• Meetings
• Publications and Other Written Materials
• Media: Video, Television, Radio, Ads
• Other Communication Access

Appendix A contains a series of checklists developed to serve as a companion to the other sections. These checklists provide the informed reader an "at-a-glance" means of ensuring that we are providing access to people with disabilities. The reader is encouraged to refer to the materials included in Appendices B-F for more information, as needed and desired. There is a wealth of additional information at your fingertips on the Internet as well.

HPCDP employees in need of assistance in sorting out accessibility concerns for a program or project are encouraged to contact committee members who were involved in the development of this Guide for technical assistance. Though the intent of this Guide is to give basic information on how to make programs accessible, much of the information is also pertinent to providing access for employees with disabilities.

This Guide offers numerous concrete pointers for treating persons with disabilities with the same level of respect you accord any adult. Since each person is an individual, the concrete pointers contained within this document are general guidelines.  It is important to ask people with disabilities what specific accommodations will best meet their needs.

As you read through this document, look for the various disability-related symbols such as the one below. You will have the opportunity to learn about twelve different visual symbols. Most of these symbols and explanations of these symbols can be found at http://www.gag.org/resources/das.html.

The Information Symbol
One of the most valuable commodities in today's society is information. Access to information is especially vital for a person with a disability. Use of the information symbol will help people get the information they need. The symbol may be used on signage or on a floor plan. Information about access accommodations could include large print materials, audio cassette recordings of materials, or sign-interpreted tours.

Why Accessibility Matters
Health Promotion and Chronic Disease Prevention employees engage in a variety of activities designed to improve the health of Oregonians. These activities include the distribution of health messages via the media, written publications, and videos. Public meetings, focus groups, town halls, and coalition meetings are also common avenues used to promote improved health in Oregonians. Failure to consistently ensure accessibility could impact over 650,000 Oregonians with disabilities.

Every time we caption a TV ad, we are providing access to an important health message to over 150,000 deaf and hard of hearing Oregonians. Every time we make sure our written communications are understood by people with visual impairments, we are providing access to over 115,000 Oregonians. Every time we ensure our meetings are located in accessible facilities, we are providing access to over 65,000 people who use a wheelchair, cane, crutches, or a walker.

These figures are conservative numbers published by the U.S. Census Bureau in "Disability - 1990 Census Table #3." The figures do not represent the total number of people with disabilities, which has been estimated to be 20% of the population, according to a "Census Brief" published by the U.S. Department of Commerce in December of 1997. It makes good sense to include these important communities of people as we endeavor to improve the health of all Oregonians.

Why Accessibility Matters:

The Americans with Disabilities Act (ADA)
The Civil Rights Act of 1964 prohibits discrimination on the basis of race, color, national origin, sex and religion. The Americans with Disabilities Act of 1990 extends similar civil rights protection to people with disabilities in the following areas:

• employment
• all activities of local and state governments
• places of public accommodation
• transportation
• telecommunications services

• Individuals with disabilities must be integrated to the maximum extent appropriate.
• Separate programs are permitted where necessary to ensure equal opportunity. A separate program must be appropriate for the particular individual or group.
• Individuals with disabilities cannot be excluded from the regular program or be required to accept special services or benefits.

• has a physical or mental impairment that substantially limits a "major life activity" (such as self-care, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working);
• has a record of such an impairment; or
• is regarded as having such an impairment.

Please remember that the cost of making these accommodations is borne by the state; it is essentially the "cost of doing business," and doing it legally. It is important to not attach the cost to the individual in need of accommodation.

 We must not make a determination as to whether or not the person is "worth the money." Everyone benefits when government services, employment and places of public accommodation are accessible to all.

Culture and Etiquette
There are persons living with a disability who view themselves as part of a culture or defined community based on that status, such as some persons who are deaf or blind. However, this cannot be assumed to be true for everyone. The desire to be associated with a disability as a shared experience or community varies greatly.

Therefore, it is preferable to communicate using person-based language that does not assume generalities among individuals living with a disability. This way of using language puts the person first, and then the disability.

Guidelines for Reporting and Writing About People with Disabilities is a helpful brochure that offers preferred language, style and appropriate portrayals of people with disabilities. (See Appendix D for contact and ordering information.)

