(1) Communication Action Measure Intended Outcome Performance Indicator and Timescale and Target Ownership Work with disabled Disabled people are To develop and use checklist Engagement & people and other portrayed in a positive for authors. Communication stakeholders including manner. Committee with voluntary and support from professional Business organisations to Services consider the diversity of Organisation’s images used and (BSO) Equality potential for portraying Unit wider range of Year 2 individuals when developing information materials including websites Relevant Duty: Promote positive attitudes towards disabled people. What we did over the last year We produced guidance on how to portray people who have a disability in a positive way. It is for our staff who produce documents that get published. It is also for staff who put together websites. We spoke to disability groups to find out what they think about the guidance. We also wanted to know if there were other important things we should include in the document. We then added these in. We also produced a checklist for staff who create documents and staff who put together websites. This is
(1) Communication Action Measure Intended Outcome Performance Indicator and Target Timescale and Ownership Work with disabled people and other stakeholders including voluntary and professional organisations to consider the diversity of images used and potential for portraying wider range of individuals when developing information materials including websites Disabled people are portrayed in a positive manner. To develop and use checklist for authors. Engagement & Communication Committee with support from Business Services Organisation’s (BSO) Equality Unit Year 2 Relevant Duty: Promote positive attitudes towards disabled people. What we did over the last year We produced guidance on how to portray people who have a disability in a positive way. It is for our staff who produce documents that get published. It is also for staff who put together websites. We spoke to disability groups to find out what they think about the guidance. We also wanted to know if there were other important things we should include in the document. We then added these in. We also produced a checklist for staff who create documents and staff who put together websites. This is
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