MOD 4: Accessibility, Advocacy, and Policy Flashcards
Define Accessibility
- giving people of all abilities opportunities to participate fully in everyday life
- approachable, functional and usable by persons with disabilities, independently, safely, and with dignity
Physical (Built) Environment: Features of buildings or spaces
Social Environment(values, beliefs, customs/traditions): Attitudes of others, Access to information
put these in hierachical order:
standards, guidelines, policy, procedure
and whats the difference
PSGP
Policy: general principles, mandatory, high level
ex. ACA
Standards, specific, mandatory, low level
ex. AODA
Guidelines: recommendations, best practice, not mandatory
Procedure: step by step instruction
Policy: human rights around disability, dictate howoperations, countries operate in terms of programming and services(ACA)
Standards: putting policy into action(lower level of policy, looser)(5 AODA standards)
What is UN’s CRPD?
Convention on the Rights for Persons for Disability
- created in 2006, first human rights treaty of 21st century
- states all ppl with all types of disabilities must enjoy all human rights and fundamental freedoms in employment, health, and rec
General Principles
- Respect for inherent dignity, individual autonomy
- Non-discrimination
- Full and effective participation and inclusion in society
- Respect for difference and acceptance of persons with disabilities as part of human diversity and humanity
- Equality of opportunity
- Accessibility
- Equality between men and women
- Respect for evolving capacities of children with disabilities
What does disability legislation look like in canada and in the provinces?
In CANADA: Accessible Canada Act . purpose: make Canada barrier-free by 2040 in areas under federal jurisdiction (e.g., banking, telecommunications, Government of Canada)
ONTARIO: AODA: Accessibility for Ontarians with Disabilities Act (2005)
Goal: Make Ontario ‘accessible’ by 2025 in Focuses on identifying, removing, and preventing accessibility barriers:
1. Built environments (buildings and public spaces)
2. Employment (job opportunities and employment policies/practices)
3. Information and communication technologies (digital content and technologies used to access it)
4. Procurement of goods and services
5. Delivering programs and services
6. Transportation (by air, rail, ferry, and bus carriers operating across provincial/international borders)
NOVA SCOTIA: Nova Scotia Accessibility Act (2017)
-whole journey approach(from finding pool, to parking, to accessing pool
- universal design
-seasonal maintenance(icy sidewalks)
MANITOBA
what is a barrier
Anything that hinders the full and equal participation in society of persons with a physical, mental, intellectual,cognitive, learning, communication or sensory impairment or functional limitation.
what disability legislation does america have
ADA: Americans with Disabilities Act (ADA, 1990) way before canada AODA 2005
what is accessible design vs universal design?
Accessible design: Complies with minimum accessibility standards (e.g., AODA), aiming at minimum requirements for usability by those with disabilities
Universal design: Usable by all people, to the greatest extent possible, without adaptation or specialized design. environment that exceeds minimum standards and are usable for all potential users (“barrier-free designs”)
What are the 8 goals of Universal Design
B-CAUWS-PC
- Body Fit: Accommodating a wide range of body sizes and abilities
- ex. wide doors, adjustable desk heights, varied sink heights
- adjustable machines in gym that can easily be modified for varying strength levels and mobility impairments - Comfort: Keeping demands within desirable limits of body function
- ergonomic office chairs
- seated exercise options during fitness classes for older adults w challenges balancing - Awareness: Ensuring critical information is easily perceived
- large, high contrast signage, braille, and auditory signals in a public transportation system
- use both verbal and visual cues when demonstrating in adaptive sports class - Understanding: Making methods of operation intuitive, clear, and unambiguous
- clear color coded markings on floor to indicate where particpants should move or stand - Wellness: Promoting health, avoiding disease, and preventing injury
- include warm up and cool down
- building with non slip flooring in wet areas like kitchens and washrooms - Social Integration: Treating all groups with dignity and respect
- ramp right next to stairs, not on other side of the building that makes then go to the back - Personalization: Incorporating opportunities for choice and individual preferences
- offer variety of activity options and choice(swimming, cycling, yoga)
- customizable lighting system in workspace that allows employees to adjust lighting according to their own senses - Cultural Appropriateness: Respecting and reinforcing cultural values and context
- ensure swim classes offer modest swimwear options and schedule timesto consider prayer times for participants from cultural and religious backgrounds
- public building with prayer rooms and foot washing stations
EXAM:Explain examples why is it fitting to that certain prineiple
what are the 7 principles of universal design?
