ACCESS Dufferin-Peel

People with disabilities represent a significant and growing part of our population.  According to Statistics Canada, about 1.5 million Ontarians (13.5% of Ontario’s population) have disabilities.  This number is expected to increase to 20% by 2020 as the population ages.

The Accessibility For Ontarians With Disabilities Act, 2005 (AODA) and Ontarians With Disabilities Act, 2001 (ODA) were enacted to ensure improved opportunities for people with disabilities and provide for their involvement in the identification, removal and prevention of barriers to their full participation in the life of the Province.  To this end, the ODA requires that school boards prepare annual accessibility plans. 

This is the Dufferin-Peel Catholic District School Board’s (the “Board”) fifth annual accessibility plan (the “Plan”).  This Plan describes measures the Board has taken to date and those to be taken in 2007-2008 to identify, remove and prevent barriers for people with disabilities who use the Board’s facilities and services.

In response to results from a public survey was conducted by the Board in 2004, Access Dufferin-Peel (the Board’s accessibility planning working group) has focused on information and public awareness over the past few years.  Initiatives and activities completed in this regard are detailed in this Plan.

In May, 2006 a new Steering Committee, entitled “Safe, Caring and Inclusive Schools in Dufferin-Peel”, was created to oversee the implementation of 11 public interest remedies that have been agreed to with the Ontario Human Rights Commission.  Three of these remedies specifically pertain to students with disabilities and are included in this Plan.

The Board recognizes the value of community partnerships and a best practice approach to accessibility planning.  The Board’s Accessibility Coordinator has been an active member of Peel Partners in Accessibility, which is comprised of accessibility coordinators from local school boards, municipalities, post-secondary institutions and hospitals.  This partnership, which provides opportunities for information exchange and collaborative planning, has been instrumental in enabling the Board to implement several initiatives in the past few years.  Items of common interest will continue to be pursued in 2007-2008.

On a daily basis, the Dufferin-Peel Catholic District School Board educates and accommodates some 7,000 students who have disabilities.  Individualized programs and services are provided by professionally trained teachers, special services staff and other support staff.  Professional development opportunities are regularly provided for those who work with students with disabilities.  With such activities forming such an integral and regular part of the Board’s day-to-day operations, it is very difficult to capture everything the Board has put in place to identify, remove and prevent barriers to people with disabilities.  This Plan does, however, attempt to highlight some of the initiatives.

1.     Aim

This Plan describes the many measures that the Board has taken to date and those that will be taken this year to identify, remove and prevent barriers for people with disabilities who work in, use or attend board facilities and services.

2.     Objectives

This Plan:

a)           Describes initiatives previously implemented by the Board that identify, remove and prevent barriers for people with disabilities

b)           Describes efforts made to date to identify, remove and prevent barriers to people with disabilities

c)           Describes measures the board will take in 2007-2008 to identify, remove and prevent barriers for people with disabilities

The Dufferin-Peel Catholic District School Board is the successor to the Dufferin-Peel Roman Catholic District School Board, which was established by the merger of eight small separate boards in 1969.  The Board’s jurisdiction covers over 1,000 square miles, extending throughout the municipalities of Mississauga, Brampton, Bolton, Caledon, Orangeville and Dufferin County. 

The Dufferin-Peel Catholic District School Board is one of the largest school boards in Ontario and one of the largest employers in the region.  Its 144 elementary and secondary schools service a day school enrolment of approximately 88,900 students.  In addition, over 47,000 students are enrolled in Continuing Education and Alternative Education programs.

The ODA, the AODA and this Plan apply to barriers and disabilities that extend well beyond those that are physical.  The ODA and AODA contains the following broad definitions of “barrier” and “disability”:

Barrier means anything that prevents a person with a disability from fully participating in all aspects of society because of his or her disability, including a physical barrier, architectural barrier, information or communications barrier, attitudinal barrier, technological barrier, policy or practice; (“obstacle”)

Disability means,

a)           any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defect or illness, and, without limiting the generality of the foregoing, includes diabetes, mellitus, epilepsy, a brain injury, any degree of paralysis, amputation, lack of physical coordination, blindness or visual impediment, deafness or hearing impediment, muteness or speech impediment, or physical reliance on a guide dog or other animal or on a wheelchair or other remedial appliance or device,

b)           a condition of mental impairment or development disability,

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

d)           a mental disorder, or

e)           an injury or disability for which benefits were claimed or received under the insurance plan established under the Workplace Safety and Insurance Act, 1997;  (“handicap”)

A disability may be a temporary or permanent infirmity.

The identification, removal and prevention of barriers for people with disabilities have significant impact for Board departments, locations and general operations.

The Board reconfirmed its commitment to accessibility planning in 2004 by adopting the following Commitment to Accessibility Planning Mission Statement:

The Director of Education has authorized Access Dufferin-Peel to prepare annual accessibility plans that will enable these commitments to be met.

