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OUR COMMITMENT TO ACCESSIBILITY Assiniboine Community College remains dedicated to providing an educational environment that is accessible, inclusive and equitable for all students, staff and the communities we serve. We recognize that our vision of exceptional learning experiences will only be strengthened through the commitment to honour the obligations required under The Accessibility for Manitobans Act. Together, we move forward towards our goal of barrier-free environments that ultimately support our mission of transforming lives through applied education and research. Mark Frison President

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POST-SECONDARY INSTITUTIONS NETWORK

“We are very pleased that the Post-Secondary Institutions are working collaboratively on the customer service standard. Our goal is to have fully accessible province, where all abilities are valued, diversity celebrated, barriers removed and human rights protected.” -Yutta Fricke, Executive Director, Disability Issues Office

Post-Secondary Institutions (PSI) in Manitoba recognize the benefit of working together and cost-sharing resources towards each institution’s compliance with The Accessibility for Manitobans Act (AMA). The idea of the PSI Network is to meet to share ideas and brainstorm on best practices, recognizing that we all have the same clientele, therefore we wanted to come together to share resources and develop creative and innovative solutions. Representatives from nine PSI in Manitoba formed a network to discuss how best to support the accessibility legislation for the customer service standard. The initial focus of the PSI Network was to develop the customer service training webinars that can be used at all institutions that are specific to a university/college setting The PSI Network recognized the value and importance of our members being able to have real life examples in their training. Terms of reference were written and the PSI Network will continue to meet as the remaining four standards are released. Members take turns hosting and chairing meetings; the first meeting took place at the University of Manitoba on October 13, 2015 and have occurred approximately every two months since. Participating Post-Secondary Institutions are as follows: » » » » » » » » »

University of Manitoba University of Winnipeg University College of the North Assiniboine Community College Canadian Mennonite University Brandon University Université de Saint-Boniface Red River College Manitoba Institute of Trades and Technology

In response to the Customer Service requirements the Accessibility Training subcommittee was struck in January of 2016, its mandate is to adapt the training modules created by the Access for Ontarians with Disabilities Act (AODA) with content specific to Manitoba and to work on an in-person training facilitation guide. Training modules are scheduled to be released in early 2017 at all institutions.

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ACCESSIBILITY STEERING COMMITTEE MEMBERS A formal steering committee was formed to develop the college’s Accessibility Plan. This group consisted of a cross-section of employees and students from across the organization and included the following individuals: Anne Bridge (co-chair) International Student Services Advisor Victoria Avenue East Campus Norm Swain (co-chair) Human Resources Advisor Victoria Avenue East Campus Karen MacDonald Vice-President, People & Planning Victoria Avenue East Campus Michael Cameron Dean, Students, Indigenous & Community Development Victoria Avenue East Campus Tom Hill Director, Facilities & Safety North Hill Campus Danielle Adriaansen Director, Public Affairs Victoria Avenue East Campus Tannis James Director, Centre of Continuing Studies Victoria Avenue East Campus

Kaitlin England Learning Strategist Winnipeg Training Centre Jill Campbell Instructional Designer Victoria Avenue East Campus Joan Clarkson Student Success Advisor Parkland Campus Pam Roberts Human Resources Advisor, Respectful College Coordinator North Hill Campus Alyssa Desrochers Student Recruitment Specialist Victoria Avenue East Campus Paige Cuvelier Director, Students’ Association Victoria Avenue East Campus Sharon Enns Library Clerk Victoria Avenue East Campus Kimberley Lynn Library Clerk Victoria Avenue East Campus

Caitlin Munn Manager, Learning Commons Victoria Avenue East Campus

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Carey Pod Admissions & Registration Clerk Victoria Avenue East Campus Kim Haddow Administrative Assistant Victoria Avenue East Campus Erinn Heinrichs Administrative Officer North Hill Campus Joanne Broatch (since retired) Chair, School of Health & Human Services Victoria Avenue East Campus Jenna Wade Student Victoria Avenue East Campus Cameron Davie Student Victoria Avenue East Campus Ian Swain Student Victoria Avenue East Campus


CONSULTATION PROCESS The Accessibility Steering Committee enlisted the support of the Institutional Analysis and Planning department to conduct a research survey on potential barriers they had encountered, or felt others had encountered. An electronic questionnaire was sent to college staff, current students and individuals who had graduated from the college within the past five years. For the purposes of data reporting, alumni and students were grouped as ‘students’. A total of 11,570 emails were sent out to current active students, graduates of 2011-12 to 2015-16 academic years and current staff. In total, 780 individuals completed the questionnaire. The aggregate results of this survey are included as Appendix A. In addition to this survey, as part of the curriculum in the Comprehensive Health Care Aide program, students completed an exercise that identified physical barriers at the college’s Victoria Avenue East Campus. The results of that exercise were shared with the AMA committee and considered when developing the implementation plan. A preliminary review on Disability Services has been completed with a final report planned for February 2017. This report will provide a pathway towards a renewed accommodation approach to support students at ACC.

