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That everyone has equal opportunities to become part of a learning or working group, an organisation, or a community and can participate in it. Where access has been created, the corresponding physical, social, technological, and/or systemic barriers have been removed. Access also includes creating inclusive environments where everyone can be offered tools, resources, and support they need to succeed.",[],{"_type":392,"content":393,"title":412},"callOutBlock",[394],{"_type":381,"text":395},[396,404],{"_key":397,"_type":219,"children":398,"markDefs":403,"style":232},"27e6d4e81dd1",[399],{"_key":400,"_type":223,"marks":401,"text":402},"400cb469bafa",[225],"Hybrid meetings and events",[],{"_key":405,"_type":219,"children":406,"markDefs":411,"style":232},"9614df0d67b0",[407],{"_key":408,"_type":223,"marks":409,"text":410},"9b079572707e",[],"Accessible online learning and working environment can enable hybrid participation for events in general and for meetings on request. This means that in addition to on-site participation, online participation is an equal option. The option of hybrid participation is also an important way of networking diverse communities. This type of participation requires additional moderation as well as additional technical support for online participants in the offline space. Various methods can be experimented with to bring online and offline spaces closer together as hybrid events. One example is the below ‘Avatar’ exercise.",[],"Method",{"_type":392,"content":414,"title":449},[415],{"_type":381,"text":416},[417,425,433,441],{"_key":418,"_type":219,"children":419,"markDefs":424,"style":232},"0fefd75c1fd0",[420],{"_key":421,"_type":223,"marks":422,"text":423},"a22a553befb00",[225],"Avatar - Hybrid Embodiment",[],{"_key":426,"_type":219,"children":427,"markDefs":432,"style":232},"15fc4714df38",[428],{"_key":429,"_type":223,"marks":430,"text":431},"9c7cb67ef5d20",[],"‘Avatar’ was developed for larger hybrid events (i.e. events that do not take place exclusively online but in one location and also have virtual participants in addition to those present on site). The aim of the method is to better connect online and offline spaces and participants. The Avatar (a person with performance experience) is present in the physical space at the event and is equipped with a camera and a chat function. The Avatar moves through events, exhibitions, workshops, etc. and takes the online participants with it through its camera. People in the online space can make requests as to where the Avatar should move, ask questions to other people at the face-to-face event, and more. The Avatar interacts on behalf of the online participants in the face-to-face room and with the face-to-face participants. The Avatar is therefore an embodiment of the online audience in the physical space or a human-technical interface between the online space and the face-to-face space. The Avatar is not a substitute for live streaming or the recording of lectures etc., but represents an additional opportunity to actively involve online audiences in what is happening on site.",[],{"_key":434,"_type":219,"children":435,"markDefs":440,"style":232},"3939aadf971d",[436],{"_key":437,"_type":223,"marks":438,"text":439},"f10e7478fd160",[],"As such, hybrid participation becomes playful and can be actively shaped and controlled by online participants. Online participants can also use the Avatar to explore the physical space and change something in it. Instead of passive participation and a fixed section of the event that participants see online, the online audience can suddenly move through the room and have experiences on their own that go beyond following presentations or asking a question during Q&As. This exercise has a gamification character and is just one of many ways to better connect online and offline spaces.",[],{"_key":442,"_type":219,"children":443,"markDefs":448,"style":232},"bcef20684d91",[444],{"_key":445,"_type":223,"marks":446,"text":447},"5dbb01af7c500",[],"Please note: while the exercise arouses the curiosity of many participants and its experimental and playful nature has been positively received, there are still many challenges. On the one hand, the exercise involves a high level of personnel and technical effort, which may incur additional costs. For