zilongwang/ReadingBank huggingface dataset:
TRANSFORMATIONAL STRATEGY STRATEGY OUTCOMES Queen’s Strategic Road Map* Vision An Accessible Queen’s University Key Outcomes Meaningful consultation with persons with disabilities in formulating solutions and implementing decisions Persons with disabilities who are Queen’s students or customers, receive quality goods and services in a timely manner Persons with disabilities who are Queen’s employees participate fully and meaningfully in services and employment Information and communications are available in accessible formats to all Queen’s employees and customers Queen’s employees are able to identify barriers to accessibility and actively seek solutions to prevent or remove them on a continuing basis throughout the organization There is greater accessibility into, out of, and around Queen’s facilities and public spaces IMPLEMENTATION Levers Policies, Procedures, Practices People Communications and Awareness Technology Infrastructure Changes New/revised directives and policies will reinforce accessibility considerations New and existing tools and guidelines will embed accessibility criteria into practices Staff, Faculty, Student Training Accessible human resources practices Improving employment accommodation practices Accessibility information is widely available through communications and events Ongoing stakeholder outreach and consultations with persons with disabilities Accessible feedback mechanisms are in place Accessible internet sites Accessibility features are built into new kiosks Materials available in accessible formats on request New facilities and all future extensive renovations are completed to meet accessibility standards and Ontario Building Code barrier-free design Foundation Informed and Committed Leadership Strong Governance and Accountability Alignment and Coordination Measurement, Evaluation, and Reporting *based on a concept from the Ontario Public Service with thanks, any accessibility issues with the above table please contact 32563 for clarification.
Continue adaptations of built environment including public spaces. Review and develop implementation plans. AVP, Facilities In progress Current funding (2014-2015) available for accessibility renewal is 150K. Summer upgrades and renovations are taking place. Fire exit signs will be updated from red to green. Expand resources on Accessibility website for staff and faculty use. Communications & Marketing, VPSA Completed Staff are now required to make their web documents accessible prior to upload. Resources (both print and video) relating to creating accessible documents have been provided via campus intranet. Sourcing additional resources remains ongoing as new resources become available. The Communications and Marketing team hired a work study student to continue review of website accessibility compliance. Training on use of the new accessibility-monitoring tool Complete broad-based consultation with student population with exceptionalities to review Accessibility Plan and identify next steps to update. Access and Support Centre Completed Focus group meeting was conducted in January, 2015. Students were asked to provide feedback about their experiences in the classroom, with the Access and Support Centre, and facilities. Students’ primary recommendations were that faculty receive additional mandatory training on AODA standards; and that the college hire additional assistive technologists. Objective 2: Expand Mental Health and Healthy Campus Support
Initiative Department Status Progress to Date/Planned Adjustments Implement “Yes Means Yes” campaign. Diversity Completed Yes Means Yes campaign focusses on consent, healthy sex, relationships and sexuality and allows students to take ownership of their sexual practices. More positive conversations have been taking place about sexual violence. A committee was launched earlier this year to create campus protocols, in advance of the Sexual Violence Response protocol mandated by the government. Dialogue sessions took place with students about consent and what healthy sex meant to them. Training sessions have been delivered to DC Crew and Residence Advisor. In addition, sexual violence training sessions have been developed for staff for roll-out in August, September and October. Sexual Violence Response policy, procedure and protocol was finalized and made publicly available online as of March 31. Promote campus community participation in PanAm and Para PanAm Games leadership and diversity programs VPSA Completed Promotion and facilitation of volunteer enrollment occurred October 29. Initiate Wellness Activity Challenge for campus. VPSA Completed Healthy Campus Task force – Staff and Culture group ran challenge from January to April, 2015. A total of 64 staff participated in 12 week challenge that focused on all aspects of wellness. Objective 4: Communication
Targets Strategies Outcome Timeframe Achieved EQUALITY AND INCLUSION To ensure that the accessibility Plan becomes an annual item at GB meetings. Clerk to governors to add to list for GB meetings. Adherence to legislation. Annually. To ensure that the accessibility Plan becomes an annual item at GB meetings. To improve staff awareness of disability issues. Review staff training needs. Provide training for members of the school community as appropriate. Whole school community aware of issues. On-going. To improve staff awareness of disability issues. To ensure that all policies consider the implications of disability access. Consider during review of policies. Policies reflect current legislation. On-going. To ensure that all policies consider the implications of disability access. PHYSICAL ENVIRONMENT To ensure that, where possible, the school buildings and grounds are accessible for all children and adults and continue to improve access to the school’s physical environment for all. Audit of accessibility of school buildings and grounds by Governors. Suggest actions and implement as budget allows. Modifications will be made to the school building to improve access. On-going. To ensure that, where possible, the school buildings and grounds are accessible for all children and adults and continue to improve access to the school’s physical environment for all. CURRICULUM To continue to train staff to enable them to meet the needs of children with a range of SEN. SENCo to review the needs of children and provide training for staff as needed. Staff are able to enable all children to access the curriculum. On-going. To continue to train staff to enable them to meet the needs of children with a range of SEN. Approved by: Governing Body Approved Date: October 2017 Review Date: October 2020
