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SecLlon 1 age 1
!" $%&'() *+, -+,./ 0+ 1%21 3+'41 -+)1 5678 9,:%
1. ubllclse an e-mall address and moblle phone number for
people Lo conLacL you (t0)
2. Clve fronL-llne sLaff a pen and a plece of paper (t1)
3. 8eplace slgns LhaL are old or dlfflculL Lo read wlLh new ones
creaLed on a compuLer and lamlnaLed. Make sure Lhe
lamlnaLlng plasLlc does noL reflecL llghL Loo much or Lhe slgn
wlll be dlfflculL for some people Lo read. (t0.30 per slgn plus
sLaff Llme).
1hls ls a useful Lhlng Lo do unLll you can replace Lhe slgns
wlLh more permanenL ones
ln Lhe uk, Lhe 8nl8 (8oyal naLlonal lnsLlLuLe for Lhe 8llnd) has
guldellnes on Lhelr webslLe for maklng sure Lhe prlnL you
produce ls clear. 1ake a look aL
www.rnlb.org.uk/professlonals/accesslblelnformaLlon/LexL/
ages/clear_prlnL.aspx
4. rovlde drlnklng sLraws wherever you sell or serve drlnks (t1
per monLh).
3. Lnsure all ouLslde sLeps have fronL edges whlch are marked
ln some way Lo conLrasL wlLh Lhe maln parL of Lhe sLep, and
LhaL Lhe ground surface aL Lhe Lop and boLLom of any seL of
sLeps has some vlsual conLrasL Lo warn people LhaL Lhere are
sLeps (t23).
6. Move furnlLure Lo make sure LhaL Lhere are clear, wlde
paLhways around your museum (t0).
7. rovlde a waLer bowl for gulde dogs or hearlng dogs for deaf
people (t3).
8. roduce a vlslLors' leafleL wlLh access lnformaLlon, lncludlng
barrlers, we wlll help you wlLh Lhls (t0).
9. use Lhe compuLer Lo produce clear prlnL and large prlnL
verslons of programme noLes, labels or oLher lnformaLlon
(tcosL of paper and lnk plus sLaff Llme)
10. Ask your deaf and dlsabled vlslLors for feedback (t0).








Make sure you malnLaln
parklng spaces for dlsabled
people
!"#$%&' ) *+," -
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0, ",&#44,($ 1651
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#+' 3" "+5%1: 2"+; 02&< + ;%5$+'#"
=. $/" 0&'$ %5 &0 + 5+'5 5"2%0 5$:1"
>/%5 %5 + 5+'5 5"2%0 0&'$. ?$ %5 61+%' +'; <4#/ "+5%"2 $&
2"+; $/+'
this, which is a serif font, with confusing extra lines
making up the letters

@. $/"2" %5 '& $"A$ 62%'$"; &B"2 + 6%#$42" &2 ;%+,2+<
C. $/" 0&'$ %5 31+#D &2 ;+2D 314" &' E/%$" &2 :"11&EF &2 E/%$" &2
:"11&E &' 31+#D &2 ;+2D 314". >/%5 ,%B"5 $/" 3"5$ B%54+1 #&'$2+5$
$/%5 %5 31+#D &' E/%$"
this is white on black

G. $/" $"A$ 45"5 + <%A$42" &0 #+6%$+1 1"$$"25 +'; 1&E"2 #+5"F +5 :&4
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E/%#/ %5 '&$ E/%$" 0&2 "A+<61" 5&<" 6"&61" E%$/ ;:51"A%+9
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+' &2;%'+2: E&2; 62&#"55%', 6+#D+,".
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7"5'//,
>/%5 %5 + 5:5$"< &0 E2%$%', 45%', 2+%5"; ;&$5 &' + 6+,". ?$ %5 62&;4#"; 45%', +
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E+'$ $& $2+'51+$" + 1+2," ;&#4<"'$.
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$& 1%5$"' 2+$/"2 $/+' $& 2"+;.
?$ %5 +##"6$+31" $& 2"#&2; + 5%',1" #&6: &0 + $+6" :&425"10. Z+D" 542" :&4
56"+D 51&E1: +'; #1"+21: +'; ;"5#2%3" +': $+31"5 &2 ;%+,2+<5 $/+$ +2" %' $/"
;&#4<"'$.
;/,&1"#('& '(3#"451'#(
Z+': 31%'; 6"&61" /+B" 5&0$E+2" +';[&2 /+2;E+2" $/"<5"1B"5 E/%#/ <"+'5
$/+$ $/": #+' 2"#"%B" %'0&2<+$%&' &' ;%5# &2 #; &2 3: "V<+%1 +'; 45" %$ %' $/"
3"5$ E+: 0&2 $/"< >/%5 <+: <"+' 45%', 5&0$E+2" E/%#/ \2"+;5] $/"
%'0&2<+$%&' $& $/"<F &2 45%', <+#/%'"2: $& $2+'51+$" $/" ;&#4<"'$ %'$&
^2+%11"F &2 5%<61: 62&;4#" %$ %' 1+2," 62%'$.
+&&,--'./, <,.-'1,-
?'#2"+5%',1:F 6"&61" E%$/ +11 D%';5 &0 %<6+%2<"'$5 E%11 +##"55 $/" %'$"2'"$ 0&2
$/"%2 %'0&2<+$%&'. K E"35%$" $/+$ /+5 3""' ;"5%,'"; +'; 34%1$ E%$/ +##"55 %'
<%'; 02&< $/" 3",%''%', E%11 3" "+5: $& '+B%,+$" +'; 45".
SecLlon 1 age 4
!"#$% "'($%) *+ ,"-$+. /*01 2)3#$4) "%%)##$35)
Make sure LhaL whoever ls deslgnlng your webslLe undersLands
access lssues, and LhaL Lhe slLe ls deslgned wlLh access ln mlnd
rlghL from Lhe beglnnlng. 1hls wlll be much more efflclenL Lhan
golng back and maklng correcLlons and alLeraLlons laLer.
8emember
1. lf you have a buLLon for people Lo cllck Lo Lake Lhem Lo a page
abouL access, make sure lL ls aL Lhe Lop lefL of Lhe Pome page,
oLherwlse Lhey mlghL have dlfflculLy flndlng lL
2. provlde a verslon of your slLe whlch only has LexL, and no
plcLures
3. use Lhe alL" LexL Lo provlde meanlngful descrlpLlons of
lmages/graphlcs
4. provlde any downloadable documenLs ln 81l, ul and Word
formaL
3. make sure LhaL lnformaLlon ls clearly lald ouL, and LhaL llnks
are clearly ldenLlfled
6. provlde capLlons or a LranscrlpL of any audlo or audlo-vlsual
maLerlal
7. make sure LhaL lL ls easy Lo navlgaLe around Lhe slLe and
beLween pages, and especlally LhaL lL ls always easy Lo geL back
Lo Lhe Pome page
8. provlde a slLe map
9. keep vlsual conLrasL beLween LexL and background hlgh
10. do noL use buLLons or llnks LhaL are small, or LhaL need very
accuraLe mouse movemenLs
11. follow general clear prlnL guldellnes for screen-based LexL (for
example, don'L puL LexL over an lmage)
12. do noL use bllnklng LexL, pulslng or flashlng graphlcs or buLLons


unlocklng Lhe web for
dlsabled people ls an
lmporLanL sLep Lowards
glvlng Lhem access Lo your
museum




SecLlon 1 age 3
67)%-$+. /*01 2)3#$4)
?ou should refer Lo Lhe Web AccesslblllLy lnlLlaLlves guldellnes for accesslble lnformaLlon
www.w3.org/WAl/eval/
All slLes should meeL aL leasL Lhese mlnlmum sLandards.
?ou can LesL your webslLe for accesslblllLy aL:
bobby.waLchflre.com/bobby/hLml/en/lndex.[sp
or
aprompL.snow.uLoronLo.ca/

SecLlon 1 age 6
! #$%&' '()'*+&%, -./ $'')%% ,. 0.1/ 21%)12
3),,&45 ,. 0.1/ 21%)12
6.4%&7)/ 8)% 9. !',&.4 /):1&/)7
ls your museum near publlc LransporL?
Can vlslLors be dropped off from a vehlcle near Lhe maln enLrance?
ls your maln enLrance reached vla a clear, level paLhway?
ls Lhere anywhere Lo park near your maln enLrance?
ls your maln enLrance level or ramped?
lf you have a ramp, ls lL aL leasL 1200mm wlde (800mm lf lL ls porLable), does lL
have a handrall on aL leasL 1 slde (2 lf lL ls more Lhan 2m long) and does lL have
a gradlenL of no more Lhan 1:12 (up Lo 2m lengLh), 1:13 (up Lo 3m lengLh) or
1:20 (up Lo 10m lengLh)?

lf you have sLeps, ls Lhere a conLlnuous handrall on boLh sldes of Lhe fllghL,
wlLh a handrall down Lhe mlddle lf Lhe fllghL ls more Lhan 1800mm wlde and
does Lhe handrall have a Lop edge of no more Lhan 900mm from Lhe sLep
level??

lf noL, do you have an enLrance LhaL ls level or ramped and lf so, ls lL
slgnposLed?

ls Lhe fronL door easy Lo open (for example, ls lL kepL open, or ls lL auLomaLlc)?
lf noL, do you have a doorbell, or can sLaff see lf someone ls walLlng Lo geL ln?
ls Lhe fronL door aL leasL 800mm wlde?
ls Lhere level or ramped access Lo your maln recepLlon area?
ls your recepLlon area welcomlng Lo dlsabled people (for example, does your
counLer have a low secLlon)?



SecLlon 1 age 7
3),,&45 $/.147 0.1/ 21%)12
6.4%&7)/ 8)% 9. !',&.4 /):1&/)7
Are all areas accesslble by level or ramped rouLes, or by a llfL?
lf Lhere are ramps ln Lhe museum, are Lhey aL leasL 1200mm wlde (800mm lf
Lhey are porLable), do Lhey have a handrall on aL leasL 1 slde (2 lf Lhey are
more Lhan 2m long) and do Lhey have a gradlenL of no more Lhan 1:12 (up Lo
2m lengLh), 1:13 (up Lo 3m lengLh) or 1:20 (up Lo 10m lengLh)?

lf you have sLeps, ls Lhere a conLlnuous handrall on boLh sldes, wlLh a handrall
down Lhe mlddle lf Lhe sLalrs are more Lhan 1800mm wlde and does Lhe
handrall have a Lop edge of no more Lhan 900mm from Lhe sLep level?

lf you have a llfL, does lL have buLLons lnslde and ouL LhaL are beLween 900mm
and 1100mm from Lhe floor? ls Lhe car aL leasL 1100mm x 1400mm? uoes lL
have a mlrror on Lhe back wall? uoes lL have audlo announcemenLs?

Are all rouLes aL leasL 1100mm wlde?
Are all rouLes free of hazards?
ls Lhere seaLlng ln your publlc areas (preferably a mlx of seaLs wlLh and
wlLhouL arms, and all wlLh seaLs no more Lhan 900mm from Lhe floor)?

Are all glass areas clearly marked?
Are all doors aL leasL 800mm wlde?
ls llghLlng even and aL good levels LhroughouL Lhe museum?
uo you have clear slgnage around Lhe museum, uslng plcLures as well as
words?

ls emergency evacuaLlon slmple, sLralghLforward and safe for dlsabled people?
Are sLaff Lralned ln how Lo supporL dlsabled people ln Lhe case of an
emergency?



SecLlon 1 age 8
;$'&+&,&)% $, 0.1/ 21%)12
6.4%&7)/ 8)% 9. !',&.4 /):1&/)7
uo you have LolleLs deslgned for dlsabled people?
ls Lhe cublcle aL leasL 1400mm x 2200mm?
Are Lhe LolleLs clearly slgnposLed?
lf you have refreshmenL faclllLles, are Lhey easy Lo use for dlsabled people (for
example, do you provlde drlnklng sLraws, can people move chalrs around, do
you have any cushlons)?

uo you have an lnducLlon loop ln your museum?
uo you have magnlfylng glasses or sheeLs avallable for vlslLors?
Are your porLable seaLs readlly avallable?
uo you allow asslsLance dogs lnLo your museum?
<$/*),&45 0.1/ 21%)12
6.4%&7)/ 8)% 9. !',&.4 /):1&/)7
uo you publlclse your museum ln wrlLLen maLerlals?
lf so, do you follow clear prlnL guldellnes?
uo you publlclse your museum on a webslLe?
lf so, have you followed guldellnes for accesslble webslLes?
uoes your publlclLy lnformaLlon conLaln access lnformaLlon?
ls Lhere a cholce as Lo how people can conLacL Lhe museum (for example,
'phone, e-mall, LexLlng)?



