Welcome back to the Easy Read Series, where we have been taking a closer look at the Easy Read writing format as described in this helpful ASAN guidebook and all its potential uses. 

In Part 1, we explored the basics and how it works. In Part 2, we looked at who can benefit from the Easy Read format. In Part 3, we dove into Easy Read in the classroom. To round out our series (for now!) in Part 4, we will be exploring Easy Read’s uses as an accessibility tool.

We have spoken on Easy Read’s value as an accessibility tool before, but how exactly does that work? In some cases, we might decide something should be in an Easy Read-like format by default to make sure as many people as possible can read it right away. In some cases, we might decide that we should make more complex texts more widely accessible with a useful alternative. It’s a little dependent on the situation, so let’s take a closer look!

While there is no perfect rule, it’s helpful to consider Easy Read as a default option when a wide audience of people needs to be able to access the information quickly and easily. This is especially true the more direct and specific the information is. 

It might be a little silly to think of a stop sign as an example of Easy Read principles, but consider the alternative of the “stop here, because it is an intersection and other cars are trying to move too” sign. Some of us might be able to read that quickly enough but a lot of us would get into accidents while we were distracted trying to figure out what that sign says! 

That is one reason why ASAN emphasizes that Easy Read is both a helpful tool for people with disabilities AND an important accessibility tool for everyone. Consider the times when it might be beneficial to go Easy Read by default!

Other times, it makes more sense for complex texts to be the default. Easy Read emphasizes one idea per line to help with comprehension, which can sometimes be difficult to translate in texts conveying more complex ideas. While it is not always a limitation, it is true that sometimes relevant information can be lost! 

In those cases, an Easy Read version makes more sense as an alternative for people who might not be able to access the original text at all without a supplementary version. When you are working on a more complex text by default, consider whether there would be a benefit to creating an Easy Read version of the same text.

Some texts can’t quite be fully translated into Easy Read versions. Some texts are niche enough that there isn’t a huge demand for a more simplified version. In some cases, we simply don’t have the time to make multiple versions of the same text that we have created. In the course of seeking to make information more widely accessible, it is OK to acknowledge your limitations and focus your energy where you think it would be more beneficial. 

Here at AGU, we do not have the resources to make Easy Read versions of every single thing we do, but some are Easy Read by default, and we are in the process of making Easy Read versions of as many of our toolkits as possible, in the order that we think would be most beneficial. So don’t be afraid to define what works for you. The important thing is that it’s a tool available for you to use!

We hope this series has been a helpful primer for anyone interested in the Easy Read format, and that you will check out ASAN’s guide if you want to learn more. If you would like to suggest a future blog topic or want us to cover this one more in depth, feel free to drop us a line at hello@autismgrownup.com. In the meantime, stay tuned for more series and resources in the near future!