• Texts are presented in a simple vocabulary.
• Information is represented in a variety of visual, multi-graphic, and auditory formats.
• Pictograms are present in all information.
Public spaces are not noisy because they make it difficult to concentrate and restrict people's ability to distinguish relevant stimuli, making it difficult to process information.

What does mobility need to be accessible?

• Public transport stops and stations are organised to be as understandable as possible for easy and intuitive use.
• Bus and train stations, and other public buildings have low environmental noise and lighting to create pleasant surroundings that ensure the well-being and comfort of those who use them.
• Our signage systems are simple and understandable for guidance, identification and localisation of different public spaces in stations and interchanges.
• Information broadcasts via the public address system on all means of transport is understandable and free of interference.

How are urban spaces designed to be accessible?

• Town planning in streets and parks are designed for easy, intuitive use: large spaces, itineraries indicated on the pavement and on information posts along the main routes.
• Street names, and posters and signs are written for easy reading and ease of understanding, combining text and pictograms.
• Our streets also have elements that facilitate orientation, such as the use of colour, guide strips and reference points.
• All public spaces are large and improve visual control of the surroundings, to give a sense of security and reduce anxiety and stress in people with intellectual disabilities.

How can we make studying accessible?

• Schools teach emotional education.
• Teachers complement their explanations with subtitles and texts written for easy reading which ensures accessibility to all students.
• Teachers have different ways of teaching and presenting activities. They call it /strong> Universal Design for Learning.
• The main entrances have audible warnings to warn that doors are opening.
• Entrances have ramps and itineraries marked on the floor of the playground and corridors in schools.

How can we make culture accessible?

• Cultural programming includes specific sessions which are noise free to enable people to enjoy cultural and leisure events such as amusement parks, without excessive bright lights and noise.
• The cultural programme also includes plays adapted for easy reading.
• Museums include descriptions of exhibits in “easy audio” format, in other words, with easy-to-understand audible explanations providing the available information in easy language.

How can we make carrying out formalities more accessible?

• The main entrance is easily recognisable, either because it is in a contrasting colour or because it is signposted.
• All public buildings have clear, intuitive strong>information and pictograms, to make it easy to understand the layout of the building.
• Public spaces have itineraries marked on the ground to be able to find the different services they offer and to make them as intuitive as possible to find.
• Public areas and shopping centres have well-lit itineraries and secure rest areas.
• Entrances, exits, meeting points, intersections and stairs, and all parts of the building where decisions are made (registers, municipal formalities, etc.) are marked as strategic points.
• Information posters are designed for easy understanding: open hours with supporting pictograms, logo or corporate pictogram on the building, name of the building and use or function (the services offered) etc.