Comprehensive Needs Analysis

and Policies and .Procedures Review

to Increase Access to Educational Opportunities

for Students with Disabilities

FINAL REPORT
Submitted to the

Justice Institute of British Columbia

Submitted by:
M. & W. Penney & Associates, Ltd.
Jan.16,1996

Table of Contents
EXECUTIVE SUMMARY

1

Physical Accessibility

1

Marketing

2

Support Services

2

Inst111ctional Issues

3

Corporate Direction

3

INTRODUCTION

4

METHODOLOGY

6

FINDINGS AND DISCUSSION

8

Physical Accessibility

8

Inst111ctional Issues and Support Services
Marketing
Registration
Library
Instructional Accommodations
Accommodations for Evaluating Student Learning
Adaptive Technologies
Use of Interpreters
Inclusive Curriculum
Staffing

11
11
14
15
16
17
18
19
20
21

Corporate Direction
Strategic Planning Issues
Policy Issues

22

RECOMMENDATIONS

27

Physical Accessibility

27

Marketing

27

Support Services

28

Inst111ctional Issues

28

Corporate Direction

29

22
24

EXECUTIVE SUMMARY
The Justice Institute of BC has recently moved to a new facility which is
accessible to persons with disabilities and now seeks direction to better serve
the needs of this group of potential students. This report summarizes the
findings of a study commissioned by the Justice Institute to "determine what
additional supports and services are required to provide a welcoming and
understanding environmenr for students with disabilities.
Two key Ideas. provide the context for these findings and recommendations:

•

"Persons with Disabilities" is a broad term and includes not only those with
physical impairments but also those with visual and hearing disorders,
learning disabiiities, etc.

•

Post-secondary institutions have a "duty to accommodate" students with
disabilities if those students can meet the essential requirements of a course
or program.

The team used a multi-faceted approach to take a comprehensive_ look at the
operations of the Justice Institute, including facilities, instructional strategies,
marketing, support services, policies, procedures, and corporate direction.
We discovered that many individual personnel at the Justice Institute are
already working to make it a place that welcomes students with disabilities. We
are convinced that, with appropriate institutional leadership and commitment, the
Justice Institute can move forward rapidly to better serve the needs of the
disabled community. The following concrete recommendations should help the
Justice Institute make a positive first step in this direction.
We recommend that the Justice Institute:

Physical Accessibility
1. Implement recommendations from the Facilities Report of July, 1995.
2. Implement a method of room booking which would allow classes which
include disabled students to move to a larger room as necessary.
3. Undertake an annual evaluation of the physical facilities and develop an
ongoing system for gaining feedback from staff and students regarding
necessary improvements to the facility.

page 1

4. Require all off-site facilities used for training programs to meet accessibility
guidelines.

Marketing
5. Develop and implement an overall marketing plan to proactively recruit
students with disabilities.
• Agencies serving the disabled community should be included on
mailing lists and 11 speaking tours•.
• Articles and ads should be placed in the major newsletters serving the
disabled community.
• All print materials should use 11high contrasr design to aid those with
low vision.
• All marketing materials should include a statement like that in the new
CCS calendar inviting students with disabilities to apply to Justice
Institute programs.

Support Services
6. Design a common registration form to be used by all components of the
Justice Institute which clearly states its commitment to serving students with
disabilities and encourages disabled students to self-identify and seek
assistance.
7. Investigate ways to improve the flow of information about disabled students'
special needs from the registration office to the program and instructional
personnel who can act on it.
8. Install two TDDs {Telephone Device for the Deaf), one in the registration
area and one in the library.
9. Purchase a CCTV magnification unit and one adapted computer station for
the library.
10. Begin a dialogue with other post-secondary institutions to facilitate the
sharing of other adaptive technology needed by persons with disabilities.
11. Designate a JI staff member to be a greferring agent9 for the SETBC Adult
Services Project.

page2

Instructional Issues
12. Pursue further workshops and training for its current staff on skills like basic
sign language and on topics such as accommodating disabled students in
the classroom, inclusive curriculum, and working with students who have
learning disabilities.
13. Include a workshop on awareness of people with disabilities as part of its
orientation for all new employees.
14. Review existing course content to ensure that components regarding how to
deal with and assist people with disabilities are present.
5. Review existing course content to ensure that curriculum is inclusive of
persons with disabilities.
16. Support instructors in their efforts to provide learning materials and
examination materials in alternate formats.
"'7. Charge a new employee or an existing staff person with the responsibility of
coordinating the Justice lnstitute's program for serving the needs of students
with disabilities.
8. Seek funding support from the Student Services Branch of the Ministry of
Skills, Training and Labour for paying interpreters and student assistants
such as notetakers, scribes, etc.

Corporate Direction
19. Develop, in consultation with other post-secondary institutions and agencies
serving the disabled community (e.g., BCEADS), a proactive •access policy"
which outlines the J. l.'s commitment to serving students with disabilities.
20. Revise existing policies as necessary to meet the needs of students and staff
with disabilities.
21. Include in its next strategic plan specific activities to encourage the
participation of people with disabilities in the operation of the Justice Institute
both as students and personnel.
22. Charge individual academies with the responsibility to open discussions with
client ministries regarding job qualifications and requirements which limit
access to.J. I. training by persons with disabilities.

pagtl 3

NTRODUCTION
As a key component of the post-secondary education system of British
Columbia, the Justice Institute
•enhances the quality of justice and public safety by developing
and delivering training programs and educational services to
practitioners and the public.• (Mission Statement from Annual
Report 1994-1995).
Since 1994 when its last Strategic Plan was compiled, the Justice Institute has
moved forward in a number of new and innovative directions to fulfill this
mission. For example, the Justice Institute has:
•
•
•
•

opened a major new facility in New Westminster
developed more employment readiness and pre-employment training
programs
extended its outreach delivery methodologies
begun to expand its traditional client base to include potential students not
served in the past

These are important developments for persons with disabilities who, in
increasing numbers, are wanting to take advantage of the Justice lnstitute's high
quality programs. The new building represents a quantum leap forward in
accessibility for potential students with disabilities. Innovative programming and
delivery offer opportunities not available before. The recognition that its clientele
is extending beyond the traditional offers great hope for persons with disabilities.
This report represents another step forward in the Justice lnstitute's efforts to
welcome students with disabilities to its programs. Recognizing that, as a postsecondary institution, it has a duty to accommodate students with disabilities
where they can meet the essential requirements of a course or program and that
an accessible building is only the first step, the Justice Institute, with funding
support from the Skills Now Initiative, commissioned this needs analysis study
to:
•determine what additional supports and services are required to
provide a welcoming and understanding environment".

This report presents the methodology, findings, and recommendations of that
study. In presenting the findings, we start first with the •concrete• issue of
facilities; then we move to the front-line activities of instruction and support
services; finally we deal with overall corporate direction.
Two key ideas have informed our thinking. Understanding them is essential to
grasping the full significance of our findings.
•

First, we want to emphasize the breadth of the term "persons with
disabilities". We have used the definition developed by the Disability
Resource Centre at UBC:
•persons with disabilities are persons Who:
a) have a significant and persistent mobility, sensory, learning, or other
physical or mental health impairment which may be permanent or temporary
in nature; AND
b) experience functional restrictions or limitations of their ability to perform
the range of life's activities; AND
c) may experience attitudinal and/or environmental barriers which hamper
their full and self-directed participation:

•

Second, we have based our reeommendations on a post-secondary
institution's "duty to accommodaten students with disabilities. Both the
federal Charter of Rights and Freedoms and the B.C. Human Rights Act
make discrimination against a person with a disability illegal. It is the
responsibility of colleges and institutes to take the necessary steps to
accommodate students with disabilities if those students can meet the
essential requirements of a course or program. This means that institutions
must provide remedial programs and various kinds of assistance to ensure
that the disabled student can access a chosen program. Students not
afforded adequate accommodation have access to the Human Rights
process to press their cases. A significant body of case law is now building
up in support of their claims. Institutions which do not act on their "duty to
accommodate• leave themselves open to litigation.

page&

METHODOLOGY
To conduct this needs analysis, a 3-person team composed of Marg Penney,
Betty Nobel, and James Ludvigson undertook the following activities:
•

a tour of the new facility using an accessibility checklist synthesized from
several sources. We were accompanied on this tour by David Allen
(Manager, Facilities), Pam White (Manager, Human Resources), and Shelley
Rivkin (Program Director, Career and Community Studies and key client
contact for the study)

•

document analysis of the current policy manual, strategic plan 1994-1996,
current annual report, 2 editions of the Interdisciplinary Studies course
catalogue, and a selection of program brochures and course manuals

•

interviews with selected personnel, including
•
•
•
•
•
•
•
•
•
•
•
•
•

•

Debra Dolan, Supervisor, Registration Office
Martha Joy, Program Planner, Child and Youth Care Program, I. D.S.
David Keillor, Program Coordinator, Employment Readiness Program,
Corrections Academy
Peggy John, Manager, Public Relations
Pam White, Manager, Human Resources
Flora Mcleod, Program Director, Education Services
Christine Babek, Librarian
Paul Tinsley, Deputy Director, Police Academy
David Busse, Program Director, Paramedic Academy
Irwin Devries, Program Director, Courts Academy
Sandra Enns, Program Director, Fire Academy
Pat Ross, Dean, Career and Community Studies
Larry Goble, President

development and delivery of a workshop for staff (given twice). It was
designed to increase overall awareness about the variety of different
disabilities (visual, hearing, mobility, learning disabilities, etc.) and
appropriate ways to respond to potential students with disabilities so as to
make the Justice Institute a more welcoming environment. Responses of
participants in these workshops gave us valuable insights into barriers which
might be faced by disabled students at Justice Institute.

page IJ

•

development and delivery of a workshop for instructors and those who
work with instructors focussing on accommodating disabled students in the
classroom.

•

information gathering from key community agencies serving people with
disabilities and other post-secondary institutions, ·including:

•

B. C. Educational Association for Disabled Students (BCEADS)
National Educational Association for Disabled Students (NEADS)
UBC Disability Resource Centre
Special Education Technology Centre of BC Adult Services Project
(SETBC ASP)
Association of Learning Disabled Adults (ALDA)

•
•
•
•
•
•

BC Institute of Technology
College of New Caledonia
Kwantlen University College
Malaspina University-College
Vancouver Community College
University College of the Fraser Valley

•

Ministry of Skills, Training and Labour

•
•
•
•

•

compilation of a final ·report

page 7

FINDINGS AND DISCUSSION
Physical Accessibility
It was evident from the facilities assessment (done in July, 1995) that a great
deal of care had been taken in the design and construdion of the new facility to
ensure its accessibility for persons with disabilities (for the full text of the
facilities report, see Appendix A).
High points of the new building were:
•
•
•
•
•

well designed parking and outer access to the building
smoothly operating automatic doors
roomy elevators with braille markings
reception area with wheelchair height counter
accessible washrooms and wide hallways

Several recommendations were made, however, for improvements to the facility
most of which would involve relatively small expenditures. More substantive
recommendations included the following (not in order of priority):
•
•

•
•
•
•
•
•
•

brightly coloured, tactile strips on stairways to aid those with low vision
non-slip treads on stairways
the replacement of the recessed symbols presently used on the doors of
washrooms and classrooms with raised symbols which are more easily identified
by touch
new signage which uses high contrast (both visual and tactile)
high contrast maps beside the elevators
an audiotaped introduction to and "map• of the campus for visually-impaired and
learning disabled students
finding a way to eliminate the echo in breakout rooms which is a barrier for
students with some kinds of hearing problems
automatic doors at the entrance to the library and in the hallway between the
cafeteria and the gym
an audible signal indicating on which floor the elevator has stopped
flashing lights to indicate a fire alarm to aid deaf students

