Cal Poly Accessible Event Planning Guide

Before you promote the event

Build access into the plan

• Include disabled people in planning, presenting, and decision-making when possible. Do not assume access needs are the same for every person.
• Assign an access contact and, for larger events, an access team or on-site troubleshooters.
• Set aside funds for access from the beginning. Access costs should be borne by the event or sponsoring unit, not by attendees.
• Consider timing, transportation, cost, childcare, food, sensory environment, and ability to attend remotely. State the event format, expected schedule, and breaks in advance.
• Plan an alternative or remote participation option when it meaningfully broadens access.

Share clear access information

Include both an accommodation invitation and specific access information in every event listing, RSVP form, flyer, and confirmation message. Access information is as important as location, cost, and time.

Sample accommodation statement

Cal Poly is committed to providing an inclusive and accessible event. To request a disability-related accommodation or discuss access needs, contact [name, email, phone]. Please share requests as early as possible; we will make every reasonable effort to meet requests received after [preferred date].

Also list what is already planned. For example: step-free route and accessible entrance; accessible and companion seating; live captioning; ASL interpretation; assistive listening; fragrance-aware event; quiet space; accessible parking; remote participation; or dietary options. Only list services that are confirmed.

RSVP and registration

• Use an accessible registration form that works with a keyboard and screen reader, has clear labels and error messages, and does not rely on color alone. Microsoft Forms and Zoom Registration are examples of platforms that can support accessible registration when they are configured and tested accessibly.
• Offer a free-text question such as: "What access needs, if any, would help you participate fully? You may use this space to request a disability-related accommodation or contact [name, email, phone] to discuss access confidentially." Include an optional way to request privacy or a follow-up conversation.
• Ask only for information needed to arrange access. Keep requests confidential and share them only with people who need the information to provide access.
• Make a phone or email registration option available when feasible. Do not require a diagnosis, and do not make a person use the registration form if another route is needed.

In-person location, arrival, and set-up

Choose and assess the location

• Before reserving, verify the actual route from accessible parking or transit to the entrance, registration, event space, restrooms, food, and emergency exits. Share known barriers honestly.
• Confirm that accessible entrances and elevators are unlocked, working, signed, and usable for the full event schedule. Do not treat a freight entrance as the default accessible entrance.
• Link to a campus map and provide written directions that identify the accessible route, entrance, parking, and restroom locations. Cal Poly accessible path/route and restroom map.
• Provide a clear, stable path of travel. Keep aisles, doorways, and routes free of stored furniture, cables, signs, and food-service lines. Cover any required floor cables safely.
• Know whether a working accessible restroom is available nearby and whether it will be open during the event.

Seating, stage, and service areas

• Provide wheelchair spaces and companion seating integrated throughout the room where possible, not only in a separate area. Do not ask a wheelchair user to transfer.
• Offer varied seating, including options with and without arms, and leave room for mobility devices.
• Keep wheelchair spaces and companion seating available throughout the event. Do not use accessible seating for equipment, staff, or general overflow seating simply because it appears unused at the start of the event.
• For ticketed or assigned-seating events, provide a clear way to reserve accessible seating and companion seating in advance, and communicate where those seats are located.
• Ensure presenters, performers, and attendees can reach the stage, lectern, microphones, registration table, food, and displays by an accessible route. A height-adjustable lectern can help.
• Place registration and service surfaces at usable heights, and provide staff assistance without making people ask repeatedly.

Sensory, health, and comfort access

• Do not use flashing or strobing content. Avoid sudden loud audio and unnecessary background music.
• Offer a quiet, low-stimulation space or a clear place for people to take a break when the event size and location allow it. Tell attendees where it is.
• Use a fragrance-aware approach: ask staff, presenters, and attendees to avoid scented products when possible; avoid air fresheners; and consider ventilation and seating options.
• When serving food, invite attendees to share dietary needs, identify ingredients and common allergens, and ensure food and utensils are reachable.

Communication, materials, and presentations

Accessible promotions and event materials

Use the CHILL approach for digital materials:

• Color: Use sufficient color contrast and do not use color alone to communicate meaning.
• Headings and styles: Use real heading styles, lists, and table headers rather than visually formatted text.
• Image descriptions: Add meaningful alternative text for images.
• Link names and hashtags: Use meaningful link text and CamelCase hashtags (for example, #AccessibleEvents).
• Language: Use plain, inclusive language and explain unfamiliar terms.

