing impairments

are not apparent at first glance – they often only become obvious when attempting to

communicate.


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Persons with hearing impairments were born either without or only with residual hearing, or

lost their hearing before acquiring speech. The residual hearing capacity is not sufficient for

speech development, and speech cannot be acquired without specific aids and training. When

communicating with hearing persons, deaf persons often depend on lip-reading.´If there is

enough residual hearing to acquire speech mostly naturally, the term used is ‘hard of hearing’.

The needs of people with restricted hearing capacity tend to be more comparable to those with

normal hearing, while those who can merely manage to hear sounds using technical aids but

not genuinely understand are considered to be closer to deaf. (Lip-reading can help hard-

ofhearing people to understand better what is being said.)

If deafness occurs after acquiring speech and after a certain level of phonological acquisition,

e.g. through an illness or accident, it is referred to as late-onset deafness. Besides the level of

hearing impairment, for deaf persons the point at which deafness occurs is significant in terms

of their overall development. A distinction is drawn between those who become deaf before

phonological acquisition and those where deafness occurs after that stage. The incidence of

hearing impairment increases with age.

Communicating with deaf people is mostly only possible through sign language. Sign

language is a fully developed and acknowledged language, with several variations used in

different countries. Sign language users often need a sign language interpreter to

communicate with hearing persons. Any conversation, either via interpreter or using lip-

reading, requires good but non-glare lighting.

Hearing-impaired persons require visual contact to lip-read. Lip-reading only works if the

speaker’s mouth is not hidden behind a cigarette, coffee cup, or hand. Even if an interpreter is

present, the hearing-impaired person should be considered the main partner in the

conversation, with most attention directed at them.

When talking to hearing-impaired persons, there should be no loud surrounding noises.

During events it should be possible to request a sign language interpreter. When

communicating, one needs to remain flexible enough to e.g. note down brief questions and

answers. It is also helpful to refer people to written information material. Means of

communication such as fax, e-mail and text messaging should be available.

General requirements of deaf and hearing-impaired people:

▶ Visual contact and good, non-glare lighting help deaf and hearing-impaired guests to lip-

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read

▶ Willingness to use other forms of communication if auditory communication is not

possible (e.g. taking notes)

▶ Use of written technical information (e.g. TV, teletext) ▶ Availability of visual aids

(bells, telephones, alarm systems, good signage)

(use of “two-senses principle” – cf. section 3.2.1)

▶ Awareness of specific measures to be taken in emergencies

3.4 Persons with visual loss or impairment

Unlike many other forms of disability, visual impairments are often not easy to recognise at

first glance. Only a very small number of visually impaired people wear yellow armbands or

very thick spectacles or use a long cane. Blind people are unable to experience their

environment using their eyes. Rather, they rely on their sense of touch, hearing, and smell.

For instance, they hear and feel whether other people are present.

What a visually impaired person can recognise depends mainly on what part of the eye no

longer functions properly. Various parts of the eye may be affected depending on the cause of

the impairment. The most common cause of visual impairment is eye disease.

Eye diseases arise most often for age-related reasons, which is why the majority of visually

impaired people are elderly. A small number of visual impairments are caused by accidents.

It is important to note that only few visually impaired people are actually blind. For all blind

and visually impaired persons it is of crucial importance that the distances they cover are free

of obstacles. For instance, decorative items on steps or a stage, stands with information

leaflets in hallways, or tables and chairs placed outside of restaurants that are not at a clear

distance from the pavements present major obstacles. Items that protrude from above or from

the side into public spaces ( signs, lamps, scaffolding … ) are also a source of danger for blind

persons.

Wide, level entryways and paths are convenient to both visually impaired and blind persons.

Some blind persons have guide dogs that help them to move around independently. These

dogs are specially trained and should be allowed to enter all tourist facilities and venues.

