ESN Inclusive Communication Manual

Inclusive
Communication
Manual
A practical guideline on how to
communicate inclusively with
international youth
Copyright © 2020 by the Erasmus Student Network AISBL. All rights reserved.
Title: Inclusive Communication Manual

Subtitle: A practical guideline on how to communicate inclusively with
international youth
Authors: Elisavet Rozaki, Vedrana Kovačić, Nefeli Charalampous, Ramón Lecuna

González, Wim Gabriels
Editors: Elisavet Rozaki, Sabina Achim
Contributor: Thomas Pappas
Proofreading: Paulina Bednarek, Nadia Madoui-López, Sophie Marshall, Iona
Murdoch, Nicholas Kolya, Nadine Schlehofer
Design: Teresa Marques

Illustrations: Sara Felgueiras
Published by: Erasmus Student Network AISBL
"The European Commission's support for the production of this publication does
not constitute an endorsement of the contents, which reflect the views only of the
authors, and the Commission cannot be held responsible for any use which may be
made of the information contained therein."
Table of Contents
Introduction
5 What is Inclusive Communication?
5 Why We Need Inclusive Communication
6 How to Use This Manual
8 Defining Inclusion & Identity
Part I: Communication
12 Language
17 Personal Data
18 Events & Conferences
Part II: Accessibility
21 Most Common Categories of Impairments
21 Graphics & Publications
24 Websites
26 Social Media
Conclusion
29 Checklist
30 About
32 References
Inclusive Communication Manual 3

Introduction
As society is constantly evolving and adapting to different events, our communication
must adjust too. In recent years, the importance of empathy has been awakened and
more people are willing to put themselves into other people’s shoes. Respecting our
fellow human beings is of high significance, as this is the only way we can lay the
foundations of a society where everyone feels safe to express themselves. To construct
this safe space, however, we need to start by giving everyone the same chance at social
inclusion.
What is inclusive communication?

Inclusive communication means sharing information in a way that everybody can
understand.
Why we need inclusive communication

With a world striving for equality, we need to evaluate the most important aspect of
human nature: communication.
In order to bring people closer together and educate the next Erasmus Generation
to fight for a diverse and inclusive society, it is our duty to be inclusive in all aspects
of our communication. Creating and maintaining an inclusive culture is everybody’s
responsibility.

How to use this manual
This manual covers general principles of inclusive communication and specific
examples, as well as guidelines for communicating internally and externally. It refers
to written, spoken and visual communication, and also gives examples of behavioural
communication that can sometimes be overlooked.
The manual includes examples and advice related to:
• gender and sexuality
• cultural and linguistic diversity
• disability and accessibility
• delivering inclusive events
• inclusion in design
You may wish to refer to this manual:
• when organising a local activity
• when creating documents or web forms
• when creating communication materials
• when designing a website
• as an opportunity for personal reflection
The manual does not intend to override the individual preferences of

the reader. Everybody expresses themselves in whatever way they
prefer, and everybody has different ways in which they would like to
be spoken to, or about.

“The Erasmus Student Network is an international student
organisation, with members volunteering in 42 countries, but
belonging to borderless and countless different backgrounds. The
network element represents the strength of our organisation, while
our interactions influence the way we think and behave, towards
each other and with our audiences. Communication requires a sender,
who is in position to select the channel and the message, determining
if the information is positive, clear and easy to understand for
everyone. Just like a well-chosen word, a small click can make a big
difference.
The Inclusive Communication Manual acts as both a reminder and a

celebration of diversity.”
Sabina Achim, Communication Manager of the Erasmus Student Network AISBL

Defining Inclusion & Identity
Inclusion
Social inclusion is defined as the process of improving the terms of participation

in society, particularly for people who are underrepresented, through enhancing
opportunities, access to resources, voice and respect for rights. In simpler words, it is the
act of making all groups of people within a society feel valued and important.
In practice, this “process” is made up of a wide variety of experiences and opportunities

that can give an individual a sense of belonging, a sense of citizenship and a sense of
identity. Of course, elements like having a good education, having a job, and a decent
standard of living are important aspects of social inclusion, particularly for young people,
but perhaps even more important is the breaking down of barriers to social opportunities
caused by factors like low income, discrimination, fear of the unknown and a lack of
access to relevant learning experiences.
Inclusion in international exchanges and student activities
International student mobility creates opportunities for young people to overcome

