Page 3
R
edA
mbe
rG
reen
Supe
r Gre
enWheelchair
AccessibilityNo
acce
ss to
build
ing or
•
surro
undin
g/outs
ide ar
eas f
or
whee
lchair
user
sNo
acce
ssibl
e toil
ets av
ailab
le•
Limite
d acc
ess t
o buil
ding o
r •
surro
undin
g/outs
ide ar
eas f
or
whee
lchair
user
sRo
om la
youts
restr
ict
•ma
noeu
vrabil
ityAc
cess
ible t
oilet
is av
ailab
le•
Some
door
s can
be op
ened
•
indep
ende
ntly b
y whe
elcha
ir us
ers
Good
acce
ss to
build
ing or
surro
undin
g/outs
ide
•ar
ea fo
r whe
elcha
ir use
rsRo
om la
youts
prov
ide re
ason
able
to go
od
•ma
noeu
vrabil
ityAc
cess
ible t
oilets
are a
vaila
ble•
Most
door
s can
be op
ened
inde
pend
ently
by
•wh
eelch
air us
ers
All a
reas
are f
ully e
asily
acce
ssibl
e for
•
whee
lchair
user
sRo
om la
youts
prov
ide ex
celle
nt •
mano
euvra
bility
Acce
ssibl
e toil
ets w
ith ch
angin
g tab
les an
d •
hoist
s are
avail
able
All d
oors
can b
e ope
ned i
ndep
ende
ntly b
y •
whee
lchair
user
s
General accessibility
Envir
onme
nt no
t suit
able
for
•ph
ysica
l and
sens
ory d
ifficu
lties
(e.g.
no ra
mps,
signa
ge,
induc
tion l
oops
)
Some
disa
bled y
oung
peop
le’s
•sp
ecific
phys
ical a
nd se
nsor
y ne
eds a
re m
et
Most
disab
led yo
ung p
eople
s spe
cific p
hysic
al •
and s
enso
ry ne
eds a
re m
et Vi
sual
and a
ural
supp
ort a
vaila
ble
•
All d
isable
d you
ng pe
oples
spec
ific ph
ysica
l •
and s
enso
ry ne
eds a
re m
et So
und a
bsor
bing r
esou
rces,
visua
l and
aura
l •
supp
ort a
vaila
ble
Raise
d lett
er si
gnag
e/Bra
ille th
roug
hout
•fac
ilities
Fully
func
tiona
l hea
ring s
ystem
s in p
lace w
here
•
appr
opria
te
Marketing
No po
sitive
imag
es of
disa
bled
•pe
ople
withi
n mar
ketin
g ma
terial
sNo
men
tion o
f site
/activ
ity
•ac
cess
ibility
with
in ma
rketin
g ma
terial
s
Limite
d ima
ges o
f disa
bled
•pe
ople
withi
n mar
ketin
g ma
terial
sLim
ited s
ite/ac
tivity
acce
ssibi
lity
•inf
orma
tion i
s inc
luded
with
in ma
rketin
g mate
rials
Marke
ting m
ateria
ls on
ly •
avail
able
in sta
ndar
d pap
er
forma
t
Some
posit
ive im
ages
of di
sable
d peo
ple
•wi
thin m
arke
ting m
ateria
lsSi
te/ac
tivity
acce
ssibi
lity in
forma
tion i
s inc
luded
•
withi
n mar
ketin
g mate
rials
Marke
ting m
ateria
ls av
ailab
le in
other
form
ats
•if r
eque
sted i
n adv
ance
Conc
essio
ns av
ailab
le (e
.g. ‘C
arer
s go f
ree’
•po
licy)
Many
posit
ive im
ages
of di
sable
d peo
ple w
ithin
•ma
rketin
g mate
rials
Site/
activ
ity ac
cess
ibility
infor
matio
n eas
y to
•fin
d in m
arke