People Who Are Blind

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People who are blind know how to orient themselves and get around on the street. They are

competent to travel unassisted, though they may use a cane or a guide dog. A person may

have a visual disability that is not obvious. Be prepared to offer assistance—for example in

reading—when asked.

u Identify yourself before you make physical contact with a person who is blind. Tell him

your name and your role if it’s appropriate, such as security guard, usher, case worker,

receptionist or fellow student. And be sure to introduce him to others who are in the group, so

that he’s not excluded.

If a new customer or employee is blind or has low vision, offer him a tour of your facility.

If you have changed your facility (i.e., rearranged the furniture) notify your customers who

are blind of the changes.

People who are blind may need their arms for balance, so offer your arm—don’t take his—if

he needs to be guided. (It is however appropriate to guide a blind person’s hand to a banister

or the back of a chair to help direct him to a stairway or a seat.)

If the person has a guide dog, walk on the side opposite the dog. As you are walking, describe

the setting, noting any obstacles, such as stairs (‘up’ or ‘down’) or a big crack in the sidewalk.

Other hazards include: revolving doors, half-opened filing cabinets or doors, and objects

protruding from the wall at head level such as hanging plants or lamps. If you are going to

give a warning, be specific. Hollering “Look out!” does not tell the person if he should stop,

run, duck or jump.

If you are giving directions, give specific, non-visual information. Rather than say, “Go to

your right when you reach the office supplies,” which assumes the person knows where the

office supplies are, say, “Walk forward to the end of this aisle and make a full right.”

If you need to leave a person who is blind, inform him you are leaving and ask if he needs

anything before you leave.

Don’t touch the person’s cane or guide dog. The dog is working and needs to concentrate. The

cane is part of the individual’s personal space. If the person puts the cane down, don’t move

it. Let him know if it’s in the way.

Offer to read written information—such as the menu, merchandise labels or bank statements

—to customers who are blind. Count out change so that they know which bills are which.

If you serve food to a person who is blind, let him know where it is on the plate according to a

clock orientation (12 o’clock is furthest from them, 6 o’clock is nearest). Remove garnishes

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and anything that is not edible from the plate. Some patrons may ask you to cut their food;

this can be done in the restaurant’s kitchen before the meal is served.

People With Low Vision

A person who has low vision may need written material in large print. A clear font with

appropriate spacing is just as important as the type size. Labels and signs should be clearly

lettered in contrasting colors. It is easiest for most people with low vision to read bold white

letters on black background. Avoid using all uppercase letters because it is more difficult for

people with low vision to distinguish the end of a sentence.

Good lighting is important, but it shouldn’t be too bright. In fact, very shiny paper or walls

can produce a glare that disturbs people’s eyes.

Keep walkways clear of obstructions. If people with low vision regularly use your facility as

customers or employees, inform them about anyphysical changes, such as rearranged

furniture, equipment or other items that have been moved.6

General requirements of blind and visually impaired people:

Open spaces and paths should be free of obstacles

Clear, unambiguous explanations and precise descriptions of the

surrounding environment help to experience the surroundings and the

obstacles

Accompanying guests visiting a facility for the first time – e.g. to a hotel

room, restaurant, spa and other major areas – helps them to find their

own way around later

Good, high-contrast lighting and markings are immensely important to guests’ sense

of independence

Guests should be able to touch relevant objects to identify them better

Easily touchable, clear markings (e.g. on control switches and signs) and

acoustic signals

An awareness of their special needs and measures to be taken in emergencies should


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be a standard feature

3.5 Persons with intellectual disabilities

It is difficult to find a clear, generally accepted definition of intellectual disability. People

with intellectual disabilities are limited in those areas of life where intellectual capacity plays

a major role, unless they have or are given suitable personal or technical aids. Steps, stairways

or narrow halls are generally no problem for people with intellectual disabilities (as far as they

do not have mobility impairment). They require a calm environment and often a little more

time to understand the information they need.

In the tourism sector, in particular, these travellers are often overlooked or decisions are made

on their behalf without their involvement.

It is therefore important that guests with intellectual disabilities be taken seriously and treated

with just as much respect as all other guests. Short sentences using easy, but grammatically

correct language help them to understand better what is being said. Foreign and technical

words should be avoided if possible. Examples from everyday life may help to explain certain

things.

