Accessibility Standards
Procedures Manual 214-A
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1.
Community Relations
Director of Education
March 2013
January 2018
General
These procedures outline the process for ensuring that the principles of
accessibility are incorporated, whenever and wherever possible, into the services
and facilities of the Upper Grand District School Board. More specific techniques
for meeting the Board’s obligations under provincial laws and regulations are
included in the UGDSB Accessibility Standards Handbook.
2.
Terms and Definitions
Accessible formats
Alternatives to traditional media that remove or mitigate barriers for persons with
disabilities. One example would be a printed book that is replaced with electronic
text that can be magnified by a person with low vision, or read aloud using
screen reader technology for persons with blindness or a cognitive disability.
Accommodation
The process of reasonable accommodation includes preventing and removing
barriers that impede persons with disabilities from fully participating in the
services of the Board.
Assistive device
Any device used by people with disabilities to help with daily living. Assistive
devices include a range of products such as wheelchairs, walkers, white canes,
oxygen tanks, and electronic communication devices.
Barriers
Barriers to accessibility are anything that prevents a person with a disability from
fully participating in all aspects of the services of the Board. This includes, but is
not limited to, a physical barrier, an architectural barrier, information or
communications barrier, an attitudinal barrier, or a technological barrier.
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Conversion-ready format
Electronic or digital formats that make it easy to convert information into an
accessible format. For example, a Microsoft Word file could be converted into
text-to-speech audio, large print or Braille.
Customer
Any person who uses the goods and services of the Board.
Performance management
Activities related to assessing and improving employee performance, productivity
and effectiveness with the goal of facilitating employee success.
Redeployment
The reassignment of employee to other departments or jobs within the
organization as an alternative to layoff, when a particular job or department has
been eliminated by the organization.
Service animal
Any animal that is being used because of a person’s disability. This is either
readily apparent or is supported by a letter from a medical practitioner. For
students, the Board’s Protocol for Service Dogs for Students with Special Needs
applies.
Support person
Someone who assists or interprets for a person with a disability as he/she
accesses the services of the Board. A support person is distinct from an
employee who supports a student in the system. For students, the Board’s Third
Party Protocol applies.
Third party contractor or service provider
Any person or organization acting on behalf of, or as an agent of the Board.
Some examples of third party contractors include school bus operators, day care
providers or psychologists who are not Board employees. A third party
contractor or service provider may also include a person whose services are
provided free or are being paid for directly by parents or guardians or by others
on behalf of the student’s family. Some examples may include a private
psychologist or speech and language pathologist.
WCAG 2.0
Web Content Accessibility Guidelines (WCAG) are an international set of
guidelines for making content accessible, primarily for persons with disabilities.
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3.
General
3.1
The Board is committed to the continual improvement of accessibility and
the ongoing removal of barriers in order to provide greater equity for all.
3.2
The Accessibility Steering Committee will publish and maintain a multiyear accessibility plan which outlines the Board’s strategy to prevent and
remove barriers to accessibility.
3.2.1
The committee shall establish, review and update the accessibility
plans in consultation with persons with disabilities.
3.2.2
The committee will review and update the plan at least once every
five years, will post the plan on the Board’s website and provide
the report in an accessible format upon request.
3.2.3
The committee will prepare an annual status report on the
progress of measures taken to implement the multi-year plan, will
post the plan on the Board’s website and provide the plan in an
accessible format upon request.
3.3
The Board will review all policies, practices and procedures on an ongoing
basis to ensure that they are consistent with the principles of
independence, dignity, integration and equality of opportunity for all with
particular attention for persons with disabilities.
3.4
The Board will provide appropriate training for all staff, trustees and
volunteers to ensure greater awareness and responsiveness to the needs
of individuals with disabilities.
3.4.1
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Staff will receive training on the following:
•
Ontario Human Rights Code (as it relates to accessibility)
•
Accessibility for Ontarians with Disabilities Act 2005
•
Accessibility Standards for Customer Service
•
Integrated Accessibility Standards
3.4.2
The Board will ensure that third parties who act on behalf of the
Board have received appropriate accessibility training.
3.4.3
When new staff are hired accessibility training will become a
component of their orientation and will be provided within a
reasonable timeframe.
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3.5
The Upper Grand District School Board’s Accessibility Standards
Handbook outlines specific techniques, methods and approaches used by
the Board and its staff to meet obligations under the Accessibility for
Ontarians with Disabilities Act 2005 (AODA) and associated regulations.
3.6
The Board will ensure that its policies and procedures are made available,
upon request, in a format that takes into account a person’s disability.
3.7
All principals, managers and supervisors will consider accessibility
features when procuring or acquiring goods, services or facilities, except
where it is not practicable to do so.
