1) Policy

1.01 Tyndale is committed to:

• Excellence in serving all customers including persons with disabilities.
• Ensuring that its working, living and learning environments are maintained free from discrimination.
• Providing accessible service for its employees and customers.

1.02 Tyndale will, to the extent possible, make efforts to ensure that:

• Tyndale’s goods and services are provided in a manner that respects the dignity, self-respect and independence of persons with disabilities.
• The provision of Tyndale’s goods and services to persons with disabilities is integrated with those provided to persons who do not have disabilities unless an alternative measure is necessary to enable a person with a disability to obtain, use or benefit from Tyndale’s goods or services.
• Persons with disabilities are given an opportunity equal to that of persons without disabilities to obtain use or benefit from Tyndale’s goods and services.

1.03 Tyndale encourages open two-way communication and expects persons with disabilities to communicate their need for accommodation or assistance if it is not readily apparent how that need can be met.

2) Purpose

To establish programs and procedures for developing, implementing and enforcing accessibility standards (as expressed in the Accessibility for Ontarians with Disabilities Act - AODA), in order to achieve accessibility for persons with disabilities with respect to the goods and services provided by Tyndale.

3) Scope

This policy applies to all Tyndale employees at Tyndale’s workplace. (See definition of employee in Section 5.06)

4) Responsibility

4.01 Responsibility of employees:

• Take all training offered regarding this policy and keep up to date with any new policies and procedures.
• Report any disruption in service to Supervisors, Campus Operations and Human Resources department, as appropriate.
• Keep informed of any modifications made to the policy and the changes in training that may result.

4.02 Responsibility of Supervisors:

• Encourage all employees to take the training that is offered by Tyndale in respect to this policy.
• Ensure employees follow the guidelines set out by Tyndale in this matter.
• Inform the Human Resources Department if there is any further training needed.
• Undergo training themselves and actively seek information in this matter/keep informed of changes.
• Understand the programs, procedures, and policies that are being implemented.
• Ensure accessibility procedures pertaining to their area are in place.
• Have signs and posters, as may be required, that are easy for persons with disabilities to read.

4.03 Responsibility of Human Resources:

• Ensure all policies are up-to-date and communicate the same to all employees
• Ensure policies are posted in a conspicuous place.
• Ensure all relevant programs, policies, procedures are implemented.
• Make training available for all employees (see 5.06 for the definition of employee).
• In collaboration with Campus Operations (and other departments, as appropriate), ensure accessibility procedures are functioning, take corrective action when they are not and post information on disruptions to service in the affected location.

5) Definitions

5.01 “Disability” means:

• any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defect or illness and, without limiting the generality of the foregoing, includes diabetes mellitus, epilepsy, a brain injury, any degree of paralysis amputation, lack of physical co-ordination, blindness or visual impediment deafness or hearing impediment, muteness or speech impediment, or physical reliance on a guide dog or other animal or on a wheelchair or other remedial appliance or device;
• a condition of mental impairment or a developmental disability;
• a learning disability, or a dysfunction in one or more of the processes involved in understanding or using symbols or spoken language;
• a mental disorder, or
• an injury or disability for which benefits were claimed or received under the insurance plan established under the Workplace Safety and Insurance Act, 1997;

5.02 “Accessible” means capable of being entered or reached, approachable; easy to get at; capable of being influenced, obtainable; able to be understood or appreciated.

5.03 “Assistive Device” means a device used to assist persons with disabilities in carrying out activities or in accessing the services of persons or organizations covered by the customer Service Standard.

5.04 “Customer” a person (including students) to whom Tyndale provides a service

5.05 “Dignity” means respecting and treating every person including persons with a disability as valued and as deserving of effective and full service as any other customer.

5.06 “Independence” means freedom from control or influence of others, freedom to make your own choices

5.07 “Employee” includes part-time and full-time faculty and staff, secondees, volunteers, and consultants for the purposes of this policy.

5.08 “Guide Dog” means a dog trained as a guide for a person who is blind and having the qualifications prescribed by the regulations.

5.09 “Goods and Services” means goods and services provided by Tyndale.

5.10 “Service Animals” means animals that are used as a service animal for a person with a disability.

5.11 “Support Person” means an individual hired or chosen by a person with a disability to provide services or assistance with communication, mobility, personal care, medical needs or with access to goods or services.

