2007-2008 ACCESSIBILITY PLAN
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Prepared by:
Jeanette Parsons, M.Sc.
Program Coordinator (AODA/FCP)
Office of the University Advisor on Equity
November 30, 2007
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CONTENTS
Executive Summary ................................................................................................................................................................................ 4
Accessibility Priorities for 2007 – 2008 ......................................................................................................................................... 5
Introduction ............................................................................................................................................................................................... 6
Accessibility Highlights - 2006-2007 ............................................................................................................................................... 6
Training .............................................................................................................................................................................................. 6
A face of Queen’s ............................................................................................................................................................................. 6
New Buildings, old buildings and streets ............................................................................................................................. 6
A Student Community Centre .................................................................................................................................................... 7
Exams .................................................................................................................................................................................................. 7
Academic Review............................................................................................................................................................................ 7
Assistive Listening Devices ........................................................................................................................................................ 7
Queen’s students care about accessibility ..................................................................................................................................... 7
Changing Landscape ............................................................................................................................................................................... 8
Customer Service Regulations .................................................................................................................................................. 8
Accessibility Plan: 2007-2008 ........................................................................................................................................................... 9
Attitudes & Beliefs ...................................................................................................................................................................... 10
Natural & Built Environment.................................................................................................................................................. 13
Services, Systems & Policies ................................................................................................................................................... 16
Relationships & Supports......................................................................................................................................................... 20
Products & Technology ............................................................................................................................................................. 21
Listing of Goal Changes ....................................................................................................................................................................... 24
Queen’s Accessibility Committee.................................................................................................................................................... 26
Queen’s Accessibility Committee Membership............................................................................................................... 27
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EXECUTIVE SUMMARY
As indicated in its strategic plan, “Engaging the World”, Queen’s University is committed to improving
accessibility so that persons with disabilities can fully participate in the life and work of the University. This
commitment is evident in its good faith efforts to comply with provincial accessibility legislation. The
present Accessibility Plan (a report required by the Ontarians with Disabilities Act, 2001 which sets out
accessibility objectives for each academic year) provides a summary of the University’s notable
achievements in advancing accessibility in the 2006-2007 academic year, describes changes in the political
and legal landscape that will impact accessibility planning in the next few years and highlights a set of
fourteen priorities for 2007-2008 academic year.
Some notable accessibility advancements in 2006-2007 include the completion, in the heart of the student
village, of an accessible student community centre where programming will include accessibility
considerations; the purchase and installation of assistive listening devices in five auditoriums and
classrooms which will make many events and classes accessible to individuals who are hard of hearing; and a
significant increase in the number of requests for and delivery of training to various units and groups about
accessibility and accommodation issues.
These achievements mark the good faith efforts by the University to comply with legal obligations set forth
by the previous accessibility legislation, Ontarians with Disabilities Act, 2001 and more recently, the
Accessibility for Ontarians with Disabilities Act, 2005. Indeed, the political and legal landscape of accessibility
issues in Canada is presently in a period of transition. Whereas the ODA required universities and other
obligated organizations to identify and plan for the removal of barriers, the AODA sets the stage for
establishing minimum accessibility standards through a series of regulations that will apply to all private and
public organizations.
The first set of regulations, which pertains to customer service practices, comes into effect on January 1,
2008. These regulations will have significant implications for Queen’s University. Briefly, every person who
acts on behalf of the University, including staff, faculty, student leaders, volunteers and senior management
will be required to receive special training on how to interact successfully and respectfully with persons with
disabilities. All policies and procedures will have to be analyzed using an accessibility lens to ensure that
they carry no unfair disadvantage for persons with disabilities. The University will also be required to
develop, and inform community members about, a feedback process so that people with disabilities can
easily convey their concerns and be informed of steps the University will take to address these concerns.
The University will be required to certify that it is in compliance with these regulations in an annual report.
Principal Hitchcock, recognizing that much work is to be done before the first report is due on January 1,
2010, has established a working group to be chaired by Vice Principal Roderick Morrison. This working
group has been given the mandate to assess the application scope of the new regulations and to develop a set
of action plans to ensure compliance is achieved.
While we work towards compliance with the new regulations, efforts to remove identified barriers will
continue. To ensure that energies and resources are strategically channeled, this year’s plan identifies
fourteen areas for priority attention in 2007-2008. The Queen’s Accessibility Committee (the body
responsible for advising the University on matters concerning accessibility) has established a series of
working groups which will oversee the creation of a series of initiatives to address these priorities.
Queen’s University acknowledges that advancing accessibility is critically important as it strives to enhance
diversity of its community by attracting and retaining the best qualified people with disabilities. This
Accessibility Plan reflects our commitment to creating an environment that enables the University to tap into
an important source of skills, talents and qualifications that is found in the disability community while at the
same time conveying a welcoming atmosphere for persons with disabilities.
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ACCESSIBILITY PRIORITIES FOR 2007 – 2008
The selection of these items as priorities was informed by the review of all previous accessibility plans, by
the number of concerns conveyed to the Office of the University Advisor on Equity on this issues and the
recognition that movement on these items in particular is necessary before other accessibility concerns can
be addressed.