SecLlon 1 age 9
! #$%&' $''(%% ')('*+&%, -)(. /(%&0.&.0 (1)&#&,&2.%
use Lhls checkllsL Lo gulde your own creaLlve Lhlnklng when you are deslgnlng or re-deslgnlng an exhlblLlon. hoLocopy Lhls
llsL and use lL for every dlsplay or exhlblLlon.
3)( (1)&#&,&2. %4$'(%
52.%&/(6 7(% 82 !',&2. 6(9:&6(/
ls Lhere level, ramped or llfL access Lo Lhe exhlblLlon?
ls Lhere enough room beLween cases and furnlLure for people uslng
wheelchalrs or sLlcks (paLhways should be 1100mm wlde)?

lf Lhere are any hazardous ob[ecLs overhead or [uLLlng lnLo paLhways, are Lhey
clearly marked?

Are nolse levels kepL Lo a mlnlmum?
lf you have Lo have loud nolses as parL of an exhlblLlon, do you warn vlslLors of
Lhls?

uo you avold overlapplng sound from one exhlblL or space Lo anoLher?
Are llghLlng levels kepL brlghL enough Lo allow people Lo see ob[ecLs clearly?
ls llghLlng conslsLenL LhroughouL Lhe spaces?
lf you have Lo keep llghLlng levels low, do you warn people of Lhls?
uo you provlde seaLlng ln exhlblLlon rooms (preferably mlxed - some wlLh
arms, some wlLhouL - and all wlLh seaLs aL leasL 300mm from Lhe floor)?

ls your porLable seaLlng readlly avallable?


SecLlon 1 age 10

3)( /&%4+$;%
52.%&/(6 7(% 82 !',&2. 6(9:&6(/
Are ob[ecLs ln cases dlsplayed aL a helghL LhaL means wheelchalr users can see
Lhem (no more Lhan 900mm from Lhe floor)?

Are ob[ecLs on walls dlsplayed aL a helghL LhaL means wheelchalr users can see
Lhem (beLween 1220 and 1600mm from Lhe floor)?

lf ob[ecLs are on pedesLals, are pedesLals 1000mm from Lhe floor or less?
uo dlsplay cases have a recess for knees so LhaL wheelchalr users can geL close
Lo Lhem (730mm hlgh, 900mm wlde and 400mm deep)?

uo you use non-reflecLlve glass ln dlsplay cases?
uo ob[ecLs conLrasL vlsually wlLh Lhe background maLerlal ln dlsplay cases?
Are Lhere enlarged models or phoLographs of small ob[ecLs?
ls Lhere an alLernaLlve way of seelng Lhe exhlblLlon, for people who can'L, or
don'L wanL Lo, reach Lhe dlsplays (for example, hlgh quallLy phoLographs on a
compuLer, or a vlrLual Lour on Lhe lnLerneL)?

lf you have lnLeracLlves, are lnsLrucLlons clear and easy Lo undersLand?
Can all lnLeracLlves be operaLed wlLh one hand ln a closed flsL?
lf Lhere ls audlo lnformaLlon ln Lhe dlsplays, are Lhere lnducLlon loops?
lf Lhere ls audlo lnformaLlon ln Lhe dlsplays, ls lL also avallable vlsually (for
example, subLlLles on vldeos, LranscrlpLs of recorded narraLlve)?

ls Lhere a range of ways of seelng your collecLlons (for example, hlgh quallLy
phoLographs on a compuLer, or a vlrLual Lour on Lhe lnLerneL)?




SecLlon 1 age 11
<$#(++&.0 $./ '$,$+20:(%
52.%&/(6 7(% 82 !',&2. 6(9:&6(/
ls all LexL ln maln panels and lnLroducLlons aL leasL 24pL?
ls all LexL ln labels aL leasL 18pL?
ls all LexL a sans serlf fonL, wlLh no shadows?
ls all LexL lefL [usLlfled (noL fully [usLlfled)?
uoes all LexL conLrasL well wlLh lLs background?
Pave you avolded prlnLlng LexL over lmages?
ls Lhere an audlo verslon of LexL avallable?
uo you provlde 8rallle labels?
Can vlslLors geL close Lo LexL?
ls Lhere enough llghL Lo read Lhe LexL?
ls poslLlonlng and deslgn of labels conslsLenL LhroughouL Lhe exhlblLlon?
Are labels and LexL poslLloned beLween 1200mm and 1600mm from Lhe floor?
uo you have labels and LexL avallable ln sheeL form for vlslLors Lo carry wlLh
Lhem?

Are caLalogues avallable ln a range of formaLs?
uo your prlnLed caLalogues meeL baslc guldellnes for clear prlnL?


SecLlon 1 age 12

=1)&#&,&2. '2.,(., $./ (>(.,%
52.%&/(6 7(% 82 !',&2. 6(9:&6(/
lf dlsabled people are menLloned ln your LexL, are Lhey referred Lo
approprlaLely and respecLfully?

Where approprlaLe, ls Lhe experlence of dlsabled people represenLed ln Lhe
exhlblLlon?

Where approprlaLe, have you consulLed wlLh dlsabled people when curaLlng
Lhe exhlblLlon?

lf you are programmlng workshops, Lalks or oLher evenLs, are dlsabled people
lnvolved as speakers, conLrlbuLors, arLlsLs?

uo you provlde Slgn Language lnLerpreLaLlon for Lalks, workshops and oLher
evenLs?

uo you have an lnducLlon loop for people who wear hearlng alds?
Are Lhere mulLl-sensory experlences ln your exhlblLlons?



SecLlon 1 age 13
!""#$$ &' ()$#)($ *+, -#./&*0# $/&#$ 1'. 23/+, *+, 4*.&/*335 $/0-&#, 4#'43#
6*../#.$ 1*"#, 25 23/+, *+, 4*.&/*335 $/0-&#, 4#'43#
eople who are bllnd or parLlally slghLed can face many
barrlers when vlslLlng museums and herlLage slLes. ln
some venues vlslLor lnformaLlon ls noL accesslble,
bulldlngs are dlfflculL Lo geL Lo or Lo move around ln, and
dlsplay LexL ls ln Llny prlnL. SomeLlmes sLaff are noL
confldenL enough Lo speak Lo bllnd and parLlally slghLed
people and Lhey don'L know how Lo offer help. lnLeracLlve
dlsplays ofLen rely on good vlslon and Lhere may be no
chance Lo Louch ob[ecLs or Lo geL lnformaLlon by llsLenlng.
7#('8/+0 2*../#.$
1here are many ways ln whlch a museum can lmprove
access Lo bllnd and parLlally slghLed people lncludlng:
1. audlo guldes LhaL are accesslble Lo bllnd and parLlally
slghLed people
2. gulded Lours ln whlch Lhe bulldlng, collecLlons and
conLexL are descrlbed
3. LacLlle lmages LhaL represenL works of arL, ob[ecLs,
bulldlngs and Lhelr layouLs eLc
4. Louchlng Lhe real Lhlng Lhrough Louch Lours or
handllng sesslons !" provldlng models whlch can be
Louched
3. maklng sure LhaL all prlnL lnformaLlon ln Lhe venue ls
avallable ln a range of formaLs (for example large
prlnL, cd, brallle)
6. allowlng people Lo geL as close as posslble Lo ob[ecLs
wlLhouL rlsklng any damage Lo Lhe ob[ecL
7. maklng sure LhaL all labelllng and lnLerpreLaLlon ls ln
clear prlnL
8. produclng exhlblLlon noLes and lnformaLlon on
ob[ecLs and collecLlons on a sheeL whlch vlslLors can
carry around wlLh Lhem
9. provldlng magnlfylng sheeLs and magnlfylng glasses
(magnlfylng sheeLs are plasLlc sheeLs whlch can be
held over a sheeL of paper Lo magnlfy Lhe whole page)








Lven lf your lnLerpreLaLlon means LhaL
LexL ls handwrlLLen, you can sLlll make
lL clear and leglble for many people

SecLlon 1 age 14
!),/' ,#$"./4&/'+
Audlo descrlpLlon ls a spoken commenLary whlch can lmprove access Lo museums and herlLage slLes.
lL ls noL [usL an audlo gulde, whlch mlghL be provlded for any vlslLor. Audlo descrlpLlon glves a very
deLalled descrlpLlon of ob[ecLs and plcLures so LhaL Lhe bllnd or parLlally slghLed person can geL a
beLLer sense of Lhe ob[ecL. roduclng audlo descrlpLlon llke Lhls ls a speclflc sklll and should be done
by someone wlLh experlence. 1hey wlll probably need help from museum sLaff Lo wrlLe Lhe scrlpL so
LhaL Lhey lnclude all Lhe lmporLanL lnformaLlon.
Audlo descrlpLlon can also be dellvered llve as parL of an evenL. lL can be done Lhrough headphones or
lL can be dellvered Lo everyone, from Lhe fronL, lf Lhe evenL has been LargeLed aL bllnd and vlsually
lmpalred people.
9.',)"/+0 &*"&/3# ,/*0.*($ *+, .#4.#$#+&*&/'+$
Some bllnd and parLlally slghLed people llke Lo use LacLlle maps and dlagrams and some also llke Lo
have LacLlle represenLaLlons of palnLlngs and oLher plcLures.
Slmple maps and dlagrams can be made LacLlle by clever use of sLrlng, glue and oLher LacLlle
maLerlals.
ln Lhe uk, 1he naLlonal CenLre for 1acLlle ulagrams webslLe glves a good summary of dlfferenL ways
Lo produce LacLlle lmages.
1ake a look aL www.ncLd.org.uk/Maklng1C/lndex.asp
!""#$$/+0 "'33#"&/'+$ '+ &-# :#2
1he growLh of Lhe lnLerneL means LhaL many bllnd and parLlally slghLed people now have Lhe chance
Lo en[oy loLs of lnformaLlon and servlces . As you deslgn and develop your webslLe, make sure LhaL
pages are vlsually clear.
ln Lhe uk, Lhe 8nl8 (8oyal naLlonal lnsLlLuLe for Lhe 8llnd) has guldellnes on maklng your webslLe
accesslble for bllnd and parLlally slghLed people.
1ake a look aL
www.rnlb.org.uk/professlonals/webaccesslblllLy/deslgnbulld/ages/deslgn_bulld.aspx
Also on Lhe web, look aL www.accesslfy.com/Lools-and-wlzards/accesslblllLy-Lools/ where Lhere are
some Lools Lo help you creaLe accesslble web pages and documenLs. 1here ls even a Lool here whlch
you can run Lo Lell you abouL any accesslblllLy problems your web pages mlghL have.


SecLlon 1 age 13
!"##$%%$"&$&' )& )*+$" '*$+,
-&./"+*0.$"&
1hls ls a shorLened verslon of a documenL produced by 1alklng
lmages, whlch ls a pro[ecL seL up by Lhe 8oyal naLlonal lnsLlLuLe for
Lhe 8llnd, vocalLyes (an organlsaLlon commlLLed Lo supporLlng
hlgh quallLy audlo descrlpLlon), almed aL lmprovlng access Lo
museums and gallerles for bllnd and parLlally slghLed people.
lf you are lnLeresLed, you can flnd ouL more abouL 1alklng lmages
rnlb.org.uk/professlonals/soluLlonsforbuslness/lelsure/museumsg
allerles/ages/Lalklng_lmages.aspx
?ou can flnd ouL more abouL vocalLyes aL www.vocaleyes.co.uk/
12$&'% ." .2$&3 )4"*. 4,5"/, 0"##$%%$"&$&'
8efore you even begln Lo commlsslon an audlo gulde lL ls
lmporLanL Lo Lhlnk abouL some lssues and Lhelr lmpacL on bllnd
and parLlally slghLed vlslLors.
!"# %& #&' ()*+ +& "),- )* )'%.& /'.%-0
lor bllnd and parLlally slghLed people, aL lLs besL an audlo gulde
can offer:
an lndependenL vlslL where Lhey don'L have Lo rely on
members of sLaff or oLher slghLed asslsLance
a servlce LhaL does noL need Lo be booked ln advance and ls
avallable all Lhe Llme
a conslsLenLly hlgh level of lnformaLlon abouL Lhe ob[ecLs and
exhlblLlons ln your museum.
An audlo gulde alone however wlll noL solve all access lssues for
bllnd and parLlally slghLed people and you should see lL as [usL one
aspecL of your provlslon.
12 )* )'%.& /'.%- 3./"+ 4&3 #&'3 5'2-'50
1here may be Llmes when an audlo gulde ls noL Lhe besL access
soluLlon for your museum. lor example, lf your exhlblLlons
change ofLen and you know LhaL you wlll noL be able Lo updaLe Lhe
gulde regularly, or your venue has a compllcaLed layouL (lL mlghL
be neLLer Lo Lry and flnd easler ways for bllnd and parLlally slghLed
people Lo flnd Lhelr way around Lhe museum before conslderlng
an audlo gulde). ?ou mlghL wanL Lo Lhlnk abouL Laklng oLher
acLlon llke Lralnlng your sLaff ln vlsual awareness and descrlpLlve
skllls or offerlng one Lo one Lours ln addlLlon Lo or lnsLead of a
recorded gulde.

