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Accessibility Plan

Accessibility Plan

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As part of Laurier’s commitment to accessibility and inclusion, this multi-year Accessibility Plan outlines how Laurier intends to identify, prevent, and remove barriers of all types to persons with disabilities. The plan describes Laurier’s accessibility-related goals, and the policies, practices and strategies that will be utilized to achieve them. The plan also acts as a document through which Laurier can communicate its accessibility initiatives and achievements to date. Initially written for the time period of 2016-2019, this plan was amended to include 2020-2022. As Laurier pivoted to support the changing landscape brought on by the COVID-19 pandemic, developed its first institutional Equity, Diversity and Inclusion Strategic Plan, was invited to participate in the Federal Government’s Dimension Pilot Project, and awaited the release of the draft AODA Post-Secondary Education Standard, development on a new multi-year plan was paused. Laurier will spend much of 2022 evaluating its current structures and supports, preparing for the final release of the Post-Secondary Standard and setting new goals and priorities informed by the experiences of those in our community with disabilities.

What You Can Find in Our Plan

  • What Accessibility Means and Why It Matters at Laurier
  • About the Accessibility Plan
  • Laurier Policies
  • The AODA and Laurier 
  • Integrated Accessibility Standards Regulation Goals and Updates
  • Accessibility in Action: Moving Beyond the AODA
    • Notable Accomplishments (2013-2019)
      • Laurier Library
      • Supporting Mental Health
      • Accessible Learning
    • Notable Accomplishments (2020-2022)
      • Laurier Library
      • The Built Environment
      • Accessible Communication
      • Accessible Education
      • Accessible Employment
  • Moving Forward: Developing Our Next Plan and the Post-Secondary Education Standard
  • Resources and Supports
  • Improvement Reports, 2003-2012
  • Terms, Definitions and Acronyms

What Accessibility Means and Why It Matters at Laurier

Accessibility means providing barrier free environments and services to enable people of all abilities to fully participate in every aspect of day-to-day life. In particular, accessibility enables and empowers people with disabilities to lead their lives with independence and dignity, and encourages integration and equal opportunity.

But accessibility also benefits everyone, not just people with disabilities.

An accessible Laurier will mean that our campuses are able to foster engagement from the widest possible range of participants and in doing so build and encourage a talented and diverse workforce and student body. An accessible Laurier will mean stronger relationships with the communities in which our campuses are situated and a richer culture of diversity and inclusivity. An accessible Laurier means that everyone has an equitable opportunity to achieve academic excellence and take part in a culture that inspires lives of leadership and purpose.

There is more to accessibility than the addition of a few ramps and door openers—barriers, come in all different forms. Barriers can be visible and physical, but they might also be less obvious. In addition to the architectural barriers around us there are barriers related to policies, communications, and attitudes that need to be identified, removed, and prevented.

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Laurier is committed to creating a barrier-free environment for persons with disabilities, as well as promoting accessibility and equitable access to services and facilities.

About the Laurier Accessibility Plan

This plan is intended to be a guiding document that outlines Laurier’s strategies, goals, and initiatives toward becoming a barrier-free university.

The contents of this document were developed with input from Laurier’s Accessibility Advisory Committee, the University Employment Equity Advisory Committee, feedback gathered from persons with disabilities through Laurier's formal and informal feedback processes, best practices in accessibility and guided by the requirements of the Accessibility for Ontarians with Disabilities Act (AODA) and Integrated Accessibility Standards Regulation (IASR),

The people at Laurier play many different roles that make up the organization; we are educators, service providers, employers, employees and students. Acknowledging that accessibility is everyone’s responsibility, this plan aims to clarify how people in each of these roles are working to make Laurier a more accessible place.

Key sections of this document include:

  • Information about the Accessibility for Ontarians with Disabilities Act (AODA), and Laurier’s compliance with the legislation.
  • A summary of Laurier’s policies that are related to accessibility.
  • Goals and strategies for compliance with the Integrated Accessibility Standards Regulation.
  • Information about resources available at Laurier and in our communities.

Framework

This plan uses the social model of disability to address accessibility issues and initiatives. In the social model there is a distinction made between disability and impairment; impairment refers to a physical, sensory, or intellectual difference and disability refers to the limits people with differences face because of the structures in our society. Though the social model simplifies some of the complex issues around disability, it remains an effective tool because it calls attention to the way in which barriers in society can be disabling, therefore emphasizing the idea that accessibility is everyone’s responsibility.

Medical Model vs. Social Model of Disability
Medical Model Social Model
Being disabled is negative. Being disabled, in itself, may be neutral.
Disability resides in the individual. Disability arises from interactions between the individual and society.
The remedy for disability-related problems is cure or normalization of the individual. The remedy for disability-related problems is a change in the interactions between the individual and society.
The agent of remedy is the professional who affects the arrangements between the individual and society. The agent of remedy can be the individual, an advocate, or anyone who affects the arrangements between the individual and society.

