The Plan is a work in progress and will continue to be updated.
Accessibility Plan 2005-2006
A response to the
Ontarians with Disabilities Act, 2001
Office of the University Advisor on Equity
Room 130, Dunning Hall
Queen’s University
Kingston, Ontario K7L 3N6
http://www.queensu.ca/equity
1
Introduction
In keeping with its commitment and efforts to improving accessibility for people
with disabilities and meeting the legislated requirements of the Ontarians with
Disabilities Act, 2001, Queen’s University submits this Second Annual
Accessibility Plan. The Plan reaffirms Queen’s commitment to achieving and
respecting greater diversity among its community members, recognizes the
valuable contribution that diverse life experiences, insight and inspiration make
to the life and work of the University and reaffirms the important role that
people with disabilities play in achieving this vision.
Like all universities and colleges in Ontario, Queen’s has obligations under the
Ontarians with Disabilities Act, 2001 to proactively identify barriers to people
with disabilities, develop a concrete action plan for removing those barriers and
to report on an annual basis to the Ministry of Citizenship and Immigration on
the status of this action plan. Queen’s is required to carry out these activities in a
transparent fashion, ensuring information about its barrier identification and
removal process is made available publicly as well as ensuring for opportunities
of input and consultation with people with disabilities.
Purpose of the Second Annual Accessibility Report & Plan
The purpose of this Report and Plan is to review the goals for barrier
identification and removal as contained in the 2003-2004 Accessibility Plan,
report on the status of the work towards those goals and to provide an action
plan for barrier identification and barrier removal activities for 2004-2005.
In the section below “Commitment to Accessibility – Steps taken to identify and
remove barriers – 2003/2004”, some of the major initiatives are highlighted. A
status report on all goals outlined in the original Plan is contained in the “Action
Plan for 2004-2005” section in a table that lists the goals, a status report for each
goal and an updated action plan for this year. Newly identified goals are also
included in this section.
Vision for the Future
The University’s vision for the future as stated in the 2003-2004 Accessibility Plan
is repeated here to describe the point of reference that has guided the work of
accessibility initiatives at Queen’s over the past year.
“Consistent with the numerous confirmations of Queen’s commitment to
diversity and equity, the University seeks to create an environment for working
and learning that is fully accessible and inclusive, overtly valuing diversity and
benefiting from it. The University seeks to develop systems that are both
proactive in promoting and developing accessibility for people with disabilities
and responsive to the needs that arise for individual members of the University
2
community. Diversity is seen as an integral and essential characteristic of the
population in which the unique life experience, insight and inspiration of all
community members is solicited and respected. People with disabilities bring
their perspective and creativity to every setting and task, shedding new light on
what we do, why we do it that way and how we might do it differently and
better. The need to change the way we do things and the assumptions we take
for granted moves our thinking “outside the box”, enabling us to see the world
and the work we do in an expanded context, rich in opportunities for creativity,
invention and growth.
Faculty and staff in such a setting reach out to learn about new ways to teach and
communicate with students of different learning styles, sensory abilities and
pacing requirements. Thoughtful, creative analysis of why we teach what we
teach and how we go about it is welcomed as an intellectual challenge, as much
as the teaching itself. Accommodation of disability is a natural and integral part
of every job, whenever the need arises, for students, clients or colleagues.
Employees and students with disabilities find an enthusiastic and welcoming
climate in which to explore and exercise creative problem-solving with
colleagues, supervisors and peers to establish appropriate accommodation that
promotes continued participation while working, living and learning with a
disability.
Accommodation in education and employment is never viewed as a threat to
integrity, an inconvenience or simply too much work. Rather, the opportunity to
find a new way, to rethink old assumptions and to forge a new path is welcomed
as an interesting opportunity to try something new and different that results in
improvement for everyone.
This environment of inclusion is achieved with a confluence of systems that are
each and collectively both proactive and responsive, consistently setting goals for
annual improvements while providing a mechanism for quick response to
arising needs. The institution works systematically from the top down with
values, commitments, planning, funding, support and advocacy while
simultaneously working with initiatives from the bottom up, responding to
concerns of both individuals and groups. Each system promotes enthusiasm for
inclusion and learning by people with disabilities and about disabilities among
faculty, staff, students and the larger community of volunteers and visitors.
Eventually, with the incorporation of such values and the integration of creative
teaching, learning and working strategies, overt accommodation of disability will
become less and less apparent as principles of universal instructional and
building design become commonplace. Barriers arising from our assumptions
about the need for vision and hearing, stress tolerance and endurance or two3
footed mobility will fall away as more creative and adaptive means to any given
end are discovered.”