1. Improve accessibility of Orientation week
2. Increase information and awareness of mental health issues
3. Improve the number and quality of images of people with disabilities in materials
and information about Queen’s University
4. Develop and issue an accessibility award
5. Re-evaluate policies, practices and procedures with regard to planning for
accessibility in upgrades and changes to any physical part of the Campus
6. Complete the integration of an accessibility lens into the Campus Safety Audit
7. Re-examine elevator maintenance practices and procedures to ensure accessibility
needs are given full consideration
8. Enhance policies and procedures with respect to accommodating employees with
disabilities
9. Review and update Policy Statement concerning students with disabilities
10. Ensure the Internal Academic Review (IAR) process includes accessibility
considerations
11. Develop mechanisms to help ensure events planned at Queen’s University account
for accessibility needs
12. Develop policies, procedures and supports designed to improve the accessibility of
websites at Queen’s
13. Enhance the ease of locating websites that relay information for people with
disabilities
14. Improve coordination of assistive listening devices (ALD’s) for on-campus services
and events
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INTRODUCTION
The advancement of accessibility for people with disabilities continues to gain importance for many
members of the Queen’s community, including members of executive management team, faculties and
departments, support units and student services. In its strategic plan, Engaging the World, Queen’s
University committed to achieving a barrier-free environment that will provide for the full participation of
people with disabilities in the life and work of the University. And, the growing list of accessibility
achievements at Queen’s demonstrates that removing and preventing barriers to people with disabilities is a
priority.
ACCESSIBILITY HIGHLIGHTS - 2006-2007
TRAINING
Various offices at Queen’s received numerous requests for information and training about disability,
accessibility and accommodation issues. Request were received from Residence Dons, Campus Tour Guides,
Teaching Assistants, Department Heads, members of CUPE locals, program planners in the Centre for
Teaching and Learning and the AMS Campus Activities Commission, to name a few.
A FACE OF QUEEN’S
A project jointly sponsored by Accessibility Queen’s and the Office of the University Advisor on Equity to
create a bank of images of people with disabilities at Queen’s University received positive response with 10
students and six faculty/staff members volunteering to have their pictures taken. These images will be made
available to units throughout the University so that promotional and publication material includes people
with disabilities. The project also intends to provide people with disabilities with equal opportunities to
become “the face of Queen’s”.
NEW BUILDINGS, OLD BUILDINGS AND STREETS
Queen’s is currently undergoing new project construction and major renovations on a scale that is
unprecedented in the University’s history. All of these buildings and renovations have incorporated
accessible design features, including Richardson Hall, the Queen’s Centre, Tindale Field/Parking Garage and
the revitalization of University Avenue.
Richardson Hall, where members of the senior administration will be housed and which is slated for
completion in September 2008, will include an accessible front entrance, elevator access to all levels,
accessible washrooms on each floor, enhanced audio-video technology and improved signage.
The completion of the revitalization of University Avenue will result in improved front entrances to many
buildings along the street, wider sidewalks, middle-of-the-street curb cuts that will reduce travel distances,
improvements to elevation changes, better street lighting and improved visual contrasting markers as well
as enhanced landscaping which will reduce unnecessary obstacles.
The construction of an underground parking garage and an adjacent sports field will provide for up to eight
accessible parking spots (four on each level), all located within short travel distances to the accessible
elevators. The project includes pickup and drop-off areas adjacent to Mackintosh-Corry Hall specifically to
enhance accessibility by reducing travel distances and an elevation reduction to one of the existing
accessible ramps.
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The many accessibility features incorporated in the architectural plans for the Queen’s Centre have been
enumerated in previous plans but it is worth noting here that accessibility remains one of the three defining
priorities for this project.
A STUDENT COMMUNITY CENTRE
A new Student Community Centre opened in August 2007 on Aberdeen Street. The building includes an
accessible ramped entrance, an accessible washroom and improved lighting. The Centre Coordinator sought
suggestions from the Accessibility Coordinator with regard to the purchase and placement of furnishings and
allocation of office space to achieve maximum accessibility.
EXAMS
The Vice Principal, Academic communicated with all Deans in January 2007 asking them to remind faculty of
the negative effects that heavily weighted final exams can have for students with disabilities.
ACADEMIC REVIEW
The Internal Academic Review Process was thoroughly examined by the Office of the University Advisor on
Equity in the summer and fall of 2007 and numerous suggestions specific to accessibility were
communicated to the Vice Principal, Academic. Vice Principal Deane is committed to ensuring accessibility is
given appropriate consideration in the process and the review continues to this end. In addition, the
Director for the Centre for Teaching and Learning is also committed to ensuring an accessibility presence on
working groups formed to examine the IAR in conjunction with the new provincial Undergraduate Degree
Level Expectations process.
ASSISTIVE LISTENING DEVICES
The Queen’s Technology Sponsorship Fund awarded $12 000 for the purchase and installation of assistive
listening systems for people who are hard of hearing in five major lecture halls and classrooms throughout
the Campus.
QUEEN’S STUDENTS CARE ABOUT ACCESSIBILITY
Each undergraduate and graduate student contributes $4 every year towards the enhancement of the nonacademic experience of students with disabilities at Queen’s University. These funds have made a
remarkable difference in advancing accessibility throughout the Campus and in many ways have made it
possible for students with disabilities to participate more fully in the University community. Examples of
projects funded by the Student accessibility fund in the past few years include:
improving accessibility to washrooms in the John Deutsch University Centre
purchasing and installing adaptive computer technology for the John Deutsch University Centre
contributing to the completion of an accessible exam centre
creating an “Unlock the Books” Campaign, an initiative designed to increase awareness about print
disabilities and the need for information, communication and instructional materials to be made
available in alternative-to-print formats
 contributing to the purchase of adaptive computer technology for use in library computer labs
 creating the Accessibility Queen’s Scholarship Endowment Fund
 creating a bank of professionally-produced images of people with disabilities at Queen’s
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CHANGING LANDSCAPE
The strengthening of commitment to enhancing accessibility and the ongoing identification and removal of
barriers at Queen’s coincides with important changes in the political and legal landscape for people with
disabilities. Some of these changes come from the unanimous passage of the Accessibility for Ontarians with
Disabilities Act (AODA) in 2005 that, unlike its predecessor (ODA), requires the development and
implementation of new accessibility regulations which will contribute to achieving a fully accessible Ontario
by 2025. The AODA replaces the previous legislation, Ontarians with Disabilities Act, 2001, which will be
gradually repealed as the regulations under the AODA come into force.