Exchange District campuses. This would include assessing technology, internet connectivity, space and resources. Develop a Mental Health Strategy for all employee and students. Mental Health Strategy. Explore options to reduce financial barriers to students with disabilities, such as site licenses for assistive technology. Report outlining strategies to reduce financial barriers. Human resources and staff development Review policies on recruitment, staffing, selection procedures and accommodation for employees. Updated policies, as per recommendations of review. Deliver the required Accessibility for Manitobans online training modules to all RRC employees. All employees will receive training by November 2017. Increase College-wide employee training on core accessibility topics (e.g., duty to accommodate, mental health, customer service, etc.). Majority of employees have received training. Begin delivery of staff development workshops using multiple format delivery. Targeted Staff development workshops are delivered using multiple format delivery. Provide training for all managers in regards to staff accommodations, and how to ensure employees who have been away are able/ready to return to work and appropriately accommodated when they return. Training provided to all managers. Provide information/training on how to plan an accessible event. Accessibility check list developed. Campus and ancillary services Deliver College-wide customer service training on the Accessibility for Manitobans Act. All employees who provide customer service will receive training by November 2017. Ensure that employees know who to contact and where to get information related to customer service-related accessibility questions. Improve awareness of where to get customer service information. Area Initiatives/Actions Expected Outcomes Processes Review the work order process (submitting, tracking, prioritizing and communicating outcomes). Employees will have a clearer understanding of the work order process and awareness of the outcomes of requests.
15 Internal Stairs and Ramps Highlight the start and end of each staircase and handrails with marking tape or different coloured carpet tiles. Install second handrails where reasonable practicable. A M 2018 16 Internal Doors Mark propped open doors with well contrasting markings along their narrow edges. Label glass doors with posters or decorative designs. Ensure no fire doors are propped open under any circumstances. A N OG 17 Make frequent checks on all door closures to reduce noise and adjust when necessary. A lot of the doors throughout the school require adjustment. E.g. O’Neill Building. A N OG 18 Replace non-compliant door handles with D fittings. B M 2018 19 W.C.’s Check and replace non-compliant taps with push button or lever taps. B M 2019 20 Accessible Toilets Fit coat hooks in all the toilets and ensure that the alarm cords are not tied up. A M 2018 21 Arrange disability awareness and etiquette training and some form of basic manual handling training for appointed members of staff. B M 2019 22 Provide signage showing the location of the accessible toilets. B M 2018 23 Dining room Ensure that at least one table is suitable for wheelchair access and provide one high backed chair with arms. A M 2017 24 Gender Identity Upon presentation, name and gender-marker (pronoun) change, including on documents, school record. Reissue any award or other certificates A N OG
C. Actions See Appendix G: Work Plan for examples of actions with assigned responsibilities, budget implications and timelines. Action 1 – Establish Accessibility Working Group Initiatives/Actions • management to appoint an accessibility coordinator • management to establish an accessibility working group • accessibility coordinator develop draft terms of reference for the working group, including purpose, timelines and membership Expected Outcomes • Each area or division that serves the public is represented on the working group. • Other levels of the organization are represented. • Working group has detailed work plans, multi-year timelines. • Members participate in developing, implementing and updating the Accessibility Plan. Action 2 – Offer and provide information in an accessible format on request Initiatives/Actions • accessibility working group to develop a process for responding to requests for accessible supports and services • accessibility coordinator to communicate process to all staff by email
All classrooms are organised to allow the participation and independence of all students Conduct learning walks, identify environments that require improvement; action needs The need of individual students can be accommodated with minimal disruption or reorganisation By July 2018 Increase in access to curriculum; improved confidence and safety of students Training on supporting the needs of learners who are hearing impaired (HI) New students with HI identified prior to transition; Ensure staff SEN information and individual student’s IPPs contain strategies to support HI students; consider additional CPD needs and deliver appropriate training – in collaboration with HI advisory service. Students who are HI can access the curriculum with targeted support and where possible independently; staff feel skilled and confident to teach and support HO students By December 2017 Increase in access to curriculum; students able to work more independently; full reported access by individual students Improving physical access and the physical environment at Chauncy School: Area for Development Action Points Outcomes Timeframe Success Criteria Designated routes to be developed and shared with students and visitors Audit to be taking on current routes around school; safe routes to be identified for a range of disabilities and recorded; information to be widely available Designated routes to be available for students, staff and visitors By December 2017 Staff, students and visitors able to safely travel around the school site Improve signage for external buildings Audit and site walk to identify current provision; appropriate signage to be sourced and placed in visible position Individual buildings around the school will be clearly identified By July 2017 Staff, students and visitors all able to navigate the school environment confidently and safely
Implementation of an appropriate evacuation system for all students regardless of need Evaluate current evacuation procedures for accessibility; seek advice from specialist professionals and relevant students; devise and implement new system Suitable evacuation procedures to be in place that are accessible for all students, staff and visitors By July 2018 Safe evacuation for all in the case of an emergency Improving the delivery of written material at Chauncy School: Area for Development Action Points Outcomes Timeframe Success Criteria Availability of written material in alternative formats, to include school brochures, newsletters and other information for students and parents in alternative formats Explore options to gain external support to convert written information into alternative formats; identify range of material that may require modification; consider needs of current staff, students and parents The school can provide information in different formats when required for individual purposes On-going Delivery of information to disabled students, parents and the local community improved.
