Accessibility Plan 2024 to 2027

Introduction and Message from the Dean

At the University of Toronto School of Continuing Studies (SCS), we are committed to ensuring an equitable, respectful, accessible, and inclusive environment for all our staff, instructors, lifelong learners, and communities. Equity, Diversity and Inclusion (EDI) is a core value of our division, and we strive to build our culture around these principles. Our purpose is to strengthen human potential one individual, one organization and one community at a time.

SCS has a long and proud tradition of being an active hub for lifelong learning that supports the needs of the communities we serve through the lens of equity, diversity, inclusion, access, and belonging. SCS is committed to inclusive excellence and provides support to our learners with disabilities and/or diverse learning needs to ensure a positive learning experience throughout our programs and services. SCS aligns its EDI commitments with those of the University, as expressed in the University’s statement on Equity, Diversity and Excellence. This includes being intentional about fostering learning and work environments that address barriers, are free from discrimination and harassment, and promote a sense of inclusion and belonging. 

By nature of offering open enrolment courses and certificate programs, we improve the reach and access to learning, upskilling, and reskilling for our communities. Enrolling is seamless, without a formal admission process or documentation.

We are dedicated to the principles of the Accessibility for Ontarians with Disabilities Act (AODA) and the University of Toronto’s commitment to simultaneously promote inclusion and minimize barriers within the educational sector. SCS is focused on being a leader in lifelong learning pathways that are barrier-free and to incorporate AODA standards and regulations within our best practices. Designing for inclusivity improves the learning experience for everyone. In working towards these goals, SCS collaborates closely with the University’s AODA Office.

SCS strives to align its work with the principles of the AODA as well as the University of Toronto’s AODA report. The report outlines initiatives and projects across the Tri-Campus that demonstrate the commitment to Accessibility and Universal Design. Key highlights include: building understanding of Universal Design (UD) and incorporating UD principles in all aspects of learning, teaching, and working; embracing/incorporating new standards and best practices for all future capital projects, new builds, and renovations; creating accessible physical spaces and structures; and raising awareness about the unique challenges faced by individuals with intersecting forms of discrimination, including lived experience of disability. and working; Embracing/incorporating new standards and best practices for all future capital projects, new builds and renovations; Creating accessible physical spaces and structures; and Raising awareness about the unique challenges faced by individuals with intersecting forms of discrimination, including lived experience of disability.

The AODA Office leads the University in understanding our current AODA requirements, engages with the strategic goals of the University and the Division of People Strategy, Equity & Culture, and supports leading a culture shift from equity to belonging at our institution.

SCS is focused on ensuring all members of our SCS eco-system are supported and can access our working, learning, teaching, and collaboration environments in an inclusive, meaningful, and barrier-free way. I encourage you to read this Plan to learn about what SCS is doing to embed accessibility standards and principles in all we do and invite you to reflect on ways you can participate in and contribute to this commitment.

Yours in inclusive learning and excellence,

Dr. Catherine Chandler-Crichlow

Message from the VP, People Strategy, Equity & Culture (PSEC)

The value of lifelong learning cannot be underestimated. At every stage of our careers and at every stage of our lives, we can reap the benefits of acquiring new skills, exploring unfamiliar ideas, and building social connections with others.

It is vital that all opportunities to learn be accessible. The School of Continuing Studies recognizes this responsibility and is fostering a culture of inclusion which allows its community to achieve their goals and enrich their lives. SCS engaged in a collaborative and rigorous process to produce the 2024-27 Accessibility Plan: considering the diverse needs of learners, instructors, and staff; integrating their feedback; and reflecting on past practices. Through consultations with the Accessibility for Ontarians with Disabilities Act (AODA) Office and key stakeholders, SCS grappled with complex problems which deepened their own learning. These consultations also contributed to SCS’s collective knowledge of accessibility, the scope of current AODA legislation, and creative ways to embed accessibility and Universal Design into their systems and activities.

This process of reflection, collaboration, and consultation is a model for the wider U of T community to follow. By creating accessibility plans for our Faculties, divisions, units, and campuses—and by mindfully putting these plans into action—we can fulfill our shared responsibility to develop approaches and barrier-free environments that support all learners.