CUSTOMER SERVICE REGULATIONS
The first of these regulations, Customer Service, was approved by the Ministry of Community and Social
Services on July 31, 2007 and will come into force on January 1, 2008. They will have four significant
implications for the University. The first pertains to mandatory training for all members of the Queen’s
community who deal with the public on behalf of the University. This means that all staff, faculty and
student leaders will be required to be trained in how to interact respectfully and successfully with persons
with disabilities. The second implication involves a systematic review of all existing policies, procedures
and practices to ensure that they do not contain barriers to people with disabilities. The University will be
required to create and promote a feedback mechanism for addressing accessibility concerns as well as a
system for communicating temporary service disruptions. Finally, the University will be required to certify
in an annual report, starting in January 2010, that it is in compliance with the regulations.
The Vice Principal of Human Resources has agreed to take the lead in responding to the requirements set out
in the Customer Service regulations. He will chair a working group that will be given a mandate to develop
and oversee the implementation of action plans. These action plans will respond to specific elements of the
regulations such as developing a communication plan, creating and delivering training as well as developing
procedures for policy review.
During this transition from the legislative requirements set forth by the Ontarians with Disabilities Act to the
Accessibility for Ontarians with Disabilities Act, Queen’s University is required to continue reporting on the
goals identified in its previous Accessibility Plans. However, the Ministry is allowing the preparatory
responses to the new regulations to subsume elements of the original plans to avoid duplication and overlap.
This year’s Accessibility Plan, the first to be prepared during this transitional period, will reflect this
approach.
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ACCESSIBILITY PLAN: 2007-2008
The tables on the following pages lists barriers identified at Queen’s University since 2003; provides an
update on progress made in addressing these barriers over the past year and enumerates action items for
the coming year.
The first line of each table states the goal. The three columns that immediately following indicate the offices,
individuals or groups that have specific responsibility for advancing the goal, what steps were taken in 20062007 and action items for 2007-2008.
Some goals from previous plans have been removed from the present plan in preparation for the new
Customer Service Regulations. Changes have been made to other goals due to a reorganization of the plan,
such as combining goals or removing them following appropriate assessment. This was done to enable the
Queen’s Accessibility Committee to better communicate with the University about the goals and to ensure
attention and energies are focused where they should in terms of priority setting. A listing of the goals that
were changed in this process is provided on page 25.
Like all previous Accessibility Plans prepared for the University, this one will employ the categorization of
barriers as contained in the International Classification of Function, Health and Disability, (ICFHD) published
by the World Health Organization. This classification system is based on the principal that disability does
not reside as much in the individual person as in how the world is designed based on assumptions about
how people must perform tasks such as entering buildings, using text material or obtaining information.
This system takes the focus away from people with disabilities and places it on the environment where any
barriers that exist prevent participation. The ICFHD provides a mechanism for accessibility planning that
helps to ensure no present or potential barriers are overlooked.
The classification consists of five categories:
1. Attitudes & Beliefs - Attitudes are the observable consequences of customs, practices, ideologies,
values, etc. These attitudes, which are driven in part by beliefs and values, influence individual
behaviour which can motivate positive, honorific practices or negative and discriminatory practices.
2. Natural and Built Environment – This refers to elements of the natural and built environment
including buildings, access in and around buildings, parking lots, etc.
3. Services, Systems & Policies – This section deals with the services which provide benefits,
programs or goods designed to meet the needs of individuals. Systems refer to the administrative
and organizational mechanisms designed to control and monitor services that provide benefits,
programs and/or goods. Policies govern and regulate the systems that organize and control the
services, program and provision of goods.
4. Relations & Supports - This section refers to the support, protection, assistance and relationships
provided by people and animals to people with disabilities. The focus is on the support provided and
is not concerned with the person or animal providing the support.
5. Products & Technology – This section includes natural or human-made products or systems of
products, equipment and technology in a person’s immediate environment that are gathered,
created, produced or manufactured
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ATTITUDES & BELIEFS
Attitudes are the observable consequences of customs, practices, ideologies, values, etc. These attitudes, which
are driven in part by beliefs and values, influence individual behaviour which can motivate positive, honorific
practices or negative and discriminatory practices.
Efforts made to ensure accessibility is considered in all aspects of University planning and decision making is
critical to removing and preventing barriers to people with disabilities. Improving awareness through
training is one of the more important ways of ensuring members of the University community take
responsibility for ensuring accessibility is given the necessary forethought and consideration.
Training that included information about accessibility provided in 2006-2007:
Group
Campus Tour Guides
Department Heads
Month
September 2007
October 2007
CUPE Locals
Residence Dons
Faculty Appointments and Renewal
Career Services
Teaching Assistants
Ongoing
September 2007
Ongoing
Spring/Summer 2007
September 2007
AMS Activities Commissioners
Students participating in the
Queen’s Learning Commons
certificate programme
October 2007
October 2007
Residence Life Coordinators
Campus Security
Administrative Assistant Certificate
Student Affairs Units
Fall 2007
Fall 2007
Fall 2007
Fall 2007
Facilitator/Office
Gail Eaton-Smith, HCDS
Irène Bujara, Human Rights &
Equity Offices
Gurjit Sandhu, Equity Office
Jeanette Parsons, Equity Office
Equity Office
Equity Office
Michele Chittenden, Library for
Students with Disabilities &
Jeanette Parsons, Equity Office
Jeanette Parsons, Equity Office
Michele Chittenden, Library for
Students with Disabilities &
Andrew Ashby, Assistive
Technologist, Adaptive Technology
Centre
Human Rights Office
Human Rights Office
Human Rights Office
Students Affairs & International
Centre
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Priorities for 2007-2008
1.1 Improve accessibility of Orientation week
Individual/Group/Department
 Senate Orientation
Activities Review Board
 Faculties &
representatives
 Orientation Round Table
(ORT)
 Student Associations
 PC-UAE1
 Human Rights Office
 AVP/Dean of Student
Affairs
Update
ORT set up a volunteerbuddy system for students
with disabilities
Action Items: 2007-2008
AMS preparing to conduct
comprehensive review of
Orientation – Winter 2008
Clarification of issues, roles
and responsibilities
continued
PC-UAE, HCDS to collaborate with
Orientation Leaders and Secretary,
SOARB to provide accessibility
information and training, as
appropriate.
