“Understanding how it does work with tips and experiences.”
For organizing accessible introduction weeks, ECIO, Ieder(in), ISO, LSVb, JongPit and JOBmbo collected eight tips from students with a support need. Do you organize activities for new students on behalf of a student organization or educational institution? Then read the following tips!
What does the infosheet offer?
The infosheet with tips provide insight into how to organize an inclusive induction week. What all do you need to think about? Who do you need to involve? And which activities actually fit in? We give tips on student participation, accessible activities, communication and responsibility. With the goal of making the introduction week accessible to all students.
Who is the infosheet for?
The infosheet is for anyone involved in organizing an induction week.
Students’ tips and experiences
1. Involve students with support needs.
Ask students with support needs to participate in the organization of induction week. This will help better tailor events and activities to their needs.
“When I can’t participate, I feel like I’m the game breaker.”
2. Choose accessible activities, facilities and locations
Ensure venues are physically accessible to students with support needs. Consider providing physical accessibility, such as wheelchair-accessible routes, ramps, wide doorways, adapted restrooms and adequate space for maneuvering. Provide adequate parking and make this information clearly available. Consider other needs as well, such as loops for the hearing impaired, visual markings for the visually impaired, and adequate rest or low-incentive areas and consider acoustics. And don’t forget a clear route map.
3. Be clear about the program and activities
Make sure the program is diverse and inclusive. Consider activities and entertainment that are accessible to everyone, regardless of their limitations. Consider different sensory experiences, such as sound, light and tactile. For example, offer audio descriptions, sign translation or tactile elements.
Provide breaks and offer alternatives to activities that are physically taxing, such as long walks around town or sports activities.
Indicate what activities are planned, where they will take place and who to contact with questions.
Students with limited energy, for example, want to participate well prepared.
For example, some students want to check the menu in advance or check if there is an accessible restroom.
“I like to plan in advance how I divide my limited energy throughout the day. Then I can account for surprises.”
4. Provide clear information
Ensure that all information about induction week is clear/understandable and accessible to students with support needs. Use simple and clear language, provide text alternatives to images, and provide subtitles or a sign language interpreter to video content whenever possible. Also provide information about any accessibility features and how these students can take advantage of them. Tips for digital accessibility: https://ecio.nl/checklist-digitale-toegankelijkheid-wcag-2-2-succescriteria/.
5. Deploy the right communication channels
Provide various communication channels, such as email, social media and a dedicated website page with FAQ, to share information and answer questions. Again, consider digital accessibility, such as by providing text alternatives to visual content. Distribute awareness materials and promote the importance of inclusivity on the website and social media.
6. Provide knowledgeable guidance
Train the “event staff,” including any volunteers, on inclusivity and how to deal with different needs and situations and that they are prepared to provide support if needed.
Make sure it is clear who the student can turn to with questions.
7. Be considerate of each other
Supervisors of intro groups have an important role in creating a safe atmosphere.
Offer the opportunity for individual support to students with support needs, such as arranging for buddies or mentors to help them during the event.
Provide a clear point of contact for students to communicate their needs and requests.
Give students room to choose what they will and will not participate in.
“A scavenger hunt around town, I can’t do that. With a fellow student, I thought of using the bicycle. That did go well.”
8. Gather feedback and evaluate the event
Encourage all students to provide feedback on their experiences and suggestions for improvement. Regularly evaluate the accessibility of induction week and take feedback seriously to make ongoing improvements.
Getting started!
Do you want all students to feel welcome during induction week? Use these tips to make commencement accessible and inclusive.