It is never appropriate to communicate with or about a person, and focus on the disability at the expense of the rest of that individual's personhood. Do not use this occasion to ask questions about the disability that merely satisfy your personal curiosity. There are other avenues to gain additional information; restrict your questions to meeting the needs at hand.

The rest of this section focuses on interacting with people who:

• have any disability
• use a wheelchair or other mobility devices
• have sight impairments or are blind
• are deaf or hard of hearing
• have a cognitive disability
• have a psychiatric disability
• have a speech impairment

• If a person refers to a disability or clearly exhibits having a disability, ask whether she would like communication in alternate formats or needs other accommodations.
• Be conscious that some people may have hidden disabilities. Try to make it easy for people to express their accommodation needs (e.g., include language in meeting agendas addressing accommodation requests).
• When interacting with someone with a disability, be considerate of the extra time it may take him to do or say something.
• Do not place people in "behavioral grids" based on their disability, for instance, "All blind persons need to be led by a sighted person."
• Speak directly to the person with a disability. If there is an interpreter, attendant or another person present, do not automatically consider her a conversational go-between.
• Remember that most human communication is conveyed through body language and vocal tones. Be aware that in any direct interaction, our bodies and voices can communicate frustration, impatience, and even anger. Being patient and courteous is a basic communication skill that shows respect - not a personal favor we bestow on others.
• In your efforts to be inclusive, you will make mistakes. Don"t let that deter you. If people with disabilities attend your meetings or request information, it shows that they are interested in your program or services. More importantly, they have a right to be involved.

• Do not hang or lean on the chair; it is part of the person's personal body space.
• Whenever possible, position yourself so that you are both at the same eye level.
• If the person wants assistance with his chair, ask for instructions.

• Get the person's attention with your voice.
• When speaking, face the person directly so your voice does not fade in and out. However, there is no reason for you to raise the volume of your voice.
• Some people may request sighted guidance. To provide it, you will need to let the person know where you are so that he can take your arm. Do so either by touch or by voice.
• If offering verbal assistance, give clear directions or descriptions of the physical environment (e.g., a stairway or obstacle) instead of pointing.

• Get the person's attention by moving to a position where you can be seen. Sometimes a light tap on their arm or shoulder may be needed. Depending on the relationship, it may not be appropriate to touch them at all.
• Maintain conversation in a direct face-to-face position with eye contact. Do not assume the person reads lips but, in any case, allow your facial and body movements to be expressive yet not exaggerated. (It is estimated that less than 30% of the English language can be seen on the lips.) Think about environmental factors that can hamper lipreading, such as a bright light behind you that makes it difficult to see your face.
• If the person who is hard-of-hearing does not understand something you have said, repeat it once and then try rephrasing the sentence. Don't assume you need to raise your voice. Increased volume alone will not guarantee effective communication, and may even interfere with it. Focus on clarity of speech.
• Reduce competing noise by moving away from noisy areas or the source of noise, such as loud air conditioning, loud music, TV and radio.
• When communicating with a deaf or hard of hearing individual who is accompanied by an interpreter, it is not rude to ignore the interpreter. In fact, this is cultural etiquette - whereas ignoring the deaf or hard of hearing person is not. For more information on interpreters, see the information provided in the "Other Communication Access" section to obtain assistance.

• Speak directly to the person. Don't assume an individual with a cognitive disability is incapable of communicating or that someone else must "interpret" for the person.
• Treat adults as adults. Don't treat an adult with a cognitive disability as if they were a child.
• Avoid jumping to conclusions about a person's overall ability to communicate based on the way they speak.
• Take adequate time when interacting with the person; don't assume they don't understand simply because theh may not respond quickly. Individuals with cognitive disabilities frequently understand more than they may be able to express, or may take longer to process and formulate a response.
• Use simple concrete language. Avoid using words that are difficult to understand. Keep sentences short.
• To see if the person understands, don't ask general questions like, "Do you understand?" They may say "yes" even if they are still not sure. Do ask short, simply worded, specific questions that begin with "who, what, where, how, when and why" such as: "Do you understand where the meeting is?"
• When offering a choice, keep in mind that making choices may be difficult for the individual. They may be accustomed to deferring to other people to make decisions or looking to others to give clues. It is important to keep your voice even. Don't "lead" the person to make a selection they may not intend by emphasizing one option more than the others. Take adequate time to state the options and ensure that they understand them before asking for their choice.
• When giving instructions or sequences of information, break the information down into smaller steps. If possible, don't just give verbal instructions; demonstrate the steps to the person. Then check for comprehension by asking the person to tell you what they are to do. If possible, give them an opportunity to do the steps.
• Some people with cognitive impairments will understand more readily if they can look at written materials in addition to listening to words - it may help them remember and respond.
• Take regular breaks to answer questions.
• Reduce or eliminate distractions and excess noise. Give your complete and unhurried attention. Use good eye contact.