Physical environment New building opened in April 2013 was specifically designed to meet the needs of all learners. Reasonable adjustments include: Ramp at entrance of building. Lift to access all floors. Corridor width. Disabled parking bays. Disabled toilets and changing facilities. Height adjustable desks Height adjustable work spaces in practical rooms. There are no access issues although classroom audits are completed for each individual pupil using a wheelchair. • Ensure new buildings are accessible for pupils and parents with additional needs and disabilities • Ensuring that school trips offered have accessible options for pupils with SEN and disabilities Complete the planned improvements, review pupil access to new art block to ensure a positive impact on learning. SENCO/ classroom teachers Completed. Fire safety signage is clear and all pupils are aware of the procedures in place during a fire alarm. To ensure that school information is disseminated in such a way that all pupils and parents/carers are able to access it. Written information to be provided in alternative formats if requested • Regular review meetings for pupils with additional needs and disabilities • Request, as necessary, specialist advice for converting information into alternative formats. Marketing team SENCO/ CGS Team Specialist support teams (VI/HI/PD team at LA) Ongoing Termly Ongoing when required.
necessary adjustments. Improving The Accessibility of Information at St. Mary’s, Fownhope Target Task Timescale Responsibility Monitoring Achievement To ensure that newsletters and other information from school are sent in a format suitable for all users. Through the annual questionnaire review accessibility of newsletters and other communication. School to use large print, braille or an audio system where required. As required School Office Headteacher / Governing Body Improve communication for hearing and sight impaired pupils. Review systems required in classrooms for vision and hearing impaired pupils in liaison with visiting specialised teachers. Ongoing and in Summer term for new pupils starting in September Class teachers / SENCO Headteacher / Governing Body Improving The Physical Access at St Mary’s, Fownhope Target Task Timescale Responsibility Monitoring Achievement Update the information held regarding pupils and parents with disabilities through annual questionnaires. Questionnaire given to parents to update Last done in May 2016 so annually in May SENCo Update register of disabilities for users of the school. To ensure car parking is available Re- mark disabled parking space. Autumn term 2016 SENCo Annual questionnaires do
for disabled visitors. Ensure only disabled visitors / parents / pupils are using the space. to re-mark lines. Ongoing monitoring of use of space. Headteacher Governors not reveal parking issues for disabled users. To ensure safety for visually impaired pupils as necessary To ensure steps are edged in yellow so can be clearly seen 2016 - 2017 Headteacher / Governors Steps marked This plan was formally adopted by the Governing Body on: ______________________________ Review Date: October 2017
Voting at a polling station Most people said that they are happy with voting at the polling station, but it can be made better. We have heard of times when someone with a disability has not been able to vote. They have gone to the polling station and been sent away or they have not been able to get in. Other people said that voting at their polling station made them feel uncomfortable. Getting into the polling station Polling stations are more accessible than they used to be, but there are still some polling stations that are not accessible. Some people can’t get in. Our bigger survey found that 5% of people with a disability said it was hard for them to get into the polling station. No one without a disability said it was difficult. People’s experience: What could be done to make it [the polling station] better and more accessible for you? “I suffer from M.E. and walk with crutches. The polling station had steps at the doorway to get in and then more steps leading to the room being used for the election. There was no sign of any disabled access.” “I am lucky in that my local polling station is accessible, and that if it weren't I can independently complete a postal vote, but many of my friends can't access their local stations. Whilst postal voting is an important and valuable option (especially for those with mental health issues) the feeling of casting a vote into an actual ballot box should be open and accessible to everyone.” Inside the polling station Accessibility is not just about getting into the polling station and it is not only about people with a ‘visible’ disability. People with different disabilities have problems once they are inside. Some people find it hard to move around inside the polling station. Some people find it hard to fill in their ballot paper. People’s experience: What could be done to make voting better for you? “There is nothing to help autistic people know that places are accessible for us too. For example warnings about flickering lighting, huge machinery noise in a space. Only people who get written guidance are wheelchair users, Blind, Deaf or Learning Disabled. 2 million autistic people get nothing written for us. And most staff don’t know how to help autism, only LD {learning disability}. It’s a different thing.” Here are some things people told us about why it was difficult for them to vote when they were inside their polling station. They said:
