Towards a More Inclusive Library

Complying with the AODA Customer Service Standard

Annie Bélanger Janet Wason

April 2010

Why?

• The Standard permeates every aspect of our public-facing work.

• It’s everyone’s responsibility.

Overview

• AODA – AODA Customer Service Standard– Impacts on the Library– The University

• Guideline Development– Working Group– Process for doing

• Sustainability– Ongoing compliance– Overview of staff sessions– Ongoing training

Outcomes

• Understand the AODA Customer Service Standard.– Accessibility vs. Accommodation– Our obligations– Our commitment

• Know how to approach revisions of guidelines, procedures, and practices.

• Set the direction for future training and sustainable compliance.

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?

Overview of AODA

Accessibility for Ontarians with Disabilities Act, 2005

(AODA)• The Vision: to make Ontario fully

accessible by 2025.• Only jurisdiction in Canada with legislation

setting out a comprehensive goal of accessibility in areas that affect the daily life of persons with disabilities.

• First jurisdiction in the world to move to a regulatory system of legislation mandating accessibility.

AODA – The Five Standards

Now law:• Customer Service (2008)Under ministerial review:• Built Environment• Employment• Information and Communications• Transportation

AODA – The Standards, cont’d

• Public and private sector compliance.• Inclusive, consensus-based approach

to developing standards:– Persons with disabilities and their

service organizations were part of the development process.

Accessibility

• Environment is what disables people.• We need to design for universal

access.– Plan in order to prevent barriers.

• Accessibility is everyone’s responsibility.

Ask yourself: Is there anything “here” that

might present a barrier?

Ontarians with Disabilities Act, 2001 (ODA)

• What is it?– Public sector required to develop and file an

accessibility plan. • Library’s endeavours resulted in our accessibility

plan, September 2003.– http://www.lib.uwaterloo.ca/News/UWLibDocs/access/plan.h

tml

– Highlighted the definitions of ‘disability’ and ‘barrier’.

• Why is the AODA better? The ODA:– Has no regulations. – Is based on the idea of accommodation.

ODA & Accommodation

• Assumption of ‘normal’ activity• Responsibility of ‘disabilities’ office• Modify environment one person at a

time– Reactive rectification of barriers

• Requires person to disclose

A ‘barrier’ is anything that stops a person with a disability from fully taking part in society

because of that disability.

Shift in Approach

Accommodation• Disability or problem

is with the person• Reactive• Individualized solution

Accessibility• Problem is with the

environment• Proactive• Integrate accessibility

in planning• Universal design

Note: The duty to accommodate continues!

Barriers• Types:

– Physical

– Architectural

– Information or communications

– Attitudinal

– Technological

– Systemic

• Key insight:– Think in terms of barriers; don’t focus on the person’s

[dis]ability.

Can you think of an example of each type of barrier?

Print Disabilities

• Prevent people from reading standard print.• 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

Full Participation The Vision

• A video:– http://www.youtube.com/watch?v=zWzU

F293uX0– Steve Kuusisto

• A professor of creative writing at the University of Iowa.

• Joint appointment in public humanities at the Carver Center for Macular Degeneration.

• What caught your attention?

Waterloo & the AODA Customer Service

Standard

A Closer Look

• The Vision: Ontario is the only jurisdiction in the world to require public and private sector organizations to train their staff on accessible customer service.

Who is Responsible?

• Faculty & Staff– Full-time; Part-time– Contract; co-op; casuals

• Volunteers• ... Anyone acting on our behalf...

Definition of ‘Customer Service’

• Interaction between a customer and a service provider of goods and service.

• Customer is one who engages in such an interaction in order to receive goods or services.– May be voluntary or involuntary.

• Providers include third parties and volunteers.

Who are the Library’s Customers?

• Students• Faculty & Staff• Visitors• …

Q&A – Who are Your Customers?

• Acquisitions• Cataloguing• Circulation• Facilities• Information Services

and Resources• Library Administration• Site Libraries• Special Collections• Systems

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

UNIVERSITY

What is the University doing for 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.– http://www.adm.uwaterloo.ca/infosa/disa

bilities/

IMPACTS ON THE LIBRARY

What do we have to do? What are the AODA requirements?

Training

• Train staff, volunteers, ...:– who interact with the public or other

third parties on your behalf.– who are involved in developing our

policies, procedures and practices on the provision of library services.

• Document training framework and guidelines.

Policies, Practices, Procedures

• Establish policies/guidelines, practices and procedures for the provision of library services to persons with disabilities.– To be consistent with the 4 principles.– To be communicated with and

accessible by users with disabilities.