Queen’s Accessibility Committee
While universities and colleges are not required by the Ontarians with
Disabilities Act, 2001 to establish an accessibility advisory committee as is
required by municipalities with populations of 10 000 or more, Queen’s has
taken its responsibility to consult with people with disabilities seriously through
the appointment of the Queen’s Accessibility Committee (QAC), which includes
representatives from across the University. The QAC, chaired by the University
Advisor on Equity, reports to the Principal and is responsible for all aspects of
achieving full accessibility for people with disabilities at Queen’s. To ensure that
accessibility is considered in all applicable levels of decision-making at the
University, committee membership consists of people holding the following
positions: Chair - Employment Equity Council, Coordinator – Campus
Recreation/Undergraduate Assistant, Faculty – Department of Geography,
Executive Assistant to the Associate Dean of Student Affairs, Associate VicePrincipal-Operations and Facilities, Associate University Registrar, Manager
(Human Resources)- Employment Planning and Development, Director Campus Planning, Associate Vice-Principal-Academic, Executive AssistantOffice the Vice-Principal of Operations and Finance, Director-Human Rights
Office, Disability Services Advisor, Information Access Specialist (Non-visual
technology), Coordinator of Special Readers’ Services, Vice-President –
University Affairs (Alma Mater Society) and Chair, Queen’s Accessibility Task
Force (student government committee on accessibility).
Consulting with People with Disabilities
Six members of the Queen’s Accessibility Committee (QAC) have self-identified
as having a disability, making up nearly 40% of the membership and the
program coordinator responsible for activities under the ODA also has a
disability. Provisions have been included in the QAC Terms of Reference to
provide for the creation of ad hoc committees consisting of additional members
with disabilities to provide input and advice to the Committee on issues as
required. Finally, the University’s Accessibility Plan is made public (posted on
the Office of the University Advisor’s website and is linked to other University
websites). Inquires and feedback on the Plan is received through the Office of
the University Advisor on Equity by e-mail, telephone, TTY and website
submissions.
A town hall meeting will be scheduled during either the fall or winter term of the
2004-2005 academic year to solicit input from the Queen’s community, allowing
for the transition of new students and faculty with disabilities arriving at the
University.
4
Categorization of Barriers
Keeping with the University’s initiative to use the World Health Organizations
(WHO)’ International Classification of Function, Disability and Health (ICF)
categorization of barriers to people with disabilities, an initiative followed by a
number of other Ontario universities, this Second Annual Accessibility Plan is
organized to reflect these categories. The WHO’s ICF recognizes that much of
what disables people from participation is the environment, aspects of the
environment or external features of society created by people. 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. In keeping with the idea
that there may be many means to any given end, environmental barriers in
policies, programs, practices or services as well as physical barriers must be
removed and new ones must be prevented.
The categories as listed by the ICF include:





Attitude and Beliefs (“awareness issues for faculty and staff”)
Natural and Built Environments (“physical”)
Services, Systems and Policies (“human resource issues, academic and nonacademic policies, academic and non-academic services”)
Relationships and Supports (“human resource issues”)
Products and Technology (“equipment and adaptive technology, publications
and information resources”)
Commitment to Accessibility – Barriers identified and removed: 2003-2004
This section will highlight some of the work undertaken at Queen’s to address
barrier identification and removal over the past year, including a synopsis of
some of the more significant accomplishments. A complete listing of goals and
updates is contained in the next section, Action Plan for 2004-2005.
Program Coordinator
To effectively coordinate its efforts in improving accessibility for people with
disabilities, Queen’s University created a half-time program coordinator position
with base funding to oversee the University’s ODA activities. Queen’s is the
only Ontario University to do so. Recruitment for the position commenced in
September 2003 and Jeanette Parsons, a Deaf woman, was hired in December
2003.
The hiring of a Coordinator has the effect of channeling all issues pertaining to
accessibility to one office with the responsibility of collecting and disseminating
accessibility-related information throughout the University. Effective
5
coordination ensures that the action plan is held on the forefront in all relevant
initiatives at the University and the impact is already seen in growing awareness
among administrative circles of the importance in considering how accessibility
is impacted by particular decisions. This is evidenced in the increased number of
requests for input and participation in decision-making activities such as
technical review committees, policy development and review as well as requests
for awareness training on disability issues and accessibility.