OVERVIEW OF ASSINIBOINE’S PROGRAMS AND SERVICES Assiniboine Community College (ACC) has been providing exceptional learning experiences for over 55 years. For staff and students alike, ACC offers unparalleled learning environments and responds well to the demands and requirements of the Manitoba labour market. Instructors follow the philosophy of ‘learn by doing’, combining theory with hands-on learning inside classrooms, labs, kitchens, shops, fields and the college’s Sustainable Greenhouse. ACC is an accredited college with the Government of Manitoba and offers more than 40 unique diploma and certificate programs across a variety of disciplines including culinary arts and hospitality, business, agriculture and environment, health and human services, trades and technology. The college also delivers apprenticeship programming in a range of skilled trades disciplines and offers a variety of programs to students through distance delivery. The college welcomes approximately 3,200 full-time students each year. With campuses in Brandon, Dauphin and Winnipeg, ACC provides comprehensive education opportunities throughout Manitoba. The college also partners with many communities and organizations across the province to deliver customized education and training.

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ACCESSIBILITY ACHIEVEMENTS Details on departments referenced below can be found in Appendix B. Learning Systems & Tools » All forms and handouts used at ACC’s Learning Curve are available in an accessible electronic format (e.g. test invigilation form, tip sheets). All future forms and resources will continue to be created in an accessible manner. »

A variety of assistive technology and ergonomic equipment is available to use in the Learning Curve and Test Centre.

»

Read and Write Gold, an assistive technology, is available free for all ACC students.

»

Learning Curve and Test Centre staff are capable of training students on a variety of assistive technologies and learning strategies. Workshops and presentations delivered by the Learning Curve are provided to the staff and students in accessible formats.

Moodle » Moodle is the learning management software used by ACC. Moodle strives to “be fully accessible and usable for all individuals regardless of ability.” »

ACC Moodle course templates & online lesson templates use correct document structure and are accessible. Online supports for instructors and students included within folders in the Moodle course templates and tools are currently being checked, and accessibility problems corrected as needed.

Library » The library has an accessibility station with ergonomic chair, adapted mouse, noise-cancelling headphones, large monitor, and programs installed – iZoom screen magnifier & Inspiration Visual Learning software. »

Some of the third-party online library tools have accessibility features, such as text read aloud and the ability to change font size.

»

The library space is entirely wheelchair accessible.

Centre for Learning & Innovation » Instructional designers at the Centre for Learning and Innovation have encouraged universal design and accessibility design as part of their consultation process with faculty. »

The Centre for Learning and Innovation utilizes a systematic planning process that considers universal design and accessibility to anticipate and mitigate potential barriers at the course planning, design and development stages. For example, they may identify multiple strategies to increase relevance and encourage learning; suggest alternate approaches to demonstrate learning or measure outcomes; identify supports required; and recommend alternate formats that may be required.

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Website » The college’s public website was redeveloped and launched in early 2015. The current website meets W3C (World Wide Web Consortium) WCAG Priority II compliance and HTML5 specification compliance. The website was built using responsive design, meaning it can adapt to all screen sizes. Further to the design of the site, there is an ongoing concerted effort to reduce barriers to accessing information, for example:  Eliminating the use of non-readable PDFs, instead supplying content read by screen readers.  Where possible, provide information in simple sentence structure using non-technical language.  Provide descriptions (alt tags) on all images.

ACCESSIBILITY BARRIERS »

The Learning Curve is often quite crowded and therefore access to accessible work stations and computers with assistive technology can be limited.

»

Students with learning disabilities often request private and quiet study rooms, which we do not have.

»

More universal instructional design needed – this would lessen the need for formal accommodations and decrease barriers.

»

Heavily scheduled programs can make it difficult for students with disabilities to access the support they need from the Learning Curve and Test Centre.

»

Washrooms have been part of an ongoing upgrade to install handicap door openers to allow easy access.

»

The parking lot at the Victoria Avenue east campus presents many challenges to persons with mobility issues, such as a lack of wheelchair ramps, the overall poor condition of the surface (e.g., potholes, uneven surfaces).

»

The Victoria Avenue East campus presents a challenge due to its design and additions to the building over the years. Many areas can be accessed by persons with mobility issues, but in some cases have to take a circuitous route to get where they want to be, due to no allowance for persons with disabilities.

»

Outdoor lighting at some campus locations is poor and presents problems for individuals with a visual impairment.

»

Many reception areas are not properly designed for persons with mobility issues. In many instances the counters are too high or would not allow a mobility device such as a wheelchair to be pulled in close enough.

»

At the Victoria Avenue East campus, only one elevator is wheelchair accessible.

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Actions for Accessibility Implementation Plan Action 1 | Establish Accessibility Committee Initiatives/Actions

Expected Outcomes

1. Senior leadership team to identify Executive Sponsor and Chair for the committee.

1. Executive Sponsor and Chair of ACC’s Accessibility Committee will be identified by January 2017.

2. Executive Sponsor and the Chair will establish membership for the accessibility committee.

2. Membership will be finalized by February 2017.

3. Accessibility committee under the direction of the Chair, to develop draft terms of reference for the committee, including purpose, membership and timeframes.

