May 2025



















This resource was developed by IDEA's Hub 3 on Transitions to Work and Career Development. Please contact info@vraie-idea.ca with any questions related to this resource. 







Inclusive Design for Employment Access (IDEA) helps build employer capacity for sustainable and rewarding employment opportunities for persons with disabilities through evidence-informed policy and practice.
IDEA develops evidence-informed tools and resources through co-design with partners that help advance workplace capacity for recruitment, hiring, onboarding, retention, mentorship, and promotion of persons with disabilities across the full range of employment opportunities. Where possible, we draw on practices that have shown promise in one or more workplaces in Canada and elsewhere.
Our work is spearheaded by teams of researchers, global experts, and industry leaders. Many of those involved in IDEA identify as persons with disabilities. 





Table of Contents
Introduction and Purpose	4
Guide Structure.	5
Intended Audience	5
Guiding Principles	6
Know Your Participants	8
Job Seekers with Disabilities	8
Employers	10
Additional Collaborators	11
Event Structure	14
Logistics, Coordination, & Communication	18
Announcement and Registration	18
Local Transportation and Accessibility: Getting to the Event	20
Preparing for Accessibility at the Event	20
Designating Roles for the Career Fair:	23
Resources	25
Job Seekers	25
Learning about the self	25
Disability disclosure	25
Career planning	25
Job search	26
Job readiness	26
Interview preparation	29
Work experience through mentorships or apprenticeships	29
Employers	30
Understanding disability	30
Workplace accommodations	31
Other employer resources	31
Additional Collaborators	32
Service providers and networks	32
Chambers of commerce	33
Applied research organizations	34
Accessible Event Planning	34
Accessible Communication	35
Interacting with persons with disabilities	35
Creating accessible documents & presentations	36
Website accessibility	36
Deaf and hard of hearing related resources:	37
Accessible Hybrid and Virtual Events	37
Best Practices For Web Conferences & Webinars	37
Plan Do Check Act (PDCA) Cycle	38
Reverse Career Fairs	38
Sources	40



Introduction and Purpose

Career fairs, also known as job fairs, are events where employers and job seekers meet. These events typically focus on having job seekers learn about specific employers and sometimes specific roles open for hire. Career fairs can range in size, being larger-scale, in which there are representatives from multiple employers available for job seekers to meet with, or smaller-scale, in which as few as one to three employers are represented.

Career fairs are important for job seekers because they can introduce job seekers to new career paths and networks, build their confidence, and launch their careers.

As career fair activities can potentially match employers and job seekers, it is important that career fairs are accessible and inclusive. In this report, accessibility refers to ensuring everyone can participate in the career fair without barriers (e.g., social, communication, technological, or physical barriers). A career fair is inclusive if everyone feels that they are welcome and belong, and that they are treated with respect and dignity. Career fairs, however, are often not accessible nor inclusive of job seekers with disabilities, which results in a critical gap to employment access.

Our purpose with this guide is to detail how career fairs can become more accessible and inclusive. This is possible even in resource constrained contexts. As we will detail in this report, what is most often required is thoughtful planning, flexibility, and the right mix of collaborators. We recognize that some of the ideas presented in this report may be aspirational for certain organizations. However, considering the possibilities, and focusing on continuous improvement, can help make career fairs more accessible and inclusive.

Herein, we identify principles and practices to support the development of accessible and inclusive career fairs. We present a mix of well-established and new guidance on important but often overlooked aspects of career fair planning and execution as well.


Guide Structure. Information in this guide falls into four broad sections: 
1) Know Your Participants: Tips on how to prepare and work with job seekers, employers, and additional collaborators.
2) Event Structure: Tips on career fair design, from event conceptualization to implementation. 
3) Logistics, Coordination, & Communication: Tips on specific aspects of running a career fair from announcing the event, to registration, and planning for accessibility and designating roles.
4) Resources: Additional resources to draw from beyond this guide.


Intended Audience. We have tailored this guide to the work of career fair organizers. Often, career fair organizers come from post-secondary environments, such as community colleges, training/apprenticeship centres, and universities. However, the guidance we share includes information that is likely relevant to the many participants involved in a successful career fair. Participants may be job seekers, employers, and additional collaborators. We recommend that career fair organizers use this guide to help all participants better prepare for career fairs. Further, this report may be useful for organizing career fairs within any context, not just the post-secondary environment. 

Guiding Principles. Throughout this guide, we identify various principles and practices. The principles originate from our research and they guide our suggested practices. These principles may similarly serve as a valuable starting point for career fair organizers and collaborators to develop their own career fair practices that go beyond the scope of this report.

The 8 principles that guide our work include:

1) �Nothing about us without us�: Persons with disabilities should be meaningfully included in developing and implementing career fairs.

2) Focus on meaningful, competitive employment: Career fairs should be designed with job seekers and their interests, career development, skills, and goals in mind. This contrasts with organizers assuming what job seekers want or can do.

3) Respect the complexity of the individual and their identities: Although this guide focuses on disability inclusion, the degree to which disability is an important part of someone�s identity and experience, and/or relates to other identities and experiences, varies. Taking intersectional and individualized approaches to understanding job seekers, employers, and other collaborators is therefore important.

4) Strength-based view: Disability is multi-faceted and can be characterized in many ways. For instance, disability has historically been characterized as an individual problem (i.e., medical model). However, disability is also understood as a complex interaction between a person and their environment, with an emphasis on breaking down barriers (i.e., social model). Other ways of understanding disability abound, such as viewing disability as potentially negative, neutral, or positive within an individual�s lived experience (i.e., affirmative model). Considering career development and the complexity of personal experience, it is often critical to focus on the strengths that job seekers bring to the table.

5) First be proactive, next be flexible: Prepare as much as you can for accessibility and inclusion. However, no one can prepare for every possible situation. When unexpected issues arise, choose to be flexible, open-minded, collaborative, and adaptive, instead of closing off.

6) Collaborate: We often heard of a tension between resource scarcity (e.g., time, funding, staff) and the desire to run accessible and inclusive career fairs. This is a serious concern. One way to mitigate this is to work together. You can collaborate with different functional groups within your own organization, and/or partner with other organizations and individuals that complement your skillsets and constraints.

7) Context matters: The value of our suggested practices will depend upon the individuals, groups, and organizations participating in your career fair. Assess the relevance of our guidance in your context. Best practices relevant for every possible situation are rare. However, when situated in context, suggested practices can go a long way.