the participants on site, who are new to the method, the active design of interactions in the physical space by the online audience may be perceived as disruptive. For online participants, technical obstacles can be a challenge, such as audio or video transmission not working properly in all rooms.",[],"Exercise",{"metaDescription":7,"metaTitle":7},{"current":336},"Access",{"_id":454,"_type":375,"chapter":455,"pageBuilder":457,"seo":7,"slug":514,"title":515},"aaed7530-15af-4bde-bb7f-9cbf386151ba",{"_id":298,"_type":290,"slug":456},{"current":378},[458,476],{"_type":381,"text":459},[460,468],{"_key":461,"_type":219,"children":462,"markDefs":467,"style":232},"1c5c50e9b0b8",[463],{"_key":464,"_type":223,"marks":465,"text":466},"e45353e3c5f0",[],"The extent to which a product, service, environment, or piece of content can be used by people with a wide range of abilities and needs, including those with visual, auditory, physical, cognitive, or neurological disabilities.",[],{"_key":469,"_type":219,"children":470,"markDefs":475,"style":232},"6901c5dda484",[471],{"_key":472,"_type":223,"marks":473,"text":474},"8c7130a8cc0e",[],"The core principle of ‘accessibility’ is usually framed around removing barriers so people aren't excluded by design, rather than placing an emphasis on individuals to adapt to an inaccessible default.",[],{"_type":392,"content":477,"title":513},[478],{"_type":381,"text":479},[480,489,497,505],{"_key":481,"_type":219,"children":482,"level":291,"listItem":487,"markDefs":488,"style":232},"ac0e5faf7d0e",[483],{"_key":484,"_type":223,"marks":485,"text":486},"82d550650037",[],"Physical and environmental access: wheelchair ramps, accessible restrooms, elevators, clear signage","bullet",[],{"_key":490,"_type":219,"children":491,"level":291,"listItem":487,"markDefs":496,"style":232},"59984af9366e",[492],{"_key":493,"_type":223,"marks":494,"text":495},"b0f146d894d3",[],"Digital access: screen-reader compatibility, captions and transcripts for audio/video, sufficient color contrast, keyboard navigation, alt text for images",[],{"_key":498,"_type":219,"children":499,"level":291,"listItem":487,"markDefs":504,"style":232},"0c1ce65c4c02",[500],{"_key":501,"_type":223,"marks":502,"text":503},"278f486acade",[],"Communication access: plain language, sign language interpretation, multiple language options",[],{"_key":506,"_type":219,"children":507,"level":291,"listItem":487,"markDefs":512,"style":232},"c4971d32790d",[508],{"_key":509,"_type":223,"marks":510,"text":511},"0e84169bf51c",[],"Process and participation access: flexible formats (e.g., asynchronous options), reasonable accommodations, varied ways to engage or contribute",[],"Tools",{"current":328},"Accessibility",{"_id":517,"_type":375,"chapter":518,"pageBuilder":520,"seo":7,"slug":617,"title":619},"51fc5673-2684-4817-8b15-bceec83bc5ba",{"_id":298,"_type":290,"slug":519},{"current":378},[521,531],{"_type":381,"text":522},[523],{"_key":524,"_type":219,"children":525,"markDefs":530,"style":232},"d66688f89308",[526],{"_key":527,"_type":223,"marks":528,"text":529},"f5449b18530c0",[],"Access needs refer to the specific requirements or provisions that a person needs in order to participate fully in an environment, activity, or community. These needs are individual and therefore vary from person to person. They include, for example, physical adaptations (e.g. ramps or lifts), technical aids (e.g. screen readers or subtitles), communication support (e.g. sign language interpreters) or flexibility in working and learning environments (e.g. remote working options or adapted schedules). Focussing on access needs aims to overcome barriers and make environments inclusive and equitable for all.",[],{"_type":392,"content":532,"title":616},[533],{"_type":381,"text":534},[535,543,551,559,567,575],{"_key":536,"_type":219,"children":537,"markDefs":542,"style":232},"7554f1968336",[538],{"_key":539,"_type":223,"marks":540,"text":541},"6b7b02a939ad0",[225],"Access Rider",[],{"_key":544,"_type":219,"children":545,"markDefs":550,"style":232},"f5d2964d51ef",[546],{"_key":547,"_type":223,"marks":548,"text":549},"01dfeb6276670",[],"The Access Rider is a document that asks about the access needs of every person taking part in a project, programme or environment. The aim of the Access Rider is to identify and minimise barriers for participants. It can be a simple