PC-UAE sent memo to
Secretary, SOARB – Fall 2007
1.2 Increase information and awareness of mental health issues
Individual/Group/Department
 Director, HCDS2
 Alma Mater Society (AMS)
 Human Resources
 Queen’s Accessibility
Committee
Update
Ongoing
Partnership between HCDS
and student peers to learn
about recognizing mental
health issues
“StressBusters” series
delivered by HCDS
Articles in Gazette - HCDS
Peer Support Centre
established Fall 2007 by AMS
to provide space for students
to reach out. Goal to support
students and refer when
necessary
1
Program Coordinator, Office of the University Advisor on Equity
Counselling & Disability Services
2Health,
Action Items: 2007-2008
Director, HCDS to report on
initiatives by department to
identify and respond to awareness
gaps
PC-UAE/HCDS to survey other
units to determine current
activities, awareness gaps and
corresponding training needs
Consultations by HCDS and other
units to determine appropriate
course of action
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1.3 Improve the number and quality of images of people with disabilities in
materials and information about Queen’s University
Individual/Group/Department
Update
PC-UAE,
with
a professional
 Office of the University
photographer, has completed
Advisor on Equity (UAE)
four photo sessions
 Accessibility Queen’s
completed with several
others scheduled
Action Items: 2007-2008
All photo sessions to be completed
by Fall, 2007
PC-UAE to develop a questionnaire
created for volunteers to share
information: Fall, 2007
PC-UAE to ensure all relevant
departments and units to be
informed about the images: Winter
2008
1.4 Develop and issue an accessibility award
Individual/Group/Department
 PC-UAE
 Queen’s Accessibility
Committee(QAC)
 Accessibility Queen’s
 Vice Principals, Human
Resources, Academic and
Operations & Finance
Update
Funding for the award is
secured
Action Items: 2007-2008
Finalize nomination form and
process (PC-UAE)
Call for proposal from the
Kingston Art community
circulated
Advertise call for nominations (PCUAE)
Nomination form prepared
QAC to determine timing and
events surrounding issuing of the
award
Ongoing Accessibility Initiatives
1.5 Use Gazette articles to promote accessibility and disability issues
Individual/Group/Department
Update
Article
about
accessibility and
 All interested units
mental health issues
 HCDS
published in Fall 2007 - HCDS
 Centre for Teaching &
Learning
 University Advisor on
Equity
 Human Rights Office
Action Items
PC-UAE to arrange for feature
articles and tips/information boxes
to appear in Gazette (Winter, 2008)
Tips to include information about
accessible event planning
PC-UAE to continue scheduling
submissions related to accessibility
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NATURAL & BUILT ENVIRONMENT
This section deals with elements of the natural and built environment including buildings, access in and around
buildings, parking lots, etc.
Physical improvements completed in 2006-2007:
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Wheelchair lift installed in Dunning Hall (November 2007)
Accessible washroom and power door openers, Fleming Hall (August 2007)
Accessible entrance and washroom, McNeill House (August 2007)
Accessible entrance and washroom, Student Community Centre (September 2007)
Power door openers to washroom, Douglas Library (Summer, 2007)
Visual fire alarms installed in rooms in Mackintosh-Corry and Humphrey Halls.
Visual fire alarms installed in animal care area of Botterell Hall
Podiums specially designed to meet a variety of accessibility needs were installed in various classrooms
throughout campus
Projects in progress or planned for the future:
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University Avenue Revitalization
Queen’s Centre – Phase I
Residences Redevelopment Project
Addition to Botterell Hall
Richardson Hall, major renovation
Construction of a faculty residence, International Study Centre, Herstmonceux, England
Accessible washroom, Bader Hall, International Study Centre
Expansion of Goodes Hall
Priorities for 2007-2008
2.1 Re-evaluate policies, practices and procedures with regard to planning
for accessibility in upgrades and changes to any physical part of the
Campus
Individual/Group/Department
Queen’s Accessibility
Committee (QAC)
 Physical Plant Services
 Vice Principal, Operations &
Finance

Update
Action Items
QAC to communicate with
Associate Vice Principal
Operations about need for
clarification and update on
current practices
QAC to identify specific actions
needed for consulting with
people with disabilities about
accessibility features in
physical projects
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2.2 Complete the integration of an accessibility lens into the Campus
Safety Audit
Individual/Group/Department
 PC-UAE
 Queen Accessibility
Committee
 Human Rights Office
 Physical Plant Services
Update
Goal will incorporate several
other goals in this section –
see page 25
Action Items
PC-UAE to establish a group to
complete the draft Audit Guide
Group to develop and oversee
action plans:
 Audit Guide Pilot
 Communication Plan
 Campus-wide Audit
Schedule
 Process for collating,
publishing and
communicating results
2.3 Re-examine elevator maintenance practices and procedures to ensure
accessibility needs are given full consideration
Individual/Group/Department
 Associate Vice Principal,
Operations
 Vice Principal, Human
Resources
 Director, Environmental
Health & Safety (EHS)
 Human Rights Office
 PC-UAE
 Department Heads
Update
A number of students, staff
and faculty rely exclusively on
elevators for accessibility
purposes. Some elevator
shutdown or unreliability
occurred during the year that
impacted on accessibility
Action Items
AVP, Vice Principal, Director
(Healthy & Safety), PC-UAE to
meet – November 23 to assess
situation
Need for enhanced
communication with
community about elevator
maintenance (Human
Resources)
Assess feasibility of creating a
listserv for communicating
about elevator maintenance or
breakdown (Human
Resources, PPS, EHS)
Ongoing Accessibility Initiatives
2.4 Train department heads about accessibility needs and how to make
requests for upgrades where appropriate
Individual/Group/Department
PC – UAE
Queen's Accessibility
Committee
 Physical Plant Services
 Vice Principal, Operations


Update
PC-UAE met with AVP,
Operations to discuss
improving communication to
department during call for
proposals.
