Ensuring Equality of Access to NHS Forth Valley Staff Training
To ensure equality of access to training within NHSFV, the following has been developed as a ‘best
practice guide’, to ensure that all NHS Forth Valley trainers as well as external trainers/presenters
understand and meet the needs of their respective audiences. This list is not exhaustive. As with
all best practices people’s needs should be met on an individual basis.
1. Arranging the session
The following information will enable you to identify if any reasonable adjustments are required
before you start organising/ developing your training session or if you are made aware that
reasonable adjustments are required to meet a participant’s particular needs.
Please consider the following before you start to organise or develop your training session:
 If you are arranging a training session at an NHSFV or external venue, ensure that this it is
accessible. If you are unsure please ask for assistance/advice (contacts on page 3)
 Is how/ where you have advertised that your training is available accessible to all? If you are
unsure please ask for help/advice.
 In your training registration form have you asked if people have additional needs e.g. diet,
assistance at the session, information in alternative formats, interpreters, loop systems. (please
also consider if guest presenter/trainers have additional needs)
 Have any participants asked for information in an alternative format? If so, have you sent it out
in advance?
 If you are commissioning or delivering training, have you given yourself enough time to arrange
for all of the above or for areas identified as below?
 Has your agenda been designed to enable sufficient breaks?
 Are you aware of where assistance can be obtained within NHSFV to meet peoples identified
needs? (If not: please see contacts below)
2. Venue - Ensure that your venue, its facilities and equipment are accessible.
The following are some aspects to consider. This list is not exhaustive and will change dependant
on the topic being discussed or the venue and size of audience.
2.1
Venue location - Ensue that:
 The venue you have chosen is accessible, that information is provided to participants in their
preferred format on how to get to the venue by public transport/ car as well as the nearest drop
off point.
 Signage is clearly available on how to get to the training facility, and sign posting is clear once
you are there incl. room allocations for group sessions, toilets etc?
2.2
Venue facilities - Points to consider:
 If someone has identified that they have a visual impairment, ensure that there is time to
orientate them around the facility, noting exits, toilets, building and room layouts,
 That refreshments facilities are accessible and meet all Equality & Diversity needs,
 Ensure the venue has sufficient toilet facilities for all clients i.e. disabled toilets, assistance dog
toileting areas (Ensure that there are bowls of water made available for assistance dogs)
 Ensure that the venue has a loop/induction system.
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2.3
Rooms - Points to consider:
 Furniture be arranged to facilitate group discussions/exercises, ensuring sufficient room is
available for wheelchair users, assistance dog owners and mobility aid users,
 Is there a variety of seating available with/ without arm rests?
 There is good lighting for both the person presenting, on the interpreter (if being used) and for
any group exercises that are being completed, as well as within the actual facility itself,
 If tables are being used, that they are they the right height for wheelchair users,
o If people identify that they have a hearing impairments, ensure that a loop system is
available and you know how to use it.
 Ensure that visually impaired participants are seated in areas which are in direct line to the
entrance and exit doors ensuring that the room is clear of any obstacles or clutter and flip charts
are not in the line of passage within the room or to fire exists.
3. Planning your session
Know the expectations you have of the participants during the session; are they required to?
 Use handouts or other printed material
 Follow a PowerPoint presentation
 Feed back in plenary session
 Take notes
 Work in pairs
 Watch videos/DVDs
 Contribute verbally within the whole group
 Work within small groups
 Undertake further reading
What can you do to address the difficulties any of these expectations this may cause for some
people? Consider people who may have literacy needs, dyslexia etc
4. Format of Presentation - Points to consider:
 If using PowerPoint or overheads, design slides with accessibility in mind. Colour, contrast,
amount of text, size and type of font all affect the legibility. Arial minimum font size 30 mixed
case and in bold (rather than underlining or italics) work effectively. Ensure a contrast between
text and background and avoid using colour alone to convey meaning.
o It is best practice to read what is on the slides or describe what is presented to enable
people with reading difficulties to know what is being discussed or highlighted.
o Where possible, of someone requires the slides in an alternative format please arrange
for these to be sent out prior to the training to enable them to be familiar with topic being
discussed.