Laurier Policies

Laurier has a number of policies that promote accessibility, including: 

These policies emphasize:

  • Laurier's commitments towards accessibility
  • the duty to accommodate
  • confidentiality
  • individualisation
  • partnerships
    • for students: between the student requiring accommodations, Accessible Learning, program directors, instructors
    • for employees: between the employee requiring accommodations, administrators, managers and union

Feedback

Goals

To have a university environment in which the channels for communicating feedback about accessibility are always open and concerns are addressed in a timely manner in a way that respects the dignity and independence of all people.

Process

Feedback regarding accessibility-related issues can be directed to the department offering a good or service directly, or to the Employment Equity and AODA officer. All feedback is taken seriously, addressed by the Employment Equity and AODA officer and directed to other parties, if necessary.

The AODA at Laurier

The Accessibility for Ontarians with Disabilities Act (2005) was created to develop, implement, and enforce accessibility standards. Through the standards outlined in the IASR, specific focused is paid to these five key areas: customer service (2010), employment (2012-2016), information and communications (2013-2021), transportation (2011), and the built environment (2015). The goal of the Act is to make the province of Ontario fully accessible by 2025.

Customer Service Training

Laurier has been offering training on how to provide strong customer service to persons with disabilities since 2010. Since this time, thousands of Laurier staff, faculty, student staff and volunteers have participated in the training. The training is offered through interactive online modules, as well as in-depth in-person training by request. The training is based on the Council of Ontario Universities training program, which was customized to fit the Laurier environment. The training content includes:

  • Myths, misconceptions, and stereotypes about persons with disabilities
  • How to communicate with persons with various types of disabilities
  • Information about assistive technology, support persons, and service animals
  • How the Ontario Human Rights Code works in partnership with the Integrated Accessibility Standard Regulation

The training has challenged departments to re-evaluate how they offer services, and has broadened the institutional knowledge on what it means to be accessible.

Integrated Accessibility Standards Regulation

The information and communications, employment and transportation standards have been streamlined into the Integrated Accessibility Standards Regulation (IASR). The IASR came into effect in June 2011. The following is an update on the progress of our goals.

2013-2015 IASR Goals and Status Update
Goal and Timeline 2013-2015 Status Update

Purchases made by employees of Laurier will take into account the needs of people with disabilities.

Information has been posted to the Procurement website regarding this standard. Furthermore, language requiring accessibility is now embedded into requests for proposals for purchases and the shopLaurier homepage. Laurier's P-Card manual also includes information about the requirements of the act and accessibility criteria.

Training will be delivered on the Accessibility Requirements of the IASR and the Ontario Human Rights Code (HRC) as it pertains to persons with disabilities.

In-person and online training about IASR standards and the Human Rights code was developed and launched May 2014.

Laurier's website will be accessible (conform to Web Content Accessibility Guidelines (WCAG) 2.0 AA Standards)
  • On Oct. 27, 2014 Laurier launched a new website for prospective students and other external audiences that meets AODA WCAG 2.0 Level A guidelines for accessibility.
  • Content on the legacy.wlu.ca site will be made accessible as it is moved off the old system into new web properties as they are built.
  • Web Services continues to work towards WCAG 2.0 AA Standards.

Faculty will be trained in universal design for learning (UDL).
  • Resources about UDL have been integrated in several areas and distributed throughout different events, including in the Foundations for New Faculty Training and Course Redesign workshop.
  • Two short videos featuring professors discussing inclusive and accessible teaching practices have been made and posted online and are integrated into the IASR training for faculty.
  • A panel discussion entitled “Access to Education and accommodation: Compliance and Beyond” was held in the fall of 2013 and was filmed, captioned, and posted online; a similar panel was held winter 2014.
  • Finally, a link to an information sheet about UDL, including examples and further resources, has been provided to professors who receive accommodation notifications.
2016-2019 IASR Goals and Status Update
Goal and Timeline 2016-2019 Status Update

Increased awareness and application of procurement policy.
  • Accessibility is imbedded in our procurement processes
  • To support the procurement policy, accessibility checklists developed for those purchasing: media, videos, marketing material, software, hardware, web apps, kiosks, textbooks and course material, general goods, services and facilities

Online training courses will be streamlined into one.
  • AODA Customer Service and Integrated Accessibility Training combined into one online course available in MyLS

Laurier's website will be accessible (conform to Web Content Accessibility Guidelines (WCAG) 2.0 AA Standards)
  • Policy 3.3 Web Governance prioritizes accessibility
  • All web editors are required to complete accessibility training prior to receive web editor access
  • Main properties comply with Level A and active efforts to move to Level AA by 2020
  • Going back to 2014, Laurier’s ongoing efforts to come into compliance are outlined in the Enabling Access for Web Renewal Handbook and videos, published in partnership with the Government of Ontario

Improved tracking of faculty, staff and student employees taking training.
  • New onboarding software for new employees which prompts completion of mandatory training in a timely manner.
  • Embedded student employee training into existing supports such as Graduate Student orientation, Career and Co-Op orientation, and into the Work Student program and International Student hiring programs.