8) Continuous improvement: Learn from mistakes and make your next career fair better than the previous one. We follow the iterative method of �Plan, Do, Check, Act�, a model that offers structure and a method for continuous improvement in your career fair work. This model specifically asks individuals to plan � determine goals to recognize the process and needed changes required to achieve them; do � enact those changes; check� evaluate whether those changes have achieved the desired results; and act � maintain and integrate the change into normal practices if the desired results were achieved, and/or begin the cycle again.1

Know Your Participants

Traditional career fair planning focuses on job seekers and employers. These participants are important, but many other organizations and individuals can play a role in the design and implementation of a successful career fair. Some of these organizations and individuals include non-profit employment service providers, professional associations, chambers of commerce, post-secondary accessibility services, post-secondary alumni services, and mentors.
Job Seekers with Disabilities
1) Learning about job seekers as people first: Know where your job seekers are in their career journey. For instance, some job seekers may just be starting their career search and benefit from learning about potential career paths. Other job seekers may have a plan in mind and primarily require a space to demonstrate that they are a good job candidate to employers.

Job seekers� varied identities and experiences may affect their career search and goals. Student job seekers in our research highlighted that being a first-generation post-secondary student plays a role in shaping job search decisions, comfort, and awareness of career options, even though this is often overlooked by career services at their schools.

There are many ways to learn about your job seekers and to help them learn about themselves, too. See the resources section of this guide for more information.

2) Planning for diversity in job seeker career interests and needs: Relating to the above point, participants in our research highlighted that career fair organizers sometimes unintentionally assume that they know what job seekers want without asking about job seeker interests and needs.

Some job seeker interests and needs that can go unnoticed but are important to consider include:

a. interest in rural or urban jobs
b. interest in skilled trades, office work, or other areas
c. interest in jobs with lateral growth opportunities
d. interest in jobs with upward career mobility
e. interest in working with inclusive colleagues, managers, and organizations
f. interest in �meaningful job opportunities�
g. need for jobs that are accessible by transit and/or paratransit

The job seekers we spoke with were most interested in what they described as meaningful job opportunities. What was meaningful differed widely by individual. Often, it was about being accepted by colleagues, managers, and organizations. Additionally, job seekers considered it important for work to provide them a sense of engagement and purpose. Many job seekers noted that jobs with lateral growth opportunities (e.g., opportunities to learn new tasks and responsibilities within the same job) were just as or more important than more traditional upward career mobility opportunities.

3) Preparing job seekers for the career fair: Some ways to prepare job seekers include sharing resources and workshops on the following topics:

a. Workplace accommodation and disclosure: There is often a critical gap between a student job seeker�s knowledge of disclosure and accommodation in school compared to disclosure and accommodation at work. For instance, in school, students may disclose to accessibility services and have staff work alongside faculty to determine how to support student learning. Meanwhile, when working, it is the employer�s legal obligation to accommodate the employee � yet, there is nuance and power dynamics at play when engaging in the accommodation process at work (see the resource section for more information). It can thus be helpful to prepare job seekers with knowledge of a) their rights and responsibilities as a job candidate and employee, as well as b) the nuances of disclosure and accommodation at work.

b. Job readiness: Job readiness workshops can be helpful for job seekers who are uncertain of their interests and needs, or require help preparing for the hiring and recruitment process. Job readiness workshops include opportunities for job seekers to receive help with creating, as well as reviewing and receiving feedback on, their resume and cover letter. Job readiness workshops could additionally include chances for job seekers to understand what type of work they would like to perform (e.g., types of tasks, preferences for in-person/remote/hybrid work, the required skills, and information about career paths). Our research participants further noted that many job seekers are shy and nervous about interacting with employers, in part due to inexperience with the job search. Demystifying employer interactions and providing a safe environment to interact with employers can be helpful.
Employers
1) Inviting employers who match the interests and needs of your job seekers: Many of our job seekers had a strong preference for working with inclusive employers. This means it may be particularly beneficial to invite employers who are further along in their disability inclusion journey � although this may not always be possible.

2) Preparing employers for the career fair: Respect that every employer is at a different stage in their disability inclusion journey. Hence, employer preparation is imperative. Pre-career fair webinars or lunch-and-learns for employers can allow space for learning and asking questions. It can often be helpful to have employers learn from persons with disabilities and employers who are more advanced in the areas of accessibility and disability inclusion. Resources on the following topics can be shared with employers (see the resources section for more information):

a. Understanding the complexity of disability (e.g., understanding the different models of disability, such as the medical, social, socio-medical, and affirmative models)
b. Inclusive and accessible interactions with job seekers with disabilities (e.g., understanding how to approach the discussion of accommodations)
c. Inclusive communication (such as neuromixed communication; e.g., clearly stating what job qualifications are essential versus preferred, providing discussion points and questions to job seekers before an event or interview)
d. Designing accessible presentations (e.g., providing multiple formats)

In addition to these topics, career fair organizers might consider providing employers with a list of service provider collaborators who can help with their learning. Many employers are unaware of service providers who work in this space. Your career fair could be an opportunity to build collaborations between these different partners well beyond the event.

3) Formalizing inclusive behaviour with an employer contract: Resource sharing is a good first step. Next, employers should recognize and commit to inclusive behaviour at the career fair. This can be formalized by sharing a �contract� with employers, to be signed by the employer representatives attending the career fair. Such a contract can contain information on the purpose of the event, inclusive as well as unacceptable behaviour, expectations, and further information on resources, accessibility, and workplace inclusion.

Job seekers, employers, service providers, and other collaborators could be consulted in preparing this contract.

4) Encouraging employers to highlight their Diversity, Equity, Inclusion, and Accessibility (DEIA) initiatives: Many job seekers are curious about prospective employers� ongoing DEIA initiatives. Knowledge of these initiatives can help inform job seeker decision-making, and employers can be motivated to share this information during the career fair.
Additional Collaborators
1) Working together rather than in silos: Some potential career fair collaborators, beyond job seekers and employers, include:

a. Employment service providers and job coaches: Many service providers have a wealth of knowledge on job seeking, the school-to-work transition, and employment. They could be valuable organizing partners at events. These partners might be particularly helpful when preparing students and employers for the career fair.

