Centre for Human Rights, Equity & Diversity | HR Services
Accessibility Awareness
Training for Educators
AODA (2005)
Acknowledgements
The following training module was developed with input from members of the following
Colleges: Algonquin College, George Brown College, Seneca and St. Lawrence College.
The members of the development team are:
Olga Dosis, AODA Coordinator, George Brown College, Project Lead
Karen Coffey, AODA Advisor, Algonquin College
Danielle Gravel, Human Resource Consultant, La Cité Collégial
Ingrid Ali, Diversity and Equity Consultant, Seneca College
Eleanor Condra, First Generation Coordinator, Professor Community Services, St.
Lawrence College
This training module was revised by members of the Centre for Human Rights,
Equity & Diversity | HR Services at Humber College.
This document is available in alternate format upon request
January 2013
2
Goal of the Training
The goal of this training is to provide Humber
employees who are responsible for the design,
delivery and/or instruction of courses with strategies
to enhance accessible teaching methods as a way to
enrich the learning experience for students with
disabilities.
Accessibility Awareness Training
3
Objectives
1. Provide an overview of the Accessibility for Ontarians with Disabilities Act
(2005) and the Integrated Accessibility Standards Regulations and their
impact on program and course design, delivery and instruction.
2. Identify barriers that students with disabilities may face in accessing
education.
3. Provide strategies for improving students’ learning experience.
4. Outline the principles of Universal Design for Learning as a framework for
accessible education that prevents and removes barriers in the learning
environment.
5. Provide resources to assist in increasing accessibility in the classroom.
Accessibility Awareness Training
4
Agenda
Committing to Accessibility
1.Accessibility for Ontarians with Disabilities Act (AODA), 2005
2.Integrated Accessibility Standards Regulation (IASR), 2011
3.Section 16: Training to Educators
Supporting Students with Disabilities
1.Definition of disability
2.Equal opportunities for and access to learning
3.Access through individualized accommodations
4.Providing individual academic accommodations
Moving from Accommodations to Accessible Education
1.Establishing accessibility standards to prevent and remove barriers
2.Strategies to prevent and remove barriers in the learning environment
3.Building on principles of effective teaching and learning
4.Proactive approach to preventing and removing barriers in the learning environment
5.Advantages of Accessible Education
Considering Universal Design for Learning as a Framework for Accessible Education
1.Universal Design for Learning
2.The seven principles of Universal Design for Learning
3.The principles of Universal Design for Learning in Action
4.Multiple approaches to teaching and learning using Universal Design for Learning
5.Advantages of Universal Design for Learning
Summary
Glossary
Accessibility Awareness Training
5
Committing to Accessibility
This training will begin with a brief overview of legislative
requirements under the Accessibility for Ontarians with
Disabilities Act (2005). The first section will highlight the
following:
1. Accessibility for Ontarians with Disabilities Act (AODA), 2005
2. Integrated Accessibility Standards Regulation (IASR), 2011
3. Section 16: Training to Educators
Accessibility Awareness Training
6
1. Accessibility for Ontarians with Disabilities Act,
2005
The Act obliges organizations in the public and private sectors to
remove and prevent barriers for people with disabilities in five
areas: customer service, information and communications,
transportation, employment and the built environment.
2. Integrated Accessibility Standards Regulation
(IASR)
•
•
The IASR harmonizes the customer service standards, that became law in
2008, with accessibility standards in the areas of information and
communications, employment, and transportation. Businesses and
organizations are required to meet compliance deadlines beginning in 2011
until 2025.
The IASR contains specific requirements to ensure accessibility for people
with disabilities to the services, programs and courses provided by
educational and training institutions in Ontario such as colleges.
Accessibility Awareness Training
7
3. Section 16: Training to Educators
Section 16 of the Integrated Accessibility Standards Regulation: Training to
Educators requirement states the following:
“… school boards or educational or training institutions shall provide
educators with accessibility awareness training related to accessible
program or course delivery and instruction.” O. Reg. 191/11, s. (16)
The compliance date for this requirement is January 1, 2013
Section 16 of the Integrated Accessibility Standards Regulation requires
Ontario colleges to provide accessibility awareness training to educators and all
employees who are involved in course design, delivery and instruction.
This training has been designed to meet Humber’s obligation under
Section 16: Training to Educators requirement.
Accessibility Awareness Training
8
Are you committed to
increasing accessibility
for persons with
disabilities?
To enhance your knowledge of supporting students with
disabilities, please proceed to the following slide.
Accessibility Awareness Training
9
Supporting Students with Disabilities
This section will review the following:
1. Definition of disability
2. Equal opportunities for and access to learning
3. Access through individualized accommodations
4. Providing individual academic accommodations
Accessibility Awareness Training
10
1. Definition of Disability
The Integrated Accessibility Standards Regulation uses the definition of disability
contained in the Human Rights Code (1962) which states the following:
A disability may be
•
visible
•
invisible
•
temporary
•
permanent
•
Any degree of physical disability, infirmity, malformation or
disfigurement caused by bodily injury, birth defect or illness.
•
A condition of mental impairment or a developmental
disability.
