Easy Ways to Increase Accessibility in Your Space

This guide provides strategies to support individuals across a range of disabilities. It also includes additional resources to support continued learning. You can click on a topic to expand it or click expand all to view all the topic details at once.

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Hallways/pathways

  • Keep hallways clear of extra items
  • Remove throw rugs 
  • Ensure items can be easily reached from wheelchair level

Entrances/exits

  • Install offset door hinges to widen your doorway by 2 in. (should be at least 32" wide)
  • Install lever handles rather than round knobs (easier to manipulate)
  • Replace threshold with flat one or get a threshold ramp
  • Install ramps (1:12 slope)
  • Have clearly identified accessible parking spots close enough to the door

Additional features

  • Install grab bars in the bathroom
  • Have chairs with arm rests and without arm rests
  • Ensure open spaces in waiting rooms for wheelchairs
  • Install an easy to reach doorbell if you do not have automatic doors
  • Make sure materials are reachable from wheelchair level
  • Ask before touching a persons mobility device

  • Use apps like Google Translate or Microsoft Translator
  • Talk directly to the person, not the interpreter (for virtual and in-person translators)
  • Provide written materials and forms in multiple languages

Navigating spaces

  • Avoid frequent changes to the layout of your space
  • Have braille signage or use bump dots to mark doorways

Written materials

  • Large print and high contrast materials (e.g., black/white) or braille materials 
  • Avoid busy backgrounds and designs
  • Provide alt-text for images in online materials for people using screen readers

Staff training

  • Sighted guide training (e.g., offer your arm instead of grabbing the individual)
  • Specific directions (e.g., 5 ft. to your left) Introduce yourself and use their name when addressing them Seeing eye dog training (they are allowed in the space, do not pet them, etc.)

Scheduling, changing, or confirming an appointment

  • Offer scheduling via email or website rather than phone call

In-person communication

  • Ask what the person’s preference for communication is (do not assume people know ASL or can read) 
  • Speak slowly and clearly when using an interpreter and to allow time for lip reading
  • Ensure only one person is talking at a time
  • Use live captioning apps such as “Otter AI” or “Ava”
  • Use a personal amplifier device or “Live Listen” feature with iPhone to make your voice louder

Additional features

  • Provide written materials for directions, instructions, etc.
  • Provide accurate closed captioning on videos

  • Offer low-stimulation break spaces (dim lights, less items on the walls, low noise, etc.) 
  • Offer visual schedules or social stories to increase predictability
  • Install dimmable lights or stand alone lights rather than overhead fluorescent lights 
  • Be aware of how loud and how much you are talking, use visuals when possible
  • Provide headphones or sunglasses to reduce stimulation
  • Avoid use of perfumes or air fresheners and be aware of strong smells from food or items 
  • Decrease bright colors or busy designs in environment and on written materials
  • Give short, clear instructions in smaller pieces

Written materials

  • Use plain language and avoid jargon 
  • Use pictures and icons alongside text 
  • Offer videos in addition to written materials
  • Medical settings: use the faces pain scale or a pain scale with only 5 choices

Staff training

  • Ask before offering assistance (always assume a person can do things for themself)
  • Talk directly to the person you are interacting with, not their support person
  • Use person-first language (i.e., a person with autism) or identity-first language (i.e., an autistic person) depending on what the person prefers

  • Do not speak for the person or attempt to finish their sentences
  • If you do not understand what someone is saying, ask them to repeat what they said and then repeat it back to ensure you understood

This work was developed by the NH Disability and Health Program's (DHP) 2024-2025 Leadership Education in Neurodevelopmental and Related Disabilities (LEND) student, Lauren Reid, with guidance from the DHP team and the Disability and Health Advisory Work Group (DHAWG).