• In general, try to practice the same sensitive behaviors described in the section on cognitive disabilities when interacting with people who have psychiatric disabilities.
• Understand that people may already feel socially stigmatized and isolated. Try not to perpetuate that experience with your own behavior.
• Persons with psychiatric disabilities are often described as anxious, withdrawn, agitated or timid. There is no single group of characteristics that describes persons with psychiatric disabilities. A common myth is that people with psychiatric disabilities are dangerous. Violent behavior is the result of many different factors and is not necessarily an indication of a psychiatric diagnosis.
• Another common myth is that people with psychiatric disabilities are unpredictable. Most people with psychiatric disabilities are more likely to be depressed, withdrawn or anxious than wild and aggressive.
• Do not give unsolicited advice or try to cheer the person up. A person experiencing this type of disability cannot simply "shape up."
• Be aware that someone might be accompanied by another person who may function as a "reality interpreter." The interpreter's role is to help ensure that communications are not distorted.
• It's important to encourage questions and open communication. Provide as much written information as appropriate.

• It is okay to ask people to repeat themselves several times if you cannot understand what they are saying. If you are unsure whether you have understood correctly, paraphrase his words to receive feedback on accuracy of meaning. Avoid pretending to understand when you do not.
• Offer the person access to a computer keyboard or use communication assistants whenever possible.

Identifying Accomodation Needs
This section deals with when to identify and assess accommodation needs. How to meet the accommodation need is covered in the following sections.

Standard Accommodations
A fundamental premise of the ADA is that people with disabilities should have equal access to opportunities and services to which all other people have access. Sometimes you have to assume that the need is there (standard accommodations), and sometimes you need to be alerted to individual accommodation needs.

The following is a listing of standard accommodations that should be assumed to be needed:

• notice of alternate format availability
• access for wheelchair/mobility devices
• captioning for TV ads

Access to Meetings
Providing meeting access means that people will be able to participate fully in any meeting we hold. People with disabilities must be able to get to the meeting room, use the restrooms, have access to provided materials, and have communication avenues.

How to provide access to materials and communication are discussed in more detail in other sections. This section briefly addresses other issues related to getting groups of people together.

As you read, remember that "meetings" include conferences, training sessions, hearings, work groups and any group event we convene. Employer-sponsored social events must also be accessible.

Meeting Planning
When planning a meeting, take the time to think about how people get to the site, how they get to the meeting room, and how the room is set up. The checklist in Appendix A goes into more detail about what to consider when setting up a meeting; the following are a subset of considerations:

• The location and area surrounding the building are important. The building exterior should be accessible for people using wheelchairs and other mobility devices. The parking lot should include designated spaces for disabled parking. For those who won't be arriving by car, the meeting place should be close to public transportation.
• Once people get to the building, they'll need to find the room and be able to get ready for the meeting. The signage directing people should be accessible for people with visual disabilities, which means the design should be uncomplicated and the print should be large. The path to the meeting room should be accessible, as well as the path to where people will be sitting.
• Restrooms should be accessible and clearly identified. That means the route to them is accessible; stall doors are wide enough for a wheelchair or other mobility device; there is adequate space to turn around; grab bars are present; sink counters are lowered.
• Check the acoustics and lighting in the meeting room. Background noise should be kept to a minimum. Lighting should be adequate and adjustable.
• Some individuals whose disabilities include chronic pain have difficulty sitting for extended periods of time. Include breaks in the meeting schedule so they are able to move around. Having a supportive chair can be important, too.
• Be sensitive to requests for accom-modations related to timing. For example, it may take someone more time to get going in the morning or to travel to your meeting location, so a later start time may be helpful.