Other highlights of barrier identification and removal will now be summarized
according to the World Health Organization’s ICF barrier categorization:
Attitudes and Beliefs




For the past 15 years, the schools of Physical Health & Education and
Rehabilitation Therapy have and will continue to host the Winter Adapted
Games, involving local youth with disabilities and Queens’ students
Disability awareness training developed and delivered to Information
Technology Services (managers, general staff and new incoming help desk
support staff), Physical Plant Services (project managers), Donald Gordon
Conference Centre (all staff), Committee of Deans (Arts & Sciences) and
the Executive Committee – Queen’s Centre
Four articles published in The Gazette dealing with disability, accessibility
or accommodation in the classroom
Training materials developed and made available to help improve
understanding of mental health issues (e.g., all incoming staff in
residences are provided with mental health awareness training)
Natural & Built Environments




Three million dollars allocated to redevelop University Avenue which will
have major implications for accessibility along this main campus artery,
including improved surfaces, enlarged building forecourts and removal of
stairs wherever appropriate
A new Integrated Learning Centre (Beamish-Munro Hall) completed and
included accessibility features such as level entrances, elevators and
improved signage
Two new student residences opened with unique accessibility features
such as rooms designed to meet accommodation needs of students with
environmental sensitivities
A new student test centre constructed in the Office of the University
Registrar to respond to testing accommodation needs of students with
disabilities
6
Services, Systems and Policies




Process for responding to students with disabilities requests’ for exam
accommodations in Faculty of Law clarified
Proposal developed and submitted to Vice-Principal-Operations and
Finance for creating a coordinating position to address accommodations
needs of faculty and staff (Fall 2004)
Committee struck by Associate Vice Principal – Operations and Facilities
to develop and adopt standards for ensuring a high level of accessibility in
new constructions and major renovations
Evacuation plans for students with disabilities in residences completed
and submitted to Kingston Fire Department for review
Relationships & Supports


Agreement reached between Office of Admissions and Health,
Counselling and Disability Services to ensure a disability specialist
provides expertise on undergraduate admission committees
Library – Special Readers’ Services delivered and will continue to deliver
training and tours of assistive technology labs.
Products & Technology



Health, Counselling and Disability Services website reorganized for
improved accessibility
Significant purchases of adaptive computer hardware, software and
peripherals, including flat screen monitors, scanners, players for books on
tapes, magnifiers, adjustable tables and chairs, ergonomic keyboards and
mice
Six new power door openers purchased and installed throughout the
campus
7
Action Plan for 2004-2005
The following table outlines the goals of the 2003-2004 Accessibility Plan,
provides a summarized status of those goals and itemizes the goals for the 20042005 Accessibility Plan. As indicated earlier, the barriers have been organized
according to the World Health Organization’s ICF.
Much work remains in our efforts to achieving improved accessibility at
Queen’s. Many barriers to people with disabilities continue to exist and
continued coordinated and intentional actions are needed to ensure accessibility
is not only improved in existing structures but also that no new barriers are
created in the future.
Attitudes & Beliefs
Goal
Instructional
Development Centre
(IDC), Health,
Counselling and
Disability Services
(HCDS) and The
Gazette will
develop/use Gazette
columns on diversity &
teaching to expand
knowledge of
accommodation
strategies in teaching
Human Rights Office,
Human Resources,
Program Coordinator –
Office of the University
Advisor on Equity
(PC-UAE) and HCDS
explore the possibilities
of a disability
awareness program
(e.g., Positive Space) or
a continuing studies
certificate to promote
enhanced awareness
Update
Status/Plan for 2004 - 2005
 Four (4) articles dealing
with disability issues,
accessibility or
accommodation strategies
in teaching were published
in the Gazette 2003/2004
 Gazette articles will
continue to highlight
disability issues - ongoing
 Positive Space program
not the best platform for
addressing disability issues
 Training program
developed and delivered
by PC - UAE and HCDS
identified as appropriate
medium for training
 Research assistant, UAE,
preparing information for
website – Summer 2004
 Website construction
continuing – will allow for
departments to request
training specific to their
needs – Fall 2004
 On-line training
mechanisms to be further
researched and developed –
Winter/Summer 2005
8
Attitudes & Beliefs
Goal
Incorporate images of
people with disabilities
in marketing materials
(using assistive
technology, mobility
aids, power door
buttons, ramps, etc.)