Although a lot can be learned from a carefully conduded 1-day tour of the
facility, much more is discovered as staff and students ·nve• in the facility on an

page I

ongoing basis. The following additional concerns surfaced in the interviews and
workshops and pointed to new issues or reinforced existing recommendations:
1. When a deaf student enrolls in a course and brings 2 interpreters (as is
necessary for a full day of classes), the number of people in the designated
room exceeds what is desirable. Overcrowding might also be a problem if a
student using a wheelchair attended a fully enrolled course. It was suggested
that a method of room booking be adopted which would allow classes which
include disabled students to move to a larger room as necessary.
2. Classroom lights have no provision for •dimming•. For a deaf student
carefully watching an interpreter all day under glaring lights, this is very
tiring. For some students with visual impairments excessive glare reduces
visual fundioning. Some method of modulating classroom lighting was
suggested.
3. The bright red strips on classroom floors are similarly very fatiguing for a
deaf person, if they constitute the backdrop in front of which an instructor or
interpreter stands or sits all day. Instructors should be advised of this.
4. Justice Institute classrooms are well provided with audio visual equipment
but instructors must remember to use it in a way that helps rather than
hinders a disabled student's learning. For example, the hum created by an
overhead projector fan can be a barrier for students with some kinds of
hearing problems. Instructors should be careful to tum these off when not in
use.
5. Many staff noted the absence of a Telephone Device for the Deaf (TDD) and
voiced a strong need for one.
6. The absence of an outdoor telephone at wheelchair height was mentioned.
7. One participant suggested making the First Aid Room into a health room
which could be used by students who need to administer medications during
the day or those who tire easily and may need (for medical reasons) to rest
briefly between classes.
Additional accessibility issues surfaced as well:
1. Some workshop participants identified the need for information on the
accessibility of accommodations and restaurant facilities for students who
come to the Justice Institute from out of town and •board• for a period of time.
2. The Justice Institute offers programs on an outreach basis in out-of-town
locations. Such facilities need to be assessed for their accessibility and the

page I

Justice Institute should consider adopting a policy that only accessible
facilities will be used for off-campus delivery.
The emergence of new ideas as noted above reinforced the idea that facilities
assessment is an ongoing process. There are still facilities issues to be
addressed and we believe staff and students should have some way of
continuing to give feedback on desirable facilities changes on a continuing
basis. The Maple Ridge Fire Safety Training Centre and the Boundary Bay
facility were not included in the terms of reference for this study and will need to
be looked at in the future.

page 10

Instructional Issues and Support Services
In our discussions with Justice Institute personnel we found individual examples
of people who are working hard to create a welcoming environment for people
with disabilities at the Justice Institute.

•

•
•
•
•
•

An instructor told us of a deaf student who, with her help and the assistance
of 2 interpreters in the classroom, successfully completed the first phase of
the Child and Youth Program.
A staff member recalled helping wheelchair users from the local community
who came to use the library.
A program director spoke of making special efforts to target student
recruitment towards people with disabilities.
An administrator voiced innovative ideas about recruiting staff with
disabilities.
A program director provided us with a copy of an academy policy allowing for
oral examinations in place of written ones.
A director shared with us the experience of taking a telephone inquiry from a
learning disabled student and the willingness of that academy to sponsor
assessments for such students.

From our workshop sessions with staff it was obvious that many more are ready
and willing to take up the challenge. The vast majority of personnel exhibited a
cheerful and welcoming attitude, which is the precursor of future successes
dealing with persons/students with disabilities at Justice Institute. What they
need now are specific suggestions about what to do (many are provided herein)
and leadership at the highest level within the institution to support their efforts.

Marketing
Historically, the Justice Institute has provided recruit training through its five
academies as well as fee for service and contract training through its Career and
Community Studies Division. Because of its provincial designation as the
primary educational institution providing justice and public safety training and
the emphasis on post-employment training, most of the marketing initiatives
undertaken by the Justice Institute have come out of the Career and Community
Studies Division. Typically, most academies would notify their client ministries of
the range of courses offered and the start dates. With the introduction of
employment readiness programs and some fee for service courses, individual
academies have begun to market their course offerings. No central guidelines
have been established and each academy has pursued its marketing initiatives
through individually developed course calendars, program brochures, or print
media advertisements.

page 11

For the past ten years, Career and Commu'1ity Studies has produced a
comprehensive course calendar three times a year as well as sending out follow
up brochures. A standardized format has been established and specific efforts
have been made to reach a broad audience. Currently Career and Community
Studies has a mailing list of over 10,000 listings.
Several academies have now recognized the need to venture beyond their
traditional clientele to truly serve the justice and public safety training needs of
the province. One Academy (Corrections) indicated that they were moving away
from the mass print media and focussing more on personal contact by marketing
through the local service delivery units. They were very interested in recruiting
students with disabilities.
Although the Public Relations office is not charged with the responsibility to
bring students in the door, the new Manager, because of her expertise, has
begun to serve as an internal consultant to programs in the design of their
brochures and overall recruitment strategies. We suggest that this practice
continue since that will create some consistency of approach which makes it
more likely that marketing efforts will reach the disabled community.
Since print materials distributed throu~h the mails will likely continue to serve
as a primary recruitment vehicle, we offer the following observations and
suggestions to make them more effective as a means of attracting students with
disabilities:
1. Brochures need to be printed in a way that creates a high level of contrast to
aid those with low vision. Any two contrasting colours provide good visibility;
3 or 4 colour brochures are harder for those with low vision to decipher.
White print on a dark green background (example: Training for Trainers,
Spring/Summer 1995) works well; white print on a yellow background
(example: Technical Math) doesn't. Also ·busy backgrounds• cause visibility
problems. The white print against the green and white artist's conception of
the new campus on the PEP Course Descriptions (April 1995-March 1995)
brochure is really difficult to make out.
2. The "Students with Disabilities" section in the Career and Community Studies
fall calendar is good. We recommend a condensed version of that be a
standard item for inclusion on all course brochures.
3. The brochure for the Employment Readiness Program for Community
Program Workers Course: AdultNouth Probation Officer has a section on the
inside that reads:
•rhis is an equal opportunity program. Women, minority groups, and
Aboriginal people are encouraged to apply."

page 12

We were distressed by the obvious omission of persons with disabilities and
question why this is so. It also raises the more basic question of who is
eligible to enroll in Justice Institute programs which will be addressed in more
detail below.
4. Mailing lists need to include the names and addresses of the major agencies
serving persons with disabilities (for a list of these, see Appendix B). The
CCS mailing list includes all the major organizations and individual
academies may wish to access it. It is our opinion that the more centralized
these services become, the more likely it is that the needs of people with
disabilities will not be forgotten.
5. Many of these agencies also publish periodic newsletters. Other postsecondary institutions are advertising specific programs to which they want to
attract disabled students in these periodicals (for an example, see Appendix
C). The Justice Institute could also contact these publications to run an
article about the new accessible facility or to feature an article about a
disabled student who has completed a Justice Institute program and gone on
to success in the workplace.
6. Even business cards are a part of Justice lnstitute's print marketing strategy
We suggest that the needs of persons with low vision be kept in mind when
font and type size are chosen. As a pilot, some programs might like to have a
certain portion of their cards "brailled".
However, marketing should involve strategies other than print materials and
mailing lists. We offer the following suggestions regarding other marketing
strategies:
The Manager of Public Relations and other J. I. staff make periodic
presentations to a wide variety of groups in the community. We suggest
Justice Institute staff who do so:
•

include agencies who serve persons with disabilities when they plan
promotion efforts in the community

•

include in such presentations a clear statement that the Justice
Institute welcomes students with disabilities to its programs.

•

use presentation strategies which ensure that audience members with
hearing and visual impairments can get the full impact of their
presentations, for example, providing information in alternate formats
(for more detail, see handout material used for the instructor workshop
which is included as Appendix D)

page 13

2. Consider approaching the local community cable channel in New
Westminster about a feature on the •new post-secondary institution in town•_
All these suggestions, however, require an answer to the bigger question of
which programs are and which programs are not open to persons with
disabilities. We recognize that some programs could not accept students with
certain disabilities because of the physical requirements of the job into which the
students would go. For example, a blind person might not be able to do the job
of a probation officer because of the need to make visual identification in court;
the physical requirements of some jobs in policing and the paramedic area
would make participation by wheelchair users impossible. However it was clear
to us from the information provided by staff that people with other disabilities can
do many of the these jobs and in some cases are already doing so. We suggest
that all academies review their programs and clearly identify those in which
people with various disabilities could be successful. It is important to keep in
mind the wide variety of disabilities included under this umbrella term.
People with partial vision, blind persons, people who are deaf,
people who are hard of hearing, people with learning disabilities,
those with differing degrees of mobility problems - all have

different disabilities, and, more importantly, different abilities.

And the Justice Institute has
•a duty to accommodate students with disabilities where they can
meet the essential requirements of a course or program•
With these considerations in mind, we recommend that an overall marketing plan
to proactively recruit students with disabilities be developed. We further suggest
that this begin with a thorough discussion of the Justice lnstitute's duty to
accommodate as expressed above which would result in a full listing of courses
and programs which would welcome persons with disabilities as students.
Registration
All registration for the Justice lnstitute's fee for service courses is handled by the
Registration Office. However, each academy has designed its own registration
form based on its perceived needs for student information. Consequently there is
a lack of consistency in the registration information collected.
The registration form in the new CCS calendar has a good question about
special requirements for disabled students. However, we were told that the vast
majority of the registrations are done by phone and the form used for that does
not have the question about special needs of the disabled. We also noticed that
page 14

2. Consider approaching the local community cable channel in New
Westminster about a feature on the •new post-secondary institution in town•.
All these suggestions, however, require an answer to the bigger question of
which programs are and which programs are not open to persons with
disabilities. We recognize that some programs could not accept students with
certain disabilities because of the physical requirements of the job into which the
students would go. For example, a blind person might not be able to do the job
of a probation officer because of the need to make visual identification in court;
the physical requirements of some jobs in policing and the paramedic area
would make participation by wheelchair users impossible. However it was clear
to us from the information provided by staff that people with other disabilities can
do many of the these jobs and in some cases are already doing so. We suggest
that all academies review their programs and clearly identify those in which
people with various disabilities could be successful. It is important to keep in
mind the wide variety of disabilities included under this umbrella term.

People with partial vision, blind persons, people who are deaf,
people who are hard of hearing, people with learning disabilities,
those with differing degrees of mobility problems - all have
different disabilities, and, more importantly, different abilities.

And the Justice Institute has
•a duty to accommodate students with disabilities where they can
meet the essential requirements of a course or program•
With these considerations in mind, we racommend that an overall marketing plan
to proadively recruit students with disabilities be developed. We further suggest
that this begin with a thorough discussion of the Justice lnstitute's duty to
accommodate as expressed above which would result in a full listing of courses
and programs which would welcome persons with disabilities as students.
Registration
All registration for the Justice lnstitute's fee for service courses is handled by the
Registration Office. However, each academy has designed its own registration
form based on its perceived needs for student information. Consequently there is
a lack of consistency in the registration information colleded.
The registration form in the new CCS calendar has a good question about
special requirements for disabled students. However, we were told that the vast
majority of the registrations are done by phone and the form used for that does
not have the question about special needs of the disabled. We also noticed that
page 14

several of the individual brochures have registration forms as a "tear-off flap";
not all of these had the question regarding needs of the disabled. Registration
staff also noted the lack of a TDD to serve deaf students who wish to register by
phone.
Another issue that surfaced was the concern that, even if information regarding
special needs were elicited on the registration form, there is at present no way to
ensure that such information gets to the instructional staff who could make best
use of it.
We noticed from a study of your Strategic Plan that one of the action items (C7)
for completion Sept. 1994 was to"

•Review current registration procedures. Investigate the need for a
Justice Institute registrar and examine potential for computerized
central registration system for all Justice Institute students... "
Standardization of the registration information to be collected and putting the
process "on-line" with a TDD available to assist would go along way toward
serving disabled students better. If this were part of a student information system
which could be accessed directly by program personnel, then the problem of
information flow would also be addressed.
One further concern surfaced. It was feared that students might not answer the
question ~m the registration form about their disability if they thought that such
information might be used against them in the acceptance process. In the CCS
calendar a disclaimer on the form assures the student that this information will
not be used in the decision to accept a student. Another possibility is to seek
information about special needs only after the acceptance decision is made.
This issue deserves further exploration.
We learned that one or more staff in the registration area had some training in
basic signing skills. This is a valuable kind of training to provide for more of the
front line staff, including not only the registration staff, but also reception and
library staff.

