{"activityType":[{"id":38389,"name":"Social action"},{"id":38377,"name":"Practical skills"}],"activityCategory":"Activity","completionTime":"30","cost":"\u00A3","energy":"Energiser","equipmentList":[{"id":38295,"name":"Pens or pencils","description":"","type":"general"}],"adjustments":"\u003Cul\u003E\n\u003Cli\u003EIf you have a camera (or smartphone), people could take pictures of the meeting place as well as (or instead of) making notes.\u003C/li\u003E\n\u003Cli\u003EPeople can tell the helper what they found, and the helper can make notes.\u003C/li\u003E\n\u003Cli\u003EGroups can swap cards once they\u2019ve finished if they want to. They could also give another group a tour, pointing out everything they found.\u003C/li\u003E\n\u003Cli\u003EMany organisations support and advocate for disabled people\u2014you could invite them along to talk to everyone, and even help with the activity. Some parents and carers may be able to help (or lend an expert opinion) too.\u003C/li\u003E\n\u003C/ul\u003E","firstProvidedBy":"","flexibilityStatement":"\u003Cul\u003E\n\u003Cli\u003EA helper should stay with each group to help with reading.\u003C/li\u003E\n\u003Cli\u003EBe aware if anyone in your group is disabled or has a condition (or if anyone in their family does). They may or may not be happy to talk about it\u2014always check with them (and their parents and carers) first. If some topics (for example, specific conditions) are sensitive, you may need to avoid them. This activity is about how we make sure everyone can be included\u2014it isn\u2019t about singling anyone out as different.\u003C/li\u003E\n\u003C/ul\u003E","groupSize":"Teams","guide":null,"meetsRequirements":[{"notes":"\u003Cp\u003EYou could visit or find out about autism-friendly film screenings, installing lifts, interpreters at events, accessible playground equipment, touch tours at theatre shows, or audio tours at an exhibition. You could find out when, how and why they were installed or implemented, and the difference they\u2019ve made, too.\u003C/p\u003E","subRequirementsToQualify":0,"numberOfTimeToComplete":0,"subRequirements":null,"tips":null,"optional":false,"id":48891,"nodeName":null,"title":null,"type":"","image":null,"assets":null,"headerOptions":null,"searchDescription":null,"subHeader":null,"browserTitle":null,"silktide":null,"canonicalUrl":null}],"countsTowardsBadges":[{"title":"Disability Awareness","sections":["Beavers"],"supportedBy":null,"badgeType":{"id":39282,"name":"Activity"},"activityTypes":[],"settings":[],"browserTitle":"Beavers Disability Awareness Activity Badge","url":"/beavers/activity-badges/disability-awareness/","id":40938,"nodeName":"Disability Awareness","type":"badge","image":{"url":"/media/n0bjdppj/option-b-beaver-scout-1.png","caption":"Activity Be Disability Awareness - updated","type":"png","size":34563,"width":474,"height":474,"altText":"Round badge featuring a line illustration of a wheelchair user and the Hidden Disabilities Sunflower icon"},"assets":null,"headerOptions":{"headerTitle":"Disability Awareness","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"","subHeader":"","silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC80MDkzOCJ9","canonicalUrl":"https://www.scouts.org.uk/beavers/activity-badges/disability-awareness/"}],"outcome":[{"id":38368,"name":"Care","outcomeLabel":"Care","outcomeDescription":"Help other people, think about their feelings, and care about the impact of your actions."},{"id":38371,"name":"Respect others","outcomeLabel":"Respect others","outcomeDescription":"Value and trust others for who they are, regardless of their background."}],"preparation":null,"preparationTime":"\u003C5","reflection":"\u003Cp class=\u0022BodyA\u0022\u003E\u003Cspan\u003EThis activity helped you to respect others. Why is it important to make sure spaces are accessible? How accessible was your meeting place\u0026nbsp; - what things (good and bad) did you notice? People may have noticed things like stairs, high up handles, switches, or cupboards, or a lot of written notices.