For instance, menus with pictures of the dishes may be a great help to guests with intellectual

disabilities, as well as for people who cannot read and foreign guests who do not speak the

local language. Simply written, clearly illustrated information material is also very helpful.

The use of pictograms helps people with intellectual disabilities, those who cannot (yet) read,

and guests who speak´a foreign language.

General requirements of people with intellectual/mental disabilities

• Keep an open mind and treat the person as an adult. We will take the person seriously.

• Let us be discreet in contact with people affected by disabilities for personal relationships. We will avoid trying to diagnose or analyze the person.

• Avoid situations that may generate violence, such as arguments or criticism. Avoid reacting with emotions based on fear, anger or boredom.

• Create a climate of trust. When speaking with the individual, we will keep our voice

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very low and calm.

• Understand your situation, always facilitating your participation in all activities.

• Pay attention to non-verbal communication.

• Use the simple words, keep sentences short and do not show impatience.

• Verify that the message has been understood and be prepared to repeat and reformulate sentences.

• Give the information once.

• Maintain an attitude of courtesy.

• Do not make assumptions about what anyone could do.

• Limit the use of sarcasm or subtle humor.

3.6 Persons with other impairments/disabilities

4. COMMUNICATION WITH TOURISM SECTOR

4.1 Tourism service requirementsSubsequent links of the tourist services chain are related to accommodation. The accessibility

of accommodation should include not only hotel rooms, but also surrounding areas, including

the reception and lobby, restaurant facilities, as well as sport and recreation facilities

(swimming pool, gym, multi-purpose rooms) and other shared areas. These include in

particular the following elements:

• location of the facility and degree of adjustment of the closest area in terms of needs

of people in wheelchairs and blind people;

• availability of residence units for people in wheelchairs (located at a level accessible

via lifts or ramps, alarm signalling, surface and fitting of rooms, surface and fitting of

bathrooms), rooms adjusted for the purpose of people with allergies or asthma,

assistive devices for deaf people (e.g., inductive loop);

• type of equipment, appliances and technical devices to assist people with visual and

hearing disabilities;

• preparation of personnel in terms of assisting people with disability(e.g., completion

of special courses and training,

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• knowledge of the sign language, knowledge of ways to provide assistance to the client

with disability in crisis situations, e.g., during a fire or a different emergency);

• room equipment; taking into consideration needs of people with motor dysfunctions,

unnecessary thick carpets should be eliminated, difference in levels should be reduced,

heavy doors should be avoided, hangers in closets, switches and buttons should be

placed at a level which is accessible for people in wheelchairs.

Concerning to tourism infrastructure and service spaces, we can as well use principles of so

called „Accessible design“.

General principles of accessible design7

• The wheel/foot principle:: Facilities are fully accessible for both wheelchair

users and pedestrians.

• The two-senses principle: The information is accessible by using at least

two senses (sight, hearing, touch)?

• The KISS principle: The information is provided according to the KISS

principle (Keep it Short and Simple).

• The three priority levels of visual, tactile and auditory orientation aids

There are some key locations when we talk about tourist attractions and accessible

spaces:

• Tourist attractions and outdoor spaces (hotels, restaurants, tourism´information

offices, tourism routes, landscapes, entertainment park etc)

• Outdoor and accessible spaces (entrance, parking space, transport facilities, etc)

• Indoor accessible spaces (reception desk, bedrooms, bathrooms, lifts, etc)

But, tourism services can be accessible for all clients by following universal design principles

and by flexibility, good communication skills and open-minded staff.

Principles for outdoor spaces include:

• Properly marked parking space not far from entrance

• Entrance on pavement level or with ramp or lift use

7 A Guide to Design and Accessibility for All within the Tourism sector, TEAD project, www.TEAD-Europe.org

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• Wide and easily opened (automatic) entrance doors and in the case of revolving doors,

providing an alternative entrance

• Lack of thresholds or very low thresholds in the object or nearby surrounding

• Clearly marked entrances and contrast marking

• Flat ground surfaces without irregularities (i.e. cobble stones)

• Tactile paths leading blind person to main locations in the building (reception desk,

next piece in exhibition area, etc.)