Library
The problem of gaining access to the library and the need to install an automatic
door has already been addressed in the facilities report.
The library staff have already taken several steps towards making their service
more accessible. A wheelchair accessible computer station has been created
and most stacks are at an accessible level; staff.are available to assist those
who cannot reach the higher shelves. We suggest the purchase of a CCTV
page 16

magnification unit for use by students with low vision. Other adaptive
technologies are addressed in a later section of this report and the Justice
Institute is encouraged to explore purchase or sharing of equipment with
neighboring institutions like Kwantlen University College and Douglas College.
Staff of the library are currently checking to see which videos in the current
collection are captioned. We suggest that some form of captioning be a
selection criterion for all future purchases. We believe the staff are also building
up a collection of videos that promote awareness of people with disabilities and
some videos on specific disabilities. These will be useful in those program areas
which include •awareness of disabilities• as a program component. Some
programs within the police and courts academies and the recent •taxi-hosr
training include such awareness level instruction. We suggest that all programs
consider this as an essential component in the future.

Instructional Accommodations
When instructors are faced with teaching a person with a disability, they often
feel inadequate because of lack of knowledge. Sometimes they fear making a
mistake in interacting with a person who has a disability which will cause both
people embarrassment. But the real concern of many instructors is that they will
have to radically change their teaching strategies to accommodate the student
with a disability. This is sometimes true, but not often necessary. In fact,
instructors sometimes find that methodologies that work better for students with
disabilities also help the whole class to learn.
The Justice lnstitute's courses are well designed and are delivered in a variety
of ways, including distance delivery methods. As with most post-secondary
education, there is a heavy dependence on print materials {for both instruction
and student evaluation) which carries with it a built-in disadvantage for those
who have visual impairments. Making materials available in alternate formats
{including audiocassette or computer disc for use with a computer equipped with
speech and large print access software) is a key issue for the Justice Institute.
Many specific suggestions regarding classroom accommodations (especially for
students with visual, hearing, mobility, and learning disabilities) were presented
in our instructional workshop. Highlights of these are listed below (for more
detail, see Appendix D):
•

•

present material in class in more than one format {e.g., speak as you write on
the board or overhead projector, read aloud material handed out in class - at
least the highlights - especially if it is to be used immediately)
avoid excessive glare {to aid those with visual impairments) and keep
background noise to a minimum {to aid those with hearing impairments)

pape 16

•

provide handouts covering class materials so that copious notetaking is not
necessary
• use textbooks/resources that are available in alternate formats (e.g.,
cassette, on computer disc)
• provide alternate assignments, such as allowing a student to write a major
paper instead of taking several multiple choice exams (useful for students
with learning disabilities
• make teacher-prepared material available on computer disc
• allow additional time for exams if needed
• provide a list of assigned texts and support readings as far in advance of the
course as possible so that students can arrange to have books taped or
brailled
• allow the use of tape recorders/computerized notetakers in class
• allow preferential seating for students who may need to sit close to the
chalkboard or near an electrical plug to use assistive devices
• use captioned films and videos
• provide advance· notice for field trips so that adequate transportation
arrangements may be made by those with physical disabilities
When implementing these suggestions, however, it is important to remember
that each person's disability is different. What works for one student may be of
no help and may even be a hindrance to another. Instructors are advised to
discuss individual needs with each student.

Accommodations for Evaluating Student Learning
Current practices regarding evaluation of student learning will need to be
examined as well. Some students may need flexible time limits on writing exams;
others may need to have their learning assessed in ways that do not put them at
a disadvantage because of their disability. The Fire Academy's policy on
allowing oral exams in place of written ones will benefit students with learning
disabilities, for example.
Many specific suggestions regarding accommodations for evaluating student
learning (especially for students with visual, hearing, mobility, and learning
disabilities) were presented in our instructional workshop. Highlights of these are
listed below (for more detail, see Appendix D):
•

•

alternative projects or an alternative form of the assignment (e.g., a verbal
report rather than a written/drawn project for a student with restricted use of
her/his hands
flexibility with timelines for assignments and examinations

page 17

•

•

•
•
•

allowing the use of specialized writing equipment for tests and exams,
ranging from braille writers to typewriters and word processors; exams may
need to be prepared in an alternate formats as well
for oral assignments, allowing a student who uses a sign language
interpreter to give his/her presentation in sign language with an interpreter,
or substitute a written assignment
alternative assignments for field components which are not accessible.
written exams as alternatives to orals for those whose mobility impairment
affeds their speech
oral exams as alternatives to written exams for those with physical
impairments affecting their hands

As above, however, it is important to remember that each person's disability is
different. What works for one student may be of no help and may even be a
hindrance to another. Instructors are advised to discuss individual needs with
each student.

Adaptive Technologies
There is a full range of adaptive technology designed to help people with
disabilities succeed in an educational environment. Before considering the basic
equipment required to serve adults with disabilities, it is important to know what
resources are available to assist in the decision-making. Most agencies that
provide services to people with disabilities have on-site experts who can assess
the technology needs of those they serve. Those service providers are also
aware of the range of technology, what it will do and what it will cost.
In general, if the Justice Institute equips one computer station in the library, it
should be loaded with a commonly used word processing package such as MS
Word or WordPerfect, adaptive software such as Access DOS and Handy-Word
to assist physically disabled people with keyboarding and word prediction,
Zoomtext large print access software, and speech access software such as
Business Vision or Screenpower. Adapted mouse access should also be
provided. The system can be arranged so that the adaptive software can be
loaded with batch files as it is needed by the student. If the computer runs
Windows, additional speech packages such as Winvision or Screenpower for
Windows are also required. If Screenpower is chosen as the speech access
package, a synthesizer must also be purchased. It is also helpful if the monitor
is larger than normal, with a screen measuring 17 to 20 inches. A computer
station of this type can be fully equipped including the computer for
approximately $8,000 to $10,000. In addition, it is recommended that the
institution purchase a CCTV, which is a device used to magnify print so that
those with low vision can read books and other material. CCTVs cost
approximately $4,000.

page 18

Depending upon the disabilities of most of the students attending Justice
Institute classes, purchase of a braille printer or optical scanner can be
considered. However, as these items would cost an additional $8,000, obtaining
them is only recommended if students needing that kind of equipment regularly
register in Justice Institute programs. Students who are enrolled in classes at
post-secondary institutions have access to a equipment loan bank funded by the
Ministry of Skills, Training and Labour. The Adult Services Project, with the
assistance of SETBC, administers this program. Students apply through a
referring agent at each institution and equipment is loaned to the institution
which then makes it available to the student. A screening committee of the Adult
Services Project discusses and approves student requests which are
appropriate, and low tech solutions are often considered. Short term loans of
high cost equipment to serve specific students can be arranged, particularly if
institutions are fundraising to purchase equipment of their own. However, most
student needs can be met through the usual process. If institutions have
equipment available to students on campus, requests are generally made for
either laptops, word processors, or desktop personal computers with adaptive
software that students need at home to do assignments. It is expected that
students will have access to printers on campus to print out assignments for
instructors.
Other equipment such as FM listening systems can be loaned to students, and
the equipment is then set up with the help of a qualified audiologist.
Portacaptioning is also being used at some institutions. A standard list of Adult
Services loan equipment is available from SETBC (contact Gladys Loewen,
Project Manager at 264-8295·to establish a referring agent, and obtain the list).

Use of Interpreters
Most deaf people, and some who are hard of hearing, use interpreters to
facilitate communication in the classroom. Many people have good sign
language skills, but it takes special training to become an interpreter. To date,
the Justice Institute has not received funding from the Ministry of Skills, Training
and Labour to assist students cover the cost of interpreters. Therefore, only
students whose employers were willing to cover the costs of interpreters were
able to attend Justice Institute courses. The Justice Institute has been advised
that it will be eligible for student support funding once it is able to demonstrate a
demand for the courses by students who are deaf. The lack of this service could
constitute a major barrier for a student who could not get support from an
employer or a student taking a pre-employment program.
When hiring an interpreter, it is important to make sure that the interpreter is
registered with the Association of Visual Language Interpreters of Canada, as
there are specific pay scales, a code of ethics, and other standards which
page 19

members must follow. The student who will be using the interpreter should also
be consulted to make sure that she or he feels comfortable with the interpreter.
Because of the physical demands of ti 1e interpreting profession, interpreters
must have a short break every half hour if they are interpreting steadily, and can
not generally work for a full day. A professional interpreter can assess an
instructional situation and recommend that another interpreter be used if
necessary.

As most interpreters work on a contract basis, it is important to be clear about
what happens if a student does not attend class or if the interpreter must miss a
given day. In most interpreting environments, it is part of an interpreter's work to
go over technical vocabulary and to become familiar with the subject matter.
Therefore, the amount of preparation time should be discussed as part of the
contract.
Accommodations in the classroom when interpreters are present were dealt with
in our workshop. For further information about interpreters, see Appendix E.

Inclusive Curriculum

"College classrooms are comprised of learners from a wide variety of
backgrounds, experiences, and identities. lnclusivity can be defined as any
attitude, action or classroom practice that aims to recognize these diverse
individuals and groups by providing opportunities for full and equal
participation. lnclusivity addresses differences of all kinds, including those
based on gender, race, class, culture, religion, sexual orientation,
disability and age."
(From Samuel, M. et al. (1993). Pro diversity: A guide for achieving equity in the
classroom. Toronto: George Brown College)

Inclusive curriculum is a broad based concept promoting opportunity for full
participation and equal outcomes for all studerm;, which includes students with
disabilities. To be inclusive in our classrooms means not only to accommodate
our teaching and evaluating methods to the needs of students with disabilities
(as discussed above) but also to examine the curriculum and learning materials
we use for bias. Like most post-secondary institutions - and perhaps moreso
than some - the Justice Institute reflects an "ablist" bias in its learning materials
and curriculum. For example, learning materials, case studies, and
videos/training films portray primarily able-bodied persons doing the key jobs for
which the J. I. provides training.

page20

Program developers and deliverers at the Justice Institute need to examine their
curriculum and ask themselves questions like the following:
•
•
•
•
•
•

Have I included persons with disabilities when I describe examples of people
doing the job for which I am preparing my students?
Have I depicted persons with disabilities in a stereotyped way in my
materials?
Have .1 used language that excludes people with disabilities?
Have I avoided humour which demeans people with disabilities?
Have I prepared a strategy for handling student comments in class which
demean persons with disabilities?
Have I included in my course general awareness level instruction to acquaint
the justice and safety personnel am training with the special needs of
people with disabilities?

These are just examples of the kinds of questions to be asked about curriculum.
We strongly recommend that the Justice Institute pursue inclusive curriculum
training for its program developers and that it encourage the evaluation and
revision of existing curriculum to improve its inclusiveness.