Performance management processes, career development and enhancement processes will account for accessibility needs.
  • Accounting for accessibility needs is now included as part of performance review information sessions.
  • Check in with managers with employees with accessibility needs to provide information and support during performance review process.
  • Accounting for accessibility needs in career development is now a part of employment equity training sessions and in performance review information sessions.
  • Individualized emergency response plans are also available to all employees and students who require it
  • Inclusive Workplace Certificate launched in 2021 which includes a module on building inclusive workplaces and a module on creating accessible workplaces

Built environment updates
  • Additional stroboscopic fire alarm signals installed throughout campus in areas of new construction, redevelopment or in areas with known needs
  • Tactile and visual indicators added to all stairs across the Waterloo Campus
  • Automatic door operators added to many areas including in some classrooms, washrooms and service areas
  • Extensive redesign of the pathway between the Peters Building and Arts Building for each of accessible travel between the buildings
  • All new and redeveloped service counters, kiosks, paths of travel, off-street parking and queing areas are compliant with the IASR.

“...The Accessibility Committee aims to support Laurier in demonstrating strong leadership in all matters of accessibility. Given that this is an issue of diversity, inclusivity and justice, it is incumbent upon us to surpass the minimum requirements of compliance and seize every opportunity to place Laurier among the most accessible and inclusive universities in Canada.”

– Accessible Services Policy for Persons with Disabilities (Policy 8.10)

Accessibility in Action: Moving Beyond the AODA

Notable Accomplishments (2013-2019)

Laurier Library

The faculty at the library go above and beyond AODA requirements to help make Laurier a barrier-free University. Here are a few highlights from the library:

  • The library has a permanent accessibility committee with membership across a variety of library departments including references, collections, systems, Brantford, and text services
  • Individual quiet study rooms in the library are available for students registered with the ALC
  • The library has initiated a project to identify vendor’s accessibility statements for the library’s online databases to determine how each database interfaces with adaptive technology
  • The library has a wide variety of video tutorials with closed captions online to explain how to get started at the library, how to find books, journals, and articles, how to evaluate sources and improve searches, and how to properly use and cite sources
  • Students registered with the ALC may receive extended loan periods if required
  • They have developed a policy to supplement University Policy 8.10 (Providing Goods and Services to People with Disabilities) for situations that are library-specific
  • A variety of workshops were given to staff and librarians,  i.e. ‘How to make library instruction accessible’ and ‘Creating accessible documents’
  • The library’s newly hired User Experience Librarian has been actively consulting with students registered at the ALC
  • The Accessibility committee has helped make new processes easier to implement for staff by creating aids for staff use (e.g. templates, checklists, guidelines, document accessibility toolkit).
  • Library Reserve items are scanned with OCR so that they are accessible right away
  • The Library culture is dedicated to accessibility, with the priority on getting it right with library space planning and renovations even if it delays implementation

Supporting Mental Health

Circle of Care Support: The Student Wellness Centre uses a circle of care philosophy in providing health and wellness services and support. This was achieved through the creation of a new Student Wellness Centre which incorporates a shared electronic records system, multi-disciplinary, coordinated care, communication and case-sharing.

Stigma Reduction and Awareness:  Intentional efforts are made to reduce stigma, and maximize awareness of mental health, and related supports and services. This is achieved through a variety of student groups engaged in programming and awareness initiatives, campus-wide events (e.g. Orientation presentations), and educational opportunities (e.g. Mental Health First Aid).

Student-led Mental Health Programming:  The Centre for Student Life and Engagement provides coordination and centralization of Peer Mental Health teams to ensure better use of resources, and professional oversight of mental health programming/peer education.  Recent examples include annual campaigns such as Roostock-Student Mental Health Summit, Love My Life: A Walk for Mental Health, and anti-stigma/mental health awareness videos.

Training and Education:   Significant funding has been secured over the past few years to augment opportunities to help support mental health and awareness-training programs for faculty, staff and students. These include Mental Health First Aid, safeTALK, ASIST and the Blue Folder Initiative.

Community Building and Suicide Prevention: Mental Health Student Support Coordinator participates in community development initiatives such as Waterloo Region Suicide Prevention Council to advocate for the needs of students in our community. Ongoing LHIN funding for Skills for Safer Living Group, a service provided by the local Canadian Mental Health Association  that aims to build protective factors/skills of students with suicidal behavior.

Accessible Learning

The Accessible Learning Centres (ALC) on the Waterloo and Brantford campuses continue to ensure students with disabilities have access to required academic accommodations to support their learning and participation within their academic program(s).  The ALC continues to examine and refine processes to ensure seamless access for students, and to engage staff in campus wide initiatives designed to educate the community and improve campus accessibility.  The following are some highlights:

  • A new online express registration system for returning students was launched in 2014.  This new system enables returning ALC students to reactivate their accommodations at the start of each academic year preventing any delays with their access to needed supports and services. 
  • The Accessible Learning Centre launched a new web site Sept 2015.  ALC staff worked closely with CPAM to update and create a fully accessible web site.
  • The Accessible Learning Centre created an Adaptive Technology Working Group.  Participants include the library, Employment Equity and AODA Officer, Human Resources, Information, Communication and Technology, and Procurement Services.  This group came together to discuss access to adaptive technology for all users, from a multi-campus perspective.  Accessible Learning has held site licenses for Kurzweil, Jaws and Zoomtext since 2007, all required updating.  Conversations began with campus partners to discuss funding options, to discuss the means to broaden access to adaptive technology to meet AODA requirements, and to ensure campus awareness of accessibility guidelines when purchasing goods and services.  Funding was provided by the Student’s Union through the Student Life Levy to upgrade site licenses for Kurzweil version 14, Zoom Text 10.1 and Jaws version 16 and, to facilitate a two day training session for campus partners on the use of adaptive software.  In addition, by the fall of 2015, all computers located in campus public labs were re-imaged to facilitate access to the upgraded software.
  • Accessible Learning Centre staff created and have made available a workshop on the creation of accessible documents. 
  • The Accessible Learning Centre continues to dialogue and meet with publishers and faculty regarding the accessibility of course and textbook materials.  Following the legislated guidelines within the AODA, the ALC strives to ensure awareness of accessible procurement guidelines and timelines to ensure accessibility of all course materials.  An accessibility checklist that offers guidelines to determine levels of accessibility of materials has been created and is currently being disseminated across the campus.  ALC students, publishers and Laurier faculty who have worked proactively with the ALC to determine alternatives for ALC students as broader systems development efforts are underway. 
  • Accessible Learning Centre staff and the ALC Peer Support Volunteers facilitate annual accessibility awareness week events on both campuses.  Raising awareness of accessibility issues in a thought provoking manner and profiling services from within Laurier and from our community based partners are noted outcomes.
  • Educational panels and presentations designed to share information regarding accommodation, legislation and associated obligations have been facilitated along with the support of campus partners.

Notable Accomplishments (2020-2022)

The Laurier Library

The Library has conducted an internal review of services to promote accessibility and support users with disabilities. The Associate University Librarian met with key staff (Accessibility and User Services Associate, Head of User Services, Instructional Technology Librarian and Chair, Online Instruction Functional Team, Web Accessibility and User Experience Librarian) as well as the Library Accessibility Committee to develop this report. The report covers the period of 2018 to present. Below are the highlights of current services and initiatives in direct support of accessibility provided by the Library.

Notable highlights on ways the Laurier Library have priorities accessibility include:

  • Resources
    • Delivery of accessible media resources (streaming media/films) with addition of captioning and described video for assigned course materials on request
    • Provision of accessible text resources (print books to ebook format) through OCUL ACE service and new HathiTrust Accessible Text
  • Services
    • Individual Study Rooms – Targeted support through online booking system for individual study rooms for ALC students with extended time period
    • Provided frameworks to ensure accessibility of online instruction and learning objects (ensured video players are accessible and that all instruction videos are captioned)
    • Tag on Demand feature - Developed procedure to provide document tagging service to the new book chapter digitization service through Omni
  • Websites and Databases
    • Library website - Accessibility testing and web architecture design review
    • Omni search system – thorough web accessibility review, testing and follow up on system enhancement requests to vendor
    • RLAG and Cultural Programming online events - ensured new online gallery and "Love-in the time of Covid" production built with accessibility features
  • Accessibility Committee Activities
    • Reviewed, updated and revised Terms of Reference for Library Accessibility Committee
    • Promoting library staff awareness and training – delivered session on Universal Design to all staff in April 2021
    • Acting as a resource to ensure accessibility is considered when developing new services, especially in the pandemic modified operations context
  • Staffing
    • Reviewed and updated Accessibility and User Services Associate position to better support users and work of Accessibility Committee
    • UX and Web Accessibility Librarian - JAWS certification and Web Accessibility Specialist, certified through the International Association of Accessibility Professions (IAAP)
  • Space Accessibility
    • Reviewing accessibility of key entrances for accessibility (first floor and RLAG Gallery doors) – beyond basic code compliance

Future Goals

  • Identify and develop procedures and resources for:
    • enhanced tagging of accessible text (print to ebook) resources
    • make reserve readings as accessible as possible
  • Develop approach for accessibility review to be included in development of any new or existing Library service/project
  • Increase staff awareness and skills related to accessibility, especially related to Universal Design
  • Improve library protocols for reporting and tracking identified barriers in library resources and platforms
  • (Action, support, provide leadership and champion) OCUL CFDUX accessibility working group to move forward
  • Developing guidelines for accessibility for Library's physical space
  • Ensure all licensing and external agreements meet accessibility requirements; act, whenever needed, as an ombudsperson / spokesperson / advocate for user accessibility needs
  • Create inventory of physical space accessibility needs for Library spaces

Identification of issues for further review:

  • Improved coordination with Accessible Learning Centre
  • Improved outreach and communications with students
  • Ensuring necessary budgetary requirements in place

The Built Environment

Laurier is building a more accessible built environment by embedding accessibility into our foundational plans. This includes the Capital Plan, Campus Master Plan, Landscape Master Plan, Signage Guidelines and Parking Plan. Through the Rick Hansen Foundation Accessibility Certification, Laurier employees have been trained to be Accessibility Assessors and to audit the current built environment.