online document in which participants are asked what they need to be able to participate in an online learning and working environment. The core organisational team should assume that each person works and learns differently and comes from a different context with different prerequisites. For example, universities provide different equipment and healthcare systems provide different technical aids.",[],{"_key":552,"_type":219,"children":553,"markDefs":558,"style":232},"2d655fb14433",[554],{"_key":555,"_type":223,"marks":556,"text":557},"d3b2b8d107d80",[],"Based on differences in the participants' learning and working methods, there is no ideal learning environment that is accessible to all, as access needs can be unanticipated, arise spontaneously or be mutually exclusive. Accessible online learning and working environments can meet this challenge by keeping the structures and processes as flexible as possible in order to be able to react spontaneously. However, this process is dependent on participants sharing their ideas. Instead of waiting until participants potentially find themselves in unpleasant situations and are forced to either turn to the team or withdraw, the Access Rider facilitates their taking initiative and active inquiry. In addition, it signals the learning or working environment is aware and willing to make adjustments, create additional opportunities, and provide support so that everyone can participate. The Access Rider sensitises the environment and everyone involved to the individual needs of participants.",[],{"_key":560,"_type":219,"children":561,"markDefs":566,"style":232},"e6c448f46da0",[562],{"_key":563,"_type":223,"marks":564,"text":565},"8918ada5463b0",[],"Conversations about accessibility can be difficult. It can be challenging to communicate your own needs in a conversation with people who are currently strangers. The pressure of time and expectations can have the opposite effect. The text form, with sufficient time, as a first step can help to communicate needs as clearly and directly as possible. This may involve, for example, financial support to ensure that the technical infrastructure for participation is guaranteed (often data or hardware), opportunities for partially asynchronous participation, alternative formats of expression, additional exhibition equipment, etc.",[],{"_key":568,"_type":219,"children":569,"markDefs":574,"style":232},"1d5ddcf2a0ed",[570],{"_key":571,"_type":223,"marks":572,"text":573},"e277aa5561c00",[],"Though participants should be asked about their access needs, there is an awareness that this approach is not standard and that participants coming from other learning contexts do not automatically expect to be actively asked about their access needs by a client or employer. Participants can therefore be supported in developing their personal Access Rider over the course of a project, programme or environment, which they can then use also for future learning and working.",[],{"_key":576,"_type":219,"children":577,"markDefs":609,"style":232},"52f798bd0f49",[578,582,587,591,596,600,605],{"_key":579,"_type":223,"marks":580,"text":581},"d6e8402921870",[],"Developing an Access Rider, which summarises the framework conditions and rules of conduct needed in order to work and collaborate well, requires a high degree of self-reflection. The publications by ",{"_key":583,"_type":223,"marks":584,"text":586},"d6e8402921871",[585],"15262ab21387","Jessie Bullivant",{"_key":588,"_type":223,"marks":589,"text":590},"d6e8402921872",[]," and ",{"_key":592,"_type":223,"marks":593,"text":595},"d6e8402921873",[594],"d2c3fcda991b","Jemina Lindholm",{"_key":597,"_type":223,"marks":598,"text":599},"d6e8402921874",[],", who were both inspired by ",{"_key":601,"_type":223,"marks":602,"text":604},"d6e8402921875",[603],"26c4050326b6","Johanna Hedva's Disability Access Rider",{"_key":606,"_type":223,"marks":607,"text":608},"d6e8402921876",[],", serve as inspiration for this.",[610,612,614],{"_key":585,"_type":249,"href":611},"https://jessiebullivant.com/",{"_key":594,"_type":249,"href":613},"https://frame-finland.fi/en/resources/access-riders/",{"_key":603,"_type":249,"href":615},"https://sickwomantheory.tumblr.com/post/187188672521/hedvas-disability-access-rider","Tool",{"current":618},"access-needs","Access 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