Staffing
A significant barrier to attracting and serving students with disabilities is the lack
of designated staff to support students with disabilities. In these times of restraint
we hesitate to suggest the creation of a new position. However, we urge the
Justice Institute to consider at least a half-time position, perhaps modeled on the
position of First Nations Advisor, and to seek innovative ways to fund support
services in this area. This will require a commitment of J. I. resources as well as
government support. Creation of a focal point-for disabled services will continue
the process of raising the overall awareness of Justice Institute staff and be a
catalyst for better services to the disabled community. Sample job descriptions
from other institutions for people who advise disabled students are included as
Appendix F.
As more students use the Justice Institute campus on a continuous basis, it may
become necessary to employ a counsellor to help students deal with personal
issues, stress management, test anxiety, etc. It may also become imperative to
encourage the development of a student association that would assist in
advocating for students, or provide volunteers to assist other students in their
studies.
It is certainly true that the development of a strong support service network
within an institution would not only benefit students with disabilities, but others
as well.

page 21

Corporate Direction
When the Justice Institute made the decision to commission this study, it made a
very public commitment to making the changes necessary to better serve the
needs of students with disabilities. In so doing, it joined the ranks of a growing
number of institutions - both public and private - who are increasing their efforts
to accommodate persons with disabilities.
Now it must translate that commitment into action and reflect it in the documents
that guide its everyday operation and planning for the future. In this section we
analyze the current strategic plan and suggest issues to be resolved in the next
cycle of planning. We also examine existing policies, make suggestions about
possible revisions, and suggest that the commitment to serving· students with
disabilities be institutionalized in the form of an access policy.

Strategic Planning Issues
The 1994 Strategic Plan for the Justice Institute includes many priorities and
new directions which, if pursued, would greatly help the Justice Institute to better
meet the needs of students with disabilities. Since the time is almost here for
revisiting the Justice lnstitute's Strategic Plan, we offer the following comments
as input to the next cycle of strategic planning at the Institute.
Among the trends which were identified as major factors affecting the operation
of the Justice Institute in the next 3 years, the most relevant to persons with
disabilities were:
•
•
•
•
•

growth and change
decentralized delivery
more pre-employment training
inter-academy collaboration
expanding clientele

Taken together these all speak to the need for and opportunities for greater
participation of persons with disabilities in justice and safety training. These
factors are as relevant today as they were in 1994.
It was pleasing to see the emphasis on expanding beyond the traditional
clientele of the Justice Institute but distressing to see that persons with
disabilities were not included in these statements. We were assured that this
was an "error of omission not commission" but urge the Justice Institute to take
immediate steps to remedy this.

page 22

For example, goal #6 under Leadership and Governance reads:
"Promote the involvement of women, First Nations people, and minority
groups.•
The omission of persons with disabilities is obvious. While it is true that many
Justice Institute programs make physical demands on students, this is not true of
all. AJso, it must be remembered that the phrase "persons with disabilities·
includes a wide variety of disabilities, not just mobility impairments. We hope this
omission will be remedied not only in the plan but also in the advertising and
marketing materials referenced elsewhere in this report.
Activities which flow from this goal include (from p. 13):
•A13: Develop an awareness training program for all staff regarding
employment equity.
A14: Develop a proposal to promote broader application of employment
equity in Justice Institute employment practices.
A 15: Develop a market strategy to enhance training opportunities for
target groups.•
We urge the Justice Institute to re-commit to these goals and activities as it
moves forward and to take steps to ensure that the needs of persons with
disabilities are not ignored in the next cycle of planning.
For persons with disabilities, the other key section of the Strategic Plan is
Initiative B, Programs and Instructional/Student Services. Key goals here are:
"1. Provide an instructional environment that maximizes educational
opportunities for students.
3. Provide physical facilities and support services conducive to student
learning.
5. Provide professional, courteous, and efficient services to students.•
These are important goals for all students, but the specific actions which flow
from them may vary if the needs of disabled students are kept in mind. The
Justice Institute has moved a quantum leap forward in providing an accessible
building for disabled students. The next priority is to provide the other supports
necessary to ensure that learning occurs for all, things like:
•
•
•

interpreters for deaf students
learning materials in alternate formats for those who cannot use print
materials
adaptive technologies

page23

and many things already recommended elsewhere in this report.
The goals and values expressed in the Justice lnstitute's existing Strategic Plan
hold much promise for persons with disabilities. Now is the time to renew this
commitment and to move to specific implementation.

Policy Issues
Although the primary focus of this study is on students, our review of existing
policies also surfaced some issues which might impad on staff of the Justice
Institute who have disabilities. Below are listed policies which might relate to
persons with disabilities. We point out both positive measures already taken by
the Justice Institute and issues we think could use further discussion. The
comments/questions provided could guide that discussion:

Index#

Topic

Comments/Questions

1100

Occupational
Health & Safety

• these policies call for any employee/secondee/student

&

4200

Safety

•

•
1190

Staff Orientation

• disabled staff or students might need a special form of
•

1202

Hiring
Procedure

who observes an unsafe/harmful condition to report
same to a Director. It should be noted that a condition
which is not "unsafe or harmful• to an able-bodied
person may represent a danger to a person with a
disability. The Justice Institute may want to use a
"disability lens• when examining potential dangers in
the workplace
the Justice Institute might want to arrange for a
disabled student or employee to sit on the OH&S
committee.
provisions for evacuation of persons with disabilities
should be included here as well

orientation as mentioned in the facilities report (e.g. ,
an audiotaped map of the campus for the visually
impaired)
all staff should receive as part of their orientation an
awareness session on how to assist persons with
disabilities (similar to that done for Justice Institute
staff this fall)

• we applaud the commitment to flexible working

arrangements indicated in clause 3 of this policy; this
is a real plus for persons with disabilities

page 24

0

1250

Harassment
Policy

• we applaud the inclusion of personal harassment and
•
•

2030

3010

3051

we suggest adding a clause indicating the Justice
lnstitute's commitment to hiring persons with
disabilities and procedures for making sure that
advertising for positions reaches the disabled
community

the reference to B.C.'s Human Rights Act which
prohibits discrimination on the basis of disability
(among other grounds)
clause 2.1. 1 says that •students may seek advice from
their instructor or program director" but provides no
alternative in case the alleged harasser is the
instructor or program director.
the procedures appear to have been written to handle
disputes between Justice Institute personnel; perhaps
they should be reviewed by a group including students
to see if they would work as well for students

Use of
Telephone by
Students

• this policy should be revised to include the provision of

Informational
Pamphlets,
Brochures &
Publications

• this policy could be revised to include suggestions

Travel Expenses

• the Justice Institute could demonstrate its commitment

a Telephone Device for the Deaf (TDD)

•

made above regarding production of brochures
commitment to providing information in alternate, nonprint format should be included as well

to serving persons with disabilities by incorporating in
this policy specific clauses dealing with special travel
needs of persons with disabilities

3164

Room Booking

• a recommendation about the internal room booking
•

3190

Accommodation

•

system was made above; enshrining this in policy
would reflect a commitment of the Institute to serving
persons with disabilities
it is suggested that Justice Institute adopt a policy of
using only accessible facilities for off-site training
potential accommodations should be assessed using
National and Provincial accessibility guidelines

page26

3270

4000

4300

Institute Vehicle
Fleet

• add clause for provision of vehicles with hand controls

Cost Sharing of
Cross-divisional
lnstrudional
Resources

• we applaud this progressive policy and feel it might

Institute wide
computer
system support

• a clause expressing the Justice lnstitute's commitment

for disabled staff who might need them

provide a vehicle for assisting with the creation of
learning materials in alternate formats which could be
used by persons with disabilities

to providing specialized computer software for use by
staff and students would be a major step forward in this
area

To make a significant impact at this point, the Justice Institute needs to develop
a proadive policy on access for students with disabilities. Such ACCESS
policies are in place or under development in many post-secondary institutions
(for samples, see Appendix G). The BC Educational Association for Disabled
Students (BCEADS) is just completing an analysis of the existing policies and we
recommend consultation with them during the development of an access policy.
The following components (at a minimum) should be addressed in such a policy:
•
•
•
•

forms of accommodation provided
documentation required
type of appeal mechanism
provision for staff/faculty education and training

Such a policy would state the Justice lnstitute's commitment to providing
services for disabled students and provide details about how such services
could be accessed.

page2f

RECOMMENDATIONS
Based on the information gathered and the analysis of its current operations, we
make several recommendations which, taken together, will greatly improve the
Justice lnstitute's efforts to "provide a welcoming and understanding
environmenr for students with disabilities.
We recommend that the Justice Institute:

Physical Accessibility
1. Implement recommendations from the Facilities Report of July, 1995.
2. Implement a method of room booking which would allow classes which
include disabled students to move to a larger room as necessary.
3. Undertake an annual evaluation of the physical facilities and develop an
ongoing system for gaining feedback from staff and students regarding
necessary improvements to the facility.
4. Require all off-site facilities used for training programs to meet accessibility
guidelines.

Marketing
5. Develop and implement an overall marketing plan to proactively recruit
students with disabilities.
• Agencies serving the disabled community should be included on
mailing lists and "speaking tours·.
• Articles and ads should be placed in the major newsletters serving the
disabled community.
• All print materials should use "high contrasr design to aid those with
low vision.
• All marketing materials should include a statement like that in the new
CCS calendar inviting students with disabilities to apply to Justice
Institute programs.

page 27

Support Services
6. Design a common registration forr.i to be used by all components of the
Justice Institute which clearly states its commitment to serving students with
disabilities and encourages disabled students to self-identify and seek
assistance.
7

Investigate ways to improve the flow of information about disabled students'
special needs from the registration office to the program and instructional
personnel who can act on it.

8. Install two TDDs (Telephone Device for the Deaf), one in the registration
area and one in the library.
9. Purchase a CClV magnification unit and one adapted computer station for
the library.
10. Begin a dialogue with other post-secondary institutions to facilitate the
sharing of other adaptive technology needed by persons with disabilities.
11. Designate a JI staff member to be a "referring agent" for the SETBC Adult
Services Project.

Instructional Issues
12. Pursue further workshops and training for its current staff on skills like basic
sign language and on topics such as accommodating disabled students in
the classroom, inclusive curriculum, and working with students who have
learning disabilities.
isabilities as part of its
13. Include a workshop on awareness of people with d_
orientation for all new employees.
14. Review existing course content to ensure t.,at components regarding how to
deal with and assist people with disabilities are present.
5. Review existing course content to ensure that curriculum is inclusive of
persons with disabilities.
16. Support instructors in their efforts to provide learning materials and
examination materials in alternate formats.

page28

17. Charge a new employee or an existing staff person with the responsibility of
coordinating the Justice lnstitute's program for serving the needs of students
with disabilities.
18. Seek funding support from the Student Services Branch of the Ministry of
Skills, Training and Labour for paying interpreters and student assistants
such as notetakers, scribes, etc.

Corporate Direction
19. Develop, in consultation with other post-secondary institutions and agencies
serving the disabled community (e.g., BCEADS}, a proactive "access policy"
which outlines the J. l.'s commitment to serving students with disabilities.
20. Revise existing policies as necessary to meet the needs of students and staff
with disabilities.
21. Include in its next strategic plan specific activities to encourage the
participation of people with disabilities in the operation of the Justice Institute
both as students and personnel.
22. Charge individual academies with the responsibility to open discussions with
client ministries regarding job qualifications and requirements which limit
access to J. I. training by persons with disabilities.

Appendix A:
Report on the Physical Accessibility of the
Justice Institute of B.C.