PC-UAE spoke with Ken Roth,
Planner, about information to
be contained in annual call for
renovations & alterations
Action Items
QAC to communicate with AVP,
Operations to assess
mechanisms for communicating
with Department Heads
PC-UAE, QAC to research and
index listing of suggestions for
specific physical upgrades for
inclusion in communication
with Department Heads
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2.5 Update Classroom Inventory and ensure it is linked appropriately
Individual/Group/Department
 PC-UAE
 Physical Plant Services
 Campus Planning
 Room Reservations
 University Registrar
Update
Updated as required
Action Items
PC-UAE to request report on
status of Inventory
Determine if it is appropriately
linked
Determine process to ensure
feedback about classroom is
communicated to PPS
2.6 Continue monitoring accessibility needs and initiatives at the
International Study Centre (ISC)
Individual/Group/Department
 PC-UAE
 ISC
 Vice Principal, Academic
Update
Action Items
PC-UAE to communicate with
ISC, requesting annual report
of barriers identified and
accessibility initiatives
completed
2.7 Continue identifying and responding to accessibility needs in the
building and placement of podiums in classrooms and lecture theatres
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Individual/Group/Department
IT Services
Audio/Visual
Event Services
PPS
Update
Accessible podiums installed
in:
Botterall Hall, Room B129
Kingston Hall, Rooms 204, 208
and 304
Walter Light Hall, 205
Mackintosh-Corry Hall, E229
Richardson Hall, 104
Podiums accessible to
wheelchair users. Remote
controls audio/visual
equipment as well as lighting
Action Items
Upgrades to continue as need
and resources identified (IT
Service & Audio/Visual
Department)
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SERVICES, SYSTEMS & POLICIES
This section refers to services which provide benefits, programs or goods designed to meet the needs of
individuals. Systems refer to the administrative and organizational mechanisms designed to control and
monitor services that provide benefits, programs and/or goods. Policies govern and regulate the systems that
organize and control the services, program and provision of goods.
The table below is divided into two parts: Policies & Procedures and Services & Systems.
Policies & Procedures
Priorities for 2007-2008
3.1 Enhance policies and procedures with respect to accommodating
employees with disabilities
Individual/Group/Department
 Vice Principals, Human
Resources, Academic &
Operations & Finance
 Human Rights Office
 PC-UAE
 Queen’s University Faculty
Association
 Faculty
 Disability consultants
Update
Working group established to
review current policies,
practices & procedures
Action Items
Working group to report on:
current practices, policies &
procedures
identify any gaps, including
need for additional expertise
to assess requests for
accommodation
propose appropriate course of
action, including decisionmaking mechanisms &
procedures
3.2 Review and update Policy Statement concerning students with
disabilities
Individual/Group/Department
 Queen’s Accessibility Ctte.
 PC-UAE
 Disability Dispute Resolution
Coordinator
 HCDS
 Faculty Representative
Update
Working group established to
review the policy
Research of policies at other
university/colleges underway
Action Items
Working group to develop and
propose to Vice Principal for
submission to the Senate a
new policy concerning
students with disabilities
Proposal to include
information about practices,
procedures and services
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3.3 Ensure the Internal Academic Review (IAR) process includes
accessibility considerations
Individual/Group/Department
 Vice Principal, Academic
 Senate Committee on
Academic Development
 Centre for Teaching &
Learning
 University Advisor on Equity
Update
Self-study completed as part
of the IAR reviewed and
revised to include equity and
accessibility considerations
Action Items
UAE and Office of Vice
Principal, Academic continue
to work on incorporating
accessibility consideration in
the IAR
Proposed changes submitted
to Vice Principal, Academic
University Undergraduate
Degree Level of Expectations
(UUDLES) process underway
Ongoing Accessibility Initiatives
3.4 Develop evacuation plans that consider the accessibility needs of
students and employees with disabilities
Individual/Group/Department
 Queen’s Accessibility Ctte.
 Director, Environmental
Health & Safety (EHS)
 Vice Principal, Human
Resources
 Emergency Medical Services
 Fire Department
 Campus Security
Update
No progress
Action Items
PC-UAE met with Vice
Principal, Human Resources
Director, EHS & AVP,
Operations & Facilities – Fall
2007
Human Resources to develop a
process for employees/
to identify with the University
if they have needs to be
considered in an emergency
Determine where information
will be kept and who will
manage and disseminate as
appropriate
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3.5 Ensure current and emerging security policies and procedures include
accessibility considerations
Individual/Group/Department
 Campus Security
 Human Rights Office
 PC-UAE
Update
No progress
Action Items
Security policies & practices to
be assessed through mechanism
developed by the Customer
Service Regulation working
group
PC to work with Director,
Security to ensure flow of
information about current and
emerging policies & procedures
are assessed from accessibility
perspective
Services & Systems
Priorities: 2007-2008
3.6 Develop mechanisms to help ensure events planned at Queen’s
University account for accessibility considerations
Individual/Group/Department
 Queen’s Accessibility Ctte.
