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 ...................................................................9

CREATING 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 Team
UNDIS UN Disability Inclusion Strategy
UN OICT UN 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
WebAIM Web Accessibility in Mind

iv UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

 Introduction

Why are disability- Who are the

inclusive communications Guidelines for?
guidelines important? The Guidelines are intended for all UN per-
sonnel, whether they work in human rights,
In an ever-connected world, communications
sustainable development, humanitarian
have grown into a must-have cross-cutting skill
assistance, or peace and security. We hope
for every United Nations (UN) professional.
the Guidelines will help staff to assess and
Inclusive and accessible communications
develop their communications, and also drive
benefit everyone, both persons with disabil-
broader cultural change in our organizations.
ities and the general public. By practising
disability-inclusive communications, we can
The UN Disability Inclusion Strategy (UNDIS),
reflect the true diversity of our societies.
launched by the Secretary-General in 2019,
aims to raise the standards and performance
Moreover, disability-inclusive communications
on disability inclusion across the UN’s work.
will help to fulfill the promise of ‘leaving no one
The Strategy, which consists of a policy and
behind’, a key component of the 2030 Agenda for
an accountability framework, covers the
Sustainable Development. Inclusive communi-
entire UN system from headquarters to field
cations allow persons with disabilities to partic-
level. Its overall implementation is coordi-
ipate fully and equally in all spheres of society.
nated by the Disability Team in the Executive
Office of the Secretary-General (EOSG).1

What are the The Strategy’s accountability framework com-

Guidelines for? prises two aligned components: the Entity
Accountability Framework and a UN Country
The purpose of the Guidelines is to assist UN Team (UNCT) Accountability Scorecard on
communications focal points and other UN staff Disability Inclusion. With indicators cover-
to make all our commumunications disability- ing four core areas across programmes and
inclusive and accessible. Inclusive and accessi- operations, 2 the accountability framework
ble communications reduce bias and discrimi-
nation, and promote inclusion and participation.

1 United Nations, Disability Inclusion Strategy (2019). At: [Link]/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
Contributors included organizations of
Indicator 15 of the Entity Accountability persons with disabilities, communications
Framework centres on substantive communica- specialists, and disability inclusion experts.
tions. Indicators 6 and 6.1 focus on accessibility.

These Guidelines support any UN entity that

aims to approach, meet or exceed the require-
When and where can the
ments for disability-inclusive and accessible Guidelines be applied?
communications (indicators 15, 6 and 6.1 of
The Guidelines can be used by UN personnel
the Entity Accountability Framework), and will
in all their communications, when they send
also support UNCTs in their disability-inclusive
emails and meeting notes, prepare docu-
communications (indicator 14 of the UNCT
ments, participate in community consulta-
Accountability Scorecard on Disability Inclusion).
tions, communicate through digital platforms,
or run multi-channel campaigns that exploit

How were the Guidelines a range of media. Supported by best prac-

tices and examples, they provide guidance
developed? on how to respect disability etiquette and
create inclusive and accessible content.
The Guidelines were developed by the United
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 Refugee
Camp as part of national efforts to make education inclusive for all children. Photo Credit: Christopher Herwig (UNHCR).

3 The International Disability Alliance is a network of global and regional non-governmental organizations of persons with disabilities and their
families. More information at: [Link].

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 as
social, intellectual, or other impairments part of human diversity and humanity.
that, in interaction with various barriers, may
hinder their full and effective participation All UN staff should follow the CRPD to the
in society on an equal basis with others.4 best of their ability and ensure that persons
with disabilities enjoy their human rights and
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 take
of persons with disabilities have been largely appropriate measures to ensure accessibility
disregarded and they confront social and envi- for persons with disabilities, and their right
ronmental barriers as a result. The exclusion and to freedom of expression and opinion.
marginalization persons with disabilities fre-
quently experience can be further compounded
because of discrimination due to their gender Consulting persons
identity, age, ethnicity, race, sexual orientation,
with disabilities and
origin, location, legal status, or on other grounds.
their representative
The Convention on the Rights of Persons
organizations
with Disabilities (CRPD) embraces the differ-
ences between human beings and underlines The UN Disability Inclusion Strategy recog-
the importance of taking the diversity of the nizes that persons with disabilities are actors
human experience into account. To ensure of change and possess unique knowledge and
persons with disabilities are accurately por- lived experiences of disability that others do
trayed and can access information and com- not. As a diverse, non-homogeneous popula-
munications on an equal basis with others, we tion, persons with disabilities have the right to
must adopt an approach to disability-inclusive participate fully and effectively in decisions

4 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
local non-governmental organizations that are
It is critical to closely consult, and actively led, directed and governed by persons with
involve, persons with disabilities and their disabilities, for persons with disabilities. They
representative organizations in all areas of may have a cross-disability focus, or repre-
communications to make sure that disabili- sent one type of impairment, or one specific
ty-inclusive communications are responsive, group (for example, women with disabilities
appropriate for the audience, and useful to all. or indigenous persons with disabilities).
Persons with disabilities can provide unique
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 DISABILITIES

