Accessibility and Inclusion Policy

INTRODUCTION

Arts Bridging the Gap (ABG), both as an organization and as individual team members, are grateful to have the opportunity  to work with and beside people who possess a variety of cognitive, physical and emotional abilities and are truly humbled by the diverse cross section of challenges and strengths that every one of our volunteers, participants, team members and visitors brings to our lives and our work.

At ABG, we are committed to creating accessible environments throughout our physical work, all of communications and in all of our practices in order to provide everyone with physical, emotional and intellectual access to, comfort within and the ability to thrive through our community, relationships, classes, events and day to day business. We believe these commitments strengthen our organization, our experience and our impact for everyone: participants employees, trustees, interns, volunteers, visitors and all new friends.

We embrace our role as learners, allies and champions in a greater effort to see equal access for all and consider it our joy and our duty to celebrate all levels of abilities as the beauty that makes up our colorful, complex and diverse world.

We understand that this field of understanding and action is ever growing and expanding. Therefore, we acknowledge that, amongst our best efforts, we will make unintentional omissions or errors occasionally and amongst asking for forgiveness we commit to listening, learning and amending practices with empathy and gratitude to our constant teachers.

Accessibility Policy - Overview

Arts Bridging the Gap believes in making art and community experiences accessible to all people and is committed to providing access to persons regardless of abilities and life challenges, so that they may enjoy and participate in all that ABG and the wider arts community has to offer. It is our goal to remove all barriers and provide a safe, welcoming and empowering space for learning, expression, and inspiration.

We embrace all levels and varieties of physical, emotional, psychological, environmental and learning abilities and work with our participants, staff and visitors to embrace differences; to uplift someone not in spite of their challenges but because of and in celebration of their unique experience and inherent strengths. 

We shy away from the use of labels or the practice of limiting a person’s abilities with a clinical diagnosis. Instead we use these diagnoses to create environmental considerations and integrate potential support and accommodations into our settings and programs.

 Our educational strategies for inclusion are similar to our strategies for all children; to create an environment rich in diversity, learning, support, and respect for all children and their individual needs, allowing every child to reach his or her potential.

We do however recognize that for those who have mixed abilities their experience of life has most likely not been equal to those who identify as typical. We therefore seek to create an equitable environment within which they can feel equal and strive to make whatever extra accommodations and considerations are needed to create an even field of play. 

Inclusion is not simply about placing a child or person with mixed abilities in a regular setting. Inclusion is about how we deal with diversity in our society and how we deal with, or avoid dealing with, our own differences, weaknesses, and fears. Inclusive education benefits all children by developing their respect for human diversity.

We see it as our role as educators, organizers, artists and community members to champion a fully inclusive world. Art has a unique ability to initiate thought, foster dialogue and create change and for this reason it is our moral imperative to be a leader in the effort to see equal access for all and to lead the celebration of the unique value of all members of our communities.

We are excited to use art and project-based learning to form personal connections, points of commonality, explore unique strengths and to create moments to shine for all of our participants, and friends. 

Access is a civil rights issue, with a moral imperative. Access to cultural programs is a legal requirement of the Arts and Humanities Endowments’ Section 504 Regulations and the 1990 Americans with Disabilities Act (ADA). The access laws extend civil rights similar to those now available on the basis of race, color, sex, national origin and religion to people of all abilities. Access is a diversity issue. Section 504 and ADA promote diversity and inclusion by ensuring broader access to the arts and humanities for all people, regardless of ability.

DEFINITIONS

Access

·       Every member of a community* having opportunities and access to encounter, appreciate, participate in, learn and be informed about the arts and culture.

·       Everyone experiencing equal access to a full, vibrant creative life, which is essential to a healthy and democratic society.

·       Fair and just pathways to appreciate and be exposed to the arts as well as attain information, financial resources and opportunities to fulfill cultural and artistic expression and development.