 Dean of Student Affairs
 Event Services
 Room Reservations
 Residences
 John Deutsch University
Centre
 All units planning and
hosting events at Queen’s
Update
Ongoing meetings with
Associate Dean of Student
Affairs
Concerns raised by
community members
regarding accessibility of
events during Homecoming
Action Items
PC-UAE to arrange for
submissions to the Gazette
several times a year about
accessible event planning
QAC to assess identified gaps
and develop plan of action for
engaging relevant units. And to
determine appropriate
communication plan
Ongoing Accessibility Initiatives
3.7 Monitor Residences admissions policies and procedures to ensure
needs of students with disabilities are met
Individual/Group/Department
 Residences (Admissions &
Housing Services

HCDS

Human Rights Office

PC-UAE
Update
HCDS & Residences examined
communication practices
Action Items
On an individual basis, HCDS &
Residences have agreed to
address accommodation
requests and respond to each
resident’s needs as
appropriate
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3.8 Complete an assessment for the need of an accessible on-campus
transportation system
Individual/Group/Department
 Accessibility Queen’s
 SGPS
 PC-UAE
 HCDS
 Human Resources
Update
No progress
Action Items
PC-UAE to communicate with
Accessibility Queen’s about
conducting an assessment of
current needs and possibility
of jointly funding a system
One option includes the
purchase and lending out of
motorized scooters in cases of
temporary accessibility needs
3.9 Ensure students and employees with disabilities are clearly informed
of their right to access services and support from the Human Rights Office
in addressing accessibility concerns
Individual/Group/Department
 HCDS
 Human Resources
 Human Rights Office
 Associate Vice Principal,
Dean of Student Affairs
 Senate
Update
Review of Human Rights
Policy & Procedure completed
Spring 2007. Report
submitted to Principal but not
yet released.
VP to communicate decisions
resulting from review before
end of 2007
Action Items
Listed offices to assess
information included in
current materials and
determine need for updates as
required
P a g e | 20
RELATIONSHIPS & SUPPORTS
This section refers to the support, protection, assistance and relationships provided by people and animals to
people with disabilities. The focus is on the support provided and is not concerned with the person or animal
providing the support.
Ongoing Initiatives 2007-2008
4.1 Continue to develop, deliver and enhance programs for the successful
transition of students with learning disabilities to post-secondary
education.
Individual/Group/Department
Queen’s University Regional
Assessment & Resource Ctr.
 HCDS
 Library Services

Update
“On Line to Success”3
increased the number of
participating boards of
education and the number of
students enrolled in the
program
Action Items
Make contact with more
Boards of Education in Ontario
Increase the number of
students who participate in
“Online to Success” and the
“Grade 8 Project”5
“Grade 8 Project”4 increased
the number of psychoeducational assessments
provided and enhanced the
intervention component of the
program
4.2 Develop and test the feasibility of a consulting service to mediate
issues pertaining to accommodating students with disabilities in postsecondary education in Ontario

Queen’s University Regional
Assessment & Resource Ctr.
Pilot project launched Spring
2007 – “Post-Secondary
Accessibility Consulting Team”
Continue consulting with
colleges and universities to
assess the service’s feasibility
Consultation with Ontario
colleges and universities
commenced
Incorporate various
communication mediums
Mediation services delivered
to institutions upon request
Website created and launched
Program aimed at recruiting and increasing the number of students with learning disabilities who enrol in postsecondary education.
4 Program aimed at assisting students with learning disabilities transition to high school which sets the stage for
enrolment in post-secondary education upon completion of high school.
5 Both the Online Success and Grade 8 Projects are funded directly by the Ministry of Training, Colleges & Universities
and delivered by staff of the Regional Assessment and Resource Centre at Queen’s University.
3
P a g e | 21
PRODUCTS & TECHNOLOGY
This section refers to natural or human-made products or systems of products, equipment and technology in a
person’s immediate environment that are gathered, created, produced or manufactured.
Notable achievements in advancing accessibility in products & technology in 2006-2007 include:
 With $12 000 provided by the Queen’s University Technology Sponsorship Fund, five assistive listening
systems were purchased and installed in auditoriums and large classrooms throughout campus.
Locations include Policy Studies Building, Room 202; Dunning Hall, Auditorium; Ellis Hall, Auditorium;
Chernoff Hall, Auditorium; BioSciences Building, Room 1101
 With $28 000 provided by the Queen’s University Technology Sponsorship Fund, computer hardware
and specialized software was purchased and installed in the University’s Adaptive Technology Centre
Priorities for 2007-2008
5.1 Develop policies, procedures and supports designed to improve
accessibility of websites at Queen’s University6
Individual/Group/Department
IT Services
Marketing &
Communications
 Centre for Teaching &
Learning
 PC-UAE
 Queen’s Accessibility Ctte.


Update
Working group established
and first meeting to take place
fall 2007
Action Items
Working group to assess
current situation and identify
gaps in resources to address
the issue
Working group to prepare and
submit to the Vice Principals a
proposal for committing
additional resources to
enhancing website
accessibility
Working group to address use
of online multimedia and
corresponding implications for
accessibility
5.2 Enhance the ease of locating websites that relay information for people
with disabilities
Individual/Group/Department
 Marketing &
Communications
 HCDS
 Human Resources
 PC-UAE
Update
Reviews of 5 key websites
were completed in 2007.
Reports were forwarded to
Residences, Human Rights
Office, Four Directions
Aboriginal Centre, HCDS.
Action Items
Website Accessibility Working
group (mentioned above) to
consider this goal in its
proposal
Accessibility standards for information and communication are currently being drafted by the Minister of Community
and Social Services and are expected to come into force in late 2008 or early 2009. These regulations will require the
University to ensure all of its websites are accessible to people with disabilities.