Global 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 sent
ties 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-
tive health information may not be provided in
In communicating about persons with disabili- a range of accessible formats that ensure all
ties, we need also to recognize the overarching youth with disabilities can access it. Employers
narratives that have been used to describe may have a hiring bias against persons with
persons with disabilities, and how to model disabilities. Persons with disabilities may face
and shape narratives to ensure inclusion. higher rates of violence. And harmful practices
such as the widespread use of forced sterili-
zation and institutionalization may continue.
Address stereotypes
Implicit bias affects everyone and is com-
ACTION
pounded by mixed messaging in the media
and entertainment industries. Disability results
from the interaction between persons with Do not portray persons with
impairments and attitudinal and environmen- disabilities as:
tal barriers that hinder their full and effective
participation in society on an equal basis with  Vulnerable or a burden on others.
others.5 Stereotypes contribute to attitudinal
 Living a life of less value or quality.
barriers and foster conditions that encourage
discrimination against persons with disabilities.  Less than human.
We therefore need to recognize and avoid  Dangerous.
common stereotypes that depict persons with
disabilities as heroic, for example, or pitiable,  Extraordinary or superheroic.
or less than others. Such stereotypes influence
our perception of persons with disabilities and
frequently 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, fam-
ily 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 emo-
tions and do not share a common human dignity. On these grounds, they may be dehumanized
and 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 role
model 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 at
different models of disability, which a 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 and
welfare 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 and
doctors 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 con-
sidered 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 and
diminish 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 with
an environment that does not accommodate that individual’s differences. This lack of accom-
modation impedes the individual’s participation in society. Inequality is not due to the impair-
ment, 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 and
rights 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 the as being less worthy of respect and consider-
social model. “The CRPD signaled a ‘paradigm ation, less able to contribute and participate,
shift’ from traditional charity-oriented, medi- and of less inherent value than others.”11
cal-based approaches to disability to one based
on human rights. It calls for the inclusion and Whereas many discriminatory discourses are
participation of persons with disabilities across increasingly challenged by public opinion,
the human rights, development, and humanitar- ableism continues to legitimize discrimina-
ian agendas.”10 This is the approach to be used tory forms of expression and behaviour. It
in all UN disability-inclusive communications. may be conscious or unconscious, and may
be entrenched in institutions, systems, and
the broader culture of society. It limits the
Ableism opportunities of persons with disabilities and
reduces their inclusion in community life.12
“In a similar manner to racism, sexism or
ageism, 'ableism' is commonly described
Communications play a key role in changing
as the belief system that underlies the neg-
norms and shifting from a charity or medical
ative attitudes, stereotypes and stigma that
model to a social model or to the human
devalue persons with disabilities on the basis
of their actual or perceived impairments. rights-based approach that should guide all
Ableism considers persons with disabilities UN communications.

“When people see me teaching, they understand that I’m not defined by my disability.” Ehsan Al Khalili, 45, teaches a
music 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 highlight sult 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 main-
stream gender, and for the same reason - to
accurately portray the diversity of our society. ACTION

Communications about any issue, for example,

humanitarian emergencies, the Sustainable
 Craft factual and affirmative stories
Development Goals (SDGs), peace and security,
about persons with disabilities.
human rights, or recruitment or employment con- Emphasize solutions. Include
ditions, need to include persons with disabilities. people of all ages.

 When you create stories, consult

Affirmative and solution- persons with disabilities and
actively include them.
oriented storytelling
Leverage the power of storytelling to make
audiences aware and imagine solutions, but be
honest 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 with
way 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 and
Stories 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 the Persons with disabilities belong to families and

voices of children, adults, siblings, authority have families of their own. They have friends and

figures, and older persons with disabilities. social circles that are diverse.

10 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

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 in
every phase of life, as children, young adults,
parents, and ageing members of society. ACTION

 Be conscious of intersectional
ACTION discrimination. Harness it to
explain the diversity of persons with
 Make your descriptions authentic. disabilities and their experiences.
 Give attention to the roles that
persons with disabilities play in
society.

Accurate portrayal
Allow persons with disabilities to express
their emotions, to be funny or serious, opti-
Intersectionality mistic or fearful. Always endeavour to por-
tray persons with disabilities with a range of
Persons with disabilities are not a homoge-
emotions. Focus on the person, the human
nous group and this should be reflected in our
emotion, and the purpose of the story. Do
communications by considering intersection-
not focus on a person’s impairment or
ality—the intersection of disability together
devices (wheelchair, white cane, etc.).
with other factors, such as gender, age, race,
ethnicity, sexual orientation, refugee, migrant Persons with disabilities are diverse and they
or 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 and To reflect this, leverage creative, non-visual
be young, old, a migrant or live in poverty. elements of storytelling, such as narratives and
scripts. Find creative ways to tell their stories.
Persons with disabilities may face heightened
barriers and discrimination as a result of their
intersecting identities. A person with disability ACTION
belonging to an ethnic minority, for example,
may be overlooked for a job due to stigma
about both their disability and ethnicity.  Let persons with disabilities display
a range of emotions and be
Adopting an intersectional approach to our themselves - like anyone else.
storytelling enables us to more accurately
convey the true diversity of our societies, and
also 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, these
channels exclude persons who are deaf or hard-of-hearing and may not reach persons with
intellectual 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 and
hard-of-hearing, but such messages may not reach people who are blind. Use texts accompa-
nied 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 right Accessibility

medium – audience and and reasonable
subject considerations accommodation
When communicating, pick the medium you When you engage persons with disabilities in
use carefully. Will it be accessible to every- your communications work, ensure that the
one? Will it exclude anyone? Is it the best medium you are working in will allow them to
medium for delivering your message effec-
participate fully and actively. Consider acces-
tively to the target audience you have in
sibility and reasonable accommodation.
mind? Often, more than one type of medium
is required to reach the wider population.
In the context of disability inclusion, “‘reasonable
The content of your message and its tar- accommodation’ is an anti-discrimination meas-
get audience should together determine ure that enables persons with disabilities to exer-
your choice of medium. In other words, cise their rights on an equal basis with others. A
if you are making a video don’t shy away reasonable accommodation is a measure that
from interviewing a person who is blind. If benefits a specific individual, that may modify,
you are preparing a radio interview, don’t
or complement standard policies and services,
avoid interviewing a person who is deaf.
that may be provided in specific circumstances,
and that may be offered immediately”.13

ACTION It is important to offer and provide reasonable

accommodation to any persons with disabili-
 Choose a medium that is appropriate ties that attend in-person or online meetings
for your target audience. 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 their
choice?

• 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 with
sonable accommodation and accessibility in whom you work to tell you in advance
advance, when you plan budgets. Costs might about any reasonable accommodations
include the fees of sign language interpret- they require, keeping in mind that it will
ers and real-time captioners for CART, or the often vary from person to person.
cost of producing Braille documents. Other
expenses might include costs of travel, work- It is equally important to collect feedback from

space, transport, hiring of equipment, and persons with disabilities after an event or inter-

the organization of meetings and events.14 view. 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  Never disclose a person’s impairment
and requires continuous feedback and learning. unless the person has agreed to do
so and doing so is relevant to the
content and purpose of the story
ACTION you are telling.