Notable highlights on some ways Laurier is building a more accessible built environment include:

  • Capital Plan - In the process of completing the first Capital Plan which lays out constructing history and existing conditions. It also provides a list of the significant future capital projects. The Capital Plan provides a list of existing condition as it relates to accessibility and need for improvements.
  • Campus Master Plan – Both the Waterloo and Brantford campus master plans highlight areas where accessibility needs to be addressed in future development. This includes the design of corridors, paths of travel, building entrances and connection between buildings. In developing the new Waterloo Campus Master Plan, stakeholder engagement meetings included the perspective of persons with disabilities and best practices in accessible built environments.
  • Landscape Master Plan – in developing the Landscape Master Plan, stakeholder engagement meetings were conducted which included the perspective of persons with disabilities. Accessibility, Indigenization and equity are key principles in the vision of the plan.
  • Signage Guidelines – developed in 2017, Laurier’s signage guidelines take into consideration best practices in accessibility and compliance with the updated building code regulations. Products which allow for accessible signage have been sourced and are available and emphasis on improved directional and wayfinding signage is a priority of the plan.
  • Upskilling: To support internal knowledge and competency in building accessible built environments, Laurier has supported 3 employees in the facilities team to complete the Rick Hansen Foundation Accessibility Certification to become Accessibility Assessors which plans to train more employees in the future.
Accessible Communication

In good faith, Laurier has made significant efforts going back to 2012 to ensure it is in compliance with WCAG 2.0 Level A and Level AA. As our public web properties include thousands of pages, web apps, and micro-sites which are constantly being updated by hundreds of web editors, no website can ever fully meet the WCAG 2.0 Level AA requirement in all aspects, at all times. Here are highlights for how Laurier ensures accessible web properties and communication:

  • Laurier’s official web policy prioritizes accessibility
  • Web editors are required to complete accessibility training before they are granted access to a university website.
  • Through permissions and governance, Laurier limits the use of PDFs and other downloadable documents and require web editors to sign off that uploaded documents have been reviewed and are in compliance with AODA.
  • All video content incorporated onto the university website must also follow central processes that require closed captioning to be available before the videos can be distributed.
  • Active auditing of webpages through a manual auditing rotation and use of SiteImprove, an automated accessibility assessment tool, help flag any accessibility issues that arise.
  • All development for the main websites is centralized, allowing new templates and components to undergo thorough accessibility testing prior to being launched.
  • An annual web governance survey also requires website managers to submit a summary of the status of their website’s accessibility status, known issues, action plans, staff training, and auditing systems.
  • All social media accounts must comply with our social media guidelines which take into account WCAG 2.0 Level AA and best practices in accessibility.
  • For both web and social media, accessibility resources (how-to guides, tips, and links to in-depth resources) have been developed and made available through Laurier’s intranet.
  • Going back to 2014, Laurier’s ongoing efforts to come into compliance with Level A are outlined in the Enabling Access for Web Renewal Handbook, published in partnership with the Government of Ontario.
Accessible Education

Laurier has engaged instructors in enhancing accessibility in their classrooms by providing a number of resources to instructors. With a focus on University Design for Learning, instructors are encouraged to create environments where all students can thrive, including those with disabilities. With more inclusive classrooms becomes less need for individual accommodations.

Notable highlights on ways Laurier has supported accessible education include:

  • Development of extensive teaching related resources such as the Remote Teaching Hub which has educates instructors about AODA, accessibility, and UDL principles and practices
  • Multiple webinars have been delivered that address UDL, AODA, and accessibility needs. These have incorporated the perspective of students with disabilities. Webinars and workshops are recorded and made available through Laurier’s intranet.
  • All webinars and teaching resources are accessible so they can be accessed and used by instructors with disabilities.
  • Clear procedural plans have been developed to ensure all resources, content, and programming is inconsistent with, and promotes accessibility, and UDL so that those resources and content which does not specifically address accessibility have accessibility principles embedded throughout.
  • In partnership with ICT, promote the various accessibility features on our learning content systems such as MyLS, Zoom and Teams to ensure instructors are considering their use when designing and delivering course instruction. These includes things like auto-transcription, alt-text for all media/images, captions for videos, accessible documents…
  • Ensure all online courses are developed with best practices in accessibility, the accessibility of these online course are then verified through quality control measures.
  • Reviewing back catalog of online learning course to improve accessibility and navigation by apply accessible templates to legacy content.

Accessible Employment

Laurier continues to make many improvements to support accessible employment. This includes improvements throughout the employee life cycle from recruitment to promotion.

Notable highlights on how Laurier is prioritizing accessible education include:

  • Improvements in our applicant tracking system so it is easier for persons with disabilities to apply to Laurier
  • Rolling out a new and enhanced recruitment model which better supports manager education on how to how to create inclusive interviews
  • Improved process for offering accommodations through the recruitment and onboarding process
  • The University Employment Equity Advisory Committee’s Persons with Disabilities Working Group identified the need to refresh and enhance the resources and information relating to accessibility at Laurier through its core web properties. The goal of the enhanced web presence was to include more resources for persons working towards creating an accessible Laurier but also to recognize that there are people with disabilities within our community already. This has included increasing the profile of those with disabilities and their lived experience at Laurier as well as resources specifically developed for employees with disabilities.