•
A learning disability or a dysfunction in one or more of the
processes involved in understanding or using symbols or
spoken language.
•
A mental disorder.
•
An injury or disability for which benefits were claimed or
received under the insurance plan established under the
Workplace Safety & Insurance Act, 1997.
Ontario Human Rights Code (1962)
Accessibility Awareness Training
11
2. Equal Opportunities for and Equal Access to
Learning
There are four principles that guide equal opportunities for and equal access to learning for
student with disabilities. The four principles are listed below.
Principle
Implications
Dignity
Dignity means that each student is able to maintain privacy, self-respect and the respect of others.
Dignified service means including the needs of persons with disabilities to ensure they are
provided with the same service, quality and convenience as others.
Equity/Equality
of Outcome
Equity/equality of outcome means having the same chances, options, benefits and results as
others. In the case of services, it means that persons with disabilities have the same opportunity
as others to benefit from the way that education is provided.
Independence
Independence means that each student can undertake learning tasks without unnecessary help.
Individuals sometimes react to a person’s disability and may try to resolve an access issue based
on their own assumptions about the person’s abilities. Consult with the student with a disability to
determine how you can best meet his/her needs.
Integration
Integration means that every student is able to benefit from the same education, in the same place
and in the same or similar way as others. For example, repeat students’ questions and allow only
one person to speak at a time, to reduce auditory stimuli that can confuse students with mental
health and learning disabilities, as well as vision and hearing loss.
Humber College is committed to providing all its service in accordance with the principles outlined
above, including the provision of academic accommodation.
Source: Understanding the AODA and the Accessibility Standards for Customer Service. http://www.aoda.utoronto.ca/ascs/COU-ASCS-Module-1HTML/30.html. Accessibility in Teaching Strategies and Requirements for Supporting an Accessible Learning Environment
http://accessibility.uwo.ca/AODA/Accessibility_in_Teaching_brochure.htm
Accessibility Awareness Training
12
3. Access Through Individualized Academic
Accommodations
Students with disabilities have the right to academic accommodations that meet
their individual needs. The Ontario Human Rights Code, 1962 (Code)
provides for equal rights and opportunities and freedom from discrimination for
people with disabilities.
As required by the Code, colleges already provide individual academic
accommodations, such as adaptive measures or supports, to give students with
disabilities equitable access to the same education as others in their program
of study.
Common examples of academic accommodations include:
•extending the time allotted for a test
•arranging for a note-taker during classes
•using text-to-voice translation software for course materials
Accessibility Awareness Training
13
4. Providing Individual Academic Accommodations
Providing academic accommodations is a shared responsibility between the education provider and
the student with a disability. Each party has a responsibility to cooperatively engage in the
accommodation process, share information, and participate in the development of potential
accommodation solutions. The table below outlines the responsibilities that the education providers
and students with disabilities have during the accommodation process.
Education providers have a responsibility to:
Students with disabilities have a responsibility to:
•
interact with students in a non-discriminatory
manner
•
register with Disability Services if they wish to
receive academic accommodations
•
put in place appropriate effective and dignified
accommodation process
•
advise the education provider of the need for
accommodation
•
engage in meaningful dialogue about
accommodation, and seek expert assistance as
needed
•
participate in discussion regarding possible
accommodation solutions
•
engage in the accommodation process
•
meet curriculum standards, once the
accommodation is provided
•
work with the accommodation provider on an
ongoing basis to manage the accommodation
process
•
maintain student confidentiality
Accessibility Awareness Training
14
4. Providing Individual Academic Accommodations
It is a good practice for educators to request that students come forward in private to
discuss their accommodation needs. It is the student's responsibility to inform the
educator of their need for accommodation. If a student discloses that they require an
accommodation, educators should refer students to Disability Services so that they are
fully informed of their responsibilities and rights as a student with a disability. Students
who require accommodation must present educators with a “Memo to Faculty”, issued by
Disability Services, in order to meet their obligation for participating in the
accommodation process as outlined in the Ontario Human Rights Code (1962).
It is important to remember that educators have a right to know about
the accommodation needs of their students, but they do not need to
know about the nature of the disability itself.
Accessibility Awareness Training
15
4. Providing Individual Academic Accommodations
Humber College currently offers services to provide individual academic
accommodations to students with disabilities.
For more information on arranging academic accommodations for students
with disabilities, contact Disability Services:
North Campus and Carrier Drive:
Phone: 416.675.6622 ext. 5180
Fax: 416.675.6219
Email: disability.services@humber.ca
Lakeshore Campus and Orangeville Campus:
Phone: 416.675.6622 ext. 3265
Fax: 416.252.8800
Email: disability.services@humber.ca
Accessibility Awareness Training
16
Remember …
You only need to know
what accommodation
the student requires in
your course.