“how can incidents be avoided in the snap back zone?” [Video footage:] Shot of people sat in training session, camera zooms out and pans to include man answering question “Well it’s got to be awareness, you know awareness that the risk is there. When you know you're going to be carrying out a varied evolution and lines are going to be on the load, so there is always the potential it’s going to happen so you built it into your risk assessment what are you going to do.” “Awareness that the danger zone can change.” “Of course, absolutely and the leads change.” Fade [Video footage:] Closer shot of group, zoom into man answering question “Before boarding as well, we tend to have a briefing where we know what what’s the moving plan, so we know how the lead is going to be and how the ropes are going to go, so then we know okay we need to be aware of this area.” Fade [Video footage:] Same shot of people sat in training session, camera pans around to show demonstrator “I think the point that you made, just to stress on that and what you made is you have mooring plans and when you go around mooring stations for long enough, we know how the line is going to pass and sometimes that changes.” Fade “but its checked.” [Video footage:] Camera pans back to group “It's being able to respond to that when these things do change quickly isn't it. Actually, and that’s where good supervision is necessary as well, you do need someone who is taking charge of it. Someone who is going to be making sure they stay back and don't get in the way.” Fade [Video footage:] Shot of people sat in training session “Now what do you think if your sector is involved in an accident, what do you think you would do?” Fade [Video footage:]
Overview The purpose of this document is to help content creators understand the reason for creating accessible Microsoft Office Excel 2007 documents for a website. A consistent convention must be used throughout the document, and a note should be provided indicating the direction of the text flow, indicating whether it is top to bottom or left to right in order to get an accessible version. The Excel spreadsheet must be created with logical header rows and/or header columns properly marked up in the spreadsheet document for it to be as accessible as possible. Data Tables All row and column headers must be identified. Headings must be clearly separated from other text so that it is easily understandable. Headings Column headings should appear in the same reference columns as the data. For example, if a column heading is placed in Column D, then the data should follow in column D. If possible, keep a column heading to one cell so that it can be easily reviewed, and screen reader users can configure their program to read a specific heading cell for a column. Headings spanning two vertical cells in a column are much harder for a screen reader user to read and understand. As a general rule, the same visual appearance can be obtained by adjusting cell formatting Define Row and Column Titles To create row and column titles, move to the first cell in the column or row containing the titles. For column titles, highlight each cell with a column title in one of the following three ways: Click each cell individually while depressing the control or shift key Drag the cursor from the first cell to the last cell containing the title while depressing the left click button on the mouse Click the number of the row on the left side of the worksheet in which the column titles appear. Choose this method if there are more columns than what appears on your screen. For row titles, highlight the cells in the column in which the row titles appear.
Free Text-to-Speech for Mac Users Under ‘Launchpad’ Select ‘System Preferences’ Select ‘Dictation & Speech’ ’ Select ‘Text to Speech’ Select ‘Speak selected text when the key is pressed’ - Current key: Option+Esc Free Speech-to-Text for Mac Users Under ‘Launchpad’ Select ‘System Preferences’ Select ‘Dictation & Speech’ ’ Select ‘Dictation’ and ‘On’ Free Text-to-Speech for Windows 10 (PC) Users
Under ‘Settings’ (for older versions of Windows go to ‘Control Panel’/’Ease of Access’) Select ‘Ease of Access’ Select ‘On’ under ‘Narrator’ ’ Free Speech-to-Text for Windows 10 (PC) Users Under ‘Settings’ (for older versions of Windows go to ‘Control Panel’/’Ease of Access’/‘Speech Recognition’) Select ‘Ease of Access’ Search ‘speech recognition’ (for older versions of Windows select ‘Speech Recognition’) Select ‘Start Speech Recognition’ and ‘Set up your microphone’
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Mississauga’s Accessibility Advisory Committee (AAC) advises, recommends and assists the City in promoting and facilitating a barrier-free Mississauga for citizens of all abilities (universal accessibility) including persons with disabilities. The committee reviews municipal policies, programs, services and facilities, assists with the identification, removal and prevention of barriers faced by persons with disabilities. It also consults with the City in yearly reviews and updates to the City’s Accessibility Plan, as required by the AODA. The City’s Accessibility Policy ensures that the City continues its progress towards an accessible Mississauga. The policy requires all City corporate policies and procedures, bylaws, standards and guidelines comply with the AODA’s accessibility standards. The policy also outlines the City’s statement of commitment: “ The City of Mississauga is committed to implementing, maintaining and enhancing accessibility with respect to employment and the use of all City goods, services, programs and facilities in a timely manner for all persons with disabilities in a manner that: Respects their dignity and independence; Ensures reasonable efforts are made to provide an opportunity equal to that given to others; and Allows persons with disabilities to benefit from the same services, in the same place, and in a similar way to others, to the greatest extent possible.” For more information: To find out more about the City’s Accessibility Advisory Committee or Accessibility Plan, visit mississauga.ca/accessibility or contact Diana Simpson, Accessibility Coordinator at 905-615-3608, TTY: 905-615-3411, or , or ourfuturemississauga.ca