3. Terms of Reference will be developed under the direction of the Chair, by April 30, 2017 and presented to the senior leadership team.

4. Secretary to the committee will be chosen and will set up ongoing meeting schedule, manage the agenda and establish format for communications and note taking.

4. Ongoing and effective communication will ensure information tracking and historical record of committee activity. Work plans will be developed including corresponding timeframes.

5. Annual report on accessibility plan implementation will be presented to senior leadership team.

5. Annual reports will be delivered until completion of the Accessibility Plan.

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Action 2 | Employee Education, Awareness & Customer Service Initiatives/Actions

Expected Outcomes

1. Prepare a training plan that outlines how ACC will provide ongoing employee education to become accessible in areas mentioned in the survey;

1. Complete initial training plan by May 2017. This will demonstrate ACC’s commitment to ensuring all staff are trained.

» » » » » »

Supporting student with a disability awareness of available accommodations at ACC ensuring documents are accessible and available in multiple formats plain clear language in communication and documents alternative course delivery methods available and accessible ensure courses in all modes of delivery are created using universal design

2. Implement and roll out the training plan to staff, making it also available to students. »

»

Look for other training resources such as education and training workshops available through SMD's Community Education and Training Department; Manitoba Disabilities Issues Office; and the marketAbilities Program. Model accessibility by providing training in multiple, accessible formats.

»

»

»

2. Employees will complete the required Customer Service accessibility training requirement through face-to-face and/or online delivery. This training will be reflected within individual employees’ professional development plan within Talent Management. »

» »

»

3. Educating faculty on accessible standards for course supports.

Ensure employees (permanent, part time, contract) are aware of the Customer Service accessibility training requirement. The training plan will ensure that all staff receive consistent, ongong training on accessibility issues, especially emerging issues. Professional development regarding universal design will be developed for faculty.

Staff will be prepared to respond to challenging or new situations in a respectful manner, while ensuring the dignity of the person with the disability is upheld. Barriers will be reduced to increase access to programs for students with disabilities. Increase awareness and understanding with respect to accessibility will help address attitudinal and systemic barriers. Employees will receive a certificate of completion once they have completed the training.

3. Training is offered in multiple formats on the Customer Service standard (e.g. online, in person, accessible handouts and materials).

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»

» »

4. Ongoing mechanism to ensure relavency of training aids as needed.

ACC will be able to stand behind its commitment to accessibility with statistics regarding the number of staff who have completed training. Staff know how to create accessible documents and courses. Alternative course delivery methods are considered (e.g. e-learning) and developed through an accessibility lens.

4. Evaluations will be available following e-learning or in-person training on an ongoing basis. »

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Materials will be evaluated and revisions made accordingly.


Action 3 | Review College Information & Communications

Initiatives/Actions

Expected Outcomes

1. Update the ACC Style Guide to include an AMA section which touches on language use (clear language, no jargon), font style, font size, font colour, braille business cards, etc.

1. By June 2017, ACC Style Guide will be completed. » »

2. Implement Style Guide. » » » »

By August 2017, the Style Guide will be distributed to entire college. All new documents and publications must follow guidelines by September 2017

2. By June 2017, all current college staff will receive an introduction to the ACC Style Guide.

Introduce ACC’s updated Style Guide to current staff via a department champion Include Style Guide presentation in new college staff onboarding sessions VP Academic to champion release of Style Guide to all college staff. All external documents will be reviewed by a department lead/champion and be approved before release (on an ongoing basis).

» » »

By August 2017, all onboarding sessions will include an ACC Style Guide presentation. By September 2017, VP Academic will address all college staff about release of Style Guide. By end of June 2017, department leads will be selected and tasked with external document revision and approval.

3. Review college documents, publications and website with an accessibility lens.

3. All college documents will be revised and edited to adhere to new accessiblilty standards.

4. Identify areas of responsibility for all communications (both internal and external)

4. By June 2017, a list of areas of responsibility will be available to college staff.

»

5.

Create a list of areas of responsibility, including contact information, for: college documents; accessible format document conversion; and the supply of assistive listening or amplification devices. Make list easily accessible to all staff/faculty

Research alternate format document conversion methods/options »

5. Recommended resources and software will be used to create college documents in accessible formats.

Develop a set of standards for which resources and software will be used to create college documents in accessible formats

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6.

Develop and enforce a stream-lined process for requesting, creating, and distributing documents in alternate formats. »

»

6.

Create an online (accessible) request form for students/faculty/staff. Use the form to request accessible format materials. Completed form to be sent to appropriate people/areas of responsibility. Implement the use of a universal document format across all college departments (Microsoft word offers an accessibility check). A dedicated staff member within each college department will be responsible for ensuring use of universal document format.

By June 2018, a consistent, stream-lined process for making college documents available in alternate formats will be used across all departments. » By June 2018, an online alternate format request form will be available to the college community. » By August 2018, a dedicated staff member within each college department will be responsible for ensuring use of universal document format. » By end of June 2018, entire college will use universal document format.

7.

All college documentation, emails, website, etc. will include the statement: “Available in alternate formats upon request.” Include link to form (on website and emails) or include contact info on paper copies.