Documentation

• Document in writing the accessible customer service policies, practices and procedures.– Notify customers (users) that these

documents are available on request.– Alternate formats must be available.

Feedback Process

• Establish a feedback process [for users].– Variety of ways – in-person, e-mail,

telephone, web, etc.– Must specify how you will deal with

feedback, and within what time-frame.

• Document the feedback process.– Make information about it public. – a and within reviewed by whom,

response timelines...]

Communication

• Ensure that ways of communicating take into account a person’s disability.– Provide information in a format that is

accessible to the user.– Use plain language.

Notice of Service Disruptions

• Document a process for providing notice of temporary disruptions [to users].– Especially for facilities and services that

are used by persons with disabilities.

• Notice must:– Include reasons, anticipated duration,

any alternative facilities or services.– Be posted in a conspicuous place,

website, etc.

Assistive Devices

• Set a process for people to use their own personal assistive devices to access library services.– FM systems– Wheelchairs, scooters– Walkers– Communication boards

Service Animals

• Allow service animals.

• Types of service animals:– Guide dog– Hearing or signal animal– Mobility assistance animal– Seizure response animal– Therapeutic assistance animal

Support Persons

• Allow support persons for users accessing library services.– Support person may be mandatory for

health or safety reasons.

• Support persons:– Guides– Interpreters– Note-takers, scribes, readers– Personal care

BUILDING ON OUR STRENGTHS

Taking stock of our current environment

Brainstorm

• What are we already doing? • How are we promoting and

supporting accessibility?

• Let’s build a list!

Library Statement of Commitment

• "The University of Waterloo Library endeavours to provide equitable access to library facilities and materials to all members of its community. In acknowledging the need for alternatives by some individuals to standard library services, and in modifying both the physical structure and policies within the library system, the library is working towards providing independent access by everyone to the library's resources.“

http://www.lib.uwaterloo.ca/access/index.html#about

A Brief List of Achievements

• Policies, Programs, Services:– Statement of commitment to equitable

access– Library Services for Persons with

Disabilities– Information service offered in various

ways

• Electronic Access:– Databases, journals, books– Website initiatives

A Brief List of Achievements

• Physical Environment and Facilities:– Sliding doors (Porter), automatic door

openers (Davis), doors always open (UML)

– Split-level and electronically adjustable service desks

– Electronically adjustable workstations on Porter floors main, 3 and 5

– Signage

A Brief List of Achievements

• Communications & Awareness:– Staff awareness sessions– Adaptive Technology Centre and Library

Services for Persons with Disabilities part of ISR training program, and...

• ... On the Circulation Services staff web

Keep Up the Good Work!

Creating a More Inclusive Library

Policies, Practices & Procedures

Some Definitions…

• Policies/Guidelines – what you intend to do, including any rules for staff.

• Procedures – reflect your policies – describe how you will go about providing service OR

the steps staff are expected to take in certain situations.

• Practices – what you do on a day-to-day basis, including how your

staff actually offer or deliver services. – may be informal or written.

AODA POLICY WORKING GROUP

The Library as a whole needs to tackle this requirement as well as the departments within the Library. How do we get it done?

What is it?

• Cross-departmental working group to:– Create a framework for guideline

development.– Coordinate the creation/revision of

library-wide policies/guidelines, procedures and practices needed for compliance.

• The working group will be reporting to Lib Exec and the Library Managers group.

What Will it Achieve?

• Create project plan and liaise with departments.

• Assess existing policies/guidelines, practices and procedures as relating to compliance.

• Establish needed policies/guidelines, practices and procedures for compliance.

• Create a framework for procedure documentation: – Provide guidance and support for departmental level

policies/guidelines.

– Create needed library-level policies/guidelines.

– Create toolkit for future planning.

– Create a communication plan about policies/guidelines.

– Prepare staff sessions to present new/updated policies.

Towards Compliance Areas of Focus

• Communication Expectations• Feedback Process• Reporting of Barriers• Service Disruption Notices• Service Philosophy• Staff Training

Towards Compliance Process

• Review work guidelines, practices, and procedures.

• Document policies/guidelines, practices, and procedures for providing accessible service.

• Train staff on new/revised policies/guidelines, practices, and procedures.

• Communicate the availability of the new/revised document(s) with users.

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

UNIVERSITY POLICIES

Their relationship with the guideline development work the Library needs to do.

Starting With University Policies

• University accessibility statements form the basis of our guidelines, practices and procedures.

• We’ll:– Focus on the implementation guidelines

of these statements in the Library. – Focus on the details for the application

of the statements in your workflow.