Accessibility at the MBTA: Your Guide to Fixed-Route Services Photo Collage: Includes person with service dog and person using wheeled mobility on Red Line platform; T employee assisting customer onboard train; low-floor bus with ramp deployed at Silver Line stop. T Access Guide Is Now Online! A new “how to” guide for using fixed-route buses, trains, and ferries is now available at www.mbta.com. The MBTA’s Access Guide, an interactive manual for customers with disabilities, includes: • General accessibility facts that are in effect systemwide. • How to plan a trip on the MBTA’s fixed-route system. • The customer experience and accessibility features on all transit modes. • Information on how to use the farebox and fare vending machines. To view the guide, go to www.mbta.com and click “Riding the T.” In the dropdown menu, select “Accessibility at the T.” The T Access Guide is located on the Department of System-Wide Accessibility page.
• Need an update on accessible stations? • Want to report a good or bad experience riding the T? • Would you like to request an alternative format of this document? Please contact MBTA Customer Communications: • Call (617) 222-3200, TTY (617) 222-5146, 1 (800) 392-6100 (Toll Free). • Visit www.mbta.com; select “Customer Support” and then “Customer Comment.” Thank you for riding the T! Photo: QR code for direct link to mbta’s website. Department of System-Wide Accessibility
Accessibility by the Numbers Did you know The United States’ population is 313.9 million. 19% have a disability. That’s 60 million Americans! 6.7 million people are blind, 5 million are deaf, and 14.3 million are And, 77 million baby boomers are getting old. Over four million turn 65 each year, and disabilities will increase four to five times. By 2030, 20 million people will be deaf, 20 to 25 million blind, and 60 million cognitive-limited. Baby boomers control three-fourths of America’s wealth – that’s 28 trillion dollars! Also, baby boomers outspend younger adults online two-to-one. What is Accessibility? People with disabilities and an aging population increase the need for accessible electronic information and resources. Accessibility means that electronic information is easy to use by people with Limited mobility, including Quadriplegia and spinal cord injuries Hearing impairments, such as hard or hearing and deafness Visual impairments, like low vision, blindness, and color blindness Cognitive disabilities, including dyslexia and Attention Deficit Disorder Other disabilities, too Accessibility also means that electronic information is easy to use on any electronic device, such as smart phones, tablets, laptops, and desk top computers. Finally, accessibility means that electronic information is compatible with assistive technologies. Assistive Technology Assistive technology help people with disabilities understand electronic information. For example, people with visual impairments may use screen readers, screen magnifiers, or braille printers. People with limited mobility may use alternative keyboards. People with hearing impairments may use text telephones and video captioning. Accessibility Tips Whether you’re making a webpage or Word document, you must make it accessible to everyone regardless of ability, disability, or assistive technology used. Here’s how: Make it easy to read
Gender Women High Low Service does not discriminate on the basis of gender. Men High Low Service does not discriminate on the basis of gender. Transgendered Men/Women High Low Service does not discriminate on the basis of gender. Race The categories used in the Race section are those used in the 2001 census. Consideration should be given to the needs of specific communities within the broad categories. Asian High Low Non English speakers may have difficulty in accessing the service, but CS have produced an Accessibility Guide to support staff in service delivery, this includes information regarding translation and interpreting services. Black High Low See above Mixed race High Low See above White High Low See above Chinese High Low See above Other racial or ethnic groups - specify High Low See above. Also depending on the service being accessed, gypsy/travellers may have difficulty if they cannot prove residency within the borough. Disability Long term health impairment could include, mental health problems, asthma, heart conditions, chronic fatigue etc. Physical High Low Access by telephone may be considered more convenient by those with a physical disability. Sensory High Low Information regarding service provision has been made in the Accessibility Guide to support customers with sensory disabilities. This includes information for Type Talk.