1he Pands Cn programme aL
Lhe 8rlLlsh Museum allows
people Lo handle ob[ecLs and
Lralned sLaff can glve Lhem
audlo descrlpLlons







SecLlon 1 age 16
!"& .2 +"- )'%.& /'.%- ).5-% )+0
A gulde wrlLLen for bllnd and parLlally slghLed people ls llkely Lo have more deLalled
descrlpLlons Lhan a general gulde and also Lo lnclude lnformaLlon abouL Lhe physlcal spaces
LhaL people are ln when Lhey are llsLenlng Lo lL.
1hls exLra lnformaLlon can also be ln a general gulde. Audlo guldes can allow 'layerlng' of lnformaLlon
so LhaL a user can choose Lo llsLen Lo addlLlonal Lracks or noL. 1hls means LhaL one 'lncluslve' gulde
may help loLs of dlfferenL groups of vlslLors.
!.66 #&' 7")3/- 86.*% )*% 9)3+.)66# 2./"+-% 9-&96- +& '2- )* )'%.& /'.%-0
Lven lf you declde Lo charge mosL vlslLors for an audlo gulde, you musL noL charge bllnd and parLlally
slghLed vlslLors Lo use Lhe gulde. 8llnd and parLlally slghLed people are ofLen denled access Lo
lnformaLlon and lL ls unllkely LhaL all lnformaLlon ln your museum or herlLage slLe ls accesslble Lo
Lhem. An lncluslve approach, and Lhe preferred opLlon, ls Lo offer Lhe gulde free or charge Lo anyone
who says Lhey have a vlsual lmpalrmenL or LhaL Lhey are bllnd or parLlally slghLed.
!"-3- (.66 +"- )'%.& /'.%- 8- 9.7:-% '9 )*% ")*%-% 8)7:0
We recommend LhaL an audlo gulde musL be sLored and dlsLrlbuLed ln a loglcal and easlly accesslble
place. All members of sLaff ln Lhe venue should know abouL lL, where lL ls sLored and how Lo use lL.
1hls ls especlally lmporLanL lf a gulde ls noL used very ofLen. lL ls also essenLlal LhaL you Lell vlslLors
abouL Lhe gulde uslng clear, large slgnage around Lhe museum.
;&( (.66 +"- )'%.& /'.%- 6.*: +& &+"-3 2-3,.7-2 )*% .*+-393-+)+.&* .* +"- 5'2-'50
An audlo gulde should noL sLand alone. lL should clearly hlghllghL any chances Lo handle ob[ecLs ln Lhe
museum and lL should llnk Lo oLher faclllLles such as LacLlle lmages, models and furLher lnformaLlon or
maps ln accesslble formaLs.
Many bllnd and parLlally slghLed people can access audlo lnformaLlon. An audlo gulde ls Lherefore an
excellenL chance Lo leL vlslLors know abouL your oLher servlces such Lhe shop, cafe and LolleLs and
where Lhey are.
;&( (.66 #&' 93&5&+- .+ +& 86.*% )*% 9)3+.)66# 2./"+-% 9-&96-0
1here ls no polnL ln produclng an accesslble audlo gulde lf no one geLs Lo know abouL lL. 8efore
produclng an audlo gulde lL ls lmporLanL Lo Lhlnk abouL how and where you wlll Lell people abouL lL.
1hls wlll Lake Llme and resources. 1he more conLacL you have wlLh groups of local people who are
bllnd or parLlally slghLed, Lhe more you can use Lhem Lo Lell people locally abouL whaL your museum
provldes. ?ou should also promoLe Lhe gulde ln all your general publlclLy maLerlal.
-%%*,% ." 0"&%$+,/ $5 6"* )/, 0"##$%%$"&$&' )& )*+$" '*$+,
<&*2'6+)+.&* (.+" 86.*% )*% 9)3+.)66# 2./"+-% 9-&96-
?ou musL ask an audlo gulde producer Lo consulL wlLh bllnd and parLlally slghLed people LhroughouL
Lhe developmenL of Lhe gulde. 1hls should noL [usL be a 'check' when Lhe gulde ls already wrlLLen buL
musL also Lake place durlng Lhe gulde's developmenL Lo make sure LhaL lL ls relevanL and valuable Lo
Lhe people who wlll use lL.
leedback from Lhe consulLaLlon process may mean you have Lo make changes Lo Lhe audlo gulde LhaL
Lake Llme and money.

SecLlon 1 age 17
=73.9+2
?ou should ensure LhaL a descrlber who ls experlenced ln descrlblng for bllnd and parLlally slghLed
people helps develop Lhe scrlpL, especlally lf an audlo gulde ls golng Lo be produced speclflcally for
people who are bllnd or parLlally slghLed.
!)#>4.*%.*/ .*4&35)+.&*
Any lnformaLlon LhaL ls glven ln Lhe gulde whlch helps people flnd Lhelr way around Lhe museum musL
be developed wlLh bllnd and parLlally slghLed people. lL ls a good ldea Lo ask some people wlLh
dlfferenL experlences of slghL loss Lo Lry lL ouL, Lo make sure LhaL lL ls accuraLe, helpful and safe.
1hls lnformaLlon does noL replace helpful sLaff, good slgnage and large prlnL and LacLlle maps.

SecLlon 1 age 18
!"#$%& ()*+,()$%- (,+.+%-"-$)%. /00+..$12+ 3), 42$%5 "%5 (",-$"226 7$&8-+5 (+)92+
:);, ";5$+%0+
lL's lmporLanL Lo remember LhaL, whoever you are speaklng Lo,
Lhey are ordlnary people llke you and LhaL some of Lhem mlghL be
dlsabled. So you need Lo make sure LhaL your presenLaLlon does
noL puL any barrlers ln Lhelr way. 8emember, for example, LhaL
accordlng Lo Lhe World PealLh CrganlsaLlon Lhere are 314 mllllon
vlsually lmpalred people ln Lhe world Loday. 37 mllllon are bllnd,
124 mllllon have low vlslon even wlLh glasses and 133 mllllon have
problems wlLh dlsLance vlslon. lL ls also generally accepLed LhaL up
Lo 4 of Lhe populaLlon have slgnlflcanL dyslexla. ?our audlence
may lnclude people from all of Lhese caLegorles.
1hese guldellnes help you make sure LhaL your presenLaLlon, and
your dellvery Lechnlque, ls as accesslble as posslble Lo all your
audlence members.
(,"0-$0"2 .)2;-$)%.
use a hlgh-conLrasL colour scheme whlch ls easlly vlslble from Lhe
back of a large room. We recommend elLher dark LexL on an off
whlLe background or a whlLe LexL on a dark background. A pure
whlLe background can creaLe uncomforLable glare for your
audlence.
lL ls noL posslble Lo deflne a parLlcular besL colour comblnaLlon for
everyone Lo read as everyone's preferences are dlfferenL. keep
your background Lo one colour only and don'L use background
lmages behlnd LexL.
!"#$%%"&'"' )$&* +,-" .&' .%$/&* $) *"0* $& ".#1 +2,'"
lL ls good Lo have only a few llnes of LexL, or bulleL polnLs, on a
sllde, ldeally no more Lhan flve Lo seven llnes, and only abouL flve
or slx words per llne, allgned Lo Lhe lefL, ln oLher words, noL
cenLred. 1here musL be enough space beLween Lhe llnes Lo
prevenL 'crowdlng' effecLs durlng readlng.
We recommend no more Lhan slx llnes of LexL wlLh a llne spaclng
of 1.3 on Lhe sllde, wlLh a margln of 2.3cm on all four sldes for
headers, fooLers eLc. 1hls ls usually posslble wlLh a fonLslze of
48pL, and we recommend never uslng less Lhan 32pL.
lL ls helpful Lo use mlxed upper and lower case leLLers raLher Lhan
all caplLals.
!"#$%%"&'"' )$&* *34"
use a sans serlf fonL Lype llke PelveLlca, Arlal or verdana raLher
Lhan fonL Lypes llke 1lmes new 8oman. 1hese are generally easler
Lo read.

lf you presenL lnformaLlon ln
a way LhaL ls clear for
parLlally slghLed people, lL
wlll be easler Lo read for
many oLhers. 1hls slgn, from
Lhe Lden ro[ecL, ln
Cornwall, Lngland, uses
plcLures very well - buL Lhe
glare and reflecLlons from
Lhe perspex makes lL almosL
lmposslble Lo read, for
anyone.












!"#$%&" ()*+ # "*,-+&.% /0 %1&
2*)3" 435."
6.5*. (www.worldbllndunlon.org)

SecLlon 1 age 19
uon'L use lLallc fonL sLyle because Lhls sLyle ls also dlfflculL Lo read.
keep Lhe same fonL for your whole presenLaLlon. lf you wanL some LexL Lo pop ouL, use a
larger fonL slze, or use bold sLyle, for LhaL LexL, Lo aLLracL aLLenLlon.
lf lnformaLlon on Lhe sllde ls only lmporLanL for you as presenLer, such as a header wlLh
Lhe LlLle of Lhe presenLaLlon and Lhe page number, keep Lhls as small as posslble Lo save
space for Lhe lnformaLlon LhaL ls lmporLanL for Lhe audlence.
5$2$6 .&' 76,81*&"++ 5$&*6.+*
1ry Lo apply dark background colours and use brlghL colours for Lhe LexL. A whlLe fonL on
a deep blue background ls a good comblnaLlon, for example. uo noL use a comblnaLlon of
red and green.
9,8/6"+ .&' 86.41+
lf you have flgures and graphs, keep Lhem as slmple as posslble. use conLrasLlng colours
ln Lhe same way as wlLh LexL, as above.
use sans serlf fonL Lypes for Lhe LexL ln Lhe flgures, never use more Lhan one fonL Lype per
sllde and do noL use an lLallc fonL sLyle.
:&,%.*,$&
lease keep anlmaLlon Lo a mlnlmum as Lhls can be very confuslng.
;4".<,&8 '/6,&8 . =$>"6=$,&* 46"+"&*.*,$&
When you lnLroduce yourself, explaln Lhe formaL of Lhe sesslon, and make lL clear lf Lhe
audlence can lnLerrupL Lo ask a quesLlon Lo ask you Lo explaln someLhlng.
lL ls helpful lf you read aloud all Lhe LexL on slldes. 1hls means LhaL nobody ln Lhe
audlence has Lo be able Lo read Lhe LexL Lo have Lhe same lnformaLlon as everyone else.
llgures and graphs should be explalned for Lhe same reason. Make sure you explaln Lhe
plcLure or graph fully, for example, 'on Lhls sllde Lhe resulLs are summarlsed ln a bar
graph. 1he bars on Lhe lefL hand slde dlsplay Lhe daLa of Lhe experlmenLal condlLlon, Lhe
bars on Lhe rlghL hand slde .'
lf a long plece f LexL ls very lmporLanL, lnclude a carefully deslgned handouL for laLer re-
readlng.
;/44$6*,&8 1.&'$/*+
lf you glve ouL handouLs aL Lhe beglnnlng of Lhe sesslon, lL can be useful and wlll Lell Lhe
audlence lf Lhey need Lo Lake noLes.
lf you make a copy of your slldes ln black and whlLe, and Lhe conLrasL ls noL very clear, Lhls
probably means LhaL Lhe conLrasL ln Lhe orlglnal, colour verslon probably ls noL very clear
elLher.
Make sure LhaL you have full page coples of your slldes ln case anyone wanLs Lo follow Lhe
presenLaLlon and ls noL able Lo see Lhe slldes on Lhe screen.
Pave your maLerlal ln accesslble formaLs such as 8rallle, Cu's, or avallable on a memory
sLlck for bllnd audlence members Lo download on Lo Lhelr lapLops. 1hls wlll mean LhaL, aL
SecLlon 1 age 20
leasL lf a bllnd person cannoL see Lhe owerolnL presenLaLlon, or read Lhe handouLs,
Lhey wlll end up wlLh access Lo Lhe same lnformaLlon as Lhelr fellow aLLendees aL Lhe
presenLaLlon.
lf you dlsplay lL, say lL. lmaglne LhaL you were hearlng your own presenLaLlon on Lhe
radlo, would lL make sense and would you fully undersLand all Lhe lnformaLlon LhaL was
belng puL across?



