Towards a More Inclusive Library

Complying with the AODA Customer Service StandardLevel II Sessions Annie Bélanger

Janet WasonMay 2010

Why?• The Standard permeates

every aspect of our public-facing work.

• Understand the AODA Customer Service Standard.– Accessibility vs.

Accommodation– Our obligations– Our commitment

• It’s everyone’s responsibility.

Overview• Full Participation Video• Q&A About the Modules• Increasing Accessibility Everyday

– Tips for Daily Interactions• Sustainability & Ongoing Compliance

– What the University and the Library are Doing

• Tools & Resources

Full Participation The Vision

• Ontario has a vision of achieving universal accessibility by 2025.

• What could this look like?– A video:

• http://www.youtube.com/watch?v=zWzUF293uX0

• What caught your attention?

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?

INCREASING ACCESSIBILITY EVERY DAY

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

Demographics of Students with Disabilities

• Types of student disabilities, uWaterloo• 1350 students self-identified with:

– Learning Disabilities463

– Chronic Medical283

– Psychiatric249

– Mobility196

– ADHD 85

– Low Vision/Blind 35

– Deaf/hard of hearing 32

– Acquired Brain Injury 5

Print Disabilities• Prevent people from reading standard print

[or standard electronic text].• 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

Shift in ApproachAccommodation• Disability or problem

is with the person• Reactive• Individualized solution• Address barriers once

a complaint is made

Accessibility• Problem is with the

environment• Proactive• Integrate accessibility

in planning– Plan to prevent barriers

• Universal design

Note: The duty to accommodate continues!

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.

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

TIPS FOR DAILY INTERACTIONS

Communication PACT

Pay calm, individual attention to the other person

Ask “How may I help?” to meet needsCommunicate clearly, patientlyTreat the other person with respect,

as a unique individualWhat are some communication tips from the modules?

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.”

Tip: Get eye to eye; avoid neck strain.

Maintaining Dignity• Allow service animals.

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

Tip: Working Dog - do not pet or distract.

Tip: Pay attention to the owner.

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

Service and Invisible Disabilities

Universal and inclusive service approach to all users is key.

• Scenario:– A student has left their term paper to the last minute. – She approaches the service desk appearing somewhat

overwhelmed and makes several attempts to explain her needs.– At your suggestion to write the information down, she tells you that

she didn’t bring paper and otherwise appears unprepared. – She may seem impatient and quick to become frustrated.

• Note that these behaviours may indicate a neurological disorder. – It may not be a reflection of a personality style or of your efficiency.

Great Service: How may I help?

SUSTAINABILITY

Let’s take a look at what the Library and the University are doing to comply with the Standard and to ensure it is sustainable.

Your RoleYour 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.

Ongoing 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/

What is the Library Doing?

• Training of all staff – 3 levels of training

• AODA Policy Working Group• Library Services for Persons with

Disabilities• Planning for universal access in new

projects (e.g. Porter signage)

AODA Policy Working Group

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

development.– Coordinate the creation/revision of

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

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

Goals of the AODA Policy Working Group

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

• Establish needed guidelines, practices and procedures for compliance.

• Create a framework for guideline development.– Provide guidance and support for departmental

level guidelines.– Create library-level guidelines.

• Prepare staff sessions to present new/updated guidelines.

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

Towards Compliance Areas of Focus

• Communication Expectations• Feedback Process• Reporting of Barriers• Service Disruption Notices• Service Philosophy• Staff 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_issues/doc/gpim/page08.shtml

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

ies/

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

e.htm• ARCH Disability Law Center—“Interacting

with Persons who Have a Disability”– http://www.archdisabilitylaw.ca/sites/all/files/Inter

acting_FactSheet_Dec07.pdf

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

SITUATIONS & RESPONSES

Situation• Some disabilities may affect social skills.

• Medication may slow an individual’s speech or reactions; a lack of response does not mean the person is being rude.

• Symptoms of various disabilities may become more apparent or aggravated with fatigue or stress.

Response• Focus on the overall goal of the

conversation, rather than on the person’s behaviour.

• Accept the fact that some tasks may take longer—such as finding a book, using the computer or reading instructions.

Situation/Response• People with learning disabilities

sometimes rely on visual aids, so be concrete and give examples.

• Use different cues to explain a process.– E.g. Point to a link on a web page and

describe its position: ‘top-right corner’.• When giving directions, ask ‘do you

like maps?’

Situation/Response• If a person tells you about his or her

disability, politely ask them for guidance on how they best learn/understand information.

• Don’t assume that a person has understood (or failed to understand) you.– Ask whether you have provided sufficient

information. – Clarify by summarizing the information.

Situation/Response• If someone seems upset, ask calmly

if there is anything you can do to help. – If they say no, respect their wishes if

they are not being disruptive.

• If you are in a public area with many distractions, ask the person if they would prefer moving to a quieter location.