UW Library’s Accessibility Plan…and Beyond… Janet Wason, Co-ordinator, Library Services for Persons with Disabilities May 2, 2007

Overview Ontarians with Disabilities Act Ontarians with Disabilities Act UW Library’s Accessibility Plan UW Library’s Accessibility Plan Further Accomplishments—The Dixon and Student Endowment Funds Further Accomplishments—The Dixon and Student Endowment Funds Underlying Concepts—what are we really doing? Underlying Concepts—what are we really doing? Strategic Directions—services to students using the Davis Centre Library; adaptive software, and…? Strategic Directions—services to students using the Davis Centre Library; adaptive software, and…?

The Goal of the Ontarians with Disabilities Act, 2001 (ODA) To improve opportunities for persons with disabilities and to provide for their involvement in the identification, removal and prevention of barriers to their full participation in the life of the province. To improve opportunities for persons with disabilities and to provide for their involvement in the identification, removal and prevention of barriers to their full participation in the life of the province.

Definitions (From: ONTARIANS WITH DISABILITIES ACT, 2001: GUIDE TO THE ACT ssibility/english/guide.htm) ssibility/english/guide.htm ssibility/english/guide.htm Disability Disability Barrier Barrier

Disability The following is the same definition as used in the Ontario Human Rights Code. A “disability” is: The following is the same definition as used in the Ontario Human Rights Code. A “disability” is: a.Any degree of physical disability, infirmity, malformation or disfigurement caused by bodily injury, birth defect or illness; 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.

Barrier A “barrier” is anything that stops a person with a disability from fully taking part in society because of that disability. Some barriers include: Physical barriers, for example a step at the entrance to a store; Physical barriers, for example a step at the entrance to a store; Architectural barriers, for example no elevators in a building of more than one floor; Architectural barriers, for example no elevators in a building of more than one floor; Information or communications barriers, for example a publication that is not available in large print; Information or communications barriers, for example a publication that is not available in large print; Attitudinal barriers, for example assuming people with a disability can’t perform a certain task when in fact they can; Attitudinal barriers, for example assuming people with a disability can’t perform a certain task when in fact they can; Technological barriers such as traffic lights that change too quickly before a person with a disability has time to get through the intersection; and Technological barriers such as traffic lights that change too quickly before a person with a disability has time to get through the intersection; and Barriers created by policies or practices, for instance not offering different ways to complete a test as part of job hiring. Barriers created by policies or practices, for instance not offering different ways to complete a test as part of job hiring.

The Library’s Accessibility Plan, 2003 Found at: Found at: bDocs/access/plan.html bDocs/access/plan.html

The Library’s Accessibility Plan… Points to keep in mind: A.1.ii.—terms of reference A.1.ii.—terms of reference A.3.i.—annual progress report A.3.i.—annual progress report B.1.ii—product assessment checklist B.1.ii—product assessment checklist B.3.i.—accessible e-reserves B.3.i.—accessible e-reserves C.2.i.c.—book stacks weeding projects and accessible aisles C.2.i.c.—book stacks weeding projects and accessible aisles C.4.i.—accessibility features in the Davis Centre Library C.4.i.—accessibility features in the Davis Centre Library

Questions? Questions?

Accessibility for Ontarians with Disabilities Act, 2005 Accessibility for Ontarians with Disabilities Act, 2005 The purpose of the Accessibility for Ontarians with Disabilities Act, 2005, is 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, by developing, implementing and enforcing accessibility standards…. The purpose of the Accessibility for Ontarians with Disabilities Act, 2005, is 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, by developing, implementing and enforcing accessibility standards….

Further Accomplishments Ross and Doris Dixon Charitable Foundation Adaptive Technology Fund, awarded 2004: Ross and Doris Dixon Charitable Foundation Adaptive Technology Fund, awarded 2004: Ross and Doris Dixon Charitable Foundation Adaptive Technology Fund Ross and Doris Dixon Charitable Foundation Adaptive Technology Fund Adaptive Technology Centre equipped with colour CCTV/Videomagnifier, ergonomic chairs, a 4 th computer with adaptive software, Adaptive Technology Centre equipped with colour CCTV/Videomagnifier, ergonomic chairs, a 4 th computer with adaptive software, Davis Centre Library equipped with a colour CCTV/Videomagnifier, 2007 (Access. Plan c.4.i.) Davis Centre Library equipped with a colour CCTV/Videomagnifier, 2007 (Access. Plan c.4.i.)

…Further Accomplishments Student Endowment Fund, , partial funding for: Student Endowment Fund, , partial funding for: Student Endowment Fund Student Endowment Fund Large print range-end signs for Dana Porter Library 3 rd floor (Library Survey recommendation #2) Large print range-end signs for Dana Porter Library 3 rd floor (Library Survey recommendation #2) Upgrading Dana Porter Library elevator control panels (Access. Plan. C.5.i.) Upgrading Dana Porter Library elevator control panels (Access. Plan. C.5.i.)

Questions? Questions?