SecLlon 1 age 21
!"#$%$& (" )*+, )$- .(,#(., +/ -#)0 "#/"1#
ueafness ls ofLen lnvlslble and so we ofLen don'L
noLlce lL. lL ls lmporLanL Lo undersLand LhaL deaf
people dlffer ln Lhe followlng ways:
Lhe amounL Lhey can hear
Lhe way Lhey hear
how long Lhey have been deaf
Lhe age aL whlch Lhey became deaf
Lhe cause of Lhelr deafness
how Lhey communlcaLe
Lhe amounL of supporL Lhey have
how Lhey vlew Lhemselves and Lhelr deafness
lor lssues of baslc communlcaLlon, lL ls vlLal Lo be
aware of Lhese dlfferences.
1he maln dlfferenL groups of deaf people are:
!"#$
ueaf people are Lhose (generally) who have been
ueaf from a very early age or from blrLh. CfLen
Lhey use some form of Slgn Language, whlch may
be Lhelr flrsL language. Many Lherefore vlew
Lhemselves as belng parL of a culLural and
llngulsLlc mlnorlLy and noL dlsabled. lL ls lmporLanL
Lo remember LhaL Lhelr skllls ln Lhe spoken
languages of your counLry may be qulLe llmlLed.
!"#$"&"' () ()#* '"#$
ueafened and oral deaf people usually do noL use
any Slgn Language, and Lhelr flrsL language wlll
generally be one of your counLry's spoken
languages. 1hey may noL feel much connecLlon
wlLh Lhe ueaf people who see Lhemselves as parL
of a culLural and llngulsLlc mlnorlLy. Pearlng alds
may noL be much help. Speech-Lo-LexL ls generally
more valued by Lhls group, so LranscrlpLs (wrlLLen
verslons of whaL ls belng sald) may be useful.
+#)' ($ +"#),&-.+"#),&- #,' /0")0
1here are many people ln Lhls group. 1hose ln adulLhood
Lend Lo be loslng Lhelr hearlng as a resulL of agelng (or
Lhrough speclflc exposure Lo nolse), and Lhey need hearlng
alds so LhaL Lhey can use hearlng and speech Lo
communlcaLe wlLh oLhers.








Lverybody llkes Lo be able Lo
Louch, play, Lry Lhlngs on buL
Lhls sorL of physlcal experlence
can be really lmporLanL for
deaf people











!"#$% '( "( ")*+,-$ ./ 0$"12')3#
42225%$"12')3#5,'5637 "(% 6#$%
2+*8 9$):+##+'(

SecLlon 1 age 22
2(,#(. 3+)00
1he sLaff aL your museum are really lmporLanL ln maklng sure LhaL deaf people are lncluded ln
everyLhlng you offer. SLaff need supporL Lo make sure LhaL Lhelr
aLLlLude Lowards deafness and hearlng loss "(%
knowledge of equlpmenL and resources and how confldenL Lhey are ln uslng Lhem

are approprlaLe for deaf people.
SLaff someLlmes respond negaLlvely Lo deaf people: or Lhey are nervous and do noL undersLand Lhem,
lnsLead of belng calm and ordlnary. Some deaf awareness Lralnlng for Lhe sLaff who deal dlrecLly wlLh
Lhe publlc can be really helpful. lL can help sLaff undersLand how Lhey can communlcaLe effecLlvely
wlLh a deaf vlslLor. lor example, Lhey wlll learn LhaL lL ls lmporLanL Lo
keep sLlll when Lalklng
be brlef ln whaL Lhey say and how Lhey say lL
sLlck Lo one polnL aL a Llme
make sure LhaL Lhelr face ls well llL
malnLaln eye conLacL
don'L sLand Loo far from Lhe deaf person
speak clearly wlLhouL shouLlng
make sure LhaL Lhelr mouLh ls noL hldden, so LhaL llp-readlng ls posslble.
1here are a few Lhlngs Lo say abouL llp-readlng lLself:
your faclal expresslon ls lmporLanL
speaklng Loo fasL or Loo slow ls unhelpful
unfamlllar accenLs can be dlfflculL
uslng gesLure can be helpful.

Some of Lhese are abouL Lhlngs you can'L change buL lL can be helpful lf you know LhaL you may be
qulLe dlfflculL Lo llp-read because, for example, you have an accenL whlch ls noL common ln your
museum, or because you have a beard.
455#,,%6%1%+7
Maklng Lhe venue physlcally accesslble ls also lmporLanL. 1hls may be abouL
sysLems whlch ampllfy Lhe speaker's volce, maklng lL easler for people who use hearlng alds.
1hese can be useful ln lecLure LheaLres or gallerles (ofLen as a flxed lnducLlon loop round Lhe
room). orLable sysLems are also avallable, whlch allow Lhe deaf person Lo move around, for
example durlng a gallery Lalk,
phones wlLh vlsual LexL dlsplays (LexLphones/mlnlcoms) - Lhese allow deaf people Lo make
booklngs and enqulrles wlLhouL uslng an ordlnary phone,
e-mall,
Lelephone wlLh enhanced volume,
check wheLher your publlc phone has an ampllfler,
flre alarm wlLh flashlng llghLs, whlch are essenLlal for Lhe maln publlc area,
as well as sLaff who are Lralned Lo use Lhls equlpmenL.

SecLlon 1 age 23
Ad[usLmenLs can also be made Lo Lhe museum or gallery bulldlng Lo make lL more deaf user-frlendly:
good llghLlng Lo enable easy llp-readlng - a good, even llghLlng wlLhouL shadows ls besL,
bllnds aL wlndows Lo cuL ouL dazzllng sunllghL wlLhouL maklng Lhe room dark, glvlng good llghLlng
condlLlons for llp-readlng,
clear labels, wlLh clear slgns and arrows,
colour schemes: Lhls ls because good backgrounds are lmporLanL Lo llp readers,
acousLlcs need Lo be consldered slnce echoey spaces can make llfe dlfflculL for a deaf person.
8#*.)$#$+ )$- 9#."/*)*7 :%,"1)7,
lL ls lmporLanL Lo Lhlnk abouL Lhe followlng when deslgnlng your permanenL and Lemporary dlsplays:
ensurlng Lhe exhlblLs are lnLeracLlve and vlsual,
maklng Lhe sound sysLems audlble for hard of hearlng people,
subLlLles for a plcLure or vldeo show,
maklng LranscrlpLs avallable for spoken evenLs,
maklng deLalls avallable of any sound effecLs and sound Lracks used Lo brlng Lo llfe" cerLaln
rooms or dlsplays (Lhls could Lake Lhe form of a handouL): Lhese should be clearly adverLlsed.

As well as lmprovlng some of Lhe more permanenL feaLures of museum llfe llke sLaff, bulldlng and
equlpmenL, many museums have found LhaL lnLroduclng deaf evenLs has helped Lo develop Lhls new
audlence. lf you do Lhls, you wlll need Lo Lhlnk abouL:
organlslng a slgn language lnLerpreLer,
provldlng a welcomer" who can communlcaLe comforLably wlLh all Lypes of people,
provldlng a llpspeaker or a speech-Lo-LexL screen, lf Lhe evenL ls almed Lo lnclude deafened and
hard of hearlng people,
maklng sure you have sulLable llghLlng Lo be able Lo see Lhe gulde or Lhe lnLerpreLer, whllsL noL
damaglng Lhe exhlblLs,
maklng sure LhaL Lhe ueaf group have clear, unlnLerrupLed slghL-llnes Lo enable Lhem Lo see Lhe
Culde or speaker,
maklng sure you have a synopsls or scrlpL avallable for Lalks or lecLures,
8(61%5%+7 0/* +;# <=#$+
lor speclflcally deaf evenLs, you mlghL need Lo Lhlnk abouL new ways of reachlng poLenLlal deaf
vlslLors:
adverLlslng ln any speclallsL newsleLLers,
developlng a malllng llsL of regular deaf vlslLors,
creaLlng a neLwork of deaf people who can pass on Lhe word,
seLLlng up consulLaLlons wlLh ueaf and hard of hearlng people, Lo make sure LhaL you spend your
Llme and money usefully.


SecLlon 2 age 1
!"# %&&' () *+,(-+%+)#.
ulsabled people experlence dlscrlmlnaLlon and
pre[udlce. 1hls affecLs Lhelr educaLlon and Lralnlng,
Lhelr soclal llves and Lhe chances LhaL Lhey wlll geL a
[ob. Many dlsabled people llve dally wlLh Lhe problems
creaLed by oLher people havlng low expecLaLlons of
Lhem, Lhelr dreams and asplraLlons are squashed and
Lhelr hopes for geLLlng Lralnlng, [obs and careers are
quleLly lgnored or openly mocked.
?eL dlsabled people are a resource for socleLy,
necessary Lo any socleLy LhaL wanLs Lo work well. 1he
ldea of lncluslon for dlsabled people, LhaL barrlers Lo
access should be broughL down ls noL merely one of
clvll rlghLs, alLhough lL !" abouL [usLlce and rlghLs, lL ls
also an lssue of quallLy. Any museum whlch seeks Lo
experlence quallLy and dellver quallLy needs Lo make
sure LhaL dlsabled people have genulne access Lo
bulldlngs, collecLlons, ob[ecLs and servlces aL every
level. ln Lhls way, Lhe museum makes sure LhaL lL ls
Lapplng lnLo a wlder pool of skllls, LalenLs, experlence
and lnformaLlon Lhan lf lL sLlcks wlLh safe and famlllar
groups of people.
Museums and herlLage slLes have an lmporLanL parL Lo
play ln socleLy: reflecLlng whaL socleLy ls llke and havlng
an lmpacL on whaL socleLy ls llke. 1hey Lell sLorles abouL
Lhe world and abouL Lhe klnd of people who are
accepLable, respecLed and valued ln socleLy. lL ls vlLal,
Lherefore, LhaL dlsabled people are vlslble ln Lhose
places.
ulsabled people are parL of Lhe poLenLlal audlence for
museums. lf dlsabled people are excluded from any
area of herlLage or Lhe arLs, a markeLlng opporLunlLy ls
losL.
lL ls vlLal LhaL dlsabled people have access Lo maklng arL
and uslng arLs and herlLage organlsaLlons Lo Lell Lhelr
sLorles. CommunlLles are made rlcher when everyone ls
encouraged Lo Lell Lhelr sLorles and have Lhem heard.
?our museum can Lell dlsabled
people's sLorles. 1hls can be ln
speclflc dlsplays abouL dlsabled
people, or as parL of oLher
dlsplays whlch are abouL oLher
sub[ecLs.
SecLlon 2 age 2
!"# %&'()* +&,#* &- .(/)0(*(12
3415&,6'1(&4
uurlng Lhe second half of Lhe LwenLleLh cenLury, Lhe ulsabled
eople's MovemenL began. 1hlnkers and acLlvlsLs wlLhln Lhe
MovemenL puL forward a way of Lhlnklng abouL dlsablllLy, whlch
focuses on Lhe barrlers whlch dlsabled people, raLher Lhan on
dlsablllLy as belng abouL medlcal condlLlons. 1hey called lL Lhe
soclal model, and called Lhe old way of Lhlnklng Lhe lndlvldual or
medlcal model.
1he soclal model of dlsablllLy conLrasLs wlLh Lhe medlcal model of
dlsablllLy LhaL has mosLly deflned Lhlnklng, pollcy and pracLlce for
Lhe lasL Lwo hundred years, lf noL longer.
!"# +#,(')* +&,#*
WlLhln Lhe medlcal model of dlsablllLy, dlsabled people's
dlfflculLles are seen as a dlrecL resulL of havlng lmpalrmenL (Lhelr
medlcal condlLlon).
When people llke pollcy makers and managers Lhlnk abouL
dlsablllLy ln Lhls way Lhey concenLraLe Lhelr efforLs on
'compensaLlng' people wlLh lmpalrmenLs for whaL ls 'wrong' wlLh
Lhelr bodles and on 'helplng' dlsabled people Lo manage.
1he medlcal model of dlsablllLy also affecLs Lhe way dlsabled
people Lhlnk abouL Lhemselves. Many dlsabled people belleve Lhe
negaLlve message LhaL all dlsabled people's problems sLem from
noL havlng 'normal' bodles. ulsabled people Loo can be led Lo
belleve LhaL Lhelr medlcal condlLlons auLomaLlcally sLop Lhem
from Laklng parL ln soclal acLlvlLles.
1he medlcal model ls a Jeflclt model, lL mosLly descrlbes whaL ls
wrong, how Lhls person ls dlfferenL from a 'normal' healLhy
person, Lhe ways ln whlch Lhey fall shorL.
lL wlll descrlbe
whaL Lhey can and can'L do,
whaL Lhey wlll conLlnue Lo be able and unable Lo do,
whaL Lhey need,
Lhe sorL of llfe Lhey wlll lead.
!"# %&'()* +&,#*
1he soclal model of dlsablllLy makes Lhe lmporLanL dlsLlncLlon
beLween 'lmpalrmenL' and 'dlsablllLy'.
1he soclal model has been puL forward by dlsabled people, who
Lhlnk LhaL Lhe medlcal model does noL provlde a proper
l am dlsabled by sLalrs, noL by my
medlcal condlLlon. lf you lnsLall a
llfL, lL may mean LhaL Lhls fllghL of
sLalrs does noL dlsable me

