UW Library’s UW Library’s Accessibility Plan…and Accessibility Plan…and Beyond…Beyond…

Janet Wason,Janet Wason,Co-ordinator, Library Services for Co-ordinator, Library Services for Persons with DisabilitiesPersons with DisabilitiesMay 2, 2007May 2, 2007

OverviewOverview

Ontarians with Disabilities ActOntarians with Disabilities Act UW Library’s Accessibility PlanUW Library’s Accessibility Plan Further Accomplishments—The Dixon Further Accomplishments—The Dixon

and Student Endowment Fundsand Student Endowment Funds Underlying Concepts—what are we Underlying Concepts—what are we

really doing?really doing? Strategic Directions—services to Strategic Directions—services to

students using the Davis Centre students using the Davis Centre Library; adaptive software, and…?Library; adaptive software, and…?

The Goal of the Ontarians The Goal of the Ontarians with Disabilities Act, with Disabilities Act, 2001 (ODA)2001 (ODA)

To improve opportunities for To improve opportunities for persons with disabilities and to persons with disabilities and to provide for their involvement in provide for their involvement in the identification, removal and the identification, removal and prevention of barriers to their full prevention of barriers to their full participation in the life of the participation in the life of the province.province.

DefinitionsDefinitions

(From: ONTARIANS WITH (From: ONTARIANS WITH DISABILITIES ACT, 2001: GUIDE TO DISABILITIES ACT, 2001: GUIDE TO THE ACT THE ACT http://http://www.gov.on.ca/citizenship/accessiwww.gov.on.ca/citizenship/accessibility/english/guide.htmbility/english/guide.htm))

DisabilityDisability BarrierBarrier

DisabilityDisability

The following is the same definition as used in the The following is the same definition as used in the Ontario Human Rights Code. A “disability” is:Ontario Human Rights Code. A “disability” is:a.a. Any degree of physical disability, infirmity, Any degree of physical disability, infirmity,

malformation or disfigurement caused by bodily malformation or disfigurement caused by bodily injury, birth defect or illness;injury, birth defect or illness;

b.b. A condition of mental impairment or a A condition of mental impairment or a developmental disability;developmental disability;

c.c. A learning disability, or a dysfunction in one or A learning disability, or a dysfunction in one or more of the processes involved in understanding or more of the processes involved in understanding or using symbols or spoken language;using symbols or spoken language;

d.d. A mental disorder; orA mental disorder; ore.e. An injury or disability for which benefits were An injury or disability for which benefits were

claimed or received under the insurance plan claimed or received under the insurance plan established under the Workplace Safety and established under the Workplace Safety and Insurance Act, 1997Insurance Act, 1997..

BarrierBarrier

A “barrier” is anything that stops a person with a A “barrier” is anything that stops a person with a disability from fully taking part in society because of disability from fully taking part in society because of that disability. Some barriers include: that disability. Some barriers include:

Physical barriers, for example a step at the entrance Physical barriers, for example a step at the entrance to a store;to a store;

Architectural barriers, for example no elevators in a Architectural barriers, for example no elevators in a building of more than one floor;building of more than one floor;

Information or communications barriers, for example a Information or communications barriers, for example a publication that is not available in large print;publication that is not available in large print;

Attitudinal barriers, for example assuming people with Attitudinal barriers, for example assuming people with a disability can’t perform a certain task when in fact a disability can’t perform a certain task when in fact they can;they can;

Technological barriers such as traffic lights that Technological barriers such as traffic lights that change too quickly before a person with a disability change too quickly before a person with a disability has time to get through the intersection; andhas time to get through the intersection; and

Barriers created by policies or practices, for instance Barriers created by policies or practices, for instance not offering different ways to complete a test as part not offering different ways to complete a test as part of job hiring.of job hiring.