3.7.1 Accessibility will be a criterion in the procurement process,
requiring third party providers to provide goods and services that
are compliant with AODA regulations.
3.7.2 The Board will take reasonable measures to assess the degree to
which products and services meet accessibility standards.
3.7.3 If it is not practicable to incorporate accessibility criteria and
features, upon request the Board will provide an explanation to a
person with a disability who is a consumer or user of the product,
service or facility.
4.
3.8
In planning any excursion off school property, principals and teachers will
consider the accessibility needs of all participants, including students,
staff, and parent volunteers, except where it is not practicable to do so.
3.9
The Board will have a process for receiving and responding to feedback
about the accessibility of our goods, services, and facilties. The feedback
process will be readily available to the public, and use a variety of
methods, accessible formats and communication supports.
Customer Service
4.1
The Board is committed to providing goods and services in a way that is
accessible to all customers.
4.2
Schools, offices and facilities will welcome all members of the school and
broader community by committing our staff and volunteers to providing
services that respect the independence and dignity of persons with
disabilities. Such services are to incorporate measures that include but
are not limited to the use of assistive devices and service animals. Access
is restricted to those areas that are typically open to the public or
members of a school community.
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4.3
5.
Schools, offices and facilities will post a disruption of service notice at the
site and on the school or Board website when services that are normally
provided to a person with a disability are temporarily unavailable. Notice of
the disruption must include information about the reason for the disruption,
its anticipated duration, and a description of alternative facilities or
services (if any). Some examples of services used by persons with
disabilities include elevators, automatic door openers, accessible
washrooms and amplification systems.
Information and Communications
5.1
Upon request, emergency procedures, plans or safety information that is
shared with the community or visitors will be provided in an accessible
format or with appropriate communication supports.
5.2
If notification of need is given, the Board will provide students with
disabilities, who are enrolled in a program or course, educational
resources or materials in an accessible format that takes into account the
accessibility need.
5.2.1
The Board may choose to procure or acquire by other means
educational resources in an accessible format.
5.2.2
If there is a cost, it will be no more than that charged to other
persons.
5.2.3
If an educational resource in an accessible format cannot be
procured or converted, the Board may opt to provide a
comparable resource in a format that meets the needs of the
person with a disability.
5.3
If notification of need is given, the Board will provide student records and
information on program requirements, availability and descriptions in an
accessible format to persons with disabilities.
5.4
The Board will provide educators with accessibility awareness training
related to accessible program or course delivery and instruction.
5.5
By January 1, 2014 all new websites and web content on those sites will
conform with WCAG 2.0 Level A.
5.5.1
March 2013
All websites, blogs, or web applications that have the purpose of
communicating or interacting with parents, students or the
community are subject to this requirement, including sites that
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are open to anyone on the internet, and those that may require
user verification through log-in or other means.
5.6
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5.5.2
This section does not apply to third-party sites, services,
software or hosts over which the Board has no direct control or
where it is not practicable to implement WCAG 2.0 Level A
guidelines. If it is necessary to use third-party services or
products that do not meet accessibility guidelines, the Board will,
upon request, provide an explanation, and consult with the
person with a disability to provide the web content in an
alternative accessible format.
5.5.3
Web content includes, but is not limited to, all text, images, audio
and video that is static or generated dynamically. It includes
content that may have been designed for another medium, such
as print, but it is subsequently published online.
5.5.4
It is the responsibility of all staff who participate in the creation of
a website or web content to be aware of WCAG 2.0 Level A
guidelines and to implement those standards as required.
5.5.5
It is the responsibility of the Board to provide training
opportunities or other resources to enable staff who create
websites or web content to meet WCAG 2.0 Level A guidelines.
5.5.6
By January 1, 2021 all websites and web content will conform
with WCAG 2.0 Level AA. Content published prior to January 1,
2012 is exempt from meeting WCAG 2.0 Level AA guidelines.
By January 1, 2015, schools, offices and facilities will provide accessible
formats and communications support to persons with disabilities when
requested to do so, for documents or other communications that are made
available to the public or to which the requester is entitled to receive.
Some examples include the minutes of a regular session of a board
meeting, a school newsletter, a letter from the principal, or a parentteacher interview.
5.6.1
The accessible format or communication support will be provided
in a timely manner.
5.6.2
The accessible format or communication support will take into
account the person’s accessibility needs.
5.6.3
If there is a cost, it will be no more than that charged to other
persons.
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5.6.4
5.7
By January 1, 2015 all libraries in schools and offices will provide, procure
or acquire by other means an accessible or conversion ready format of
print resources or materials for a person with a disability, upon request.
5.7.1
5.8
6.
Staff will consult with the person making the request in
determining the suitably of the accessible format or
communication support.
Special collections, archival materials, rare books and donations
are exempt.