\u0026nbsp;\u003C/span\u003E\u003C/p\u003E\n\u003Cp class=\u0022BodyA\u0022\u003E\u003Cspan\u003EThis activity also helped you to care. Imagine if you were disabled and came to join in all of the fun. Think about one way of being disabled you\u2019ve talked about today. Closing your eyes may help you think more clearly. How accessible are your meeting place and activities? How do you think you\u2019d feel before you came for the first time, if you weren\u2019t sure if you\u2019d be included? How would it feel if you were included? What about if you were left out? Everyone should open their eyes. You can do a lot to make sure people are included:\u0026nbsp;you can be welcoming and make sure you include people in your games and activities, and you can try to make sure the people in charge of activities and places make changes so everyone can take part. \u003C/span\u003E\u003C/p\u003E","relatedActivities":null,"setting":[{"id":38381,"name":"Indoors"}],"supportedBy":null,"takingItFurther":"\u003Cp class=\u0022BodyA\u0022\u003E\u003Cspan\u003EBring your suggestions for improving accessibility to life. \u003C/span\u003E\u003Cspan\u003EYou could draw your new ideas, build some examples from craft materials, or fundraise to make your changes real.\u202F\u003C/span\u003E\u003C/p\u003E\n\u003Cp class=\u0022BodyA\u0022\u003E\u003Cspan\u003EYou could do this as part of your \u003Ca href=\u0022/staged-badges/community-impact/\u0022 title=\u0022Community Impact\u0022\u003ECommunity Impact Staged Activity Badge\u003C/a\u003E.\u003C/span\u003E\u003C/p\u003E","whoIsItFor":"","youthShapedGuidance":"\u003Cp\u003EIf people find something they could change about their meeting place, empower them to plan and make the changes themselves, whether they make some better signs or fundraise for a ramp.\u0026nbsp;\u003C/p\u003E","activityTags":null,"roles":[{"id":39231,"name":"Helpers"},{"id":38724,"name":"Section Teams"},{"id":39232,"name":"Parents"},{"id":83900,"name":"Beavers Section Teams"},{"id":83901,"name":"Cubs Section Teams"}],"sections":[{"name":"Beavers","id":39273,"logo":"","colour":null,"ageRange":""},{"name":"Cubs","id":39274,"logo":"","colour":null,"ageRange":""}],"themes":[{"id":38407,"name":"Disability"}],"searchEngineDescription":"How accessible is your meeting place? Turn into a top team of disability detectives and find out.","plannerTimeSlot":30.000000,"safetyAlerts":[{"title":"Visits away from your meeting place","alert":"\u003Cp\u003E\u003Cspan data-contrast=\u0022auto\u0022\u003EComplete a thorough \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment \u003C/a\u003Eand include hazards, such as roads, woodland, plants, animals, and bodies of water (for example, rivers, ponds, lakes, and seas).\u00A0\u003C/span\u003E\u003Cspan data-contrast=\u0022auto\u0022\u003EY\u003C/span\u003E\u003Cspan data-contrast=\u0022auto\u0022\u003Eou\u2019ll probably need more adult helpers than usual.\u00A0\u003C/span\u003E\u003Cspan data-contrast=\u0022auto\u0022\u003EYour risk assessment should include how many adults you need. The\u00A0\u003Ca href=\u0022#\u0022 title=\u0022Adult to Young People ratios\u0022\u003Eyoung people to adult ratios\u003C/a\u003E are a minimum requirement. When you do your risk assessment, you might decide that you need more adults than the ratio specifies. \u003C/span\u003E\u003Cspan data-contrast=\u0022auto\u0022\u003EThink about extra equipment that you may need to take with you, such as high visibility clothing, a first aid kit, water, and waterproofs. \u003C/span\u003E\u003Cspan data-contrast=\u0022auto\u0022\u003EThroughout the activity,\u00A0watch out\u00A0for changes in the weather\u00A0and do regular headcounts.\u003C/span\u003E\u003Cspan data-ccp-props=\u0022{\u0026quot;201341983\u0026quot;:0,\u0026quot;335559739\u0026quot;:160,\u0026quot;335559740\u0026quot;:259}\u0022\u003E\u00A0\u003C/span\u003E\u003C/p\u003E"}],"safetyAlert":"","safetyTags":[],"deliveryMethods":"","permitRequired":false,"scoutLedQualifications":[],"guidance":null,"aalaRequired":false,"externalQualifications":[],"exceptions":[],"listingVideoUrl":"","disableBasicSafetyChecklist":false,"likes":0,"activitiesAdditionalInfo":{"inclusivityStatement":"\u003Cp\u003EAll Scout activities should be \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/inclusion-and-diversity/supporting-those-with-additional-needs-and-neurodiversity/reasonable-adjustments/badges-and-awards/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance on flexibility\u0022\u003Einclusive and accessible.\u003C/a\u003E\u003C/p\u003E","standardSafetyAlert":"\u003Cp\u003EAll activities must be safely managed. You must complete a thorough \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u0026nbsp;and take appropriate steps to reduce risk. Use the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. Always get\u0026nbsp;\u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval for the activity\u003C/a\u003E, and have suitable\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u0026nbsp;and an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process.