There are many different types of employment service organizations. Some are national while others are more local; some focus broadly on disability and employment while others focus on specific experiences (e.g., mental health and youth employment). We list some employment service organizations in our resources section.

b. Service provider networks: Some organizations function as networks for groups of service providers. These organizations could be helpful when navigating potential partnerships.

c. Community organizations led by persons with disabilities: Similar to employment service provider organizations, there are many national and local organizations led by persons with disabilities that could play a role in your career fair. Additionally, there are groups focused on specific professionals with disabilities that could participate.

d. Professional associations and regulatory bodies: Representatives from these organizations could share information on standards, certifications, and licensing requirements in their fields (e.g., in trades). Representatives from these organizations could be particularly helpful if they are also prepared to share information on how to access accommodation in their respective certification and licensing processes. Further, they could share about initiatives relating to DEIA.

e. Chambers of commerce: Local chambers of commerce are a potential collaborator to help connect with employers as well as showcase ongoing DEIA initiatives.
 
f. Post-secondary career services, accessibility services, and alumni services: In the post-secondary setting, career services bring expertise in job seeking and work. Accessibility services may have resources to ensure accessibility and inclusion during the career fair, especially when designing the fair and with employer preparation. Last, alumni services may be able to bring in graduates who want to support students� growth, aiding student connections to employers and mentors.

g. Mentors: Mentors can help prepare job seekers and employers for the career fair. In some cases, they may even join for the career fair itself to support job seekers � especially those who are uncomfortable interacting with employers. Mentors could be current students (e.g., peer mentors), recent graduates, and other individuals further along in their career who have experiences, skills, or networks that may benefit job seekers.

h. Guest speakers and role models: Depending on where your job seekers are in their career journey, it could be beneficial to have guest speakers and role models with disabilities share about their careers, successes, and setbacks. Example opportunities for these guest speakers and role models to participate in the career fair include having their own booths and/or panel discussions where guest speakers and role models with disabilities share their journeys.

i. Applied research organizations: Several applied research organizations work to translate DEIA research into practice. These organizations may be able to support the development of your career fair and participate as well. For instance, the Accessibility Institute (https://carleton.ca/accessibility-institute/) develops evidence-based resources on the school-to-work transition and has expertise in career events for students job seekers.

Event Structure

With an understanding of job seekers, employers, and additional collaborators, you can align the structure of the career fair with your various participants. The structure of the career fair includes elements such as who to include in the process of designing the event, whether to have a disability-focused or general career fair, and potentially integrating other inclusion activities into the career fair.

1) Exemplifying �nothing about us without us�: Include job seekers with disabilities and community groups in your career fair planning. This process can benefit accessibility and inclusion while respecting the knowledge in job seekers� lived experience. Integrating job seekers with disabilities could look like offering paid positions or honoraria for those willing to share feedback.

Giving job seekers specific positions within the structure of your organizing committee can further support their connection-building with employers. It may be helpful to include employers and other collaborators with disabilities in the planning process as well.

2) Deciding whether to have a disability-focused or more general career fair: There are pros and cons to having a disability-focused event where all of the job seekers identify with disability, or having an event that includes all job seekers. Disability-only events provide a space for job seekers with disabilities to be the central focus of the event. However, some job seekers in our research expressed that they would not attend disability-focused events, because this forces disclosure and being �outed�. Additionally, such events may only provide job seekers access to jobs that the employers perceive as �disability-friendly�, which may be unfairly limiting.

If choosing to run an event that includes job seekers with and without disabilities, career fair planners can consider giving priority attendance to job seekers with disabilities or offering supports to these job seekers. We nonetheless note that this may be difficult as job seekers with disabilities may not wish to self-identify due to stigma; trust-building and anonymity may thus need to be ensured for this to work in some cases.

3) Choosing to have a one-on-one and/or group-focused career fair: Some job seekers may choose to avoid one-on-one direct interactions with employers. Instead, they may prefer a more group-oriented approach. An example of this is having many job seekers at a table meeting a smaller number of employers. Each table could have a different employer presenting, along with asking and answering questions. Students could then choose which employers to visit without being the center of an employer�s attention.

Importantly, a group-oriented approach may not work for some job seekers with hearing, communication, or neurodiversity differences. In this regard, learning about your job seekers prior to the career fair remains essential. If choosing a one-on-one structure for the career fair, it may be especially valuable to have someone such as a representative from accessibility services or general staff present to help facilitate job seeker-employer interactions. This could include a staff person helping to start conversations, using pre-determined questions that job seekers receive beforehand.

4) Organizing a general or specific career fair (employer focus): A career fair can include employer representatives from a variety of fields and industries (general), or it could be specific to an industry, occupation, profession, or otherwise. All of these options could work. The outcome largely depends on what you have learned about your job seekers and their wants and needs.

A benefit of specific career fairs is that they can more easily include non-employer collaborators from specific professional associations and regulatory bodies.

5) Highlighting other career supports and opportunities: A key barrier to entering the workforce for many job seekers with disabilities is limited access to pre-career work experience (e.g., summer jobs, internships, and part-time work while in school). These experiences build confidence, skills, networks, and resumes in preparation for the job market. At career fairs, employers and other collaborators can share information on current jobs and pre-career opportunities such as internships and mentorship programs.

An important caveat with mentorship programs is the issue of job seekers being over-mentored and under-sponsored. Mentorship includes activities such advice-giving, coaching, sharing information and feedback, providing emotional support, and giving guidance. Meanwhile, sponsorship consists of providing external support by advocating for and promoting an individual, opening up opportunities for career growth and developing connections. Thus, it is important to provide a range of opportunities to job seekers at various stages of their career development, with the ultimate focus being access to meaningful employment. Mentorship alone is often not enough.

6) Incorporating peer network building into the career fair: Our research participants highlighted how career fairs can include many more opportunities than one might usually expect. For example, job seekers can meet with their peers � with or without disabilities � and build comradery. Career fairs could be designed to promote formal peer mentorship opportunities, where job seekers can meet those further along in their career journey. For instance, within a post-secondary context, junior students could be provided the chance to meet more senior students or graduates from the same degree program. Career fairs could also promote informal peer social network building by including opportunities for job seekers to meet other job seekers interested in similar careers or industries. With formal and informal peer networking opportunities, peers can be those with or without disabilities, depending on the focus of peer mentoring activities (e.g., discussing lived experience of disability within specific careers or industries, or learning about careers and industries more generally). 

7) Getting creative with a �Reverse Career Fair�: Several of our job seeker participants highlighted that they were not well matched with the typical career fair structure. Reasons for this mismatch included discomfort interacting with employers and starting conversations, as well as uncertainty about communication and nervousness. For these job seekers and others who may benefit from a low-pressure, structured environment, a creative alternative is the reverse career fair. At a reverse career fair, job seekers stay at individual stations/tables with displays showcasing themselves, such as their skills, educational and work experience, interests, and career aspirations. These displays can be posterboards, portfolios, or other forms of media, and can include job application materials such as resumes. Employers can then circulate between the different job seeker stations. Alternatively, job seekers can pre-record a video for employers to watch, with these videos describing the job seekers� qualifications. Employers may also be provided job seekers� resumes and contact information alongside the pre-recorded videos.