 Provide accessibility and reasonable  Ensure consent forms are accessible.

accommodation to ensure equal
and full participation.

 Include budgets for reasonable

accommodation and accessibility Visual storytelling
in all projects.
Used well, visual storytelling can be a powerful
 Gather feedback: continue to tool to promote and strengthen disability inclu-
improve and learn. sion. The best practices in the box on page 15
apply to all visual storytelling media, including
film, photography, images, and animations.

CHECKLIST: VISUAL AND

Disability disclosure AUDIO PRODUCTION
and consent
If a person’s impairment has not been made
ACTION
public, do not disclose the impairment. Only
include reference to a person’s impairment if
it is relevant to the content and purpose of the  Show the diversity of persons with
story you are telling and if the person has vol- disabilities.
unteered the information, or is not identified.
 Focus on the person, not the sign lan-
Photo/video release forms that document
guage interpreter or assistive device.
and record consent should be provided in  Show persons with disabilities in
accessible formats to any persons with disa- their everyday contexts, fulfilling a
bilities who require them. In some instances, variety of roles.
for example children with disabilities, the
release forms should be provided to parents,  Ensure the camera’s focus is the
an appointed guardian or representative. same for everyone.

 Avoid dim or dark lighting, flashing

SUMMARY SHEET: FRAMING lights or images, or sudden or loud
THE NARRATIVE sounds.

14 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

BOX 5. VISUAL STORYTELLING – BEST PRACTICES

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

• 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, wheelchair
or assistive device.

• Where appropriate, highlight accommodations and/or accessible technology. Show accessibility ‘in
action’ and what society can do to enable persons with disabilities to participate more fully. For exam-
ple, show persons with disabilities participating in a meeting with CART transcriptions, or working in a
room 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 irrelevant
to the story. If a medical facility is relevant, try to include persons with disabilities in a variety of
roles, 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 an
establishing or master shot, persons with disabilities should be portrayed in the natural envi-
ronment, not one that has been artificially created.

• Explore ‘point of view’ shots from the perspective of persons with disabilities. Whenever appro-
priate, 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 with
disabilities. 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, for
example, 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 and
whether a warning is required.

UN DISABILITY-INCLUSIVE COMMUNICATIONS GUIDELINES 15

 Written storytelling which attempt to hide or gloss over a person’s
identity. ‘Persons with disabilities’ is the correct
Written stories should also be disability- term, which does not need to be modified.
inclusive, whether they are interviews,
articles, blog posts, or reports.
ACTION
Use person-first language
Person-first language puts ‘person’ before
 Never use euphemisms or pejora-
‘disability’: it speaks of ‘persons with disa-
tive terms that stigmatize persons
bilities’ or ‘children with disabilities’, so rein-
with disabilities.
forcing the person’s agency and autonomy.

Identity-first language, by contrast, switches

word position: it speaks of ‘disabled per-
sons’ or ‘disabled children’, thereby making
disability part of the person’s identity. Ableism in language
Pejorative language dehumanizes and marginal-
Note. Not all multilingual environments and
izes persons with disabilities. Ableist language
translations by national OPDs use person-first
shows up in metaphors, jokes and euphemisms.
language. Some OPDs may also choose
Ableism can also be found in structures and
not to use person-first language, a choice
policies. The words we use reveal how we think
the UN would respect and not contest.
and the attitudes we hold to people around us.15
In line with the CRPD, the UN uses person-first
In context, “Are you blind!” is an ‘ableist’ phrase.
language. UN personnel should do so too.
Such phrases often reinforce negative ste-
reotypes and stigmas, whether or not they
ACTION are addressed to a person with disability.

Similarly, using mental health terminology

 Use person-first language in UN to highlight everyday characteristics dispar-
communications. ages persons with psychosocial disabilities.
For example, describing someone who is
fastidious as “OCD” reinforces an ableist
expectation of persons with disabilities.

Avoid pejorative language

ACTION
Removing pejorative language from our speech
will reduce the stigma persons with disabilities
face. We need to cease to use descriptive  Avoid ableist language. Do not use
terms that have negative connotations or are terms associated with persons with
hurtful. We also need to avoid euphemisms disabilities 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. Disabled person, handicapped, person with special

Person with [type of impairment]. needs, handicapable, atypical, person living with a
Persons with disabilities. disability, differently abled, people of all abilities,
People with disabilities (only in easy-to-read people of determination, those with disabilities.
documents, informal text, and oral speech).

Person(s) without impairment. Normal, healthy, able-bodied, typical, whole, of sound

Broader population. body/mind.

With disability/impairment/condition. Suffer from, afflicted by, stricken by, troubled with,
affected by.

Person with an intellectual disability. Retarded, simple, slow, afflicted,

Person with an intellectual impairment. 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. The deaf, hearing impaired, deaf and dumb, deaf and
Person who is deaf. mute.
Person with a hearing disability.
Person with a hearing impairment.
Person with hearing loss.
Hard-of-hearing person.
Deafblind person.

Blind person. The blind, partially sighted.

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

Person with a physical disability. Crippled, invalid, deformed, lame, handicapped, physi-
Person with a physical impairment. cally challenged, person with physical limitations, limp,
person with physical difficulty, home-bound, bedridden.

Wheelchair user. Confined/restricted to a wheelchair;

Person who uses a wheelchair. wheelchair-bound.
person with a mobility disability
person with a mobility impairment
person using a mobility device

UN DISABILITY-INCLUSIVE COMMUNICATIONS GUIDELINES 17

 Recommended terms Terms to avoid

Person of short stature. Midget, dwarf, stunted.

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

Person with Down syndrome. Mongoloid, special person, Down.

Person with trisomy-21.

Person with albinism. Albino.

Person affected by leprosy Leper, leprosy patient.

Person who uses a communication device. Non-verbal, cannot talk.

Person who uses an alternative method of com-
munication.

Accessible parking. Disabled/handicapped parking.

Parking reserved for persons with disabilities. Handicapped bathroom.
Accessible bathroom. Handicapped friendly building.