6) Procedure

6.01 Communication

Tyndale is committed to communicating with persons with disabilities in ways that take into consideration their disability. To ensure this:

• Tyndale employes will be trained in how to interact and communicate with customers with disabilities guided by the principles of dignity, independence and equality.
• Customers with disabilities will be offered alternative communication formats that will meet the needs of the customer as promptly as feasible.
• Documents will be provided to customers in an alternative format that will meet the needs of the customer, as required.
• If telephone communication is not suitable for a customer’s needs, alternative forms of communication will be offered, as required.
• To request alternative formats, please reach out to the HR Manager at hrmanager@tyndale.ca.

6.02 Use of Service Animals, Assistive Devices, and Support Persons

Tyndale will ensure that the access, use and benefit of goods or services are not compromised for persons with disabilities who require assistive devices, or who are accompanied by a service animal, guide dog or support person.

Service Animals

Service animals, such as, but not limited to Guide dogs, Hearing dogs, Seizure Response dogs, and other certified service animals shall be permitted entry to all Tyndale’s facilities and class/meeting rooms that would normally be accessible to the individuals who need such assistance, the only exception being as follows:

Service animals are not permitted where food preparation is being undertaken or, as otherwise disallowed by law. In the rare case where a service animal is to be denied access to a facility or meeting room, other accommodations may be afforded, such as alternate meeting format, e.g. teleconference, where technology permits; delivery of goods or service at an alternate time or location; other assistive measures available to deliver goods or service to ensure equality of outcome.

Assistive Devices

• Persons with disabilities shall be permitted to obtain, use or benefit from goods or services through the use of their own assistive devices. Exceptions may occur in situations where Tyndale has determined that the assistive device may pose a risk to the health and safety of a person with a disability or the health and safety of others on the premises. In these situations, if a person with a disability is hindered from accessing goods or services, Tyndale will accommodate the customer by providing an alternative where possible.
• It is the responsibility of the person with a disability to ensure that his or her assistive device is operated in a safe and controlled manner at all times.
• Tyndale will ensure that employees are trained as required to use assistive devices available on our premises.

Support Persons

• Tyndale is committed to welcoming customers with disabilities who are accompanied by a support person. Any person with a disability who is accompanied by a support person will be allowed to enter Tyndale’s premises with his or her support person. At no time will a person with a disability who is accompanied by a support person be prevented from having access to his or her support person while on the Tyndale premises. Tyndale holds conferences, events, and workshops sponsored by Tyndale or by third parties, that are outside of daily classroom use. For such events, support persons shall be permitted entry to all Tyndale facilities and meeting rooms that are open to the public, except: when there are fees applied against participants by a third party and the support person was not pre-registered and/or no vacancy exists.
• If admission to an event is permitted and fees are payable to a third party, the support person is permitted to attend the event at their own cost. Cost for services (e.g. food, lodging, etc.) will be the responsibility of the support person. If admission to an event is permitted and fees are payable to Tyndale, the support person is permitted to attend at no cost for admission. Cost for other services (e.g. food, lodging etc.) will be the responsibility of the support person. If a support person is necessary for the health and safety of a person with disabilities, or for the health and safety of other persons, Tyndale will require the accompaniment of a support person on the premises. The customer shall determine whether a support person is necessary, however, where an employee believes that a support person should be in attendance to protect the health and safety of the customer or others, the following criteria shall be used in consulting with the customer:
  • When there is a significant risk to the health and safety of the person with a disability or to others;
  • When the risk cannot be eliminated or reduced by other means;
  • When the assessment of the risk is based on consideration of the duration of the risk, the nature and the severity of the potential harm, the likelihood that the potential harm will occur, and the imminence of the potential harm;
  • When the assessment of the risk is based on the individual’s actual characteristics, not merely on generalizations, misperceptions, and ignorance or fears about a disability
• Students are required to provide their own support person(s). Students are expected to inform instructors/ facilitators that they will be attending classes with a support person.

7) Notice of Temporary Disruption to Facilities or Services

In the event that a planned or unexpected service disruption occurs that would limit a person with a disability from gaining access to Tyndale’s facilities, goods or services, Tyndale will provide appropriate notice to make the disruption known to staff, students, and visitors in the following ways:

• Where possible, the person(s) with disability will be directly informed of the disruption.
• The Campus Facilities department will post a notice of the service disruption on the premises where the service disruption occurs.
• Messages will be posted on the Tyndale web site at tyndale.ca and mytyndale.ca, as required
• Notices of service disruption will be announced over Tyndale’s voicemail and email systems, as required.