Did You Know?

SHERM provides ergonomic assessments for faculty and staff to address individual needs. For more information, visit SHERM on Connect. Note: Connect is only available to Laurier faculty and staff with a log-in.

Moving Forward: Developing the Next Plan and the Post-Secondary Education Standard

Laurier's next multi-year accessibility plan will be informed by the upcoming release of Laurier's first Equity, Diversity and Inclusion Strategic Plan, recommendations from the Dimentions Pilot Program and the proposed recommendations outlined in the Post-Secondary Education Standard. This will involve reviewing the existing structures and processes in place to support an accessible Laurier and will involve participation of many people from across our community. With the COVID-19 pandemic continue to impact our communities, creative solution for gathering feedback will need to considered. Feedback needs to take into consideration immediate needs as well as long term goals. Many lessons have been learned over the last two years which will help create more inclusive and accessible spaces. Laurier has embraced the additional of many new assistive technologies and instructor interest in embedding universal design principles into their classrooms has drastically increased. Going into this next multi-year plan development phase needs to incorporate all of the lessons we have learned as a community which support a more inclusive Laurier. 

 

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Resources

Resources on Connect

Note: Connect is only available to Laurier faculty and staff with a login.

  • Standard sample accessibility commitment statements
  • Accessible event planning checklist
  • Accessibility guidelines for print materials
  • How to create accessible PDFs, documents and websites
  • AODA customer service brochure
  • Service disruption sign
  • Off-campus resource guides for Kitchener-Waterloo and Brantford
  • Information about accessible public transportation in Kitchener-Waterloo and Brantford

Resources on Campus

Accessible Learning Centre

The Accessible Learning Centre (ALC) assists students with disabilities in reaching their full academic potential by providing academic accommodations that maintain academic integrity and level the playing field. Services offered include the provision of alternative formats, exam accommodations, learning strategies, note-taking, student support and tutoring.

Career Development Centre, Resources for Students with Disabilities

The Career Development Centre can provide information and materials related to the RBC Career Transition Program for Students with Disabilities, finding a job and your rights in an interview, facts about disclosure options and accommodations, and links to external resources on workplace accessibility.

Centre for Student Equity, Diversity and Inclusion

The Centre for Student Equity, Diversity and Inclusion (CSEDI) works to cultivate a culture on campus that respects and promotes equity, diversity, inclusion (EDI) and social justice in all aspects of Laurier – from classrooms to residence communities. The Centre provides support, education and spaces for students to find community and engage in equity, diversity and inclusion initiatives.

Human Resources

Human Resources (HR) is made up of different departments, many of which play a role in Laurier’s accessibility and equity initiatives. The Accessibility and Equity Team in HR oversees Laurier's complaince with AODA and IASR, host educational opportunities and create accessibility-related resources for the community. They also provide guidance to departments across the university on how to be more accessible.  The Employee Health and Well-Being department has a Health and Abilities Management Consultant who works with employees requiring accommodations due to a disability. HR reviews the Sick Leave and Disability Management Policy and the Employee Accommodation Policy. Note: The web content for HR is on Connect which, is only available to Laurier faculty and staff with a login.

Library Accessibility Services

The Laurier Library provides research assistance, video tutorials, and accessible workstations. Adaptive Technologies at the library include large screen monitors, Optelec Reader, a high speed scanner, a self-serve scanner, Kurzweil and Zoom Text, Jaws, and height-adjustable work stations.

SHERM

SHERM integrates health, safety and environment into the university's culture and by guiding the community in achieving due diligence. SHERM manages the university's overall health and safety program with the goal of preventing occupational injuries and illness. SHERM also supports the installation of visual fire alarms on campus. Note: The web content for SHERM is on Connect which, is only available to Laurier faculty and staff with a login.

  • T: 519.884.0710 x2874

Student Wellness Centre

The Wellness Centre is an amalgamation of Counselling Services and Health Services which allows us to provide more complete and comprehensive care. They use a circle of care model that incorporates the specialties from a diverse, multi-disciplinary team. Students, staff and faculty who use the centre may access a number of wellness professionals in order to enhance their health and wellbeing while they are here at Laurier: Doctors, MSW Counsellors, Registered Nurses, Chiropractors, Registered Massage Therapists, and a Psychiatrist. Referrals to other local practitioners and specialists are also available. All students have access to these services through their OHIP and extended health plans. Staff and faculty are welcome to use the clinic services.

Other Resources

Council of Ontario Universities Accessibility Toolkit (General)

The Accessibility Toolkit is an online platform that provides common tools, resources and adaptable templates to assist universities in meeting the goals and requirements of the Accessibility for Ontarians with Disabilities Act, 2005 (AODA).

Council of Ontario Universities Educators' Accessibility Resource (EAR) Kit

The EAR Kit is the product of a partnership between the University of Guelph, the University of Toronto, York University and the Government of Ontario through the EnAbling Change Partnership Program. The toolkit is designed to support educators in creating accessible learning environments for students.