Accessibility Awareness Training
17
Moving From Accommodation to Accessible
Education
This section of the training will address the following:
1.Establishing accessibility standards to prevent and remove barriers
2.Strategies to prevent and remove barriers in the learning
environment
3.Building on principles of effective teaching and learning
4.Proactive approach to preventing and removing barriers in the
learning environment
5.Advantages of Accessible Education
Accessibility Awareness Training
18
1. Establishing Accessibility Standards to Prevent
and Remove Barriers
The Accessibility for Ontarians with Disabilities Act (2005) emphasizes developing,
implementing and enforcing standards for accessibility to promote inclusivity and reduce
the potential for discrimination. Developing accessibility standards help to reduce or
eliminate barriers that students with disabilities may encounter.
A barrier is an obstacle
that impedes, blocks,
prevents, or stops a
person with a disability
from fully participating in
society.
Accessibility describes the extent to which all intended
populations are able to use a product, device, service or
environment. A barrier is an obstacle that impedes,
blocks, prevents, or stops a person with a disability from
fully participating in society.
Accessibility Awareness Training
19
1. Establishing Accessibility Standards to Prevent
and Remove Barriers
Identified barriers to accessibility fall in to five categories.
These barriers to accessibility can impact the learning environment.
Accessibility Awareness Training
20
2. Strategies to Prevent and Remove Barriers in
the Learning Environment
The table below outlines the five categories of barriers to accessibility and ways that accommodations can be implemented
to increase accessibility in the classroom.
Barriers to Accessibility
Implementing Accommodations
1. Attitudinal: Treating accommodation as a special
favour.
1. Understanding the importance of accommodations to
facilitate students’ academic success and therefore
implement accommodations willingly.
2. Organizational: Holding office hours only in person in a
set location.
2. Providing office hours in multiple formats, for example,
face to face, telephone, and email.
3. Architectural/Physical: A classroom that is difficult for a
student in a wheelchair to navigate.
3. Consult with the student to determine the location in the
classroom that is best for them.
4. Information and Communications: Lectures that are
poorly organized; using language that is unclear.
4. Ensure lectures are organized, use clear language and
provide multiple ways of accessing information such as
printed notes and visual aids.
5. Technology: Documents without features to provide
access to information presented in images.
5. Ensure alternate formats of distributed information are
readily available. Describe all visual representations of
information, such as pictures or graphs during the lecture.
Moving from providing accommodations to increasing accessibility throughout the
learning environment involves building upon the principles of effective teaching and
learning through the lens of accessible education.
Accessibility Awareness Training
21
3. Building on Principles of Effective Teaching and
Learning
Accessible education builds on principles of effective teaching and learning,
many of which you may already use, some of which are outlined below:
•Accessible education anticipates that students have diverse learning styles.
•Accessible education considers the learning needs of all students when
designing curriculum, courses, materials and instruction.
•Accessible education removes barriers to learning and thereby reduces the
need for individual accommodations.
•Accessible education presents course content clearly and logically.
•Accessible education recognizes that students can express their
understanding of course content in multiple ways.
•Accessible education integrates equity through the learning environment.
Accessibility Awareness Training
22
4. Proactive Approach to Preventing and Removing
Barriers in the Learning Environment
Accessible education takes a proactive approach to preventing and removing barriers in
postsecondary sector. The table below outlines some of the differences between
accommodation and accessible education.
Accommodation
Accessible Education
Access should be addressed by the
student and the Disability Services office.
Access should be addressed by the
designer of the learning experience.
Access is often provided through special
treatment.
Access is provided through considering
everyone’s needs.
Accessibility Awareness Training
23
5. Advantages of Accessible Education
Accessible education allows students with disabilities to focus on
learning in an inclusive environment.
Some of the advantages for students are:
1.Increases student retention.
2.Increases students’ academic success.
3.Increases a student’s sense of dignity and integration in their
learning environment.
Accessibility Awareness Training
24
5. Advantages of Accessible Education
The use of an Accessible Education framework complements effective
teaching practices to enhance student learning.
Some advantages for educators are:
1.Identify and remove barriers in the learning environment before they affect
students.
2.Modify the approach to course design and instruction to enhance the
learning experience for all students.
3.Improve overall student engagement by removing barriers.
4.Focus on the development of accessible curriculum for all students.
Accessibility Awareness Training
25
Remember …
When you integrate an
accessible education
framework into an inclusive
learning environment,
everybody benefits.
Accessibility Awareness Training
26
Considering Universal Design for Learning
(UDL) as a Framework for Accessible Education
The final section of the training will provide an overview of the
following:
1.Universal Design for Learning
2.The seven principles of Universal Design for Learning
3.The principles of Universal Design for Learning in Action
4.Multiple Approaches to teaching and learning using Universal
Design for Learning
5.Advantages of Universal Design for Learning
Accessibility Awareness Training
27
1. Universal Design for Learning
Universal Design for Learning (UDL) involves considering the potential needs
of all learners when designing and delivering course instruction to ensure a
high degree of accessibility to subject matter and instruction.
UDL is an example of an effective framework for accessible education. UDL is
not a new concept. Educators have been using UDL principles for years as they
are a fundamental part of Adult Education Programs. The bulleted points below
outline some of the main elements of UDL:
•UDL emphasizes flexible curriculum and teaching materials to differentiate
instruction.
•UDL uses multiple modes of engaging students, presenting content and
assessing comprehension.