6
P a g e | 22
5.3 Improve coordination of assistive listening devices (ALD’s) for oncampus services and events
Individual/Group/Department
 HCDS
 IT Services
 Audio/Visual
 Event Services
 Library Services
Update
5 in-room transmitter and
receiver systems purchased
and install in fall, 2007
Arrangements made HCDS,
Audio/Visual, Event Services
and Library Services to hold
and lend out receivers upon
request
Ongoing Accessibility Initiatives
Action Items
PC-UAE to consult with listed
offices about enhancing
communication about the
availability of ALD’s
Incorporate information about
ALD’s in event planning and
ensure this resource is
circulated widely
5.4 Increase services available online
Individual/Group/Department
 All relevant units
 HCDS
 Human Rights Office
 UAE
 Human Resources
Update
More information and services
is being made available in the
online domain as units
increase use of internet as way
of communicating with
students and employees
All individuals contemplating
attending Queen’s can
participate in a blog hosted by
Recruitment
Action Items
Work on improving
communication between
relevant units and the PC-UAE
to track updates and
improvements in
information/services available
online
5.5 Continue providing assistive technology in campus computer sites
Individual/Group/Department
 Library Services for Students
with Disabilities (LSSD)
 HCDS
 Other units as appropriate
Update
The Queen’s Technology
Sponsorship Fund awarded
over $28 000 for purchasing
computer hardware and
specialized software
programmes for the
University’s Adaptive
Technology Centre
Action Items
An accessible workstation
with specialized software to be
installed in Engineering
Science Library (LSSD)
A study room in the Adaptive
Technology to be equipped
with a computer and software
for students with
disabilities(LSSD)
5.6 Incorporate accessible features in instruction technology strategies,
evaluation technologies and assistive technology
Individual/Group/Department





Centre for Teaching & Learning
IT Services
HCDS
Library Services for Students
with Disabilities (LSSD)
Adaptive Technology Lab
Update
PC-UAE participates in
working group developing
online version “Focus On
Foundations” program
Action Items
Need for enhanced
communication between
relevant units and the PC-UAE
to track developments and
enhancements to instructional,
evaluation and assistive
technologies
P a g e | 23
5.7 Improve access to printed copies of overheads, blackboard notes,
PowerPoint slides and other course materials (e.g., materials posted on
WEB CT, an online instructional platform)
Individual/Group/Department
 LSSD
 HCDS
Update
Efforts continue to raise
awareness among faculty
about the critical importance
sufficient lead time is in
ensuring materials can be
prepared in alternate formats.
E.g., presentation to the Centre
for Teaching & Learning ,etc.
Ongoing improvements in
communication between LSSD
and Campus Bookstore to
enhance the preparation of
materials (e.g., transferred to
PDF on compact discs)
Action Items
Faculty requires ongoing
education about Universal
Instructional Design. LSSD to
collaborate with the Centre for
Teaching and Learning in this
area
Examine how accessibility
considerations can be included
in the training for WebCT (an
online instruction platform)
Coordinator, LSSD to meet
with Campus Bookstore to
discuss ways to expedite the
delivery of textbooks in
alternate formats
5.8 Improve telecommunications
Individual/Group/Department
Telecommunications
Human Rights Office
Environmental Health &
Safety
 Campus Security
 IT Services



Update
No progress to use of textmessaging systems for
individuals who do not use
telephones
Action Items
Campus Security continues to
explore ways of
communicating with
individuals who do not use
telephones. Changes to
broadcast e-mail policies to
allow for communications in
emergency situations
P a g e | 24
LISTING OF GOAL CHANGES
As the introduction for this section indicates, a number of goals from the 2006-2007 Accessibility Plan have
been changed, removed or incorporated into other goals. These changes resulted from reorganizing the plan
to reflect the newly passed Customer Service Regulations, the need to enhance the clarity of some goals and
the fact that a few goals in previous plans are better addressed by incorporating them within other goals.
The following goals were affected in this process:
Attitudes & Beliefs
Given the broad scope of Customer Service Regulations in terms of training requirements, the University will
make every effort to ensure that the training deliverables contain as much information that is reasonable
about accessibility, disability and accommodation issues. Therefore, a number of goals previously included
in this section that related to awareness and training needs will be addressed by the University's response to
these regulations.
Goals to be addressed by the Customer Service Regulation requirements:
Goal 1.4 - Explore options for a campus-wide disability awareness program.
Goal 1.6 – Awareness training to be provided to members of the Senate, senior administration and Board of
Trustees.
Goal 1.8 – Campus Tour Guides to be trained in how to plan and deliver accessible tours.
Goal 1.9 – Develop and maintain campus-wide community applicable awareness program aimed at improving
understanding about disability/accessibility issues
Goals incorporated into other goals
Goal 1.5 – Departments to become more aware of accessibility needs and to make appropriate requests for
infrastructure upgrades when invited to do so. This goal is captured by Goal 2.4 Train department heads about
accessibility needs and how to make requests for upgrades where appropriate.
Goal 1.10 – Determine needs for and develop training for department heads to facilitate accommodation of
employees with disabilities. This goal is incorporated into Goal 3.1, Enhance policies and procedures with
respect to accommodating employees with disabilities.
