Inclusive and Accessible Language and Communication

Inclusive Language and Communication

Discussions and Activities

Inclusive Communication

Inclusive communication is free from language that perpetuates stereotypes, negative expectations or limitations. By adapting our language, we can involve our entire audience more fully and inspire them to contribute more confidently.

Ensures:

•Language welcomes

•Tone respects

•Structure includes

Applies to:

•All written communication (e.g. emails, reports, policies)

•Verbal communication (e.g. meetings, presentations, conversations)

•Digital content (e.g. websites, social media, online platforms)

•Customer, client, and stakeholder interactions

Activity One: Confidential Paired Discussion

This activity is completely confidential and won't be shared on our return to the Main Room.

Discuss with your partner:

Have you heard people using language or witnessed micro-behaviours that exclude or offend you or another person?

How did it make you feel?

What was done, or should have been done?

What was the outcome?

Note: This can be within a work or social situation

Activity Two: Inclusive Communication Audit

Instructions

The person whose first name comes first alphabetically will be the leader
Your leader will guide you through the questions below.
Please make sure that all voices are heard

This reflective activity is designed as a strategy to prepare for Action Planning at the end of the session.

Objectives:

Audit the inclusivity of language and communication within your Team and the wider organisation to celebrate good practice and highlight areas for improvement.

Open Discussion:
Where might my Team and the organisation benefit from developing an awareness of specific language and terminology?

Why might this be important (to yourself, the organisation, the wider community)?

Consider those who possess characteristics which may mean that they are disproportionately disadvantaged, treated unfavourably, or excluded. This may be because of a response to their possession of one of more of these 9 Protected Characteristics, as outlined within the Equality Act 2010, but please think even more broadly around how language and communication may unintentionally exclude.

Protected Characteristics

2. Disability

3. Gender reassignment

4. Marriage or civil partnership

5. Pregnancy and maternity

6. Race

7. Religion or belief

8. Sex

9. Sexual orientation

Beyond primary characteristics, what commonly experienced life events may impact upon how we show up at work, and may affect how others interact with us?

You may suggest:

•Parenthood – becoming or desperately wishing to become a parent

•Those with Caring responsibilities – Many healthcare staff balance shift work with caring responsibilities.

•Menopause - Menopause symptoms which can affect shift work and performance.

•Bereavement – No one is immune from the loss of friends and family members.

•In a diverse workplace, it is likely that colleagues will be personally and directly affected by world events.

What else would you add? Who else should we be considering/including?

Activity Three: Celebrating Good Practice

Instructions

The person whose first name comes last alphabetically will be the leader

2. The leader will decide on a speaker who will feedback to the whole group, when we return to the Main Room. There is no pressure to be the speaker, so please choose another colleague, if you prefer not to take on this role.

3. Your leader will guide you through the questions below.

4. Please make sure that all voices are heard

What do you and your team already do well but could do more consistently?

2. Is there anything you'd like to do better?

3. What might you or members of your team do differently?

4. What could we do less of, in order for our language and communication to be more inclusive?

Consider role specific:

· Methods of communication

· Audience

· Areas of strength

· Areas to enhance

Additional Activity Four: Instead of This - Collaborative Activity

Instructions

Add alternative inclusive words/phrases.

Reflect upon how these examples relate to the Principles of Inclusive Language below.

1.The person born in the earliest month of the year will be the leader. They will read through given words/phrases and ask the team to suggest alternatives.

2. Consider the concepts and thinking behind each suggested answer.

3. Please make sure that all voices are heard

Additional Activity Five: Instead of This - Collaborative Activity

Instructions

The person who lives furthest from their city of birth will be the leader

2. The leader will decide on a speaker who will feedback to the whole group, when we return to the Main Room. There is no pressure to be the speaker, so please choose another colleague, if you prefer not to take on this role.

3. Please make sure that all voices are heard

Designated characteristic for each room:

Room 1: Disability

Room 2: Sex and Gender

Room 3: Race, Ethnicity and Nationality

Specific Protected Characteristic guidance is below each table.

Room 1: Disability