Starting With University Policies

University Policy: Assistive Devices

• The University of Waterloo will make every effort to ensure that people with disabilities are allowed to use their own personal assistive devices to access goods and use services. We will also ensure that staff are aware of devices and technology available through the Office for Persons with Disabilities to support persons with disabilities, such as access to FM Systems to amplify sound for those with hearing impairments, TTY’s, audio recorders, wheelchairs, etc. If you require assistance or would like more information please contact the University of Waterloo Office for Persons with Disabilities.

Library Procedure:Assistive Devices

• Library Services for Persons with Disabilities will provide assistive technologies in the Adaptive Technology Centre.

• The Coordinator for Library Services for Persons with Disabilities will liaise with OPD to ensure that assistive devices are provided as required for access to library services.

• The Library will need advance notification of needed accommodations of at least 5 working days.

Starting With University Policies

University Policy: Service Animals

• The University allows people with disabilities to be accompanied by their guide dog or service animal in areas that are open to the public, unless the animal is excluded by another law. If a service animal is excluded by law in certain areas, e.g. food service preparation, we will use other measures to provide services to the person with a disability.

Library Procedure:Service Animals

• We will ensure that all staff dealing with the public are highly trained.

• Staff may ask confirmation of service animal status at any time.

• The owner of the service animal is responsible for maintaining control over the service animal at all time. Further, the owner is responsible for any damages caused by the service animal.

PROCESS FOR DEVELOPING GUIDELINES…

Ok, so now we have to document our guidelines, procedures and practices … We know the Working group is focused on the library-wide, high-level document… Let’s look at the process departments will need to follow for their areas of responsibility?

The Process

1. Set a project scope and plan.2. Do an Audit - List existing

policies/guidelines, procedures and practices.

3. Assess and identify gaps.4. Determine your approach to

policies/guidelines, procedures and practices.

Think about outcomes. What is your end game?

The Process, cont’d

5. Develop your new or revised policies/guidelines, procedures and practices.

a. Be in keeping with the principles of dignity, independence, integration and equal opportunity.

6. Implement and communicate new/revised documentation.

1 - Getting Started

• 3 questions to get started:– What is the scope of the project?– Who should be involved?– When will it begin and end?

2 - Do an Audit

You have your scope, team and timelines set. Now:

1. Communicate the scope of guidelines, procedures and practices being reviewed.

2. Collect all existing statements, procedures, guidelines within the scope.

a. Ask staff to share their knowledge of documented and undocumented guidelines, procedures and practices (within the scope).

3. Organize the collected materials before beginning the next steps (gaps identification and assessment).

3 - Assess What You Have & Need

1. Create clearly defined evaluation criteria that will be used to assess the guidelines, procedures and practices.

a. Think of the desired outcomes.

2. Evaluate existing documents.3. Identify gaps (new documents

needed).4. Determine needed revisions and

documentation to be created.

DignityIndependence

Equal OpportunityIntegration

3.3 - Identify Gaps

• Identify gaps in your guidelines, procedures and practices.– Review feedback from users; focus on

barriers.• No feedback doesn’t mean no work to do!

– Consult with public-facing staff about issues and potential service solutions.

• Think about how those gaps impact your ability to provide services to your users. – Anticipate users’ needs.

4 - Determine Your Approach

How will you address accessibility?

• Stand-alone statements

• Integrated into existing customer service policies/guidelines, procedures and practices

• Combination of both

Things to Consider:

• Accessibility should be planned for from the beginning.

• What will work for:– Your department?– The policy being

discussed?

Flexibility goes a long way!

Universal Design gives preference to integration!

5 - Develop Required Documents

• Plan:– Assign a priority level to each document that

needs to be revised/created.– Identify individuals to be involved.– Determine a development schedule.

• Identify current practices in the Library and best practices elsewhere.

• Write/revise the documents. • Decide on a review and approval

process.

6 - Implement and Communicate

• Provide training for staff about:– New/revised documents.– New/revised workflows.

• Communicate with impacted users:– On web, by email, etc.

• Have documents available in an easily accessible format.

We’re all in this together!LINC’s Registration Process

• To register, users:– Visit the Library site, navigating to the

Help & Instruction section.– Click on the session of interest.– Login using UW user id.– Review full list and select appropriate

session.– Click on the register button.– View confirmation screen.

We’re all in this together!LINC’s Registration Process 2.0

• To register, users can:– Complete the accessible online form.– Email the LINC committee.– Call, or visit, the Information Desk.

• After registering, users can alert us to accommodations they will need for full participation by contacting Janet. – Accommodations will be provided.