7.

By September 2018, all college documentation, emails, website, etc. will include the statement: “Available in alternate formats upon request” and will Include a link to the alternate format request form (on website and emails) or include contact info on paper copies.

8.

Develop a effective accommodation process to support students’ accessibility needs.

8.

A process is developed and put in place.

9.

Determine the appropriate assistive supports needed and establish standards for consistency across the college and financial implications.

9.

The college will provide the necessary resources for assistive supports.

10. Educate faculty and support staff about student accommodation and the college’s role in providing assistive supports.

10. Faculty and support staff will be aware of the accommodation process.

11. Assess current college signage and make necessary changes to align with accessibility standards.

11. By September 2019, all college signage will be consistent with best practices.

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Action 4 | Address Systemic Barriers Initiatives/Actions

Expected Outcomes

1. Identify opportunities and develop support materials to educate staff and students about accommodation at ACC. Examples include student orientation and staff onboarding.

1. Staff and students are made aware of the college’s ability to accommodate.

2. Review marketing and recruitment materials to ensure they represent people with disabilities.

2. Marketing and recruitment materials reflect diversity and inclusion at ACC.

3. Review college policies and procedures to identify any gaps or required revisions.

3. Policies and procedures will be reviewed, revised and edited to ensure adherence to accessiblilty standards. New policies and procedures will be developed accordingly.

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Action 5 | Access & Improving College Infrastructure Initiatives/Actions

Expected Outcomes

1. Review technology & software gaps

1. Identify the types of technology currently in use that would assist people with accessibility problems, determine whether they meet requirements. Research new types of technology.

2. Interior assessment to include doors, meeting spaces, offices, washroom and any other barriers to participation.

2. Identify areas throughout the college that present challenges to persons with accessibility barriers, such as: »

»

» » 3. Exterior assessment to include entrance, sidewalks, parking lots and walkways.

entrances not being wide enough to accommodate wheelchairs or other mobility devices reception desks and counters being too high to allow use by persons using mobility equipment Lack of handicap door openers Limited or no access to areas of the college

3. Identify exterior areas of the college that present challenges to persons with accessibility issues. This would include items such as: » » »

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lack of wheelchair ramps potholes which would affect the operation of mobility devices poor or lack of lighting for visually impaired persons


Action 6 | Quality Assurance Initiatives/Actions

Expected Outcomes

1.

Define quality assurance actions/roles in Accessibility Committee Terms of Reference

2.

Provide resources to support the initiatives and actions as outlined in this plan.

3.

4.

1. Included in Terms of Reference

2. Staff person(s) identified with roles defined

Develop multi-year resource plan to support accessibility initiatives. Develop and publish communication plan for all stakeholders, including: Âť Âť

3. The multi-year resource plan will reflect accessibility priorities. 4. Ongoing and accessible communications available to and from all stakeholders.

Information about accessibility/barrier removal initiatives. Mechanisms for feedback, questions, concerns about accessibility and accessibility implementation plan.

5.

Prepare progress reports regarding adherence to each standard prior to required deadline.

5. Draft report completed in time to address concerns before adherence deadline and final report to Senior Executive.

6.

Continue to solicit feedback from the entire college community and appropriate external stakeholders to assess ongoing accessibility efforts.

6. A process is established to identify areas of improvement.

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APPENDIX A

2016 Accessibility Survey


PROFILE OF RESPONDENTS Variable Responder Status Staff Student Staff Staff Status Faculty Non Faculty Staff Location In Brandon Outside Brandon Unknown Location Student On/Off Campus Off Campus On Campus Student Campus Location

With Disability (70)

Without Disability (562)

Unknown Disability Status

203 577

22 48

157 405

24 124

85 118

8 14

63 94

150 29 24

21 1 -

129 28 -

14 10 - - 24

290 287

22 26

195 210

73 51

ACC Adult Collegiate, Brandon

33

9

24

-

North Hill Campus, Brandon

54

9

45

-

Victoria Avenue East, Campus

167

15

152

-

Winnipeg Training Centre Parkland Campus Dauphin Others Unknown Campus Student/Graduate Student Graduate Unknown

89 28 64 142

3 4 7 1

85 24 57 18

1 - - 123

302 117 158

38 8 2

263 109 33

Total (780)

1 0 123


Informational and Communication Barriers


Barrier Ranking for Information & Communications Question: Based on your experience, or the experience of staff or students you know, please indicate your level of agreement/disagreement with the statements below. 28%

In college documents, language that is unclear or unfamiliar (such as jargon, slang, abbreviations, and acronyms) has been a barrier.

36%

30% 23%

Documents have not been available in needed formats (such as large font, or braille, or electronic versions for screen reading software).

36%

26% 23%

The lack of assistive listening devices or amplification systems has been a barrier.

28%

24% 22%

In college presentations or website, uncaptioned or undescribed photos/graphics have been a barrier.

16%

20% 20%

In college documents, low contrast between text and background has been a barrier.

24%

21% 19%

In college documents, font size or shape has been a barrier.