Update
Status/Plan for 2004 - 2005
 Marketing &
Communications agreed to
included images of people
with disabilities in their
list of suggestions to
departments developing
marketing materials
 Human Resources
included images of people
with disabilities in newly
updated website
 PC-UAE to address issue of
images of people with
disabilities in promotional
materials in presentation to
Board of Trustees, Fall
2004 and in presentation to
the Principal/VicePrincipal group – Fall 2004
 PG-UAE to consult with
Marketing &
Communication about
creating a portfolio
(stockpile of images)
depicting Queen’s
community members with
disabilities for use in
marketing/promotional
activities – Winter –
Summer 2005
 Human Resources, HCDS
to collaborate with
Marketing &
Communications to
coordinator participants
(students, staff, faculty) to
pose for those photographs
– Winter-Summer 2005
9
Attitudes & Beliefs
Goal
Update
Status/Plan for 2004 - 2005
Improve
understanding of
mental health issues
 Training materials are
developed and available
for delivery
 HCDS will announce
availability of training
materials Fall 2004
 HCDS will collaborate with
appropriate departments
and groups to facilitate
delivery materials &
sessions – Fall 2004 and
ongoing
 Director, HCDS to deliver
training to all Residence
staff – October 8, 2004
 AMS, Residence Groups
and Campus Security to
take initiative in ensuring
materials & sessions are
delivered to student
personnel (e.g., residence
dons and security guards)
during training programs
in Sept. & Jan. each year ongoing
Develop and maintain
a Campus-wide,
community-applicable
awareness program
(i.e., improving
awareness among
Queen’s employees and
students about
disability issues and
accessibility)
 Courses in the School of
Physical Health &
Education (PHED)
require students to
conduct accessibility
audits throughout the
University to raise their
awareness of disability
issues and the impact of
barriers. 2004 – results are
recorded in a database to
be maintained on an
annual basis
 For the past 15 years,
Schools of PHED and
Rehabilitation Therapy
have hosted Winter
Adapted Games, involving
 Research successful
awareness campaigns –
Winter, Summer 2005
 Arrange focus group
discussions with Queen’s
students with disabilities to
ensure campaign includes
their perspective – Winter
2005
 Present options to Queen’s
Accessibility Committee –
Summer 2005
 Plan for adoption of
strategies for awareness
campaigns – next
Accessibility planning year
– 2005 – 2006
10
Attitudes & Beliefs
Goal
Update
local youth with
disabilities and Queen’s
students
 Undergraduate and
graduate courses in the
School of Rehabilitation
connect students with
local people with
disabilities to learn more
about disability issues and
barriers
 Human Rights Electronic
Bulletin – developed and
launched, Fall 2004. Will
highlight cases pertaining
to the protection of people
with disabilities under the
Human Rights Code &
corresponding duty to
accommodate. Will
include updates on the
current state of the law
Status/Plan for 2004 - 2005
Natural & Built Environments
Goal
Continue to improve
wheelchair access into
(i.e., ramps & doors)
and around (i.e.,
elevators, doors,
furnishing, etc.)
buildings. All new
building projects will
incorporate plans for
appropriate wheelchair
access
Update



Two new residences
(Leggett and Watts
Halls) opened in
September 2003 with
accessible entrances,
bedrooms, washrooms
and 3 environmental
health rooms
Elevator installed in
Harrison LeCaine
building (music) to make
most areas of the
building accessible
Ramp installed to
provide access to B201,
Status/Plan for 2004 - 2005


$3,000,000 has been
allocated to redevelop
University Avenue, which
will have major
implications for improved
accessibility (e.g., enlarged
building forecourts,
removal of some sudden
elevation changes and
replacement of existing
poor sidewalk). PG-UAE
to sit on technical review
committee
Renovations underway at
Gordon Hall. Will include
11
Natural & Built Environments
Goal
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




Update
Mackintosh-Corry Hall
Access ramp on westside
of Mackintosh-Corry Hall
upgraded
Counter in B201 of
Mackintosh-Corry hall
lowered for improved
accessibility
Student test centre
constructed in Office of
the Registrar for students
with disabilities
Walkway between Ellis
Hall & Mackintosh Corry
upgraded to concrete,
making it more accessible
Beamish Munro Hall
completed and includes
many accessibility
features as well as
providing an internal
accessible route between
Dupuis Hall and
Goodwin Hall
New Power Door Openers
Installed. Please see
Products & Technology
Section
Status/Plan for 2004 - 2005
new accessible entrance,
elevator and accessible
washrooms. Expected
completion – 2005
 Richardson Hall to
undergo major
renovations, including a
new accessible front
entrance, elevator,
accessible washrooms and
improved reception area to
assist with wayfinding.
Renovation to commence
when Gordon Hall
completed
 Planning underway for a
Residence Redevelopment
Project. Planning to
involve Physical Plant
Services (PPS),
Residences, UAE, among
others.