REPORT ON THE PHYSICAL ACCESSIBILITY
OF THE
JUSTICE INSTITUTE OF BC
Prepared by Marg Penney, Betty Nobel,
and James Ludvigson
July, 1995

BACKGROUND
The first task of the Needs Assessment project to determine the accessibility of the Justice
Institute and its programs has been to investigate the physical accessibility of its new
location. Accordingly, on July 19, we met with Shelley Rivkin, Pam White and David Allen
to review the draft checklist we had prepared and to tour the facilities. It was pointed out
that there had been consultation regarding physical accessibility during the building phase
of the new facility, and project staff mentioned that we have the reports that were prepared
as a result of that consultation. The checklist that we developed (attached) was compiled
from various sources and personal experience. It was used as a guideline during the tour,
and can be used to track improvements to the facility.

FINDINGS
Parking, Transportation and Outdoor Areas

There are three parking spots in the student lot and two in the faculty lot that are
designated for use by persons with disabilities. All spots are of appropriate size, and there
is adequate room for unloading. It is recommended that Handy Dart use the student
parking area, and that this be indicated on future maps. Signage to identify the Handy Dart
area is recommended. It is also recommended that the phone booth to be installed near
the Handy Dart area be low enough to be accessed easily by wheelchair users.
The Justice Institute of BC is accessible by bus which connects to SkyTrain and there is an
audible signal at the nearest comer, 8th and McBride. A gravel path leads to pathways that
connect to the building. It is recommended that it be watered from time to time to compact it
for continued ease of navigation by wheelchairs. Areas that lead from the gravel path to
entrances of the building are nicely textured so that they can be clearly identified by people

page]

with visual impairments, and a designated relieving area for guide dogs was suggested
during the site visit. Slopes in the outdoor area are gradual and can be managed easily. It
is recommended that outdoor stairways be identified with brightly coloured tadile strips so
that they are easy to deted. It is also recommended that picnic tables in the communal
areas be stationary so they cannot be moved to create unnecessary obstades.
Doors, Elevators, and Stairways

Automatic doors at the main entrance operated smoothly and were a good width. However,
there are no automatic doors inside the building. Problems were noted with the weight of
the library door and with the mechanism on the inside of the door leading from the cafeteria
to the gymnasium. It is recommended that an automatic door be installed at the entrance to
the library and that one be considered for the passage le~ding from the cafeteria to the
gym, although the latter is less pressing since there is access via an external door. These
could be of the push-button variety which are less costly than other models. Other internal
doors have wing handles and are light enough to be manipulated easily.
There are no ramps inside the building as all areas are accessible by elevator except for
two areas in the atrium: the lounge area under the stairwell; and the seating areas beside
the staircase. Elevators are clearly marked both inside and on the door frame. An audible
indication identifying the floor on which the elevator has stopped would be useful.
Elevators are wide enough for good manoeuvrability, and there is adequate time to exit or
enter the elevator when it has stopped.
It is recommended that stairways have non-slip treads installed on each step, and that
coloured tadile strips be used where stairs begin and end, and on landings. Railings
should also be marked with tadile strips where stairs begin and end. Stairways should be
well-lighted at all times. It was not possible to assess problems a low vision person might
have with internal stairways (e.g., the one opposite the elevator in the office block). It is
recommended that this be further assessed when the safety audit planned as part of the
Safer Campuses Projed is undertaken. Where fire exits are not accessible to those in
wheelchairs, a plan should be in place to evacuate people safely, or they should be
instruded to wait in clearly identified refuge areas. All students should know which exit they
are to use. It is recommended that flashing lights to indicate a fire alarm be installed in
common areas, or a plan should be in place to warn deaf students when the fire alarm has
sounded.
Reception, Registration, and Atrium

Service counters in both registration and reception areas were accessible to wheelchair
users and staff were friendly and helpful. Phone booths in the atrium (behind the central
staircase) are a little high, and BC TEL should be asked to lower them and to install a

page2

Telephone Device for the Deaf in a central location (perhaps adjacent to the registration
area).

Classroom Facilities and Library

As mentioned above, the entry door into the library should be an automatic one.
All classrooms are accessible, including the computer lab, depending on the arrangement
of the furniture. Room numbers are clear and tactile. It is recommended that a chiropractic
chair and/or other ergonomic furniture be available for use if needed. A wheelchair can fit
under the tables in the classrooms and break-0ut rooms, and ordinary chairs are light and
easy to move. The echo in some of the break-Out rooms could cause problems for those
with hearing impairments, so carpeting those rooms or using acoustic tile to cut down the
echo would make them more functional. All areas of the theatre were accessible. The
platforms in the court simulation area are not, but a wheelchair area is in process.
Entering the library was difficult, but once inside, all areas were accessible. Aisles are wide
and study carrels are accessible. Wheelchair users will require assistance to obtain books
on shelves that are too high for them to reach. As yet, there is no adapted computer work
station for people with disabilities, but this subject will be covered in a later report.
Adaptations would have to be made to the furniture in the area designated for student
computer use. The computer terminal for general use was physically accessible but could
not be used by anyone with a visual impairment. Solutions for this problem will also be
covered later.

Washrooms
There is an accessible washroom on every floor, but the signage to find it is not adequate.
Larger signs protruding from the wall above the washroom and on the door itself are
recommended. The symbols on all of the washroom doors are not easily identifiable by
touch, and should be marked either in braille or with a larger, more raised symbol.
Alternately, students would need to memorise the number of the washroom appropriate for
their use.. The only problem inside the washrooms was use of the faucets. It would not be
easy for a person with a visual impairment to figure out how to use them since directions
are not written in raised format.

Cafeteria
The cafeteria could be made more accessible if a braille menu and price list were available
and if the announcements and prices on the chalk board were written in colours that would
give more contrast. Staff were very helpful, and wheelchair access to tables was good as
the tables and chairs could be pioved easily.

page3

Signage and Maps
Where signage is already installed it is usually good. The importance of contrast so that
signage is clearly visible can not be over emphasised. The sign must stand out from the
background on which it is written, both visually and tactually. The maps beside the
elevators are not easy to read because the contrast is poor. The large map near the front
entrance is better. It is recommended that a guide to the campus be produced on cassette
tape and made available to students before they are due to start classes. It should be like
an audio map of the campus and include location of washrooms, their numbers,
classrooms, offices, reception, registration, administration, etc. Outdoor areas should also
be desaibed. It is also recommended that large wheel-chair stickers be placed on
automatic doors to identify them clearly.

SUMMARY AND RECOMMENDATIONS
The Justice Institute of B.C. has shown considerable foresight and leadership in creating a
facility that is well suited to the needs of persons with disabilities. The following
recommendations will assist the Justice Institute to build on an already admirable
foundation and are presented in 3 categories:
•
•
•

those that require little or no expenditure
those that require some but not considerable expenditure
those for which minor capital dollars might be sought

This categorization is suggestive only and will need further investigation.

Recommendations that require little or no expenditure include:

1. The Handy Dart drop-off area should be clearly indicated by signs.
2. The phone booth to be added near the Handy Dart drop-off area should be low enough
to be accessible to wheelchair users.
3. Gravel paths should be watered regularly to compact them for easier wheelchair
passage.
4. A designated relieving area for guide dogs should be established.

page4

5. Possible visibility problems on internal stairways should be further investigated as part

of the campus safety audit.
6. Students and staff should be well acquainted with refuge areas and procedures for
evacuation of persons with disabilities in case of fire.
7. A braille menu and price list should be available in the cafeteria and regular menus
should use high contrast to aid those with low vision.
8. Large wheelchair stickers should be placed on the automatic doors so thnt they can be
recognised as such from a distance.
9. Signage visible from the main hallways indicating the location of accessible washrooms
should be installed.

Recommetidations that require some but not considerable expenditure include:

10. Brightly coloured, tactile strips should be used to identify the edges of each step on
stairways, both indoors and out to aid those with low vision.
11. Picnic tables and other outdoor furniture should be stationary rather than moveable to
avoid the situation where they might be moved to a position which creates a barrier to
passage.
12. Non-slip treads should be installed on stairways.
13. A chiropractic chair or other ergonomic furniture should be available for use by those
with back or shoulder problems, arthritis, etc.
14. The recessed symbols presently used on the doors of washrooms should be replaced
with raised symbols which are more easily identified by touch.
15. All new signage should use high contrast (both visual and tactile).
16. Maps beside the elevators should be replaced with ones which meet the high contrast
criteria.
17. An audiotaped introduction to and "map" of the campus should be provided for visuallyimpaired and learning disabled students and this should include an explanation of the

page5

operation of the faucets in the washrooms. In addition, a special needs guided
orientation/walkabout should be considered for persons with disabilities.
18. Some method of eliminating the echo in breakout rooms (e.g., acoustic tile) should be
adopted.

Recommendations for which minor capital dollars might be sought include:

9. Automatic doors should be installed at the entrance to the library and, possibly, in the
hallway connecting the cafeteria and the gym.
20. An audible signal indicating on which floor the elevator has stopped shouid be installed.
21. Flashing lights to indicate a fire alarm to deaf students should be installed in areas such
as the cafeteria, theatre, and washrooms.

page6

Accessibility Checklist - Justice Institute of BC
Item

Yes/No

CQmment

* Parking/transportation
Are there handicapped parking spots?
Is there access for a van with extra wide parking
space (min. 3. 7m) to allow for loading/unloading)?
How accessible are buses and SkyTrain?
Are there Handy Dart pick-up and drop-off zones?
Is there a designated relieving area for Guide Dogs?
* Outdoor Paths
Are outdoor paths min. 150 cm in width?
Is slope of path less than 1/20?
Are there curb ramps?
Is there sufficient texture and contrast to assist the
visually impaired?
Are there coloured tactile strips to indicate outdoor
stairways?
*Doors
Do doors have clear opening of 815 mm.?
Are automatic doors available?
For non-automatic doors, is door weight light enough
for easy access?
For non-automatic doors, is maneuvering room
sufficient?
Are door levers (i.e. wing handles) provided instead
of knobs?
Are thresholds under 13 mm.?
* Stairs/Ramps

page 7

Are ramps (min. 91.5 cm.) available?
Is slope of ramp less than 1/20?
Are there slip-resistant treads on stairs and ramps?
Are there coloured tactile indicators on railings and
step edges?
Are stairs sufficiently well lighted for low vision
persons?
Is there a tactile warning at top of stairs?
Do railings extend beyond top and bottom of stairs?

*Elevators
Can all parts of the building be accessed by ramp or
elevator?
Are doors 915 mm. wide?
Are there Braille or raised numbers to indicate floor,
open, close, and emergency buttons and star symbol
for main floor?
Is there an audible announcement of floor numbers?
Are there raised floor numbers on door frames?
Are all buttons reachable from wheelchair height?

•Class/Lecture Rooms
Is there a mobile ergonomic station, i.e. wheelchair
accessible desk, chiropractic chair, etc.?
Are group study rooms accessible?
-

Are classroom doorways wide enough for wheelchair
access; and is there space to maneuver?
Is there wheelchair access to tiered lecture rooms?
Are computer work stations accessible?

*Washrooms
Is there an accessible washroom on every floor?

page8

Are doors wide enough?
Are there any DOUBLE DOORS?
Is there an accessible hand-operated flush
mechanism?
Are there grab bars next to toilets?
Are there lever handles on faucets which are not
spring loaded?
Is height of paper towel and soap dispensers
appropriate?
Is height of mirror and sink appropriate?
Is there knee and foot clearance under washbasin?

*Library
Is the entry accessible?
Are tables and desks for study accessible?
Is shelving accessible (e.g., width of aisles, height of
shelves)?
Is there assistive technology available?
Is there access to regular devices (e.g., microfiche)?
Is there provision for a first time orientation for the
visually impaired?