By January 1, 2020 all libraries in schools and offices will provide, procure
or acquire by other means an accessible format of digital or multimedia
resources or materials for a person with a disability, upon request.
Employment
With the exception of procedure 6.1, which is currently in force, the Board will
ensure that the procedures in this section are in place by January 2014.
Supervisory Officers, Principals, Managers and other staff who have
responsibility for hiring and employee selection will ensure that the provisions in
this procedure are implemented.
6.1
At the first staff meeting of the new school year, or on the first day or work
at a school or site, Supervisory Officers, Principals and Managers will
advise employees of the availability of Emergency Response / Individual
Plans (ERIP).
6.1.1
If an employee with a disability requests an ERIP by completing
the appropriate form, the Supervisory Officer, Principal or
Manager will work with the employee and the Disability Manager
to create the ERIP.
6.1.2
An employee who has an ERIP will immediately notify his or her
Supervisory Officer, Principal or Manager if the ERIP requires
modification.
6.1.3
The ERIP will be reviewed and updated at least annually, and
immediately if changes to the worksite or the employee’s
activities change and affect the suitability of the plan.
6.2
The Human Resources department of the Board will notify employees and
the public regarding the availability of accommodations for applicants with
disabilities in its recruitment processes.
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6.3
6.2.1
The Human Resources department will notify individual job
applicants, when selected to participate in the selection process,
that accommodations are available upon request in relation to
the materials and/or processes to be used.
6.2.2
The Human Resources department will consult with applicants
and arrange accommodation in a way that takes into account
accessibility needs relating to an individual’s disability.
6.2.3
The Human Resources department will advise successful
applicants of the boards’ policies for accommodating employees
with disabilities.
The Human Resources department will inform employees of policies used
to support employees with disabilities including, but not limited to, job
accommodations.
6.3.1
Information will be provided to new employees as soon as
practicable after hiring. Updated information will be provided to
employees when there are changes to existing policies.
6.4
Where an employee with a disability requests it, the Human Resources
department will consult with employees and provide or arrange for
accessible formats and communication supports for information needed to
perform the employee’s job, and for information generally available to
employees in the workplace. The Human Resources department will
consult with employees regarding the suitability of accessible formats
and/or communication supports.
6.5
The Disability Manager will develop a written process for developing
documented individual accommodation plans for employees with
disabilities. The process will include:
March 2013
•
Manner for employees to participate
•
Means of individual assessment
•
Manner for employer requesting outside medical evaluation
•
Manner for employee to have union or other representation
•
Steps to protect privacy
•
Frequency of review and the manner in which it will be done
•
If plan is denied, the manner in which the reasons for denial will
be provided
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•
Means for providing plan in accessible format
The plan will include, if requested:
6.6
7.
•
Information regarding accessible formats and communication
supports
•
Individualized workplace emergency response information
•
Identify any other accommodation to be provided
The Disability Manager will put into place a return to work (RTW) process
for employees absent due to disability and who require accommodation
upon return to work.
6.6.1
Documentation will be provided outlining the steps the employer
will take to facilitate the RTW and use documented individual
accommodation plans as previously described.
6.6.2
The return to work process referenced in this section does not
replace RTW processes under any other statute.
6.7
The Human Resources department will take into account accessibility
needs and individual accommodation plans when using its performance
management process.
6.8
If career development/advancement is provided the Human Resources
department will take into account accessibility needs and individual
accommodation plans.
6.9
The Human Resources department will take into account accessibility
needs and individual accommodation plans in the redeployment process.
Transportation
The Board will ensure that the provisions of this section are in place by January,
2014.
7.1
The Superintendent of Program Services and the General Manager of
Service de transport de Wellington-Dufferin Student Transportation
Services (STWDSTS) will ensure that the transportation procedures
outlined in this policy are implemented.
7.2
The school Principal, in consultation with the Special Education
Department and parents or guardians, will annually identify students with
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disabilities who require specific transportation services. This will occur
prior to the start of each school year wherever possible.
7.3
Following consultation with parents or guardians, the Principal will work
with STWDSTS to develop an individual student transportation plan for
each student with a disability who requires specific transportation services.
7.3.1
An individual transportation plan will include: details of the
student’s assistance needs with respect to transportation to and
from school; and provisions for the boarding, securement and
deboarding of the student as applicable.
7.3.2
STWDSTS will identify and communicate responsibilities with
regard to the implementation of the individual school
transportation plan to the following:
7.3.3
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•
the transportation provider
•
the driver of the vehicle
The Principal will identify and communicate responsibilities with
regard to the implementation of the individual school
transportation plan to the following:
•
the parents or guardians of the student with a disability
•
the student with a disability
•
the appropriate members of the school staff (e.g.
principal, teacher, educational assistant)
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