12
Natural & Built Environments
Goal
Campus Planning,
HCDS and relevant
department will
collaborate to identify
and upgrade
washrooms needing
improvements in
accessibility
Improve snow removal
Update
Status/Plan for 2004 - 2005
 PC- UAE – established
accessible system of
collecting and
disseminating information
pertaining to accessibility.
System to be upgraded,
advertised and maintained
regularly
 Washroom in MackintoshCorry hall upgraded with
power door opener and
improved stall
configuration
 Accessible washrooms
included in new Beamish
Munro Hall
 PC-UAE to advertise
mechanism for submitting
information about physical
barriers, including the need
for accessible washrooms
several times throughout
the year
 Campus Planning and PPS
to continue to include
planning for accessible
washrooms in new
constructions and
renovations, where
appropriate
 PPS staff and
management participated
in disability awareness
training designed to raise
consciousness of barriers in
the environment
 PPS met with City staff to
discuss and plan for snow
removal. Good
collaboration between the
University and City will
continue. E.g., University
will continue to clear some
City streets and in
reciprocation, City staff
will clear priority
walkways to the Campus
 PPS continues to work
with HCDS in identifying
high priority walkways
 Supportive collaboration
between City and
University expected to
continue
 Issue of accessibility,
particularly in wintertime
will also be considered by
the Parking Advisory
Committee
13
Natural & Built Environments
Goal
Clarify changes in
elevation with better
(higher contrast)
marking of stairs
Update
Status/Plan for 2004 - 2005
 Issue moved to 2004 –
2005 Accessibility Plan
 Issue to be considered by
new committee that will be
struck to review and adopt
standards for accessibility
in natural & built
environments at Queen’s –
Fall 2004 – Winter 2005
Improve campus
signage
 Task group to review and
update current signage
policy – appointed May
2004.
 All elements of the signage
policy under review and
group to consider present
and emerging technology
to improve signage and
accessibility (e.g., consider
auditory signals, etc.).
Review – 2004-2005.
Recommendations
expected end - 2004
Increase availability of
designated parking
spaces
 A review indicated that
the process of identifying
parking needs for people
with disabilities at Queen’s
is effective & responsive
 Limited parking overall
may be a challenge to
visitors to the Campus
 Parking Advisory
Committee has begun its
work of reviewing current
parking policies at Queen’s.
Accessibility included in
this review
 The placement of
designated parking spaces
may need some review to
ensure short travelling
distances to curb cuts
 PG – UAE to attend
Committee as needed to
contribute to discussion on
accessibility
Improve accessibility
overall in buildings on
Campus
 Accessibility audits needed
to determine current
status of accessibility in all
buildings on Campus
 PC – UAE to develop and
deliver audit program that
departments can conduct.
Information to be collected
and disseminated by the
PC-UAE – 2004, 2005 and
2006 Accessibility Plans
14
Natural & Built Environments
Goal
Update
Status/Plan for 2004 - 2005
 Accessibility Audit
program - researched and
presented to Queen’s
Accessibility Committee –
Winter/Summer 2005
 Accessibility Audit
Program to be developed
and delivered to
departments – Fall
2005/Winter 2006
Determine the
applicability of the
Ontarians with
Disabilities Act, 2001
to the International
Study Centre
 It has been determined
that the Ontario Human
Rights Code applies to the
activities at the ISC,
although in a more limited
capacity. Keeping in mind
the need for
synchronization with U.K.
legislation, it logically
follows that there are no
obstacles to reporting
through the ODA in the
area of barrier removal.
 Examine and develop a
system to actively prevent
the creation of new barriers
in the academic and
physical planning at the
ISC.