barriers, improves their global skills set and offers them opportunities for social mobility
and better career prospects in the future.
The core objective of inclusion in mobility is to widen the participation of less advantaged
and underrepresented groups through easier access to mobility, a better quality of
mobility, and a higher participation rate. Inclusive mobility means creating and ensuring
adequate learning, working, and volunteering conditions abroad for people with fewer
opportunities by addressing their diverse support needs. It is a needs-based approach
to what the individual beneficiary needs to ensure a safe and exciting mobility period
abroad. It is important to not generalise needs; needs are specific and the individualised
aspect of it is highly important (Inclusive Mobility Alliance, 2019).
Next to widening participation, it is also important to work for the social integration
of international students in their host societies. Social integration is understood as a
dynamic and principled process of promoting the values, relations and institutions that
enable all people to participate in social, economic, cultural and political life on the basis
of equality of rights, equity and dignity (United Nations, 2009). In order to achieve this
for international students in their host communities, interaction between international
students and local communities (specifically those from disadvantaged groups) is the key
to increasing intercultural dialogue and the visibility of international student mobility.
As volunteers, student representatives and youth workers, it is important to embrace all

different aspects of social inclusion and understand that making society more inclusive
is a long-term process which includes a lot of different steps to make mobility more

inclusive. Increased frequency of mobility, improved quality of mobility, and enhanced
accessibility to mobility are three intertwined concepts that are at the heart of every
action of the Erasmus Student Network.
Identity
A person’s identity is shaped by their individual characteristics, feelings and beliefs that
make people different from others (Oxford Dictionaries). They perceive themselves as
individuals with unique characteristics, perceptions, dreams, hopes, and more. People
also perceive themselves and others as members of social groups. Their membership of
diverse social groups builds up their social identity. People have multiple social identities
corresponding to widening circles of group memberships, such as gender, age, education,
economic status, ethnicity, sexual orientation, etc. (Tajfel & Turner, 1986).
Self-Identification
The focus of this manual is not to give definitions of different identities, but to ensure a
correct understanding about how to communicate inclusively and successfully. In order
to do this, it is important that a person is able to self-identify with the images, messages
and language used in your communication. To accomplish that, it is essential that a
person feels represented in the messages that you create, in order for them to connect
with your organisation and create a sense of belonging.
One characteristic only makes up a fraction of a person’s identity. Make sure not to limit
their identity to one feature.
While there are many types of identities to keep in mind when preparing your
communication, we are going to mention examples referring to the following:
• Nationality & ethnicity
• Gender & sexuality
• Religion
Nationality & Ethnicity
Know the difference between nationality and ethnicity. Always keep in mind that
someone’s identity can lie anywhere within a broad spectrum of variables.
• Nationality: refers to the country that a person belongs to, either by birth or
naturalisation.
• Ethnicity: a group of people who share a heritage based on race, language, or culture.

Gender & Sexuality
Not all people identify as male or female. Gender expression is a spectrum and within it
fall different identities. Know the difference between sex and gender.
• Sex: classifies biological characteristics that define humans as female, male or

intersex. Sex is actually more than the external anatomy of a person: it includes the
chromosomes, hormones, internal and external reproductive organs and secondary
sex characteristics (such as pubic and facial hair, enlarged breast or hips, etc.).
• Gender: the behavioural, cultural, or psychological traits typically associated with

one’s sex; a social and historical construct.
Religion
Religion is a personal or institutionalised system of religious attitudes, beliefs and

practices. There are more than 4000 religions all over the world. Practicing religion
is a fundamental human right according to the United Nations’ “Declaration on the
Elimination of All Forms of Intolerance and of Discrimination Based on Religion or Belief”.

PART I
Communication
“Language is the most massive and inclusive art we know,
a mountainous and anonymous work of unconscious
generations.”
Edward Sapi, American anthropologist-linguist
Communication is a process that involves more than one person. It is therefore important
to evaluate the way we interact with other people in our everyday conversations, both
online and offline.
Language
Language is critical to inclusion, and how we speak to and about one another influences
how we treat one another.
Examples of exclusive language
Generalising
You drive like a woman! Consider this: Do you assume that all women are bad drivers?
Do all men act like children? Are older people not comfortable
with using technology just because of their age? Does the catchy
phrase you are about to use carry too much bias?
Using stereotyping that could be considered “positive” but still

Gay people are generally
places unfair expectation and limits on others. more creative and
open-minded.
Using words that are linked to mental illness to describe

I’m so OCD! everyday behaviour.
Using these terms like this underplays the impact of mental
illness on people and downplays their experiences.
Refer to sexual orientation as “lifestyle”.