8) Experimenting over time: Planning an accessible and inclusive career fair can feel like a daunting task. Beginning with the principles noted in the introduction of this report is a good first step. Particularly as you develop your career fairs, consider following the process of �Plan, Do, Check, Act�, discussed earlier in our Guiding Principles section. This specific learning model is helpful in determining goals with your career fairs, implementing new practices, and evaluating whether these practices succeeded in meeting the pre-determined goals. For instance, as this guide focuses on making career fairs more accessible and inclusive for job seekers with disabilities, one can set related and specific goals, such as a) having a certain number of job seekers receive job offers after the event, and b) having a certain percent of job seekers respond that they would suggest your career fair to other job seekers in the future. With your goals in mind, relevant practices from this guide can be chosen and implemented. 

After the career fair, feedback surveys can help determine whether your goals have been achieved. Information gathered through these surveys might include the number of job seekers with disabilities who attended the career fair, barriers that they faced, improvements that job seekers suggest for the future, aspects of the career fair that job seekers liked, whether job seekers received job offers, and more.  

Logistics, Coordination, & Communication
Announcement and Registration

1) Announcing the career fair with enough notice: Share the career fair advertisement with your participants far enough in advance to meet accommodation requests. This is essential for participants who need time to arrange accessible public transportation as well. We recommend announcing an event at least one month in advance.

2) Designing accessible website registration: If using online event registration, make sure to follow web accessibility standards for the webpage, registration form, informational documents, and other materials. Some examples of web accessibility standards include ensuring all materials are readable, with large enough font sizes, as well as having text contrast against background colours. Additionally, having alternative text (�alt-text�) for media on your website (e.g., alt-text descriptions for images) and ensuring that materials are accessible across multiple devices (e.g., the website reads well on a phone, laptop, or computer) is important. Many other examples are provided in the resources section.

3) Including information on accommodation in the registration form: The event registration form should contain a section or statement for accommodation requests. The following information is important to include:

a. Name and contact information of the accommodations contact person
b. The process of accessing accommodation (e.g., how follow-up will occur after a request)
c. Potential accommodations that will be available if relevant
d. When accommodation requests should be submitted by

See a sample accommodation statement below:

�Please share accommodations requests (e.g., alternative document formats, sign language interpretation, support worker, and other accommodations) by e-mailing [Name of Accommodation Contact] at [e-mail address] by [specific date]. [Name of Accommodation Contact] will respond to you to discussion accommodations within [number of days] days of receiving your request.�

4) Responding to registration and accommodation requests from job seekers: It is important to follow-up on accommodation requests quickly, because some accommodations may take time to be arranged, and may involve discussion with the job seeker to find the most appropriate solution.

Consider the principle of being proactive and flexible. Prior to opening the event registration, it is important for career fair organizers to think of what accommodations they may offer. Next, it is critical to prepare for new requests and to be open to learning and discussing those requests with job seekers.

After registration, job seeker participants should receive the following information:
a. Confirmation of registration
b. Career fair details: dates, times, food arrangements, event format (i.e. in-person, hybrid, or online; standard career fair or reverse career fair), and other relevant details.
c. Instructions for accessing the career event: For instance, information on accessible barrier-free entrances and parking spaces, accessible gender-neutral washrooms, location of the nearest conventional bus stop, and where paratransit or accessible taxis can drop-off passengers
d. Information on what attendees should bring to the career fair and how to prepare (e.g., documents and dress code)
e. Information on how to confirm and access accommodations at the event
f. Contact information for any questions about accommodation, accessibility, and inclusion before, during, and after the career fair.
g. Whether aspects of the career fair (e.g., presentations) will be recorded and shared with participants: Recording can be helpful for participants who may not be able to make the event due to unforeseen circumstances. If recording presentations or any other aspect of the career fair, you should first request and receive panelists and other participants� informed consent. Recordings should also be closed captioned before dissemination. 

5) Addressing registration and accommodation requests from employers and other career fair participants: Share accessibility guidance with employers and other collaborators as early as possible. Some information that could be included:
a. Asking speakers to introduce their name and organization at the beginning of presentations or conversations
b. If there will be presentation slides or visual media, providing a reminder to describe these in words
c. The information above on accommodations for job seekers should be tailored to and shared with other participants as well (e.g., employers, staff). This can ensure that everyone, regardless of their role, receives the accommodations that they need.

Local Transportation and Accessibility: Getting to the Event

1) Identifying and Planning for Transportation Needs: Conventional public transit is often not fully accessible, and accessible transportation often requires advanced reservation. Specialized public transit (SPT) or paratransit services vary widely depending on locality. For instance, some SPT services allow ride requests 24 hours in advance, but other services require that riders make ride requests 7 to 14 days in advance. Similarly, in larger urban cities, accessible taxis may be available through same day on-demand requests, but in smaller cities, accessible taxis may be limited and require reservation 24 to 48 hours in advance. Make sure to provide participants with information on the career fair well in advance so that they can secure transportation to the event.

Preparing for Accessibility at the Event

1) Communication Access: There are several ways to make your event inclusive of members of the Deaf and hard-of-hearing community, along with people who are blind or have low vision, as well as many other participants. Some suggestions on communication access include:

a. Sharing materials: Materials such as PowerPoint slides may be shared beforehand in print and in audio format (e.g., a recording of someone presenting the PowerPoint along with a transcript of that recording) when possible. Please also see the �Document access� section below.  

b. Sign language interpreters: These professionals may need to be contacted several weeks in advance of the event. Depending on the length of the event, two or more sign language interpreters may be needed. If there is a shortage of local interpreters, event planners can consider providing Video Remote Interpreting (VRI). VRI is a service that connects participants with a sign language interpreter online.

c. Live closed-caption transcription: Communication Access Realtime Translation (CART) is performed by humans who provide a live, word-for-word transcript, converting speech to text (similar to closed captions on a video screen) so that participants can read what is being shared during an event.

d. FM systems for in-person sound quality: An FM (frequency modulated) system is used for helping participants listen in noisy places, such as conference rooms. The microphone/transmitter (worn or held by a presenter) sends the speaker�s voice directly to the participant�s receiver.

e. VIP code reader: An app that serves as a QR and barcode scanner, this was designed to aid people who are blind or have low vision. When opened, it detects any QR code or barcode present in the camera�s field of vision, making a sound to let a user know if the smart device/camera is getting closer to the QR or barcode location to then direct the user to the corresponding webpage.

2) Document Access: Documents are often inaccessible. It is important to follow document accessibility guidelines. Collaborators sharing materials at the career fair should also be made aware of how to make and share accessible documents:

a. Alternative document formats: Alternative formats may include paper or digital documents with enlarged font sizes and alternative font styles. Any graphics or images in event materials should include text descriptions (�alt-text�).

b. Editable documents: Accessible documents are usually editable. This allows the individual to change the document to their needs. If possible, use text documents that allow for editable features. Participants can then type notes, as well as change font sizes, colour, type, text style, and other elements.