SecLlon 2 age 3
explanaLlon for Lhe way ln whlch dlsabled people are excluded from socleLy. 1helr experlences have
shown Lhem LhaL mosL of Lhelr problems are noL caused by Lhelr lmpalrmenLs, buL by Lhe way socleLy
ls organlsed.
So, ln a soclal model of dlsablllLy Lhe key deflnlLlons are:
!"#$%&"'()
An ln[ury, lllness, or condlLlon LhaL causes a long-Lerm effecL on physlcal appearance and /
or funcLlonal problem ln Lhe lndlvldual.
+%,$-%.%)/
1he llmlLaLlon on dlsabled people's opporLunlLles Lo Lake parL ln socleLy on an equal level
wlLh oLhers, because of soclal and envlronmenLal barrlers.
ulsablllLy ls shown as belng caused by 'barrlers' whlch Lake no or llLLle accounL of people
who have lmpalrmenLs.
SocleLy dlsables people who have lmpalrmenLs because Lhe way lL has been seL up
prevenLs dlsabled people from Laklng parL ln every day llfe. lL follows LhaL lf dlsabled
people are Lo be able Lo [oln ln malnsLream socleLy, Lhe way socleLy ls organlsed musL be
changed. 8emovlng Lhe barrlers whlch exclude people who have lmpalrmenLs can brlng
abouL Lhls change.
1bete ote two fooJomeotol polots tbot oeeJ to be moJe oboot tbe jmeJlcol] moJel of
Jlsoblllty. lltstly, lt locotes tbe 'ptoblem' of Jlsoblllty wltblo tbe loJlvlJool ooJ secooJly lt
sees tbe cooses of tbls ptoblem os stemmloq ftom tbe fooctloool llmltotloos ot
psycboloqlcol losses, wblcb ote ossomeJ to otlse ftom Jlsoblllty.
1be qeoesls, Jevelopmeot ooJ ottlcolotloo of tbe soclol moJel of Jlsoblllty by JlsobleJ
people tbemselves ls o tejectloo of oll of tbese fooJomeotols (Ollvet 1990). lt Joes oot
Jeoy tbe ptoblem of Jlsoblllty bot locotes lt spootely wltblo soclety. lt ls oot loJlvlJool
llmltotloos, of wbotevet kloJ, wblcb ote tbe coose of tbe ptoblem bot soclety's follote to
ptovlJe opptoptlote setvlces ooJ oJepootely eosote tbe oeeJs of JlsobleJ people ote folly
tokeo loto occooot lo lts soclol otqoolsotloo. lottbet, tbe coosepoeoces of tbls follote Joes
oot slmply ooJ tooJomly foll oo loJlvlJools bot systemotlcolly opoo JlsobleJ people os o
qtoop wbo expetleoce tbls follote os Jlsctlmlootloo lostltotlooollseJ tbtooqboot soclety.
Mlke Ollvet - lopet pteseoteJ ot Iolot wotksbop of tbe llvloq Optloos Ctoop ooJ tbe
keseotcb uolt of tbe koyol colleqe of lbyslcloos 1990.
1he soclal model of dlsablllLy has been Lhe mosL llberaLlng model for people wlLh
lmpalrmenLs and lL has clearly locaLed Lhe problem wlLhln socleLy.
lL ls lmporLanL, as well, Lo look aL how socleLy dlsables people wlLh lmpalrmenLs Lhrough
uslng dlsabllng lmagery and represenLaLlon, for example plcLures of dlsabled people, or
Lhe language used abouL dlsabled people. eople wlLh lmpalrmenLs are dlsabled,
excluded and LreaLed negaLlvely by Lhose who do noL Lhlnk of Lhelr own bodles as
lmpalred.
SecLlon 2 age 4
ulsabllng barrlers operaLe aL all levels, ln [ob recrulLmenL, ln Lralnlng and educaLlon, ln
fundlng sysLems, ln access Lo exhlblLlons, ln communlcaLlon, ln medla porLrayal, ln arLlsLlc
developmenL, ln employmenL opporLunlLles, ln Lhe work envlronmenL and Lhe soclal
clrcles assoclaLed wlLh Lhls.
1he medlcal model locaLes Lhe problem wlLh Lhe lndlvldual and whaL Lhey can'L do:

1he Soclal Model locaLes Lhe problem ln Lhe envlronmenL and lLs barrlers:

erson
Can'L walk
far
Can'L see
Pas
cerebral
palsy
Can'L slL
sull
Can'L
concenLraLe
ls deaf
erson
SLalrs
Peavy
doors
oor
seaung
no audlo
gulde
Plgh
dlsplay
shelves
no Slgn
Language

SecLlon 2 age 3
!"# %&'()* +&,#* &- .(/)0(*(12
1he soclal model ls abouL
%1)(3/ (Lhe physlcal envlronmenL)
!"#
%1)3#/ (Lhe aLLlLudlnal envlronmenL)
elLher or boLh of whlch can dlsable someone
who has lmpalrmenLs.
+#,(')* %&'()*
lndlvldual LnvlronmenL
WhaL's wrong wlLh
you?
Where are Lhe
barrlers?
ersonal lnformaLlon racLlcal lnformaLlon


!"# /&'()* 4&,#* 5&36/ - we know how Lo do
Lhls and we can creaLe lncluslon and equallLy.
!"# 4#,(')* 4&,#* ,&#/781 5&36 - aL besL lL
may 'cure' or adapL some lndlvldual
lmpalrmenLs buL lL wlll never cure all
lmpalrmenLs.
!"#3# 5(** )*5)2/ 0# 9#&9*# 5(1" (49)(34#71/
:# !"#$% /1&9 ,(/)0*(7; 9#&9*#
1he soclal model ls abouL
sLalrs and sLares


SecLlon 2 age 6
!"#$% '(")"*(+,"- *. /$-%01"# 2"*,1"
rofessor Colln 8arnes has done research lnLo socleLy's
dlscrlmlnaLlon of dlsabled people. Pe says LhaL Lhe dlscrlmlnaLlon
ls made worse by Lhe way Lhe medla (newspapers, Lelevlslon,
radlo) show dlsabled people. Pere ls a llsL of Lhe ways ln whlch
dlsabled people are shown, accordlng Lo 8arnes:
Lhe dlsabled person as plLlable and paLheLlc,
Lhe dlsabled person as an ob[ecL of vlolence,
Lhe dlsabled person as slnlsLer and evll,
Lhe dlsabled person provldes aLmosphere or horror,
Lhe dlsabled person as super crlpple,
Lhe dlsabled person as an ob[ecL of rldlcule,
Lhe dlsabled person as Lhelr own worsL and only enemy,
Lhe dlsabled person as burden,
Lhe dlsabled person as sexually abnormal,
Lhe dlsabled person as lncapable of parLlclpaLlng fully ln
communlLy llfe.
And here are hls guldellnes for poslLlve porLrayals.
3445)%(" 2*)()%+%1-
!"#$%&'( *'+*&' $,( ("#-."/",$0"+,
When porLraylng dlsabled people ln Lhe medla lL ls lmporLanL Lo
remember LhaL Lhe general publlc have llLLle lnslghL lnLo Lhe
envlronmenLal and soclal barrlers LhaL prevenL Lhem from llvlng
full and acLlve llves. Llvlng wlLh dlsablllLy means belng confronLed
wlLh envlronmenLal and soclal barrlers dally, any porLrayal of
dlsabled people, ln whaLever conLexL, whlch does noL reflecL Lhls
experlence ls boLh lnaccuraLe and a ma[or cause of Lhelr conLlnued
exlsLence.
!"#$%&'( *'+*&' $,( -1$."02
Avold deplcLlng dlsabled lndlvlduals as recelvers of charlLy. Show
dlsabled people lnLeracLlng wlLh boLh dlsabled and non-dlsabled
people as equals and as glvlng as well as recelvlng. 1oo ofLen
dlsabled lndlvlduals are presenLed solely as reclplenLs of plLy.
!"#$%&'( *'+*&' $,( ",("3"(4$&"02
Wherever approprlaLe, porLray dlsabled people as havlng
lndlvldual and complex personallLles wlLh a full range of emoLlons
and acLlvlLles. ln common wlLh all human belngs dlsabled
lndlvlduals experlence a varleLy of emoLlons such as happlness,
depresslon, anger eLc., and play an assorLmenL of roles lncludlng
lover, parenL, provlder eLc. 1hls varlaLlon should be accuraLely
reflecLed ln medla porLrayals of dlsabled people.
?ou can lnclude dlsabled
people's sLorles ln any of
your exhlblLlons, lL doesn'L
have Lo be abouL dlsablllLy
lLself. 1hls wheelchalr ls ln a
dlsplay abouL Lechnology ln
kelvlngrove Museum,
Clasgow















!"#$%&" ()*+ ,*-./ 0#)/&12
ulsabllng lmagery and Lhe Medla2
0).%.13 ,*4/5.- *( 6)7#/.1#%.*/1 *(
8.1#9-&" :&*$-& #/" ;<94)/
:49-.13./7 =%"2>??@

SecLlon 2 age 7
!"#$%&'( *'+*&' $,( '3"&
Avold presenLlng physlcal or lnLellecLual characLerlsLlcs of any klnd as Lhe key elemenLs of
personallLy. 8e parLlcularly cauLlous abouL lmplylng a llnk beLween lmpalrmenL and evll.
!"#$%&'( *'+*&' $,( ("#$%"&"02 3+2'4."#/
uo noL presenL dlsabled people as ob[ecLs of curloslLy. ulsabled lndlvlduals should be
presenLed as members of an average populaLlon or a casL of characLers. ulsabled people
are generally able Lo parLlclpaLe ln all aspecLs of communlLy llfe, and should be porLrayed
ln a wlde varleLy of roles and slLuaLlons.
!"#$%&'( *'+*&' $,( -+/'(2
A dlsabled lndlvldual should noL be rldlculed or made Lhe buLL of a [oke (bllnd people or
people wlLh vlsual lmpalrmenLs do noL bump lnLo everyLhlng ln Lhelr paLh, people who
use hearlng alds are noL consLanLly saylng 'pardon', people wlLh learnlng dlfflculLles are
noL always confused and mysLlfled by whaL's happenlng around Lhem).
!"#$%&'( *'+*&' $,( #',#$0"+,$&"#/
Avold anyLhlng sensaLlonal or overly dramaLlc ln porLrayals of dlsabled people. 8e
especlally cauLlous of Lhe sLereoLype of dlsabled people as elLher Lhe vlcLlms or Lhe
perpeLraLors of vlolence.
!"#$%&'( *'+*&' $,( 01' #4*'. -."**&'
8eslsL presenLlng dlsabled characLers wlLh exLra-ordlnary ablllLles or aLLrlbuLes. 1o do so
ls Lo suggesL LhaL a dlsabled lndlvldual musL over compensaLe and become super human
Lo be accepLed by socleLy.
!"#$%&'( *'+*&' $,( 5"&&6*+5'.
Avold Lhe lmage of dlsabled people as belng brave and overcomlng Lhelr awful slLuaLlon
Lhrough wlll-power and deLermlnaLlon.
!"#$%&'( *'+*&' $,( #'74$&"02
Show dlsabled people ln lovlng relaLlonshlps wlLh Lhe same sexual needs and deslres as
non-dlsabled people.
!"#$%&'( *'+*&' $,( 01' ("#$%&'( *+*4&$0"+,
When deplcLlng dlsabled people ln Lhe medla ensure LhaL Lhey are represenLaLlve of Lhe
sexual, raclal, eLhnlc, gender and age dlvlslons ln Lhe dlsabled populaLlon as a whole.