8) Feedback Process

Tyndale’s goal is to meet the needs of its customers, while paying attention to the unique requirements of their customers with disabilities. Feedback regarding the manner in which Tyndale provides goods and services to people with disabilities can be provided electronically by clicking on the Customer Service Standard Feedback Form (Attachment A) below. Feedback can also be provided in person, by telephone, through email, or by other means as appropriate.

Employee feedback should be directed to the HR Manager

Address:
Tyndale University
3377 Bayview Avenue
Toronto, Ontario
M2M 3S4

Telephone: (416) 226-6620 – Ext. 2234
E-mail: hrmanager@tyndale.ca

Student feedback should be directed to the Accessibility Specialist

Address:
Tyndale University
3377 Bayview Avenue
Toronto, Ontario
M2M 3S4

Telephone: (416) 226-6620 – Ext. 2189
E-mail: accessibilityservices@tyndale.ca

9) References and Related Statements of Policy and Procedure

• Accessibility for Ontarians with Disabilities Act, 2005
• Ontario Human Rights Code
• Occupational Health and Safety Act
• Staff Policy Manual
• Faculty Handbook

Interacting with Persons with Disabilities Guideline

Following are a few simple tips to be kept in mind when interacting with persons with disabilities:

• Ask "May I help you?"
• Speak directly to the student or customer
• Take the time to understand their needs
• Avoid stereotypes - don’t make assumptions
• Be patient

1) Responding to Specific Disabilities

a) Deaf or Hard of Hearing

• Attract the person’s attention before speaking by a gentle touch on the shoulder or a wave of your hand.
• Never shout to try to make yourself understood.
• People with hearing loss may use assisstive devices including hearing aids, alternate telephone systems such as TTYs, sign language interpreters, various amplifiers, or a pen and paper.
• When addressing a person who is deaf or hard of hearing, make sure they can clearly see your face.
• If the person uses a hearing aid, try to reduce background noise or move to a quieter area.

b) Deafblind:

(Persons who cannot see or hear to some degree)

• Persons who are deafblind may be accompanied by an intervenor, (a professional who helps with communicating). Identify yourself to the intervenor when you approach.
• When addressing the person with the disability, speak directly to them and not to their intervenor.
• The person may not necessarily be completely deaf and blind. Persons who are deafblind may have some residual vision and/or hearing.
• A person who is deafblind may be able to explain to you how to communicate with them.

c) Intellectual/ Developmental:

(Developmental or intellectual disabilities, ranging from mild to profound, can limit a person’s ability to learn, communicate, perform everyday activities, and live independently)

• Don’t assume what a person can or cannot do.
• Use plain language and make sure the person understands what you’ve said. You can be direct and ask: “Do you understand this?”
• Provide one piece of information at a time. Break down the information into simpler concepts but avoid exaggerated speech or gestures.
• You may want to ask if the information needs to be repeated.

It may be difficult to recognize someone who has this disability unless you are told, or you notice the way the person asks questions, or uses body language.

d) Learning:

(A variety of disabilities that affect how a person processes information)

• Take your time – people with learning disabilities may require more time to process, understand and respond.
• Provide information in a way that best suits the student/customer. Using a pen and paper may help them review and absorb the information. Explain the information clearly and be prepared to repeat it.
• Be prepared to explain any materials you provide

Learning disabilities can be associated with language-based learning, mathematics, or fine motor skills. The person may have difficulty reading material or processing information.

e) Mental Health:

(Includes several disabilities ranging widely in severity including anxiety, depression,
schizophrenia and bipolar disorder)

• Be confident and reassuring. As with all customers, listen carefully and focus on meeting the person’s needs.
• If the person appears to be in a crisis, ask them to tell you the best way to help.
• If a person appears to show signs of a mental health disability, it may be helpful to keep in mind that their reactions are not connected to you personally as a service provider The person is simply showing symptoms of mental illness.
• Try to help the person reduce their stress levels. e.g. A student may choose to take fewer courses each semester (a reduced course load) in order to reduce stress.