The Board remains seriously concerned, however, that the provincial government continues to expect school boards to develop and implement accessibility plans using existing resources even though the current public education funding model still does not provide any additional funding to support accessibility planning.  The absence of targeted public funding continues to impede the Board’s ability to implement new barrier removal initiatives that would further improve access for people with disabilities.  The Board sent correspondence to the provincial government several times over the past few years regarding these concerns, yet no response or acknowledgement of any kind was ever received.

6.     Access Dufferin-Peel – Members & Role

Access Dufferin-Peel was formally constituted by the Board in 2003.  The following identifies membership during the past year and that for 2007-2008. 

MEMBER	ORGANIZATION/DEPARTMENT REPRESENTED
Geiser, Joe (Chair-eff.Sept.07)	Supervisory Officers-Corporate Services
Nichilo, Vince (Chair-toAug.07)	Supervisory Officers-Instructional Services
D’souza, Chris (eff.Sept.07)	Accessibility Coordinator (Equity and Diversity Officer)
Tallevi, Nancy (to Aug.07)	Accessibility Coordinator (Planner)
Campbell, Bruce	Mid-Mgmt.Assn./Communications Dept.
Goodland, Sharon (eff.Sept.07)	Principal/Vice Principal Assn.-Secondary
Heimbecker, Brian (eff.Sept.07)	OECTA - Secondary Unit
Kazimowicz, Liz	Supervisory Officers-Instructional Services
Kossel, Diane	Educational Resource Workers' Assn.
Lawton, Roland	Mid-Mgmt.Assn/Plant Department
Leavitt, Charlotte (to Aug.07)	OECTA - Elementary Unit
MacSween, Jim (eff.Sept.07)	OECTA - Elementary Unit
Marcon, Doris	Assn. Professional Student Services Personnel
Martel, Dorothy (to Dec.'06)	Special Education Advisory Committee
McCloskey, Bob (to Aug.07)	OECTA - Secondary Unit
Morizio, Maria	Special Education Department
Papaloni, Lucy	Principal/Vice Principal Assn.-Elementary
Proietti, Dolores (to Aug.07)	Principal/Vice Principal Assn.-Secondary
Schaule, Lynne (eff. Feb.07)	Mid-Mgmt.Assn/Health & Safety Dept.
Southwell, Ruth	Canadian Union Public Employees-Local 2026
Stevenson, Larry	Canadian Union Public Employees-Local 1483
Teply, Lesia	OECTA - Occasional Teachers
Welsh, Wendy	Mid-Mgmt./Health Promotion/Wellness
to be announced (eff. Fall 07)	Recorder
Di Iorio, Ann (to Aug.07)	Recorder
(vacant - 1 seat)	Central Cmte. for Catholic School Councils
(vacant - 1 seat)	Member At Large
(vacant - 2 seats)	Special Education Advisory Committee
Note:  OECTA = Ontario English	Catholic Teachers Association

In 2004, Board trustees confirmed the role of Access Dufferin-Peel as follows:

Role of Access Dufferin-Peel

Access Dufferin-Peel meets bi-monthly during the school year.  Sub-Committees, which in some instances include individuals beyond Access Dufferin-Peel membership, also continue to be established and operate as specific needs are identified.  Meetings are scheduled as needed.

September 2007 marks the most significant change to date in Access Dufferin-Peel membership and assigned staff.  Terms for the Chair, Vince Nichilo and Vice Chair, Bob McCloskey, both original Committee members, ended on August 31, 2007.  Accordingly, Joe Geiser, Superintendent of Employee Relations, was appointed Chair effective September 1, 2007. 

Nancy Tallevi, Planner, the founding Access Dufferin-Peel Accessibility Coordinator, also stepped down from her Accessibility responsibilities on August 31, 2007.  Accessibility Coordinator responsibilities were subsequently assigned to Chris D’souza, Equity and Diversity Officer, effective September 1, 2007.  As part of the transition in Accessibility Coordinator responsibilities, this Accessibility Plan constitutes a joint submission from the former and new Accessibility Coordinators. 

The Board acknowledges the dedication and valuable contribution of all members of Access Dufferin-Peel.  A further acknowledgement and thank you is extended to those whose terms have recently ended.   

7.     Barrier-Removal Initiatives

The Accessibility of Services Sub-Committee was established to compile a general list of existing Board accessibility resources.  While this information gathering remains on-going, the following constitutes an overview of the Sub-Committee’s findings to date.  Initiatives completed in 2007-2008 have been incorporated into these findings. 