•UDL utilizes evolving communication technology to maximize learning
opportunities for all students.
UDL is guided by seven principles
Accessibility Awareness Training
28
2. The Seven Principles of Universal Design for
Learning
The seven principles of Universal Design for Learning center around the observation
that individuals have a range of abilities and that an individual’s abilities change over
time. Incorporating the seven principles (outlined below) during the preliminary stages
of course design will increase accessibility in learning for all students.
1.Be accessible and fair.
2.Provide flexibility in use, participation and presentation.
3.Be straightforward and consistent.
4.Ensure information is explicitly presented and readily perceived.
5.Provide a supportive learning environment.
6.Minimize unnecessary physical effort or requirements.
7.Ensure the learning space fits students’ needs and instructional materials.
Please proceed to the following slide for more details about the seven principles.
Accessibility Awareness Training
29
3. Principles of Universal Design for Learning in
Action
The table below slide demonstrates how the seven principles of Universal Design for
Learning can be implemented.
Principle
Examples
Be accessible and fair.
Provide accessibility-checked course website; supply lecture
outlines; use variety of media to provide information.
Provide flexibility in use, participation
and presentation.
Use verbal, text, images, audio; use discussion or problem-solving
exercises; post exercises and quizzes online.
Be straightforward and consistent.
Use headings consistently; develop concept maps for complex
topics, use plain language.
Be explicitly presented and readily
perceived.
Ensure PowerPoint materials are easy to read; provide outlines
and summaries; consider room conditions.
Provide a supportive learning
environment.
Expect students to have varying levels of skills; offer collaborative
learning opportunities; review drafts of assignments.
Minimize unnecessary physical effort or
requirements.
Minimize clicking, scrolling, etcetera on websites; consider lighting,
physical space; have students work in pairs; provide remote access
to reading material.
Ensure learning spaces fit students’
needs and instructional materials.
Match exercises to course technology; provide videotapes for
review; ensure space accommodates mobility and communication
needs.
Accessibility Awareness Training
30
Remember …
The Seven Principles of Universal Design for
Learning increase accessibility for all students.
1.Be accessible and fair.
2.Provide flexibility in use, participation and presentation.
3.Be straightforward and consistent.
4.Ensure information is explicitly presented and readily perceived.
5.Provide a supportive learning environment.
6.Minimize unnecessary physical effort or requirements.
7.Ensure the learning space fits students’ needs and instructional
materials.
Accessibility Awareness Training
31
4. Multiple Approaches to Teaching and Learning
Using Universal Design for Learning
Universal Design for Learning (UDL) uses multiple ways to engage and motivate
students. Provided below are three ways that UDL anticipates the myriad of
learning styles in the classroom.
1.UDL builds on the concept that that a single teaching style may not work for a
classroom of students. For example, incorporating active reading strategies such
as encouraging students to identify and define any unfamiliar terms, to write a
summary of the chapter or article.
2.UDL efforts to address the needs of different learners during the design stage.
For example, use videos to supplement or replace readings.
3.UDL incorporates active learning by building in more interaction between
professor and students. For example, providing opportunities for students to
change tasks or activities during class through learning activities such as role
play, peer review, discussion, or game based learning.
Accessibility Awareness Training
32
4. Multiple Approaches to Teaching and Learning
Using Universal Design for Learning
Universal Design for Learning emphasizes multiple methods of presenting
material so students have several ways to access information. Below are some
examples of presenting information in a number of ways to enhance student
learning:
• Posting materials on a course website
• Using a variety of visuals
• Supplying audio to supplement text
• Using social media or online discussions boards
• Staging interactive demonstrations
UDL also utilizes advances in technology as a way enhance accessible
education. Please proceed to the next slide for more information.
Accessibility Awareness Training
33
4. Multiple Approaches to Teaching and Learning
Using Universal Design for Learning
Universal Design for Learning encourages the use of new and emerging
technologies to enhance learning for all students.
•Technology builds on advances in wireless technology and uses technology as
a tool in the accessible learning environment.
•Technology offers opportunities to use technology-enhanced tools to reach
students in multiple ways, such as:
• smart phones
• laptops
• scanning devices
• digital recorders
• screen readers
• assistive listening devices
Technology delivers benefits to all students.
Accessibility Awareness Training
34
5. Advantages of Universal Design for Learning
Universal Design for Learning provides for multiple means of expression to give
students alternative ways of demonstrating their knowledge. The advantages of
UDL are well known, and some are outlined below.
Advantages of Universal Design for Learning:
1.Recognizes that everyone sees, hears and reads information in many ways.
2.Maximizes student learning by increasing the ways students are presented with
the opportunity to see, hear and read information Provides students with a variety of
ways to demonstrate their understanding and mastery of a topic.
3.Reaches more students more effectively by broadening the presentation
approach.
4.Promotes deeper learning by expanding presentation style beyond traditional
lecturing.
5.Encourages educators to use a variety of ways to evaluate students’
comprehension.
Accessibility Awareness Training
35
Summary
1. Committing to Accessibility
The first section of this training module provided an overview of the
following:
The Accessibility for Ontarians with Disabilities Act (2005) and the
Integrated Accessibility Standards Regulations (IASR) and outlined the
requirement for educators in relation to program and course design, delivery
and instruction.
