AODA and Human Rights Code: Be an Accessibility Ambassador

Equity and Inclusion Office McMaster University

11 Mar 202202:22

Summary

TLDRThis video provides guidance on promoting accessibility and inclusivity at a university. It encourages staff, students, and faculty to consider key questions related to accessibility, such as ensuring dignity, flexibility, wheelchair accessibility, inclusive language, and accessible hiring practices. The video emphasizes the importance of integrating accessibility into course design, event planning, and workplace accommodations. For support, viewers are directed to resources such as the McMaster accessibility office and the equity inclusion office for further assistance and information.

Takeaways

🎓 University staff, students, and faculty are encouraged to adopt accessible and inclusive practices.
🤔 Key questions include whether accessibility provisions promote dignity and respect.
📚 Flexibility in assignments, tests, and classes should be considered.
🦽 Ensure event or class locations are wheelchair accessible.
🚻 Check if accessible washrooms are nearby.
📑 Documents should be made screen reader friendly.
🗣️ Use inclusive language and have strategies to address ableist or oppressive language.
👩‍💼 Accessibility should be considered in hiring practices and workplace accommodations.
📝 Accessibility statements should be included in syllabi and event promotions.
🏗️ Build accessibility into the design of courses, renovations, programs, or events.

Q & A

What is the primary focus of the video script?
-The video script focuses on promoting accessible and inclusive practices at the university, offering questions that staff, students, faculty, and instructors can consider to ensure accessibility in their areas of work or study.
Why is it important to promote dignity and respect in accessibility provisions?
-Promoting dignity and respect ensures that accessibility provisions do not stigmatize or patronize individuals but instead support their equal participation and integration in all activities.
What role does flexibility play in accessibility in assignments or tests?
-Flexibility in assignments or tests allows for accommodations that can meet the diverse needs of students, making the learning environment more inclusive for those with disabilities.
How can the physical environment of an event or class affect accessibility?
-The physical environment, such as the location being wheelchair accessible or having accessible washrooms nearby, can significantly affect whether individuals with mobility impairments can participate fully in the event or class.
How can documents be made accessible for individuals with disabilities?
-Documents can be made accessible by ensuring they are screen reader-friendly, allowing individuals with visual impairments to easily navigate and comprehend the content.
What is inclusive language, and why is it important?
-Inclusive language avoids terms or expressions that might exclude or offend certain groups. It fosters a respectful environment where everyone feels recognized and valued.
What strategies can be used to interrupt ableist or oppressive language?
-Strategies include calling out problematic language, educating others on its impact, and fostering a culture of respect and understanding to prevent further use of such language.
How can accessibility be incorporated into hiring practices?
-Accessibility in hiring practices can be incorporated by ensuring job postings are accessible, offering accommodations during the interview process, and making staff aware of their legal right to workplace accommodations.
Why is it important to include an accessibility statement in course syllabi or event promotions?
-Including an accessibility statement makes it clear that the course or event is committed to providing accommodations, helping to set an inclusive tone and ensuring all participants are aware of available support.
What resources are available for individuals at McMaster who want to learn more about accessibility?
-Individuals can visit www.accessibility.mcmaster.ca or email [email protected] for more information on promoting accessibility. The Equity Inclusion Office also provides resources at equity.mcmaster.ca.

Outlines

00:00

🎓 Promoting Accessibility and Inclusivity in the University

This paragraph addresses the frequent inquiries from staff, students, faculty, and instructors regarding how they can foster accessible and inclusive practices at the university. Although it is impossible to provide a complete list of do’s and don’ts, the paragraph offers key questions that individuals can reflect on to identify how they can contribute to accessibility within their roles. These questions touch upon dignity, respect, flexibility in academic and event structures, physical accessibility, language use, and inclusivity in hiring and workplace accommodations.

📋 Key Considerations for Enhancing Accessibility

This section outlines specific reflective questions to guide individuals in promoting accessibility within their work or study environments. It encourages individuals to consider if their efforts uphold dignity, flexibility, and inclusivity. Topics include the accessibility of locations, washrooms, documents for screen readers, language inclusivity, strategies to combat oppressive language, and considerations for accessible hiring practices and workplace accommodations. The paragraph emphasizes the importance of embedding accessibility into course design, event planning, and renovations.