\u003C/p\u003E\n\u003Cp\u003EYou must run your activities in line with the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003ESafeguarding Code of Conduct for Adults (Yellow Card)\u003C/a\u003E and report any concerns to the UK HQ Safeguarding Team.\u003C/p\u003E","basicChecklist":"\u003Cul\u003E\n\u003Cli\u003EComplete a \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EHave the right \u003Ca href=\u0022/volunteers/running-your-section/adult-to-young-people-ratios/\u0022 title=\u0022Adult to Young People ratios\u0022\u003Eratios\u003C/a\u003E of number of adults to provide suitable\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003ESet up an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safe-scouting-and-emergency-procedures/\u0022 title=\u0022Safe Scouting and Emergency Procedures\u0022\u003EKnow what to do in an emergency\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EShare information with parents and carers with an\u003C/span\u003E \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/general-activity-guidance/activity-information-form/\u0022 title=\u0022Activity information form\u0022\u003E\u003Cspan\u003Eactivity information\u003C/span\u003E\u003Cspan\u003E form\u003C/span\u003E\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EGet \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval from your Lead Volunteer.\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","scoutLedAvailable":"\u003Cp\u003EThis activity can be led by you or someone else in Scouts:\u003C/p\u003E","permitRequired":"\u003Cp\u003EThe activity leader must have an \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/activity-permit-scheme/adventurous-activity-permit-scheme/\u0022 title=\u0022Adventurous Activity Permit Scheme\u0022\u003Eadventurous activities permit\u003C/a\u003E with the right level and permissions for your group.\u003C/p\u003E","externallyLedAvailable":"\u003Cp\u003EYou can go to a centre or use an activity leader who\u0027s not part of Scouts:\u003C/p\u003E","aalaRequired":"\u003Cp\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.hse.gov.uk/aala/index.htm\u0022 target=\u0022_blank\u0022 title=\u0022AALA licence\u0022\u003EAn AALA licence is required\u003C/a\u003E.\u003C/p\u003E","aalaExempt":"\u003Cp\u003EIf the provider is exempt from the AALA licence.\u003C/p\u003E","publicLiabilityInsurance":"\u003Cp\u003EThe provider must have public liability insurance.\u003C/p\u003E","actvityLink":"/activities/"},"duration":30,"instructions":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch3\u003EBefore you begin\u0026nbsp;\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EUse the\u0026nbsp;\u003Ca href=\u0022https://www.scouts.org.uk/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-section-volunteers/\u0022 title=\u0022Staying Safe - Section Volunteers\u0022\u003Esafety checklist\u003C/a\u003E\u0026nbsp;to help you plan and risk assess your activity. There\u2019s also more guidance to help you carry out your\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E, including examples. \u0026nbsp;\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EMake sure all young people and adults involved in the activity know how to take part safely.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EMake sure you\u2019ll have enough adult helpers. You may need some parents and carers to help.\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch3\u003EPlanning and setting up this activity\u0026nbsp;\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EYou can find guidance on creating Scout spaces that are more accessible for disabled people in our \u003Ca href=\u0022/volunteers/equity-diversity-and-inclusion/edi-volunteer-resources/accessible-spaces-checklist/\u0022 title=\u0022Accessible Spaces Checklist\u0022\u003EAccessible Spaces Checklist\u003C/a\u003E.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EYou could also use this activity to explore accessibility at another place, such as a library or community centre. Make sure you get permission for your visit.