Kelly Hannah-Moffat
Vice-President, People Strategy, Equity & Culture

Who We Are

Our Mission: SCS impacts and transforms lives by creating people-centric pathways that empower futures by continually identifying and removing barriers to lifelong learning. Through innovation and creativity, SCS is relentless in its pursuit of market-relevant, high-quality programs and services that help people and communities thrive. 

Our Vision: To be recognized as a trusted global leader in lifelong learning who continually looks to create access to new dynamic pathways for personal growth across communities. 

Purpose: To strengthen human potential one individual, one organization, one community at a time.

Our Values: Global Mindset: Excited to be at the epicentre of a rich diversity of cultures, economic development centres and talent groups, we aim to build our global mindset to tap into the wealth of expertise and knowledge and to leverage these insights into international partnerships and initiatives; 

Accountability: We hold ourselves accountable to respect the Indigenous lands, ways of knowing and practices on which we are situated, and to our commitments made to the University, industry partners and agents, learners and instructors, and donors; 

Intentionality: We will challenge ourselves to be purposeful in building an understanding of the various groups with which we collaborate and serve; 

Innovation: For fifty years we have created innovative services and programs to meet the needs of our region. Building on the strength of our library of courses and certificates, we aim to sustain innovations in learning design and open enrolment programs; 

Communities First: Learner communities are at the core of our activities that is reflected in our practices such as instructional design, technology-mediated learning, and program delivery. We aspire to embed the principles of universal design and removing barriers in our offerings, to be inclusive of individuals with diverse abilities;

Interdisciplinary Co-Creation: Our vibrant co-creation process strives for inclusive excellence that is built on mutual respect, transparent information sharing, knowledge building, and operational efficiencies. 

Turning Our Values into Action:

SCS values and is committed to activating the founding principles as defined by the AODA:

• Dignity: means that all learners, and clients are treated with equal levels of respect.
• Independence: means that learners, and clients are responsible for themselves.
• Integration: means that learners and clients with disabilities can receive service in the same way as learners and clients without disabilities.
• Equal Opportunity: means that learners and clients with disabilities receive the same benefits, sometimes through small policy changes.

Accessibility for Ontarians with Disabilities Act (AODA) Background

The Accessibility for Ontarians with Disabilities Act (AODA) was enacted in 2005, which legislates that all organizations, both public and private, must be made fully accessible by the year 2025. The goal of the AODA is to minimize barriers that inhibit the participation of individuals with disabilities throughout society. The AODA is divided into five standards: Customer Service, Information/Communication, Public Spaces, Employment and Transportation.

Figure 1.1 Five AODA Standards

AODA Timeline Outlined by the Government of Ontario

Timelines for AODA: Pathway to 2025 

Source: Government of Ontario (www.ontario.ca)

Preparing for the Postsecondary Education (PSE) Standard

In 2017 the Ministry responsible for accessibility formed an educational committee to determine recommendations specific for the postsecondary sector that could be implemented before or by January 1, 2025. While the postsecondary standard has not been officially enacted, SCS has reviewed the proposed recommendations and will plan for both the current regulatory and non-regulatory recommendations with an implementation timeline of eighteen (18) months or less to well position the department to meet the established compliance deadlines.

Barriers identified in the PSE Standard:

1. General overarching barriers
2. Attitudes, behaviours, perceptions, and assumptions
3. Awareness and training
4. Assessment, curriculum, and instruction
5. Digital learning and technology
6. Organizational barriers
7. Social realms
8. Physical and architectural barriers
9. Financial barriers

SCS works closely with the University of Toronto AODA Office in developing programs and services that adhere to the AODA standards. However, the School of Continuing Studies is unique within the University due to the nature of the programs and services we provide. As a result, the School has taken the initiative towards creating specialized services in collaboration with the UofT AODA office to service those who choose to work and/or study within our department.

The University of Toronto AODA Office will oversee the Design of Public Spaces and Transportation Standards as applicable. SCS will be responsible for adhering to the Customer Service, Employment, and Information and Communication Standards that specifically apply to our department.
 

What Happened Since Our Last Plan?