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Improvement Reports 2003-2012

The Laurier Accessibility Committee is responsible for planning how annual funds ($75,000.00) from facilities renewal are spent each year to address renovation and repair. As per the Ministry of Training, Colleges and Universities guidelines, the funds must be spent on physical campus accessibility costs.

Improvements 2003-2004

  • All accessible washrooms have been upgraded. This includes wrapping pipes, lower or installing new towel dispensers, replacing or repairing gravity closures, etc.
  • New automated door openers have been installed at the following locations:
    • Exit facing St. Michael campus in the atrium wing.
    • 1st floor access to Art C wing (new addition) – near accessible washrooms.
    • 2nd floor access to Art C wing (new addition) – near accessible washrooms.
    • Main level internal door between Arts C Wing and Peter’s Building (ramp leading to the elevator area in Peter’s Building).
    • Internal doors at atrium wing and Paul Martin Centre.
    • Internal doors at atrium wing and Arts E wing (near Tim Horton’s).
    • Main door into Health Services.
  • Individuals can now move independently between the Dining Hall, Art A and C wings, Paul Martin Centre, Peter’s Building and Schlegel Centre, DAWB, Fred Nichols Campus Centre and St. Michael
    campus. Also, everyone can now easily enter Health Services.
  • New Braille signage was ordered for all accessible washrooms along with select faculty and departmental office including Human Resources, the Registrar, Student Awards, Accessible Learning, Dean of Students, etc. .

Improvements 2004-2005

  • St. Michael campus:
    • Replaced ramp at front entrance (previously wooden and steep).
    • Installed automatic doors at rear entrance.
    • Updated accessible washroom by replacing toilet and lavatory, replacing door knob with lever handle and adjusting height and location of soap and towel dispensers.
  • New Braille signage is being added to Schlegel and Peters Buildings.
  • Automatic doors were installed at junction between the Aird Building and the Dining Hall.

Improvements 2005-2006

  • 1. Main floor washrooms in Grad River Hall, Brantford Campus, were retrofitted for accessibility.
  • 2. Automatic doors were installed at the Aird Building exit to Parking Lot 10.
  • 3. Slip-resistant flooring and interior support bars were installed in all campus elevators.
  • 4. Braille elevator buttons and brailed floor numbers were installed in seven (7) elevators at the Waterloo Campus and in three (3) elevators at the Brantford Campus.
  • Braille signage was added to remaining offices, classrooms, labs and faculty offices at the Brantford and Waterloo campuses.
  • Several finishing items were completed within the male and female change rooms in the Athletic Complex. Work included adding non-slip flooring in front of all shower stalls and repositioning soap and towel dispersers near the accessible washroom stalls. 

Improvements 2006-2007

  • Seminary retrofitted the existing male washroom to meet barrier-free standards.
  • Northdale Campus Male and Female washrooms were upgraded to include one accessible sink with lever style faucet, angled mirror and coat hook, and D style handle in accessible washroom
    stall. The towel and soap dispensers were repositioned to an accessible location.
  • High contrast yellow paint was refreshed or added to all external stairs’ nosing to assist individuals with visual impairments.
  • The Brantford Campus completed the majority of the bathroom improvements in the Odeon Building. Modifications included wrapping pipes, repositioning soap dispensers and adding the
    international symbol of accessibility. Braille signage to indicate accessible washrooms was pending at the time of this report.
  • Athletic complex finishing items and shower improvements included the addition of non-slip flooring in front of all shower stalls, the repositioning of soap and towel dispersers near accessible washroom stalls.
  • A barrier-free entrance to the Athletic Complex gymnasium was installed. The installation included automated doors.

Improvements 2007-2008

  • Installed additional handrails at existing stairs on Waterloo, Brantford and St. Jerome’s campuses where required.
  • Completed an accessibility audit of all campuses. The creation of a sub-committee to develop a long-term plan to address upgrades and to plan and respond to the forthcoming Built Environment Standards under the AODA 2005.
  • Installed automated opener for main door to Brantford’s Accessible Learning Centre.
  • Installed additional ramps on Waterloo, Brantford and St. Jerome’s campuses as required.
  • Installed automatic doors on main doors to computer labs (Waterloo Campus).
  • Installed voice announcement systems in existing elevators, where required.

Improvements 2008-2009

  • Accessible learning raised their profile through increased focus on the MyLaurier portal, an accessibility awareness week and the creation of the “Focus On” profile.
  • Updated guide map with accessible ramps, entrances and parking was created and posted on the main Laurier web site.
  • Two accessible computer stations were installed at the Centre for Co-operative Education and Career Development.
  • Digital scanner was purchased.
  • Zoom text software and Kurzweil 3000 were purchased and installed.
  • A variety of awareness initiatives were implemented.
  • The feasibility of using e-mail communications to book appointments with Counselling and Health Services was investigated. Currently, this has not been implemented.
  • Student Service Support Team was created to support students who are in crisis.
  • Sub committees for the 5 AODA standards were created to address AODA compliance.

