Towards a More Inclusive
Library
Complying with the AODA
Customer Service Standard
Level II Sessions
Annie Bélanger
Janet Wason
May 2010
Why?
• The Standard
permeates every
aspect of our
public-facing work.
• Understand the AODA
Customer Service
Standard.
– Accessibility vs.
Accommodation
– Our obligations
– Our commitment
• It’s everyone’s
responsibility.
Overview
• Full Participation Video
• Q&A About the Modules
• Increasing Accessibility Everyday
– Tips for Daily Interactions
• Sustainability & Ongoing Compliance
– What the University and the Library are Doing
• Tools & Resources
Full Participation
The Vision
• Ontario has a vision of achieving universal
accessibility by 2025.
• What could this look like?
– A video:
• http://www.youtube.com/watch?v=zWzUF293uX0
• What caught your attention?
Modules Q&A
• Did you have questions about the Modules?
• Anything you’d like to know more about?
• What did you take away?
One example?
With thanks to Accessibility at Western!
(http://accessibility.uwo.ca/AODA/resources.htm)
INCREASING
ACCESSIBILITY
EVERY DAY
Demographics of Students with
Disabilities
• Types of student disabilities, uWaterloo
• 1350 students self-identified with:
–
–
–
–
–
–
–
–
Learning Disabilities
Chronic Medical
Psychiatric
Mobility
ADHD
Low Vision/Blind
Deaf/hard of hearing
Acquired Brain Injury
463
283
249
196
85
35
32
5
Print Disabilities
• Prevent people from reading standard print
[or standard electronic text].
• Can be due to a visual, perceptual or physical
disability.
– E.g., vision impairment, a learning disability or a
disability that prevents the physical holding of a book.
• For full access, ensure the provision of:
– Publications in multiple formats, such as Braille,
audio, large print and electronic text.
– Assistive technology.
From: Library and Archives
Canada: Initiative for
Equitable Library Access
Shift in Approach
Accommodation
• Disability or problem is
with the person
• Reactive
• Individualized solution
• Address barriers once a
complaint is made
Accessibility
• Problem is with the
environment
• Proactive
• Integrate accessibility in
planning
– Plan to prevent barriers
• Universal design
Note: The duty to
accommodate continues!
Daily Commitment
• Every interaction is an opportunity for
accessible service.
– Model best practices for interacting and
communicating with persons with disabilities.
– Proactively identify and report barriers.
– Know what to do when someone
encounters a barrier in your
department.
– Inform people about feedback
process.
Four Principles
• DIGNITY
– Self-respect, respect of others
• INDEPENDENCE
– Do things without unnecessary help from others
• INTEGRATION
– Same service, same way
• EQUALITY OF OPPORTUNITY
– Same options, chances, and benefits
TIPS FOR
DAILY
INTERACTIONS
Communication PACT
Pay calm, individual attention to the other
person
Ask “How may I help?” to meet needs
Communicate clearly, patiently
Treat the other person with respect, as a
unique individual
What are some communication
tips from the modules?
This person can’t figure out what
the customer is saying.
Tip: Keep pen and paper handy and
offer it to the person.
Increasing Independence:
Assistive Devices
•
An extension of a
person’s capabilities
•
Increase
independence
Tip: “Please don’t lean over, touch, or move my
Assistive Device; it’s an extension of me.”
Tip: Get eye to eye; avoid neck strain.
Maintaining Dignity
• Allow service animals.
• Types of service animals:
–
–
–
–
–
Guide dog
Hearing or signal
Mobility assistance
Seizure response
Therapeutic assistance
Tip: Working Dog - do not pet or distract.
Tip: Pay attention to the owner.
Maintaining Dignity:
Support Persons
•Welcome support
persons.
•Support persons:
•Guides
•Interpreters
•Note-takers,
scribes, readers
•Personal care
Tip: “Talk to me,
not to my support person.”
Interpreter
Service and Invisible Disabilities
Universal and inclusive service approach to all
users is key.
• Scenario:
– A student has left their term paper to the last minute.
– She approaches the service desk appearing somewhat
overwhelmed and makes several attempts to explain her needs.
– At your suggestion to write the information down, she tells you
that she didn’t bring paper and otherwise appears unprepared.
– She may seem impatient and quick to become frustrated.
• Note that these behaviours may indicate a neurological
disorder.
– It may not be a reflection of a personality style or of your
efficiency.
Great Service: How may I help?
Let’s take a look at what the Library and the University
are doing to comply with the Standard and to ensure it
is sustainable.
SUSTAINABILITY
Your Role
Your Role
• Applying the 4 principles
to daily services
provision.
• Meeting your Daily
Commitment.