26%

21% 14%

In college documents, design elements (such as too much color, too many graphics, or not enough white space) have been a barrier.

16% 0%

5%

10%

Overall Student Overall Staff Overall

20% 15%

20%

Note: The percentage is the combination of “strongly agree” and “agree” for declared and undeclared responders status.

25%

30%

35%

40%

4


Disability Group: Barrier Ranking for Information & Communications Question: Based on your experience, or the experience of staff or students you know, please indicate your level of agreement/disagreement with the statements below. 35%

In college documents, language that is unclear or unfamiliar (such as jargon, slang, abbreviations, and acronyms) has been a barrier.

40%

37% 27%

In college documents, font size or shape has been a barrier.

40%

31% 26%

The lack of assistive listening devices or amplification systems has been a barrier.

60%

36% 25%

Documents have not been available in needed formats (such as large font, or braille, or electronic versions for screen reading software).

40%

29% 25%

In college presentations or website, uncaptioned or undescribed photos/graphics have been a barrier.

22%

15%

23%

In college documents, low contrast between text and background has been a barrier.

45%

29% 10%

In college documents, design elements (such as too much color, too many graphics, or not enough white space) have been a barrier.

19% 0%

10%

Student With disability Staff With disability Overall With disability

40% 20%

30%

Note: The percentage is the combination of “strongly agree” and “agree” for declared and undeclared responders status.

40%

50%

60%

70%

5


Without Disability: Barrier Ranking for Information & Communications Question: Based on your experience, or the experience of staff or students you know, please indicate your level of agreement/disagreement with the statements below. 27%

In college documents, language that is unclear or unfamiliar (such as jargon, slang, abbreviations, and acronyms) has been a barrier.

36%

30% 23%

Documents have not been available in needed formats (such as large font, or braille, or electronic versions for screen reading software).

36%

27% 22%

The lack of assistive listening devices or amplification systems has been a barrier.

25%

23% 21%

In college presentations or website, uncaptioned or undescribed photos/graphics have been a barrier.

16%

19% 18%

In college documents, font size or shape has been a barrier.

24%

20% 18%

In college documents, low contrast between text and background has been a barrier.

21%

19% 13%

In college documents, design elements (such as too much color, too many graphics, or not enough white space) have been a barrier.

14% 0%

5%

Student Without Disability

17% 10%

15%

20%

Note: The percentage is the combination of “strongly agree” and “agree” for declared and undeclared responders status.

25%

30%

35%

40%

6


Top Three Barriers in Informational and Communication Barriers

1st

Most Common Barrier

2nd

Most Common Barrier

3rd

Most Common Barrier

In college documents, language that is unclear or unfamiliar (such as jargon, slang, abbreviations, and acronyms) has been a barrier

Documents have not been available in needed formats (such as large font, or braille, or electronic versions for screen reading software).

The lack of assistive listening devices or amplification systems has been a barrier.

Note: The percentage is the combination of “strongly agree” and “agree” for declared and undeclared responders status.

7


Technology Barriers


Barrier Ranking for Technology Question: Based on your experience, or the experience of staff or students you know, please indicate your level of agreement/disagreement with the statements below. 24%

Alternative course delivery methods (for example, e-learning) have been inaccessible or unavailable.

20%

Online forms or information sources have been a barrier.

31%

Having only one way to contact someone at the college (example: phone, or in person) has been a barrier.

15%

Website has been a barrier (such as design elements, font size, contrast/color, or undescribed charts/graphics).

33% 19%

ACC does not have adequate equipment, software, technology or other resources to support people with disabilities.

33% 26%

Learning platforms have lacked appropriate accessibility features.

24%

Software has lacked appropriate accessibility features.

17% Emails or other electronic communications have been inaccessible.

18% 0%

5%

10%

15%

Note: The percentage is the combination of “strongly agree” and “agree” for declared and undeclared responders status.

Overall Student Overall Staff Overall

20%

20%

25%

30%

35%

9


Disability Group: Barrier Ranking for Technology Question: Based on your experience, or the experience of staff or students you know, please indicate your level of agreement/disagreement with the statements below. 43%

Alternative course delivery methods (for example, e-learning) have been inaccessible or unavailable.

38%

Online forms or information sources have been a barrier.

44%

Having only one way to contact someone at the college (example: phone, or in person) has been a barrier. ACC does not have adequate equipment, software, technology or other resources to support people with disabilities.

94%

3% 25%

Website has been a barrier (such as design elements, font size, contrast/color, or undescribed charts/graphics).

60%

35% 45%

Software has lacked appropriate accessibility features.

29%

Learning platforms have lacked appropriate accessibility features.

Emails or other electronic communications have been inaccessible.

18% 0%

10%

Student with Disability Staff With Disability Overall with Disability

17% 20% 20%

30%

40%

50%

Note: The percentage is the combination of “strongly agree” and “agree” for declared and undeclared responders status.

60%

70%

80%

90%

100%

10


Without Disability: Barrier Ranking for Technology Question: Based on your experience, or the experience of staff or students you know, please indicate your level of agreement/disagreement with the statements below. 21%

Alternative course delivery methods (for example, e-learning) have been inaccessible or unavailable.