Principles for indoor spaces include:

• Lack of thick carpets or door-mats

• Passageways possible to pass by person in wheelchair, with crutches, etc and

sufficiently wide elevators

• Buttons (in elevator, light switches, alarm button, etc.) possible to reach from the

wheelchair level

• Clear marking of common spaces – eg. reception desk, toilet, information, ticket

office, etc consider using pictograms

• Lack of objects projected from the walls particularly at head height

• In case of spaces with many glass elements – clear marking to identify areas and help

with orientation.

• Ensure proper acoustic of key places like reception desk, restaurant, information point,

etc

• Where possible create an optimal acoustic environment – whether that is through the

architectural design or the use of support aids such as an sound-induction loop

• Diversed systems of emergency information

• Accessible escape routes and designated safe/refuge zones

• In case of high counter – two heights of the counter should be provided or an

additional table to use.

• Accessible toilets on each floor

Various facilities and equipment

• Cloth hangers accessible from at least two levels

• Cosmetic mirror in bathroom at a height accessible for all

• Towels

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• TV remote control and Telephone

Other important elements to consider, whether it be in tourist attractions or transport:

• Small models of large exhibits/objects which are not possible to access or touch for

people with a visual disability.

• On request providing client with information material in large print, Braille or easy to

read and understand text

• Reasonable distance to the public transport

• Accessible public transport (buses, trams, railway including platforms, stations and

ticket machines etc.)

• Audio-visual announcements on buses, trains and other transport

• Save space for assisting dog while organising transport or big events

• Text information accompanied by pictures and photos (menu, description of

architecture, instructions, etc)

• Detailed description of exhibits, tourism routes, etc

• Ensure you include detailed information on the accessibility of the attraction and the

surrounding area in your marketing material – it will help not only the disabled client

but all other clients access your service.

• Foresee enough time to make it possible for all to follow a trip or excursion.

Emergency situations

In case of emergency situations such as a fire in a hotel, a bomb threat in a train station or an

accident in a leisure park it is often overlooked that not everyone can simply run to safety or

understand loudspeaker announcements.

Staff should be trained to evacuate all guests, including guests with disabilities, from the

premises. Detailed information on emergency measures and escape routes should be given to

and discussed with guests on arrival. The information should be in a suitable format (e.g.

printed, audio, Braille, large-size print). Staff should always ensure that escape routes,

evacuation assembly points and other relevant information are signalled clearly and

unambiguously.

It is important that proprietors and staff be aware of the consequences of emergency situations

for disabled travellers and take the right precautions in advance. In this context, it can be

crucial…

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• to make sure that communication media and orientation systems have been used that

all guests can understand (e.g. not just auditory – cf. The two-senses principle – see

below)

• to inform guests verbally or in writing on arrival of emergency measures and exits,

and what do to in an emergency (informed guests can respond appropriately in

emergency situations)

• to ensure whether escape routes are accessible

• to ensure that staff are informed (e.g. room numbers and guests’ disabilities listed on a

sheet for the night porter)

• to ensure that staff are aware of what do to in an emergency and know exactly who

needs information and how and when to give it.

Conflict Management

Sometimes conflicts arise between people with disabilities and the places they visit for work,

recreation, health care or education. These conflicts are usually the result of misunderstanding

or a lack of information. Sometimes conflicts develop between people with disabilities who

have conflicting needs. For example, a person who has a hearing loss cannot hear the

proceedings with the window open, but a person with Multiple Chemical Sensitivity needs the

window open for fresh air; someone who uses a service dog may run into a conflict with a

person who has an anxiety disorder and an extreme fear of dogs.All of these situations call for

flexibility, patience, creativity, and open communication - a willingness to listen to the

other’s perspective and to learn.Sometimes good faith efforts are not enough, and parties have

difficulty working out their differences. In these cases, consider using the services of a skilled

mediator.8

Signage

Note accessibility of your business or program by using the symbols below in advertising, on

flyers, and as signage at the location of the service. Be sure to use the verbal description,

along with the symbol. As signage, enlarge the symbol and place it where it will be most

visible.