Section 16 of the IASR: Training to Educators states the following:
“… school boards or educational or training institutions shall provide
educators with accessibility awareness training related to accessible
program or course delivery and instruction.” O. Reg. 191/11, s. (16).
Accessibility Awareness Training
36
Summary
2. Supporting Students with Disabilities
The second section of the training module provided the following:
•
•
•
•
The definition of disability as outlined in the Human Rights Code
(1962).
The four key principles underlying the Integrated Accessibility
Standard: Dignity, Equity/Equality of Outcome, Independence and
Integration. These four principles support equal opportunities for and
equal access to learning for students with disabilities.
Overview of College’s obligation to provide academic
accommodations under the Human Rights Code (1962).
Suggestions educators can use to inform students that
accommodations will provided if a request is made.
Accessibility Awareness Training
37
Summary
3. Moving from Accommodation to Accessible Education
The third section of the training module outlined the following:
•How establishing and implementing accessibility standards will prevent
and remove barriers for students with disabilities in the postsecondary
environment.
•The five categories of barriers to accessibility as well as ways that
accommodations can be implemented to prevent and remove barriers in
the learning environment.
•How the principles of effective teaching and learning take a proactive
approach to move beyond providing individualized accommodations to
an accessible education framework that benefits all students.
•The advantages of accessible education for students and educators.
Accessibility Awareness Training
38
Summary
4. Considering Universal Design for Learning as a Framework
for Accessible Education
The final section of the training module provided an overview of the
following:
•
The seven principles of Universal Design for Learning.
•
Universal Design for Learning (UDL) involves considering the potential
needs of all learners when designing and delivering course instruction
to ensure a high degree of accessibility to subject matter and
instruction.
•
The multiple approaches to teaching and learning that create and
maintain an accessible learning environment that fosters the success of
all students.
Accessibility Awareness Training
39
Resources on Accessible Education
Print
•Universal Instructional Design in Postsecondary Settings: An Implementation Guide
http://www.mohawkcollege.ca/Assets/StudentDev/disability/UID+Manual.pdf
•Ryerson Learning and Teaching Office
http://www.ryerson.ca/lt/resources/instructionaldesign/
•University of Guelph Teaching Support Services
http://www.tss.uoguelph.ca/uid/
•National Centre on Universal Design for Learning: UDL Guidelines (US source)
http://www.udlcenter.org/aboutudl/udlguidelines
•Center for Applied Special Technology (US source)
http://www.cast.org/index.html; http://www.cast.org/learningtools/index.html
•The opportunity to succeed: Achieving barrier-free education for students with disabilities
http://www.ohrc.on.ca/sites/default/files/attachments/The_opportunity_to_succeed%3A_Achievi
ng_barrier-free_education_for_students_with_disabilities.pdf
Videos
•Universal Design for Learning by Rachel Odland
http://www.youtube.com/watch?v=Boeyn8frkiY&feature=fvwrel
•Best Practices Through Universal Design for Learning (Colorado State University)
http://www.youtube.com/watch?v=j7eUf_7dZVM&feature=related
Accessibility Awareness Training
40
Congratulations! You have successfully completed this
training. Please sign and return the Certificate of
Completion on the next page.
Please sign and date the form.
Send the Certificate of Completion to the Centre for Human Rights, Equity &
Diversity | HR Services:
Email: humanrights@humber.ca
Fax: 416-675-4708
Mail: HR Services, B303 North Campus
The signed Certificate of Completion will serve as a record that you have
completed the training.
Accessibility Awareness Training
41
Certificate of Completion
Integrated Accessibility Standards Regulation
Information and Communications Standards (s. 16, O. Reg. 191/11)
Humber College Institute of Technology & Advanced Learning has adopted accessibility standards in
accordance with Ontario Regulation 191/11 in its delivering of education.
This training complies with the regulatory requirements for colleges to provide educators with
accessibility awareness training. It includes introductory information related to accessible program or
course delivery and instruction. As an educator at Humber College Institute of Technology & Advanced
Learning, you are required to acknowledge that you have received, understood and completed this
training.
I acknowledge that I have read and understood the information above, and that I have received and
completed the required training.
____________________________________
Signature
____________________________________
Date
____________________________________
Printed Name
Accessibility Awareness Training
42
Glossary
* The information in this glossary was adapted from the Council of Ontario Universities and
revised by the Centre for Human Rights, Equity & Diversity | HR Services
Accessibility
Accessibility is the degree to which persons with disabilities can access a device, service or
environment without barriers. Accessibility is also a process – it is the proactive identification, removal
and prevention of barriers to persons with disabilities.
Accessibility standards
An accessibility standard is a rule that persons and organizations have to follow to identify, remove
and prevent barriers. Each university must ensure that its policies, practices and procedures address
the requirements of Ontario’s accessible customer service standard, and ensure that they are
consistent with the principles of dignity, equal opportunity, independence and integration.