💡 Support and Resources for Accessibility

Here, the script reassures those who may not have previously considered accessibility in their work that help is available. It also offers encouragement to those beginning or continuing their journey towards accessibility. Contact information is provided for further guidance and support, including a website, email, and phone extension for accessibility-related inquiries. Specific contacts for AODA (Accessibility for Ontarians with Disabilities Act) and the Human Rights Code are also listed, along with general information on equity and inclusion.

Mindmap

Keywords

💡Accessibility

Accessibility refers to the design of products, services, or environments that are usable by all people, including those with disabilities. In the video, it is central to promoting inclusivity, as the script emphasizes how various practices—like having wheelchair-accessible locations and screen reader-friendly documents—can help ensure everyone can participate equally. The video urges consideration of accessibility in course design, event planning, and hiring practices.

💡Inclusive practices

Inclusive practices involve creating environments where all individuals, regardless of their background or abilities, can participate fully. The video mentions using inclusive language, providing workplace accommodations, and interrupting oppressive or ableist language as part of fostering a more inclusive university culture. These practices promote respect and equity within the academic and workplace settings.

💡Dignity and respect

Dignity and respect are foundational principles that guide the treatment of all individuals, especially those with disabilities. In the video, a key question asks whether the accessibility provisions promote dignity and respect. This means ensuring that accommodations are made in a way that upholds a person’s self-worth and treats them with fairness, such as offering flexible assignments or accessible venues.

💡Wheelchair accessibility

Wheelchair accessibility refers to the design of physical spaces so that individuals who use wheelchairs can enter, move about, and use facilities comfortably. The video highlights checking whether events or classes are held in wheelchair-accessible locations and whether there are accessible washrooms nearby, which are essential to ensuring that all attendees can participate fully.

💡Screen reader friendly

A screen reader-friendly document is one that can be easily navigated and interpreted by screen-reading software used by people with visual impairments. The video emphasizes the importance of ensuring that documents are accessible to all, including through technologies that convert text to speech, allowing visually impaired users to access written information.

💡Ableist language

Ableist language includes words or expressions that discriminate against people with disabilities. The video encourages viewers to develop strategies to interrupt ableist or oppressive language, promoting a culture of respect and inclusion by avoiding language that marginalizes individuals based on their abilities.

💡Workplace accommodations

Workplace accommodations are adjustments or modifications made to a work environment to enable employees with disabilities to perform their jobs effectively. The video mentions the legal right of staff to access workplace accommodations, highlighting the importance of informing employees about these rights and implementing such accommodations to foster an inclusive work environment.

💡Accessibility statement

An accessibility statement is a public declaration included in course syllabi or event promotions, affirming a commitment to making the event or course accessible to all participants. The video encourages the inclusion of these statements as a way to inform attendees or students about the steps taken to ensure accessibility and to offer support where needed.

💡Course design

Course design refers to the structure and content planning of educational programs. In the video, accessibility in course design is emphasized, asking whether flexibility is built into assignments or tests to accommodate diverse learning needs, such as providing alternative formats for students with disabilities.

💡AODA (Accessibility for Ontarians with Disabilities Act)

The AODA is legislation aimed at creating an accessible Ontario by removing barriers faced by people with disabilities. The video references AODA to provide support for compliance with the act, underlining the legal obligations that universities and workplaces have to ensure accessible practices in line with human rights standards.

Highlights

Staff, students, faculty, and instructors often ask what they can do to promote accessible and inclusive practices at the university.

It's important to ask if accessibility provisions promote dignity and respect.

Consider whether there's flexibility built into the structure of assignments, tests, or classes to accommodate various needs.

Check if the location of an event or class is wheelchair accessible.

Ensure there are accessible washrooms nearby for all participants.

Make sure that documents are screen reader-friendly, ensuring they can be accessed by everyone.

Using inclusive language is a critical part of promoting accessibility and respect.

Having strategies in place to interrupt ableist or oppressive language is essential for maintaining an inclusive environment.

Review your hiring practices to ensure they include accessibility provisions.

Inform staff that they have the legal right to access workplace accommodations.

Include an accessibility statement in your syllabus or when promoting events.

Build accessibility into the design or planning of courses, construction, renovation projects, or events.

If you haven’t considered these accessibility questions yet, don’t worry, help is available.

For more information on promoting accessibility, visit the Accessibility McMaster website or contact them via email or phone.

Additional support for accessibility-related issues can be accessed through the Equity and Inclusion Office at McMaster.