\u003C/li\u003E\n\u003Cli\u003EIf anyone in the group has lived experience of disability, they could share their story if they feel comfortable to. It\u2019s important that no one\u2019s made to share anything they don\u2019t want to, and no one should talk about someone else\u2019s disability unless that person says it\u2019s okay. All discussions should respect people\u2019s privacy, and a person\u2019s disability should never be disclosed without their direct consent.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EYou may wish to tell everyone about the topic in advance of the session.\u003C/li\u003E\n\u003Cli\u003EYou may need to offer reassurance to anyone who may find this topic difficult. Remember to always follow the\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003EYellow Card\u003C/a\u003E.\u003C/li\u003E\n\u003Cli\u003EFind out more about\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/supporting-young-people/young-carers/\u0022 title=\u0022Young carers\u0022\u003Eyoung carers\u003C/a\u003E\u0026nbsp;and\u0026nbsp;\u003Ca href=\u0022/volunteers/equity-diversity-and-inclusion/including-disabled-and-neurodivergent-people/\u0022 title=\u0022Supporting people with additional needs\u0022\u003Edisability inclusion\u003C/a\u003E in Scouts.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch3\u003E\u003Cspan\u003EDiscuss disability\u003C/span\u003E\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003E\u003Cspan\u003EEveryone should sit in a circle. The person leading the activity should ask if anyone knows what \u2018disability\u2019 means, and whether anyone can name any ways people can be disabled.\u003Cbr\u003E\u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EThe person leading the activity should help everyone understand what a disability is, and different ways people may be disabled. \u003C/span\u003EYou can find information about disability on this page. This activity focuses on people who use mobility aids, people who are blind or partially sighted (or have a visual impairment), and people who are Deaf or deaf (or have a hearing impairment), so you may want to focus on these examples.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EThe person leading the game should explain that disabled people are often excluded and left out from activities, events, and experiences because they haven\u2019t been designed to include everyone. They should explain that we can change things to make them more inclusive so everyone can join in.\u0026nbsp;\u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EEveryone should think of ways they\u2019ve seen things made accessible. For example, have they seen a ramp on a bus, or a bus that says the stops out loud? Have they seen museums with displays in braille or videos with subtitles?\u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003E Everyone should split into groups of between four and six people. The person leading the activity should give each group a Disability detective card, a pencil or pen, and a helper who\u2019s a confident reader. \u003C/span\u003EIf you have more than three groups, it\u2019s OK if more than one has the same card.\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EEach group should work together to explore their meeting place. What makes it safe and accessible for the people on their card? Is there anything that could be changed to make their meeting place more accessible? \u003C/span\u003EIt\u2019s probably best for each group to start in a different place, so they don\u2019t bump into each other. Make use of as much of your space as you can, both indoors and outdoors.\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EOnce each group has filled their card with discoveries, everyone should gather back together in a circle. They should gather in the middle of the space, so they can see as much of it as possible without needing to move. \u003Cbr\u003E\u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003E Each group should share some of their findings. If they found something that wasn\u2019t very accessible, everyone should share their suggestions about what they could do to improve the space: maybe they\u2019ll fundraise to buy a ramp, or make some signs in larger print.\u003C/span\u003E\u003C/li\u003E\n\u003C/ol\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":true,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EAt Scouts, we follow the social model of disability. The social model of disability is a way of viewing the world, developed by disabled people. The model says that people are disabled by barriers in society, not by their impairment or difference. Barriers can be physical, such as buildings not having accessible toilets or not having access to an BSL interpreter. Or they can be caused by people\u0027s attitudes to difference, such as people assuming disabled people can\u0027t do certain things.