ting m
ateria
ls Ma
rketin
g mate
rials
are p
rese
nted i
n an
•ac
cess
ible,
easy
to un
derst
and w
ay
Marke
ting m
ateria
ls re
adily
avail
able
in oth
er
•for
mats
Conc
essio
ns ac
tively
prom
oted (
e.g. ‘C
arer
s •
go fr
ee’ p
olicy
)
Community/ Partnership Working
No w
ork w
ith ou
tside
agen
cies
•(e
.g. sc
hools
and s
uppo
rt wo
rkers)
Infre
quen
t wor
king w
ith ou
tside
•
agen
cies;
only
when
requ
ested
by
custo
mer o
r age
ncy
Regu
larly
worki
ng w
ith ou
tside
agen
cies t
o •
supp
ort s
taff a
nd de
velop
their
skills
as an
d wh
en re
quire
d
Regu
larly
worki
ng w
ith m
any o
utside
agen
cies
•to
supp
ort s
taff a
nd de
velop
their
skills
in a
proa
ctive
man
ner
Empo
wers
staff t
o sha
re th
eir sk
ills an
d •
know
ledge
with
othe
rsSi
gnpo
st pa
rents
to ou
tside
agen
cies
•
Page 4
R
edA
mbe
rG
reen
Supe
r Gre
enParticipation
Set
ting
does
not
see
k or
•
take
reco
rd o
f fee
dbac
k fro
m
disa
bled
you
ng p
eopl
e or
pa
rent
s Fe
edba
ck th
at is
pro
vide
d •
has
no in
fluen
ce o
n pr
actic
e or
pol
icy
Set
ting
does
not
liai
se w
ith
•di
sabl
ed y
oung
peo
ple
or
pare
nts
Set
ting
take
s fe
edba
ck fr
om
•di
sabl
ed y
oung
peo
ple
and
pare
nts
whe
n it
is o
ffere
dTh
ere
is n
o or
gani
sed
•pr
oces
s fo
r col
lect
ion
of
feed
back
Feed
back
is u
sed
to in
fluen
ce
•se
lect
ed e
lem
ents
of p
ract
ice
Som
e co
mm
unic
atio
n (b
oth
•fo
rmal
ly a
nd in
form
ally
) with
di
sabl
ed y
oung
peo
ple
and
pare
nts
to id
entif
y in
divi
dual
ne
eds
Set
ting
enco
urag
es d
isab
led
youn
g •
peop
le a
nd p
aren
ts to
pro
vide
feed
back
an
d co
nsul
t on
all a
spec
ts o
f pro
visi
onTh
ere
is a
n or
gani
sed
proc
ess
for
•co
llect
ion
Feed
back
is u
sed
frequ
ently
to a
dapt
•
prac
tice
and
polic
y as
requ
ired
Reg
ular
com
mun
icat
ion
with
dis
able
d •
youn
g pe
ople
and
par
ents
to s
hare
in
form
atio
n an
d to
join
tly p
lan
for t
he
need
s of
the
youn
g pe
rson
(met
hods
in
clud
e bo
th fo
rmal
and
info
rmal
co
nver
satio
ns)
Dis
able
d yo
ung
peop
le a
nd p
aren
ts a
re
•in
volv
ed in
all
aspe
cts
of th
e de
sign
, as
sess
men
t and
eva
luat
ion
of p
ract
ice,
de
liver
y an
d po
licy
Feed
back
is s
ough
t via
a w
ide
rang
e of
•
crea
tive
and
incl
usiv
e co
nsul
tatio
ns a
nd is
pu
blis
hed
in a
ll ap
prop
riate
met
hods
Feed
back
is c
onst
antly
use
d to
ada
pt
•pr
actic
e an
d po
licy
Pro
-act
ivel
y in
volv
ing
disa
bled
you
ng
•pe
ople
and
par
ents
thro
ugh
regu
lar
com
mun
icat
ion
(e.g
. hom
e vi
sits
and
su
ppor