Ensure scheduling of
elevator maintenance
meets the needs of the
University and
minimizes disruption
for accessibility
 Review of the program
indicates that PPS
regularly maintains
elevators on Campus and
responds speedily to
requests for repair
 Maintenance schedule to be
consistently reviewed and
updated as needed
Monitor the Queen’s
Centre Project to
ensure maximum
accessibility
 PC – UAE and 4 students
with disabilities presented
to the Executive
Committee – Winter 2004
 Accessibility a key feature
in presentation by design
team to the University –
Spring 2004
 Design team required to
implement Queen’s
Accessibility Guidelines in
 PC – UAE to sit on
technical review committee
 PC-UAE to form a
consultative group of
people with disabilities to
meet with design team
when accessibility features
have been incorporated in
the plans. Feedback and
input from people with
disabilities to be actively
15
Natural & Built Environments
Goal
Update
building plans
Classroom inventory
(includes classroom
location and
accessibility features)
to be reviewed,
updated and linked to
appropriate Queen’s
websites
Building and
placement of podiums
along with
accompanying
communication devices
to be assessed for
accessibility
Status/Plan for 2004 - 2005
solicited
 PC-UAE to work with PPS
to identify resources for
updating current inventory
 PC-UAE to work with
relevant offices to include
link on websites
 PC – UAE to collaborate
with Information
Technology Services (ITS)Technical Services to
incorporate accessibility
assessment in building and
placement of lecture
podiums
Services, Systems and Policies
Goal
Develop university
accessibility standards
that will be applied to
capital projects
Explore options and
costs for accessible oncampus transportation
system
Update
Status/Plan for 2004 - 2005
 Associate Vice-Principal
of Operations & Facilities
to strike a committee to
review current guidelines
and adopt appropriate
accessibility standards
 Committee struck –Fall
2004
 Standards developed and
adopted - 2005
 Goal moved to 2004-2005
Accessibility Plan
 PC-UAE to schedule
meeting with AMS
personnel early Fall 2004
 AMS to coordinate needs
analysis/user survey
through Accessibility
Queen’s
 Results &
recommendations to be
compiled and forwarded to
PC-UAE and QAC
 Consultation with current
16
Services, Systems and Policies
Goal
Update
Status/Plan for 2004 - 2005
transportation services to
be arranged
Review emerging
academic policies that
create 100% finals, reweighted as a default
from missing a
midterm.
Review funding
available for
departmental use in
providing
accommodation (Please
see Recommendation
#8 in the Report on
the ODA, Compliance
& Administration
 Memo sent to Vice
Principal Academic –
Summer 2004
 Upon response from VP
Academic, PC-UAE and
QAC to determine course of
action – Fall/Winter 20042005
 Item moved to 2004-2005
plan
 Current budget policy
reviewed by QAC – Fall
2004
 Recommendations for
including accommodations
in budgets and
communication to
department following
review – Winter 2005
Review & simplify
process to obtain exam
accommodations
(especially in the
Faculty of Law)
 Testing centre completed
– Winter 2004. All exams
for students with
disabilities coordinated
through the testing centre
 HCDS and Faculty of Law
met – Spring 2004.
Process clarified and
coordination agreement
reached
Increase
awareness/advertising
of available services
 HCDS website reorganized
and configured on within
the Queen’s web system
 Every year, client
satisfaction survey issued
 UAE website expanded to
include section on people
with disabilities (Fall
2004)
 UAE Office participated
in New Faculty
Orientation Day as well as
Queen’s Student Staff
 Client satisfaction survey
to solicit feedback on how
to make services more
visible
 Faculty and staff to be
included in survey
recipients
 HCDS to send e-mail to
QAC outlining services
 Include UAE & HCDS
website on Queen’s main
page
17
Services, Systems and Policies
Goal
Update
Resource Fair – Summer
2004
Status/Plan for 2004 - 2005
18
Services, Systems and Policies
Goal
Establish a clear
process for dealing with
complaints regarding
accommodation by
HCDS through Human
Rights Office
Update
 Both offices consulted –
Summer 2004
Status/Plan for 2004 - 2005
 Current harassment policy
and procedure applies to
people with disabilities
(including students)
 Human Rights Office
reviewing definition of
discrimination to include
examples pertaining to
disability issues
 Policy and procedures
under review – expected
completion – 2005
 Will include a section on
steps for accommodation
and resolution of
complaints in event of
failure to accommodate
19
Services, Systems and Policies
Goal
Establish and
accessible system of
collecting and
summarizing (as well as
disseminating to
appropriate
departments for
information or action)
input/comments/compl
aints/
Suggestions through
website, email, voice
mail, snail mail, TTY
Update
Status/Plan for 2004 - 2005
 TTY installed in UAE
office – January 2004
 Article – Gazette –
February 2004,
introducing the PC-UAE
and role
 Article – Gazette – March
2004 – disability issue
(employment equity)
 Communicated complaints
to appropriate
departments.
 UAE website to include
section on disability issues
and will include
mechanism for soliciting
and tracking feedback
 University-wide network
type TTY system being
assessed
 Town hall meetings to be
scheduled several times
throughout the year
 Comments box to be
established
 “Barrier Busters” forums
to be organized and held
throughout the academic
year
 Advertisements in
Gazette/Journal
(Accessibility Queen’s to be
approached for this)
 Explore options for
additional website/e-mail
address for anonymous
comments, suggestions,
etc.