3) Physical Location Access:

a. Accessibility is more than a ramp: Make sure that your event is in an accessible space. This includes elements such as ramps, elevator access, and automatic doors as well as braille and tactile signposting, easy to navigate hallways, accessible washrooms, wide doorways, accessible emergency devices (e.g., alarms with flashing lights, accessible help call buttons), and other features.

4) Scheduling Access:

a. Breaks: It is important to provide opportunities for short breaks periodically in the career fair schedule. It may also be beneficial to survey your job seekers and employers to determine what their needs are regarding breaks within the event structure.

5) Trial Run:

a. Pre-test technology: Familiarize yourself with the accessibility features of the technology being used at your event. If running a hybrid event, make sure that your platform has a call-in telephone option, and make participants aware of these options. It is also helpful to share resources or provide pre-event training on the technology in use.

b. Event test run: If possible, conduct a test run of the career fair with organizers and team members on location. This test run could include the earlier discussion on testing technology that will be used during the event, such as speakers, displays, and microphones; ensuring career fair organizers and staff understands the intended traffic flow; and having career fair organizers and staff aware of the career fair agenda. At this test run, conduct an accessibility features check.

6) Follow up-to-date guidance on accessible events: There are many guides that provide detailed information on how to design and implement accessible in-person, virtual, and hybrid events. Some of these guides, such as from the Employer Assistance Resource Network (EARN), provide detailed information on what to do: a) before the event, b) during the event, and c) after the event. Detailed information in these guides covers many practices, such as asking for consent before recording sessions, repeating audience questions, alternatives to raising hands for question-askers, following up with participants after the event about their experience and accessibility, and more. See the resources section of this guide for more information.

Designating Roles for the Career Fair:

1) Event Contacts: Designate a primary point of contact for the event to respond to inquiries. Also, designate a person as the backup point of contact in the event that the primary contact is not available.

2) Accessibility and Accommodation Coordinator: Designate one person or team to coordinate accessibility matters before, during, and after the career fair.

3) Wayfinders: Designate a team or individual to help monitor traffic flow. Wayfinders can further assist individuals who may be lost or want support. Additionally, ensure there is signage posted to aid career fair attendees with understanding which direction (if specified) that they should go, or the locations for various booths and areas (e.g., panel presentations).

4) Assistive Technology Support: Designate at least one person to provide technical support during the event. Make sure the person is familiar with accessibility needs and related technology, such as screen-reader software and live captioning. Ideally, there is a backup person for this role.

5) General Technology Support: Designate at least one person to provide technical support with general event equipment such as FM systems, microphones and lighting.

6) Networking Support: Designate at least one person to support job seekers in their interactions with employers. Support could look like introducing job seekers and employers and asking questions to start conversations. This person can also support job seekers who are feeling overwhelmed. Job seekers could identify beforehand whether they are interested in this type of support.


Resources
Job Seekers
Learning about the self

York University. 2024. "The Who Am I? Self Assessment Game." YorkU Career Centre. (https://careers.yorku.ca/the-who-am-i-self-assessment-game). An interactive game to help players gain insights into career decision making by identifying their desires, interests, abilities, and personality.

Disability disclosure

Government of Alberta. 2024. "When and how to talk about your disability." Alberta Seniors, Community and Social Services. (https://alis.alberta.ca/tools-and-resources/resources-for-people-with-disabilities/when-and-how-to-talk-about-your-disability/). 

Carleton University. 2024. "Disclosing Your Disability." Carleton University Career Services. (https://carleton.ca/career/job-search-support/students-with-disabilities/disclosing-your-disability/).  

Career planning

Government of Canada. 2024. �Skill up today, transform your tomorrow.� Employment and Social Development Canada. (https://www.canada.ca/en/employment-social-development/campaigns/develop-your-skills.html). Available in English / disponible en fran�ais.

Government of Canada. 2024. �Choose a career.� (https://www.jobbank.gc.ca/career-planning). A job bank. Available in English / disponible en fran�ais.

Mentor Canada. 2019. "Tips to consider when having a career conversation." (https://mentorcanada.ca/en/knowledge-hub/resources-handouts). A mentoring sheet with advice oriented to Indigenous identity. 

Open Library. 2021. �Students or job seekers with disabilities.� Chapter 6 in Be the Boss of Your Career: A Complete Guide for Students & Grads by Lindsay Bortot. Ottawa, ON: Algonquin College Employment Support Centre. (https://ecampusontario.pressbooks.pub/bethebossofyourcareer/chapter/students-or-job-seekers-with-disabilities/). A career planning guide for job seekers with disabilities.

Job search

Government of Canada. 2024. �How do I search for jobs.� (https://www.jobbank.gc.ca/findajob/resources/search-for-jobs). Available in English / disponible en fran�ais.

Government of Canada. 2024. �Find a job � Job search advice.� (https://www.jobbank.gc.ca/findajob). A job bank. Available in English / disponible en fran�ais.

Mazzeo, Esme. 2020, June 19. �5 lessons I needed to learn about job searching as a disabled person.� The Muse blog. (https://www.themuse.com/advice/job-search-disabled-confidence-to-begin).

Job readiness

Job Accommodation Network. "Finding a job that is right for you: A practical approach to looking for a job as a person with a disability." Office of Disability Employment Policy (USA). (https://askjan.org/publications/individuals/Finding-a-Job-that-is-Right-for-You.cfm). 

Government of Canada. �Job training initiatives, services and information.� (https://www.canada.ca/en/services/jobs/training/initiatives.html). Available in English / disponible en fran�ais.

Government of Canada. 2024. �Skills for success.� (https://www.canada.ca/en/services/jobs/training/initiatives/skills-success.html). Available in English / disponible en fran�ais.  

Government of Canada. 2023. �Student employment � Service information.� (https://www.canada.ca/en/services/jobs/opportunities/student.html).
Starting webpage for a student employment job search. Available in English / disponible en fran�ais.

Government of Canada. 2023. �Post-secondary co-op /internship program.� (https://www.canada.ca/en/public-service-commission/jobs/services/recruitment/students/coop-internship.html).
Starting point for post-secondary students & graduates interested in gaining employment experience with the Public Service Commission of Canada, an independent federal government agency. Available in English / disponible en fran�ais.