Dignity
Providing service with dignity means the customer maintains his or her self-respect and the respect of
other people. Dignified service means not treating persons with disabilities as an afterthought or
forcing them to accept lesser service, quality or convenience.
Equal opportunity
Equal opportunity means having the same chances, options, benefits and results as others. In the
case of services, it means that persons with disabilities have the same opportunity as others to benefit
from the way you provide goods or services.
Accessibility Awareness Training
43
Glossary
Independence
Ensuring people are able to do things on their own without unnecessary help, or interference from
others.
Integration
Integration means providing service in a way that allows the person with a disability to benefit from the
same services, in the same place and in the same or similar way as other customers.
Accommodation
Accommodation is an individualized and reactive adaptation or adjustment made to provide a person
with a disability with equitable and non-discriminatory opportunities for participation. Appropriate and
reasonable accommodation is determined based on an individualized assessment of the interaction
between the student’s disability and required tasks. Accommodation is not treatment or rehabilitation.
Alternative format
Alternative format refers to the conversion of printed text, audio or video files into formats more easily
accessed by persons with disabilities.
Audio format: Audio is an alternative format for persons with a vision, intellectual or developmental or
learning disability, or who cannot read print. Labels should be prepared in large, high-contrast print and
Braille.
Accessibility Awareness Training
44
Glossary
Braille
Braille is an alternative format for persons who are blind or deafblind. It is a tactile system of raised
dots representing letters or a combination of letters of the alphabet. Braille is produced using Braille
transcription software.
Captioning
Captioning translates the audio portion of a video presentation by way of subtitles, or captions, which
usually appear on the bottom of the screen. Captioning may be closed or open. Closed captions can
only be seen on a television screen that is equipped with a device called a closed caption decoder.
Open captions are “burned on” a video and appear whenever the video is shown. Captioning makes
television programs, films and other visual media with sound accessible to persons who are deaf or
hard of hearing.
Electronic text
Electronic text is used with screen reading software that allows persons who are blind, have low vision
or who have learning disabilities to hear a spoken translation of what others see on the monitor.
Large print
Large print is an alternative format for persons who have low vision. Large print materials should be
prepared with a font (print) size that is 16 to 20 points or larger.
Accessibility Awareness Training
45
Glossary
Assistive device
An assistive device is a tool, technology or mechanism that enables a person with a disability to do
everyday tasks such as moving, communicating or lifting. Assistive devices help persons with
disabilities maintain their independence at home, at work and in the community.
Digital audio player
An assistive device that enables persons with hearing loss to listen to books, directions, art shows,
etcetera.
FM transmitter system
An assistive device used by persons who are Deaf, deafened, oral deaf or hard of hearing to help
boost sound closest to the listener while reducing background noise.
Hearing aid
An assistive device that makes sound louder and clearer for persons who are Deaf, deafened, oral
deaf or hard of hearing.
Magnifier
An assistive device that makes print and images larger and easier to read.
Mobility device
An assistive device that helps persons who have difficulty walking. Examples include wheelchairs,
scooters, walkers, canes and crutches.
Accessibility Awareness Training
46
Glossary
Personal data manager
An assistive device that helps persons with learning disabilities store, organize and retrieve personal
information
Portable global positioning systems (GPS)
An assistive device that helps orient people to get to specific destinations
Speech generating device
These assistive devices are used to pass on a message using a device that “speaks” when a symbol,
word, or pictures is pressed.
Teletypewriter (TTY)
An assistive device that helps persons who are unable to speak or hear to communicate by phone.
The person types his her messages on the TTY keyboard, and messages are sent using telephone
lines to someone who has a TTY, or to an operator who passes the message along to someone who
does not have a TTY.
White cane
An assistive device that helps persons who are blind or have vision loss find their way round
obstacles
Accessibility Awareness Training
47
Glossary
Barrier
A barrier is anything that keeps someone with a disability from participating fully in society because of
his or her disability.
Attitudinal barrier
This barrier is about what we think and how we interact with persons with disabilities. It is perhaps the
most difficult barrier to overcome because our attitudes – based on our beliefs, knowledge, previous
experience and education – can be hard to change. For instance, some people worry about offending
someone by offering help and deal with this by ignoring or avoiding persons with disabilities.
Architectural or structural barrier
Architectural or structural barriers may result from design elements of a building such as stairs,
doorways, the width of hallways and room layout. These barriers may also occur through everyday
practices, such as when we store boxes or other objects in hallways, obstructing accessible pathways.
Information or communications barrier
Information or communication barriers, such as small print size, low colour contrast between text and
background or not facing the person when speaking, can make it difficult to receive or convey
information.
Systemic barrier
Systemic barriers can result from an organization’s policies, practices and procedures if they restrict
persons with disabilities, often unintentionally, as in the case with setting requirements such as full
course loads in establishing eligibility for services such as residences, scholarships and honours
listing.
Accessibility Awareness Training
48
Glossary
Technological barrier
Technology, or the lack of it, can prevent people from accessing information. Common tools like
computers, telephones and other aids can all present barriers if they are not set up or designed with
accessibility in mind.