Referring to sexual orientations as a lifestyle is both inaccurate
I love the gay lifestyle!
and offensive because lifestyle implies a choice.
Wishing “Merry Christmas”.

Use “Happy Holidays” instead, a greeting that is more open and
Merry Christmas!
inclusive of people who do not celebrate Christmas.

Inclusive language is language that:
• is free of words, phrases or tones that reflect prejudiced, stereotyped or

discriminatory views of particular people or groups;
• does not deliberately or inadvertently exclude people from being seen as part of a
group.
How to be more inclusive in your language
• Context matters. Remember your relationship to the person you are referring to.
You would use different language when speaking to a friend than you would when
speaking to a stranger at a coffee shop.
• Be empathetic in your language. Make sure that your message does not offend your
audience or a fellow speaker.
• Use people-first language. People-first language avoids defining a person in terms of

their disability. In most cases, this entails placing the reference to the disability after
a reference to a person, as in “a person with a disability,” or “a person living with a
disability,” rather than “the disabled person.”
• If you’re unsure about how to refer to someone, do not hesitate to ask them how
they would prefer to be referred to in a respectful manner.
• Only refer to someone’s identity if it is relevant and necessary. Do not define people
based on their demographic characteristics or societal labels.
Gender-focused language
Since modern English is based on the masculine grammatical gender, it is important to

include women and people who do not identify as male or female.
Instead of mankind Use humanity human beings humankind human race
Instead of manpower Use workforce staff employees personel labour
Instead of brotherhood Use fellowship association alliance union community
Instead of Dear Sir/Madam Use To whom it may concern Dear recipient

Instead of Ladies/Gentlemen Use people folks people of the world everyone
Girls/Boys
Instead of wife/husband, Use partner spouse

girlfriend/boyfriend
Instead of Latino/Latina Use Latinx
Instead of him/her Use they
Disability
Ableism is the systematic exclusion and oppression of people with disabilities, often
expressed and reinforced through language. Ableist language can be derogatory, abusive
or negative about disability. People may not intend to be hurtful when they unknowingly
use an ableist term, so educating ourselves is a powerful way to avoid this.
When referring to people with disabilities:
Do not use The disabled This suggests that the disability defines the person.
(“Person with a disability” is however acceptable since
the person is being put before the disability).
Do not use Able-bodied person The term implies that all people with disabilities lack
“able bodies” or the ability to use their bodies well.
Do not use Normal person Referring to someone who does not have a disability as
a “normal person” implies that people with disabilities
are abnormal.
Do not use Midget Today, “midget” is considered a derogatory slur. The

dwarfism community has voiced that they prefer to be
referred to as “dwarfs”, “little people”, “people of short
stature”, “people with dwarfism”, or simply, and most
preferably, by their given name.
Do not use Afflicted with/ These terms carry the assumption that a person with a
stricken with/ disability undergoes pain or distress, or has a reduced
suffers from/ quality of life. Not every person with a disability
victim of suffers, is a victim, or is stricken. It is preferable to use
neutral language when describing a person who has a
disability, simply stating the facts about the nature of
the disability. For example: “He has muscular dystrophy.”

Do not use Handicapped This term is considered outdated and offensive.
Do not use Wheelchair or These terms describe a person only in relation to a

mobility scooter- piece of equipment. The terms are also misleading, as
bound/confined wheelchairs can liberate people, allowing them to move
around, and they are inaccurate, as not all people who
use wheelchairs are permanently confined in them, as
some are transferred to sleep, sit in chairs, drive cars, etc.
Do not use People with special This term is the official term used by most European
needs institutions and you might encounter it often. However,
it is considered as controversial by many disability
organisations because it gives the idea that the
inclusion needs of people with disabilities are somehow
“special”, whereas they are just needs, like any others;
there is nothing special about them. What is special is
that mainstream society is often not adapted and/or
ready to accommodate them.
Do use Person with a certain condition or impairment
Do use Wheelchair User
Do use Person with intellectual disability
Do use Deaf people/People with hearing impairment
Do use Blind people/People with visual impairment
Remember: When referring to people with disabilities in your communication,

acknowledge “invisible” disabilities, such as learning disabilities, mental conditions or
chronic pain.
Representation & images
When creating content, it is important to depict diverse profiles of people. When