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

Multilingual environments The table on page 19 lists common disability-

and translation inclusive terms, translated into the six
official UN languages.
As always, give priority to the preferred lan-
guage of your audience or platform. Just
Note. Language is not fixed and changes
as you might need language interpreters,
as society evolves. For the most up-to-
you may need to interpret or translate your
date terminology on disability inclusion,
story into sign language, Braille, large print,
check the UN Terminology Database.
easy-to-read format, or other accessible
formats for persons with disabilities.

Keep in mind that sign languages vary signif-

icantly. International Sign is commonly used
at UN Headquarters and in global meetings.
Ask OPDs to help you find the right interpre-
tation system to use at regional events.

18 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

 TABLE 2. DISABILITY-INCLUSIVE TERMS

English French Spanish Russian Chinese6 Arabic

Accessibility Accessibilité accesibilidad Доступность N/A ‫إمكانية الوصول‬

Disability Handicap discapacidad Инвалидность 残疾 ‫إعاقة‬

Person who is Personne persona ciega Слепой ; 盲人 ‫; شخص مكفوف‬

blind / blind aveugle незрячий
person

Person who Personne persona sorda Глухой 失聪者 ‫شخص أصم‬

is deaf / deaf sourde
person

Person who is Personne persona con 重听者 ‫شخص ضعيف‬

hard-of-hearing malentendante audición reducida ‫السمع‬

Person with Personne persona con человек с 白化病患者 ‫شخص مصاب‬

albinism atteinte albinismo альбинизмом ‫بالمَ هَ ق‬
d'albinisme

Person with Personne persona Слепоглухой 盲聋人士 ‫شخص أصم‬

deafblindness sourde-aveugle sordociega ‫ومكفوف‬

Person with a Personne Persona con человек с ОВЗ 残疾人 ‫شخص ذو إعاقة‬
disability handicapée discapacidad

Person with Unavailable persona con человек с 侏儒症患者 ‫شخص ذو قزامة‬

dwarfism / enanismo / дварфизмом ‫ شخص ذو قامة‬/
person of very persona de / человек с ‫قصيرة جدا‬
short stature estatura muy нарушениями
baja роста

Person with Personne persona con человек с 智力残疾者 ‫شخص ذوإعاقة‬

an intellectual présentant discapacidad
‫ذهنية‬
disability un handicap intelectual
intellectuel

16 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

 English French Spanish Russian Chinese Arabic

Person with Personne persona con человек с 有精神健康问 ‫األشخاص ذوو‬

a psychoso- présentant problemas 题的人 ‫مشاكل الصحة‬
cial disability un handicap de salud ‫العقلية‬
psycho-so- mental
cial / per-
sonne ayant
un handicap
psychosocial

Multiple Multihandi- discapaci- 多重残疾 ‫إعاقة متعدّ دة‬

disabilities cap / pluri- dades múlti-
handicap ples

Physical Handicap discapacidad физическая 身体伤残 ‫إعاقة بدنية‬

disability physique física

Reasonable Aménage- ajustes разумное 合理便利 ‫ترتيب تيسيري‬

accommoda- ment raison- razonables ‫معقول‬
tion nable

Wheelchair Utilisateur usuario человек, 轮椅使用者 ‫مستعمل الكرسي‬

user de fauteuil de silla de ‫المتحرك ; قابع في‬
roulant ruedas ‫كرسي متحرك‬

ACTION

 Use a variety of accessible formats,

as appropriate: sign language inter- SUMMARY SHEET: VISUAL AND
pretation, Braille, large print, easy- WRITTEN STORYTELLING
to-read, CART transcriptions, etc.

 Make sure that translations CHECKLIST: LANGUAGE

describe persons with disabilities AND STYLE
accurately.

20 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

Disability etiquette:
interacting respectfully
Considering the diversity of our socities, we for interacting respectfully with persons with
may 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 is
blind or has low vision. Use the same courtesy when entering or leaving a room or saying good-
bye 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 per-
son’s mobility device. Treat wheelchairs and mobility aids as extensions of the owner’s per-
sonal 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 Note. It can be helpful to ask persons with
digital accessibility, continues to evolve, the disabilities, in advance, what their preferred
good news is that you do not need a technical format is.
background to apply best practices in your
communications. Everyone can do it. We rec-
ommend a progressive approach. In this sec- ACTION
tion we provide a baseline. You can add other
resources and tools as you advance further.
 Whenever you can, use a range of
Note. Most of the best practices described media to convey information.
here, notably those that concern acces-
sible images and writing, are drawn from
 Never rely only on colour to com-
the Web Content Accessibility Guidelines municate data or actions.
(WCAG) 2.1, international guidelines prepared
by the World Wide Consortium (W3C).17

Multimodal information Making images accessible

You are more likely to reach persons with dis- Simple improvements can help persons who
abilities if you use a range of mediums. If you are blind or have low vision, or who have
add visually textured patterns to pie charts, colour blindness or a cognitive disability, to
for example, or underline colour-coded hyper- receive your information as you intend.
links, persons with colour blindness will receive
the same information as others. Persons who Alternative text and
are deaf may find information more accessi- image descriptions
ble when it is provided in a video format with
Alternative text (‘alt text’) tells people what is
sign language, rather than in a text format. If
you make Braille and large-print versions of in an image, such as text or basic essential
your handouts, or provide accessible elec- details . Search engines index alt text infor-
tronic versions in advance, persons who are mation and consider it when they determine
blind or have low vision will have the same search engine ratings. Alt text is read by
information as everyone else in advance. screen readers and other assistive devices

17 At: [Link]

23 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

and is displayed in place of the image/ Technology constantly evolves. The Microsoft
graphic if the file cannot be loaded (due to alt text webpage describes how to insert alt text
internet connectivity or for other reasons).18 in the suite of Microsoft products. Also see the
alt text guides of social media platforms such
An image description provides more detail
as Facebook, Twitter, LinkedIn, and Instagram.
than alt text. For example, where alt text
might say there is a puddle on the floor,
an image description might say where the
puddle is and that it is orange juice.19 ACTION

Note. Not everything requires an image descrip-

 Include image descriptions and/or
tion or alt text. Items are considered ‘decorative
images’ if they don’t add information to the alt text for images and graphics.
content of a page. Decorative images may:
 Include alt text in all social media
• Be visual styling (borders, postings.
spacers, corners).