Improvements 2009-2010

  • Secure funding for an AODA Officer; Officer hired July 2010.
  • Creation of an action and implementation plan to ensure compliance with new Accessibility Standards for Customer Service.
  • Education and training initiatives started to ensure awareness of disability issues.
  • Redesign of the quad area to increase accessibility (green space between the Dining Hall and MacDonald House).
  • Plan which addresses access issues in older buildings (e.g. Brantford, Journalism House and Wilkes House).

Improvements 2010-2011

  • Reorganization of the Accessibility Committee to include an Accessibility Advisory Committee made up of senior management and four working groups to analyze the four remaining AODA standards.
  • Created a plan for ensuring new renovations and built environment projects are assessed with accessibility in mind.
  • Created an Accessibility @ Laurier website which compiles accessibility related information from various areas on campus into one site.
  • Updated the Workplace Accommodation Process to increase proposed Employment Standard requirements.
  • Created a variety of “best practice” documents to improve customer service for persons with disabilities.
  • Trained in-class, 78% (over 2,300 people) of the Laurier representatives on the Customer Services Standard.

Improvements 2011-2012

  • AccessAbility Advantage conducted a Built Environment Audit on the Waterloo campus.
  • Updated Accessibility @ Laurier website to include Kitchener/Waterloo and Brantford resource guides.
  • Automatic door openers have been added to several locations on the Waterloo campus, including at the entrance to the career and co-op centre, on the 1st and 4th floor of the Dr. Alvin Woods building, to deans’ offices in the Schlegel Centre and Dr. Alvin Woods building, and to washrooms in the science building, the C wing of arts, and the 2nd level of athletics.
  • Washrooms, change rooms and showers in the Athletic Centre have been renovated to meet accessibility standards. Contrasting strip has been added to the main staircase in the Athletic Centre.
  • Language has been added to new employee onboarding checklists to raise awareness about individualized fire evacuation plans.
  • Updated job postings to include language about the availability of alternate formats.

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Terms, Definitions and Acronyms

Accessibility: A general term used to describe the degree of ease that something (e.g., device, service, environment) can be used and enjoyed by persons with a disability. The term implies conscious
planning, design and/or effort to ensure it is barrier-free to persons with a disability and, by extension, highly usable and practical for the general population as well. (As defined in the Ontario Public Service Accessibility Plan).

Accommodation: The act of making an adjustment to a policy, practice, or environment to meet the needs of a person with a disability. Unlike accessibility, accommodation is a reactive or individualized adaptation. There is no set formula for making accommodations.

ALC (The Accessible Learning Centre): A centre at Laurier committed to assisting students with disabilities to reach their full academic potential. The ALC facilitates learning strategies and
accommodations for students with disabilities while maintaining academic integrity.

AODA (The Accessibility for Ontarians with Disabilities Act): The purpose of the Act is to develop, implement and enforce accessibility standards in order to remove barriers for Ontarians with disabilities on or before Jan. 1, 2025 in relation to goods, services, facilities, accommodations, employment, facilities, structures and premises. The AODA came into force on June 4, 2005. (As defined in the Ontario Public Service Accessibility Plan).

Barrier: Anything that prevents a person with a disability from fully participating in all aspects of society because of his or her disability, including a physical barrier, an architectural barrier, an information or communications barrier, an attitudinal barrier, a technological barrier, a policy or a practice. (As defined in the AODA).

Disability: Any degree of physical disability, infirmity, malformation or disfigurement.

  • 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. (As defined in the AODA).

Duty to Accommodate: Refers to the responsibility to provide accommodation in a manner that respects general principles such as dignity of the person, individualization, integration and full participation.

IASR (Integrated Accessibility Standards Regulation): The Ontario Regulation which establishes the accessibility standards in the areas of information and communications, employment, and
transportation. These standards came into force in 2011.

OHRC (Ontario Human Rights Code): A provincial law that gives everybody equal rights and opportunities without discrimination in specific social areas such as jobs, housing, services, facilities, and
contracts or agreements.

SHERM (Safety, Health, Environment and Risk Management): SHERM develops, promotes and implements best practices in loss prevention, mitigation and operational risk management and manages the University's overall health and safety program with the goal of preventing occupational injuries and illness.

Teaching and Learning: A centre at Laurier comprised of a number of distinct departments with interconnected and yet varying responsibilities, including: Educational Development; Online Learning; Educational Technologies; Continuing Studies; Part-time Studies; Quality Assurance Office, Community Service-Learning (CSL); and Intercultural Development Office.

Universal Design: Universal design helps to ensure a high degree of building accessibility. It is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.

Universal Instructional Design (UID): Universal instructional design helps to ensure a high degree of accessibility to subject matter and instruction. In terms of learning, universal design means the design of instructional materials and activities that make the learning goals achievable by individuals with a wide variety of learning styles or needs. Universal instructional design does not compromise academic rigor or integrity. It may also be referred to as universal design for learning.

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Contact Us:

For Students:

E: accessible_learning@wlu.ca
T: 519.884.0710 x3086

For General Inquiries:

E: accessibility@wlu.ca
T: 519.884.0710 x4469

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