Click on a word which is in blue and bold to read what it means.
Inform clearly about what people should do
to protect themselves and others.
Deliver the information to people
with intellectual disabilities and their families.
Easy to understand information is important.
Especially when there are many news and information.
Tell people clearly what they need to do to
protect themselves and others.
Provide a phone number and email address
where people can get more information.
Examples of easy-to-read about the Coronavirus
How the German government is using easy-to-read
More information on easy-to-read is and how to produce it.
Easy to understand is not only about written text.
Video can also be produced in that way. We have examples.
Deliver the information
Reach out to organisations of people with intellectual disabilities
and ask them for help to get the information out.
We can also help spread the message:
Ensure the accessibility of apps, websites and phone-lines
by providing support during the emergency.
Help to deal with the emergency
Help to deal with the emergency,
limited services and crisis plans.
Help to overcome social distancing measures.
Provide protective equipment to people with
disabilities and to those who support them:
Does your distribution reach families of children and adults with disabilities?
Many day-care centres are closed.
This means families taking over and being exposed to many risks:
loss of income, high levels of stress.
Look for ways to support them.
Apply emergency social security measures to
families caring for people with disabilities, including adults.
Support people with disabilities and
families in crisis planning and arrangements.
If you take part in voluntary activities such as
grocery shopping for others, please consider
people with disabilities and their families.
Learn from countries and organisations
It’s one thing juggling work, home-schooling
and isolation for you or me.
It’s something else for parents who care for
children with severe disabilities.
When it comes to education, the priority seems to
be on the administration of exams, and we are yet to hear
about schools for children with disabilities during this crisis.
Even if things go back to normal, it still means people
with disabilities being segregated from their
communities and from schools.
Families will still have to provide most
care and support, and to fight for
progress and recognition.
We have seen the impact of the 2009 financial crisis:
closed services, disability and social benefits lowered,
unemployment and the tool on peoples’ wellbeing and lives.