What are we actually doing? Population statistics--who are these students? Population statistics--who are these students? Underlying concepts: Underlying concepts: Ability/disability as a continuum Ability/disability as a continuum 2 guiding principles 2 guiding principles

Demographics—number of students In 2003, about 900 were registered with the UW Office for Persons with Disabilities (OPD). In 2003, about 900 were registered with the UW Office for Persons with Disabilities (OPD). In , 1395 students were registered with OPD. In , 1395 students were registered with OPD. Third largest number of students with disabilities registered at an Ontario university (proportional to overall student population). Third largest number of students with disabilities registered at an Ontario university (proportional to overall student population).

Population statistics—breakdown by Disability, Learning Disability—463 Learning Disability—463 Chronic Medical/Systemic—283 Chronic Medical/Systemic—283 Psychiatric—249 Psychiatric—249 Mobility/Functional—196 Mobility/Functional—196 Attention Deficit Hyperactivity Disorder—85 Attention Deficit Hyperactivity Disorder—85 Low Vision/Blind—35 Low Vision/Blind—35 Deaf/Deafened/Hard of Hearing—32 Deaf/Deafened/Hard of Hearing—32 Acquired Brain Injury—5 Acquired Brain Injury—5 Other (including multiple disabilities)—47 Other (including multiple disabilities)—47

Visible vs. Invisible Disabilities Visible—Mobility/Functional; low vision/blind; deaf, deafened, hard of hearing—263. Visible—Mobility/Functional; low vision/blind; deaf, deafened, hard of hearing—263. Invisible—Learning disability; chronic medical/systemic; psychiatric; ADHD; acquired brain injury—1085 Invisible—Learning disability; chronic medical/systemic; psychiatric; ADHD; acquired brain injury—1085

A Guiding Principle "Inclusive design should not, however, preclude the possibilities of special or exclusive design features to facilitate the movement of those with specific physical or mental impairments." Robert Imrie, Inclusive Design, Designing and Developing Accessible Environments, 2001, p. 20 "Inclusive design should not, however, preclude the possibilities of special or exclusive design features to facilitate the movement of those with specific physical or mental impairments." Robert Imrie, Inclusive Design, Designing and Developing Accessible Environments, 2001, p. 20

Another Guiding Principle Promoting inclusion by creating diversity. Promoting inclusion by creating diversity.

Questions? Questions?

Directions 1—Services to Students using the Davis Centre Library (Access. Plan C.4.i.) Background: Davis Centre Library Accessibility Centre disbanded in 1999, because of low use Davis Centre Library Accessibility Centre disbanded in 1999, because of low use Current specialized services—an electronically adjustable workstation in the RBC Information Commons, and now a CCTV/Videomagnifier in DC 1522 Current specialized services—an electronically adjustable workstation in the RBC Information Commons, and now a CCTV/Videomagnifier in DC 1522

…Services to Students using the Davis Centre Library OPD Registration by Faculty, : AHS—84 AHS—84 Math—135 Math—135 Science—136 Science—136 Engineering—190 Engineering—190 (total number of students is 1270; registration information available for 1011 of them; using this number 53.9% are from the above 4 faculties)

…Services to Students using the Davis Centre Library What do students want? What do students need? What do students want? What do students need? Library Survey of Information and Accessibility Needs of Students with Disabilities, 2004 (Access. Plan A.2.i.) Library Survey of Information and Accessibility Needs of Students with Disabilities, 2004 (Access. Plan A.2.i.) Focus Group(s), 2006 Focus Group(s), 2006 OPD to poll students using their Education and Technology Lab (ET Lab) OPD to poll students using their Education and Technology Lab (ET Lab)

…Services to Students using the Davis Centre Library They like the variety of environments offered by the Davis Centre Library They like the variety of environments offered by the Davis Centre Library They like being near their classes and with their friends They like being near their classes and with their friends Privacy for study, including more space between cubicles, more space at workstations and study rooms Privacy for study, including more space between cubicles, more space at workstations and study rooms Engineering and Math software….not necessarily adaptive technology… Engineering and Math software….not necessarily adaptive technology… …yet in what way do they use the ET Lab? Their space? Confidentiality? …yet in what way do they use the ET Lab? Their space? Confidentiality?

…Services to Students using the Davis Centre Library Build it and they will come? Build it and they will come? Accessibility considerations are part of the Davis Centre Library Renovations Team mandate, and I am part of that group Accessibility considerations are part of the Davis Centre Library Renovations Team mandate, and I am part of that group

Directions 2—Adaptive Software JAWS screenreader on library laptops? JAWS screenreader on library laptops? Networking adaptive software on general library computers? (Library Survey recommendation 6) Networking adaptive software on general library computers? (Library Survey recommendation 6) Example of McMaster Learning Commons which has networked access to JAWS, Kurzweil 3000, and ZoomText on all of the computers (limited number of licences) Example of McMaster Learning Commons which has networked access to JAWS, Kurzweil 3000, and ZoomText on all of the computers (limited number of licences)

Questions? Questions?

Thank You! Janet Wason (519) x