Disability
The Accessibility for Ontarians with Disabilities Act, 2005 uses the Ontario Human Rights Code
definition of “disability”, which includes physical, mental health, developmental and learning
disabilities.
A disability may be visible or non-visible, as follows:
a)Any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily
injury, birth defect or illness and (...) includes diabetes mellitus, epilepsy, a brain injury, any degree of
paralysis, amputation, lack of physical coordination, blindness or visual impediment, deafness or
hearing impediment, muteness or speech impediment, or physical reliance on a guide dog or other
animal or on a wheelchair or other remedial appliance or device,
b)A condition of mental impairment or a development disability,
c)A learning disability, or dysfunction in one or more of the processes involved in understanding or
using symbols or spoken language,
d)A mental disorder, or
e)An injury or disability for which benefits were claimed or received under the insurance plan
established under the Workplace Safety and Insurance Act, 1997.
Accessibility Awareness Training
49
Glossary
Deafblind
A person who is deafblind can neither see nor hear to some degree. Many persons who are deafblind
are accompanied by an intervenor. Intervenors are individuals who are trained in special sign
language that involves touching the person’s hands in a two-hand, manual alphabet.
Hearing loss
Persons who have hearing loss may be deaf or hard of hearing. Like other disabilities, hearing loss
has a wide variety of degrees. Persons who are partially deaf often use hearing aids to assist their
hearing. Deaf persons also use sign language to communicate. While American Sign Language and
Quebec Sign Language (LSQ, or Langue des signes québécoise) are commonly used in Ontario, not
everyone with hearing loss uses them.
Deaf
In Deaf culture, indicated by a capital “D”, the term “Deaf” is used to describe a person who has
severe to profound hearing loss and who identifies with the culture, society and language of Deaf
persons, which is based on Sign Language. Persons who are profoundly deaf may identify themselves
as culturally Deaf or oral deaf.
Deafened
This term describes a person who has lost their hearing slowly or suddenly in adulthood. The person
may use speech with visual cues such as captioning or computerized note-taking, speech reading or
sign language.
Accessibility Awareness Training
50
Glossary
Hard of hearing
This term describes a person who uses his or her residual hearing and speech to communicate. The
person may supplement communication by speech reading, hearing aids, sign language and/or
communication devices.
Oral deaf
This term describes a person who was born deaf or became deaf before learning to speak, but is
taught to speak and may not typically use American Sign Language.
Intellectual or developmental disability
Persons with intellectual or developmental disabilities may have difficulty doing many things most of us
take for granted. These disabilities can mildly or profoundly limit one’s ability to learn. These
disabilities are often non-visible.
Learning disability
The term “learning disabilities” refers to a range of disorders that affect how persons process
information. Learning disabilities can result in reading and language-based learning problems
(dyslexia), problems with mathematics (dyscalculia), or problems with writing (dysgraphia). Learning
disabilities affect people from all backgrounds and are not a result of culture, language or lack of
motivation. Persons with learning disabilities just learn differently.
Accessibility Awareness Training
51
Glossary
Mental health disability
Mental health disabilities include schizophrenia, depression, phobias, as well as bipolar, anxiety and
mood disorders. Mental illness is often episodic, so a person who has a psychological or psychiatric
disability may not have symptoms all the time, and a person who has experienced an episode of
mental illness in the past will not necessarily have a repeat experience.
Non-visible disability
Non-visible disabilities include a wide range of impairments that may not be immediately noticeable,
such as back injury, vision or hearing loss, arthritis and medical conditions like diabetes or multiple
sclerosis.
Physical disability
There are many types and degrees of physical disabilities that can affect a person’s mobility. The
cause of the mobility disability may be non-visible, as in the case with arthritis, heart and lung
conditions.
Speech or language impairment
Some people have problems communicating. It could be the result of cerebral palsy, hearing loss or
another condition that makes it difficult to pronounce words, causes slurring or stuttering, or not being
able to express oneself or understand written or spoken language. Some persons who have severe
difficulties may use communication boards or other assistive devices.
Accessibility Awareness Training
52
Glossary
Vision loss
Vision loss reduces a person’s ability to see clearly. Few persons with vision loss are totally blind.
Some have limited vision such as tunnel vision, where a person has a loss of peripheral or side vision,
or a lack of central vision, which means they cannot see straight ahead. Some can see the outline of
objects while others can see the direction of light. Some common causes of vision disabilities are
scratched corneas, diabetes-related eye conditions, injuries and corneal grafts.
Duty to accommodate
Duty to accommodate means accommodation must be provided in a manner that respects general
principles such as dignity of the person, individualized, integration and full participation.
Inclusion
Inclusion is engaging differences to create a culture of belonging in which people are valued and
honoured for the improvement of our society, world and enterprises. Inclusive behaviours are those
practices and behaviours that leverage and honour the uniqueness of people’s different talents, beliefs
and ways of living.
Service animal
A service animal is an animal that does a job for a person with a disability. Examples include autism
assistance or service dogs; guide dogs, dog guides or seeing eye dogs; hearing ear, hearing, sound
alert or hearing alert dogs, cats or animals; psychiatric service dogs; service or mobility dogs or
animals, special skills dogs or animals; seizure, seizure alert, seizure assist or seizure response dogs
or animals.
