Presented by: Dorothy Macnaughton Accessibility and Diversity Training January 31, 2009 Copyright © 2009 Accessibility and Diversity Training

Customer Service  Everyone can be great because everyone can serve. Martin Luther King Jr.  Great customer service for everyone makes sense. Customer service that meets the needs of people with disabilities not only makes sense, it will soon be something you must do under new legislation in Ontario.

 Making your library as accessible as possible for people with disabilities in your local communities, schools, colleges and universities means everyone can have access to all of the great programs and services that today’s libraries offer.  It also means that any new programs, a new website or new services will need to be designed so they will be accessible from the time they are introduced.

 The Accessibility for Ontarians with Disabilities Act (AODA), 2005, will create provincial standards for accessibility for persons with disabilities by  The Standards will outline legal requirements and deadlines.

 Purpose: Section 1 …the purpose of this Act is to benefit all Ontarians by,  (a) 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.

 Accessibility Standards for Customer Service  Accessibility Standards for Information and Communications (draft form for public feedback)  Accessibility Standards for Transportation (have been sent to Minister)  Accessibility Standards for the Built Environment  Accessibility Standards for Employment

 Accessibility Standards for Customer Service were the first of the Standards to be declared regulations, under the AODA, and came into effect in January,  These Standards must be implemented by public sector organizations by January 1,  The next set of Standards which will likely become regulations will be those for Information and Communications. These Standards will, of course, have important implications for all types of libraries.

 ONTARIO REGULATION 429/07 made under the  Accessibility For Ontarians With Disabilities Act, 2005  Made: July 25, 2007  laws.gov.on.ca/html/source/regs/english/20 07/elaws_src_regs_r07429_e.htm

 This Regulation establishes accessibility standards for customer service and it applies to every designated public sector organization and to other third parties.  “Designated public sector organization” means …every ministry of the Government of Ontario, every municipality…” ◦Guide to Accessibility Standards for Customer Service

 Examples of providers of goods or services: Municipal and provincial governments programs and facilities that they run, including social assistance services, public meetings, public transit, libraries, and employment centres; Colleges Universities Schools

Prevention of New Barriers  Ordering goods  Delivering New Services, Revising Current Services or Programs  **Strategic Planning ◦Mission Statement  Short term planning  Long term planning

Written Policies Human Rights Principles Training Service Animals Support Persons Personal Assistive Devices Temporary Disruption Feedback Process

 Practices  Procedures

Overarching Human Rights Principles will apply to all five Standards. When designing your policies, practices and procedures consistent with human rights principles, your organization will want to take into account your own unique situations.

 In 3. (2), you are expected to use reasonable efforts to ensure that your policies, practices and procedures are consistent with the principles of dignity, independence, integration, (except when alternate measures are necessary to meet the needs of people with disabilities) and equal opportunity.

An example of “using reasonable efforts”:  A customer who is blind and reads Braille may need to know exactly what is on her bill, but be unable to read a print copy.  Each organization has designed solutions to meet that customer’s needs in different ways.

 At a small coffee shop, a waiter or cashier might read the bill to the person. A florist shop might offer to read a bill by phone. A mid-sized utility company might offer monthly bills in Braille and then might hire another company to print and send the Braille bills. A larger utility with more customers who use Braille might determine that it is more cost effective to purchase equipment to create its own monthly bills in Braille and may also offer an accessible website that allows bill viewing and payment online.

 3. (2) 1. The goods or services must be provided in a manner that respects the dignity and independence of persons with disabilities. (Ontario Regulation 429/07, Accessibility Standards For Customer Service) Respecting a person’s dignity means they are treated in a way that does not put them down or demean them because they have a disability. Most people with disabilities want to be as independent as possible and appreciate it when someone values their independence.

 3. (2) 2. The provision of goods or services to persons with disabilities and others must be integrated, unless an alternate measure is necessary, whether temporarily or on a permanent basis, to enable a person with a disability to obtain, use or benefit from the goods or services. (Ontario Regulation 429/07, Accessibility Standards For Customer Service)

 Integrated services are those that allow people with disabilities to fully benefit from the same services, in the same place and in the same or similar way as other customers.  Sometimes integration does not serve the needs of all people with disabilities. In these cases, it is necessary to use alternate measures to provide goods or services. Goods or services may need to be provided to people with disabilities in a different place or in a different way than other customers. ◦using TTYs or to communicate with customers who are deaf or have speech impairments, instead of providing services by phone

 3. (2) 3. Persons with disabilities must be given an opportunity equal to that given to others to obtain, use and benefit from the goods or services.  (Ontario Regulation 429/07, Accessibility Standards For Customer Service)

 Equal opportunity means having the same chances, options, benefits and results as others. People with disabilities need to have the same opportunity to benefit from the way you provide goods or services as others.  You may have to treat individuals slightly differently, so they can benefit fully from your services. Individual needs should be taken into account when providing goods or services. ◦Reading titles on DAISY books to a library patron with low vision ◦Reading information on a poster describing a library program to someone with a learning disability

Service Animals Support Persons Use of Personal Assistive Devices Notice of Temporary Disruption Receiving and Responding to Feedback Training Policy

 Service animals allowed on your premises  Support persons permitted to accompany a person with a disability ◦Explanation of fee, if applicable Use of personal assistive devices allowed Notice of temporary disruption  Steps to be taken Written Process for receiving and responding to feedback Steps to be taken to respond to complaint

 Public sector organizations must prepare a document describing your training policy, including a summary of the contents of the training and details of when the training was provided.  Every designated public sector organization must keep records of the training provided, including the dates on which the training was provided and the number of individuals to whom it was provided.