\u00A0\u003C/p\u003E\n\u003Cp\u003EThe social model helps us recognise barriers that make life harder for disabled people. Removing these barriers creates equality and offers disabled people more independence, choice and control.\u00A0\u003C/p\u003E\n\u003Cp\u003EYou can \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scope.org.uk/social-model-of-disability\u0022 target=\u0022_blank\u0022 title=\u0022Social model of disability on Scope\u0027s website\u0022\u003Efind out more about the social model of disability on Scope\u0027s website\u003C/a\u003E.\u00A0\u003C/p\u003E\n\u003Cp\u003ERemember, although we\u0027ll use certain wording, in-line with the social model, it\u0027ll vary from person to person on how people view or describe their own disabilities. It\u0027s important to take the person\u0027s lead, and use the words that they use if you\u0027re having a conversation about disability.\u003C/p\u003E","label":"What\u2019s the social model of disability?\u00A0"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EEvery\u0026nbsp;\u003Cstrong\u003Ewheelchair user\u003C/strong\u003E is an individual, so people\u2019s needs will be different. In general, though, some wheelchair users might need:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003Eplaces to have ramps or lifts instead of (or as well as) stairs.\u003C/li\u003E\n\u003Cli\u003Eplaces to have an accessible toilet with equipment that helps them use it.\u003C/li\u003E\n\u003Cli\u003Ethe red cord in disabled toilets to be left loose, so they can pull it if they need help.\u003C/li\u003E\n\u003Cli\u003Epeople to make things such as light switches or cupboards lower down, so they can reach them while sitting.\u003C/li\u003E\n\u003Cli\u003Ea space (instead of a chair) at places such as the cinema.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003EEveryone who is \u003Cstrong\u003Eblind or partially sighted\u003C/strong\u003E (or has a \u003Cstrong\u003Evisual impairment\u003C/strong\u003E) is an individual, so people\u2019s needs will be different. In general, though, some people might need:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003Ethings like boxes of medicine to have braille on, so they know what\u2019s inside.\u003C/li\u003E\n\u003Cli\u003Etelevision shows, films, or plays to be audio described.\u003C/li\u003E\n\u003Cli\u003Eroad crossings to make a noise so they know when it\u2019s safe to cross.\u003C/li\u003E\n\u003Cli\u003Ea bumpy floor near a road crossing to warn them where a road is.\u003C/li\u003E\n\u003Cli\u003Etheir computer or phone to read out loud (so they need people to make sure their websites can be read by technology).\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003EEveryone with \u003Cstrong\u003Edyslexia\u003C/strong\u003E is an individual, so people\u2019s needs will be different. In general, though, some people with dyslexia might need:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003Everbal (spoken) instructions rather than written ones.\u003C/li\u003E\n\u003Cli\u003Etext in a different colour, size, or font.\u003C/li\u003E\n\u003Cli\u003Etheir computer or phone to read out loud (so they need people to make sure their websites can be read by technology).\u003C/li\u003E\n\u003Cli\u003Espell checking software.\u003C/li\u003E\n\u003Cli\u003Emore time to do tasks that involve reading and writing (and/or more frequent breaks).\u003C/li\u003E\n\u003Cli\u003Eways to show what they know without writing (for example, drawing or talking to someone).\u003C/li\u003E\n\u003C/ul\u003E","label":"Examples of adjustments and accessibility"}]}]}],"config":null}]},"ownerAuthor":null,"porRules":null,"id":49768,"nodeName":"Disability detectives","title":"Disability detectives","type":"activity","image":null,"assets":[{"id":7137,"url":"/media/2469/disability-awareness-r1-asset-1-detective-cards.pdf","caption":"Detective cards","type":"pdf","size":108880}],"headerOptions":{"headerTitle":"Disability detectives","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"How accessible is your meeting place? 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