Accessibility Awareness Training
53
Glossary
Undue hardship
Organizations are required to accommodate someone with a disability to the point of undue hardship.
There are only three factors to consider in assessing undue hardship: cost, outside sources of funding
and health and safety requirements, if any.
Universal Design for Learning
Universal design is an approach to designing course instruction, materials, and content to benefit
people of all learning styles without adaptation or retrofitting. Universal Design does not remove
academic challenges; it removes barriers to access.
Accessibility Awareness Training
54
Glossary
Effective Teaching and Learning Principles (1-3)
These following twelve principles are intended as guidelines to educators and administrators interested in
the improvement of teaching and learning.
1.Instructors' knowledge of the subject matter is essential to the implementation of important teaching tasks.
Educators who know their subject matter thoroughly can be more effective and efficient at organizing the
subject matter, connecting the subject with the students' previous experience and knowledge, finding useful
analogies and examples, presenting current thinking on the subject, and establishing appropriate
emphases.
1.Active involvement of the learner enhances learning. Learning is an active process which requires that the
learner work with and apply new material to past knowledge and to everyday life. Some of the methods that
encourage active learning in the classroom are: discussion, practice sessions, structured exercises, team
projects, and research projects. In the words of William James: Teaching without an accompanying
experience is like filling a lamp with water. Something has been poured in, but the result is not illuminating.
1.Interaction between educators and students is the most important factor in student motivation and
involvement. Interaction between students and educators, particularly informal interaction, is one of most
important factors in student motivation for learning. The opportunity to know a few instructors well often
enhances students' intellectual commitment and provides valuable role modeling.
Accessibility Awareness Training
55
Glossary
Effective Teaching and Learning Principles (4-6)
These principles are intended as guidelines to educators and administrators interested in the
improvement of teaching and learning.
1.Students benefit from taking responsibility for their learning. Students are more motivated when they
take control of their own learning. This is the belief which has stimulated active interest in self-directed
learning.
1.There are many roads to learning. Students learn in different ways and vary in their abilities to
perform certain tasks. Understanding that each student has unique strengths and weaknesses related
to the ways in which they approach learning is an important component of effective education.
Providing a variety of learning activities for a class enables individual students to choose the activity
which is the most effective for them at the moment.
1.Expect more and you will achieve more. Simply stated, if an educator conveys to students that he or
she believes in their ability to succeed, learning is enhanced.
Accessibility Awareness Training
56
Glossary
Effective Teaching and Learning Principles (7-9)
These principles are intended as guidelines to educators and administrators interested in the
improvement of teaching and learning.
1.Learning is enhanced in an atmosphere of cooperation. Learning is enhanced when it is perceived
as a collaborative and cooperative effort between students. The opportunity to share ideas without
threat of ridicule and the freedom to respond to the ideas of others increases complexity of thinking
and deepens understanding.
1.Material must be meaningful. If new material is presented in a pattern or framework that the learner
can perceive, it is more readily learned and retained. New material will be more easily learned if the
learner is helped to see its relationship to what he already knows. Material which is seen by the
learner as relevant to his or her own problems and experiences will be more readily learned.
1.Both teaching and learning are enhanced by descriptive feedback. Without feedback neither learner
nor educator can improve because they will not know what they need to know or to what extent they
are fulfilling their goals. The learners' behavior will more quickly reach the objectives if they are
informed (or given feedback) frequently about the correctness of their responses. Correct responses
should be immediately reinforced to increase the "permanence" of learning. A positive reinforcer is
anything that will increase the probability that the desired behavior will be repeated. A smile or
comment to let the learner know he or she has successfully completed the task is especially good
because awareness of successful completion is, in itself, the most effective of all reinforcers.
Feedback about progress is helpful because learning is facilitated when the learner is aware that he or
she is progressing towards the goals.
Accessibility Awareness Training
57
Glossary
Effective Teaching and Learning Principles (10-12)
These principles are intended as guidelines to educators and administrators interested in the
improvement of teaching and learning
1.Critical feedback is only useful if the learner has alternatives to pursue. There is no use giving
feedback about a learners performances unless they can do something about it, that is, unless they
have some alternative course of action or behaviour.
1.Time plus energy equals learning. Being around for a few minutes afterwards, provides opportunities
for valuable interaction between students and educators. Office hours also help students to arrange
time to talk with educators. Students must learn how to organize their time so that they can find time to
study. And the curriculum must be organized to allow students time to study.
1.Experience usually improves teaching. Experience is associated with increasing educator
effectiveness for some educators, probably for those educators who obtain feedback about their
teaching and who are flexible enough to modify their methods in response to the feedback.
Sources:
Council of Ontario Universities, Understanding the AODA and the Accessibility Standards for Customer Service – Glossary; The Ohio State
University, Universal Design for Learning: Elements of Good Teaching; Ontario Human Rights Code (1962); Tiberius, R. & Tipping, J. (1990)
Twelve Principles of Effective Teaching & Leaning, University of Toronto
Accessibility Awareness Training
58