 If there are changes to policies, practices and procedures governing the provision of goods or services to persons with disabilities, training about those changes must be provided.

 If a person with a disability is accompanied by a guide dog or other service animal, your organization must ensure that the person is permitted to enter the premises with the animal and to keep the animal with him or her.  This must be included in a written policy.

 If a person with a disability is accompanied by a support person, your organization must ensure both people are permitted to enter the premises together, and that the person with a disability is not prevented from having access to the support person while on the premises.  If an admission fee is charged, your organization must ensure notice is given in advance about the amount to be paid by the support person.  These must be included in your written policies.

 Your written policy must allow people to use their own personal assistive devices to access your goods and services, and must describe situations where such use may not be permitted.

 If people with disabilities usually use your facilities or services, and if there is a temporary disruption, you must give notice of the disruption to the public, including the reason for the disruption, its anticipated duration and a description of alternative facilities or services that are available.  This information must be posted.  A document must outline steps to be taken when there is a temporary disruption and, upon request, must be provided to anyone who requests it.

 A written process must be outlined for receiving and responding to feedback about the manner in which your organization provides goods or services to persons with disabilities.  This process must be communicated to the public.  Feedback can be provided in person, by telephone, in writing, or by , on disc, or otherwise.

 The feedback process must specify the actions you will be taking if a complaint is received.  Your organization must prepare a document describing your feedback process and provide a copy to anyone requesting it.

 Examples: ◦Human Rights/Diversity Policies ◦Training Policies

Written steps staff are expected to take  Examples: ◦How meetings with customers will be conducted ◦How staff will assist people with disabilities who require assistance using screen reading software

Day-to-day interaction, communication  How your staff actually offer or deliver your services, flexibility  Examples: ◦Requirements for filling out forms – someone with a learning disability may require assistance ◦Requirements for signatures or showing of ID ◦Someone with a mental health issue may require extra time and patience if they are agitated about an overdue fine ◦How to communicate with someone who is deaf

 Examples: ◦Written directions/tip sheets on how to interact and communicate with people with each type of disability ◦People First Language

 There is a requirement to prepare one or more documents describing your policies, practices and procedures and to provide a copy, upon request.  When providing a copy of a document to a person with a disability, the provider must give the person the document, or the information contained in the document, in a format that takes into account the person’s disability.  The format of the document or information can be determined by agreement between the organization and the person with the disability.

Information and Communications Standard will impact on formats in which documents are provided, as well as language, including plain language s/accessibilityOntario/accesson/business/inform ation/ Annotated Version of the Information and Communication Standard s/accessibilityOntario/accesson/business/inform ation/standard/index.htm Still time for public feedback until February 6

 Use of Plain Language for public documents  Plain Language – a way of writing and presenting information and complex messages so that it is easy to read, understand and use; some characteristics of plain language may include writing to a simpler reading level, eliminating jargon and unnecessary words, using familiar words in a conversational style, and the use of uncomplicated sentence structure and grammar.

 Plain Language:  (taken from: s/reader-friendly.cfm  Federal Plain Language Guidelines (U.S.)  Written material is in plain language if your audience can:  Find what they need;  Understand what they find; and  Use what they find to meet their needs.

 Every person who participates in developing the provider’s policies, practices and procedures governing the provision of goods or services to members of the public or other third parties.

 Every person who deals with members of the public or other third parties on behalf of the provider, including volunteers. ◦Library volunteers interacting with the public ◦Include Accessible Customer Service Training with Volunteer Training and Orientation

 A library has full-time and part-time staff who do a variety of tasks, such as serve patrons at the circulation or reference desks. A janitor is on-site to take care of the building and to close the library. He does not deal with the public for library- related services. All library staff, except the janitor, must receive training, to meet the requirement of the customer service standard, as they deal with members of the public on behalf of the library.

 The training must be provided to each person, as soon as practicable, after he or she is assigned the applicable duties.  Importance of Accessible Customer Service orientation materials for new staff, including up-to-date copies of all policies, procedures and practices document date new staff received basic materials and when they received full training

 Purposes of the Accessibility for Ontarians with Disabilities Act  Definition of “disability”  It helps to include the definition of “barrier” and “accessibility” (Ministry of Municipal Affairs and Housing) and “barrier-free” (Ontario Building Code)

 AODA Section 2 In this Act, “disability” means, (a) any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defect or illness and, without limiting the generality of the foregoing, includes diabetes mellitus, epilepsy, a brain injury, any degree of paralysis, amputation, lack of physical co-ordination, 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,

 (b) a condition of mental impairment or a developmental disability,  (c) a learning disability, or a dysfunction in one or more of the processes involved in understanding or using symbols or spoken language,  (d) a mental disorder, or  (e) an injury or disability for which benefits were claimed or received under the insurance plan established under the Workplace Safety and Insurance Act, 1997;

Disabilities may:  be visible (person carrying a white cane)  be invisible (a learning disability)  have effects which may come and go  differ in severity (degree of vision or hearing loss) Example: A person with multiple sclerosis may experience periods when the condition does not have an effect on her daily routine and other periods when it does.

