Towards a More Inclusive Library Complying with the AODA Customer Service Standard Level II Sessions Annie Bélanger Janet Wason May 2010

Why? The Standard permeates every aspect of our public-facing work. Understand the AODA Customer Service Standard. – Accessibility vs. Accommodation – Our obligations – Our commitment It’s everyone’s responsibility.

Overview Full Participation Video Q&A About the Modules Increasing Accessibility Everyday – Tips for Daily Interactions Sustainability & Ongoing Compliance – What the University and the Library are Doing Tools & Resources

Full Participation The Vision Ontario has a vision of achieving universal accessibility by What could this look like? – A video: What caught your attention?

Modules Q&A Did you have questions about the Modules? Anything you’d like to know more about? What did you take away? One example?

INCREASING ACCESSIBILITY EVERY DAY With thanks to Accessibility at Western! (

Demographics of Students with Disabilities Types of student disabilities, uWaterloo 1350 students self-identified with: – Learning Disabilities463 – Chronic Medical283 – Psychiatric249 – Mobility196 – ADHD 85 – Low Vision/Blind 35 – Deaf/hard of hearing 32 – Acquired Brain Injury 5

Print Disabilities Prevent people from reading standard print [or standard electronic text]. Can be due to a visual, perceptual or physical disability. – E.g., vision impairment, a learning disability or a disability that prevents the physical holding of a book. For full access, ensure the provision of: – Publications in multiple formats, such as Braille, audio, large print and electronic text. – Assistive technology. From: Library and Archives Canada: Initiative for Equitable Library Access

Shift in Approach Accommodation Disability or problem is with the person Reactive Individualized solution Address barriers once a complaint is made Accessibility Problem is with the environment Proactive Integrate accessibility in planning – Plan to prevent barriers Universal design Note: The duty to accommodate continues!

Daily Commitment Every interaction is an opportunity for accessible service. – Model best practices for interacting and communicating with persons with disabilities. – Proactively identify and report barriers. – Know what to do when someone encounters a barrier in your department. – Inform people about feedback process.

Four Principles DIGNITY – Self-respect, respect of others INDEPENDENCE – Do things without unnecessary help from others INTEGRATION – Same service, same way EQUALITY OF OPPORTUNITY – Same options, chances, and benefits

TIPS FOR DAILY INTERACTIONS

Communication PACT P ay calm, individual attention to the other person A sk “How may I help?” to meet needs C ommunicate clearly, patiently T reat the other person with respect, as a unique individual What are some communication tips from the modules?

This person can’t figure out what the customer is saying.

Tip: Keep pen and paper handy and offer it to the person.

Increasing Independence: Assistive Devices An extension of a person’s capabilities Increase independence

Tip: “Please don’t lean over, touch, or move my Assistive Device; it’s an extension of me.”

Tip: Get eye to eye; avoid neck strain.

Maintaining Dignity Allow service animals. Types of service animals: – Guide dog – Hearing or signal – Mobility assistance – Seizure response – Therapeutic assistance

Tip: Working Dog - do not pet or distract.

Tip: Pay attention to the owner.

Maintaining Dignity: Support Persons Welcome support persons. Support persons: Guides Interpreters Note-takers, scribes, readers Personal care

Tip: “Talk to me, not to my support person.” Interpreter

Service and Invisible Disabilities  Universal and inclusive service approach to all users is key. Scenario: –A student has left their term paper to the last minute. –She approaches the service desk appearing somewhat overwhelmed and makes several attempts to explain her needs. –At your suggestion to write the information down, she tells you that she didn’t bring paper and otherwise appears unprepared. –She may seem impatient and quick to become frustrated. Note that these behaviours may indicate a neurological disorder. –It may not be a reflection of a personality style or of your efficiency.

Great Service: How may I help?

SUSTAINABILITY Let’s take a look at what the Library and the University are doing to comply with the Standard and to ensure it is sustainable.