• Supplement linked text, to improve its

appearance or increase the clickable area.

• Illustrate adjacent text with- Colour contrast

out contributing information.
Colour contrast assists persons with col-
• Identify and describe surrounding text. 20
our blindness or low vision or who do not
have prescriptive lenses. They can read
Logos and other relevant brand elements
text more easily when the text and back-
require alt text.
ground contrast well. The contrast should
Alt text is enabled on most social increase as the text font becomes smaller.
media platforms and should be used
for posts. Alt text should be: The table below provides colour contrasts rec-
ommended in WCAG 2.1. Adjust for the font size.
• Concise. Communicate the content and
purpose of the image concisely and
unambiguously. Alt text should not be Font size
longer than one or two sentences.
• Large text (14 pt. bold / 18 pt.+ regular)
• Non-repeating. Do not describe the format
because the assistive technology will
• Small text

identify it. Phrases such as "a graphic Colour contrast ratio21

of" or "an image of" are redundant.
• 3:1 contrast with the background.
• Informative. Try to convey what the dia- Small text
gram, flow chart, or other form of image
• 4.5:1 contrast with the background.
would communicate to someone who is
sighted. Focus on the main point(s).

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 ([Link])

UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINESE 24

 ACTION needs of persons with intellectual disabili-
ties. It may include plain language and dia-
grams, and follows a particular set of rules.
 Select design colours that provide
sufficient contrast, taking account Read the Easy-to-Read version of the
of font size. UN Disability Inclusion Strategy.

ACTION

ACCESSIBLE TOOLS:
 Use simple language. Avoid jargon
COLOUR CONTRAST
and idioms.

 Hyperlink. Avoid long URL strings.

Accessible writing  Organize information in a logical
Small adjustments to language ensure that structure.
persons with learning disabilities can extract
information more easily. For example, persons
 Use sans serif fonts.
with dyslexia say that text 'swims together',
 Never justify text. Align text to the
merging and distorting on the page. Writing in
left and allow ample white spacing.
short paragraphs that each express one idea can
help comprehension and reduce reading fatigue.

Information may also be provided in Easy-

to-Read format. Easy-to-Read (also known
as Easy Read) is a format with information SUMMARY SHEET:
designed specifically for the particular literacy 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 format-
ted, 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 easier
to 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, prefer to use communication access real-time
translation (CART). Certified CART providers
transcripts, and sign instantaneously transcribe all speech to text.
language interpretation
• Transcripts. A CART provider can deliver
When you need to present information, transcripts after an event, which may be
do not employ audio alone. Use writ- useful for the audience or others and as a
ten texts or interpreters. Several inter- record. Other low-cost online services will
pretation options are open to you. transcribe audio or video files into text files.

• Closed captions (CC). These provide a text

• Sign language interpretation. Sign lan-
version of spoken/audio multimedia and guage interpretation should be part of any
assume the viewer cannot hear. Closed
mass communication strategy and some
captions are often visually accessible. For
countries require it for official messages.
example, they may place white text on a
Remember that many sign languages are in
black background to heighten contrast.
use. (See multilingual environments and

• Subtitles. These are designed for view- translation considerations.)

ers who hear audio but are unfamiliar
with the language being spoken. They
• Visibility. Remember to position the
interpreter close to the person speak-
will not describe background sounds (a
ing, and in front of a dark background.
fire alarm, a storm, footsteps) because
A good example is the video message
it is assumed the viewer will hear them.
Subtitle formatting can vary in quality by the UN Secretary-General on the
and may not apply colour contrast. UN’s Disability Inclusion Strategy.

• Subtitles for the deaf and hard-of- Note. Captions are not suitable to replace sign
hearing (SDH). These combine cap- language interpretation. For example, some-
tions and subtitles, and are suitable one who uses International Sign may not be
for persons with hearing impairments comfortable reading captions in English.
as well as multilingual audiences.

• Assistive listening, such as hearing/audio ACTION

induction loops. This sound system is
designed for use by persons with hearing
aids and/or cochlear implants. A hearing
 Always caption or subtitle videos
loop provides a magnetic wireless signal for persons who are deaf or
that the hearing aid picks up. The sound hard-of-hearing.
system must be pre-installed physically.
 Transcribe for the benefit of
Note. Several shared platforms (including everyone, including the broader
Microsoft Teams, Google Meet, and Zoom) population.
can create captions using artificial intelligence
(AI). However, AI technology, while free and  Position sign language interpreters
convenient, still needs improvement. Human close to the person speaking.
translators continue to offer the most relia-
ble interpretation and transcription. You may

UN DISABILITY-INCLUSIVE COMMUNICATIONS GUIDELINES 26

 Audio descriptions For an example of an accessible video that
includes SDH, sign language interpretation
and sounds and audio descriptions, see UNICEF’s Voices
Introduce accessibility features for per- of Children (produced by its Disability Unit).
sons who are blind or have low vision.

• Audio description. Sometimes referred COMPARISON TABLE:

to as ‘video description’ or ‘description ACCESSIBLE INTERPRETATIONS
narration’, audio description is added to a
video soundtrack (a movie or public service
announcement) and describes important Enterprise-wide and
visual content and information that the
main soundtrack does not communicate.
office technology
Commonly used Microsoft products (Outlook,
Audio descriptions, like other accessibility
Word, PowerPoint, Excel) include an ‘accessi-
features, benefit persons with visual impairment,
bility checker’. (It is often located under ‘File >
or cognitive impairment, or who face language or
Info’ in MS Office for PC, and under the ‘Review’
cultural barriers.
tab in Mac.) Use it as you would a spell checker.
It will scan for and identify inaccessible items
Tip. Don’t forget to add audio descriptions of
and explain what needs to be done to make
URLs or fade-in or fade-out logos at the start
them accessible. For example, it will show
or end of a video.
where and how to insert alt text into a graphic.
Remember that loud, sharp, or sudden sounds
Note. Current accessibility checkers may not find
may be a trigger for some persons with
all accessibility issues. However, they are being
disabilities, for example, persons with post-
improved all the time. Stay abreast of updates in
traumatic stress disorder or persons with autism.
Microsoft, SharePoint and Teams applications by
checking Microsoft’s technical support websites.
In videos that portray persons with disabilities,
avoid melancholy music; a sound track can Emails and documents
reinforce negative stereotypes.
The same accessibility principles and
best practices apply to emails and doc-
uments. You can also insert alt text into
ACTION
images and graphics in documents.

