You’ve probably heard it before: when something bad happens, people say, “Let me know how I can help.” But how often do you actually take them up on that offer? It’s common not to, whether because we’re not in the right headspace, are busy caring for others, or don’t know what help they can realistically provide. This dynamic mirrors my experience working with the disability community. As a service coordinator and planner, I have both a moral responsibility to establish best practices for accessibility and an ethical responsibility to ensure choices are evidence-based. This drives my focus on identifying key strategies for effectively serving people with disabilities.
Before we launch into strategies, the image above depicts my colleague and beloved athlete. She is blind and loves to participate in games alongside her peers. When I planned the summer camp session pictured, I reviewed my list of participants to shape activities that best fit the abilities of the group. With her being the only fully blind player on the pitch, it was easy to play this tag game in which you pull the pinny from the waistband of surrounding players as everyone had at least one functioning hand and a means to move around and chase. In this player’s case, her only barrier was knowing where her target was – she can do the rest. Therefore, I put in place an accommodation of my holding a rattling soccer ball as an aural beacon for her to chase me, while modeling the game for other players and not having the player rely on my voice to track me, allowing me to coach as I went. How did I know to make this accommodation? I asked!
One of my top priorities is communication. While I’ll save the discussion about disability-related language for another day (you can check out the Modern Language Document from United Adaptive Soccer Association, which I co-authored), I want to focus here on how we communicate. Asking direct questions is essential to delivering quality service. One lesson I’ve learned is that no matter how much you prepare, you can’t anticipate everything. When planning an event, if there are likely to be people with disabilities in attendance, be proactive. Use your registration forms or initial documents to gather information about access needs. Multiple-choice options can help, covering areas like language supports (spoken or written), visual aids, or physical supports like flat flooring or seating options. Even with the best intentions, you may still miss the mark—but that’s how you learn. Always ask.
If you want to be better prepared for future events or anticipate communication challenges, there are many ways to set yourself up for success. Always have interpretation services ready, particularly for commonly spoken languages and American Sign Language (ASL). Knowing who to contact when you need support at the last minute can be a lifesaver.
When arranging transportation, make sure it’s accessible for everyone. If you’re booking a bus for attendees, check for mobility challenges and plan accordingly. Best practice would suggest that ADA-accessible buses with ramps or lifts should be the default, not an afterthought. I’ve had to scramble to arrange wheelchair-accessible vans at the last minute, and trust me, it’s far better to be prepared early. Plus, last-minute accessible rideshares are costly, have limited availability, and often result in delays.
Of course, accessibility isn’t just about language or mobility. Sensory needs, visual access, and other considerations are equally important. For example, someone with slow cognitive processing may need more time to review instructions, while individuals with low vision should be offered reserved front-row seating and access to handouts. Those who are blind should be given a description of visual presentations and the time they need to transition between activities. Solutions for these needs exist—we just need to plan for them from the beginning.
Accommodations go beyond checking boxes; they require understanding who your attendees are and ensuring they are included. While you may not know every need in advance, preparing for common accessibility requirements from the start reduces the need for in-the-moment fixes. For example, I used to think I had a solid understanding of accessibility after working in special education. However, I learned there was more to know when a remote mentee pointed out that their screen reader couldn’t access the file format I sent. Instead of asking them to “figure it out,” I took it upon myself to learn how to make documents more accessible.
You can say, “Let me know how I can help,” but it’s even better to offer informed, tangible solutions based on research and experience. And most importantly, don’t make the same mistake twice once you know the solution.
Proactive planning, not reactive adjustments, should define accessibility. The goal isn’t just to offer help but to offer the right help, rooted in understanding and action.