The method of identifying meeting access needs will vary, depending on the type of meeting. If you are just sending out a notice or an agenda, include instructions of who to call if accommodations are needed. If you are sending out a registration form that people will return to your program, you could include a section like this:

Please check your accessibility needs:
____ accessible room (specify, for instance, roll-in shower):
__________________________________________________
____ interpreter services (specify type) _________
____ real-time captioning
____ assistive communication devices (e.g., FM system)
____ materials available in either Braille or large print
____ taped materials
____ computer disk
____ accessible transportation
____ other (specify) ______________________________

Be aware that you may need to follow up with the participant to get a better understanding of how to best accommodate her needs.

Hotel Accessibility Needs - If you are planning a conference requiring an overnight stay, you'll want to include a section on your registration materials that addresses hotel room accessibility. For example:

To help us better accommodate you, please provide us with the following information. Please check if applicable:
I need: ____ accessible transportation
____ accessible parking
____ a totally accessible room (meets all ADA requirements)
____ a room near the elevator
____ a room suitable for persons who are blind/visually impaired
____ the door must be marked in Braille
____ guest services must be provided in Braille or be available to be reviewed

        orally
____ a room suitable for persons who are deaf or hard of hearing
____ other (specify) _________________________________

Again, follow-up may be required to ensure appropriate accommodations will be provided. It's always a good idea to send a confirmation to the requestor so they'll know their needs are being met. See Appendix A for the checklist that accompanies this section.

Chapter:

How to Use this Guide

 Accessibility Matters
Culture and Etiquette
Accommodation Needs
Meeting Access Needs
Written Materials
Video, TV, Radio, Ads
Other Communication Access

Access to Publications and Other Written Materials Much of our work in HPCDP includes the production of written educational messages or materials. Often we tailor our messages to the intended audiences, such as legislators or members of a racial/ethnic group. It is also important to think about making our messages accessible and understandable to people with disabilities. This includes all publications, brochures, and mailings done on letterhead. This section covers alternate formats, TTY access, reading level, and accommodations and auxiliary aids.

Alternate Formats

Notice of Alternate Format - All publications should include a notice of the availability of alternate formats, preferably at the start of the document rather than at the end. This notice should be in 14-point font, and include a contact person's name, and a way to contact that person.  A standard sentence that is often used is: "If you have a disability and need this material in an alternate format, please call (contact name) at (phone number). If you know of someone who needs this accommodation, please let them know it is available."

Request for Alternate Formats - If a request for an alternate format is made, primary consideration must be given to the individual's requested format/auxiliary aid or service unless another effective means of communication is available and appropriate. You can use the "Alternate Format Request" form to document the request and ensure that it has been provided. (See Appendix B.)

Department of Human Services Policy: 14-point Font on Letterhead - All communication on letterhead must be in 14-point font. (See Appendix D for the Department of Human Services' Alternate Format Policy website address.)

Readability - It is best to ask the person what size font and type he prefers. Be aware that the person may not be familiar with fonts, so be prepared to provide visual examples (e.g., a print out of various font sizes). In the case of a telephone request, use verbal examples, such as, "Are newspaper article headings readable for you?" The minimum large font is 14-point but 16-point or 18-point is preferable. It is best to avoid font types that can be difficult to read, such as Courier. Helvetica, Arial and Times New Roman are fonts that are generally thought to be easier to read. Avoid the use of all caps.

It is also important to consider the paper and ink color to ensure there is good contrast between the two. For example, black ink on dark green paper will be difficult to read. Avoid red and green ink. Remember that paper with watermarks or any background screens can be distracting, so refrain from using it. Left justified materials might be easier to read, so avoid using full justification.

Braille and Audiotape Transcription - The Department of Human Services contracts with vendors who have been evaluated by users on their ability to deliver high quality, confidential, and timely transcriptions.

(See the HPCDP Office Manager for information on using these contracts). Remember that it is important to ask the person if the audiotape should be in a standard format (two-track) or in talking book format (four-track). The four-track format requires her to have a specially designed player, a Talking Book Machine.

Oral Presentation - In some instances it may be more cost effective and time efficient for the material being provided to be read over the telephone or face-toface. This will generally be true of computer-generated materials that are less than one page in length.

Electronic Format - Some people with disabilities requiring alternate formats may have computers that can read information directly from a computer disk and they will ask for information in that format. It will be important to communicate with the individual to determine which format (word processing software) will work for them.