 Add audio descriptions to videos. Presentations

The same accessibility principles also apply to
 Remove sounds that may be cog- presentations. Ensure each slide has a unique
nitive triggers or reinforce negative title so that persons using assistive technol-
stereotypes. ogy can skip quickly to slides you refer to.

Tip. Check the reading order of your pres-

entation. Screen readers will describe slides
in the order in which they were added.
This may differ from the order in which
slides 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 and
Public Leadership at UN Women Headquarters, New York, June 2019. Photo Credit: UN Women/Ryan Brown.

Tables and spreadsheets ACTION

Accessible data tables need row and/or column
headers. Do not nest tables inside larger tables.  Use the accessibility checker in
Make sure that tables contain no split or merged Word, Outlook, PowerPoint, Excel
cells, because screen readers will be unable to and other Microsoft products.
read the rows and columns in which they occur. Check online support resources for
Just as presentations should have unique slide
updates.
titles, spreadsheet workbooks need unique
 In presentations, ensure each slide
tab names. Ensure all tabs are distinctively
has a unique title and check the
identified and remove any blank worksheets.
reading order.

COMPARISON TABLE:  In spreadsheets and tables, make

TECHNOLOGY PLATFORM sure rows and columns have head-
ACCESSIBILITY ers. Eliminate any merged or split
cells in spreadsheets.

UN DISABILITY-INCLUSIVE COMMUNICATIONS GUIDELINES 28

 PDFs and electronic ACTION
publications
 Evaluate publication formats for
To make longer documents accessible, accessibility and other factors.
you can create an accessible PDF or an When doing so, focus on the
electronic publication (EPUB). Both offer
end-user.
unique benefits, depending on the con-
tent developer and the end user.

Note. An accessible PDF differs from a

standard PDF. An accessible PDF includes
a reading order, structure tags and head- COMPARISON TABLE:
ings, and document settings (such as lan- PUBLICATION FORMATS
guage). Each of these helps assistive devices
to process the document correctly.

TABLE 3. ACCESSIBLE PDFS AND ACCESSIBLE EBOOKS

Format Content Responsive? Compatibility Security Implementation

Accessible Text and No. Any PDF reader Offers Requires an advanced
PDF images. on any technology password version of Adobe
device. protection and knowledge
Not designed for only. of accessibility
eReaders. remediation.
Alternatively, there are
remediation services for
most inaccessible PDFs.

Accessible Text, Yes. Requires Offers Requires remediation

ebook images and specialized digital rights services provided by
(EPUB) multimedia. screen reader management specialist file
programmes. (DRM) conversion vendors.
protection;
restricts
access;
restricts
modification
and
distribution.

29 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

Websites and social media • Send materials out beforehand and
ensure they’re accessible. Participants,
To make websites accessible, follow web including persons with disabilities,
content accessibility guidelines (WCAG) can familiarize themselves with the
2.1. For a comprehensive guide to creating content of the meeting in advance.
accessible UN websites, see Accessibility
Guidelines for United Nations Websites.
• Before the meeting or webinar takes place,
ask participants about any accessibility
The accessibility of social media depends requirements. Prepare in advance for
common accessibility needs or questions.
on both the platforms and their content. To
insert alt text, for example, each social media
• Whether the meeting is large or small,
platform requires different steps. Check plat- evaluate the accessibility of the meet-
forms for updates on accessibility features. ing platform. The platform’s website
If alt text cannot be attached to an image, will usually provide information on this.
include alt text in the caption or post details. If a platform operates in the US, it may
be able to supply a Voluntary Product
Note. Hashtags should use the ‘CamelCase’ Accessibility Template (VPAT), which
style. The first letter of each word is capital- contains information on its accessibility
ized, as in #NothingAboutUsWithoutUs or capabilities. Work with your local ICT pro-
#LeaveNoOneBehind. This style helps screen vider to select the best platform options.
readers to read the hashtag correctly.
• Several commonly used platforms,
including Microsoft Live Events and
Teams, offer captioning. Take a few
ACTION
moments at the beginning of each meet-
ing to explain how participants can acti-
 To make UN websites accessible, vate and use these features, or provide
follow the guidance of WCAG 2.1. instructions in the meeting invitation.

 To make social media accessible, Smaller virtual meetings. Ask individuals to

announce themselves before they make their
refer to each specific platform for
remarks. This helps people who cannot recog-
updated accessibility features. nize voices easily, or who are using captions
or sign language interpretation, to identify the
speaker. Offer participants different ways to
participate (raising questions in plenary, using
the chat function, submitting documents, etc.).
Digital / virtual meetings Larger virtual meetings. Record the
Virtual meetings meeting and provide copies of docu-
ments or transcripts afterwards.
Too many meetings are not inclusive.
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