Learning High Low Staff are trained to assist customers of all abilities and support them in their enquiries directing them to a more appropriate channel when necessary, particularly in the completion of forms which may be undertaken in F2F locations. Long Term Health Impairment High Low Access by telephone may be considered more convenient by those with a physical disability. Sexual orientation Heterosexuals, lesbians, gay men and bisexuals High Low No evidence of differential impact with regard to sexual orientation Age Older people High Low Telephone access to those less able to use services via other channels such as F2F or web Younger people and children High Low This channel is frequently the contact method of choice within this age group. Religion or belief Faith groups cover a wide range of groupings, the most common of which are Buddhists, Christians, Hindus, Jews, Muslims, and Sikhs. Consider faith categories individually and collectively when considering positive and negative impacts. Faith groups High Low There is no evidence of differential impact with regard to religion and belief.
Strand A: Increasing the extent to which pupils with a disability can participate in the curriculum Targets Strategies Time frame Lead Raise awareness of students’ needs through Iearner passports, statements and EHCP’s (pupil overview). Staff training on graduated approach to identifying and supporting SEN students. TA training on how best to support learning in the classroom Progress data to be better informed. S M M M RS LA KW LA MJ WA LA Improve access to e-learning Ensure that the school website is user friendly. Communicate with parents/carers about how to access lessons from home. Run revision event for parents/carers about e-safety, CEOPS. M L L SLT SLT KW RS KW Improve access to the curriculum with the purchase of specialist equipment for targeted students Audit use of technologies to ensure current provision is effective. Invest in Ipads, Alpha Smarts and specialist software as appropriate and as funds allow. M M LA Teachers SLT Provide staff training to further improve outcomes for students with SEND Staff training to be directly linked to areas of student need. Incorporate staff CPD into appraisal review forms. Efficient use of TA’s. Training to be offered to teaching staff by specialists as identified through performance management. Training to be offered to support staff by specialists as identified through performance management. Support for departmental areas in developing differentiation strategies. Support for departmental areas in developing marking and assessment that is meaningful. S S S S S S M LA RS SLT LA LA LA RS LA LA
Use student shadowing, book scrutiny and learning walk data to highlight training needs. M LA NH Improve staff understanding of how to make visual material more accessible to students Training from SpLD specialist. Training from a speech and language therapist. Training from VI specialist. S S M LA LA LA Improve staff knowledge and skills in differentiating materials according to student need Staff training delivered both and from specialists. Training to be both need and student focussed. Support from colleagues in other schools. M S LA LA Provide increased support for students with social, emotional and mental health needs (SEMH needs) Keyworkers identified to work with targeted students. All learners to have named keyworker. Further develop links with designated CAMHS worker Use of standardised tests such as NFER, Vernon’s and WRAT IV, further identify areas of concern. Use of Accelerated Reader and Star Reader to identify concerns, and to support progress. S M S S RS RS LA NF Increase literacy/ numeracy levels Consider school dog to help students with both SEMH and academic needs. Consider additional TA support to deliver programmes of intervention, such as precision teaching, Toe-by-Toe, Stareway to Spelling and Talk-About. S M RS LA Improve staff knowledge of specialist ‘languages’ Staff training in Makaton, Braille and signing when appropriate. L LA Consider and identify access for disabled students to enrichment activities Consider barriers to accessing activities and work with students to consider strategies. S RS
Enforcement The Acceptable Use Policy must be provided to every user and published online for easy reference so that they are aware of their responsibilities. Any failure to comply with the policy may result in disciplinary action. Any loss or unauthorised disclosure must be promptly reported to the owner of the information. Computer security incidents involving the loss or unauthorised disclosure of personal data / information held in electronic form must be reported to the University Secretary and Director of Student Experience immediately and investigated. Other Relevant University Policies or Guidance JANET Acceptable Use Policy: Data Protection: Freedom of Information: Information Management: Safeguarding Policies, including Prevent Policy
Schedule 21: Action Plan A – Improving Physical Access Ref Question Recommendations Time Scale Priority Cost Date Completed 1 Corridor Keep corridors clear from obstructions. Immediate High None Ongoing 2 Disabled parking Spaces to be kept clear of non-disabled vehicles Medium None Ongoing 3 Disabled Toilet To be maintained to high hygiene standards Ongoing High None Ongoing 4 Changing and Shower facilities To be maintained to high hygiene standards Ongoing High None Ongoing