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WHELCHAIR ACCESS

ASSISTIVE LISTENING FOR PEOPLE WHO HAVE A HEARING LOSS

SIGN-LANGUAGE INTERPRETER

TTY/TDD ( Telecommunications Device for the Deaf )

4.2 Communication with service providersComunication with tourism service providers can be in many times difficult. Many tourism

(and not only tourism) service providers do not believe that disabled visitors can be an

important visitor segment in the future and that they can bring a lasting profit and social

recognition for the company. What is necessary, and what will be more or less also the task of

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Access Angels trainers, is to show to the tourism service stakeholders added value of focusing

on disabled visitors and, of course, the way how to achieve it.

Many expamples from various countries all over the world show that implementation of

accessibility policy as a provider of tourism and hospitality services can lead to a number of

additional benefits including:

• An increased number of visitors – people with a disability are often accompanied by

carers, family or friends

• Increased loyalty of satisfied clients with disability

• Opportunities for marketing and publicity among a new target group and popularity of

the organisation increasing

• Additional income and profits through publicity and increased visitor numbers

Accessibility can be achieved through the design of products, services and the environment so

they are fully accessible for all people without additional adaptations or specialised design.

Tourism services can be accessible for all clients by following universal design principles and

by flexibility, good communication skills and open-minded staff.

The market potential for accessible tourism is huge. To the number of people that either are

dependent on good accessibility because of their age or disability, one must add also their

friends, families and assistants. Different analysis shows that at least around each fifth

customer can be regarded as a part of this market potential. Companies that look for growth

cannot ignore 20% of their potential customers.

A number of research studies have been conducted that provide tangible evidence that

ensuring your services are accessible brings benefits to your organisation. In Europe, research

undertaken in 2005 estimated the market potential only in Europe to be at least 127 million

Europeans9. In this study, only people with a disability or long term health problem was

counted Based on figures supplied to European Commission Directorate General ΧΧΙΠ by

Tourconsult/International SA in “The Evolution in Holiday Travel Facilities and in the Flows

of Tourism Inside and Outside the European Community”, Touche Ross estimated already in

1992 that the potential demand for commercial accommodation by people with disabilities

was 158 million overseas nights and 193 million domestic nights. These were generated by:

9 Buhalis, D; Eichorn V, Michopoulou E, Miller G, 2005: “Accessibility Market and stakeholder analysis”. University of Surrey, pdf.

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• 8 million people travelling abroad,

• 15 million people taking domestic trips,

• 22 million people taking a domestic day visit.

With the assumption that each disabled person’s trip would attract only 0.5 companions, an

un-served potential of 35 million overnight travellers and 630 million nights could be

generated.10

5. TRAINING SKILLS The content of the training manual is mainly focused on information on various types of

disability, tips on how to help affected visitors and on the problem of proper communication

with disabled visitors in tourism. However, given that the primary users of the manual will be

certified trainers of future Access Angels - the problem of basic training skills, training

techniques and training preparation must also be part of the content.

Whether a training is a simple or difficult task for a trainer, depends on his experience, his

personality and also on level of training preparation. And, of course, depends on how will be

tha trained volunteers. Aim of this manual cannot be „to make a perfect trainer in two days“,

but can be to give the future trainers basic guidelines, tools and knowledge how to plan,

prepare and carry out training for individual participants.