 ACTION CHECKLIST: ACCESSIBILITY
FOR DIGITAL/VIRTUAL
MEETINGS
Before the event

 Send participants, captioners and

interpreters the meeting materials, Physical / in-person
a list of participants, the agenda
and other relevant information.
meetings
Physical or in-person meetings and large-scale
 Ask about accessibility needs events should respect the principles and prac-
and fulfill them. Evaluate the tices set out in these Guidelines. For example,
accessibility of the meeting always ensure that information is commu-
platform. nicated in various formats. If you distribute
handouts, consider providing them in Braille,
 Book captioning services and sign large-print or accessible digital versions as well.
language interpreters in good time.
Ask providers to connect to calls Presenters
at least 10 minutes early to test the • If you make a presentation, describe
arrangements. what is on the slides you show. This will
help persons with visual impairment or
persons with intellectual disabilities.
During the event
Co-ordinators and planners
 Always include regular breaks for
interpreters and CART providers. • Ask participants to convey their acces-
sibility needs beforehand. Fulfil them.
 Ask individuals to announce them-
selves before they make their • Create a quiet space at the event for
anyone who may want to take a break.
remarks.
• Evaluate the physical accessibility of the
 Verbally describe or make availa-
meeting room. Consider the audience and
ble documents that are shared on speakers. Arrange the seating to make sure
screen. presenters are visible; if required, connect a
video feed and monitors. Ensure speakers
After the event can access the platform or stage. Provide
ramps, raised stands and adjustable
 Make recorded materials and tran- microphone stands as necessary. Make
scripts available to participants. sure that wireless presentation remotes,
audience microphones and other forms
 Ask participants with disabilities to of technological support are accessible.
give feedback. Apply their advice in
future events. • The venue should be accessible. Assess
entrances, toilets, and emergency
exits. Make sure that emergency pro-
cedures are appropriate and acces-
sible to persons with disabilities.

31 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

 • Place the sign language interpreter CHECKLIST: ACCESSIBILITY
close to the speaker(s). The interpreter FOR PHYSICAL/IN-PERSON
should wear non-distracting clothes MEETINGS
and be visible to all participants.

• Ensure that technological devices or

tools are accessible to the participants. Exhibitions and
Review, for instance, check-in facili- film screenings
ties, microphones for speakers and the
audience, and interactive galleries. The content of exhibitions, film screen-
ings and other interactive displays
should be inclusive and accessible.
ACTION
Organizers
Before the event • Ensure the content is inclusive and in
line with the best practices described
 Send relevant information to all in Developing Inclusive Content. Make
sure no content includes stereotypes
participants: reading materials,
about persons with disabilities.
a list of participants, the agenda,
information on the venue, etc. • Ensure content is accessible and in line
with the practices described in Accessibility
 Ask participants to convey their and reasonable accommodation.
accessibility needs. Fulfil them.
Review the meeting platform, • For guidance on closed captions and sub-
titles see Creating Accessible Content.
meeting room, and meeting
facilities for accessibility. • Evaluate the physical location for accessi-
bility. Provide reasonable accommodation
During the event for participants if requested, for example
sign language interpretation or addi-
 Ask speakers to describe what is tional seating space. Follow the practices
on their presentation slides. listed in Physical / in-person meetings.

 Always include regular breaks for

interpreters and CART providers. ACTION
After the event
 Make sure that what is shown
 Send recorded materials to the accords with best practices for
participants, including transcripts if disability inclusion and accessibility.
these are available.
 Ensure the physical location
 Ask persons with disabilities to pro- is accessible and that event
vide feedback. Apply their advice in facilitators offer reasonable
future events. accommodation.

UN DISABILITY-INCLUSIVE COMMUNICATIONS GUIDELINES 32

 Online surveys and • Limit the length of the survey. Test the time
required to complete it. Most respondents
online data collection should be able to complete the survey
Information is increasingly collected remotely, within 20 minutes. All respondents should
but the digital divide often excludes persons be told to complete it at their own pace.
with disabilities from online consultations
• If you plan to identify respondents’ impair-
and surveys. This is due to low access to
ments, use standardized questions in
the internet, the inaccessibility of online
order to permit comparison. For surveys
survey tools and apps, and lack of reason-
targeting the general population, you
able accommodation and adaptation for
might adopt the Washington Group Short
inclusive 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 the
tralize data collection in unique data sets.
categories in Article 1 of the CRPD.22
Best practices for online surveys
and questionnaires • When the questions have been drafted, ask
persons with disabilities to test whether
Select the platform the questions are (a) understandable, (b)
relevant, and (c) cover what needs to be
• Review the digital accessibility options
covered. Ideally, recruit a diverse group
that platforms offer (apply WCAG 2.1
of testers - persons with different impair-
standards).
ments, in different geographic locations,
• Review the options that platforms offer for using different accessibility softwares.
survey design. Can you upload questions
in video format to provide sign language? Disseminate the survey and share the results
Does the platform offer read aloud options? • Make available the purpose of the
Does it provide flexible skip options, survey and a consent form (as well as
enabling respondents to select targeted terms of use where relevant). Write
questions? How easy is it to navigate these texts in plain language.
the survey? Are Help facilities available,
for example to define complex terms? • Make sure that data remain confidential
in compliance with data protection rules.
Design the questionnaire
• Where relevant, consider producing a short
• Make sure the survey has a clear struc- introductory video to explain the purpose
ture and is easy to navigate. Don’t use of the survey and guide respondents on
tabular formats for multiple questions. how to respond. Disseminate information
about the survey in accessible formats.
• Ensure the questionnaire is in plain
language that has been tested by • Encourage OPDs to disseminate the
end-users, for example, persons survey in their networks to enhance
with intellectual disabilities. outreach to persons with disabilities.

22 “Persons with disabilities include those who have long-term physical, mental, intellectual or sensory impairments which in interaction with
various 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 question- ACTION
naire. For example, allow respondents
to download and submit a Word version.
 Make sure that surveys and other
(Note that you will need to manually
data collection initiatives are
enter these entries into the dataset.)
aligned with WCAG 2.1 accessibility
• Plan the duration of the survey carefully. standards. Formats should also be
Allow enough time to make respondents flexible.
aware of the survey and give them
enough time to complete it.  Make sure that surveys and other
forms of data collection have a
• Consider alternative methods for
clear structure, are written in plain
collecting data. Certain groups
may respond more readily in focus
language, and do not take longer
groups or webinar discussions. than 20 minutes to complete.

• Make sure that respondents who complete  Ask persons with disabilities to test
the survey are informed of the results. drafts of questionnaires.