ACCESSIBILITY PLAN Schedule 22: Action Plan B – Improving Curriculum Access Ref Question Recommendations Time Scale Priority Cost 1 Differentiation in Teaching SLT to monitor quality of differentiation and marking Ongoing High None 2 Interventions Audit current interventions (RT) and their success/impact on progress. Data mapping (GO) to be used across all year groups Ongoing High None 3 Classrooms and curriculum activities are organised to promote the participation and independence of all pupils Leadership Team member (GO) to scrutinise medium term planning to ensure that lessons are planned to meet the needs of all pupils in the class. Ongoing High None 4 Staff training in supporting pupils with a focus on key areas of need within the school: currently the whole school Performance Management target is to improve knowledge and understanding of issues relating to pupils SEMH. Head of school (SC) to deliver whole school staff training (3hrs) on understanding SEMH. Following this identify gaps in knowledge and secure further training from an appropriate body. Spring Term 2017 Autumn term 2017 High Internal training no cost implication external training costs to be advised
ACCESSIBILITY PLAN Schedule 23 Action Plan C – Improving the Delivery of Written Information Ref Question Recommendations Time Scale Priority Cost Date Completed 1 Availability of written material in alternative formats when specifically requested The school will make itself aware of the services available for converting written information into alternative formats. Ongoing Not applicable 2 Review documentation on website to check accessibility for parents The school will review formats publicised on school website – particularly for new parents to the school. Ongoing Not applicable
County Offices (Outpatients team) and the Gloucester Royal Hospital (GRH schoolroom) are public buildings and meet disability access requirements. Risk assessments and health care plans will be used for wheelchair users Extra wide doors, entrance, fire escapes, office areas and classroom (both sites) Lift (both sites) Evac-chair (in case of fire and lift not working – both sites) Parking available directly outside main entrance both at GRH and at the outpatient team base. Ramps to main entrance (both sites) Disabled WC (both sites) Classroom furniture can be rearranged as necessary (both sites) Teaching can be offered by the bed-side (at GRH schoolroom). The hospital beds can also be taken in to the GRH schoolroom. C Information for disabled pupils: Flexibility information is provided for students and parents Photocopy enlarging facilities GCC recruitment procedures followed with regard to equality of opportunity Individual mentoring for all students All pupils with GHES have medical needs so may need the curriculum environment or resources adapted to overcome barriers to learning they may experience. GHES aims to find a way for all pupils to participate fully in the full range of opportunities provided by GHES. We think creatively and ‘outside of the box’ to make things happen wherever possible. Our overall aim to also to work with schools to enable all pupils to reintegrate effectively back to school once they are able. GHES also work with schools to sign-post and advise on how to address accessibility issues in relation to reintegration. Parents/carers are encouraged to discuss any concerns, barriers or issues with GHES staff at their earliest convenience. Generally accessibility is covered at induction but issues can arise later and should be brought to the attention of staff if not picked up immediately. This accessibility plan should be read in conjunction with the GHES Equality policy and objectives, the GHES anti-bullying policy, GHES supporting children with medical needs policy and also the GHES child protection policy and procedures (A5 booklet). Reviewed November 2012 (Mary Holland) Reviewed November 2013 (Annalise Price-Thomas) Reviewed November 2014 (Annalise Price-Thomas) Reviewed May 2015 (Annalise Price-Thomas): to include relevant equality policy objectives 2015-2018.
Appendix A: Metrolinx AODA Compliance Status Update Exhibit 1: Metrolinx AODA Compliance Status Update Integrated Reg Clause Number Accessibility Requirements Regulatory Compliance Date Estimated Completion Time Description of Issue and Metrolinx’s Action Plan Status Update 14 Accessible websites and web content: all content January 1 2021 January 1 2021, or sooner For all web pages, the goal is to ensure full compliance to WCAG 2.0 AA standards in advance of the AODA timelines. Procedures will also be implemented to ensure ongoing compliance. Improved web accessibility auditing has helped Metrolinx understand that more work is needed to ensure that its websites are compliant with WCAG 2.0 AA standards. New websites are being built and validated for AODA compliance.
Exhibit 2: GO Transit AODA Compliance Work Program Integrated Reg Clause Number Accessibility Requirements Regulatory Compliance Date Estimated Completion Time Description of Issue and Metrolinx’s Action Plan Status Update 51 Pre-boarding announcements: electronic January 1 2017 Buses - completed Trains by end of 2016 The GO Transit electronic display and automated stop announcement system will be fully deployed to meet the requirement of automated audio and visual announcements, in advance of the compliance deadline. The implementation on buses was finalized and launched for the public in November 2014. Pre-boarding audio and visual announcement solutions for trains are being implemented. 52 On-board announcements: electronic January 1 2017 Buses - completed Trains Fall 2015 (audible only, visual to follow by 2017) The GO Transit electronic display and automated stop announcement system will be fully deployed to meet the requirement of automated audio and visual on-board announcements, well in advance of the compliance deadline. Digital signage with next-stop announcements for GO trains are being implemented. Installation and roll-out began in late-fall 2016. Signage will initially be installed on accessible coaches and then rolled out to the remaining coaches.