Alternate Format Challenges - Graphs, charts and tables can present challenges when converting to alternate formats.  It is best if such visual presentations in a document can be written into the text in such a way as to reflect the same information in the chart, graph or table. If this has not been done, special considerations will need to be made when converting the materials to Braille or other alternate formats.

Text Telephone (TTY) Access - Whenever listing a phone number in a document, include the TTY access number, if available. In some cases, the relay system is adequate. See the "Other Communication Access" section of this document for more information on the relay system and TTY access.

Reading Level
Documents intended for the general public should be written at the 5th grade reading level. Because some people with disabilities read at a lower level than the general population, such as people with cognitive disabilities or who are deaf or hard of hearing, it is especially important to think about the reading level of our documents.

Simply put, the reading level is determined by the length of sentences and the number of words used that have more than two syllables. Here are a few general guidelines to keep in mind when writing for low literacy:

• Use short sentences containing one thought each.
• Use graphics that are simple, relevant to the audience, and clearly make a specific point. Avoid illustrations that may be mis-interpreted or convey behavior that is not desired, such as a picture of a person smoking. Using visuals that only portray desired behavior can help eliminate confusion. Avoid diagrams of body parts or images that seem to hang in the air and offer no point of reference. Even if it seems like a graphic is clear, it still needs accompanying words to convey the intended meaning and be accessible for blind individuals.
• Use "white space" (blank space) that provides a logical flow of the text and gives the reader a chance to pause.
• Limit your main points to three.
• Use bullet points or lists to convey your main points in place of long paragraphs.
• Avoid using jargon, contractions, acronyms, initials, semi-colons and words with more than two syllables. Use of simple words can increase comprehension, because the reader will have less difficulty following the train of thought. Examples are the use of the word "doctor" rather than "physician," and "use" rather than "utilization." Keep in mind that an individual with low literacy skills is more likely to take words literally. Saying "push liquids" in a document when the intent is to encourage drinking a lot of water can cause confusion. For the best results, consult with people with disabilities when developing materials targeting them.
• English may be a second language for people who are deaf. An accommodation may be for an interpreter to explain the information to an individual. If developing material targeted to the deaf community, consult with a specialist who can ensure your message will be understood.
• When developing materials to be used by people who have cognitive disabilities, consider using audio or video tapes instead of printed materials.

• Magnifier either held by hand or mounted on a stand
• Improve lighting or provide task lighting
• Reduce glare on paper copy by closing blinds on windows, changing lighting in area, etc.
• Closed circuit television system (desktop and portable models are available)
• Electronic magnifier
• Enlarge information with the use of a photo copier
• Optical wear, such as eyeglasses, Low Vision Enhancement Systems, and flip-down magnifiers
• Use tactile graphics, letters or numbers
• Frequent breaks to rest eyes when fatigue is a factor 

For those who don't benefit from magnification and other modifications:

• Optical character recognition system. This is also known as a scanner with speech. PC-based and portable models are available.
• Providing a Qualified Reader, such as a volunteer, clerical staff, coworker, or someone hired for that specific purpose. Qualified Readers are certified by the National Library Service.

Accessible Worldwide Web Publications

• An accessible website is one that can be accessed by anyone no matter how they access the web. Good design involves ensuring that a text alternative exists for every non-text element (including audio) on the web page and that individual users can use their browser to adjust the text and color settings to suit their own needs and circumstances. The site should be designed so people using access technology installed on their computer can access the content and features of the site.
• The Internet is a valuable source of information about designing accessible web publications. The most prominent of these resources is the Web Content Accessibility Guidelines. They are published by The Web Accessibility Initiative (WAI) which is part of the World Wide Web Consortium (W3C). These guidelines are available at http://www.w3.org/TR/WAI-WEBCONTENT.
• There are an increasing number of tools that can help in designing or evaluating accessibility of sites. One tool is "Bobby," an accessibility checker developed by the Center for Applied Special Technology (CAST). Such accessibility checkers can help with an initial identification of barriers on a site.
• Included here are guidelines for the publication owner (the person responsible for content, not formatting) and a checklist for Web Authors.
  
  Guidelines for Publication Owner
• Include the Web Author in the planning process, including any discussions with outside contractors (e.g., graphic designers assisting with publications designed for print).
• Make room in the budget for the design and publication of web accessible documents.

There is good news - you don't have to know all of the technical details; rely on your web author. More good news - there are guidelines in Appendix E specifically for Web Authors. See Appendix A for the Checklist that accompanies this section.