The Library’s The Library’s Accessibility Plan, 2003Accessibility Plan, 2003

Found at:Found at:

http://http://www.lib.uwaterloo.ca/News/UWLiwww.lib.uwaterloo.ca/News/UWLibDocs/access/plan.htmlbDocs/access/plan.html

The Library’s The Library’s Accessibility Plan…Accessibility Plan…Points to keep in mind:Points to keep in mind:

A.1.ii.—terms of referenceA.1.ii.—terms of reference A.3.i.—annual progress reportA.3.i.—annual progress report B.1.ii—product assessment checklistB.1.ii—product assessment checklist B.3.i.—accessible e-reservesB.3.i.—accessible e-reserves C.2.i.c.—book stacks weeding projects and C.2.i.c.—book stacks weeding projects and

accessible aislesaccessible aisles C.4.i.—accessibility features in the Davis C.4.i.—accessibility features in the Davis

Centre LibraryCentre Library

Questions?Questions?

Accessibility for OntarianAccessibility for Ontarians with Disabilities Act, 20s with Disabilities Act, 200505 The purpose of the Accessibility for The purpose of the Accessibility for

Ontarians with Disabilities Act, 2005, is Ontarians with Disabilities Act, 2005, is to achieve accessibility for Ontarians to achieve accessibility for Ontarians with disabilities with respect to goods, with disabilities with respect to goods, services, facilities, accommodation, services, facilities, accommodation, employment, buildings, structures and employment, buildings, structures and premises on or before January 1, 2025, premises on or before January 1, 2025, by developing, implementing and by developing, implementing and enforcing accessibility standards….enforcing accessibility standards….

Further AccomplishmentsFurther Accomplishments

Ross and Doris Dixon Charitable FoundRoss and Doris Dixon Charitable Foundation Adaptive Technology Fundation Adaptive Technology Fund, awarded 2004:, awarded 2004:

Adaptive Technology Centre equipped Adaptive Technology Centre equipped with colour CCTV/Videomagnifier, with colour CCTV/Videomagnifier, ergonomic chairs, a 4ergonomic chairs, a 4thth computer with computer with adaptive software, 2005-2006adaptive software, 2005-2006

Davis Centre Library equipped with a Davis Centre Library equipped with a colour CCTV/Videomagnifier, 2007 colour CCTV/Videomagnifier, 2007 (Access. Plan c.4.i.)(Access. Plan c.4.i.)

……Further Further AccomplishmentsAccomplishments

Student Endowment FundStudent Endowment Fund, 2005-, 2005-2006, partial funding for:2006, partial funding for:

Large print range-end signs for Large print range-end signs for Dana Porter Library 3Dana Porter Library 3rdrd floor floor (Library Survey recommendation (Library Survey recommendation #2)#2)

Upgrading Dana Porter Library Upgrading Dana Porter Library elevator control panels (Access. elevator control panels (Access. Plan. C.5.i.)Plan. C.5.i.)

Questions?Questions?

What are we actually What are we actually doing?doing?

Population statistics--who are Population statistics--who are these students?these students?

Underlying concepts:Underlying concepts: Ability/disability as a continuum Ability/disability as a continuum 2 guiding principles2 guiding principles

Demographics—numberDemographics—number of studentsof students In 2003, about 900 were registered In 2003, about 900 were registered

with the UW Office for Persons with with the UW Office for Persons with Disabilities (OPD).Disabilities (OPD).

In 2005-2006, 1395 students were In 2005-2006, 1395 students were registered with OPD.registered with OPD.

Third largest number of students with Third largest number of students with disabilities registered at an Ontario disabilities registered at an Ontario university (proportional to overall university (proportional to overall student population).student population).

Population statistics—Population statistics—breakdown by Disability, 2005-breakdown by Disability, 2005-20062006

Learning Disability—463Learning Disability—463 Chronic Medical/Systemic—283 Chronic Medical/Systemic—283 Psychiatric—249 Psychiatric—249 Mobility/Functional—196 Mobility/Functional—196 Attention Deficit Hyperactivity Disorder—Attention Deficit Hyperactivity Disorder—

85 85 Low Vision/Blind—35 Low Vision/Blind—35 Deaf/Deafened/Hard of Hearing—32 Deaf/Deafened/Hard of Hearing—32 Acquired Brain Injury—5Acquired Brain Injury—5 Other (including multiple disabilities)—47 Other (including multiple disabilities)—47

Visible vs. Invisible Visible vs. Invisible DisabilitiesDisabilities Visible—Mobility/Functional; low Visible—Mobility/Functional; low

vision/blind; deaf, deafened, hard vision/blind; deaf, deafened, hard of hearing—263.of hearing—263.