Natural & Built Environment
The following goals are being incorporated into Goal 2.2 Complete the integration of an accessibility lens into
the Campus Safety Audit. This process will broaden among departments the responsibility to identify and
report to the University on barriers identified in the physical environment:
Goal 2.1 – Continue to improve wheelchair access into and around buildings
Goal 2.2 – Continue identifying washrooms needing accessibility upgrades
Goal 2.5 – Clarify changes in elevation with improved visual markings
Goal 2.6 – Improve campus signage
Goal 2.7 – Increase availability of designated parking spaces
P a g e | 25
Services, Systems & Policies
The following goals from this section will be dealt with through the University's response to the Customer
Service Regulations:
Goal 3.5 – Review policies and procedures affecting Queen's students with disabilities studying aboard. The
Customer Service Regulations will require the University to examine, using an accessibility lens, all of its
policies, practices and procedures, including how it advertises its services.
Goal 3.7 - Increase awareness/advertising of available services - See note above.
Goal 3.9 – Develop an accessible system of collecting, summarizing and disseminating information about
accessibility concerns. The Customer Service Regulation will require that the University develop and
communicate about a feedback mechanism for persons with disabilities to indicate their concerns about
accessibility and/or accommodation issues. This goal will be addressed through the University’s response to
the new regulations.
Goals Completed
Goal 3.3 – Review emerging practices that create 100% finals when re-weighted as a default for missing a midterm. This goal has been addressed with the Vice Principal’s communication to the Deans. The practice of
re-weighing final exams will be monitored by the Disability Services Advisor.
Goal 3.13 – Review Senate application procedures to be reviewed for accessibility implications. This goal has
been completed.
Relationships & Supports
Goal 4.1 – Establish, train and support staff and faculty advisors in Human Resources for the purposes of
accommodating employees with disabilities. This goal has been incorporated into Goal 3.1 Enhance policies
and procedures with respect to accommodating employees with disabilities.
Goal 4.2 – Provide a disability specialist on undergraduate and graduate admission committees. This goal has
been removed from the Plan because preliminary assessment indicates that very few students are
identifying as a person with a disability during the initial stages of the admissions process. However, far
greater numbers of students are identifying in the student census after they have already been admitted. It
may be possible to examine this issue further, considering the need for consultation and information at later
rather than initial stages of the admissions process. The requirements of the Customer Service Regulations
will capture the need for training for all individuals responsible for determining and implementing policies,
practices and procedures, including individuals who sit on undergraduate and graduate admission
committees.
Products & Technology
Goal 5.4 – Increase the number of door openers. This goal is incorporated into Goal 2.2, Complete the
integration of an accessibility lens into the Campus Safety Audit
Goal 5.9 – Install visual fire alarms in residence rooms and other locations upon request. This goal is
incorporated into Goal 2.2, Complete the integration of an accessibility lens into the Campus Safety Audit.
P a g e | 26
APPENDICES
QUEEN’S ACCESSIBILITY COMMITTEE
Terms of Reference
The Queen’s Accessibility Committee brings together community members and representatives of various
University groups working to make Queen’s University accessible for people with disabilities. This is done
by systematically identifying and removing barriers to participation and by anticipating new barriers so as to
prevent their creation in all aspects of the university environment.
The Committee is mandated by the Vice Principals to provide advice on:
a) Priorities of significant initiatives that improve accessibility and enhance accessibility services;
b) The allocation of available resources for these initiatives as part of the University’s budget and
planning cycle;
c) The development and implementation of polices, communications and educational initiatives that
promote and enhance accessibility on campus; and
d) Meeting the legislated obligations as set out in the Accessibility for Ontarians with Disabilities Act,
2005.
Membership
The Committee will include the Program Coordinator (Office of the University Advisor on Equity) and six (6)
ex-officio members with voting privileges: three (3) Vice Principals (Academic, Human Resources and
Operations & Finance) or designates, Health, Counselling & Disability Services, Human Rights Office and
Accessibility Queen’s. In addition, six (6) to eight (8) members of the Queen’s community including staff,
faculty and students and in particular persons with disabilities, will be appointed to the Committee through a
nomination process. Except for ex-officio members, committee members will serve for a two-year term, with
staggered end dates to ensure continuity of experience on the Committee and may be reappointed for one
consecutive term. The Committee Chair will be appointed by the Vice-Principals, on the advice of a
nominating committee, from among staff and faculty members with experience on the committee for a two
year term.
The Nominating Subcommittee will consist of one ex-officio member, one non ex-officio member and one
member from Accessibility Queen’s. The Nominating Subcommittee will convene in March of each year with
a call for nomination to close April 15 every year. Appointments will be made in May with terms beginning
July 1 and ending two years later on June 30.
Subcommittees and working groups, which may include non-members, may be formed for specific purposes
as needed.
Approved:
SIGNED______________________________
Roderick C. Morrison
Vice Principal, Human Resources
October 21, 2007
Date
P a g e | 27
QUEEN’S ACCESSIBILITY COMMITTEE MEMBERSHIP
2007-2008
 Ann Browne, Associate Vice Principal, Operations & Facilities
 Irène Bujara, Director, Human Rights/Office & University Advisor on Equity
 Shannon Casteels, Workplace Advisor, Health & Wellness Programs & Services
 Michele Chittenden, Coordinator, Library Services for Students with Disabilities
 Steve Cutway, Information Access Specialist (Non-visual technology)
 John Dixon, Associate Vice Principal, Academic & International
 Kathy Jackson, Undergraduate Coordinate and Assistant to the Director (CHAIR)
 Audrey Kobayashi, Faculty
 Jeanette Kobelka, Chair, Accessibility Queen’s
 Bonnie Livingstone, Executive Assistant to the Executive Director of Housing Services
 Julia Mitchell, Vice President, University Affairs, Alma Mater Society
 Maridee Osolinsky, Planner, Campus Planning
 Richard Palmer, Associate University Registrar, Student Information
 Jeanette Parsons, Program Coordinator, Office of the University Advisor on Equity Office
 Nancy Petri, Business Officer, Stauffer Library
 Theresa Richard, Disability Services Advisor, Health Counseling& Disability Services