• Use accessible HTML whenever possible. If providing a PDF, Word file, slide deck, or social-media graphic, make it accessible and offer the core information in the post or page itself.
• Use Cal Poly’s approved brand fonts in ways that support readability. For event body text, use Source Sans (also commonly called Source Sans Pro) or Trebuchet when Source Sans is unavailable. Utopia (or Georgia) may also be used for body text when appropriate. Reserve Abolition (or DIN) for short display headlines only; do not use it for body text. For printed event materials, use at least 14-point body text when feasible and offer large-print or accessible electronic formats on request.
• For normal-size text, use at least 4.5:1 contrast; use at least 3:1 for large text. Meet WCAG 2.2 AA for digital content when possible. Use a free color contrast checker such as the Colour Contrast Analyser (CCA).
• Use descriptive links such as "Download the event agenda (accessible PDF)", not "Click here."
• Provide materials, agendas, slides, and vocabulary in advance whenever feasible. This supports screen-reader users, interpreters, and people who benefit from preparation or additional processing time.
• Provide alternative formats (e.g., large print, accessible e-text, Braille) on request. Do not assume an enlarged printout alone is an accessible alternative format.

Create accessible event content in common tools

• Canva: Design Accessibility Checker and Canva: Create accessible PDFs - Check the design, add alt text, apply text semantics, review reading order, and export a tagged PDF. Do not flatten the PDF.
• Adobe Express: Export PDFs with accessibility tags - Select Add accessibility tags when downloading a PDF, then review the result.
• Adobe InDesign: Create accessible PDFs - Build headings, reading order, and image descriptions into the source file before export; do not rely on tagging alone.
• Microsoft Word: Make documents accessible - Use built-in styles and run the Accessibility Checker before sharing or exporting.
• Accessible Social and UW-Madison: Social media accessibility - Add meaningful alt text, caption videos, use CamelCase hashtags, repeat key graphic text in the post, and use descriptive links.
• W3C Easy Checks for Web Accessibility - A practical starting point for checking webpages and web-based event registration.
• CSU PDF Accessibility Remediation Tool - Select Cal Poly when signing in. Use the tool to support PDF remediation, then complete a human review of the tags, reading order, image descriptions, color, and other meaning.
• ASU Image Accessibility Generator - Use AI-generated descriptions as a starting point, then edit them for accuracy and purpose.
• NaviLens Accessible QR Code Generator - Consider adding NaviLens codes to print materials. Never make a QR code the only way to obtain essential event information.

Important: Automated checkers and AI tools can identify some issues, but they do not confirm that content is understandable, accurately described, or fully usable with assistive technology. Complete a human review before publishing.

Language access and communication services

• Arrange qualified ASL interpreters, real-time captioning (CART), assistive listening, or other communication access based on the event and requests received. Provide interpreters and captioners with agendas, slides, names, specialized vocabulary, and media in advance.
• Caption all prerecorded video. Before posting a recording, review and correct automatic captions for accuracy or arrange professional captions (visit CSU Systemwide Tools & Training for information about professional caption providers like Verbit and Echo Labs).
• Use a microphone whenever one is available, including for audience questions and comments. Do not rely on voice volume alone. Microphones support attendees who are Deaf or hard of hearing, use assistive listening devices or remote captioning, have auditory-processing disabilities, or attend remotely. Ask presenters, panelists, and audience members to speak directly into the microphone and keep it close enough for clear audio. Repeat any question or comment that was not spoken into the microphone.
• Use clear audio and plain language. Allow time for questions, AAC (Augmentative and Alternative Communication) device use, interpreters, and processing.

How to request interpreting or transcribing services

• Faculty and staff seeking disability-related workplace access: Use Cal Poly Human Resources/Academic Personnel’s Disability Accommodation process to request an employment accommodation. This process is for an employee’s own workplace access needs and may include qualified interpreter services.
• Departments planning an event or program for community attendees: Submit the DRC’s Request for Sign Language Interpreting and Transcribing Services. The DRC will provide the requesting department with a service agreement and cost estimate for review before services are arranged.

Live captions: use by default, arrange CART when needed

• Turn on automatic live captions for presentations and workshops as a standard inclusive practice, even when no one has requested an accommodation. For example, enable Zoom automated captions or Microsoft PowerPoint live captions/subtitles, and tell attendees how to view them.
• Automatic captions support many participants but can contain consequential errors. They are not a replacement for professional real-time captioning (CART) when an attendee requests live captions as a disability-related accommodation.
• When CART is needed, arrange it as early as possible. CART (Communication Access Realtime Translation) is provided by a trained captioner and offers more complete, accurate real-time captions than automatic captioning. Plan how participants will view the caption stream: on their own device, a shared screen, or both.
• The CSU has systemwide contracted services through Verbit/Automatic Sync Technologies (AST), including remote CART. Cal Poly faculty and staff can use the CSU-contracted service for real-time captioning and other media-access services; confirm the current account-setup, billing, and service-order process with the appropriate campus contact before making an event commitment.