• Open captioning should be used for videos that will not be broadcast on TV, since there are some televisions used in state agencies and elsewhere that do not have the decoder chip built into the TV. Also, even when there is the decoder chip built in, most hearing consumers do not know how to "turn on" the captioning.
• Closed captioning is sufficient for TV ads and anything else that will be broadcast on TV. Arranging for Captioning or Realtime Captioning - Once you get in the habit of making these arrangements, it's really not that hard. Just remember:
• The master copy of the TV ad or video should have the captioning embedded. Always assume that someone will need it.
• Do not arrange for both open and closed captioning on the same tape. Doing so will effectively make both difficult to read if the video is shown on a TV with the captioning turned on.
• Contact the Deaf and Hard of Hearing Access Program (DHHAP) to arrange for certified realtime reporters or captioners. See the "Other Communication Access" section for more information on realtime captioning. Information on DHHAP is provided in Appendix C. See Appendix A for the Checklist that accompanies this section.

• The meeting will be time efficient.
• Best guarantee of effective communication.
• Reduces stress and frustration for all parties involved.
• Eliminates a need for written communication.
• Fewer chances of misunderstandings.

• Speak directly to the person, not to the interpreter.
• Speak at a normal rate of speed and use a natural tone of voice. The interpreter should be able to follow conversation at a normal pace and be no more than a few sentences behind, depending on the communication context and the individual involved. The interpreter will indicate if the speaker needs to slow down or repeat a word or sentence for clarification.
• Involving the interpreter in a discussion or activity makes it difficult for the interpreter to "stay in role" as an interpreter. For example, if people are introducing themselves, sometimes the interpreter will not. It is a good idea to check in with the consumer to determine their preferences in regards to having the interpreter introduced. Once the meeting or presentation starts, the interpreter should then be ignored. Questions or statements should not be directed to the interpreter, but to the person.
• It is a good idea to communicate with the person before a meeting begins to determine if the seating arrangement, lighting and other logistical matters are acceptable.
• Provide good lighting. When dimming lights for a video, overhead, slide or PowerPoint presentation, be sure to provide enough light for the person to see the interpreter.
• Allow the person and the interpreter to determine optimum positioning of the interpreter in the room.
• The speaker should remember to pause when referring to written materials. While people who can hear can listen to commentary and read at the same time, the person cannot look at the interpreter and the materials at the same time.
• Interpreters are not the person's bodyguards! In other words, try not to be intimidated in approaching the person. If you have never used an interpreter before, do not hesitate to let the consumer know. Ask the person to explain the procedures and etiquette if you are unsure.
• Make the meeting facilitator aware of these points of interpreter etiquette. If requested by the person, the facilitator may express the rules to everyone in attendance.

• Determine the needs of the person in terms of the captioner. Is there more than one person? If so, you may want to have the text displayed on a large screen or TV. Talk with the person in advance to determine their preference in setting up the realtime captioning. Would they prefer the display on a laptop or on a TV?
• Determine the needs of the captioner. This often will be based on the needs of the person and the set-up of the event. You may need to arrange for a TV, projector screen, or overhead projector. Talk with the captioner in advance to determine all the logistical needs.
• Is there any special vocabulary (jargon, abbreviations, names of speakers, etc.) that the captioner should know in advance in order to customize their dictionary? If so, ask the captioner how to give them that information, and how far in advance they need it. Every captioner has their own dictionary that generally is not transferable to another captioner.
• Know that occasionally there will be some misspelling in the text. Most people who use RTC expect this.
• Will you want a transcript? If so, you need to determine if you need this to be a clean transcript (polished, free of errors) or not. There is an extra charge for a transcript as it may require considerable time for the captioner to clean it up. Also, will you need to provide a disk.  What are the formats available to the captioner (Word, WordPerfect, etc.) that is most compatible with your needs?

• Are automated attendants, voice mail, automated information systems, and other telecommunication technologies used? In these cases, the relay is often ineffective. If the relay service is ineffective or otherwise poorly compatible with the telecommunication system, the public entity must provide direct incoming TTY access. This is usually accomplished by setting up a separate analog line with a dedicated number identified as theTTY Number.
• Is there a direct access (TTY) for callers to call in using a TTY? If so, this number should be placed on all brochures, business cards, letterheads, and other materials to ensure that people who use a TTY can reach the program as effectively as others.
• Is the TTY number reliable and answered in the same way as the main phone number for the office? A common problem is for the TTY machine to be set to auto answer and assigned to a specific person who may not answer all the calls as they come in. If this is the same manner in which the general public has to contact the office, then that is acceptable.