19%

Online forms or information sources have been a barrier.

28%

Having only one way to contact someone at the college (example: phone, or in person) has been a barrier.

14%

Website has been a barrier (such as design elements, font size, contrast/color, or undescribed charts/graphics).

29%

18%

ACC does not have adequate equipment, software, technology or other resources to support people with disabilities.

27% 24%

Learning platforms have lacked appropriate accessibility features.

21%

Software has lacked appropriate accessibility features.

17% 16% 17%

Emails or other electronic communications have been inaccessible. 0%

5%

10%

15%

Note: The percentage is the combination of “strongly agree” and “agree” for declared and undeclared responders status.

20%

Student Without Disability Staff Without Disability Overall Without Disability 25%

30%

35%

11


Systemic Barriers


Barrier Ranking for Systemic Barriers Question: Based on your experience, or the experience of staff or students you know, please indicate your level of agreement/disagreement with the statements below. 19%

Not referring students with disabilities to the appropriate services has been a barrier.

12%

Hiring processes are not been accessible for people with a disability.

28%

There has been a lack of awareness of the possible accommodations for disabilities offered at ACC.

53%

35% 24%

Marketing materials do not represent people with disabilities.

38%

28% 24%

Teaching materials do not represent people with disabilities.

24% 17%

Some college policies or procedures have been a barrier.

34%

21% 18%

Avoidance of discussion related to disability has been a barrier.

27%

20%

College events have been a barrier because of lack of planning for the needs of people with disabilities.

12% 13%

A policy has been given as a reason for not being able to accommodate a need related to a disability.

10% 11% 0%

15% Overall Student Overall Staff Overall

14% 10%

20%

30%

Note: The percentage is the combination of “strongly agree” and “agree” for declared and undeclared responders status.

40%

50%

60%

13


Disability Group: Barrier Ranking for Systemic Barriers Question: Based on your experience, or the experience of staff or students you know, please indicate your level of agreement/disagreement with the statements below. 39%

Hiring processes are not been accessible for people with a disability.

35%

Not referring students with disabilities to the appropriate services has been a barrier.

49%

A policy has been given as a reason for not being able to accommodate a need related to a disability.

72%

53% 50%

Teaching materials do not represent people with disabilities.

50% 45%

Some college policies or procedures have been a barrier.

56%

47% 45%

Avoidance of discussion related to disability has been a barrier.

39%

44% 41%

Marketing materials do not represent people with disabilities.

56%

43%

College events have been a barrier because of lack of planning for the needs of people with disabilities.

49%

There has been a lack of awareness of the possible accommodations for disabilities offered at ACC.

28%

72%

53% 28%

28% 0%

10%

Student with Disability Staff With Disability Overall with Disability

20%

30%

40%

Note: The percentage is the combination of “strongly agree” and “agree” for declared and undeclared responders status.

50%

60%

70%

80%

14


Without Disability: Barrier Ranking for Systemic Barriers Question: Based on your experience, or the experience of staff or students you know, please indicate your level of agreement/disagreement with the statements below. 10%

Hiring processes are not been accessible for people with a disability.

21%

Teaching materials do not represent people with disabilities.

17%

Not referring students with disabilities to the appropriate services has been a barrier.

26%

There has been a lack of awareness of the possible accommodations for disabilities offered at ACC.

51%

33% 22%

Marketing materials do not represent people with disabilities.

36%

26% 14%

Some college policies or procedures have been a barrier.

31%

19% 16%

Avoidance of discussion related to disability has been a barrier.

22%

18%

College events have been a barrier because of lack of planning for the needs of people with disabilities.

11% 11%

A policy has been given as a reason for not being able to accommodate a need related to a disability.

11% 11% 0%

12% Student Without Disability Staff Without Disability Overall Without Disability

12% 10%

20%

30%

Note: The percentage is the combination of “strongly agree” and “agree” for declared and undeclared responders status.

40%

50%

60%

15


Attitudinal Barriers


Barrier Ranking for Attitudinal Question: Please indicate whether you have observed these attitudes from staff or students at ACC. 27%

Accommodations cost too much

22%

Accommodations are too much trouble

25%

Students with disabilities won't get accommodations in the workplace.

19%

Accommodations give students with disabilities an unfair advantage.

22%

An applicant who discloses a disability may be at a disadvantage at ACC. Some people question whether an accommodation is needed.

29%

40%

68% 65%

Staff do not receive adequate information to assist students with disabilities. Some people are uncomfortable dealing with a student with a disability. Students with disabilities may not be able to succeed in college .

27%

34%

39% 18%

52% 49% 43%

Students with disabilities require too much time.

42%

Staff accommodations can cause trouble in the workplace. Some of my co-workers and/or my manager do not support efforts to assist students with a disability.

26% 21%

Staff with a disability cannot do the job.

Overall Student Overall Staff Overall

16%

Staff with a disability receive an unfair advantage. 0%

10%

20%

30%

40%

50%

60%

Note: The percentage is the combination of “Occasionally observed ” and “Often observed” for declared and undeclared responders status.