Related guidance: CSU Systemwide Tools & Training (Verbit and Echo Labs), Cal Poly Video Captioning FAQ and Cal Poly ITS Media Captioning.

Present accessibly

• Verbally identify yourself when you begin speaking, and say your name before speaking in multi-speaker virtual events.
• Read aloud essential text, charts, and visual information on presentation slides. Do not rely on pointing, gestures, or "as you can see."
• Face the audience when speaking, but do not assume lipreading is sufficient communication access.
• Respect attendees' communication preferences. Speak directly to the person, not to an interpreter, companion, or support person.

Virtual and hybrid events

Before the event

• Select a platform (e.g., Zoom, Microsoft Teams) that can be used by keyboard and common assistive technologies. Test the registration, join link, chat, polling, breakout rooms, captions, and shared documents before publishing.
• Offer more than one way to participate when possible: computer audio, telephone dial-in, chat, advance questions, and accessible shared materials.
• Send the join link, access instructions, event format, agenda, anticipated breaks, and any participation expectations in advance. Give attendees a clear point of contact for troubleshooting.
• Set up live captions and sign language interpretation so that everyone can see the content, interpreter(s), captions, and shared screen as needed.
• For hybrid events, plan access for in-room and remote audiences equally. Do not make remote participants depend on a room microphone or a camera that cannot capture presenters, interpreters, or visual information.

During the event

• Use a quiet location and clear microphone audio. State names before speaking and verbalize slide changes, chat questions, polls, demonstrations, and visual reactions that matter to the discussion.
• Provide processing time and breaks. A useful starting point for longer sessions is a 10-minute break about every hour, adjusted to the event and participants.
• Do not require cameras to be on, rapid chat participation, reactions, or a single method of raising a hand. Offer more than one way to ask questions or contribute.
• Have the access contact monitor captions, chat, and access problems without placing the responsibility on attendees to troubleshoot the event.

During and after the event

During the event

• Make sure the access contact and on-site staff know the plan, the accessible routes, and how to reach needed support. Avoid announcing or disclosing anyone's accommodation request.
• Check that doors, elevators, captioning, interpretation, microphones, and the quiet space are functioning before the program starts.
• Keep to the announced schedule as closely as possible. Clearly announce any change, break, or emergency instruction through more than one communication channel.
• Ask before offering physical assistance. If it is accepted, ask how the person wants to be assisted.

After the event

• Share accessible follow-up materials, recordings, transcripts, and captions as appropriate. Make clear which recordings may be shared and honor privacy commitments.
• Invite feedback about access in a confidential, low-barrier way. Thank people for feedback and use it to improve future events.
• Update the event's Event Accessibility Planner with what worked, what did not, and what should be planned earlier next time.

Disability-inclusive language and interaction

Access needs and accommodation requests

• Use access needs as the general, proactive term for the conditions and supports that help someone participate fully. In event invitations and registration forms, invite people to share access needs without asking them to disclose a disability.
• Use disability-related accommodation request for a formal request for a specific adjustment, service, or modification. Avoid the less-clear phrase "accommodation needs."

• Use the language a person uses for themself. Both identity-first language (for example, "disabled person" or "Autistic student") and person-first language (for example, "person with a disability") are appropriate in different contexts.
• Use neutral, specific terms: "wheelchair user," "blind or low-vision attendee," "Deaf or hard-of-hearing attendee," and "disabled people" when that is the person's or community's preference.
• Avoid euphemisms and deficit-focused phrases such as "the disabled," "special needs," "wheelchair-bound," "suffers from," or "confined to a wheelchair."
• Do not touch a person's mobility device, service animal, or assistive technology without permission. A mobility device is part of the person's personal space.
• Do not assume what access a person needs, whether someone is disabled, or whether an accommodation is necessary. Ask respectful, practical questions and listen to the response.

Campus and external resources

• Cal Poly Disability Resource Center - Contact the DRC for disability-related access questions and current campus guidance.
• Cal Poly Accessibility - Campus accessibility resources, inclusive design guidance, and accessibility contacts.
• W3C Easy Checks for Web Accessibility - Practical checks for webpages and digital content.
• Rooted in Rights: Virtual meetings and events - Planning and facilitation ideas for virtual access.
• Sins Invalid: Access Suggestions for Public Events - Disability-justice-informed planning ideas for public events.