* Offices/Corridors
Are corridors free of obstructions which might be
hazardous to the visually impaired?
Are drinking fountains accessible?
Are public telephones accessible?
Is there a TTDITTY available?
Are offices accessible to disabled faculty, staff, and
students?
Are there fire escape routes for disabled persons?

page9

Is there a visual signal (e.g., strobe light) for fire
alarm?

* Cafeteria Restaurants
Are there designated spaces for wheelchairs?
Is there a Braille menu?
Is there tactile labeling of sandwich areas, coffee,
etc.?
Can food, napkins, silverware, condiments be
reached from wheelchair height?

* Signage
Is there tactile Braille/raised numbering/lettering for
classrooms and washrooms?
Are signs against a high contrast background?
Is signage at appropriate height and free from glare?
Is a description of room locations and general design
of campus available on cassette in lieu of map?
Is location of accessible door clearly signed?
Is location of accessible washroom clear?
Are there emergency maps on each floor?
1. Documents scrutinized to compile checklist include the following:
National Accesa Awareness Week Community Checklist
Building Accessibility Compliance Project
B.C.E.A.D.S. Physical Accessibility Checklist
N.E.A.D.S Checklist
U A.U. Physical Accessibility Report
UMA Spantec Ltd.'s Preliminary Building Report No. 1, Justice Institute of BC, New Westminster Campus
2. Solutions may include human assistance, bullding modification, and/or changes over time.

page JO

Appendix B:
Organizations and Agencies serving Persons with Disabilities

Educational Organizations:
U.B.C.
Disability Resource Centre
Phone: 822-5844 TDD: 822-9049
S.F.U.
Students with Disabilities
Phone: 291-5792
Douglas College
Disabled Students Services
Phone: 527-5115 TDD: 527-5450
Capilano College
Disability Support Services
Phone: 983-7527
Vancouver Community College
AS. E. Co-ordinator
Phone: 871-7220
Cross-Disability Organizations:
advocacy, lobby and educational organizations dedicated to the improvement of
conditions for persons/students with disabilities in public and private post-secondary
institutions in B. C.
BC Educational Association of Disabled Students (BCEADS)
Suite 714 - 207 West Hastings Street
Vancouver, BC V6B 1H7
Phone: 683-5525
Fax: 683-5592
BC Coalition of People with Disabilities (BCCPD}
204 - 456 West Broadway Avenue
Vancouver, BC VSY 1R3
Phone:875-0188

BC Labour Force Development Board (BCLFDB)
Suite 221 - 560 Johnson Street
Victoria, BC vav 1X4
Phone:356-5360
Fax: 356-9444

Visual Impairments:
Canadian National Institute for the Blind (CNIB)
350 East 36th Avenue
Vancouver, BC V5W 1C6
Phone: 321-2311
Coalition of Organizations of Blind and Visually Impaired Consumers
1201 Bank of Canada Building
900 West Hastings Street
Vancouver, BC V6C 1E3
Phone: 669-2201

Hearing Impairments:
Western Institute for the Deaf and Hard of Hearing
2125 West 7th Avenue
Vancouver, BC V6K 1X9
Phone: 736-7391
Canadian Association for the Deaf - B.C. Division
4968 Victoria Drive
Vancouver, BC VSP 3T6
Phone: 325-2151
Mobility Impairments:
Arthritis Society
895West10th Avenue
Vancouver, BC V5Z 1L7
Phone: 879-7511
BC Epilepsy Society
354 Columbia Street
New Westminster, BC V3L 1A6
Phone: 524-8555

BC Paraplegic Association
780 S.W. Marine Drive
Vancouver, BC V6P 5Y7
Phone:324-3611
Cerebral Palsy Assn. of BC
4423 Boundary Road
Vancouver, BC VSR 2N3
Phone: 431-3833
Muscular Dystrophy Association
303 - 1338 West Broadway Avenue
Vancouver, BC V6H 1H2
Phone: 732-8799
Multiple Sclerosis Society
205-6125 Sussex Avenue
Burnaby, BC VSH 4G1
Phone: 437-3244
Leaming Disabilities:
Leaming Disabled Assn. (BC)
203-15463104th Avenue
Surrey, BC V3R 1N9
Phone: 588-6322

Psychiatric Disabilities:
Canadian Mental Health Assn. (BC)
175 West Broadway Avenue
Vancouver, BC VSY 1P4
Phone: 872-4902
Non-Visible Disabilities:
BC Head Injury Assn.
218 6th Street
New Westminster, BC V3L 3A2

BC Lung Association
906 West Broadway Avenue
Vancouver, BC VSZ 1K7
Canadian Cancer Society
565 West 10th Avenue
Vancouver, BC VSZ 4J4
Phone:872-4400
Canadian Diabetes Assn.
1091 - 1099 West 8th Avenue
Vancouver, BC V6H 2V3
Phone: 732-1331
Heart & Stroke Foundation
1212 West Broadway Avenue
Vancouver, BC V6H 3V2
Phone:736-4404
AIDS Vancouver
1107 Seymour Street
Vancouver, BC V68 558
Phone: 893-221 O

Appendix C:
Sample Advertisement

from transition published by the BC Coalition of People with Disabilities

!

T

L

R

A

New

Definition
a Victory
by Lucille Wood
The BCCPD, together with
representatives from the BC
Association for Community
Living and the Canadian
Mental Health Association,
BC Division, has been part
of the Ad Hoc '95 Coalition,
working for reform of income support systems for
people with disabilities.
Ad Hoc is now part of
the joint community I government advisory board to
facilitate implementation of
BC's new definition of
"handicapped" in the GAIN
regulations.
The new definition is a
hard-won victory for the
disability community in B.C.
Handicapped status has
been redefined to stress the
duration, rather than the
permanence, of a person's
disability (the current definition requires that the disability be "apparently permanent"). The change recognizes that many people with
disabilities may have periodic remissions.
A commitment has also

N

S ', "

I

T

been made to remove the
criterion of employability.
Currently, a person has to
be declared "permanently
unemployable" in order to
qualify for Handicapped
Benefits. Removing the
employability criterion recognizes the employment
potential of people with
mental and physical disabilities. It will allow people
with disabilities to move into
employment and develop
alternative models of employment.
With the employability
requirement gone, applicants will no longer have to
try all remedial therapy and
retraining or rehabilitation
before being eligible. The
door will be open for people
with disabilities to take part
in training and retraining.
The application form is
being redesigned so that
health care providers other
than doctors can have input. For example, a physiotherapist can speak about
the severity and extra costs
for assistance.
There's also been strong
advocacy about changing
the term "handicapped" to
"person with a disability".
One of the problems is that
this is the term used
throughout the legislation
itself. Therefore, new legisla-

I

0

N

tion would be required. The
Minister of Social Services,
Joy MacPhail, announced at
the· BCCPD Annual General
Meeting on October 21,
1995 that the new definition
would go into effect on
January l, 1996.
Congratulations and
thanks to everyone that
worked so hard (and for so
long) on making this
change. ""

Open doors to
your future
VANCOUVER COMMUNITY
COi.LEGE offers a wide range
of programs for students with
disabilities, including:
• Building Services Worker
• Relationships and You
(at City Centre Campus)
• Program for Deaf and
Hard of Hearing Adults
• Program for Visually
Impaired Adults
(at King Edward Campus)

CALL NOW to register for
January 1996 Programs.
443-8451 <City centre> or
871·720& fKlng EdWard>

November/December 1995 •page S

Appendix D:
Handout on Classroom Accommodations for Persons with Disabilities

lncreasedAccasfor Students with Disabilities: An Instructional Issues Workshop
Justice Institute ofBC

Accommodating Students with Disabilities in the Classroom
When instructors are faced with teaching a person with a disability, they often
feel inadequate because of lack of knowledge. Sometimes they fear making a
mistake in interacting with a person who has a disability which will cause both
people embarrassment. But the real concern of many instructors is that they will
have to radically change their teaching strategies to accommodate the student
with a disability. This is sometimes true, but not often necessary. In fact,
instructors sometimes find that methodologies that work better for students with
disabilities also help the whole class to learn. Here are some general strategies:
•
•
•
•
•
•
•
•
•
•

speak as you write on the board or overhead projector
try not to stand in light that is too bright
provide handouts so that copious notetaking is not necessary
use textbooks/resources available in alternate formats (e.g., cassette, on
disc)
provide alternate assignments, such as allowing a student to write a major
paper instead of taking several multiple choice exams
give credit for participation in class discussions
be flexible with timelines for assignments as long as all assignments are
completed within the time the course is being offered
make teacher-prepared material available on computer disc
allow additional time for exams if needed
provide an alternative to an in-class assignment

To help you determine what accommodations might be necessary, ask yourself
the following questions:
1. What are the outcome variables that are absolutely required of all
participants?
For a program: the skills or competencies required in the field and the
requirements for licensing or professional accreditation.
For a course: the academic skills required, the subject area knowledge and
specific knowledge or concepts which must be learned.
2. What methods of assessing outcome variables are absolutely necessary and
what are acceptable levels of performance on these measures?
3. What methods of instruction are non-negotiable?

Increased Access for Students with Disabilities: An Instructional Issues Workshop
Justl.ce Institute ofBC

With respect to providing reasonable accommodation, the following are some
questions which may also assist in determining the accommodation which can
be provided.
4. What alternate methods of instruction could be used to present essential
program or course components?
5. What auxiliary aids (e.g., taped texts) might be beneficial to the student?
6. What alternate methods of evaluation could be considered for assessing
essential outcome variables and how will these alternative measures be
evaluated?
7. What are acceptable levels of performance on the alternative measures?
(For example, how heavily will process and product performance be
weighted?)
8. How will scores from alternative measures (e.g. oral versus written
responses) be equated with traditional standards?
9. Does the student understand the restrictions on accommodating methods of
instruction or means of evaluation?
10. Can the student meet all essential requirements in spite of his/her disability
when given reasonable accommodation?

Following are some suggestions specific to the disabilities most often
encountered. Much of this material is adapted from
''Teaching Students With Disabilities," produced by the UBC Disability
Resource Centre, 1993

Increased Access for Students with Disabilities: An Instructional Issues Workshop
Justice Institute ofBC

Visual Impairment
Instructional Strategies
Provide a list of assigned texts and support readings in advance. Students
need to arrange to have books taped or brailled, which may take several
months. Much time and effort can be saved if instructors specify when only
certain sections or chapters of books are required.
D Restrid your movement away from a tape recorder and repeat any student
comments/questions to ensure these are recorded. Note: visually jmpaired
students who wish to use a tape recorder should obtain the instructor's
permission first and are responsible for their own equipment.
D Read aloud any written material presented to the class, including materials
on the blackboard or flipchart. Try to verbalize briefly any other visuals such as
slides or overheads. A few brief verbal 'brush strokes' may suffice. A classmate
may supply the rest of the information or, if possible, a private consultation with
the student may be in order.
D Consider the student's needs for preferential seating if seating is on an
assigned basis as students may need to sit close to the chalkboard or near an
electrical plug if using a tape recorder or laptop computer.
o Use good contrast in printed material for persons who are partially sighted.
Yellow chalk on a green board provides maximum visibility.
D Create a noise-free environment as unnecessary sounds can be distracting.
For example, turn off the overhead projector when not in use.
D Proceed as usual to use videos, slides and films. A classmate may assist
the visually impaired student with describing the visuals. If possible, make the
material available for a private showing.
D Encourage the student to get an orientation to the classroom and any
laboratories prior to classes starting. The onus is on the student to make such
arrangements.
D

Assignment Accommodations
o Consider alternative projects or an alternative form of the assignment (e.g.,
a verbal report rather than a written/drawn project). The student should meet
with the instructor to discuss any modifications at the beginning of the term.
o Encourage students to discuss with you timelines for projects and
assignments as information-gathering is a problem and may require additional
time as well as the assistance of academic assistants or volunteers.
o Be prepared to give the student ample lead time to complete assignments.