 Information about one’s disability is personal and private and must be treated confidentially. In most cases, it will not be necessary to ask for proof of a disability. Some providers, such as schools, colleges and universities may require proof of disability, because of the type of services that they provide. In such cases, these providers may be subject to privacy- related laws with respect to that information.  This may come into play when employment is involved.

 How to interact and communicate with persons with various types of disability need to understand basic information about the types of disabilities listed in the definition of “disability” in the AODA, in the ODA and the Ontario Human Rights Code must gain a good understanding of how to treat people with disabilities in general must develop a knowledge of effective communication methods for each specific disability

 TIP #1:  ACT AS YOU WOULD WITH A PERSON WHO IS NOT DISABLED.  TIP # 2:  DON’T MAKE ASSUMPTIONS ABOUT THE PERSON’S DISABILITY OR THEIR NEED FOR ASSISTANCE. ◦JUST ASK! ◦Listen

 TIP #3:  PUT THE PERSON FIRST AND THE DISABILITY SECOND. ◦People First Language ◦Body Language ◦Tone of Voice

 How to Communicate with: ◦people who are blind or who have low vision ◦individuals who are deafblind ◦people who are deaf, deafened or hard of hearing ◦people with physical disabilities ◦those who have speech impediments ◦individuals with learning disabilities ◦people with mental health disabilities ◦those with developmental disabilities ◦people who have a brain injury

 How to interact with persons with disabilities who use an assistive device ◦Example:  A government office that provides detailed information by phone might use a TTY to communicate with its clients who are deaf, hard of hearing, have speech impairments or are deaf-blind.

 How to interact with persons with disabilities who require the assistance of a guide dog or other service animal, or the assistance of a support person ◦Understanding of basic “guide dog etiquette” ◦Role of the support person – not to speak to the support person, rather than the person with a disability

 How to use equipment or devices available on your premises, or otherwise provided by you, that may help with the provision of goods or services to a person with a disability. ◦Example: if you have screen magnification or screen reading software installed on computers in your library, your staff assisting people using those computers must have training in how to use that software so they will be able to assist the person, as required.

 Communication of feedback policy (customer who has experienced a barrier/ who has a concern) What to do if a person with a particular type of disability is having difficulty accessing your goods or services How to provide this documented information  in a manner the person with a disability requires

 Meets all of the requirements of the legislation  Explains the rationale for policies, practices, procedures and training  Has clear explanations of goals of training  Involves plain language documents available in public location  Includes summary of training  Is meaningful

 Leads to a better understanding of the needs and challenges of the person with a disability; staff can put themselves in the position of the person with a disability  Has interactive components  Provides practical tips and useful resources which can be used to apply what has been learned  Ensures resources will be available to refer to when difficult situations arise

 Accessibility report  14. (1) A person or organization to whom an accessibility standard applies shall file an accessibility report with a director annually or at such other times as the director may specify. 2005, c. 11, s. 14 (1).  Report available to public  (2) A person or organization shall make an accessibility report filed under subsection (1) available to the public. 2005, c. 11, s. 14 (2).

 Inspectors  18. (1) The Deputy Minister shall appoint one or more inspectors for the purposes of this Act and the regulations within a reasonable time after the first accessibility standard is established under section , c. 11, s. 18 (1).

 Penalties  (3) Every person who is guilty of an offence under this Act is liable on conviction,  (a) to a fine of not more than $50,000 for each day or part of a day on which the offence occurs or continues to occur; or  (b) if the person is a corporation, to a fine of not more than $100,000 for each day or part of a day on which the offence occurs or continues to occur. 2005, c. 11, s. 37 (3).

 Though there is still close to a year to implement the Accessibility Standards for Customer Service, it will take time to examine your policies, procedures and practices and to make the necessary changes or to develop new ones. If you haven’t already begun this process, you should consider beginning this process now.

 Your policies, procedures, practices and documentation should be in place by January, 2010 to meet the Accessibility Standards for Customer Service and the overall AODA requirements.  Accessibility reporting will be much easier if you have comprehensive, well designed documents and training.

 You will also need to provide the required training for staff and third party providers within the next 11 months to meet your obligations under the Standard.  Any planning you will be undertaking during 2009 and beyond must take into account the requirements of this Standard.  A logical and well planned approach is critical to implementing the Standards.

 Well-informed staff who have received thorough training will go a long way towards providing excellent customer service in your library. Remember, a complaint is a tremendous opportunity. If your staff listen and respond to a complaint from someone with a disability by addressing the customer’s concerns and sending your customer away happy, they will tell at least 10 other people about their experience. However, if you fail to resolve a complaint, they will talk with even MORE people about it!