Abilities

Factors that can impact a person’s abilities:

·  Physical challenges including but not limited to

- Impairment in physical function or structure

- Injured body part either chronic or temporary

- Illness either chronic or temporary

- Mental health* challenges including but not limited to:

                        -  Trauma - both current and lifetime memory based

                        - Post traumatic Disorder

                        - Depression, anxiety or panic disorders

                        - Bipolar disorder, schizophrenia etc

                        - Eating disorders

                        - Addiction disorders

- Learning challenges including but not limited to:

                        - Autism and Asperger's Syndrome

                        - Dyslexia, Dysgraphia, Dyscalculia 

                        - ADD, ADHD

- Age and age related conditions

- Geography - a person’s location and travel accessibility

* PLEASE NOTE we believe that mental health is a physical challenge that should not be separated from or stigmatized uniquely to other physical challenges but for the sake of equity we do currently mention such challenges specifically with the hope that in time the two will be treated with a similar level of compassion, transparency and medical rigor.

Equity

-     The inclusion and fair representation of multiple diverse populations in outreach and in the allocation of funding, resources (e.g., facilities and fiscal), and programs, providing equitable and fair treatment, access, opportunity, and advancement for all people, while at the same time striving to identify and eliminate barriers that have prevented the full participation of some communities.

-       All people— including but not limited to those who have been historically underrepresented based on race/ethnicity, age, ability, sexual orientation, gender, gender identity, socioeconomic status, geography, citizenship status, or religion—are represented in the development of arts policy; the support of artists; the nurturing of accessible, thriving venues for expression; and the fair distribution of programmatic, financial, and informational resources.

-       All people have the right to inherit, develop and engage in intellectual, emotional, material, and spiritual traditions and heritage. 

-       Arts and cultural organizations and artists from all disciplines and cultural traditions are valued equally and supported equitably.

Arts Bridging the Gap acknowledges that in the United States, there are systems of power that grant privilege and access unequally such that inequity and injustice result, and that must be continuously addressed and changed.

Equality

 Arts Bridging the Gap views equality as a desired end state but not as an everyday action or behavior. We work with an equity lens to acknowledge the differences of all in order to achieve equality for all.

CONVICTIONS/BELIEF

Arts Bridging the Gap believes that:

·       Our challenges are our greatest strength and are the key to our greatest successes both individually and collectively.

·       Furthermore, it is our challenges that will define the greatest impact that we each can have in the world.

·       Together we are stronger and together, embracing our differences, we are even stronger.

·       There is no ‘normal.’

·       Currently life is not designed equal for all and therefore we must make considerations and efforts to include and engage all equitably. We must also speak up against such inequities and raise awareness of these unjust situations until they are permanently changed.

·       Labels and diagnoses should not define or limit a person or group but instead create access and awareness. We refuse to keep anyone confined by their diagnosis and encourage all to explore beyond the realms of ‘possible.’

·       We understand that some people will move through their challenges and some will continue to carry them for the rest of their lives therefore we do not focus on ‘curing’ or ‘healing’ but rather ‘embracing’ and ‘accepting.’ 

·       Some pain and traumas are invisible and we honor the challenges that people are experiencing that cannot be seen at first, second and sometimes, the 100th glance.

·       Those defined as ‘disabled’ are profoundly able and often gifted in ways that those defined as typical are not.

·       It is our honor to speak up for those who feel marginalized and not yet ready to speak up on their own behalf. We do this however with the commitment to listen first to their needs, speak only with their permission and encourage and support them to speak and represent themselves as soon as they are ready.

We believe that art heals, bridges divides and educates therefore Cultural organizations should lead by example, not merely by legal authority. They should strive to meet or exceed federal, state or local legal requirements. Access is a dynamic work in progress, as new initiatives are developed, art forms change and expand, and new technologies are introduced.

We will make mistakes and omissions. We seek feedback and requests from all who see opportunities for us to create a more accessible environment, community and cultural experience

Exception: Through our trauma informed practices we are honored to embrace a complex variety of challenges. As an essential part of this commitment we may on rare occasions be required to ‘silo’ an individual or delay their involvement if their challenges/traumas are actively triggering or retraumatizing youth within our care. 

ACTIONS

 (directive to team as well as policy)

Organizational:

·       ABG has identified a Subcommittee of board members to regularly address and assess our commitment to accessibility and inclusion and ensure we are constantly adjusting our commitment.