Increased Access for Students with Disabilities: An Instructional Issues Workshop
Justice Institute ofBC

Examination Accommodations
Students with visual impairments may need to write examinations at some other
special setting to accommodate the student's need for additional amounts of
time and their need for specialized writing equipment, ranging from braille writers
to typewriters and word processors. As exams may need to be prepared in an
alternate format such as large print, braille, or cassette tape with exams in
advance is expected. Students are responsible for alerting instructors of their
special examination needs.

Technical Supports
Although braille is associated with blindness, only a very small number of
visually impaired persons are proficient in using it (about 2 - 3% in North
America). The majority, especially those who become blind later in life, use
other overcoming technologies such as taped books, personal.readers,
computers which convert print into speech, and many other methods. The
majority of visually impaired students use typing or word-processing for their
written communication. Some may wish to use a tape recorder to tape lectures
for later review, while others may have access to small, specially adapted laptop
computers for notetaking. Instructors are asked to cooperate in permitting these
devices in the classroom, provided they are not disruptive to the class.

Increased Accas for Students with Disabilities: An Instructional Issues Workshop
Justice Institute of BC

Hearing Loss
Instructional Strategies
D Provide preferential seating. The student may want to sit at the front of the
class with an unobstructed view of the instructor's face. In small group classes it
may be advantageous for the chairs to be arranged in a circle. If an interpreter
accompanies the student, a chair in front of the student may be required.
o Avoid unnecessary movement so that your face is visible to the student.
When writing on a chalkboard, turn to face the class when speaking.
o Use a neutral background. Avoid a window or bright light; the glare may
obs~rud your face.
o Provide in advance a copy of material to be covered and a list of highly
technical words and unfamiliar proper names.
o Reinforce your verbal presentation with written text as much as possible.
o Tum off an overhead projedor when not in use; its hum can be distracting.
o Use captioned films and videos where available. A private showing or
discussion/summary of the material may be helpful. For deaf students using an
interpreter, sufficient light needs to be available for the interpreter to be visible.
o Face the student not the instrument when explaining use of lab equipment.
o Consider use of a mirror so your fe~e is visible if facing away from the
student is necessary such as in a computer class where both the instructor and
the student face the screen. An alternative is to use cameras to show your
demonstration on a screen.
o Avoid referring to a class handout while lecturing; it is difficult for the deaf or
hard of hearing student to focus on both instructor and handout simultaneously.
o Allow for a few moments when referring to manuals, texts or other materials
so that the person has time to shift to the material.

Communications Strategies

o

Ensure that you have the person's attention before speaking; if not, tap the
person's shoulder or arm or wave your hand gently.
o Maintain eye contact. Don't turn away in the middle of a sentence.
o Direct your comments or questions to the person, not the interpreter.
o Re-phrase a word or sentence if not understood the first time, rather than
repeating the same words.
o Speak normally without "over-enunciating" or speaking loudly. If you speak
quickly, try to moderate your pace.
o Avoid communication when the person is moving as facial visibility may be
reduced and background sounds may be distracting.
o Repeat questions or statements from other students.

Increased Acca.r for Students with Disabilities: An Instructional Issues Workshop
Justice Institute ofBC

Assignment and Examination Accommodations

o

For oral assignments, allow a student who uses a sign language interpreter
to give his/her presentation in sign language with an interpreter, or if
appropriate, substitute a written assignment in place of an oral presentation.
o Write down the date, time and location for assignments, as well as any other
relevant information.
o Consider that, as oral examinations are difficult for students with a hearing
loss, written exams may be preferred. Deaf students may wish to use an
interpreter to voice their answers.

Assistive Listening Devices
Many hard of hearing persons use one or two hearing aids or other assistive
listening devices which help to amplify sound. There are several types of such
systems which consist of a transmitter and a receiver. Your cooperation in
wearing the transmitter will benefit the hard of hearing student. Such
systems are not recording devices. The use of such devices is situationdependent. For example, an infrared listening system may work well in the
classroom, but is less effective for an outdoor skill demonstration.

Interpreters
Interpreters belong to a professional occupational group, bound by a Code of
Ethics, and are trained to provide interpretation services in English/American
Sign Language for communication between deaf and hearing persons. Some
interpreters also do oral interpreting. While attention may initially be drawn to
interpreters, their role soon becomes recognized as an integral part of the
communication process between deaf, hard of hearing and hearing people. It is
important to remember that interpreters are an aid to everyone in the classroom
and that visual and verbal communication by instructors and students should be
directed to the deaf or hard of hearing person, not to the interpreter

Sign Language
Among the various forms of sign language are ~igned English, which follows the
syntax of the English language, and American Sign Language (ASL), a visual
language composed of precise hand shapes and movements. The latter is
considered an independent language in and of itself with its own distinct
grammatical structure. It is not a universal language. For example, deaf people
in Mexico use a different sign language than that used in Canada. Since the
grammatical structure of ASL is different from English, this may be reflected in a
student's written assignments. There are subtle differences between words
which have the same signs so that clarification from time to time may be
required.

Increased Access/or Students with Disabilities: An Instructional Issues Workshop
Justice Institute ofBC

Physical Impairments
Instructional Strategies
Note: Most of these strategies relate to physical accessibility.

o

Consider a change in the location of the course or components of a course if
the facility is inaccessible.
o Allow sufficient space and aisle movement for those in a wheelchair or for
those who use crutches.
D Allow the student to sit so that she/he can see the instructor, chalkboard and
screen and locate needed equipment and supplies in close proximity to the
student.
o Recognize that for notes a tape recorder or notetaker may be required.
o Provide advance notice for field trips so that adequate transportation
arrangements may be made.

Assignment Strategies

o

Allow for alternative assignments for field components which are not
accessible.
D Provide advance notice for field assignments so the student can make
appropriate travel arrangements. Consider any possible difficulties and discuss
these with the student.
o Allow for extra time if the physical disability is a factor in meeting timelines.
D Consider written exams as alternatives if preferred by those whose mobility
impairment ·affects their speech.

Examination Accommodations

o

Allow for extra time to complete a test. For students who are unable to write,
a tape recorder should be allowed, or use of a scribe to transcribe the answers
into print. Where handwriting is used, do not evaluate the material based on the
quality of the handwriting.

Increased Access/or Students with Disabilities: An Instructional Issues Workshop
Justice Institute ofBC

Learning Disabilities
Instructional Strategies
D Provide a course outline and reading list in advance; students may require
more time for organizing their work or may need to have the material taped.
o Consider use of highlighting print by varying the letter size, underlining, or
changing the typeface and spacing, for those with reading difficulties.
o Allow students with learning disabilities to use a tape recorder or notetaker.
o Organize material sequentially to increase the student's ease of
comprehension. Use concrete examples/personal anecdotes to aid recall.
o Review, periodically, key concepts to ensure that these are understood.
o Minimize room distractions so the student can concentrate attention on the
lecture (avoiding movement, close the door, allow the student to sit at the front).

Assignment and Examination Accommodations

o

Consider extra allowances for assignments (e.g., extended deadlines for
completion, alternative assignments such as oral or tape-recorded presentations
rather than written assignments). Requirements of an assignment should be
given both orally and in writing to ensure that the student is clear.
o Recognize that proofreaders, if used, are simply assisting the student in
producing a more satisfactory copy, not in completing the assignment.
o Allow extended time to accommodate for the student's decreased reading
speed. Research has shown that extra time improves the results of students
with learning disabilities but does not effect the performance of other students.
o Try to use the same phrases as used in the class to help the student retrieve
information. Avoid using double negatives and unduly complex sentences.
o Consider the construction of the test items in a written examination (e.g., an
essay exam could be substituted for a multiple choice test).
o Computer-scored answer sheets may be difficult for a student with poor eyehand coordination; the student may benefit from writing his/her answers on a
separate sheet of paper and having the items hand-scored. Some students are
able to cope with computer-scored sheets if they are enlarged (e.g., 11 x 17 ").
o Consider that frequent examinations or tests, rather than a major test at the
end of a term, may be helpful for the student with a learning disability.
o Use of word processors or calculators may be required. Where handwriting
is used, do not evaluate the material based on the handwriting quality. Allow for
use of a reader and/or students to tape record or type answers.
Each case of learning disability should be examined individually; the difficulties
encountered vary with the individual. The student may benefit from program
modifications such as the substitution of one course for another course, parttime rather than full-time study, or an extension of time to complete a program.
As well, auditing a course before actually enrolling in it may be beneficial.

Appendix E:
Background Material on Interpreters for the Deaf

For protection of privacy, the Westcoast Association of Visual Language
Interpreters (WAVLI) Directory, located in Appendix E: Background Material on
Interpreters for the Deaf, is not included here.

Appendix F:
Job Descriptions

Appendix G:
Access Policies

SERVICES FOR STUDENTS WITH DISABILITIES
POLICY

1

BCIT is committed to providing students with disabilities opportunities to meet
their educational, career, and personal goals within the context of the
institute's training mandate. BCIT's goal is to improve the opportunity for
persons with disabilities to enrol at BCIT and subsequently to work in the labour
force. Enhanced access will focus on the evolution of facilities, technical aides,
and services.

2.

The Institute will take a proactive approach in providing individuals with
disabilities the information and counselling services (pre-admission support)
necessary to successfully access Institute programs and services. The Institute
will pre-arrange appropriate student assistance for the duration of the training
program.
To facilitate the provision of services or technical aids to enhance student
success, BCIT will encourage applicants who require special assistance because
of a disability to identify themselves and to provide information on the nature
of their disability upon application for admission.

3.

Students are responsible for the achievement of scholastic results that meet
program/course requirements. Where students have .difficulty with successful
completion of program/course requirements because of a disability, the Institute
aims to provide reasonable accommodation so that the student can demonstrate competency.

4.

Within the resources available, the Institute will endeavour to provide technical
aides for students with disabilities in order to improve access to programs
/courses.

5.

If in BCIT's opinion, a student's disability presents a significant safety concern
to the student or others with respect to a specific program, BCIT will endeavour
to work with the student to resolve the safety-concern so that the student may
be admitted to the program and, if the concern cannot be so resolved, BCIT will
recommend alternative programs, courses or educational opportunities to the
student.

6.

The Institute will provide opportunities for staff, faculty, administration and
board members to access activities designed to increase awareness of the
needs of individuals with disabilities.

1993--01-al

CNC: ACCESS POLICY
POLICY STATEMENT:
Tm CoJJep of New Caledonia rec:ognlw am atnnm tb: rlpaa of pc:nom with dlabilltlel to
~ poat llC'A>Ddary education. The CoUcp wm therefore uailt lndividuall to ICblrle tbe
pellelt poalble dearee Of iadependcncc In ph71iclJ ICCCU .. well u ICcell to c:am. and
propllDI.

Tbia policy wW be achieved through the Implementation of the followina procedures:
PROCEDUllES

1.

A phy•k:aJ ICCCSl/barricr tree dcslp cwnmittee will be formed conailttna of
reprelenladva from the followina areu: Bulldina Servlcea, Adult Special BdJradon.
Studcntl with dlsabllitlcs, Staff with dlubllitiea, Vk:c-Pre1idenr Admlnlltl'ltton and
representatives of community advocacy 1ro&1ps.

2.

No renovatlo111 which have lhc potential to atrcct KCCUibillty wlll be undmUken prior
to review and approval by tho acce11 committee. W1*e the term •aft'ectl 1CCC11lbillty•
is in question, Building Services will c:beck with the 1CCe11 committee.