Government of Canada. 2024. "Youth Employment and Skills Strategy." (https://www.canada.ca/en/employment-social-development/programs/youth-employment-strategy.html). Youth Employment and Skills Strategy (YESS) programs for job seekers with disabilities age 15 to 30 years. YESS programs provide: paid in-class training of essential skills; a paid job placement; and a program worker who can find employment opportunities through a network with a wide range of companies. Available in English / disponible en fran�ais.

Youth Employment Services (YES). �Say YES to jobs.� (https://www.yes.on.ca/).
YES connects job seekers and employers to provide employment and mentorship opportunities. YES also offers courses online to provide employment readiness & essential skills training, entrepreneurship, and mental health empowerment training. YES also provides resources to employers.

Lindsay, Joanne Davis. 1997. "Steps to employment: A workbook for people who have experienced mental health problems." Canadian Mental Health Association Social Enterprise. (https://www.mentalhealthworks.ca/wp-content/uploads/2021/12/CMHA_Steps_To_Employment.pdf). This workbook is designed to help job seekers with mental disabilities prepare for employment success.

Government of Canada. "Skilled Trades Awareness and Readiness (STAR) program preparing Canadians for careers in the skilled trades." (https://www.canada.ca/en/employment-social-development/programs/skilled-trades-awareness-readiness.html).

Canadian Council on Rehabilitation and Work (CCRW). 2024. "How to prepare for an interview in 2024: Tips for job seekers with disabilities." (https://ccrw.org/how-to-prepare-for-an-interview-in-2024-tips-for-job-seekers-with-disabilities/). 

Carleton University READ Initiative. 2019. �Job seekers guide for students and graduates with disabilities.� David C. Onley Initiative for Employment & Enterprise Development. (https://carleton.ca/read/wp-content/uploads/DCOI-guidebook-Job-Seekers-Guide-for-Students-and-Graduates-with-Disabilities-ACC.pdf). 

Nadeau, K. G. 2015. �The ADHD guide to career success:
Harness your strengths, Manage your challenges.� McGill University Career Planning Services. (https://www.mcgill.ca/caps/files/caps/guide_adhd-infographic.pdf).

Council of Canadians with Disabilities (CCD). 2024. "Nothing about us without us - Empower U: Learn to access your disability rights." Employment and Social Development Canada. (https://disabilityrightsonline.ca/online-training/). Empower U course modules provide training to increase awareness of how to address disability discrimination using the Accessible Canada Act 
Canadian human rights laws, and the international Convention on the Rights of Persons with Disabilities (CRPD) etc.

Canadian Human Rights Commission. 2023. "Workplace accommodation - A guide for federally regulated employees." (https://www.chrc-ccdp.gc.ca/en/resources/publications/workplace-accommodation-guide). Available in English / disponible en fran�ais. 

Interview preparation

Government of Alberta. 2024. "Job interview tips for people with disabilities."
(https://alis.alberta.ca/tools-and-resources/resources-for-people-with-disabilities/job-interview-tips-for-people-with-disabilities/). 

Government of Alberta. 2024. "How do I best explain my strengths and weaknesses in an interview?" Alberta Seniors, Community and Social Services. (https://alis.alberta.ca/tools-and-resources/questions-and-answers/how-do-i-best-explain-my-strengths-and-weaknesses-in-an-interview/). 

Deaf Action Center. 2017. "Preparing for your interview - How to dress and make a good impression." Betty & Leonard Phillips Deaf Action Center, July 21, 2017. (https://www.youtube.com/watch?v=NftaDypVw6k).

Concordia University Saint Paul.  "Interview tips for neurodivergent job seekers." CUSP Career Hub. (https://careerhub.csp.edu/resources/interview-tips-for-neurodivergent-job-seekers/).

Work experience through mentorships or apprenticeships

Canadian Association for Supported Employment (CASE). 2024. �What is MentorAbility?� (https://www.supportedemployment.ca/initiatives/mentorability/). 
MentorAbility Canada is a national initiative provides in-person and virtual mentoring experiences through a network for job seekers and employers.

Canadian Hard of Hearing Association (CHHA). 2021. "Mentorship program." (https://chha.ca/mentorship-program/).

CNIB. 2024. "Give someone a boost as a mentor." (https://cometowork.ca/find-talent).

Canadian Apprenticeship Forum. "Apprenticeship overview." (https://caf-fca.org/apprenticeship/).
Canadian Apprenticeship Forum is a non-profit organization that connects Canada�s skilled trades apprenticeship community. Participants work collaboratively to support vibrant and innovative apprenticeship systems and policies with a view to developing a highly skilled, inclusive and mobile skilled trades workforce.

Employers
Understanding disability

Government of Canada. 2022. "Update on implementation of �Nothing Without Us�: Accessibility Strategy for the Public Service of Canada (2020)." 
(https://www.canada.ca/en/government/publicservice/wellness-inclusion-diversity-public-service/diversity-inclusion-public-service/accessibility-public-service/accessibility-strategy-public-service-toc/progress-report-implementation-nothing-without-us-2019-20.html). Available in English / disponible en fran�ais.

Centre for Innovation in Campus Mental Health. 2024. "Understanding models of disability." Introduction to Accessibility and Accommodations Toolkit. (https://campusmentalhealth.ca/toolkits/accessibility-and-accommodations/introduction/). A detailed guide for job seekers with disabilities and wanting to develop inclusive events and workplaces. This article describes how perspectives on disability have evolved from a medical model to social model to human model of disability. Available in English / disponible en fran�ais.

Olkin, Rhoda. (2022, March 29). �Conceptualizing disability: Three models of disability.� American Psychological Association. (https://www.apa.org/ed/precollege/psychology-teacher-network/introductory-psychology/disability-models). This paper discusses three models or perspectives of disability.

Cameron, Colin. (2024). �Some things never seem to change: Further towards an affirmation model.� Disability & Society, 7, 1890-1895. (https://doi.org/10.1080/09687599.2023.2295799). This paper provides more detail on the affirmative model of disability, which specifically focuses on how disability experience can be negative, neutral, and positive. 

Praslova, Ludmila. 2024, October 7. "Beyond stigmas and superpowers: A balanced neurodivergence narrative." Specialisterne Canada. (https://ca.specialisterne.com/beyond-stigmas-and-superpowers-a-balanced-neurodivergence-narrative/).

Workplace accommodations

Job Accommodation Network. "Searchable Online Accommodations Resource?(SOAR)." Office of Disability Employment Policy (USA). (https://askjan.org/about-us/index.cfm). 

Ontario Human Rights Commission (OHRC). 2016. �Chapter 8. Duty to accommodate� in Policy on Ableism and Discrimination Based on Disability. ISBN 978-1-4606-8607-2. (https://www3.ohrc.on.ca/en/policy-ableism-and-discrimination-based-disability/8-duty-accommodate). Available in English / disponible en fran�ais.