including underrepresented groups in pictures, videos or stories, it is key to avoid
stereotypes and not limit someone’s identity to one characteristic.
Very often, mass media and communication represent a group that is considered the
norm in society. In order to foster inclusive communication, you need to make sure
that underrepresented groups feel addressed and represented in your communication.
Beyond just mirroring reality, representation of underrepresented groups in media such

as in film, photography and print, normalises underrepresented groups and allows bias
and stereotypes to be overcome. These stereotypes and prejudices don’t reflect reality.
They limit young people in their self-development and take away opportunities. Negative
images create distance and ignorance between different groups in society, which is often
at the root of discriminatory behaviour.
Think of representation as a mirror. When you showcase members of underrepresented

groups, such as LGBTQ+ people or people with disabilities, you hold up a mirror for all
people who are part of those groups. However, when you only mirror what is considered
to be the norm in society, you exclude people from identifying themselves with you. You
affect the perception of these people within society.
Think of representation as a window. When you portray the experiences of minority

groups, you give them a voice and contribute to their fight for equality, thus opening a
window to their realities. It also helps those not identifying themselves with their reality.
“Minorities realize that media influence not only

how others view them, but even how they view
themselves.”
Carlos Cortes, Author
Internationalisation and student exchanges exist to overcome prejudice and break

through stereotypes within student communities and their home and host societies by
creating intercultural dialogues. When organising activities that connect international
students and locals, it is therefore important to use communication to create a safe space
for interaction.
The overall goal of exchanges and activities is to:
• fight implicit bias by changing attitudes or stereotypes that affect our understanding
of a different ethnicity, nationality, gender, orientation, or any other underrepresented
group.
• increase cultural sensitivity: ensure that participants know differences exist between
cultures, but not to assign values to the differences.

Personal data
When collecting personal data:
• Only ask for information you really need. Do you really need to know their gender?
Do you really need to know their ethnicity?
• Inform about the purpose of data collection. What are you planning to do with the
information you collect?
• Treat personal data anonymously where needed/possible. Make sure your collected
data is securely stored and deleted when you no longer need it.
• Allow for voluntary responses and allow for each individual to opt out of answering.
Consider that some of the people you are referring to might come from countries that
impose certain legislations on what to say and what not to say. Make sure to include
options to your questions such as “I prefer not to say” or “I am not allowed to answer
this question due to my country’s legislation”.
• Make sure that your questions are written in a respectful manner. Consult members
of different communities throughout the process if you are unsure about how to
address a specific group.
• Allow for diversity and complexity in answers. Make sure that people have the
right to choose various and intersecting options where possible. Some people have
multiple nationalities/ethnicities/names/surnames, and others might not identify with
a specific category.
Did you know?

80% of 13–20-year-olds, members of Generation Z, believe that
gender should not define a person as much as it used to.
(J. Walter Thompson Innovation Group, 2016).
What to consider when requesting information about gender
• Give people a really good reason for asking and explain why you need to know their
gender.
• Make it private, safe, and anonymous.
• Always make the question optional or add a “prefer not to say” option.

• Make sure to include people who do not identify as men or women. Include the
option “other” and, if needed, ask them to specify.
Personal pronouns
In English, whether we realise it or not, people frequently refer to us using pronouns

when speaking about us. When speaking of a singular human in the third person, these
pronouns often imply a gender - such as “he” to refer to a man/boy or “she” to refer to a
woman/girl. These associations are not always accurate or helpful. For that reason, allow
people to indicate their preferred personal pronouns.
The most widely-used are:
• He/him, for people who identify as male;
• She/her, for people who identity as female;
• They/them, for people who do not identify as male or female;
However, there are other ways to refer to someone. More information on other types of
pronouns.
Events and Conferences

• Personal pronouns: Give people the option to state their preferred pronouns. Leave
space for them on the name-tags of the conference you are organising.
• Interpreter: Make sure to include an interpreter in your staff, in case participants have
a hearing impairment. Always ask the participants what their preferred sign language
is.
• When presenting, make sure to explain verbally everything that is in your

presentation and avoid leaving graphs or images up to the interpretation of your
audience, since there might be someone with a learning disability or a visual
impairment.
• Use speech recognition software to add automatic captions during a live stream. That
way, people who use captions will be able to watch the event online.
• When organising a trip with students, make arrangements with a hotel or hostel that
offers gender-inclusive options for accommodation. Ask the participants to choose
between gender-specific and gender-inclusive spaces.