The “Diversity Workshop Series” was also created and successfully implemented in 2006 through the Equity and Diversity Office.  Monthly workshops are offered to any Dufferin-Peel employee, with topics ranging from Racism to Disability awareness. The workshops were repeated during a half conference on April 21^st.  Participants who attended eight or more workshops received a certificate for their portfolio.  Sessions that focus on accessibility issues are highlighted throughout this Accessibility Plan.

a)          Physical Barriers

The Board has recognized in many ways the need to ensure access to all Board facilities and services, including the provision of student transportation and accommodation of employees and students with disabilities in a manner appropriate to their needs.  Specialized health support services are provided for students in consultation with local health agencies.  Injured/ill employees who are returning to work are provided with individual vocational rehabilitation plans to promote integration into the workplace.  Some of the physical barrier removal initiatives implemented to date include:

§         Appropriate student transportation opportunities

§         Specialized health support services

§         Assistance with mobility

§         Ergonomic modifications

§         Workstation accessibility

§         Designated handicap parking and curb cuts at all sites

§         Handicapped washroom facilities, including ceiling lifts where needed

§         Lightweight/customized tools

§         Individualized vocational rehabilitation plans

§         Specialized equipment (transfers and lifts)

§         Orthopedic facilities

§         Special Education Department

§         Health Promotion & Wellness Department

§         Health & Safety Department

§         Health & safety plant audits

Special Education and Health Promotion & Wellness Department staff monitors the needs of individual students and staff with disabilities and advises the Board Plant Department when modifications, such as handicapped washrooms, installation of ramps, curb cuts, change tables, automatic door openers and additional handicapped parking are needed at a particular facility.  These types of projects are funded through the general Facilities Renewal budget.

There are also many initiatives that enable students with disabilities to participate in events that are similar to their able-bodied student counterparts.  One example is the Annual Special Events Basketball Invitational, held in November.  Nearly 150 special needs athletes from 13 Dufferin-Peel secondary schools participate in this tournament.  The event provides an opportunity for students to compete in a fun, safe and inclusive setting, while getting involved in the athletic spirit of their school and being recognized, celebrated and appreciated by the school communities.       

The Board also works with local municipalities to identify and remove barriers of mutual interest.  One recent example is the installation of a modified pedestrian signal at the main intersection by the Board’s main office.  The signal provides a visual display and audio accounting of the time remaining for pedestrians to cross the road safely.  This service was implemented in response to an identified need for a blind Board employee to access public transit stops on either side of the intersection as he traveled to and from work.  In this instance the Board identified the barrier and the municipality took steps to remove it.

Student participation in the Peel Children’s Water Festival is another example of the partnership between the Board and local municipalities that has resulted in the removal of physical barriers.  To that end three secondary special needs classes were able to attend the event and participate in most of the activities. As well there were no barriers to including elementary school students in wheelchairs.

In June 2007, the Board’s Joint Health and Safety (Secondary) Committee passed a motion that a scent sensitivity awareness campaign be developed and implemented in all Board facilities to reduce worker exposure to scented products.  This initiative was assigned to Access Dufferin-Peel.  An Access Dufferin-Peel Sub-Committee is to be established to complete this work in 2007-2008.

Board Design Guidelines address the needs of those with hearing and vision impairments by providing Braille elevator signage; highly visual strips on stair edges; strobe lights near fire alarms that flash when the fire alarm discharges; and modifications that enable those with hearing loss to attach individual headsets to amplification systems.

Last year, the province introduced design standards for government buildings and the local municipalities in Peel each finalized their own design guidelines.  In 2006-2007 an Access Dufferin-Peel Sub-committee reviewed these documents to identify any areas where the Board’s current design guidelines could be improved with respect to accessible planning. 

Board Design Department staff also attended the Developing a Universal Design Lens for City Planning presentation hosted by the City of Mississauga in 2006 that provided additional information and reference used in the review of the Board’s Design Guidelines.  

c)    Informational Barriers

The 2004 survey results identified a need to increase public awareness of accessibility issues and to communicate the Board’s accessibility planning initiatives as an on-going priority. The Communication and Public Awareness Sub-Committee has remained active in developing and carrying out a strategy in this regard.  Initiatives that have been implemented include:

§         An accessibility logo appears on Board communications regarding accessibility to provide a quick visual indication of subject matter.

§         Access Dufferin-Peel website with prominent links from main board website.

§         Access Dufferin-Peel newsletter is published and widely distributed to staff, community partners, local MPP’s, municipalities and others and is posted on the board website.  Newsletter articles include updates on new legislation, Board accessibility initiatives and various topics of interest such as the Toys “R” Us “Toy Guide for differently-abled kids” publication.

§         Accessibility symbols have been incorporated into the Board’s Directory of Schools and Occasional Teachers’ Atlas.

§         Periodic updates regarding accessibility issues are provided in the Director of Education’s Bulletin to staff and other board publications.

§         Accessibility Coordinator participation with Peel Partners in Accessibility.

§         Participation in North American Occupational Safety and Health Week

Many other provisions are also in place to provide alternatives to assist those with disabilities to access information.  Specially trained staff works with students to teach skills and provide opportunities that will improve their current and fu