SCS created an AODA working group, comprising a representative from each department within the Division. These departments include:

• Advancement
• English Language Program
• Enrolment and Learner Services
• Equity, Diversity and Inclusion
• Facilities
• Human Resources
• Information Technology
• Instructor and Program Services
• Learning Innovation
• Open Enrolment Programs
• Strategic Communications and Marketing

This group assessed SCS’ current progress towards meeting AODA standards and deadlines and created a blueprint of projects and initiatives to guide SCS towards full AODA compliance.

Many of these projects and initiatives, outlined below, have been launched and will continue to develop over the next few years.

Notable Achievements 

• SCS was approached by the Daniels Corporation, a long-standing partner with SCS providing employment opportunities for equity deserving youth, to provide an 8-week placement for a neurodivergent (autistic) student as part of the Moving Towards Opportunity (MTO) Program in summer 2023. All teams involved were able to work in collaboration to identify the participant’s needs, make sure those needs were met, and be able to fully support the participant through all work tasks to ensure a successful work opportunity
• SCS participated in the BALANCE for Blind Adults, Community Information Fair and will be featured in a filmed televised segment for Accessible Media Inc. 
• The SCS Blueprint Career Services team facilitated a RealTalk panel in September 2023 on Navigating Disability in the Workplace featuring panelists actively involved in the disability movement and champions of advocating for improved accessibility in the workplace.

Ongoing Initiatives and Achievements

• AODA Training Module for SCS Instructors 
  • AODA training compliance dates back to 2018 and continues to be a part of T4 and Vendor instructor contracts and is still part of the new instructor onboarding process.
• Created standardized request form for accommodations.
• Regular review and updating of the SCS webpage dedicated to accessibility. This resource page outlines available services and resources, detailed guidelines and recommended academic strategies to aid learners throughout their studies.
• Developed an access check slide as part of webinar course materials to support our well-established accessible PPT Template and Word Template for course materials.
• Created accessibility guidelines for subject matter experts who develop courses with SCS.

What We Are Working on Now

SCS is proud to provide department-specific or divisional-wide updates and/or initiatives underway or upcoming, to demonstrate the ongoing commitment to improving our services and programming.

It is important to note that not every department of SCS will be listed. Departments that are not listed may not have specific goals defined, but are still very much involved in collaborating with each department to achieve the goals listed below.

Enrolment and Learner Services (ELS)

Customer Service

• Goal: Further build learner resources regarding the provision of SCS services and supports.
• How we will get there:
  • Establish a learner guide to outline available services and resources, detailed guidelines and recommended academic strategies to aid learners throughout their studies.
  • Build dedicated webpage with accessible learning tools, strategies, and resources available to all SCS learners.
• Projected Timeline: December 2025.

Accessibility Feedback

• Goal: Define avenues for learners to communicate any important information regarding our services for the purposes of refinement and improvement.
• How we will get there:
  • Create a standardized form (both print and online) for course evaluations.
  • Create an accessibility survey for both learners and instructors to provide feedback.
• Projected Timeline: December 2025.

Learning Innovation (LI)

Quality Assurance

• Goal: Continue to ensure that any course assets developed by LI meet AODA standards for communication and higher education.
• How we will get there: 
  • Add accessibility items to course Quality Assurance checklist. Add “accessibility check” slide to all PowerPoint templates. Included an accessibility section in Developer 101 training module.
  • Continue to apply the Quality Assurance checklist at course approval stage for program development projects.
  • Revise the accessibility component of the Quality Assurance checklist once the higher education standard takes shape (e.g., to spell out WCAG standards for PDFs).
  • Continue to update developer-facing materials, such as the project kick-off deck and Developer 101 training module, when new accessibility practices arise.
• Projected timeline: ongoing; processes in place by Spring/Summer 2024.

Assessments

• Goal: Improve the accessibility of any assessments co-designed or developed by LI.
• How will we get there:
  • Apply UDL principles to new assessments to ensure multiple means of action & expression; ensure that all assessments are available in an accessible alternate format (such as Word) to meet accommodation requests in a timely manner; update QA processes accordingly.

• Projected timeline: Ongoing; processes in place by Spring/Summer 2024.