• Food preferences. We should always consider that people attending events may have
different eating habits:
• allergies and intolerances, making them unable to eat certain foods;
• cultures and religions restricting certain types of food (for example, there are
Muslims who do not eat pork);
• vegetarians and vegans, or any other food preference.
Always provide a form for the participants to mention their food preferences/restrictions
and be careful when handling the food because cross-contamination can be dangerous.
• Gender-based activities: Promoting gender-based activities, such as parties with a

heterosexual couples theme, can appear exclusionary to people who do not identify
as women or men, or people with other sexual orientations.
For more practical advice on how to make your events as accessible as possible, check
the Accessible Events Guidelines.

PART II
Accessibility
“The power of the Web is in its universality. Access by

everyone regardless of disability is an essential aspect.”
Tim Berners-Lee, Inventor of the World Wide Web
All individuals should have equal access and opportunities on the web, as it is treated as
a basic human right. In this way, not only people with disabilities are supported but older
people, individuals in rural areas and developing countries as well.
Most common categories of impairments
Motor Skills/ Users may have difficulty moving parts of their

Physical bodies, including making precise movements (such as
Disabilities when using a mouse).
Photosensitive Conditions such as epilepsy can cause seizures that

Seizures are often triggered by flashing lights.
Cognitive There are also many conditions that affect cognitive

Disabilities ability, such as dementia and dyslexia.
Visual This includes a partial or total inability to see or to

Impairment perceive colour contrasts.
Hearing Some users have a reduced ability to hear.

Impairment
Graphics & Publications

Text
When communicating online or through print, the text is your main tool to make sure
that your audience receives the information effectively. However, different texts have
different purposes and one must keep in mind that some formats are not always efficient
in communicating our information.
• Fonts must be comfortable to read, visible and simple. When using a font, keep in
mind that the simpler it is, the easier it will be for someone to read it. Serif, cursive
and italicised fonts are harder to read, especially by people with cognitive disabilities,
such as dyslexia. It is recommended to use Sans Serif fonts such as Arial, Calibri,
Century Gothic, Helvetica, Tahoma and Verdana.
• Font sizes must be responsive, meaning that the user should be able to choose a font
size that is more comfortable for them to read.
• Use left-aligned text instead of justified text, as justified text makes it more difficult
for people with dyslexia to read.

• If you want to emphasise your text, use bold letters. Italics and underlining are hard to
read for some people with cognitive disabilities.
• Include spaces between paragraphs to help people keep the pace and the general
idea of the text.
Images
Images can be used to convey a specific meaning or feeling. Other times they can be
used to simplify complex ideas. Whichever the case for an image, a person who uses
a screen reader needs to be told what the meaning of the image is. For that reason, all
images should be accompanied by an alternative text or alt-text.
Alt-text is a written description that accompanies a picture. People with visual impairment
use alt-text to “see” the content of a picture through text-to-speech tools.
Example: Young people marching behind a “We Are One” banner, with colourful country
flags surrounding them.
How to write alt-text
• Be accurate and equivalent in presenting the same content and function as

presented by the image.

• Do not use the phrases “image of...” or “graphic of...” to describe the image. It’s
usually apparent to the user that it is an image.
• In the case that the image is really complex, two alt-texts should be provided, one
simple definition and a long description explaining the structured information.
Check out the Web Accessibility Initiative's Guide on deciding the best format for your
alt-text.
Design
How can we ensure that our users’ needs are met in our design? To answer this question,
it’s important to apply a critical analysis on the way we design things. In order to make
your design accessible:
• Use alternative text (see page 22 for definition)

Do not use it on decorative pictures. To put it simply, do not use this tool for items of
your website that don’t really offer any information. It is confusing to screen readers
and keyboard users.
Do not use it for pictures that are accompanied by a link. If both the picture and the
link lead to the same website, then the screen reader will read the same text twice
and this is inconvenient for the user. Our purpose is to remove obstacles, not add
more of them.
Keep it short. Some screen readers have difficulty reading more than 125 characters,
so try to keep the alt-text short but thorough.
• Use image captioning