SecLlon 2 age 8
!"#$%"&"'( $*+ ,-#.-/#
Mlchele 1aylor, lreelance Lralner and ConsulLanL
ulsabllsm bllghLs our socleLy. lrom geLLlng an educaLlon Lo
geLLlng around, bulldlng a career Lo becomlng a parenL, golng ouL
wlLh frlends Lo uslng Lhe lnLerneL, dlsabled people face many
more challenges Lhan Lhelr non-dlsabled fellow clLlzens and are
rouLlnely dlscrlmlnaLed agalnsL and excluded. nobody could
serlously suggesL LhaL dlsabled people !"#$%& have fewer
opporLunlLles Lhan non-dlsabled people buL somehow we flnd
ourselves ln a slLuaLlon where Lhe reallLy, as llved by dlsabled
people Loday, would suggesL oLherwlse"
1
.
(uemos, who descrlbe Lhemselves as Lhe 'London-based
LhlnkLank for everyday democracy', deflnes dlsabllsm as
dlscrlmlnaLory, oppresslve or abuslve behavlour arlslng from Lhe
bellef LhaL dlsabled people are lnferlor Lo oLhers"
2
.)
8ead Lhe flrsL paragraph agaln. ln a sense, lL says everyLhlng l
wanL you Lo Lake away from Lhls arLlcle.
l am a dlsabled person. l am also a Lralner and consulLanL
worklng wlLh a varleLy of organlsaLlons, lncludlng museums, and l
have no doubL: oppresslon agalnsL dlsabled and deaf people
(dlsabllsm) ls rlfe ln our socleLy and lL ls largely 'under Lhe radar'
even of lndlvlduals and organlsaLlons whose prlmary concern ls
equallLy and human rlghLs lssues. We LoleraLe a pracLlcal
approach Lo, and a rheLorlc abouL, dlsablllLy and dlsabled and
deaf people LhaL ls enLlrely unaccepLable and would noL be
counLenanced ln relaLlon Lo any oLher equallLy lssues ln 2009.
l know LhaL equallLy goes beyond language and wlndow-dresslng
and l know, Loo, LhaL Lhere are many lndlvlduals and groups of
people who puL up wlLh shocklngly abuslve and oppresslve
aLLlLudes. Powever, when lL comes Lo dlsablllLy, l belleve LhaL
many people do noL even know whaL Lhey !"#$%& Lhlnk, do or
say. 1hey do noL even know how Lo have Lhe conversaLlons. As a
resulL, Lhe sysLemlc change and Lhe culLural shlfLs are slmply noL
happenlng.

1
'(!)*%(!+ -#. /# /)01%2 /"2 %)!/ 3425$&(026 . Mlller, S. arker & S.
Cllllnson, uemos, 2004, p.11.
2
(*(& p. 9









Maklng your museum
accesslble Lo dlsabled people ls
abouL looklng under Lhe surface
and maklng sure lncluslon goes
all Lhe way Lhrough Lhe
organlsaLlon









7"(! (! )8 )+28&2& 924!(#8 #: )8
)4/(0%2 /")/ )332)42& (8 engage, Lhe
lnLernaLlonal [ournal of vlsual arL
and gallery educaLlon6 8# ;<6 !34(8=
;>>?


SecLlon 2 age 9
ln 1976 Lhe unlon of Lhe hyslcally lmpalred AgalnsL SegregaLlon ldenLlfled a dlsLlncLlon
beLween lmpalrmenL and dlsablllLy. 1he ulsabled eople's MovemenL, a clvll rlghLs
movemenL, had been gradually emerglng and geLLlng sLronger and a pollLlcs of dlsablllLy
began Lo grow. Academlcs such as Mlke Cllver
3
sLarLed Lo express Lhls as Lhe 'soclal model of
dlsablllLy'.
1he soclal model was formulaLed ln dlrecL conLrasL Lo Lhe lndlvldual model, whlch has
domlnaLed how we Lhlnk abouL dlsablllLy and dlsabled and deaf people for cenLurles and lL ls
aL Lhe boLLom of Lhose aLLlLudes and experlences ouLllned above.
1he lndlvldual model ls a deflclL model whlch focuses on whaL ls wrong wlLh Lhe lndlvldual,
how Lhey dlffer from a 'normal' healLhy person and Lhe ways ln whlch Lhey cannoL funcLlon.
Medlcal professlonals and pollcy makers uslng Lhe lndlvldual model wlll look aL ways of
compensaLlng dlsabled people wlLh 'speclal' and LargeLed provlslon.
Sub-dlvlslons of Lhe lndlvldual model lnclude Lhe medlcal model (whlch ls based on an
assumpLlon LhaL dlsabled and deaf people need Lo be cured or normallsed) and Lhe charlLy
model (whlch ls based on an assumpLlon LhaL dlsabled people are recelvers of lndlvlduals' and
socleLy's resources and beneflcence, raLher Lhan belng conLrlbuLors).
lrom an lndlvldual model polnL of vlew, people are dlsabled by Lhlngs such as cerebral palsy,
ln[urles, braln damage, mulLlple sclerosls, bllndness and epllepsy.
1he soclal model challenges Lhls undersLandlng.
1he dlsLlncLlon beLween lmpalrmenL and dlsablllLy ls cruclal. lmpalrmenL ls an ln[ury, lllness
or congenlLal condlLlon LhaL causes (or ls llkely Lo cause) a long-Lerm effecL on physlcal
appearance and/or llmlLaLlon of funcLlon LhaL dlffers from whaL ls usual. ulsablllLy, Lhough, ls
whaL a dlsabled pr deaf person encounLers when Lhey have Lo conLend wlLh barrlers whlch
socleLy places ln Lhe way of Lhelr easy and full funcLlonlng. lL descrlbes Lhe loss or llmlLaLlon
of opporLunlLy Lo parLlclpaLe ln socleLy on an equal level wlLh oLhers because of soclal,
aLLlLudlnal and envlronmenLal barrlers.
1he soclal model, Lhen, says LhaL people are dlsabled by Lhlngs such as sLalrs, narrow
doorways, hlgh dlsplay cablneLs, small prlnL, lnformaLlon ln one formaL, lnLerpreLaLlon LexL
wrlLLen on glass, lgnorance, skewed lmagery and represenLaLlon of dlsabled people and
complex language.
1he lndlvldual model fundamenLally supporLs assumpLlons and a power lmbalance LhaL Lhe
soclal model challenges. lL perpeLuaLes and susLalns dlsabllsm slnce lL necessarlly sees
lmpalrmenL (or 'dlsablllLy' ln lLs own Lerms) as negaLlve, Lo be plLled, Lo be remedled, Lo be
feared and avolded.
l cannoL recommend hlghly enough Lhe soclal model as a basls for pollcy and pracLlce ln your
Museum. noL because lL ls a conslsLenL and waLerLlghL pollLlcal sysLem, or because lL ls a

3
lor example, 7"2 @#%(/(0! #: '(!)*%2+28/6 MacMlllan 1990
SecLlon 2 age 10
robusL phllosophlcal framework. lrankly, l am noL convlnced LhaL lL ls elLher of Lhose Lhlngs
4
.
Powever, l am uLLerly wedded Lo Lhe soclal model as Lhe only consLrucLlve basls for a
pracLlcal approach LhaL works. 1hls ls noL leasL because lL ls an empowerlng model for
organlsaLlons who are provldlng goods, faclllLles and servlces and who are employlng people.
1he facLors LhaL cause dlsablllLy wlLhln Lhe lndlvldual model are compleLely ouLslde Lhe
conLrol of professlonals managlng and sLafflng museums and gallerles. 1he facLors LhaL
dlsable people wlLhln a soclal model undersLandlng are aspecLs of Lhe envlronmenL whlch
Lhose people (you!) creaLe, susLaln and are parL of. 1o puL lL blunLly, you have conLrol over
wheLher Lhe envlronmenL you creaLe dlsables me or noL.
ln summary:
where Lhe lndlvldual model locaLes Lhe problem wlLh Lhe lndlvldual, Lhe soclal model locaLes
lL wlLhln Lhe envlronmenL, Lhe soclal model shlfLs Lhe gaze from Lhe lndlvldual Lo Lhe
envlronmenL
where Lhe lndlvldual model asks, whaL's wrong wlLh you?", Lhe soclal model asks, where
are Lhe barrlers here?"
where Lhe lndlvldual model asks for all sorLs of lrrelevanL and personal lnformaLlon, Lhe soclal
model asks for lnformaLlon only on a need Lo know basls.
1he quesLlons sLaff ask, and language more generally, can be checked agalnsL Lhe soclal
model: wlll Lhe answer acLually Lell you whaL you need Lo do or Lo change? lf noL Lhe quesLlon
probably comes from Lhe lndlvldual model wlLh all lLs bullL-ln lmbalance and oppresslon.
An lmporLanL slde-effecL of Laklng serlously Lhe soclal model ls LhaL removlng barrlers wlll
lnevlLably beneflL people oLher Lhan Lhe dlsabled and deaf people for whom Lhe barrlers were
mosL obvlous.
Cf course Lhe leglslaLlve conLexL ls lmporLanL. Pere ln 8rlLaln, Lhe ulsablllLy ulscrlmlnaLlon AcL
(1993) and lLs subsequenL amendmenLs (lncludlng Lhe amendmenLs of Lhe ulsablllLy
ulscrlmlnaLlon AcL (2003)) provlde a backdrop of legal duLles. lundamenLally, dlsabled and
deaf people were glven a new rlghL noL Lo be un[usLlflably dlscrlmlnaLed agalnsL ln a number
of areas lncludlng Lhe provlslon of goods, faclllLles and servlces and employmenL. Museums,
llke oLher organlsaLlons, musL ensure LhaL Lhey make 'reasonable ad[usLmenL' Lo Lhelr
pollcles, procedures, pracLlces and premlses Lo ensure LhaL dlsabled and deaf people are noL
LreaLed less favourably on accounL of Lhelr lmpalrmenL
3
. CrganlsaLlons LhaL are publlc bodles
musL fulfll slx general duLles glven ln Lhe 2003 amendmenL. 1hese duLles requlre
organlsaLlons Lo be pro-acLlve ln ensurlng equallLy for dlsabled and deaf people.
lL ls lmporLanL Lo recognlse LhaL Lhere ls a large gap beLween compllance wlLh Lhe ulsablllLy
ulscrlmlnaLlon AcL on Lhe one hand and besL pracLlce on Lhe oLher.
1he wlder framework lncludes Lhe un ConvenLlon on 1he 8lghLs of ulsabled eople, whlch
was adopLed on 13
Lh
uecember 2006. 1hls asplres Lo ensure Lhe full and equal en[oymenL of

4
See as well, for example, Llz Crow, lncludlng All of Cur Llves: renewlng Lhe soclal model of dlsablllLy" ln
AB3%#4(8= /"2 '(9(&2C D%%82!! )8& '(!)*(%(/E C. 8arnes and C. Mercer (ed), Lhe ulsablllLy ress, 1996 for a crlLlque
of Lhe orlglnal undersLandlng of Lhe soclal model
3
1he uuA lLself uses language LhaL ls more conslsLenL wlLh Lhe lndlvldual model.


SecLlon 2 age 11
all human rlghLs and fundamenLal freedoms by all persons wlLh dlsablllLles, and Lo promoLe
respecL for Lhelr lnherenL dlgnlLy"
6
. ln addlLlon, Lhe unlversal ueclaraLlon of Puman 8lghLs
sLaLes LhaL [e]veryone has Lhe rlghL freely Lo parLlclpaLe ln Lhe culLural llfe of Lhe communlLy,
Lo en[oy Lhe arLs ..."
7
.
1o undersLand all of Lhese lssues ls Lo undersLand someLhlng of Lhe Lask an organlsaLlon faces
when lL ls serlous abouL engaglng wlLh dlsabled and deaf people. lL ls noL abouL lsolaLed, ad
hoc soluLlons Lo speclflc lssues wlLhln Lhe organlsaLlon (no maLLer how well-lnLenLloned). 1he
culLural secLor ls fond of uslng Lhe word sLraLeglc, lL mlghL be helpful Lo Lhlnk lnsLead of
soluLlons belng !E!/2+(0. 1o adopL sysLemlc undersLandlng and approach wlll provlde a sLrong
basls for maklng meanlngful, respecLful and effecLlve changes Lo Lhe way an organlsaLlon
works.
A Museum ls a sysLem, each Leam or deparLmenL ls a sysLem. A Museum operaLes .(/"(8
sysLems and Lhese sysLems lnclude Lhe wlder socleLy whlch (as l hope l've shown) ls
fundamenLally opposed, or aL leasL reslsLanL, Lo Lhe equallLy of dlsabled people. ulsabled and
deaf vlslLors and poLenLlal vlslLors, sLaff and poLenLlal sLaff, board members and poLenLlal
board members operaLe wlLhln sysLems. Museums musL undersLand Lhese sysLems and
appreclaLe Lhe dlsabllsm wlLhln Lhem ln order Lo engage fully wlLh dlsabled and deaf people.
lL ls lmporLanLly abouL Lhe pracLlcallLles: markeLlng, how people geL lnLo and around
bulldlngs, dlsplays, exhlblLlons and lnformaLlon, how arLefacLs are descrlbed, lnLerpreLed and
physlcally poslLloned. Powever, lL ls also abouL much more Lhan LhaL. lL ls abouL how
Museums convlnce dlsabled and deaf people LhaL we really are welcome ln your bulldlng or
evenL, on your board, ln Lhe work LhaL ls exhlblLed. lL ls abouL how dlsabled and deaf people
are porLrayed ln publlclLy maLerlals. lL ls abouL how sLaff are Lralned Lo be confldenL,
comforLable and resourceful around dlsabled and deaf people. lL ls abouL worklng culLure and
how lL sulLs dlsabled and deaf people or noL. ln shorL, lL ls abouL how far Museums are
prepared Lo quesLlon Lhe whole way Lhe sysLems of LhaL organlsaLlon are run.
My own vlew ls LhaL, whereas 20 years ago dlsabled people were on Lhe ouLslde looklng (8,
we are now on Lhe lnslde looklng #8. ln oLher words, we are very ofLen allowed lnLo Lhe
bulldlngs and evenLs, buL once we geL Lhere, Lhere ls noL a loL for us Lo parLlclpaLe ln, noL
much ln Lhe way of arLefacLs, arLworks, or lnLerpreLaLlon ln whlch we see ourselves and very
llLLle ln Lhe way of acLlvlLles where we can [oln ln on our own - and equal - Lerms.
1hls, lnevlLably, ls where we geL Lo lf we concenLraLe only ln Lhlnklng abouL access. We need a
blgger ldea, a more sysLems-based vlew ln order Lo Lhlnk ln Lerms of real lncluslon and Lhe
lnvolvemenL of dlsabled and deaf people.
Cf course lL ls lmporLanL Lo Lhlnk abouL access. lrom a soclal model perspecLlve, lL ls vlLal Lo
revlew your envlronmenLs and expose Lhe barrlers. A good sLarL ls Lo Lhlnk ln Lerms of
physlcal barrlers, sensory barrlers, lnLellecLual barrlers, aLLlLudlnal barrlers and you may need
Lo (you should) Lalk Lo dlsabled and deaf people Lo ensure LhaL you have ldenLlfled all Lhe
lssues. ?ou Lhen need Lo engage wlLh some creaLlve problem-solvlng ln order Lo come up wlLh
ways of removlng Lhose barrlers. Where Lhese are expenslve or where Lhey requlre resources

