Appendix 2: Workplace adjustments, equipment, software and support strategies

In this section:

  Written communication

  Difficulty with reading and writing

  Spelling and grammar errors

  Working at a computer

  Verbal communication

  Time and work planning

  Coping with interruptions

  Remembering appointments and deadlines

  Organisation

  General difficulties

  Directional difficulties

  Short-term memory problems especially names, numbers and lists

  Making information accessible

  SCULPT for digital accessibility

 

Written communication

General difficulty with reading:

• Give verbal rather than written instructions.
• Highlight key points in documents using individualised pastel colours.
• Use voice mail as opposed to written memos.
• Use screen reading software.
• A Reading Pen may be useful for unfamiliar words.
• Provide information on coloured paper (the colour of which suits the individual best).
• Set up a computer screen with a coloured background to documents.

 

Difficulty with reading and writing

• Allow plenty of time to read and complete the task.
• Ask for interview questions in writing to be made available at the interview and where appropriate pre-interview.
• Examine other ways of giving the same information to avoid reading.
• Discuss the material with the employee, giving summaries and/or key points.
• Utilise information prepared in other formats for example audio or videotape, drawings, diagrams and flowcharts.
• Use mind-mapping software, such as Inspirations or Mind Genius.
• Use digital recorders.
• Use speech to text software.
• Get someone else to take the minutes of meetings.

 

Spelling and grammar errors

• Use assistive text software such as ClaroRead or TextHelp.
• Identify a colleague to proofread work.
• Use computer spell checker.
• Use assistive text software on all applications, where possible.

 

Working at a computer

• Change background colour of screen to suit individual preference.
• Use an anti-glare screen filter.
• Allow frequent breaks, at least every hour.
• Alternate computer work with other tasks where possible.
• Avoid continuous all day computer work.

 

Verbal communication

Difficulty remembering and following verbal instructions:

• Ask for instructions one at a time.
• If needed ensure instructions are communicated slowly and clearly in a quiet location.
• Write down important information.
• Ask for demonstration and supervision on tasks and projects.
• Take notes and then check them.
• Ask for instructions to be repeated back, to ensure that you have understood correctly.
• Write a memo outlining a plan of action.
• Use a digital recorder to record important instructions.
• Ask your supervisor to back up multiple instructions in writing or with diagrams to minimise any difficulties with hidden meanings in conversation.
• Request clear, concise, and direct instructions, which do not use hints or make assumptions.

 

Time and work planning

Concentration difficulties/distractions:

• Make sure your workstation is quiet and away from distractions for example away from doors, busy phones, loud machinery.
• Request a private workspace if possible.
• Where feasible, ask your manager if you can work from home occasionally.

 

Coping with interruptions

• Use a ‘do not disturb’ sign when specific tasks require intense concentration.
• Ask colleagues not to disturb you unless absolutely necessary - ask your manager to do the same if needed.
• If interrupted, ask the person to pause what they are saying so you can write down what you are doing, and refer to it when you resume work.
• Ensure that each task is completed before starting another.
• Undertake training in how to use the telephone effectively, for example jotting down key points before making calls.

 

Remembering appointments and deadlines

• Use a diary/task manager to record important deadlines and review your priorities regularly.
• Hang a wall planner that visually highlights daily/monthly appointments, deadlines, tasks, and projects.
• If you have a work phone use it as a personal digital organiser.
• Use an alarm watch and the electronic diary meeting reminder function.

 

Organisation

• Ensure that work areas are organised, neat and tidy.
• Keep items where they can be clearly seen, for example shelves and bulletin boards.
• Ask your manager to ensure the team return important items to the same place each time.
• Colour code items.
• Ensure work areas are well lit.
• Use a wall planner.
• Prioritise important tasks.
• Create a daily, dated, ‘To Do’ list.
• Use diaries/planners.
• Use your team’s protocols for regular tasks.
• Work with your manager to ensure extra time is provided for unforeseen occurrences.
• Build planning time into each day.

 

General difficulties

Reversing numbers:

• Say numbers out loud or write them down and ask a colleague to check the figures if needed.
• Use a talking calculator or the calculator function on TextHelp software.

 

Directional difficulties

• Always try to use the same route.
• Show the route and visible landmarks.
• Give yourself time to practice going from one place to another.
• Use detailed maps or GPS satellite navigation system.

 

Short-term memory problems especially names, numbers and lists

• Use mnemonic devices and acronyms (see yellow help box).
• Organise details on paper so that they can be referred to easily using diagrams and flowcharts.
• Check your understanding with a colleague or manager.
• Use multi-sensory learning techniques such as reading material onto a digital recording device and then playing it back whilst re-reading.
• Use computer software. Sometimes well-developed programme menus and help features are useful.
• Use a calculator.

A  mnemonic  device is a  mind memory  and/or  learning aid. Commonly, mnemonics are verbal—such as a very short poem or a special word used to help a person remember something—but may be visual, kinaesthetic or auditory. Mnemonics rely on associations between easy-to-remember constructs which can be related back to the data that is to be remembered. This is based on the principle that the human mind much more easily remembers spatial, personal, surprising, or humorous or otherwise meaningful information than arbitrary sequences.

 

Making information accessible

Below are examples of how to make written communication more accessible. Please note that the information below is a guide and may not be suitable for everyone. It is important that you consider the specific needs of all people with dyslexia on an individual basis as everyone has differing needs.

 

Paper

• If possible, try and avoid using a white background as this is very bright. People with dyslexia may find cream or a pastel colour more accessible.
• Do not use glossy paper as it has a shine to it, instead opt for matt.
• Make sure you use a standard 80 grams per sheet weight or above to ensure you cannot read text on the reverse of the paper, as some paper may bleed text through.

 

Font

Use a clear plain text such as Arial, Comic Sans, Verdana, Tahoma, or Century Gothic. Century Gothic is also easier to read for people who are visually impaired. The Trust’s standard font is Arial 12.

• Font size should be no smaller than 12 point.
• Try to have the  text darker than the background  so that it stands out.
• Do not use red font. Consider bright orange, pink etc. as an alternative.

Please Note: Consideration should also be given to the colour choice of both font and paper to ensure documents are accessible for colleagues who experience colour blindness.

 

Headings

• Avoid the use of italics with an underline as this can make the text harder to read.
• Avoid using BOLD CAPITALS WHICH ARE UNDERLINED as this is really difficult for some people with dyslexia to read as the text ‘flashes’ at them.
• The preference would be to bold any headings and increase font size by 2 to 4 points.

 

Layout

• Always left justify as this means that the text will have even spaces between words, which makes it easier to read. Avoid large spaces between text.
• Try and write across the full width of the page and not in small sections such as columns (as in newspapers or magazines).
• Bullet points are good, as they provide small, concise pieces of information.

 

Writing style

• Try to use short, simple direct sentences.
• When providing instructions, state them clearly.
• Be concise.
• Use bullet points, flow charts or diagrams to reduce text content.
• If creating a long document provide page numbers and a contents page.

 

SCULPT for digital accessibility

Further guidance on the basics of everyday inclusive digital document and webpage creation can be found on the  SCULPT for Digital Accessibility  pages on Connect, our Trust intranet. Access to Connect is restricted to staff only. To find out more about SCULPT and the work we are doing in our organisation to raise awareness about creating inclusive digital documents and webpages, please email web.team@nottshc.nhs.uk.

 

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