Text near an image can help provide more context. Image captioning is recognised by
screen readers.
Do not use alt-text if there is an image caption. By using both alt-text and image
captioning the content is repetitive to people who use a screen reader.
Do describe what you are captioning. This is important for people who don’t have
access to the image itself. They must be able to understand what picture you are
captioning. Be sure to be clear and elaborative on your caption.
• Avoid text-as-image
Avoid text within an image if you want the text to be able to be identified by screen
readers. Text-as-image is not ideal for people who use magnifiers, as magnifying text
within an image could result in a pixelated result.
If you must use text-as-image, consider using alt-text or image captioning and SVG

(Scalable Vector Graphics).
• Design with colourblind people in mind
To avoid any complications, graphic designers should always use a non-colour
identifier (such as icons of various shapes or text descriptions).
• Maintain a high contrast between the background and foreground colours

A minimum contrast ratio of 4.5:1 to the background colour is recommended by the
World Wide Web Consortium (W3C).
The following is a useful tool to check the contrast between two colours: https://
webaim.org/resources/contrastchecker.
• Avoid stereotypes and use every opportunity you have to redefine and redesign
them
Is pink really a colour to define femininity? Is blue really a colour to define
masculinity?
PDF publications
A document or application is considered accessible if it meets certain technical criteria

and can be used by people with disabilities. It’s always best to provide your documents
in a plain text format because screen readers have no trouble recognising the format.
However, if you have to create a PDF, use the following guide to make sure that it is
accessible: https://www.adobe.com/accessibility/pdf/pdf-accessibility-overview.html.
Websites
Controls
Controls, also called UI Elements (User Interface Elements), include any element that the
user can interact with on your website. The most common controls are buttons and links.
• Controls that are too small or too close together can be inconvenient to users of small
touch screens, such as smartphones.
• Controls should have indicative text on them to signify their use.
Layout
The structural layout of your website is of major importance to people who use their
keyboard to navigate it.
• Make sure that your website has a simple and comprehensive layout.

• Avoid sudden changes to the layout of your website. Inform your audience before
implementing a structural or visual change.
Layout DOs
• Pictures should always come with a description and an alt text (see page 22 for
definition) and videos should always have a transcript;
• Follow a linear logical layout;
• Build it in a way that people can navigate through it, using only their keyboard;
• Always write descriptive links and headings.
Layout DON’Ts
• Do not spread the content all over the page without a logical continuation;
• Do not rely only on text size and placement for structure;
• Do not force mouse or screen use;
• Do not write uninformative links and headings (for example, "Click here");
Ways to make your website accessible
• Keyboard-friendly
The most common way of navigating using a keyboard is with the Tab key. This will
jump between areas on a page that can have ‘keyboard focus,’ which includes links,
buttons and forms. Therefore, your goal should be to ensure that all web content and
navigation can be accessed using the Tab key.
• Colours
You need to make sure the colours you select on your site contrast well to ensure that
everyone can distinguish between various elements on the page. The most pressing
issue is to make sure that the text stands out against the background. Ideally, you
should set a dark colour against a light one, making sure that they don’t bleed into
each other.
• Headers
Clear headers help screen readers to interpret your pages. This makes it much easier
to provide in-page navigation. It’s also easy to do as you only need to ensure that you
use the correct heading levels in your content.

• Web forms
What’s the most important, is to ensure that each field is clearly labelled. You should
also aim to place the labels adjacent to the respective fields. While a sighted user can
easily match a label to the corresponding field or option, this may not be obvious for
someone using a screen reader.
• Automatic navigation
Figuring out how to pause an auto-play video can be difficult when using a screen
reader, and some users could be confused or even frightened by the sudden noise.
You should, therefore, avoid including elements that start without the user prompting
them.
• Text-to-speech
Consider adding a text-to-speech feature on your website for people to be able to
listen to its content.
• Text resize
Make it possible for people who might need it.
• Comprehensible links
Use descriptive language on your hyperlinks.
When your website is ready for use, make sure to include visible text that states it is
accessible to people with disabilities.
How to measure the accessibility of your website
Lighthouse is a Google Chrome extension that audits any website and creates a report on
its accessibility.
Social media
Social media is a summation of a variety of websites and applications that allow users to
express themselves while giving them the ability to share their content with the rest of
the world. We believe that these social platforms and applications, if used correctly, can
contribute to social inclusion.
Images
Alt-text (see page 22 for definition) can be used for images on social media platforms such as
Instagram (more information), Twitter (more information) and Facebook (more information).