70%

80%

17


Disability Group: Barrier Ranking for Attitudinal Question: Please indicate whether you have observed these attitudes from staff or students at ACC. Accommodations cost too much

38%

Accommodations are too much trouble

38% 40%

Students with disabilities won't get accommodations in the workplace.

18%

Accommodations give students with disabilities an unfair advantage.

34%

An applicant who discloses a disability may be at a disadvantage at ACC. Some people question whether an accommodation is needed.

57%

Some people are uncomfortable dealing with a student with a disability.

58%

43%

86%

45%

86% 82%

Staff do not receive adequate information to assist students with disabilities. Students with disabilities may not be able to succeed in college .

39%

26%

68% 64%

Staff accommodations can cause trouble in the workplace. Some of my co-workers and/or my manager do not support efforts to assist students with a disability.

55% 50%

Students with disabilities require too much time.

36%

Staff with a disability cannot do the job.

Student With Disability Staff With Disability Overall With Disability

23%

Staff with a disability receive an unfair advantage. 0%

10%

20%

30%

40%

50%

60%

70%

Note: The percentage is the combination of “Occasionally observed ” and “Often observed” for declared and undeclared responders status.

80%

90%

100%

18


Without Disability: Barrier Ranking for Attitudinal Question: Please indicate whether you have observed these attitudes from staff or students at ACC. 25%

Accommodations cost too much

20%

Accommodations are too much trouble

23%

Students with disabilities won't get accommodations in the workplace.

22%

Accommodations give students with disabilities an unfair advantage.

20%

An applicant who discloses a disability may be at a disadvantage at ACC.

28%

Some people question whether an accommodation is needed.

65%

38%

63%

Staff do not receive adequate information to assist students with disabilities.

32%

Some people are uncomfortable dealing with a student with a disability.

18%

Students with disabilities may not be able to succeed in college .

48%

36%

46%

26%

42%

Students with disabilities require too much time.

39%

Staff accommodations can cause trouble in the workplace. Some of my co-workers and/or my manager do not support efforts to assist students with a disability.

21% 18%

Staff with a disability cannot do the job.

Student Without Disability Staff Without Disability Overall Without Disability

14%

Staff with a disability receive an unfair advantage. 0%

10%

20%

30%

40%

50%

Note: The percentage is the combination of “Occasionally observed ” and “Often observed” for declared and undeclared responders status.

60%

70%

19


Physical and Architectural Barriers


Barrier Ranking for Physical and Architectural Question: Based on your experience, or the experience of staff or students you know, please indicate your level of agreement/disagreement with the statements below. 41%

Staff offices are not accessible for people with disabilities.

13%

Public washrooms at the college are not accessible for students with disabilities.

32%

18% 11%

Signage at the college is not accessible for students with disabilities.

31%

16% 13%

Parking lots at the college are not accessible for students with disabilities.

28%

18% 10%

Classrooms and meeting areas at the college are not accessible for students with disabilities.

27%

15% 11%

Entrances at the college such as doors are not accessible for students with disabilities.

24%

14% 9%

Public spaces such as common areas or event areas at the college are not accessible for students with disabilities.

13% 0%

5%

Overall Student Overall Staff Overall

24% 10%

15%

20%

Note: The percentage is the combination of “strongly agree” and “agree” for declared and undeclared responders status.

25%

30%

35%

40%

45%

21


Disability Group: Barrier Ranking for Physical and Architectural Question: Based on your experience, or the experience of staff or students you know, please indicate your level of agreement/disagreement with the statements below. 15%

Public washrooms at the college are not accessible for students with disabilities.

73%

33% 59%

Staff offices are not accessible for people with disabilities.

39%

Entrances at the college such as doors are not accessible for students with disabilities.

48%

41% 37%

Parking lots at the college are not accessible for students with disabilities.

43%

38% 4%

Signage at the college is not accessible for students with disabilities.

41%

16% 38%

Public spaces such as common areas or event areas at the college are not accessible for students with disabilities.

39%

38% 38%

Classrooms and meeting areas at the college are not accessible for students with disabilities.

37% 0%

10%

20%

Student With Disability Staff With Disability Overall With Disability

30% 30%

40%

Note: The percentage is the combination of “strongly agree” and “agree” for declared and undeclared responders status.

50%

60%

70%

80%

22


Without Disability: Barrier Ranking for Physical and Architectural Question: Based on your experience, or the experience of staff or students you know, please indicate your level of agreement/disagreement with the statements below. 38%

Staff offices are not accessible for people with disabilities.

11%

Signage at the college is not accessible for students with disabilities.

29%

17% 12%

Public washrooms at the college are not accessible for students with disabilities.

26%

16% 12%

Parking lots at the college are not accessible for students with disabilities.

25%

16% 10%

Classrooms and meeting areas at the college are not accessible for students with disabilities.

21%

13% 10%

Entrances at the college such as doors are not accessible for students with disabilities.

21%

13%

Student Without Disability

9%

Public spaces such as common areas or event areas at the college are not accessible for students with disabilities. 0%

5%

Staff Without Disability

19%

12% 10%

15%

20%

Note: The percentage is the combination of “strongly agree” and “agree” for declared and undeclared responders status.

