Centre for Human Rights, Equity & Diversity | HR Services

1. Centre for Human Rights, Equity & Diversity | HR Services Accessibility Awareness Training for EducatorsAODA (2005)

2. 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 2 January 2013

3. 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 strategiesto enhance accessible teaching methods as a way to enrich the learning experience for students with disabilities. Accessibility Awareness Training 3

4. Objectives 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. Identify barriers that students with disabilities may face in accessing education. Provide strategies for improving students’ learning experience. Outline the principles of Universal Design for Learning as a framework for accessible education that prevents and removes barriers in the learning environment. Provide resources to assist in increasing accessibility in the classroom. Accessibility Awareness Training 4

5. Agenda Committing to Accessibility • Accessibility for Ontarians with Disabilities Act (AODA), 2005 • Integrated Accessibility Standards Regulation (IASR), 2011 • Section 16: Training to Educators Supporting Students with Disabilities • Definition of disability • Equal opportunities for and access to learning • Access through individualized accommodations • Providing individual academic accommodations Moving from Accommodations to Accessible Education • Establishing accessibility standards to prevent and remove barriers • Strategies to prevent and remove barriers in the learning environment • Building on principles of effective teaching and learning • Proactive approach to preventing and removing barriers in the learning environment • Advantages of Accessible Education Considering Universal Design for Learning as a Framework for Accessible Education • Universal Design for Learning • The seven principles of Universal Design for Learning • The principles of Universal Design for Learning in Action • Multiple approaches to teaching and learning using Universal Design for Learning • Advantages of Universal Design for Learning Summary Glossary Accessibility Awareness Training 5

6. Committing to AccessibilityThis 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), 20052. Integrated Accessibility Standards Regulation (IASR), 20113. Section 16: Training to Educators Accessibility Awareness Training 6

7. 1. Accessibility for Ontarians with Disabilities Act, 2005The 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, withaccessibility 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

8. 3. Section 16: Training to Educators Section 16 of the Integrated Accessibility Standards Regulation: Training to Educators requirement states the following: 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. “… 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 This training has been designed to meet Humber’s obligation under Section 16: Training to Educators requirement. Accessibility Awareness Training 8

9. 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

10. Supporting Students with DisabilitiesThis section will review the following: 1. Definition of disability 2. Equal opportunities for and access to learning3. Access through individualized accommodations4. Providing individual academic accommodations Accessibility Awareness Training 10

11. 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

12. 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. 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-1-HTML/30.html. Accessibility in Teaching Strategies and Requirements for Supporting an Accessible Learning Environment http://accessibility.uwo.ca/AODA/Accessibility_in_Teaching_brochure.htm 12 Accessibility Awareness Training

13. 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

14. 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. Accessibility Awareness Training 14

15. 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

16. 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. 5180Fax: 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

17. Remember … You only need to know what accommodation the student requires in your course. Accessibility Awareness Training 17

18. Moving From Accommodation to Accessible Education This section of the training will address the following: • Establishing accessibility standards to prevent and remove barriers • Strategies to prevent and remove barriers in the learning environment • Building on principles of effective teaching and learning • Proactive approach to preventing and removing barriers in the learning environment • Advantages of Accessible Education Accessibility Awareness Training 18

19. 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

20. 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

21. 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. 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

22. 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

23. 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. 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. Accessibility Awareness Training 23

24. 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: • Increases student retention. • Increases students’ academic success. • Increases a student’s sense of dignity and integration in their learning environment. Accessibility Awareness Training 24

25. 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: • Identify and remove barriers in the learning environment before they affect students. • Modify the approach to course design and instruction to enhance the learning experience for all students. • Improve overall student engagement by removing barriers. • Focus on the development of accessible curriculum for all students. Accessibility Awareness Training 25

26. Remember … When you integrate an accessible education framework into an inclusive learning environment, everybody benefits. Accessibility Awareness Training 26

27. 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: • Universal Design for Learning • The seven principles of Universal Design for Learning • The principles of Universal Design for Learning in Action • Multiple Approaches to teaching and learning using Universal Design for Learning • Advantages of Universal Design for Learning Accessibility Awareness Training 27

28. 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

29. 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. • Be accessible and fair. • Provide flexibility in use, participation and presentation. • Be straightforward and consistent. • Ensure information is explicitly presented and readily perceived. • Provide a supportive learning environment. • Minimize unnecessary physical effort or requirements. • 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

30. 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. Accessibility Awareness Training 30

31. Remember … The Seven Principles of Universal Design for Learning increase accessibility for all students. • Be accessible and fair. • Provide flexibility in use, participation and presentation. • Be straightforward and consistent. • Ensure information is explicitly presented and readily perceived. • Provide a supportive learning environment. • Minimize unnecessary physical effort or requirements. • Ensure the learning space fits students’ needs and instructional materials. Accessibility Awareness Training 31

32. 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. • 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. • UDL efforts to address the needs of different learners during the design stage. For example, use videos to supplement or replace readings. • 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

33. 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

34. 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

35. 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: • Recognizes that everyone sees, hears and reads information in many ways. • 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. • Reaches more students more effectively by broadening the presentation approach. • Promotes deeper learning by expanding presentation style beyond traditional lecturing. • Encourages educators to use a variety of ways to evaluate students’ comprehension. Accessibility Awareness Training 35

36. 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). Summary Accessibility Awareness Training 36

37. 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. Summary Accessibility Awareness Training 37

38. 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. Summary Accessibility Awareness Training 38

39. 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. Summary Accessibility Awareness Training 39

40. 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_Achieving_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

41. 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

42. 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

43. 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

44. 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. AccommodationAccommodation 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 formatAlternative 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

45. 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

46. 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 aidAn assistive device that makes sound louder and clearer for persons who are Deaf, deafened, oral deaf or hard of hearing. MagnifierAn assistive device that makes print and images larger and easier to read. Mobility deviceAn assistive device that helps persons who have difficulty walking. Examples include wheelchairs, scooters, walkers, canes and crutches. Accessibility Awareness Training 46

47. Glossary Personal data managerAn 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 deviceThese 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 caneAn assistive device that helps persons who are blind or have vision loss find their way round obstacles Accessibility Awareness Training 47

48. Glossary BarrierA barrier is anything that keeps someone with a disability from participating fully in society because of his or her disability. Attitudinal barrierThis 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 barrierArchitectural 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 barrierInformation 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 barrierSystemic 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

49. Glossary Technological barrierTechnology, 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: • 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, • A condition of mental impairment or a development 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 under the insurance plan established under the Workplace Safety and Insurance Act, 1997. Accessibility Awareness Training 49

50. Glossary DeafblindA 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 lossPersons 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. DeafIn 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. DeafenedThis 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