Video content
Using video content is a useful way to grab someone’s attention and convey a message,
as video content generates more organic reach. By 2022, online videos are expected
to account for more than 82% of all consumer internet traffic. It is therefore a very
important tool to engage with audiences, however, it is also important to make it more
accessible.
• Subtitles
When creating a video for your social media page, always include readable subtitles
for your audience. Make sure that the subtitles are visible on a smartphone, too. Also,
note that 85% of video content used through social media is without audio, so in
general it is better to provide subtitles and text in the content.
• Trigger warnings
If your content includes material which could be potentially distressing, make sure to
include a statement at the beginning to alert your audience. For example: “This video
contains images depicting violence”.
• Fast flashing effects

Flashing more than three times a second or high-intensity effects and patterns can
cause seizures, known as photosensitive epilepsy. Photosensitivity can also cause
headaches, nausea and dizziness. Other effects, such as parallax or motion effects,
can cause some users to feel dizzy or experience vertigo. Include a notice before your
video begins.

Conclusion
CHECKLIST
Inclusive Language
Are you including people who do not identify as male or female? Are you using plain
language? Are you avoiding acronyms?
Yes No
Collection Of Personal Data

Are your forms inclusive for all people, no matter their gender identity? Are your questions
written in a respectful manner? Are you only asking for information you really need?
Yes No
Accessible Website
Are you using a plain font that is easy to read? Is the information organised in a logical
manner? Are you using alt-text or image captioning as a means of accessibility for people
using screen readers?
Yes No
Accessible Design
Are you using other identifiers apart from colour? Are the colours contrasted enough?
Yes No
Accessible Social Media

Does your section include subtitles when creating a video? Do you consider people with
hearing impairments when you create an audio/recording of any kind?
Yes No
Events & Conferences

Are you considering participants who have disabilities? Are you caring for food
preferences? Are you accommodating for people who do not identify as female or male?
Yes No

About Social Inclusion and Engagement in Mobility
This manual is established in light of the work ESN is doing in the field of inclusion
in student mobility. ESN, as coordinator of the Social Inclusion and Engagement in
Mobility (SIEM) project, believes it is important that the Erasmus+ programme should
be as inclusive as possible, widening participation and reaching out to young people
from underrepresented groups, and ensure interaction between international students
and local communities with fewer opportunities in order to increase integration and
intercultural exchange. The project is a collaborative cross-European partnership led by
ESN International, joined by two European Networks; European University Foundation
and YES Forum, as well as UUKi (United Kingdom) Vrije Universiteit Brussel (Belgium),
University of Vigo (Spain), Masaryk University (Czech Republic), University of Latvia
(Latvia), Erasmus Student Network Spain and Erasmus Student Network France.
More information can be found on siem-project.eu
About ESN
The Erasmus Student Network (ESN) is the biggest European student organisation acting
in the field of student mobility and internalisation of higher education. ESN is a non-profit
organisation of more than 530 local sections in 42 countries in more than 1,000 Higher
Education Institutions, gathering 15,000 volunteers. ESN provides support services
to over 350,000 international students and works for their needs by facilitating their
mobility period, ensuring social cohesion, reintegration and by enhancing intercultural
awareness and active citizenship. ESN ensures student participation in education and
training policy by providing training, seminars and non-formal education opportunities
to its members. ESN contributes to the creation of a more mobile and flexible education
environment by supporting student exchanges from different levels and providing the
“internalisation at home”. ESN contributes to the further development of European
mobility, active citizenship and volunteering.
More information can be found on esn.org

References
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https://uxdesign.cc/how-design-can-help-with-inclusion-9d71a60d635
British Dyslexia Association. Dyslexia friendly style guide. Retrieved from

https://www.bdadyslexia.org.uk/advice/employers/creating-a-dyslexia-friendly-workplace/
dyslexia-friendly-style-guide
California Polytechnic State University. Inclusive language guide. Retrieved from

https://culture.calpoly.edu/PrideCenter/InclusiveLanguage
Cortes, C. (1987). The children are watching: How the media teach about diversity.
Dreamhost (2019, December 13). 10 ways to make your website accessible. Retrieved
from https://www.dreamhost.com/blog/make-your-website-accessible/
Desprez-Bouanchaud, A., Doolaege, J., & Ruprecht, L. (1999). Guidelines on gender-

neutral language. UNESCO. Retrieved from https://www.upm.es/sfs/Rectorado/
Gerencia/Igualdad/Lenguaje/Gu%C3%ADa%20lenguaje%20no%20sexista%20en%20
ingl%C3%A9s%20y%20franc%C3%A9s.pdf
ESDT Australia. Inclusive communication & language guide. Retrieved from

https://www.esdt.com.au/uploads/9/7/7/9/97794766/inclusive_communication___
language_guide_4.pdf
Erasmus Student Network (2019). Recommendations on making the Erasmus programme