6
ArLlcle 1
7
ArLlcle 27
SecLlon 2 age 12
you do noL have, you need Lo reLhlnk and come up wlLh cheaper easler ways of achlevlng Lhe
same resulL. lor example, lf Lhere ls noL Lhe budgeL Lo lnsLall auLomaLlc doors, can you aL
leasL puL ln a doorbell (aL an approprlaLe helghL!) so LhaL someone who cannoL manage Lhe
doors lndependenLly can aL leasL alerL sLaff Lo Lhe facL LhaL Lhey are Lhere and need help?
Where you cannoL redeslgn Lhe servlng counLer aL Lhe cafe, can you Lraln sLaff Lo provlde
dlscreeL Lable servlce?
1he mosL lmporLanL !E!/2+(0 Lhlngs you can do ln your organlsaLlon are Lo:
lnsLlgaLe a rolllng programme of ulsablllLy LquallLy 1ralnlng (based on Lhe soclal model of
dlsablllLy) Lo ensure you have a 'dlsablllLy-confldenL' sLaff Leam
consulL dlsabled and deaf people Lo ensure you are really meeLlng people's needs
embed lncluslve pracLlce lnLo your pollcy and pracLlce around exhlblLlon deslgn and
programmlng
plan for oLher lmprovemenLs over Llme: nobody expecLs you Lo solve all Lhe problems
overnlghL
Lalk Lo oLher museums Lo share ldeas and resources
lL ls a paradox: ln purely pracLlcal Lerms, Lhls ls noL dlfflculL. 1hree slmple sLages are all lL
Lakes:
ldenLlfy Lhe barrler
undersLand why lL ls a barrler
remove lL
WhaL mlghL be dlfflculL ls LhaL a Museum LhaL Lakes Lhls serlously may flnd Lhemselves
'swlmmlng agalnsL Lhe Llde' as Lhey challenge oLher, blgger sysLems.
Museums, Lelllng sLorles and keeplng arLefacLs ln LrusL for socleLy, can be an agenL for change
for dlsabled and deaf people ln socleLy. 1here ls a greaL deal more LhaL needs Lo happen as
well buL Lhe conLrlbuLlon you can make can be vlLal. A sysLemlc approach wlll ensure LhaL
engagemenL wlLh dlsabled and deaf people goes beyond slmply provldlng access Lo whaL you
have Lo offer.

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SecLlon 3 age 4

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',/ ?, 1:4 ?.6: ;.4;@>6:?
uslng Lhls checkllsL wlll provlde you wlLh a qulck overvlew of:
Lhe Lhlngs you're dolng well,
Lhe Lhlngs you need Lo lmprove,
Lhlngs you may noL even have LhoughL abouL yeL.
?ou may wanL Lo Lalk abouL Lhe resulLs wlLh oLher colleagues.
1he qulck checkllsL wlll also help you Lo ldenLlfy Lhe areas where you may wlsh Lo concenLraLe your efforL for Lhe more
deLalled assessmenL.

(1hls documenL ls adapLed from Museums, Llbrarles and Archlves, uk)



SecLlon 3 age 3

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?.6: 04?
1. 1alk Lo a wlde range of dlsabled people Lo help you lmprove
your museum?


2. SeL up speclflc evenLs or opporLunlLles aL your museum for
dlsabled people?

3. 1hlnk abouL whaL you offer your vlslLors so LhaL you can
encourage dlsabled people Lo vlslL your museum?

4. CreaLe envlronmenLs LhaL are easy for dlsabled people Lo use?
3. Make sure your sLaff are able Lo provlde supporL for dlsabled
people?

6. romoLe your museum as a place for dlsabled people?
7. LvaluaLe your servlces, programmes and acLlvlLles?


SecLlon 3 age 6
!"#$#%& (% )**+,, -.#/+
0+1+12+" - look aL Lhe examples we've provlded.
0+1+12+" - lL ls very lmporLanL LhaL you glve accuraLe
lnformaLlon.
)3 -+$$#%& $4+"+
Can vlslLors easlly geL Lo your museum by publlc LransporL?
ls Lhere any parklng? ls any of lL reserved for dlsabled people?
ls Lhe Museum easy Lo flnd and ls Lhe maln enLrance easy Lo flnd?
ls Lhere more Lhan one enLrance? lf so, ls lL clear whlch one mlghL
be beLLer for some dlsabled vlslLors Lo use (for example, lf Lhere
are sLeps aL your maln enLrance, do you have anoLher enLrance
wlLhouL sLeps)?
53 6%$"(%*+, (%/ #%$+"%(7 /88",
Are Lhere any sLeps, or a ramp, or ls lL level?
Are sLeps and ramps clearly marked?
uo sLeps and ramps have handralls?
Are doorways wlde enough for someone ln a wheelchalr Lo geL
Lhrough?
Are doors llghL enough Lo be opened easlly, or are Lhey auLomaLlc,
do Lhey sllde or swlng open?
WhaL ls Lhe ground and floor surface llke (for example, ls lL shlny
Llllng, or carpeL, or rubber maLLlng)?
uo you have Lo pay Lo geL lnLo Lhls Museum? lf so, are Lhere any
concesslonary prlces avallable for dlsabled people, and do you
need someone Lo glve you any proof LhaL Lhey are dlsabled)?
93 -+$$#%& ("8.%/
uescrlbe any corrldors (for example, are Lhey wlde, narrow, dark,
llghL, usually busy, usually quleL?).
uo all your spaces (for example, exhlblLlon areas and foyers) have
plenLy of clear space for a wheelchalr user or someone uslng sLlcks
or cruLches Lo navlgaLe easlly, lncludlng Lurnlng round?
uescrlbe Lhe colour scheme (for example, ls Lhere good
colour conLrasL or ls lL hard Lo dlsLlngulsh Lhe walls
from Lhe floors?).





An access gulde needs Lo
lnclude baslc lnformaLlon
such as flndlng your way
around Lhe bulldlng



SecLlon 3 age 7
Are doors ln a conLrasLlng colour so LhaL Lhey can be easlly noLlced?
ls Lhere muslc or oLher sound playlng? lf so, ls lL loud, would you be wllllng Lo Lurn lL down
lf asked?
Are Lhere sLalrs? lf so, are Lhey clearly marked and do Lhey have handralls?
Are Lhere llfLs? lf so, are Lhe doors wlde enough Lo allow a wheelchalr user ln? Are Lhe
buLLons low enough for small people or people ln wheelchalrs Lo use? Are Lhe buLLons
marked ln 8rallle? ls lL clear whlch floors are whlch? ls Lhere a mlrror on Lhe back wall of
Lhe llfL? uoes Lhe llfe have spoken lnformaLlon Lo Lell users whlch floor Lhey are aL and
when Lhe doors are openlng and closlng?
Are Lhere seaLs avallable around Lhe Museum?
:3 ;#&%(&+ (%/ #%<8"1($#8%
ls lL easy Lo flnd lnformaLlon?
ls lnformaLlon avallable ln dlfferenL formaLs (8rallle, audlo, large prlnL?)
Are slgns easy Lo see? Are Lhe leLLers blg enough? uo Lhey have good colour conLrasL wlLh
Lhe background?
uo slgns use plcLures as well as words?
ls lL easy Lo flnd your way around Lhe museum uslng Lhe slgns?
uo you have any lnducLlon loops ln your museum? lf so, ln whlch areas?
63 ;8*#(7 (%/ "+*+=$#8% ("+(,
uo Lhese areas seem Lo geL busy, or are Lhey blg enough for Lhe number of people who
usually use lL?
ls lL easy Lo move around Lhese areas and Lo see where Lo move onLo Lo sLarL your vlslL Lo
Lhe museum?
Are Lhese areas dark or llghL?
ls Lhere muslc or oLher sound playlng? lf so, ls lL loud?
Are surfaces of counLers and desks aL Lwo dlfferenL helghLs?
Can furnlLure ln cafe areas be moved around?
uo sLaff seem Lo be senslLlve Lo people's needs and wllllng Lo help?
Pave your sLaff been Lralned ln dlsablllLy equallLy?
lf you have a cafe, ls Lhere lnformaLlon abouL people's dleLary requlremenLs?
>3 ?8#7+$,
Are Lhere plenLy of LolleLs?
SecLlon 3 age 8
Are Lhere accesslble LolleLs?
Are Lhey well slgnposLed and easy Lo geL Lo?
Are Lhey clean and kepL well-sLocked?
Are Lhere baby changlng faclllLles? And ln Lhe accesslble LolleLs?
Are Lhe accesslble LolleLs kepL clear of cluLLer?
-3 -(77+"#+, (%/ +@4#2#$#8%,
Are exhlblLlons deslgned so LhaL lL ls easy Lo see everyLhlng? Can a small person or
someone ln a wheelchalr see all Lhe exhlblLs?
Are Lhere any exhlblLs LhaL can be Louched?
Are labels ln dlfferenL formaLs? Are Lhey large enough and ls lL poslLloned so LhaL mosL
people wlll be able Lo read Lhem. Are Lhey wrlLLen ln easy Lo undersLand language?
ls lL clear wheLher Lhere ls a preferred rouLe round Lhe exhlblLlon?
ls Lhere a caLalogue? lf so, ls lL avallable ln dlfferenL formaLs?
Are Lhere any audlo Lours avallable?
Are Lhere any Slgn Language lnLerpreLed evenLs?
A3 -+%+"(7
Pow long would you allow for a Lrlp Lo Lhls Museum?
Why would a dlsabled person wanL Lo vlslL Lhls museum?
Are Lhere oLher nearby Museums LhaL vlslLors mlghL flnd lnLeresLlng?
Would Lhls be a good Museum Lo brlng chlldren Lo?