 If you plan to use a video or DVD, check out whether it is captioned to assess its accessibility to
deaf and hard of hearing participants and its soundtrack to assess whether it is going to be
useful to visually impaired people. Having deaf or blind participants does not preclude the use
of videos. In fact, video can increase the accessibility of the session.
 Organise a glossary of any terms you will be using with participants may be unfamiliar. There
may be no BSL sign for the term and lip readers may not recognise the word. Dyslexic students
will value seeing the spelling of the word - and hearing it spoken in the session.
 It is best practice to give BSL/English interpreters a copy of any lecture, an outline of the
session and handouts in advance so that they know what they are interpreting.
5. Accessible handouts – Points to consider
 If required, organise the availability of handouts in alternative formats. E.g. Braille, Moon,
Large print, BSL, Alternative language. These should be offered prior to the session and not
sent after the session has been completed.
 Cream/ pale blue paper is a preferred background colour for some dyslexic
people as it reduces glare. However it would be worthwhile checking with the
participant if they have a preference.
 Size 12 – 14 Arial, font can improve the accessibility of handouts for everyone. Use point 16
or above for large print information. Do not go higher than 20.
 Avoid block capitals in handouts.
 To emphasise words, either enlarge the print or put it in bold. Avoid underlining.
 Design so that it is left justified for ease of reading.
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6. Delivering the session
If you have been told in advance that the participant has an additional need, check out tactfully with
them either before or at the event that everything is in place to meet their requirements. This could
include those people who use assistance dogs e.g. ensure that participants are aware of the
etiquette surrounding the dogs whilst they are working.
Points to consider:
 Use a microphone, particularly when it is available as part of a loop system.
 Ensure participants know where the loop system zone is located.
 Face the group when presenting so that there is a clear view of you.
 Avoid standing with light directly behind you.
 Use Plain English, if you are going to use acronyms, explain what they mean at the outset.
 Describe diagrammatic materials or demonstrations, in particular if people with visual
impairments are present.
 When addressing someone with a visual impairment it is important to let them know that
they are being addressed. This can be done by mentioning their name or tapping them on
the shoulder. e.g., if someone is coming around with a microphone to ask questions and
people have been asked to hold up their hand. It can be difficult or impossible for someone
who is blind or visually impaired to know that they are to speak in to the microphone if they
don’t know it is being held in front of them.
 If working with a BSL/interpreter, allow time for them to translate your words. Discuss with
them prior to the session what they wish. They will offer advice and suggestions on the best
way forward
 Lip reading is an exhausting activity; lip speakers/ BSL and Language interpreters have
recommended lengths of time for effective interpreting; participants may find long
presentations challenging. Vary activities and have pauses between them.
7. Procedures for a seminar or small group activity
Check with participants whether and/or how they would like the rest of the group to know about
their requirements – if those requirements will have implications for the group members; e.g. a
Deaf participant working with an interpreter, they may want the rest of the group to know the
ground rules for working through an interpreter.
Points to consider:
 Establish ground rules for discussion with the group that will allow as full participation as
possible by all group members
 Ask for people to raise their hand and to state their name when responding back or
discussing a point. This will enable all members of the group to know who is speaking, and
will support not only those with visual impairments’ but also the vast majority of the group.
 At the start of any activities make part of the exercise the reading out of the tasks involved or
notes on flip charts/slides, so that all participants will have understanding of what is required.
 Plan for alternative ways for participants to feed back from small group work; offer choice. If
a group has been asked to collate their work on a flip chart, dyslexic, blind or partially
sighted students may find the role of presenter very challenging.
 If reporting back is part of the exercise, give the option of reporting back orally. Usually
dyslexic students’ oral skills are stronger than their writing. Their contribution to a group
debate will be much greater if they do not feel pressured to produce a written account of the
discussion.
Final Point: Please remember it may not be the NHS Forth Valley participant who has identified
that they have additional needs; it could be the trainer!
Further information, support, adaptation of materials as well as advice can be obtained from:
Helena Buckley
Quality Manager
Helena.Buckley@fvpc.scot.nhs.uk 01786 442450
Charlene Condeco Disability Advisor
Charlene.condeco@nhs.net
01324 590 892
Lynn Waddell
E&D Project Manager.
lynn.waddell@nhs.net
01324 614653
April 2013
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