Accessibility

Accessibility is premised on ensuring that practices, activities, functions and environments are meaningful, and usable for as many people as possible. It is about identifying and responding to conditions of in-access, about providing equitable opportunities and options, regardless of a person’s abilities or circumstances. In education, accessibility is a core component in being intentional about inclusion for persons with disabilities.

The Accessibility for Ontarians with Disabilities Act (AODA), the Education Act, Ontario Human Rights Code, and the Ontario Building Code are some of the laws in Ontario that are vital to KPR’s commitment to maximum accessibility for staff, students and other members of the KPR community.

The AODA seeks to ensure that all Ontarians have fair and equitable access to programs and services and to improve opportunities for persons with disabilities. It does this by setting accessibility standards that KPR must meet. By removing barriers that prevent persons with disabilities from fully participating in their community lives, the ultimate goal of the AODA is to create a universally accessible and inclusive society.

The Accessibility for Ontarians with Disabilities Act (AODA)

The government of Ontario passed the Accessibility for Ontarians with Disabilities Act in 2005 with the goal of making Ontario accessible by 2025. The AODA was created in response to a history of barriers and discrimination against people with disabilities in Ontario, and with the following purpose:

"To benefit all Ontarians by developing, implementing and enforcing accessibility standards in order to achieve accessibility for Ontarians with disabilities with respect to goods, services, facilities, accommodation, employment, buildings, structures and premises on or before January 1, 2025."

The AODA applies to all private and public sector organizations, including all school boards. The accessibility standards under the AODA, along with some general requirements, are collectively known as the Integrated Accessibility Standards Regulation (IASR).

Barriers to Accessibility

A barrier is anything that prevents a person with or who experiences a disability from participating in society. There are five main types of barriers to accessibility.

Attitudinal Barriers

Attitudinal barriers are inaccurate beliefs and perceptions about people with disabilities based on assumptions and stereotypes. Attitudinal barriers are the most pervasive type of barrier.

Some examples of attitudinal barriers include:

Speaking to the support person instead of communicating directly to the person with a disability.
Thinking that the need to create accessible documents and web content is a waste of time.
Believing that people with disabilities are inherently less able to contribute and participate (i.e., "ableism").

Physical Barriers

Physical (or architectural) barriers are anything in the built environment or design of public spaces that prevent access to goods, services, and/or facilities.

Some examples of physical barriers include:

A classroom design that makes if difficult for students or staff to move around or navigate easily.
A building entrance that only has stairs leading to the front door and/or no automatic door openers.
An event or graduation that takes place on a stage without any lift.

Communication Barriers

Communication (or information) barriers prevent people from understanding or accessing information in a meaningful way.

Some examples of communication barriers include:

Audio-video content that does not include media alternatives, such as captions or transcripts.
Conveying information only through colour (and without a second visual cue).
Signs or posters with print that is too small and/or not spaced appropriately.

Systemic Barriers

Systemic (or organizational) barriers are usually created through policies, procedures and practices that apply to everyone, but are unfair or inequitable to certain people.

Examples of systemic barriers include:

Assessment and evaluation that is based on only one learning style and requires students to demonstrate their understanding in one specific way.
A meeting invitation, event registration or job posting that does not ask the participants or applicants if any accommodations are required.
The lack of a process for receiving and responding to feedback regarding accessibility issues or complaints.

Technology Barriers

Technology barriers are digital or virtual platforms that are not designed to be user-friendly or with consideration for people with disabilities. Technology barriers often relate to communication barriers.

Some examples of technology barriers include:

Course materials or handouts that are only available in hard copies.
Websites or webpages that work on a computer or laptop, but do not work properly on a tablet or smart phone.
Using a web conferencing tool (e.g., Webex) without any live captioning features available.

We invite you to complete the Report It! form to identify and communicate any barrier(s) to accessibility that prevents a person with a disability from accessing any services, facilities or opportunities at KPRDSB.

Requesting Accessible Formats

The Kawartha Pine Ridge District School Board is committed to ensuring that all of our services meet the highest standards of accessibility for persons with disabilities. Please contact kpr_info@kprdsb.ca or 1 (877)741-4577 ext. 2001 to request publicly available KPR documents in accessible formats. Accessible documentation requests can be made for:

Educational or training resources and materials;
Student records and information related to program requirements, availability and descriptions;
Emergency procedures, plans, and public safety information; and
Board policies.

Making Feedback Accessible

The Board strives to ensure that feedback processes are made accessible to persons with disabilities. To request an alternative method of providing and receiving feedback, please contact:
kpr_info@kprdsb.ca or, 1 (877)741-4577 ext. 2001

Accessibility Information and Resources

Recommended Websites and Resources

The United Nations Website “Enable” provides information and resources on the Rights and Dignity of Persons with a Disability.
The Ontario Human Rights Commission's website describes disability and the duty to accommodate.
The Ministry of Community and Social Services website provides many resources with regards to the Accessibility Standards as part of the Accessibility of Ontarians with Disabilities Act, 2005.
The Teachable Project website is a hub offering a rich range of supports that will help teachers and other classroom staff include accessibility issues in the everyday learning of the classroom.
Teaching Tolerance is a website for educators to find thought-provoking news, lessons, conversation and support for those who care about diversity, equal opportunity and respect for differences in schools.
Together We Rock's website offers information that inspires citizens to build communities that are accessible to and inclusive of people who have a disability.
The Canadian National Institute for the Blind (CNIB) website includes information about guide dog etiquette.

DISCLAIMER:

Hyperlinks are provided above with the intent of assisting users in researching issues and topics. There may be websites linked from this site that are operated by organizations outside of the Kawartha Pine Ridge District School Board (KPRDSB). These organizations are solely responsible for the operation and information found on their sites. Linking from this site does not imply any endorsement of the organization or information found on the website. Any comments or inquiries regarding the linked websites should be directed to the organization operating the website.

Strategies for School and Classroom

Teachers Network.org is an American site for teachers by teachers with suggestions for elementary and secondary students.
Heads Up for Inclusion: Amigos in the Schools is a peer support and mentorship inclusion program focusing on youth with intellectual disabilities, but open to all youth who experience barriers to inclusion.