3.

New conatnJction and major 1tnovatio111 will be reviewed to C111UrC muimum
accc11abiliiy. 'lbll will be achieved by havina the plans reviewed by the accca
committee, misted by ·in independcnt consultant, durin1 the preparation of workina
drawinp 111ge.
·

4.

Io cuea where design speciflcadona exr.eed cunent bulldln& cadcl the archit= and
contractors will bo asked to 1isn laUers of auunnce to enaurc that specific deti1n
features are Implemented 11 specified in the plam.

5.

The accca comm1Uee wi1l Co-ordinate the idendfatlon of physical barrlen and will
advise buildin1 services or needed changes.

6.

The colleae will provide altcmace means to accca prior material when required.

I.

When course requiremmm haw been mcdificd, the ltudcnt will rec:eivc m •""Orated 1
arade (A.G.) tmtead ol the ull1 leuer plea.

2.

Wlm aumcimt credi11 lllve been ICCUDWlated by campJetio.s modifi~ cour., tbl tOlll
pl'OlflDI Will be reviewed by die Dc:pulmenl imtructotl c:oacemed to. detetmim lt the
wort meet1 die: mndml for PISldn& 111 a4iUlted or repladma certfficate/cliplama.

Pto.._olSu~&enm

1.

SCudeDil wbo require support~ or modtfbriom/ldapn&m for ldmlltloa, CGlll'll
delivery or arldlnl .may be nqu1red to proVJde dac:umentation from ID appropriate
profeakmal ldeadtyq:
L

1».

c.
2.

cbe dilability or medical CODdidou which requJrea mpport
appropriatenea of anem·nr~ in proanm applied for
typel of mpport lervices requimS

Imlividuall who require pcrllODll attrmdanr care IDUIC 1Dlb arrlDplllmlt far tbeae mW:el
prior to emollmmt ml m1tntam tbac ICtVk:a duriq 1ttmlancc. Pcrtoaa1 attadaDt care
pravidea (but may DOC be Umltecl to):
I.

b.

c.
d.

penonal hy&ie!Je
pc:ncma1 behavior manasemem
mobility ammnce
other specific hJdlvidual n=1I

Any Rltrlction or lack (reaultina ftom an Impairment) of abWty to perform

m ICtivity in the m•nner or within tbe fl.Die comidered normal for 1
lmman beifta. (World Hcatth Orpnimlon).
Radlc1p1

AD IU!tudln1J or environmental barrier that prcvem an individual flom

ICbievf.nl I loal or accomplilhins I tuk.
A ftmdameml chlDp of: course objc:ctive1, material covered, rub to be
completed, evaluatlon tccbniqua ariJ/or completion requinmentt.

Adaptation:

Coune ·objectiva remain the AmD, however dwnps may occur in the
method of prcsemation. metbod of completion or evaluation prccedm'CI.

PICU!ty pravidlna tupport lerViCa to m1dem1 with diubilitia will 1et u COJM1•lttnt1 1D flcu1ty,
ltlff, ltUdCDtl and admini•tratan reprdina the lmpJanentadon of the followlnl procedurca:

1.

AlterDathe mtrlDCe level UICI.... will be provided wbm I diahilit)' precludel
rep1lr 1e11ina procedum. tbm reauJar tdmtutom requinmaD 1DC1 ldectiaD PfOLW
wlll IPPIJ.

2.

Colllidendml will be Ihm ro walvlns, .modlfyiDa ar mblmntfns reauJar amaw
requiremmtl (when requlnd due 1D I cllubillty) when ldaptadom QI' IUpport mvica
mUabll durlna 1rliDiDI ar emploJmm eJtminm tbe wd for die requfremm
1

writlDi requtremeDt whim mmpurer ..,.,"" wm ba available.)

<•·I·

3.

AtflJt 1emptm:e Ima 1 PfOll'ID1t early rqilendon uliltance will be provided wlm a
diublWJ preveml I "1Jdent fMm followlDc replar ~iltradon procedma.

4.

Advmce nadflcation of accepll!ICC Imo 1 Pf01r11D may be providal whell 1pcc:ializecl
mppotCllrecJmoloaical aid& lllDlt be obcaiued.

5.

Pretmemial comx wait lildna will be arUJ.tcd to a atudeut widl 1 dilability wben coune
dmll or locldon. create bmlm 1D 1tfendence. If am1mmodadan bl not pouible, effort
will be mlde to ICCOf!i!nMlte ltUdcnra timetabllna wda in the next mater•
I

6.

Whenever pauible, IOJdentl will be: pcrmiUed to enroll put-time In full-time pmarum
it I ftdl.JoK CIDDDC be carried U I remit of I dJlability.

7.

If I lbJdcmt lllllll wilbdraW due tQ I documeD1ed diaabillty related reuDD:
L

b.

Ibey will be placed f!nt on wait1ilt for the next oft'c:riq if requeated by the studem
and mpported by flcu1ty provkUna aervica to IClldem with clillbilitiel.
deadline date& for witbdrawall and tee reftmda will be waived

Coura DeUveey:
1.

Tbe delivery of coune content mt tr:stina: proccdul'cl inay be altered when a dlaablllty
prevem a lltvdem tram acqulrlns or mqnuina information 1hrouah normal dauroom
procedmel wbm:

a.
b.
2.

requared or approved by the lbK1cnt. and
.
edll&:adoDllly feulble u detr:rminccl by tba cJuaraom instructor and tbe ASE mfr
responsible tor provktina the needed IUppOlt avica.

WJlen cmriculum modiftcatiom are required, ID Jndividual lelfDina PfOlrlD1 will~
atahllahed which
specify lD criterion refczesu:ed tmDI the lkllll IDd Jmowledp to
be ICblncd.

wm

:r.11;le

seet,ion

Policy Statement for
P•r•one with a Di•ability

340.22

Stlldente are ~eapan•ible for providing documentation of di.,sbility on request
1.r:t. order to qual.lfy for s.upport 111e.riri.eea.
St.udenta wlth dlaabilitie" may have
aeea•• to pre-reglatretinn if they requlr• idterpre~era, b~•ille or audio~·~ te.t•# epeela1 ftqulpnant or ~tlinal cour•q ech9dul1ng.
Studwnta
depeadinQ on other agenciwa or ln•tltutiona ror aerv1cea and/or funding
required to attend ~ollege •hould adviae the ASB coordinator 2 montha in
adYanc. o~ eru:-01-nt.
·

course Access

1.

If • atud•nt ha• a disablinq cond1.ti.on which J.r1h1.b1.ta him/her froaa
acquiring or expre~eing information through traditional classroom
proeedurea, then ~h~AP. procedures should bP ~d~~tP.d to thoee means of
acquirinq and e~preaalng inforw1ation uead by t~a •tudent.

~.2

When item l la a~rliP.d, and itB lm~la.Mtntation requir~e the ua~ of
intarpratera or learnln9 aesist~nta, they will be accomll\Od~ted ~n the
claaaroom and enabled to provide the neceeea~y support pro~iding such
eupport i.a not und.uly disruptive to the claoo.

1.3

Student& who requlr~ machani~al or olectronie devices in oruer. LO access
·or axpre•• in format ion, lncludlr19 tape recorder11, will be permitted to
use t~e~ unle~a euch equipment i" unduly di~ruptive to th~ cl~A•. Audio
or visual taped material can be uaad only by ~he individual student for
the purpoae designated. ~11 t~ped materials will be erased when the
learning task roe which they were uaed ie ~ompletcd.

~.

St~den~a wi11 be p~ov1dad with a separate ronm to write exame oc tests
when thie t• demned appropriate by the · lnacructor and the nsE
coordinator.
It 1~ th• reuponaibility of che Adult speeial F.ducation
Department to book thP. ~oom, provida th• •ccibe and provide an
invi9ilatoc if r•qui.red_
The Adult special Education coordinator should
be notif i~ by the atudent at leaat 14 daye in ~dvance or thLa
cequi.rement.

3.

Student• ~ho require extra time to do tests or exame hecauee or the~r
diaabi1ity~ including those with specific leRr.ning dlaabi1itiea, will be
allowad GXtra tima. The amount of t~me allowed will be established by
con••nauu· between the instructor or Department aead and the Adglt
Special Education Coordinator.

3.1

When the atudent le given extra time it is the reeponaibility of the ASE
Department to provide an invigilator for that time, and to return ~he
~oaaplatlld •xam to the inatructor.

4.

If there ie a disagreement between an instructor and a etudent with
dia&bilitie• on app~opri•t• adaptation• and ape~ial arranqanenta, the
ASB coordLnator ahould be aonaulted.

ASJt\POL-PRO\~U.

%.itle

secti,on

Policy statement for
P•r•on• with • Diaability

340.22

Student• are ~·•pan•ible for providing documentation of dieability on request
1.ta order to qua1ify for a.L1pport aeriri.eea. Studente wlth d.lsabi.lities may have
ace••• to pre-raglatretinn if thay r.qulre inte~ret~rs, b~aille ar audio~aped text•~ •peelal ~qulpiwnt or Ol'timal cour•~ echeduling.
Studants
depeedln~ on other ag•nci•• or ln•titutiona ror aervice• and/or fundin9
required to attend college •hould advise the ASB coordinator 2 month• in

adoranc. o~ enra1-nt.

·

course Acceag
1.

'.If a atud•nt ha• • dlsabllnq eondl.t.ion which lrthibits him/her froaa
acqulrln9 or expreaaing intoi:"lllation through traditional claa•room
proeedurea, th~n th~Re proceduree ahould bP ~~~rt~d to thoae moans of
acquirin9 and expr~salng information ueud by t~• •tudont.

1.2

When i1:•m 1 le ai:irl 1 P.d, and its Lftlplementation requiree t:he mHt of
interpreter• or le3rninq aeeiet~nt•, they wlll b• accommod~ted in the
alaaaroom and enab1ad to provide the necessary support providin~ such
support 1.• not und.•Jly disruptive to the c1aoo.

1.3

Studenta who raq~ire machani~al Or electronl~ devicee in orUQC LO acceae
·or axpre•• in~ormation, including tape recordara, wi.11 be permitted to
u•• ttiem unl!ll&• eui::-h equipment iR unduly ditor\.lpti,ve to t:hf!' cl.11111111. Audio
or viaual taped material ~an be uaad only by the individual etudent foe
the purpaae designated. ~11 t~ped materiale wlll be erased when the
learning task toe ~hich they were ua•d le complat~d.

~.

studen~a wi.11 ht!!! p~ovlded with • eeparate ro~m to write exame oc teats
when thi• la deemed appropriate by the· inecructor and tha nSE
coordina~or.
It i• the rauponalbllity 0£ the Adult speeial F.ducat~an
Department to book th" roOM, provLda the ecribe and provid@ an
invl9ilator it requi.~ed. The Adult speci~l Education CQcrdinator should
be notified by the atud•nt mt leaet 14 daye in advance of this
~aquirement.

3.

Student• who require extra ti.me to do teat• or ~xam~ h•c•u•• of their
including chose with apeoitic leRrnlng dleabi1itie•, will be
allow~d AKtra timo.
The amount of time allowed will ~e eatabllahed by
con•eneua· between the instructor or Department Qaad and the Adult
Special Education Cocrdinator.
di•abi1lty~

3 1

When tha atudant le given extra time it is 1:he raaponsibility of the ASE
oepartment to provide an invigilator for that ti.me, and to return the
gompl.atad .x:aa to th4t in•truetor.

4.

If there i~ a diaagreement between an instructor and a student with
disabilities on app~priate adaptation• and apecial arrangementa, the
ASS CQOi:dinator ahould be conaultud.

ASZ\POL-PRO\dl