On-site Telephone Access - If a public telephone is offered for people to make outgoing telephone calls, whether it is a pay phone or agency telephone, then a TTY must be available for equal access. This can be accomplished in several ways. The most common and the least expensive is to have a TTY located at the telephone with the necessary set-up or near the telephone with signage directing people to its location with simple directions on obtaining it. One of the difficulties with these set-ups is the security of the TTY itself, and the fact that the machine often requires the attention of staff. Another way to accomplish this (for pay phones only) is to have an integrated unit where the TTY is enclosed in a secure stainless steel box that opens only when a TTY number is called. There are several models available and you can contact your phone company for more information.

Using the Relay Service - Telecommunications relay services are telephone transmission services that enable an individual who has a hearing or speech disability to communicate by wire or radio with a hearing individual in a manner that is functionally equivalent to the ability of someone without a hearing or speech disability to communicate by voice using wire or radio. The service facilitates a two-way communication between an individual who uses a telecommunications device for the deaf (TTY) or other non-voice terminal device and an individual who does not use such a device.

How It Works - There is a Communications Assistant (CA) at the Oregon Telecommunications Relay Service (OTRS). The CA then acts as a "clearinghouse" for the conversation by typing and speaking responses to the two different parties. The CAs are trained to relay typed or spoken words exactly as given and maintain absolute confidentiality about the conversation. See Appendix C for contact information for the relay service. Their website includes helpful brochures that describe their services in greater detail.

Assistive Listening Devices
While hearing aids make all sounds louder, Assistive Listening Devices (ALD) make the desired sound louder without distorting the sound quality. This is accomplished either by using a telecoil, direct audio input, or a headset connected to a receiver. Some people always use an ALD, while some only use it in certain situations in which it is more difficult to understand what is being said, such as when in a large meeting, or in noisy environments.

It is important to check with the person to see if  they have ever used an Assistive Listening Device before. If they haven't used an ALD before, ask if they are wearing a hearing aid(s), and if so, does the hearing aid(s) have a T-switch or direct audio input? This is important because if the hearing aid does not have a T-switch or direct audio input, then they will need ear buds or headphones to plug into the two systems most often used for meetings as described below.

FM System - These systems require both a transmitter for the speaker to wear or to be connected to the PA system and a receiver for the consumer. The sound is transmitted on an FM frequency reserved for these type of devices. A neckloop for consumers with a T-switch will be needed. The neckloop will "pick" up the sound from the receiver and transmit directly to the hearing aid. Those without a T-switch or direct audio input will need ear buds or headphones to plug into the receiver.

Loop Systems - The loop is a special kind of wire, circling a room (or part of the room) near a ceiling or floor, that receives input from a PA or microphone through an amplifier and transmits the sound by creating a magnetic field within the loop. Any hearing aid user with a working telecoil within the circle will be able to pick up the signal from the loop. DHS and DHHAP have loops that are portable and designed for use in large conference rooms. (The neckloop operates on the same principle, but only one individual per neckloop.) People who do not have a hearing aid (or one with a T-switch) and those with direct audio input will need a receiver to "plug" into the hearing aid.

Important Note: People who turn on their hearing aid telecoils to use these systems will only be able to hear what is said into the system microphones. It is important that all comments and questions be spoken into the microphones connected to the Assistive Listening System/Device.

Arrangements must be made in advance for all of these technologies. FM and loop systems are available on loan from the Deaf and Hard of Hearing Access Program. These systems are also available at the DHS building in Salem (Joe Hesting, 503- 945-6610).

Volume Control Telephone
This symbol indicates a phone with amplified sound and/or adjustable volume controls. Some hearing aid users will prefer to use phones that are hearing aid compatible. These phones are designed to send the signal to the telecoil in the user?s hearing aid. Other people who have weak (or no) telecoils, or do not have a hearing aid, prefer the volume control telephone. Some need a combination of both a hearing aid compatible phone and an amplified phone. See Appendix A for the checklist that accompanies this section.