Your Role Applying the 4 principles to daily services provision. Meeting your Daily Commitment. Ensuring your Communication PACT. How Library Services for Persons with Disabilities can help? Helps fulfill the duty to accommodate. Ensures the provision of assistive learning tools. Provides support for students and Library staff. Liaisons with OPD for provision of: – Assistive devices as required. – Specialized library services. – Alternate formats. – Additional support for students.

Ongoing Compliance

What the University is Doing… The University has created policy statements to comply with the AODA. The University is offering training using the COU modules. More information available on the homepage of the Office for Persons with Disabilities. – es/ es/

What is the Library Doing? Training of all staff – 3 levels of training AODA Policy Working Group Library Services for Persons with Disabilities Planning for universal access in new projects (e.g. Porter signage)

AODA Policy Working Group Cross-departmental working group to: – Create a framework for guideline development. – Coordinate the creation/revision of library-wide policies/guidelines, practices and procedures needed for compliance. The working group will be reporting to Lib Exec and the Library Managers group.

Goals of the AODA Policy Working Group Assess existing guidelines, practices and procedures as relating to compliance. Establish needed guidelines, practices and procedures for compliance. Create a framework for guideline development. – Provide guidance and support for departmental level guidelines. – Create library-level guidelines. Prepare staff sessions to present new/updated guidelines.

Who’s Who? Administrative Sponsor: Sharon Lamont Members: – Chair: Annie Bélanger – Library Services for Persons with Disabilities: Janet Wason – Circulation: Wish Leonard, Alex McCulloch – Communications: Mary Stanley – Facilities: Eric Boyd – ISR: Jennifer Haas – Small Department Representative: Kathy MacDonald – Systems: Carl Nagel

Towards Compliance Areas of Focus Communication Expectations Feedback Process Reporting of Barriers Service Disruption Notices Service Philosophy Staff Training

TOOLS & RESOURCES

Compliance Tools Guide to the Accessibility Standards for Customer Service – serv-reg&doc=guide&lang=en serv-reg&doc=guide&lang=en Compliance Manual: Accessibility Standards for Customer Service – serv-reg&doc=workbook&lang=en serv-reg&doc=workbook&lang=en

Resources Guide to planning accessible meetings – /page08.shtml /page08.shtml Office for Persons with Disabilities – Disability Awareness Kit – State Library of Victoria, Australia – m m ARCH Disability Law Center—“Interacting with Persons who Have a Disability” – g_FactSheet_Dec07.pdf g_FactSheet_Dec07.pdf

Readings Canadian Library Association: Canadian Guidelines on Library and Information Services for People with Disabilities – esources/PositionStatements/Canadian_Guidel ines_1.htm esources/PositionStatements/Canadian_Guidel ines_1.htm American Library Association: Library Services for People with Disabilities Policy – issues/libraryservices.cfm issues/libraryservices.cfm

SITUATIONS & RESPONSES

Situation Some disabilities may affect social skills. Medication may slow an individual’s speech or reactions; a lack of response does not mean the person is being rude. Symptoms of various disabilities may become more apparent or aggravated with fatigue or stress.

Response Focus on the overall goal of the conversation, rather than on the person’s behaviour. Accept the fact that some tasks may take longer—such as finding a book, using the computer or reading instructions.

Situation/Response People with learning disabilities sometimes rely on visual aids, so be concrete and give examples. Use different cues to explain a process. – E.g. Point to a link on a web page and describe its position: ‘top-right corner’. When giving directions, ask ‘do you like maps?’

Situation/Response If a person tells you about his or her disability, politely ask them for guidance on how they best learn/understand information. Don’t assume that a person has understood (or failed to understand) you. – Ask whether you have provided sufficient information. – Clarify by summarizing the information.

Situation/Response If someone seems upset, ask calmly if there is anything you can do to help. – If they say no, respect their wishes if they are not being disruptive. If you are in a public area with many distractions, ask the person if they would prefer moving to a quieter location.