Other employer resources

Government of New Brunswick. 2014. "Myths about hiring persons with disabilities." (https://www2.gnb.ca/content/dam/gnb/Departments/pcsdp-cpmcph/pdf/brochures/MythBusters.pdf). This resource aims to dispel employer-held misperceptions about hiring people with disabilities.

Mental Health Works. 2024. "How do I hire someone with a mental health problem?" Canadian Mental Health Association - Ontario. (https://www.mentalhealthworks.ca/resource/). Mental Health Works is a social enterprise of the Canadian Mental Health Association dedicated to increasing employment opportunities.

Employer Assistance and Resource Network (EARN) on Disability Inclusion. "Neurodiversity in the workplace." Office of Disability Employment Policy (USA). (https://askearn.org/page/neurodiversity-in-the-workplace). 

Additional Collaborators
Service providers and networks

Canadian Association of Lawyers with Disabilities (CALD). (https://caldacjsh.wordpress.com).

Canadian Association for Supported Employment (CASE). "Creating inclusive workplaces for all." (https://www.supportedemployment.ca/). CASE provides resources and network to bring together job seekers, employers and employment supports service providers.

CNIB. 2024. "Connecting talent to opportunity." (https://cometowork.ca/find-talent). The CNIB connects job seekers, mentors and employers among other activities

Discover Ability Network. 2023. "Connecting progressive employers and diverse talent." (https://discoverability.network/). Discover Ability Network (DAN) is an online portal and resource centre that supports a more inclusive workforce. DAN helps job seekers with disabilities with career planning and find employment opportunities. DAN also helps employers connect with potential job candidates and access training and resources to help foster inclusive and accessible work environments.

Diversity Employment Network. 2021. "About us - We�re helping to build a workforce with a culture of inclusion." 
(https://diversityemployment.ca/about-us/). Diversity Employment Network works with Black, Indigenous, People of Colour (BIPOC) job seekers and organizations to provide a range of supports.

Lime Connect. 2024. "About Lime Connect - A fresh approach." (https://limeconnect.com/about-lime/).
The Lime Network brings together students and professionals with disabilities.

National Educational Association of Disabled Students (NEADS). (www.neads.ca). 
The National Educational Association of Disabled Students is a national consumer run organization dedicated to promoting disability inclusion in both school and employment. 

Ontario Disability Employment Network (ODEN). 2022. "About ODEN - Service overview." (https://www.odenetwork.com/about/about-oden/).  
The Ontario Disability Employment Network (ODEN) is a province-wide professional network that brings together employment service providers, employers, businesses.
Available in English / disponible en fran�ais (https://pprc.ca/fr/). 

Youth Employment Services (YES). �Say YES to jobs.� (https://www.yes.on.ca/).
YES has various resources and connects job seekers and employers to provide employment and mentorship opportunities.

Ready, Willing and Able. 2024. "About RWA - Who we are." (https://readywillingable.ca/job-seekers/). Ready, Willing and Able (RWA) is a national partnership initiative that connects employers with job seekers with an intellectual disability and/or Autism. 

Specialisterne Canada Inc. 2024. "Join our talent pool." (https://ca.specialisterne.com/job-seekers/). Specialisterne works with neurodivergent job seekers and employers.

Chambers of commerce

Canadian Chamber of Commerce. 2024. "Diversity, equity & inclusion." Inclusive Growth Dialogue Series. 
(https://chamber.ca/resources/diversity-inclusion-in-the-workplace/). Available in English / disponible en fran�ais.

Canadian Chamber of Commerce. 2024. "What we heard: �Employment inclusion of people with visible and invisible disabilities.� Inclusive Growth Dialogue Series. (https://chamber.ca/what-we-heard-employment-inclusion-of-people-with-visible-and-invisible-disabilities-inclusive-growth-dialogue/). Available in English / disponible en fran�ais.

Applied research organizations

Carleton University. 2024. "Accessibility Institute." (https://carleton.ca/accessibility-institute/). The Accessibility Institute focuses on accessibility across various disciplines and sectors.

Inclusive Design for Employment Access (IDEA). 2024. "Building workplace capacity to include persons with disabilities." (https://vraie-idea.ca/). IDEA develops resources to advance the capacity of employers and other workplace parties to recruit, hire, onboard, retain, mentor and promote persons with disabilities.

Employer Assistance Resource Network (EARN). 2024. �Advancing workforce diversity � News & events.� (https://askearn.org/). EARN has various resources on disability inclusive workplaces.

Accessible Event Planning

Ministry for Seniors and Accessibility. 2024. �Guide to accessible events.� Ontario Government Publication ISBN 978-1-4868-8235-9. (https://www.publications.gov.on.ca/store/20170501121/Free_Download_Files/301578.pdf). Available in English / disponible en fran�ais.

Ministry for Seniors and Accessibility. 2016. "Planning accessible events so everyone feels welcome." Ontario Government Publication ISBN 978-1-4606-7754-4. (https://www.publications.gov.on.ca/browse-catalogues/accessibility-resources/planning-accessible-events-so-everyone-feels-welcome-020525). Available in English / disponible en fran�ais. 

AccessOntario. 2016. "Guide to accessible festivals & outdoor events." AccessON. (https://accessibilitycanada.ca/wp-content/uploads/2016/06/Festivals-and-Events-Guide-EN.pdf). 

City of Edmonton. 2021. "Guide to planning accessible meetings & events." Accessibility Advisory Committee (City of Edmonton). (https://www.edmonton.ca/sites/default/files/public-files/documents/PDF/GuideToPlanningAccessibleMeetings-Events.pdf). 

Autistic Self Advocacy Network. 2019. "Holding inclusive events: A guide to accessible event planning." Washington, DC: Autistic Self Advocacy Network Resource Library. (https://autisticadvocacy.org/wp-content/uploads/2019/05/Accessible-Event-Planning.pdf). 

Employer Assistance and Resource Network on Disability Inclusion (EARN). 2022. "Planning an accessible career fair/hiring event." Washington, DC: U.S. Department of Labor�s Office of Disability Employment Policy. (https://askearn.org/publication/planning-an-accessible-career-fair-or-hiring-event-checklist).

Accessible Services Canada. 2024. "How to host accessible events.� (https://accessibilitycanada.ca/training/hosting-accessible-events/). 

University of Kansas. 2024. "Best practice guidelines for planning an accessible event." Lawrence, KS: ADA Resource Center for Equity and Accessibility. (https://accessibility.ku.edu/best-practice-guidelines-planning-accessible-event). 