·       Actively seek and create partnerships with nonprofit organizations that serve populations of mixed abilities as defined above.

·       Ensure our volunteer forms address accessibility and provide a welcoming place for people to advocate for their specific needs.

·       Ensure that our team and our board reflect the same diversity that we embrace with our accessibility beliefs and policy.

Physical accommodations:

·       All workshops, events and community moments are to be held in ADA compliant locations with comfortable access for all including wheelchair and mobility aid users.       

·       Consider other mobility issues (e.g., steepness of slopes, height of buzzers, access to seating, distance of parking from destination, heavy doors). 

·       Special/Adapted equipment and changes in the physical environment may be necessary to support all participants. Be ready to accommodate this need.

·       When possible, consider using principles of universal design so environments can be usable by all people, to the greatest extent possible. 

·       Certain types of light can be triggers (such as seizure disorders), so it is important to either avoid fluorescent lighting, strobe lights, and flash photos, or warn people significantly ahead of time.

·       There should be restrooms that are both physically accessible and designated as gender neutral, which is both inclusive for members of the LGBTQ community and for people who may have caregivers accompany them.

·       Provide a quiet space for those with sensory needs as well as a rest space with chairs, water etc for those who require regular breaks from certain activities.

·       There should be both visual and non-visual items available for use.

·       Especially for events, there should be American Sign Language (ASL) interpretation and CART4captioning available, which often involves booking these services significantly in advance.

·       Additionally, create agreements with ASL and interpretation agencies to have interpreters available when needed.

·       Transport for those in challenging geographic locations should be explored and provided where possible. 

·       Para-transit or other services may need to be arranged/offered. If transportation cannot be provided then we should explore video options.

·       Live streaming or video conferencing availability can help include those that may not be able to make the event for reasons related to location or physical abilities, or for any other potential reason.

·       All written materials should be provided in an accessible format.

·       All volunteer and participant sign up/application forms shall include questions relating to special considerations or support that can be offered - with examples to serve as framework and guide for requests.

Psychological/Emotional considerations

Amongst our team, volunteers and participants we promote a culture of ‘Embrace you as you are today’ -  all emotions are valid and we ask for honesty over perfection.

·       Ask participants and guest if there are any emotional triggers we should consider or be aware of before inviting them to participate in activities.

·       Acknowledge mental health as an integral element of full body wellness and ask questions in regard to accommodations needed for both mental and physical health.

·       Through the practice and modeling of inscaping, encourage the sharing of current emotional state and reasons why - where comfort allows - in order to avoid affecting another team member.

·       Through positive reinforcement and constant inclusion encourage others to expand their possibilities beyond a diagnosis.

·       Provide a cooling off area/calm space for those being triggered or experiencing trauma - without judgement or visible tension

Trauma Informed Care

As a trauma informed organization, we approach each individual with the assumption that they have experienced some form of trauma in their lifetime and therefore offer empathy, compassion and non-judgement in all of our moments of connection.

·       We ask “what happened to this person?” not “what is wrong with this person?”

·       We embrace these five principles in all of our work: safety, choice, collaboration, trustworthiness and empowerment

·       Further to this we- create a physically and emotionally safe environment, establishing trust and boundaries, supporting autonomy and choice, creating collaborative relationships and participation opportunities and using a strengths and empowerment-focused perspective to promote resilience. 

Language:

·       We respect the inherent worth, dignity, and multiple talents of all people including speaking and writing respectfully and appropriately about an individual.  We encourage all to use Person- or people-first language emphasizing the person first, not their abilities.

·       We ask that all avoid language that operates on ability assumptions, such as “I need everyone to stand now.” Instead, “If you are able, please stand with me.”

·       We do not speak about trauma fueled responses  as ‘in your head’ or ‘being emotional’ but rather ask questions to understand the experience of the person. 

Responsibilities

It shall be the responsibility of the Board to establish and maintain policies and procedures and to bring these procedures into effect.

It shall be the responsibility of the Executive Director to ensure implementation of these policies and procedures.