80.23-80.29, 80.34-80.37, 80.39, 80.41, 80.43, 80.90 Exterior paths of travel, access aisles, minimum number of accessible parking spaces, signage, parking spaces, service counters, waiting areas, trails January 1 2016 (Standards apply only to new construction and major retrofits, where contracts have been entered into after December 31, 2012, and will apply to all new projects by 2016.) Requirements already implemented for all new construction and major retrofits that have entered into contracts after December 31, 2012. All projects starting design on or after January 1 2016 will be in compliance. Many of the accessible features outlined in this amendment are currently part of the GO Transit easier access features. GO is working closely with all stakeholder groups to ensure our standards are in line with accessibility and our customers’ needs. Requirements already implemented for all new construction and major retrofits that have entered into a contract after December 31, 2012. All projects starting design on or after January 1 2016 will be in compliance. street
Resources for Creating MS Word Documents http://www.washington.edu/accessibility/documents/ http://www.washington.edu/accessibility/documents/pdf-word/ PDF Scanned PDFs When a document is scanned, it is considered an image and cannot be read by a screen reader Example of a “Non-Readable” pdf document: It reads: “Empty Document” To make this an accessible document: From Adobe Acrobat, Click: Document > OCR Text Recognition > Recognize Text Using OCR Generally, if you can select text with your mouse, it will be read by a screen reader The ALT attribute is used in PDFs to provide a text equivalent for an object or image. The ALT attribute actually has several tags defined for it, including: img area input applet Images that include text should include Alternate Text that matches. (Example, image button with the words “Reinventing Michigan” should also have Alternate Text stating “Reinvent Michigan”) Spell out acronyms. MiDashboard is pronounced “Me Dashboard” ICHAT Agribusiness Make Link Text Descriptive Blind users rely on tab order to access items logically on the website. It should read Left to Right, Top to Bottom Color contrast in PDFs
Tools: List of well-researched companies, tailored cover letters and résumés Pros: Better approach than the mass-mailing method. Investment of time and effort should merit stronger response from employers. Cons: Requires a significant investment of time in researching companies and writing cover letters as well as following up with contacts. Hints: Try to find out who is in charge of the area in which you want to work; send your materials to that person. Great method when used in conjunction with networking. IN-PERSON VISIT Visit many companies. Ask to see person in -specific department. Submit résumé and application, if possible. Tools: Business attire, company address list and résumés Pros: Résumé and application are on file with the company. Cons: Requires a great deal of time to make a relatively small number of contacts. Hints: Research the companies prior to your visit. Ask for a specific person or ask about a specific type of job. RESUME REFERRAL Register with one of the many national referral services. As jobs are listed by employers, the data bank of registrants is searched for matches. If your materials match, they are sent to the employers. EMPLOYMENT AGENCIES Respond to employment agency ads in newspapers; check phone book for names of agencies to contact. Tools: Résumés and business attire Pros: Fee-paid jobs for graduates in technical fields or those with marketable experience. Cons: May be less help to non-technical/inexperienced graduates. Be wary if you, instead of the employer, have to pay a fee. Hints: Identify agencies that specialize in your field. Make frequent contact with your counselor to obtain better service. Tools: Newspapers, journals, newsletters, trade magazines, cover letters and résumés Pros: Involves minimal investment of time in identifying companies. Résumé and cover letter are sent for actual job opening. Cons: Résumé and cover letter will compete with large number of others. Ads follow job market; least effective in times of economic downturn. Hints: Use as a meter on the job market in a certain career field. Try to get your materials in as early as possible.
Arrival Path to main entrance From the car park to the main entrance, there is level access. The path is 1080mm wide, or more. The path is slightly sloped. Main entrance The main entrance has ramped access. The main doors are side hung and manual with hooks. The entrance has double doors. When you arrive, we can help carry your luggage. Getting around inside • All of our public areas are accessible • Either flat or permanent ramped access • We have an accessible toilet located next to reception. Bedrooms All bedrooms have windows. Bedrooms have ceiling lights, bedside lamps and natural daylight. TVs have subtitles. All bedrooms are non-smoking. We can move the bedroom furniture where possible, to improve accessibility. Customer care support
Ticket provides: Greater Choice through an Increased Network of Providers (Employment Networks) Protection from Continuing Disability Reviews Long-term support For more information 1-866-968-7842 / 866-833-2967 (TTY/TDD) Supports: Planning, Earning more / Savings, Asset Building (In the long term) Slide 48: Economic Advancement Strategies that You Can Use While on Disability Benefits Earned Income Tax Credit - Individual Development Accounts - and HUD Earned Income Disregard - Family Self-Sufficiency - Slide 49: Peer Experience Slide 50: Peer Experience Kevin Nickerson DRC State Lead Tompkins Workforce Center Slide 51: Peer Experience Geri Walsh Disability Resource Coordinator Rehabilitation Initiatives Schenectady County One-Stop Red Book: Slide 52: Peer Experience Tara Kavanagh Peer Advocate Independent Living Center of the Hudson Valley