Chow, Rosalind. 2021, June 30. �Don�t just mentor women and people of color. Sponsor them.� Harvard Business Review. (https://hbr.org/2021/06/dont-just-mentor-women-and-people-of-color-sponsor-them). This article discusses the differences between mentorship and sponsorship
Accessible Communication
Interacting with persons with disabilities

Ontario Universities Accessible Campus. 2017. "Understanding accessibility: Interacting with persons with disabilities - Tip sheets." (https://accessiblecampus.ca/reference-library/interacting-persons-disabilities/). Tip sheets on how to respectful interaction.

D�sormeaux-Moreau, Marjorie, Isabelle Courcy et Marilou Charron. 2024. "Faciliter la communication neuromixte en milieu de travail : un guide � l�intention des allistes (non autistes).�� Montr�al, QC: CRISPESH. (https://crispesh.ca/app/uploads/2024/06/Guide_FaciliterCommunicationNeuromixte.pdf). A resource on neuromixed communications. Disponible en fran�ais.

Creating accessible documents & presentations

Government of Canada. 2024. �Accessible PowerPoint presentations in Office 2016.� (https://a11y.canada.ca/en/accessible-powerpoint-presentations-in-office-2016/). Accessible document guidelines. Available in English / disponible en fran�ais.

Government of Canada. 2023. "Annex: Making documents more accessible." Employment and Social Development Canada. (https://www.canada.ca/en/employment-social-development/programs/accessible-canada-regulations-guidance/alternate-formats/making-documents-more-accessible.html). Available in English / disponible en fran�ais.

Carleton University. 2024. �Creating accessible documents.� (https://carleton.ca/webworkshops/accessibility/creating-accessible-documents/). Advice on text order/flow, accessible images, and font selection.

Queen�s University. 2024. �Tutorials.� Accessibility Hub. (https://www.queensu.ca/accessibility/tutorials). Tutorials for creating accessible websites, emails, documents, presentations, virtual meetings, social media, captioned video and in-person meetings.

Partnership on Employment & Accessible Technology (PEAT). "7 steps to make your virtual presentations accessible." Office of Disability Employment Policy (USA). (https://www.peatworks.org/7-steps-to-make-your-virtual-presentations-accessible/). Best practices for accommodation before, during and after a presentation.

Website accessibility

Government of Ontario. 2024. �How to make websites accessible.� Accessible Ontario 2025. (https://www.ontario.ca/page/how-make-websites-accessible). 
Website accessibility. Available in English / disponible en fran�ais.

Deaf and hard of hearing related resources:

Canadian Hearing Society. 2024. "Sign language interpreting services." (https://www.chs.ca/service/chs-interpreting-services). Sign language interpreting services, either in-person or online, that may be pre-booked via this site.

Canadian Hearing Society. 2024. "About CART - Communication Access Realtime Translation (CART)." (https://www.chs.ca/service/cart-communication-access-realtime-translation#).

Ott Palladino, Kirsten. "Hard-of-hearing or deaf guests: 5 tips for inclusivity." aisleplanner.com blog. (https://www.aisleplanner.com/blog/art-events/inclusive-event-planning-hearing-impaired-deaf-people).

Verge, Janine, Dana Song, and Anne Griffin. 2020. "Ten ways to improve hearing access during your next virtual meeting." Canadian Academy of Audiology Report. (https://canadianaudiology.ca/wp-content/uploads/2020/05/CAA-Ten-Ways-to-Improve-Hearing-Access-During-Your-Next-Virtual-Meeting-May-2020-2.pdf).

Accessible Hybrid and Virtual Events

Government of Canada. 2024, March 12. "Best practices for accessible virtual events." Digital Accessibility Toolkits Resource. (https://a11y.canada.ca/en/best-practices-for-accessible-virtual-events/) 

Partnership on Employment & Accessible Technology (PEAT). "Checklist for an accessible virtual meeting & presentation." Office of Disability Employment Policy (USA).
(https://www.peatworks.org/checklist-for-an-accessible-virtual-meeting-presentation/). Accommodation before, during and after a virtual meeting.

Best Practices For Web Conferences & Webinars

Cornell University. 2024. �Accessible meeting and event checklist & resources.� (https://accessibility.cornell.edu/event-planning/accessible-meeting-and-event-checklist/). 

Partnership on Employment & Accessible Technology (PEAT). "How to handle captioning & asl requests for virtual meetings." Office of Disability Employment Policy (USA). (https://www.peatworks.org/how-to-handle-captioning-asl-requests-for-virtual-meetings/). 

Verge, Janine, Dana Song, and Anne Griffin. 2020. "Ten ways to improve hearing access during your next virtual meeting." Canadian Academy of Audiology Report. (https://canadianaudiology.ca/wp-content/uploads/2020/05/CAA-Ten-Ways-to-Improve-Hearing-Access-During-Your-Next-Virtual-Meeting-May-2020-2.pdf).

Plan Do Check Act (PDCA) Cycle

American Society for Quality. 2024. �What is the Plan-Do-Check-Act (PDCA) cycle?� (https://asq.org/quality-resources/pdca-cycle). PDCA is a project planning guide. 

Reverse Career Fairs

American Institute for Research. 2020. "Reverse job fairs: Strategy to a new career path - Strategy guide." (https://www.air.org/sites/default/files/Reverse-Job-Fairs-Strategy-Guide-Sep-2020.pdf).

Disability Employment Initiative. "Iowa - Reverse career fairs: Reaching employers directly." Best Practice Series - Disability and Employment Career Pathways Strategies. (https://d2leuf3vilid4d.cloudfront.net/-/media/98B412A4AC844371AC4E069F3D05597E.ashx?sc_lang=en&rev=9C7DA1FE890F8A990A35FE0AACD03FD6). 

Iowa Vocational Rehabilitation Services. "Organizing a reverse career fair: The �how-to� guide." (https://workforce.iowa.gov/media/1678/download?inline=).

University of Hawai'i. 2020. "What is a virtual reverse career fair?" Hilo, HI: Hawaii Island Chamber of Commerce. (https://www.hicc.biz/wp-content/uploads/2020/10/Preparing-for-the-Virtual-Reverse-Career-Fair-student-guide.pdf).


Sources. Our work builds from academic and non-academic sources. These include peer-reviewed literature, reports, and websites on accessible and inclusive events.

In addition, we draw from interviews that we conducted with 30 key informants on the school-to-work transition and career success. Our key informants include job seekers with disabilities, employees with disabilities, leaders in the non-profit employment service provision sector, post-secondary career services workers, career fair organizers, accessibility experts, applied researchers, and employers.


1 Lean Enterprise Institute. (n.d.) Plan, Do, Check, Act. https://www.lean.org/lexicon-terms/pdca/
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