   

• Goal: Ensure that all pre-recorded videos in courses include captions and transcripts.
• How will we get there:
  • Update job aids to help instructors generate, save and share captions and transcripts for their webinars
  • Continue to create transcript files for video-rich courses.
  • Identify courses that include pre-recorded videos.
  • Generate captions and transcripts with Stream on SharePoint. Load them into the course shell. 
  • For all new projects and renewals, prepare captions and transcripts during development.
• Projected timeline: ongoing; processes in place spring/summer 2024 and all existing videos captioned by Winter 2025.

English Language Program (ELP)

Standardized Content Development Formatting

• Goal: Providing guidelines and templates for AODA-compliant content formats.
• How we will get there: 
  • Review current formats for course content and materials, modifying as needed.
• Develop formatting guidelines in accordance with AODA regulations for the development of new content.
• Build AODA-compliant templates for PowerPoint and Word documents for the creation of future content.
• Projected Timeline: December 2024

Open Enrolment Programs (OEP)

Alternate Formats

• Goal: Review all OEP courses with textbook requirements and ensure they are available in alternative formats as well as assess the need for required texts in those courses. 
• How we will get there: 
  • Take inventory of all courses with textbook requirements (report).
  • Program Directors to review all courses with textbook requirements and identify if there are alternate formats available. 
    • Where accessible formats are not available for textbooks, reading packages and other learning materials sourced (not created) by instructors and SCS, alternative means of representing the information content which permit learners with disabilities to access the learning and equal opportunity to achieve the relevant essential requirements, shall be provided.
  • Program Directors to review all courses with textbook requirements and identify if there continues to be a need for textbooks in those courses. Note: from a learner experience perspective, purchasing textbooks in addition to the course fee should only be required when necessary to deliver the content. Consider alternative materials/resources that are open source that can replace the need for a textbook.
    • After this review, Program Directors will put a plan in place to replace the textbook with open-source materials and implement with the support of LI.
• Projected Timeline: Review and recommendations by April 2025. Implementation of changes Fall 2026.

Instructor Awareness

• Goal: Share information with OEP instructors regarding AODA compliance and expectations of them in the learning environment.
• How we will get there: 
  • Continue to ensure AODA training is completed for new instructors as well as providing clear expectations (checklist). 
  • Create semesterly reminders of AODA best practices/expectations and send to all instructors one (1) month ahead of semester starts. 
• Projected Timeline: April 2025

Business Development (BD)

Working with Third-Party or External Groups

• Goal: Define a process to address accessibility accommodations when delivering programs to external groups or third party vendors.
• How will we get there:
  • Define key deliverables of an accessibility accommodation process.
  • Describe the stages of an accessibility accommodation process, as well as necessary inputs for each stage.
  • Design communication and process tools to work with the client on accessibility accommodation process.
  • Review the process with the respective compliance and regulatory instances.
  • Define an update mechanism to ensure continuous improvement.
• Projected Timeline: December 2024.

Information Technology (IT)/Strategic Communications & Marketing (SCM)

Website Revisions

• Goal: Implementation of a newly designed SCS website that integrates AODA guidelines.
• How we will get there:
  • Ongoing annual audits to ensure continued WCAG compliance is acknowledged that there are many user experience improvements that need to be implemented on our website. This said, we first need to obtain a new Student Information System (SIS). 
• Ensure EDI is at the core of the RFP when it comes time to tender the website project.
• Projected Timeline: several phases
  • Annual WCAG audits 
  • Update SIS system to drive a new website: 2025.
  • Start of an RFP process to overhaul our website: end of 2025.
  • Building and launch of new website: End of 2027.

Equity, Diversity, and Inclusion (EDI)

In September 2022, SCS established an EDI Office. It is committed to ensuring an equitable, respectful, accessible, and inclusive environment for all of our staff, instructors, lifelong learners, and community partners/collaborators. Our EDI work is focused on being a catalyst for positive change through programming, strategic and institutional initiatives, educational/learning opportunities, communication and accountability, issues resolution and restoration, and accessibility and universal design. We work closely with key partners across the tri-campus, including the Institutional Equity Office (IEO) and the Office of Indigenous Initiatives (OII).