• May need to be provided in collaborationwith OPD. (e.g. FM System)

• Materials are made available in an accessible format upon request.

Sample Statement Confirmation Screen

The Library is committed to providing equitable access to its services.

If you require specific accommodations as related to a disability, please let us know so we can make arrangements in advance.

Please also identify any assistance you may require in the event of an emergency evacuation.

For more detailed information, contact Janet Wason, by phone at xxx-xxxx or by email at janet.wason@uwaterloo.ca.

Breakout Time

• In small groups, examine an existing guideline or practice.

• How can it be improved for accessibility?– Determine your approach.– Assess what you have. – Revise it.

DignityIndependenceEqual OpportunityIntegration

Sustainability

The role of the “enhanced training” group in ensuring ongoing compliance throughout the Library.

Ongoing Compliance

Your Role

• Ensure that departmental guidelines, procedures and practices are (and remain) accessible.

• Assist in implementation of library guidelines.

• Ensure that training is available to staff.– Ongoing training in connection with changes

made to relevant policies, procedures and practices.

– Training about accessibility related to new duties.– Training for new staff.

Plan, Ready, Set = Accessible

• Practise inclusive, universal design.• Plan for accessibility from the start. • Remember the 4 principles: dignity,

independence, integration and equal opportunity.

• Be flexible!

Ask yourself: Are there any implications for accessibility in this decision?

Staff Sessions

Let’s take a look at what the staff sessions will contain.

Overview

• Full Participation – The Vision video• Q&A about the modules

– A few scenarios

• Highlights of the modules– Daily Commitment*– Communication Pact*– Tips*

• What the University and the Library is doing

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.

Communication PACT

Pay calm, individual attention to the other person

Ask “How may I help?” to meet needs

Communicate clearly, patiently

Treat the other person with respect, as a unique individual

What are some communication tips from the modules?

Great Service: How may I help?

INCREASING ACCESSIBILITY EVERY DAY

STAFF SESSION

Let’s look at some tips to meet the 4 principles!

With thanks to Accessibility at Western! (http://accessibility.uwo.ca/AODA/resources.htm)

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.”

Talking with a person in a wheelchair for more than a short while?

Tip: Get eye to eye; avoid neck strain.

Maintaining Dignity

• Allow service animals.

• Types of service animals:– Guide dog– Hearing or signal animal– Mobility assistance animal– Seizure response animal– Therapeutic assistance animal

Tip: Working Dog - do not pet or distract.

Tip: Pay attention to the owner.

Maintaining Dignity: Service Animals

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

Your Role

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.

Q&A – What else would you like staff sessions to include?

• Let’s talk about areas you feel your staff should receive more info, clarification…– Anything we have you feel is

unnecessary? Why?– What else?

TRAINING LEVELS

Let’s talk about training levels required for staff moving forward.

Casuals, Contracts, Coops

• High level of public interactions:– Training using COU modules– Small group / one-on-one discussion

with training lead

• Low level of public interactions:– Training using COU modules– OR Booklet

Regular Staff

• New Staff:– Training using COU modules– Small group follow-up once a semester

• Led by training lead or department head• Cross-departmental

• Existing Staff:– Refreshers– Guideline sessions– Additional based on duties assigned

Managers, Supervisors+ ...

• Enhanced training for those that have a strong involvement in at least one of the following:– the development and establishment of

guidelines/procedures/policies.– the development/planning of public-facing

workflows.– the development of training for staff

(e.g. creation of training plan – not only the delivery of training).

+Not all supervisors require this level of training.

TOOLS & RESOURCES

Compliance Tools

• Guide to the Accessibility Standards for Customer Service– http://209.167.40.96/page.asp?unit=cus

t-serv-reg&doc=guide&lang=en

• Compliance Manual: Accessibility Standards for Customer Service – http://209.167.40.96/page.asp?unit=cus

t-serv-reg&doc=workbook&lang=en

Resources• Guide to planning accessible

meetings – http://www.hrsdc.gc.ca/eng/disability_iss

ues/doc/gpim/page08.shtml

• Office for Persons with Disabilities– http://www.studentservices.uwaterloo.ca

/disabilities/

• Disability Awareness Kit – State Library of Victoria, Australia– http://www.openroad.net.au/access/dakit

/welcome.htm

Readings

• Canadian Library Association: Canadian Guidelines on Library and Information Services for People with Disabilities– http://www.cla.ca/Content/NavigationMe

nu/Resources/PositionStatements/Canadian_Guidelines_1.htm

• American Library Association: Library Services for People with Disabilities Policy– http://www.ala.org/ala/mgrps/divs/ascla/

asclaissues/libraryservices.cfm