SecLlon 3 age 9
!"#$#%&'%( * !"+,+$*-
?ou may need Lo presenL a proposal Lo convlnce people Lo
fund a pro[ecL or a programme of work wlLh dlsabled people.
?our presenLaLlon musL convlnce Lhe audlence LhaL Lhls ls a
good pro[ecL and persuade Lhem Lo lnvesL ln lL.
Make sure you lnclude Lhe followlng elemenLs:
1. your overall alms for Lhe pro[ecL (and lnclude how Lhe
pro[ecL flLs lnLo Lhe overall alms and characLer of your
museum)
2. Lhe ob[ecLlves (Lhose smaller, measurable Lasks LhaL wlll
conLrlbuLe Lo reallslng Lhe alms)
3. your LargeL group for Lhe pro[ecL
4. acLlvlLy deLalls (whaL wlll happen, where, when and for
how long)
3. whlch members of sLaff wlll be lnvolved aL every sLage
6. deLalls of how you wlll evaluaLe Lhe pro[ecL, lncludlng
Lhlngs you dld noL expecL
7. Lhe Llmescale (when you wlll plan, dellver, revlew)
8. resources you need (people, Llme, money, research,
anyLhlng else)
9. any rlsks Lo Lhe success of Lhe pro[ecL and how you wlll
avold Lhem
10. be passlonaLe, make Lhe audlence share your
enLhuslasm
11. has Lhls been done anywhere else and lf so, are Lhere
lessons Lo learn?
12. how wlll you share your learnlng from Lhls pro[ecL wlLh
oLher museums?
13. why should Lhey supporL Lhls pro[ecL, whaL are Lhe wlder
beneflLs?




lf you wanL fundlng for a pro[ecL,
you need Lo be able Lo convlnce Lhe
people wlLh money LhaL lL ls
worLhwhlle

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"#$%&'( ) *+,# -
GUIDLLINLS CN INVCLVING AND CCNSUL1ING DISA8LLD LCLL
-. Let d|sab|ed peop|e te|| you what's |mportant
/&0%#( %' %1# %1&(,0 %1+% 2&0+34#2 5#'54# 0+6 +7# &85'7%+(% %'
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+0<&(, 9'7 +2=&$# '( %1'0# &00;#0> '%1#7:&0# 6'; 8+6 8&00 =&%+4
3+77&#70.
?. Set rea||st|c ob[ect|ves and t|mesca|es
@# 1'(#0% :&%1 %1# 5#'54# 6'; +7# $'(0;4%&(, +3';% :1+% 6';
%1&(< 6'; $+( 7#+4&0%&$+446 +$1&#=# +(2 36 :1#(.
A. Lstab||sh w|de support w|th|n your organ|sat|on for consu|t|ng
users
B1&0 $+( &($7#+0# =+4;# 9'7 8'(#6 +(2 1#45 0%+99 ;(2#70%+(2
:16 6';C7# 2'&(, &%.
). Ident|fy and deve|op re|at|onsh|ps w|th user 'champ|ons' ear|y
on
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&( 8'%&=+%&(, '%1#70 %' %+<# 5+7%.
F. Draw up a prof||e of users and potent|a| users
D0# 2&99#7#(% :+60 '9 $'(0;4%&(, %' 8+<# 0;7# 6'; ,#% + 057#+2
'9 =&#:0.
G. Don't re|y on paper-based commun|cat|on
B1&0 &0 ('% ;0#9;4 9'7 8+(6 2&0+34#2 5#'54#. H'; 8+6 (##2 %'
0#(2 #I8+&40> 05#(2 %&8# '( %1# E51'(# '7 #=#( 8##% 5#'54#
9+$# %' 9+$#.
J. Invo|ve users |n wr|t|ng quest|ons
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3#,&((&(, &9 %1# L;#0%&'(0 +7# ('% 7&,1% 0' ,#% +2=&$# 3#9'7# 6';
:7&%# +(6%1&(,.
M. Cons|der us|ng open-ended |nterv|ews and d|scuss|ons w|th
users
B1&0 $+( 4#+2 %' 8'7# 1'(#0% +(2 %7+(05+7#(% 9##23+$<.







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B1+% :+6 6'; 8+<# 0;7# 6'; +7# 7#05#$%&(, %1#&7 +$$#00 7#L;&7#8#(%0.
-R. Don't expect users to behave ||ke pa|d staff
S':#=#7> %1#6 01';42 3# 5+&2 9'7 %1#&7 $'(%7&3;%&'( &( :1+%#=#7 :+60 6'; $+(
8+(+,#. H'; 8;0% 5+6 #O5#(0#0> +(2 6'; 8+6 :+(% %' $'(0&2#7 + 9##.
--. Set your pr|or|t|es based on what matters most to users.
-?. rov|de regu|ar feedback to users
B#44 %1#8 +3';% :1+% %1#6 0+&2 %' 6'; +(2 :1+% 6'; +7# $1+(,&(, +0 + 7#0;4%.
-A. Make sure you meet everyone's access requ|rements.



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SecLlon 3 age 1
!"#$%&'( * +,-./'- 0123-$#.431
Pere ls a compleLe llsL of Lhe example documenLs whlch are ln Lhe elecLronlc verslon of Lhe
LoolklL, wlLh deLalls of where Lhey are from and some addlLlonal webslLes Lo look aL Lo flnd
more examples. All of Lhe documenLs are used wlLh permlsslon.
536,$'1. 74.&' 8-39,6'9 :;
AusLrallan MarlLlme Museum Access Culde used wlLh permlsslon of Lhe
AusLrallan MarlLlme Museum
8rlLlsh Museum Access lnformaLlon used wlLh permlsslon of Lhe
8rlLlsh Museum
ulscovery Museum Access lnformaLlon used wlLh permlsslon of 1yne and
Wear Archlves and Museums
Servlce
PerLford Museum Access Culde used wlLh permlsslon of PerLford
Museum
An Access Culde Lo Lhe lronbrldge Corge Museum used wlLh permlsslon of Lhe
lronbrldge Corge Museum 1rusL
naLural PlsLory Museum, London, Access
lnformaLlon
used wlLh permlsslon of Lhe
naLural PlsLory Museum
8oyal norfolk 8eglmenLal Museum Access Culde used wlLh permlsslon of Lhe
8oyal norfolk 8eglmenLal
Museum
ScoLLlsh naLlonal War Museum Access lnformaLlon used wlLh permlsslon of naLlonal
Museums ScoLland
vlcLorla and AlberL Museum ulsablllLy LquallLy
Scheme
used wlLh permlsslon of Lhe
vlcLorla and AlberL Museum

<./'- 0123-$#.431 =#1 :' +3,19 >.
llLzwllllam Museum Access
lnformaLlon for vlslLors
hLLp://www.flLzmuseum.cam.ac.uk/vlslL/access/
Culdellnes for Accesslble
LxhlblLlon ueslgn, Lhe
SmlLhsonlan lnsLlLuLe
hLLp://www.sl.edu/opa/accesslblllLy/exdeslgn/conLenLs.
hLm
naLlonal Museum of Coal
Mlnlng Access SLaLemenL
hLLp://www.ncm.org.uk/uploads/SLandard Museum
lmages - maln LexL/Access SLaLemenL.pdf


SecLlon 6 age 1
!"#$%&# (&)*+,-
1hls ls a selecLlon of books (all avallable on Lhe lnLerneL), whlch you may flnd lnLeresLlng.
We're noL suggesLlng you need Lo read Lhem all buL Lhey are deflnlLely worLh looklng up
on Lhe web Lo see lf you Lhlnk Lhey would be useful Lo develop your pracLlce and your
Lhlnklng. 1hey are mosLly from Lhe uk, please add Lo Lhls llsL wlLh books from your own
reglon.
.+$/& 0&$)+/1
Maklng LxlsLlng 8ulldlngs Accesslble: Museums and
Callerles
Adrlan Cave, 8l8A, 2007
1ouch ln Museums: ollcy and racLlce ln Cb[ecL
Pandllng
Pelen ChaLLer[ee, 8L8C,
2008
8e-presenLlng ulsablllLy !ocelyn uodd, 8lchard
Sandell, 8osemarle Carland-
1homson, 8ouLledge, 2010
Museums WlLhouL 8arrlers: new ueal for ulsabled
eople
londaclon de lrance &
lnLernaLlonal CommlLLee of
Museums (eds), 8ouLledge,
1991
Madness, ulsablllLy and Soclal Lxcluslon: 1he
Archaeology and AnLhropology of ulfference (Cne World
Archaeology)
!ane PuberL, 8ouLledge,
2000
1he 8esponslve Museum, worklng wlLh audlences ln Lhe
LwenLy flrsL cenLury
Carollne Lang, !ohn 8eeve,
Croup for LducaLlon ln
Museums, vlcky Woollard
(Lds), AshgaLe, 2006
Access for ulsabled eople Lo ArLs remlses C. W. noble & C. Lord,
ArchlLecLural ress, 2003
ueslgnlng for AccesslblllLy 8l8A, 2004
1he Accesslble Museum: Model rograms of
AccesslblllLy for ulsabled and Clder eople
Marcla SarLwell, Amerlcan
AssoclaLlon of Museums,
1993

SecLlon 6 age 2
L|nks to usefu| documents from other, Uk-based, bod|es.
|ease add references to documents from your reg|on
1|t|e Deta||s Notes
ueveloplng Accesslble
Museum ConLenL
krlsLle 1aylor A sllghLly academlc arLlcle on Lhe
ways ln whlch Lechnology can
help make your museum more
accesslble for bllnd and parLlally
slghLed people
hLLp://www.krlsLleLaylor.ca/wrlLlng/developlng-accesslble-museum-conLenL.pdf
ulsablllLy orLfollo Museums, Llbrarles and
Archlves (uk)
A collecLlon of 12 downloadable
bookleLs on dlfferenL aspecLs of
welcomlng dlsabled people
hLLp://www.mla.gov.uk/whaL/supporL/LoolklLs/llbrarles_dlsablllLy/flnd_ouL_abouL_dlsablllLy
Lqual Access ScoLLlsh naLlonal
PerlLage
Some baslc advlce on flrsL sLeps
Lo access for dlsabled people
hLLp://www.snh.org.uk/wwo/lnLerpreLaLlon/pdf/access.pdf
Crganlslng Accesslble
LvenLs, Summary
ulsablllLy 8lghLs
Commlsslon,
summarlzed by Lhe
naLlonal LxhlblLlon
CenLre
Speclflc guldance on Lhe sorLs of
Lhlngs Lo Lhlnk abouL when
organlslng an evenL. Lspeclally
useful for museums because lL
glves measuremenLs for Lhlngs
llke clear rouLes and ramps
hLLp://www.lelsureshow.com/pdfs/handbook/glLLs_dda_guldellnes_nec.pdf
Lasy Access 1o PlsLorlc
8ulldlngs & lnLroduclng
Lasy Access 1o PlsLorlc
8ulldlngs
Lngllsh PerlLage AlLhough Lhls ls speclflc Lo
Lngland, Lhere ls a loL of really
useful lnformaLlon and some
examples ln here of provldlng
access where lL lsn'L very easy Lo
do so
hLLp://www.engllsh-herlLage.org.uk/publlcaLlons/easy-access-Lo-hlsLorlc-bulldlngs/eheasyaccess2004.pdf
Museums, Callerles and
PerlLage SlLes,
lmprovlng Access for
8llnd and arLlally
SlghLed eople
8nl8 and vocalLyes Some very pracLlcal lnformaLlon
and ldeas
hLLp://LheLalklngwalls.co.uk/ul/publlc_Lalklnglmagesgulde.pdf

SecLlon 6 age 3
1|t|e Deta||s Notes
Museum vlrLual 1our
ueslgn Culde
WorcesLer olyLechnlc
and Lhe CenLre for
Accesslble ueslgn
A very valuable and useful
documenL on produclng vlrLual
Lours
hLLp://www.cae.org.uk/pdf/vlrLualLourgulde.pdf
Welcomlng eople wlLh
a Learnlng ulsablllLy lnLo
your venue
Mencap Ways Lo make your museum easy
Lo access for people who are
learnlng dlsabled
hLLp://www.Lherfl.co.uk/~rflmedla/docs/venues accesslble Lo people wlLh learnlng dlsablllLles.pdf
lmprovlng ?our ro[ecL
lor ulsabled eople
PerlLage LoLLery lund valuable pracLlcal lnformaLlon on
maklng sure work LhaL you do
lncludes dlsabled people
hLLp://www.hlf.org.uk/Pow1oApply/furLherresources/ages/lmprovlngyourpro[ecLfordlsabledpeople.aspx
8urled ln Lhe looLnoLes:
Lhe represenLaLlon of
dlsabled people ln
museum and gallery
collecLlons
!ocelyn uodd, 8lchard
Sandell, Annle uelln &
!ackle Cay, 2004
!"#$%& $( )*% +,,)(,)%-
researched behlnd Lhe dlsplays
and wlLhln Lhe collecLlons of uk
museums and gallerles Lo look for
ob[ecLs and collecLlons LhaL Lold
Lhe sLorles of Lhe llves of dlsabled
people. lL also Lrled Lo ldenLlfy
Lhe reasons LhaL dlsabled
people's sLorles are so under-
represenLed ln museums
hLLp://www.le.ac.uk/ms/research/pub1114.hLml
ln Lhe asL we would
[usL be lnvlslble
unlverslLy of LelcesLer
8esearch CenLre for
Museums and Callerles
A research sLudy lnLo people's
aLLlLudes Lo herlLage and Lhe
sLorles of dlsabled people ln
museums
hLLp://www.le.ac.uk/ms/research/pub1102.hLml
8eLhlnklng ulsablllLy
8epresenLaLlon ln
Museums and Callerles
!ocelyn uodd, 8lchard
Sandell, uebble !olly &
Cerl !ones
8eporL on a pro[ecL whlch
developed approaches Lo
lnLerpreLlng dlsablllLy Lhemes and
represenLlng dlsabled people's
llves ln museums and gallerles
hLLp://www.le.ac.uk/ms/research/8eporLs/rdr.pdf
SecLlon 6 age 4

1lLle ueLalls noLes
lncludlng Museums !ocelyn uodd and
8lchard Sandell
Looklng aL how museums can
make sure Lhey are welcomlng for
a wlde varleLy of people
hLLps://lra.le.ac.uk/handle/2381/34