t gro
ups)
Staff Training/ Approachability
Sta
ff re
ceiv
e no
dis
abili
ty
•aw
aren
ess
train
ing
Som
e st
aff r
ecei
ve d
isab
ility
•
awar
enes
s tra
inin
gS
taff
gene
rally
dis
play
a
•po
sitiv
e at
titud
e to
war
ds
incl
usio
n
All
staf
f rec
eive
dis
abili
ty a
war
enes
s •
train
ing
Sta
ff ar
e fri
endl
y an
d ap
proa
chab
le a
nd
•w
ork
tow
ards
find
ing
posi
tive
solu
tions
for
ever
yone
to e
nsur
e in
volv
emen
t
Spe
cific
trai
ning
offe
red
to s
taff
whi
ch
•in
clud
es c
ondi
tion
spec
ific
train
ing
to
mee
t the
indi
vidu
al n
eeds
of
the
peop
le
atte
ndin
gS
taff
are
frien
dly
and
appr
oach
able
and
•
wor
k to
war
ds fi
ndin
g po
sitiv
e so
lutio
ns
befo
re is
sues
aris
eA
ll st
aff a
re re
gula
rly tr
aine
d an
d •
certi
ficat
es a
re k
ept u
p to
dat
e
Communication/ Visual Support
No
evid
ence
of v
isua
l sup
port
•av
aila
ble
(e.g
. pic
ture
cue
s,
mak
aton
, use
of p
rops
)
Inco
nsis
tent
use
of v
isua
l •
supp
ort,
used
onl
y as
a
reso
urce
for i
ndiv
idua
l you
ng
peop
leS
taff
have
lim
ited
awar
enes
s •
of a
ltern
ativ
e co
mm
unic
atio
n sy
stem
s av
aila
ble
Con
sist
ent,
clea
rly la
belle
d an
d w
ell
•pr
esen
ted
use
of v
isua
l sup
port
Mak
aton
ava
ilabl
e an
d us
ed d
urin
g •
sess
ions
Sta
ff ha
ve g
ood
know
ledg
e of
alte
rnat
ive
•co
mm
unic
atio
n sy
stem
s av
aila
ble.
Ran
ge o
f vis
ual s
uppo
rt in
pla
ce (v
arie
ty
•of
vis
ual a
ids
reso
urce
s av
aila
ble
and
used
)E
vide
nce
of s
igni
ng e
nviro
nmen
t•
Sta
ff ha
ve e
xcel
lent
kno
wle
dge
of
•al
tern
ativ
e co
mm
unic
atio
n sy
stem
s av
aila
ble.
Env
ironm
ent a
dapt
ed to
sui
t chi
ld’s
nee
ds
•e.
g. lo
w d
istra
ctio
n ar
ea.
Autism/Asperger’s Awareness
No
awar
enes
s or
•
unde
rsta
ndin
g of
you
ng
peop
le w
ith a
utis
tic s
pect
rum
di
sord
er (A
SD
)
Sta
ff ha
ve s
ome
awar
enes
s •
of A
SD
Som
e st
aff h
ave
rece
ived
AS
D a
war
enes
s •
train
ing
Sta
ff us
e a
varie
ty o
f app
roac
hes
to m
eet
•th
e ne
eds
of y
oung
peo
ple
with
AS
DC
onsi
dera
tion
give
n pr
ior t
o se
ssio
ns o
n •
how
to re
duce
pot
entia
l anx
iety
of y
oung
pe
ople
with
AS
D w
hen
runn
ing
activ
ities
All
staf
f hav
e re
ceiv
ed A
SD
aw
aren
ess
•tra
inin
gA
ctiv
ities
del
iver
ed in
a w
ay th
at c
onsi
ders
•
diffe
rent
use
rs s
peci
fic n
eeds
Con
side
ratio
n an
d im
plem
enta
tion
of
•in
clus
ion
met
hods
spe
cific
to y
oung
pe
ople
with
AS
D (p
rovi
ded
by p
aren
ts
prio
r to
sess
ions
), on
how
to re
duce
po
tent
ial a
nxie
ty o
f ind
ivid
uals