Overall Without Disability 25%

30%

35%

40%

23


Ranking Type of Barriers


Overall: Barriers Ranking Question: Which type of barriers do you think affects students with disabilities most at ACC? Please rank on a scale of 1 to 5, where 1 means “ the barriers affects students/staff with disability most” and 5 means “ the barrier that affects students/staff with disability least” . 70% 60%

63%

62%

61%

60% 54%

50% 40% 30% 20% 10% 0%

Informational and communication barriers

Systemic barriers

Physical and architectural barriers

Attitudinal barriers

Note: The percentage is the combination of the sum of 1 to 3 for declared and undeclared responders status.

Technological barriers

25


Disability Group: Barriers Ranking Question: Which type of barriers do you think affects students with disabilities most at ACC? Please rank on a scale of 1 to 5, where 1 means “ the barriers affects students/staff with disability most” and 5 means “ the barrier that affects students/staff with disability least” . 80% 70%

71%

60%

60%

60%

60%

50%

49% 40% 30% 20% 10% 0%

Informational and communication barriers

Technological barriers

Systemic barriers

Attitudinal barriers

Note: The percentage is the combination of the sum of 1 to 3 for declared and undeclared responders status.

Physical and architectural barriers

26


Without Disability: Barriers Ranking Question: Which type of barriers do you think affects students with disabilities most at ACC? Please rank on a scale of 1 to 5, where 1 means “ the barriers affects students/staff with disability most” and 5 means “ the barrier that affects students/staff with disability least” . 70%

60%

63%

62%

62%

60%

50%

53%

40%

30%

20%

10%

0%

Physical and architectural Informational and barriers communication barriers

Systemic barriers

Attitudinal barriers

Note: The percentage is the combination of the sum of 1 to 3 for declared and undeclared responders status.

Technological barriers

27


Type of Barriers by Disability Group


Overall: Common Type of Disability Question: Please indicate what type of disabilities you have. 50%

47% 43%

45% 40% 35% 30%

26%

26%

25% 20% 15%

9%

10%

7%

5% 0%

Mental health issue

Learning disability

Hearing loss

Physical disability

Vision loss

Intellectual/developmental disability

29


Student: Common Type of Disability Question: Please indicate what type of disabilities you have.

60%

54%

52%

50%

40%

30%

23% 19%

20%

10% 10%

0%

Mental health issue

Learning disability

Hearing loss

Physical disability

Intellectual/developmental disability

8%

Vision loss

30


Staff: Common Type of Disability Question: Please indicate what type of disabilities you have. 45%

41% 40% 35%

32%

32%

30% 25%

23%

20% 15%

9%

10% 5% 0%

0% Physical disability

Hearing loss

Mental health issue

Learning disability

Vision loss

Intellectual/developmental disability

31


APPENDIX B – Department & Student Resource Overview Centre for Learning Innovation CLI provides leadership and expertise in the instructional design and delivery of programs and courses, and promotes and supports best practice in teaching, learning, assessment and the integration of educational technology. The Centre for Learning Innovation researches and recommends best practices for face-to-face, blended, distributed and online learning design and delivery as follows: 

Provides professional development, training, support and resources to individual instructors and faculty teams in the development of contemporary, innovative and emerging approaches to teaching, learning and assessment.

Creates and recommends course design templates, interactive activities and job aides for use by instructors and staff.

Provides design support and training in the appropriate use of technology to enhance learning such as the use of video, audio and media for educational use.

Administers and integrates learning management systems in cooperation with Computer Services.

The Learning Curve A learning strategist and educational assistants are available to all students to develop strategies and to help them study more effectively during their college experience. Software and other technologies can help students with tasks like reading textbooks and writing papers. The learning strategist gives workshops and will do so for a class by instructor request. The Learning Curve also provides peer tutoring as a free service to students.

Student Success Advisors Each Assiniboine Community College school/campus team includes a Student Success Advisor (SSA). SSAs are the primary contact for accessibility/disability services to students and applicants. The SSA will complete an intake, develop a list of appropriate accommodations, and then work with faculty and other college staff to implement and monitor the accommodations.

Test Centre ACC’s Test Centre offers students, staff and the general public a quality and academically secure testing environment which enhances overall learning, achievement and student/customer satisfaction. Our primary testing room can accommodate 11 test takers at one sitting; this includes seven computer stations (XP and Windows 7 computers are available). Alternate facilities can be arranged for larger groups.


Services include scheduling and invigilating VUE, Prometric and Certiport testing, admissions-based testing, distance education tests and exams, missed tests and exams, supplemental examinations and typing tests. The Test Centre works with instructors to arrange accommodated testing for students with an Accessibility/Disability services file. Arrangements can be made to write tests and exams at designated centres off campus as well. The Test Centre is also available for contractual work/private industry examinations, and for individuals requiring invigilation for exams from other institutions such as Athabasca University and University of Manitoba.

Accessibility at Assiniboine  

2016-17 Accessibility Plan

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