Invisible—Learning disability; Invisible—Learning disability; chronic medical/systemic; chronic medical/systemic; psychiatric; ADHD; acquired brain psychiatric; ADHD; acquired brain injury—1085injury—1085

A Guiding PrincipleA Guiding Principle

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

Another Guiding Another Guiding PrinciplePrinciple Promoting inclusion by creating Promoting inclusion by creating

diversity.diversity.

Questions?Questions?

Directions 1—Services to Directions 1—Services to Students using the Davis Students using the Davis Centre Library (Access. Plan Centre Library (Access. Plan C.4.i.)C.4.i.)

Background:Background: Davis Centre Library Accessibility Centre Davis Centre Library Accessibility Centre

disbanded in 1999, because of low usedisbanded in 1999, because of low use

Current specialized services—an Current specialized services—an electronically adjustable workstation in electronically adjustable workstation in the RBC Information Commons, and now the RBC Information Commons, and now a CCTV/Videomagnifier in DC 1522a CCTV/Videomagnifier in DC 1522

……Services to Students Services to Students using the Davis Centre using the Davis Centre LibraryLibrary

OPD Registration by Faculty, 2004-2005:OPD Registration by Faculty, 2004-2005:

AHS—84AHS—84 Math—135Math—135 Science—136Science—136 Engineering—190Engineering—190(total number of students is 1270; registration (total number of students is 1270; registration

information available for 1011 of them; using information available for 1011 of them; using this number 53.9% are from the above 4 this number 53.9% are from the above 4 faculties)faculties)

……Services to Students Services to Students using the Davis Centre using the Davis Centre LibraryLibrary What do students want? What do What do students want? What do

students students needneed?? Library Survey of Information and Library Survey of Information and

Accessibility Needs of Students with Accessibility Needs of Students with Disabilities, 2004 (Access. Plan A.2.i.)Disabilities, 2004 (Access. Plan A.2.i.)

Focus Group(s), 2006Focus Group(s), 2006 OPD to poll students using their OPD to poll students using their

Education and Technology Lab (ET Education and Technology Lab (ET Lab)Lab)

……Services to Students Services to Students using the Davis Centre using the Davis Centre LibraryLibrary They like the variety of environments offered They like the variety of environments offered

by the Davis Centre Libraryby the Davis Centre Library They like being near their classes and with They like being near their classes and with

their friendstheir friends Privacy for study, including more space Privacy for study, including more space

between cubicles, more space at between cubicles, more space at workstations and study roomsworkstations and study rooms

Engineering and Math software….not Engineering and Math software….not necessarily adaptive technology…necessarily adaptive technology…

……yet in what way do they use the ET Lab? yet in what way do they use the ET Lab? Their space? Confidentiality?Their space? Confidentiality?

……Services to Students Services to Students using the Davis Centre using the Davis Centre LibraryLibrary Build it and they will come?Build it and they will come? Accessibility considerations are part of Accessibility considerations are part of

the Davis Centre Library Renovations the Davis Centre Library Renovations Team mandate, and I am part of that Team mandate, and I am part of that group group

Directions 2—Adaptive Directions 2—Adaptive SoftwareSoftware

JAWS screenreader on library laptops?JAWS screenreader on library laptops? Networking adaptive software on Networking adaptive software on

general library computers? (Library general library computers? (Library Survey recommendation 6)Survey recommendation 6)

Example of McMaster Learning Example of McMaster Learning Commons which has networked access Commons which has networked access to JAWS, Kurzweil 3000, and ZoomText to JAWS, Kurzweil 3000, and ZoomText on all of the computers (limited on all of the computers (limited number of licences)number of licences)

Questions?Questions?

Thank You!Thank You!

Janet WasonJanet Wason

jewason@library.uwaterloo.cajewason@library.uwaterloo.ca

(519) 888-4567 x33012(519) 888-4567 x33012

www.lib.uwaterloo.ca/access/index.www.lib.uwaterloo.ca/access/index.htmlhtml