• Ensuring your
Communication PACT.
How Library Services for Persons
with Disabilities can help?
• Helps fulfill the duty to
accommodate.
• Ensures the provision of
assistive learning tools.
• Provides support for
students and Library staff.
• Liaisons with OPD for
provision of:
–
–
–
–
Assistive devices as required.
Specialized library services.
Alternate formats.
Additional support for
students.
Ongoing Compliance
What the University is Doing…
• The University has created policy
statements to comply with the AODA.
• The University is offering training using
the COU modules.
• More information available on the
homepage of the Office for Persons
with Disabilities.
– http://www.adm.uwaterloo.ca/infosa/disabiliti
es/
What is the Library Doing?
• Training of all staff
– 3 levels of training
• AODA Policy Working Group
• Library Services for Persons with
Disabilities
• Planning for universal access in new
projects (e.g. Porter signage)
AODA Policy Working Group
• Cross-departmental working group to:
– Create a framework for guideline
development.
– Coordinate the creation/revision of
library-wide policies/guidelines, practices and
procedures needed for compliance.
• The working group will be reporting to
Lib Exec and the Library Managers group.
Goals of the AODA Policy
Working Group
• Assess existing guidelines, practices and
procedures as relating to compliance.
• Establish needed guidelines, practices and
procedures for compliance.
• Create a framework for guideline
development.
– Provide guidance and support for departmental
level guidelines.
– Create library-level guidelines.
• Prepare staff sessions to present
new/updated guidelines.
Who’s Who?
• Administrative Sponsor: Sharon Lamont
• Members:
– Chair: Annie Bélanger
– Library Services for Persons with Disabilities:
Janet Wason
– Circulation: Wish Leonard, Alex McCulloch
– Communications: Mary Stanley
– Facilities: Eric Boyd
– ISR: Jennifer Haas
– Small Department Representative:
Kathy MacDonald
– Systems: Carl Nagel
Towards Compliance
Areas of Focus
•
•
•
•
•
•
Communication Expectations
Feedback Process
Reporting of Barriers
Service Disruption Notices
Service Philosophy
Staff Training
TOOLS &
RESOURCES
Compliance Tools
• Guide to the Accessibility Standards for
Customer Service
– http://209.167.40.96/page.asp?unit=custserv-reg&doc=guide&lang=en
• Compliance Manual: Accessibility
Standards for Customer Service
– http://209.167.40.96/page.asp?unit=custserv-reg&doc=workbook&lang=en
Resources
• Guide to planning accessible meetings
– http://www.hrsdc.gc.ca/eng/disability_issues/doc/gpim
/page08.shtml
• Office for Persons with Disabilities
– http://www.studentservices.uwaterloo.ca/disabilities/
• Disability Awareness Kit – State Library of Victoria,
Australia
– http://www.openroad.net.au/access/dakit/welcome.ht
m
• ARCH Disability Law Center—“Interacting with
Persons who Have a Disability”
– http://www.archdisabilitylaw.ca/sites/all/files/Interactin
g_FactSheet_Dec07.pdf
Readings
• Canadian Library Association: Canadian
Guidelines on Library and Information
Services for People with Disabilities
– http://www.cla.ca/Content/NavigationMenu/R
esources/PositionStatements/Canadian_Guidel
ines_1.htm
• American Library Association: Library
Services for People with Disabilities Policy
– http://www.ala.org/ala/mgrps/divs/ascla/ascla
issues/libraryservices.cfm
SITUATIONS &
RESPONSES
Situation
• Some disabilities may affect social skills.
• Medication may slow an individual’s speech
or reactions; a lack of response does not
mean the person is being rude.
• Symptoms of various disabilities may become
more apparent or aggravated with fatigue or
stress.
Response
• Focus on the overall goal of the
conversation, rather than on the person’s
behaviour.
• Accept the fact that some tasks may take
longer—such as finding a book, using the
computer or reading instructions.
Situation/Response
• People with learning disabilities sometimes
rely on visual aids, so be concrete and
give examples.
• Use different cues to explain a process.
– E.g. Point to a link on a web page and
describe its position: ‘top-right corner’.
• When giving directions, ask ‘do you like
maps?’
Situation/Response
• If a person tells you about his or her
disability, politely ask them for guidance
on how they best learn/understand
information.
• Don’t assume that a person has
understood (or failed to understand) you.
– Ask whether you have provided sufficient
information.
– Clarify by summarizing the information.
Situation/Response
• If someone seems upset, ask calmly if
there is anything you can do to help.
– If they say no, respect their wishes if they are
not being disruptive.
• If you are in a public area with many
distractions, ask the person if they would
prefer moving to a quieter location.