20
Services, Systems and Policies – Additional Goals for 2004-2005
Goal
Evacuation plans for
people with disabilities
to be developed and
maintained
Update
Off-Campus Activity
Policy to be assessed
for impact on students
with disabilities
 Policy in effect –
September 2004
 Program Coordinator to
be hired in Environmental
Health & Safety to
implement and monitor
policy
Status/Plan for 2004 - 2005
 Evacuation plans for
people with disabilities
living in Residence have
been submitted for
approval to the Kingston
Fire Department
 Environmental Health &
Safety to meet with
emergency services to
determine what is expected
of the institution in an
emergency
 Expectations to be
incorporated within
departmental operational
procedures
 Standardized building plans
to be developed and will
include fire/emergency
safety plans
 Employees to inform
department of any special
needs in the event of an
emergency
 PC – UAE to work with
Environmental Health and
Safety to ensure students
with disabilities are not
being unfairly assessed for
risk in participating in offcampus activities
 Planning forms to include
information about services
and resources on Campus
for students with
disabilities
21
Services, Systems and Policies – Additional Goals for 2004-2005
Goal
Emerging security
policy and
recommendations to be
reviewed for impact on
accessibility
Non-Queen’s events to
be monitored for
accessibility for people
with disabilities
Review policies and
procedures associated
with Queen’s students
studying aboard for
impact on students
with disabilities and
accessibility
Update
Status/Plan for 2004 - 2005
 Policy Analyst and PC –
UAE to consult with
working group on policy
 PC-UAE to consult with
Facilities Coordinator to
assess information and
services with regards to
accessibility responsibility
 Information about
accessibility planning to be
included in information
regarding the use of
Queen’s facilities
 PC – UAE, Human Rights
Office, HCDS &
International Student
Centre to review current
policies, procedures and
information
22
Relationships & Supports
Goal
Establish, train and
support staff & faculty
advisor/s in Human
Resources for both
academic and nonacademic employees
with disabilities
Update
Status/Plan for 2004 - 2005
 Appropriate
offices/players – met
August 2004
 Proposal outlining gaps in
current services and the
need for improved services
to be developed by midSeptember
 Proposal to be developed
and submitted to VicePrincipal, Operations &
Finance – Fall/Winter 20042005
 To include review of
services offered at other
Canadian Universities
 Examine the establishment
of a central fund to finance
accommodations
Provide a disability
specialist on
undergraduate
admissions committees
 HCDS and Admissions
met – Spring 2004
 Procedures of contact and
involvement established
and clarification of when
consultations would be
necessary
 Investigate the need for
disability specialist on
admissions committees for
the faculties of Education
and Law, consulting with
Registrars for Education
and Law
 Develop a system for
ensuring disability specialist
available on admission
committees – Law &
Education
Provide training on
assistive technology for
staff in campus
computer sites
 Library – Special Readers’
Services (SRS) gave
several tours throughout
the academic year of
assistive technology lab
 Several training sessions
developed and delivered.
When need for further
training is identified,
sessions are developed and
delivered
 Sites requiring training on
assistive technology to be
identified and training
delivered as required
23
Products & Technology
Goal
Make all Queens’
websites accessible
according to
accessibility standard
of Web Content
Accessibility Guidelines
Update


PC – UAE delivered
presentation to ITS
management group – re:
ODA
Discussions underway to
determine appropriate
departmental
involvement and
planning strategies
Status/Plan for 2004 - 2005






Make HCDS website
and all information
relating to services &
supports for disabilities
up-to-date and easier
to find
 SRS website posted on
new library website – Dec.
2003
 Guidelines for Faculty
accommodating students
with disabilities linked to
the Library-SRS and
UAE websites
 HCDS website
reconfigured and relocated
for ease of use
 UAE website expanded to
include section on
disability issues (Fall
2004)
 Human Resources website
Extensive consultation
throughout the University
revealed that making all
websites at Queen’s is not
achievable
Over 15000 websites at
Queen’s, only top 2 tiers of
websites monitored by
Marketing &
Communications
Goal to read: Appropriate
departments to work on
improving accessibility of
websites at Queen’s
Consultations to explore
process for auditing
current websites for
accessibility
Web accessibility checklist
being developed
Technological options
being investigated to
improve accessibility
 All websites pertaining to
people with disabilities and
accessibility to be
monitored and updated as
appropriate
24
Products & Technology
Goal
Update
updated, making
information about
accommodation easier to
find
 Human Rights Office
launched electronic
bulletin which will include
information about current
state of law and links to
appropriate websites
Status/Plan for 2004 - 2005
Increase services
offered online (i.e.,
ordering transcripts,
registering with
disability services, etc.)