CHECKLIST: ONLINE SURVEYS

AND 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 narrative

Do Do Not
Follow the social model and human rights-based Do not portray persons with disabilities as:
approach to disability, which requires society  Vulnerable or a burden on others.
(rather than persons with disabilities) to take the
 Living a life of less value or quality.
steps necessary to ensure accessibility and inclusion.
 Less than human.
 Dangerous.
 Extraordinary or superheroic.

Ensure consent forms are accessible. Do not disclose a person’s impairment unless
the person has divulged it and the information
is relevant to the story’s content and purpose.

Adopt an intersectional approach, because it explains Do not focus only on assistive devices,
more and reveals the diversity of the experience of but on the person.
persons with disabilities.

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, affirma-

tive, 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

Visual Written

 Use photos and images that show the  Always use person-first language. (‘Persons
diversity of persons with disabilities. with disabilities’ not ‘disabled persons’.)

 Focus on the person, not the sign  Never use derogatory language or euphe-
language interpreter, impairment, or misms that present persons with disabilities
assistive device. as objects of pity.

 Show persons with disabilities in every-  Use a range of accessible translation formats
day work and social situations, fulfilling (sign language interpretation, Braille, large print,
various roles. easy-to-read format, CART transcription, etc.).

 Focus the camera, and frame images  Use simple, concise language. Avoid jargon
and subjects, in a manner that pro- and idioms.
motes equality.

 Avoid dim or dark lighting and flashing  Make sure that translations describe persons
lights or images. 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 reasonable
D
accommodation 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,
D
or 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 Action

Information  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 plat-
forms? 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 par-
D
ticipants in advance to signal reasonable accommodation requirements?

—  id you provide information in several formats (for example, large-print, Braille, digitally accessi-
D
ble versions, etc.)?

—  id you follow inclusive best practice for presentations? Did you describe the content of slides
D
and make your presentation in an accessible format?

—  id you evaluate physical accessibility in terms of inclusion as well as compliance? Did you make
D
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 transla-
D
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
D
submit 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 in
W
an accessible format?

—  id you ask persons with disabilities for feedback? Did they test a draft of the survey? Did you invite
D
them 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 Assumptions Style Requirements

conveyed

Audio Visual content Assumes the Typically inserted Certified audio

description that is otherwise viewer is blind or in pauses in audio description narrator.
not narrated. has low vision. soundtrack. The
audio describer’s
voice is distinct
from that of video
narrators.

Closed Spoken Assumes the Typically, white text Certified CART

captions (CC) and audio viewer cannot hear. against a black transcriber or artificial
information. background. intelligence.

Easy-to-read Essential Assumes the Plain language and Writer specialized in

information. reader is a person diagrams. easy-to-read formats.
with intellectual
disability.

Sign language Spoken Assumes the A person interprets Certified sign

interpretation and audio viewer is deaf or using sign language language interpreter.
information. hard-of-hearing. (international,
American or other).

Subtitles Spoken Assumes the Can vary; does not Language interpreters
information only. viewer can hear but require accessible or artificial
is unfamiliar with formatting. intelligence.
the language.

Subtitles for the Spoken Assumes the Typically, a larger Certified SDH
deaf and hard-of- and audio viewer cannot hear font with transparent transcribers.
hearing (SDH) information. and is unfamiliar background.
with the language. Generally preferred
to closed captions
because closed
captions block
content.

Transcripts User preference; Assumes the Document. Certified CART

spoken and audio viewer is unable to transcriber or artificial
information. hear content. intelligence.

UN DISABILITY-INCLUSIVE COMMUNICATIONS GUIDELINES 41

 Comparison Table. Publication formats

Format Content Responsive? Compatibility Security Implementation

Accessible Text and No. Any PDF reader Offers only Requires advanced
PDF Images. on any password version of Adobe
technology protection. and accessibility
device. remediation knowledge.
Not designed Alternatively, low-
for eReaders. cost accessibility
remediation services are
offered online.

Accessible Text, Yes. Requires Offers Requires remediation

ebook images, and specialized digital rights services provided by
(EPUB) multimedia. screen reader management specialist file conversion
programmes. (DRM) vendors.
protection;
restricts
access;
restricts
modification
and
distribution.

42 UN DISABILIT Y-INCLUSIVE COMMUNICATIONS GUIDELINES

 Comparison Table. Technology platform accessibility23

Signing
Sign Screen
deaf
language reader Large Small
Platforms partici- Captions Additional barriers
interpreter compati- meetings meetings
pants are
is visible bility
visible

GoToMeeting      Keyboard shortcuts only

work in Windows.

Zoom       Requires a good internet

connection.

Skype      Video quality is

inconsistent.

Skype for      Not accessible to blind

Business facilitators.

Microsoft       Challenging when signed

Teams Supports and spoken languages are
up to 300; used with larger groups.
two-way
communi-
cations.

Microsoft Can be   
‘Live Events’ integrated One-way com-
with A/V mun-ications.
production
support.

Google      Meeting creators must

Hangouts have 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 the
inclusion 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 first
module 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 and
partners. 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 a
life 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 equal
basis 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 un-
derstood 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, a
combination of six dots consisting of two vertical columns of three dots each. Each simple Braille char-
acter 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 other
relevant sounds that are otherwise inaccessible to persons who are deaf or hard-of-hearing. Captions are
synchronized with the video image so that viewers have equivalent access to the content that is originally
presented 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 technol-
ogies, 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. ([Link].)

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 well
as 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 consider-
ation 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, static
and moving images, sound, music, gesture, and sculpture, to represent meanings. ([Link].)

Persons with disabilities

Persons with disabilities include those who have long-term physical, mental , intellectual or sensory impair-
ments 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 the
community. A qualified personal care assistant provides services in the person’s own home or in the com-
munity. ([Link].)

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 equal
basis 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 inter-
national sign language is used by persons who are deaf at international meetings and informally when
travelling 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 can
be both deaf and hearing but should always carry appropriate sign language interpreter qualifications from
the 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. (Inter-
national 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. ([Link].)

Subtitles for the deaf and hard-of-hearing (SDH)

SDH provides synchronized visual alternative text, containing the speech and non-speech audio informa-
tion 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 in
real 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, can
be 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