• Goal: Infusing EDI principles throughout all SCS programs and services and facilitating efforts to provide enhanced accessibility for staff, learners, instructors, and other groups interacting with the Division. 
• How will we get there:
• Continue working collaboratively and proactively across all sections of SCS, the U of T tri-campus and its colleagues and offices, and with our external partners and communities, ensuring an EDI and accessibility lens is applied to all we do. Focus on ongoing learning, listening and reflection.
• Projected Timeline: Ongoing

Human Resources

AODA Training

• Goal: Ensure that all current School of Continuing Studies staff and instructors have completed the mandatory training.
• How will we get there:
  • Incorporate information on how staff and faculty can access their own supports if needed, and where to request.
• Projected Timeline: Ongoing.

Future Planning: Beyond 2024

Focusing on the following three goals, SCS will:

1. Stay abreast of any AODA, PSE standards, or other legislative changes, aligned with the University of Toronto’s commitment to inclusive excellence;
2. Continue to listen to and understand the needs of our learners, staff, instructors, and partners to ensure voices and individual needs are heard and supported; and
3. Building awareness and understanding of Universal Design for Learning (UDL) principles throughout a development project and course lifecycle to ensure outcomes are both perceivable and meaningful for all. Ensure staff, instructors and partners are trained in UDL best practices.

What Does Success Look Like?

The School of Continuing Studies emphasizes metrics, and though this work is ever evolving, we will realize and celebrate successes when: 

• All courses and content as well as services, meet or exceed AODA requirements.
• Learners can navigate our website with minimal difficulty/barriers/requiring support.
• Learners can easily navigate the resources we can offer and are comfortable in reaching out for assistance from our staff and instructors.
• Instructors, staff and partners/collaborators are fully informed regarding AODA policies and have the necessary resources and tools to support learners both within and outside the classroom, enabling them to be further advocates for the principles of EDI.
• Learners can be active participants in all aspects of their learning journey.
• Learners are comfortable advocating their needs to both staff and instructors without hesitation or worry; learners share via feedback or evaluation that their sense of belonging has been present or increased throughout their experience with SCS.
• Events offered are inclusive and address individual accessibility needs.
• Barriers and the adverse effects are recognized and minimized or removed.
• A welcoming and open learning environment is created.
• AODA guidelines are embedded within our own policies and best practices.
• Pro-active planning regarding accessibility and AODA standards are at the forefront of our strategic direction and initiatives.
• Our division becomes a global leader in barrier-free lifelong learning.

Closing Remarks

It is our collective responsibility to ensure that we learn, interact and engage in important dialogue with inclusivity and respect, creating space for all individuals and their unique lived experiences.

Thank you for reading our Accessibility Plan. We hope that one thing is clear: our commitment to inclusivity, accessibility and belonging, and to being a leader in the provision of programs and services that are accessible to anyone, regardless of their abilities and learning/working/teaching/collaborating needs.

 AODA Timelines and SCS Initiatives

*Figure 1.1 is referenced in the "Accessibility for Ontarians with Disabilities Act" section.

AODA Deadlines Outlined by the Government of Ontario

Deadlines/Compliance Dates for Large Public Sector Organizations (50 + Employees)

January 1, 2010

1. Provide Accessible Customer Service

    1.1 Train staff and volunteers to serve customers of all abilities
    1.2 Keep a written record of the training
    1.3 Welcome service animals and support persons
    1.4 Create accessible ways for people to provide feedback
    1.5 Put an accessibility policy in place so your employees, volunteers and customers know what to expect

July 1, 2011

2. Provide Accessible Transportation Services

January 1, 2012

3. Accessible emergency and public safety information

When asked, provide publicly available emergency information (evacuation plans or brochures), in accessible format

4. Provide accessible emergency information to staff

When necessary, provide accessible and customized emergency information. You should provide this information as soon as an employee asks for it or when you become aware, an employee may need accommodation in an emergency

January 1, 2013

5. Create accessible policies and a multi-year plan

    5.1 Create policies and a multi-year plan to help you achieve your accessibility goals
    5.2 Tell your employees and customers about your policies
    5.3 Post the multi-year plan on your website in an accessible format

6. Buy goods, services, or facilities that are accessible to people with disabilities

    6.1 Where possible, include accessibility design, criteria and features when purchasing new goods, services or facilities for your organization. When it is not possible, explain why

7. Include accessibility features when purchasing or designing self-service kiosks

    7.1 This includes interactive electronic terminals that people use to pay parking fees, validate tickets, buy groceries, and renew licences.