 Residence students can
get room and phone
assignment information,
select meal plans, register
for long-distance phone
service and access phone
directories and ResNet
registration services online
 Online training module
developed and launched
assisting students with
disabilities transitioning
from high school to
university
 Students can now order
transcripts online
 QAC members to put forth
suggestions for
services/programs that can
be enhanced through online
access – summary to be
compiled
 Departments to improve
inter-consultation and
sharing of information to
improve use and
implementation of online
services
Incorporate
accessibility feature in
technology strategies,
course design and
evaluation
technologies, including
use of assistive
technologies
 Accessibility addressed
during the 16th Annual
Cross Faculty Teaching
forum (e.g., discussions –
Policy, Teaching,
Evaluation and
Technology)
 Article in Gazette focused
on inclusive teaching
design
 “Classroom Performance
Technology” assessed for
accessibility features
 Special Readers Services to
be included in preparing for
the Cross Faculty Teaching
Forum
25
Products & Technology
Goal
Increase number of
electronic door openers
Improve access to
printed copies of
overheads, blackboard
notes, Power Point
slides and other course
material in print
Update
Status/Plan for 2004 - 2005
 Openers installed in
Leggett and Watts Halls
(residences)
 Openers installed in
Mackintosh-Corry Hall,
linking to Richardson Hall
 Opener installed at south
wing of Mackintosh-Corry
Hall
 Opener installed in
washroom in Humphrey
Hall
 Opener installed in
washroom in MackintoshCorry Hall
 Openers to be installed as
need and priorities are
identified
 HCDS sent memo to
faculty summer 2003
addressing this need
 HCDS to continue working
with faculty to improve
access to alternatives to
print classroom materials
26
Products & Technology
Goal
Improve accessibility
of course packs, notes
class materials
Provide assistive
technology in campus
computer sites
Update
Status/Plan for 2004 - 2005
 Bookstore has agreed to
provide information
regarding course lists to
SRS (if possible) before
they are posted on the
bookstore’s website
 Bookstore will provide
digital versions of
courseware packages to
SRS for easier
transcriptions
 Bookstore agreed to assist
SRS connect with
textbook publishers in
order to receive material
in alternate formats
 Ommi Page Pro 12
software has been
purchased that changes
Adobe Acrobate images
into text
 A powerful scanner has
been purchased to allow
for quicker access to
material
 Two adaptive technology
labs – Douglas and
Stauffer libraries open and
staffed
 Adaptive stations in
Education (equipped with
Kursweil & Jaws), Ban
Righ Centre and an
accessible workstation in
Faculty of Law
 Purchases and upgrades
include:
 Four (4) 17” flat
screen monitors and
 Botterell Hall to be assessed
for adaptive technology
needs
27
Products & Technology
Goal













Need for visual alarms
in residences for staff
and students who are
hard of hearing or deaf
Update
CPU’s
Two (2) 19” flat screen
monitors and CPU’s
Ergonomic and
regular keyboards
Scanners (both regular
and heavy duty ones)
Four (4) Daisy players
(MP3 on CD will
eventually replace
books on tape)
Ergonomic mice
Improved headsets
with microphone (for
voice input software)
2 additional portable
tape players
Magnifiers
Ergonomic chairs
Adjustable table
Footstools
Adjustable keyboard
trays (includes space
for mouse)
Updated adaptive
technology - Kurzweil
3000, Zoomtext,
Dragon Naturally
Speaking &
Inspiration
 Residence group will
continue to receive
requests for visual alarms
and communicate need to
PPS
Status/Plan for 2004 - 2005
 Alarms to be installed as
need/priority identified
28
Additional Goals – Products & Technology
Goal
Assistive listening
devices – Coordination
plan developed and
communicated to
University
Update
 ITS, HCDS and PC-UAE
met to discuss issue
 ITS confirmed
responsibility for systems
for convocations
Status/Plan for 2004 - 2005
 Relevant offices to explore
appropriate plans for
coordinating, maintaining
and staffing systems during
events
 Coordination plan to be
communicated to the
University
Summary
A number of significant accomplishments have been achieved in improving
accessibility for people with disabilities at Queen’s. However, much work remains to
achieve a community that is barrier-free and sees a marked increase of participation
by people with disabilities in the life and work of the University. Queen’s is
committed to its obligations and responsibilities in working towards this vision and
this Second Annual Accessibility Plan reaffirms that commitment. The activities
outlined in this Plan, as is the case for the first Accessibility Plan, will continue to be
carried out with energy, dedication and commitment until people with disabilities
indicate accessibility success at Queen’s.
29