ÌÇÐÄvlog¹ÙÍø

To guide the provision of an accessible teaching, learning, living and working community that is barrier-free and inclusive for all individuals and ensure ÌÇÐÄvlog¹ÙÍø Polytechnic’s practices and procedures are consistent with the accessibility standards under the Accessibility for Ontarians with Disabilities Act, 2005 (AODA) and the Canadian Charter of Rights and Freedoms.

This policy applies to students, employees, contractors, suppliers of services, volunteers and visitors online and in person.

The conscious design of devices, services, products or environments to create barrier-free access for individuals with disabilities.

Preventing and removing barriers that place individuals with disabilities at a disadvantage from participating fully in the educational environment.

It involves three factors: dignity, individualization and inclusion to create a responsive environment that addresses the unique circumstances of individuals with disabilities.

Any equipment, software program or product system used to increase, maintain or improve the functional capabilities of individuals with disabilities, enabling their health, well-being, inclusion and participation.

A commitment to making reasonable efforts to remove barriers that prevent individuals with disabilities from accessing teaching, learning and other services they need. Barriers may be due to physical obstacles, technology, information and communication, practices or procedures.

Content that is made available in formats that can be converted to meet different accessibility needs.

Any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, congenital disability or illness.

Physical reliance on a guide dog or other animal or on a wheelchair or other remedial appliance or device; a condition of mental impairment or a developmental disability.

A learning disability or dysfunction in one or more of the processes involved in understanding or using symbols or spoken language.

A mental disorder, or an injury or disability for which benefits were claimed or received through an insurance plan established under the .

A member of one of the following colleges:

• College of Audiologists and Speech-Language Pathologists of Ontario
• College of Chiropractors of Ontario
• College of Nurses of Ontario
• College of Occupational Therapists of Ontario
• College of Optometrists of Ontario
• College of Physicians and Surgeons of Ontario
• College of Physiotherapists of Ontario
• College of Psychologists of Ontario
• College of Registered Psychotherapists and Registered Mental Health Therapists of Ontario.

A person who accompanies an individual with a disability to assist with communication, mobility, personal care or medical needs or with access to goods, services or facilities.

1. ÌÇÐÄvlog¹ÙÍø is committed to:
   • ensuring equal access and participation for people with disabilities in a way that allows them to maintain their dignity and independence
   • fostering a community of integration to meet the needs of people with disabilities by removing and preventing barriers to accessibility by following the accessibility requirements under the AODA and Ontario’s accessibility laws
   • upholding current and ongoing obligations under the Ontario Human Rights Code respecting non-discrimination
   • serving and providing education, services or facilities to members of the ÌÇÐÄvlog¹ÙÍø community, including people with disabilities
   • adhering to accessibility standards and principles when designing, adopting and procuring educational materials and resources for the delivery of course curricula
   • providing a forum for students and employees with disabilities to offer feedback on services and experiences

1. ÌÇÐÄvlog¹ÙÍø trains employees, including those contracted for six months or longer, in accessible customer service, Ontario accessibility standards and aspects of the Ontario Human Rights Code that relate to people with disabilities; training is completed within two weeks of hire.
2. ÌÇÐÄvlog¹ÙÍø provides faculty with additional training related to accessible programs for course delivery and instruction.
3. ÌÇÐÄvlog¹ÙÍø provides educational resources and materials in an accessible format.

1. People with disabilities may use their assistive device(s) when accessing ÌÇÐÄvlog¹ÙÍø goods, services or facilities.
2. In cases where the assistive device(s) presents a significant and unavoidable health or safety concern, ÌÇÐÄvlog¹ÙÍø will use other measures to ensure access to goods, services or facilities.
3. ÌÇÐÄvlog¹ÙÍø employees that provide accommodation services are trained and familiar with various assistive devices that may be used by people with disabilities while accessing goods, services or facilities.

1. ÌÇÐÄvlog¹ÙÍø provides, or arranges for the provision of, accessible formats and communication supports for people with disabilities, in a timely manner.
2. ÌÇÐÄvlog¹ÙÍø’s digital content follows the World Wide Web Consortium Web Content Accessibility Guidelines 2.0, Level A and increasing to Level AA.

1. A person with a disability may be accompanied by a support person while on ÌÇÐÄvlog¹ÙÍø premises.

1. In a planned or unexpected disruption to services or access to facilities, ÌÇÐÄvlog¹ÙÍø will promptly provide notice in accessible formats to those affected. The notice will include:
   • information about the reason for the disruption
   • its anticipated duration of disruption/inaccessibility and when it will be resolved
   • description of alternative services or facilities

1. ÌÇÐÄvlog¹ÙÍø emergency response plans and procedures are available on the ÌÇÐÄvlog¹ÙÍø website and on the ÌÇÐÄvlog¹ÙÍø SAFE app. They are also available in an alternative format or with communication supports upon request.
2. ÌÇÐÄvlog¹ÙÍø will, upon request, provide dedicated emergency response plans to individuals who require specific support during an emergency.