For better understanding how to prepare and carry out the training we can recall the tasks the

AA-volunteers will perform according to the Operation Manual:

Access Angel Duties

1) Provide assistance to people with special needs during their visits and trips to

participant countries

2) Is familiar with local history and culture

3) Can communicate in two languages

4) Has good communication skills

5) Can work in a team

6) Can use the internet and other social media

10 Touche Ross, 1993: Profiting from opportunities - A new market for Tourism. pdf

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7) Know how to use first aid and is well trained

8) Attends seminars and specialised training when required and when asked by the local

authority / organisation

9) Can use specialised equipment and attends training sessions

10) Is able to adapt to different situations and can solve problems easily

11) Listens to peoples’ needs and is understanding of their disability

12) Wears appropriate clothing and uniform should required

13) Reports any problems to the local authority management to immediate supervisor

14) Refers any suggestions, complaints to the local authority / organisation management

15) Follows instructions, scheduled visits and programs as set by the local authority

management / organisation

Hiring and selection process

Training of future Access Angel will start already with hiring and selecting proces of training

candidate/candidates – well performed selection can spare a lot of time and lot of difficulties

in future training.

The position of Access Angel has a bit specific requirements above all in area of social and

communication skills, and we know that eligible candidate should be at least:

• Friendly

• Willing to help

• Communicative

• Open-minded

• Intercultural

• Self-reliant

During the training it´s possible to teach the volunteer necessary basics in area of various

disabilities and proper care techniques, but it´ s very difficult to teach her/him any from above

mentioned soft skills, so selection of proper persons will be very crucial.

5.1 Steps to effective training

Identifying training needs

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There is often a gap between what people can do and what they should be able, or would like,

to do. This gap may indicate learning needs. By all, or most of trained Access Angels, the

biggest gap will be probably the lack of knowledge on the different types of disabilities and

and the appropriate care and help that need to be provided.

Another gap which can be expected will be the lack of knowledge on proper communication

and attitude to disabled people – in everyday life (unless our job is not in the area of working

with people with disabilities) we encounter people with disabilities rather rarely and we do

not have the specific need to communicate with them. This brings to most volunteers

uncertainty about how to behave and communicate in contact with people with disabilities,

although in many cases the fear is totally unnecessary - they are people like us.

The above mentioned expected gaps need above all enhancing self-confidence in contact with

disabled visitors and enhancing confidence in the service provided to them.

For identifying training needs of selected Angels, a personal interview is the best (and maybe

the only one) way how to find a candidate's personality and his or her training needs.

• Speak with the candidate

• Identify what the problem is

• Identify where is the reason of the problem

• Plan together how you might to solve the problem and remove the performance gap

How people learn

People learn best when they are motivated to learn. Examples of what motivates people to

learn include for instance:

Motivation Employee AA-volunteer

Rewards

Praise

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Team spirit

Status

Pride in job

Ambition

Consciousness of helping

Personal improvement

Consciousness making

meaningful work

As we can see, employee in any company has more motivators than volunteer. But the

motivators possible to volunteer belong to the strongest. One of trainer´s task during the

introductory interview is to find if the candidate has some of mentioned „volunteer“

motivators for start work as an Access Angel. If not, it will be difficult to ensure, that after the

training we will say goodbye to really suitable person for Access Angel position and work.

How to prepare the training

Each of us learns through variety of learning routes. We can:

• Get involved in discussion on needed topics

• Watch others how they do the job

• Copy the others

• Learn by trial and error

• Listen

• Practise

• Asking the questions

• Read & study the materials

People learn all the time and if you´ll be able to identify how the candidate has learned most

useful things for their life and work over the years, we can often find a proper pattern.

In respect to training content related to Access Angels service expectations and requirements,

it´s highly recomended to plan the training sessions more in „open“ form of self studying

training content, discussion on individual topics, questioning on trainer, visiting experienced

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professionals on disabled people care, visiting individual tourism premises and try to evaluate

local tourism infrastructure from the point of view of various disabilities.

Hours long sitting in training room, watching PPT presentations and listening to (though

professionally good and useful) informations don´t bring needed results and definitely don´t

raise motivation to further training.

Don´t forget the feedback and during listening to the verbal feeeback don´t forget to „listen“

to nonverbal feeback – many people considering the work of volunteers in the area of people

with disabilities are very socially sensitive and empathetic, and from inborn politeness will

give you vague verbal feedback that will not help you. Their non verbal communication will

be much better indicator if and how they were satisfied with training session or generally with

the time spent with you as a trainer.

6. SUMMARY

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