2021-2027 more inclusive. Inclusive Mobility Alliance. https://mapped.eu/inclusive-
mobility-alliance
Fearon, J. D. (1999). What is identity?. Stanford University. Retrieved from

http://www.web.stanford.edu/group/fearon-research/cgi-bin/wordpress/wp-content/
uploads/2013/10/What-is-Identity-as-we-now-use-the-word-.pdf
Lambert, S. (2018, April 9). Designing for accessibility and inclusion. Retrieved from
https://www.smashingmagazine.com/2018/04/designing-accessibility-inclusion
National Center on Disability and Journalism (2018). Language Guide. Retrieved from
https://ncdj.org/style-guide/
Oxford advanced learner’s dictionary (2020). Identity noun. Retrieved from

https://www.oxfordlearnersdictionaries.com/us/definition/english/identity?q=identity
People with Disability Australia. (2019). Language Guide. Retrieved from

https://pwd.org.au/resources/disability-info/language-guide/

Photosensitive Epilepsy. Epilepsy Society UK (2020). Retrieved from
https://www.epilepsysociety.org.uk/photosensitive-epilepsy#.Xwd6zij7TIV.
Royal Melbourne Institute of Technology. (2018). Guide to inclusive language. Retrieved

from https://www.rmit.edu.au/content/dam/rmit/documents/Students/Support_and_
Facilities/dgss/guide-to-inclusive-language.pdf
SALTO-YOUTH Inclusion Resource Centre (2014). Inclusion A to Z: A compass to

international inclusion projects. Retrieved from https://www.salto-youth.net/rc/
inclusion/inclusionpublications/inclusionatoz/
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perception of inclusion groups. Retrieved from https://www.salto-youth.net/tools/
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Inclusive

Title: Inclusive Communication Manual

Authors: Elisavet Rozaki, Vedrana Kovačić, Nefeli Charalampous, Ramón Lecuna

Design: Teresa Marques

Published by: Erasmus Student Network AISBL

5 What is Inclusive Communication?

5 Why We Need Inclusive Communication

6 How to Use This Manual

8 Defining Inclusion & Identity

18 Events & Conferences

Part II: Accessibility

21 Most Common Categories of Impairments

21 Graphics & Publications

Inclusive Communication Manual 3

What is inclusive communication?

Why we need inclusive communication

Inclusive Communication Manual 5

The manual includes examples and advice related to:

• gender and sexuality

• cultural and linguistic diversity

• disability and accessibility

• delivering inclusive events

You may wish to refer to this manual:

• when organising a local activity

• when creating documents or web forms

• when creating communication materials

• when designing a website

• as an opportunity for personal reflection

The manual does not intend to override the individual preferences of

Inclusive Communication Manual 6

The Inclusive Communication Manual acts as both a reminder and a

Inclusive Communication Manual 7

Social inclusion is defined as the process of improving the terms of participation

In practice, this “process” is made up of a wide variety of experiences and opportunities

Inclusion in international exchanges and student activities

International student mobility creates opportunities for young people to overcome

As volunteers, student representatives and youth workers, it is important to embrace all

Inclusive Communication Manual 8

• Nationality & ethnicity

• Gender & sexuality

Nationality & Ethnicity

Inclusive Communication Manual 9

• Sex: classifies biological characteristics that define humans as female, male or

• Gender: the behavioural, cultural, or psychological traits typically associated with

Religion is a personal or institutionalised system of religious attitudes, beliefs and

Inclusive Communication Manual 10

Examples of exclusive language

Using stereotyping that could be considered “positive” but still

Using words that are linked to mental illness to describe

Refer to sexual orientation as “lifestyle”.

Wishing “Merry Christmas”.

Inclusive Communication Manual 12

• is free of words, phrases or tones that reflect prejudiced, stereotyped or

How to be more inclusive in your language

• Use people-first language. People-first language avoids defining a person in terms of

Since modern English is based on the masculine grammatical gender, it is important to

Instead of mankind Use humanity human beings humankind human race

Instead of manpower Use workforce staff employees personel labour

Instead of brotherhood Use fellowship association alliance union community

Instead of Dear Sir/Madam Use To whom it may concern Dear recipient