1. ÌÇÐÄvlog¹ÙÍø notifies applicants that accommodations can be made during recruitment and hiring processes.
2. Successful applicants are made aware of policies for accommodating employees with disabilities and the supports available when making offers of employment.
   
3. ÌÇÐÄvlog¹ÙÍø consults with applicants and employees when arranging for the provision of suitable accommodations.
   
4. For employees, ÌÇÐÄvlog¹ÙÍø makes available:
   
   • supports that are needed to perform their duties
     
   • individual accommodation plans
   • plan for those who have been absent from work due to a disability and require disability-related accommodations to return to work

1. ÌÇÐÄvlog¹ÙÍø will work with students with disabilities to ensure that academic accommodations are in place in a timely manner in accordance with applicable legislation and ÌÇÐÄvlog¹ÙÍø’s Accessible Learning Services Policy.

1. ÌÇÐÄvlog¹ÙÍø ensures that public space design and construction meet the accessibility requirements identified in applicable legislation.
2. Any transportation ÌÇÐÄvlog¹ÙÍø offers meets accessibility requirements identified in applicable accessibility legislation.
   
3. When offered, accessible transportation services are fully accessible and equipped with wheelchair lifts and appropriate in-shuttle safety equipment.

1. ÌÇÐÄvlog¹ÙÍø’s procurement practices include the selection and purchase of resources that meet accessibility standards in accordance with ÌÇÐÄvlog¹ÙÍø’s Procurement Policy

• Appendix: Digital Accessibility Framework

• Accessible Learning Services Policy
• Service Animal Policy
  
• Procurement Policy
• Recruitment, Selection, Orientation, Promotion and Performance Development Policy
• Return-to-Work Policy

• Ontario Human Rights Commission –
• ÌÇÐÄvlog¹ÙÍø SAFE app
• ÌÇÐÄvlog¹ÙÍø Security and Emergency Management Services

1. In accordance with Accessibility for Ontarians with Disabilities Act (AODA) Postsecondary Education Standards (2022), , ÌÇÐÄvlog¹ÙÍø Polytechnic’s Digital Accessibility Framework ensures that our digital resources and learning environments are accessible to all.
2. In accordance with , ÌÇÐÄvlog¹ÙÍø acknowledges the importance of collaboration in achieving our accessibility goals.
3. In accordance with , ÌÇÐÄvlog¹ÙÍø incorporates accessible and inclusive pedagogy/andragogy standards into our teaching and learning practices.
4. In accordance with , ÌÇÐÄvlog¹ÙÍø is committed to providing flexible delivery modes aligned with ÌÇÐÄvlog¹ÙÍø's Strategic PlanÌýto better accommodate student needs.
5. In accordance with , ÌÇÐÄvlog¹ÙÍø assesses new digital teaching and learning tools by consulting with the AODA Committee.
6. In accordance with , ÌÇÐÄvlog¹ÙÍø recognizes the importance of ongoing evaluation and improvement in our digital accessibility efforts.
7. In accordance with , the Teaching & Learning Centre facilitates a micro-credential titled Foundations of Creating Accessible Content.
8. In accordance with , ÌÇÐÄvlog¹ÙÍø is committed to adopting Accessible Procurement Standards for educational resources.

1. In accordance with , ÌÇÐÄvlog¹ÙÍø has established a committee comprising representatives from various departments and stakeholders, including students and employees with disabilities.
2. This committee will work together to develop and implement our digital accessibility initiatives.

1. Educators and staff receive training on accessible teaching methods and technologies to create an inclusive academic experience for students with disabilities.

1. To accommodate diverse student needs, ÌÇÐÄvlog¹ÙÍø offers flexible learning options, providing programs in four formats: online, in person, hybrid (a mix of online and in-person), and flexible.

1. Prior to adopting new digital teaching and learning tools, ÌÇÐÄvlog¹ÙÍø consults with the AODA Committee to ensure tools are accessible for all students, avoiding additional barriers for those with disabilities.

1. In accordance with , ÌÇÐÄvlog¹ÙÍø regularly solicits feedback from students by incorporating questions related to inclusive design strategies, considering diverse learning needs, backgrounds, and identities, within course feedback surveys.

1. ÌÇÐÄvlog¹ÙÍø offers the micro-credential Foundations of Creating Accessible Content, which examines reviewing and applying accessibility guidelines to digital content creation, providing employees practical insights and direct exercises to improve accessibility for learners.

Approval Date: March 2022

Last Revision: ´¡±è°ù¾±±ôÌý2025