Lista de verificación: creación de un evento culminante accesible

Explore formas de hacer que el evento culminante de su residencia sea accesible para los estudiantes, las familias y el personal.

Lista de verificación: creación de un evento culminante accesible
Lista de verificación: creación de un evento culminante accesible
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Lista de verificación: creación de un evento culminante accesible

This resource offers ways to make your residency’s culminating event accessible to students, families, and staff. Whether you have specific access requests to consider or not, planning with universal accessibility in mind is more likely to create a positive, inclusive environment in which students and adults with and without disabilities can celebrate the class’s achievements together. This also provides a great opportunity to model inclusive thinking for students.

Some of these options may not be easily achievable in your school or for your performance; creativity is key!

Lista de verificación para hacer accesible su evento culminante:

¿Se proporcionan subtítulos o super-títulos o subtítulos para que todos puedan entender lo que dicen los estudiantes?

  • Incluya información sobre subtítulos, subtítulos o títulos superiores en cualquier comentario introductorio o cuando dirija a los miembros de la audiencia al área de asientos.

  • Add the script into a slideshow, and try using a Smartboard or a projector in the space to project the lyrics above or next to the stage.
  • Running the closed captioning can be a great role for a student who doesn’t want to perform onstage but likes technology.
  • Put the script on chart paper and have a teacher or student point to the lines as they’re said.
  • Have copies of the script or lyrics available for people to follow along.

Consejo de enseñanza y aprendizaje a distancia:

Offer a recording (either video or audio) to students and families post-event. If not all students can perform in a synchronous way, ask them to send a recording of their reading/performance prior to the event, and include it in the recording that you distribute (as well as the live event, if applicable).

Are interpreters available? Can announcements be translated into multiple languages (e.g., Spanish, American Sign Language, other languages spoken by parents/audience members)?

  • Conéctese con el personal de la escuela, los estudiantes y los padres para identificar qué interpretaciones del idioma serán más útiles para el grupo.
  • Incorpore la ubicación de los intérpretes en su planificación del evento.

  • Provide a handout with important elements translated.
  • Have copies of the script available.
  • Write announcements in other languages on posters to be held up.
  • Invite students to incorporate multiple languages in the event.

Consejo de enseñanza y aprendizaje a distancia:

Have live, synchronous interpreters and/or add captions for your virtual culminating event. You can also send out a document with the program ahead of the event so that participants can follow along.

Are audio descriptions of visual elements provided throughout? Can programs/signage be translated into Braille? Are large-print programs available?

  • Consider how to make materials more universally accessible. Can all programs be printed with large print? Can audio description be a part of the narration of a performance or its introduction?
  • Check in with school staff, students, and parents to make sure that there are enough Braille programs and audio description devices available for those who will use them.

  • If these accommodations are not already planned, ask for the Classroom Professionals’ support in communicating with the audience to find out if there are any specific access requests.
  • Can a student or staff member offer to share the program information verbally or provide audio description one-to-one?

¿Hay acceso a un ascensor si el auditorio no está en el primer piso?

  • Create signage to direct audience members to the elevator.
  • If possible, encourage all audience members to follow the most accessible route to the performance space to equalize the experience. Create welcome signs and post them along that pathway.

  • ¿Qué espacio de actuación alternativo puedes utilizar?
  • ¿Pueden tener eventos culminantes más pequeños en aulas accesibles?

Is there an accessible entrance to the building?

  • Make sure it’s clearly marked.
  • Make sure the location is noted on your event invite. Even better, make the accessible entrance the main entrance for the event!

  • If there is not an accessible entrance, make sure that is noted on your event invite with details (ex: the entrance is not wheelchair accessible and can only be accessed by walking up one flight of stairs).

¿El escenario es accesible? ¿Hay rampa o ascensor?

  • Make sure you have access to the elevator, or that a staff member who does is available for rehearsals and performances.

  • Can you have students perform in front of the stage (all students, not just wheelchair users)?
  • Consider using an alternative performance space.

¿Hay ujieres que estén disponibles para guiar a los miembros de la audiencia a sus asientos? ¿Está el auditorio claramente marcado?

  • If students are participating as ushers, consider how you can highlight this role with a badge or other signifier.

  • Recruit students to act as ushers.
  • Ask students’ caregivers or staff from your organization to volunteer as ushers.
  • Have students make directional signs.

¿Hay asientos en el pasillo reservados para aquellos que puedan necesitar un fácil acceso a las salidas?

  • Try to reserve a few extra aisle seats beyond those requested in case any requests are missed.

  • Make signs to reserve seats. Be sure to reserve a few in each row so people can still sit with the other guests they came with.

Is there a family/non-gendered/accessible bathroom available and clearly marked?

  • Si es posible, conviértalo en el baño principal del evento.

  • Can you create one for the event? If so, create signs to label it clearly, as well as directional signs indicating where it can be found.

¿Hay alguna forma de compartir el evento culminante con aquellos que no pueden asistir?

  • Consider offering a recording, pictures, and/or newsletter describing the performance for family and community members who are unable to attend.

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