- Equitable Use: Useful to people with diverse abilities (door with handle, lever, panel to push, exercise machine at the gym with handles and pedals that can be used by both standing participants and those in wheelchairs)
- Flexibility in Use: Accommodates a wide range of preferences and abilities(perosn in wheelchair participating in spin class bc they have equipment to allow her to participate, A spin class that offers hand-cycles alongside traditional bikes)
- Simple & Intuitive Use: Easy to understand, regardless of user’s experience or knowledge (door with bar that says PULL)
- Perceptible Information: Communicates effectively, regardless of sensory abilities (contrasting colors, black text on yellow background, a pic of a weight indicating the weight room in bright orange, color contrast helps ppl who are colorblind, HIGH contrast)
- Tolerance for Error: Minimizes hazards and adverse consequences of unintended actions (hallway with bright yellow border while flooring is dark grey and handles on the side: even flat surface to reduce risk of fall, border helps u know when u get too close to the wall, or a shower at the gym wont go to extreme heat bc some ppl cant feel, or a child comes and burns themselves, or a sink pipe is mandatory for the pipe to be covered bc what if someone who has no sensory feeling wheels up and skin touches it and they get burned)
- Low Physical Effort: Can be used efficiently with minimal fatigue (button instead of pushing)
- Size & Space for Approach and Use: Provides appropriate size and space for approach and manipulation ( big shower, space to maneuver
what is AIMFREE
AIMFREE : Accessibility Instruments Measuring Fitness and Recreational Environments
- Examples of AIMFREE items:
- Access routes (e.g., steps, ramps)
- Equipment (e.g., space for wheelchair access)
- Staff training (e.g., accommodations for disabilities)
Target populations:
- Persons with mobility impairments
- Individuals with sensory impairments
A ‘set’ of instruments
Integration of the ADAAG (built environment) + 6 other factors:
Equipment
Information
Programs
Policies
Professional Behaviour
Professional Support and Training
what is ADAAG
American with Disabilities Act Accessibility Guidelines (ADAAG, 2002; revised 2010)
Focus is on the structural (‘built’) environment, e.g., # of accessible parking spaces, wheelchair turning space,heights of water fountains, etc.
Wide benches in locker rooms, so ppl in wheelchair can independlly transfer themselves
What are the key components of Accessibility Transition Plans (ATPs) as outlined in Riley’s reading?
The key components of ATPs include:
(OSGI)(objectives, goals, solutions, individuals)
1. Prioritized list of objectives (barriers/facilitators).
2. Solutions/processes for barrier removal (e.g., ramp, elevator).
3. Goals and targets with timelines (e.g., 2 years, 15 years).
4. Identification of individuals responsible for implementation.
According to Brown et al., what are the barriers and solutions involved in creating an Accessibility Transition Plan (ATP) for an inclusive playground?
Barriers:
Stairs without a ramp to access the playground structure.
Woodchip flooring, which prevents wheelchair access.
Limited space for mobility device users.
Portable bathroom with a narrow, non-accessible door.
Solutions:
Install a wide ramp for playground access.
Replace woodchips with rubberized flooring for wheelchair accessibility.
Include solitary activities (e.g., puzzles, finding objects) for children who need to escape stimulation.
Create an accessible bathroom with appropriate dimensions.
Goals/Targets: Set timelines for implementing these changes, such as within 2 or 5 years.