Remember, not all disabilities are visible. Non-visible disabilities can be difficult to understand.

f) Physical/ Mobility:

(A wide range of disabilities that restrict body movement to varying degrees)

• Physical disabilities may require people to use wheelchairs, walkers, canes, or other assistive devices.
• Ask before you help. People with physical disabilities often have their own ways of doing things
• Respect the person’s personal space. Don’t lean over them or on an assistive device.
• When speaking to a person in a wheelchair for more than a minute, sit or crouch down to their eye level.
• Never move devices such as canes or walkers, out of the person’s reach.
• If you are assisting a person in a wheelchair, make sure they are ready to be moved and describe what you are going to do before moving them.
• Additionally, in the case of students:
  • Consider the physical access of your classroom. Make sure there are no items that would be in the way of a person who uses a wheelchair or walker.
  • If class activities are planned to be held outside, provide advance notice so transportation can be arranged. Ensure the location of the class activity is accessible.

g) Speech/ Language:

(Difficulty in communicating verbally such as word finding difficulties or stuttering)

• Be patient. Give the person the time they need to get their point across.
• A person with a severe speech or language disability may use a communication board or other assistive device. If possible, ask questions that can be answered with a "yes" or "no".
• Don’t interrupt or finish sentences. Give them time to express themselves.

h) Vision Loss:

• Don’t assume that persons with this disability cannot see you at all. While most individuals with this disability have some residual vision, they may have trouble reading signs, locating landmarks, or seeing hazards.
• Identify yourself when you approach the person and speak directly to them.
• Some persons may use a guide dog or white cane while others may simply need to use a magnifier to view written materials.
• Offer your elbow to guide the person and wait for permission before starting to move. If they accept, walk slowly.
• Identify landmarks or other details to help orient the person.
• Make written materials available in large print if required.
• In the case of students in a new classroom, guide them to a desk or a comfortable location. Let them know when you are ready to leave or walk away.

i) Other Disabilities:

(Other disabilities may be temporary or permanent, visible or non-visible include fibromyalgia, chronic fatigue syndrome, arthritis, kidney disease, allergies, cardiovascular problems, cancer, diabetes, HIV infections and seizure disorders.)

In the case of students with these disabilities: (there may be instances of absence due to the effects of medication, fatigue, and pain.)

• Provide access to a note taker. Allow break periods for rest and taking medication.
• Provide alternative methods of evaluation and allowances for absences for medical reasons such as rescheduling of tests or exams.

2. Support for people with disabilities

Persons with disabilities may require assistance in the form of service animals, support persons, or assistive devices.

a) Service Animals are working animals.

• It is best not to touch, call, or make eye contact with the animal to avoid distracting them from their job.
• Service animals are allowed into public places where their owner goes including restaurants, elevators, and offices. The owner of the service animal is responsible for the supervision of the animal at all times.
• Service animals assist people with a variety of disabilities. e.g. Dogs can help guide people with vision loss, alert a person who is deaf or hard of hearing to alarms, open automatic doors for the people with physically limitations, and warn people with medical disabilities, for example epilepsy, of impending seizures.

b) Support Persons

can be a personal support worker, a volunteer, a family member, or a friend who assists with communications, mobility, personal care, or medical needs.

• Always speak directly to the person with the disability first and not the support person.
• Ask if you are not sure which person is the support person.
• A support person normally accompanies a person with a disability anywhere they go. When discussing confidential matters, confirm with the person with the disability whether or not they want the support person to be present.

c) Personal Assistive Devices

includes the following equipment:

• Wheelchair, walker, cane
• Hearing aid, amplification device
• Magnification devices
• Keyboard and pointing device
• Screen readers
• Voice to text software programs
• Digital recorders
• Personal assistive devices are part of the personal space of the people using them.
• It is inappropriate and sometimes dangerous to lean on, reach over, or restrict the movement of an assistive device.
• Ensure that the employee responsible knows how to operate the device properly when giving a Tyndale provided assistive device to a person a with a disability.

3. Student Responsibilities

Students with disabilities may be eligible for academic accommodations. In order to receive accommodations, students must register with the Student Life Department.

• Students should be actively involved in accessing their accommodations.
• Students are responsible for notifying their professor in advance of a test or exam if they wish to use test accommodations.
• A faculty member may remind students to make arrangements for accommodations, however, the responsibility for doing so ultimately lies with the student.

Note: Academic accommodations are not part of the AODA Customer Service Standard but are mentioned here as they play an important role in creating accessible classrooms.