January 1, 2014

8. Train staff on Ontario’s accessibility laws

    8.1 Train all employees and volunteers on the accessibility requirements that apply to their job duties and your organization.

9. Make it easy for people with disabilities to provide feedback when asked

    9.1 This includes surveys and comment cards

10. Make websites accessible

    10.1 Includes only new websites and old websites you significantly update, and new web content you create

11. Make your employment practices accessible

    11.1 Make how you hire, retain and provide career development opportunities accessible.
    11.2 Document processes for developing individual accommodation plans and return-to- work plans

January 1, 2015

12. Make your public information accessible when asked

    12.1 Work with the person who is asking to figure out how to meet their needs as soon as possible

January 1, 2016

13. Make new or redeveloped public spaces accessible, including:

    13.1 Recreational trails and beach access routes
    13.2 Outdoor public use eating areas
    13.3 Outdoor play spaces
    13.4 Public outdoor paths of travel
    13.5 On and off street parking areas
    13.6 Service counters
    13.7 Fixed waiting lines
    13.8 Waiting areas with fixed seating

January 1, 2021*

14. Make all websites and web content accessible

    14.1 All public websites and web content posted after January 1, 2012 must meet WCGA2.0 Level AA other than 1.2.4 (live captions) and 1.2.5 (pre-recorded audio descriptions)
    14.2 https://www.ontario.ca/page/how-make-websites-accessible

*New deadlines and changes to the AODA requirements are possible. Staff must continually check these deadlines or consult with the AODA office to inquire about any deadline revisions.

Goals from Previous Accessibility Plan 2017 to 2021

Open Enrolment Programs and Learning Innovation

Content Management

• Goal: Streamlining and building efficiencies in storing information, across all SCS departments, in a central location.
• How we will get there:
  • Collection of all current course and program content.
  • Rebranding content to ensure AODA compliance and ensure that an alternate version is readily available.
  • Store revised content in one location for review and to post in the new Learning Management Engine once launched.
• Status: Completed and ongoing.

AODA Training

• Goal: Determining platform for coaching and informing staff and faculty of AODA policies and standards
• How we will get there:
  • Collaborate with University of Toronto AODA Office to ensure the appropriate provision of training information.
  • For Instructors: Include the AODA training as a requirement in their contracts to ensure compliance.
• Status: Completed and ongoing.

Standardized AODA PowerPoint Slide Deck

• Goal: Building one template for slides and PowerPoint that is AODA compliant to build future course content upon
• How we will get there:
  • Collaborate with Learning Innovation and course developers to adapt templates using AODA colour, contrast, and style recommendations.
• Status: Completed and ongoing.

Content Development Formatting

• Goal: Providing guidelines for determine accessibility of content formats
• How we will get there:
  • Review current formats for course development. Currently there are multiple formats of content developed due to the nature of the subject matter and technology available.
  • Fully test these formats to determine best practices
  • Any external content that is used that we cannot modify, to provide disclaimers where possible to inform learners throughout their course.
  • Create format guidelines in accordance with AODA regulations in which content will be developed and assessed going forward.
• Completed and ongoing.

Alternative Formats and Online Interaction

• Goal: With the increase in online courses and level of interaction required our office must review course content and determine the alternative format to be provided, if possible.
• How we will get there:
  • In-depth discussions with staff and developers on the course content and interaction level needed for a course. Student submissions should also be reviewed as part of this discussion.
  • Strategize how to design online modules to provide the best learning experience online without sacrificing accessibility and ensuring AODA compliance.
  • For online videos or webinars: to develop guidelines for video production to enable AODA design and compliance upon inception.
  • For online videos or webinars: to review how to include transcriptions or closed caption on these videos to comply with AODA requirements.
• Status: Completed and ongoing.

Operations

Customer Service

• Goal: Improve learner communications regarding the provision of SCS services and supports
• How we will get there:
  • Create a student handbook to outline available services and resources, detailed guidelines and recommended academic strategies to aid learners throughout their studies.
  • Create a standardized request form for accommodations.
  • Update website to include a dedicated Accessibility page.
• Status: Completed and ongoing.

• Goal: Building accommodation resources
• How we will get there:
  • Create a new position dedicated to providing accessibility supports and to oversee the AODA implementation
  • Track activity and provide financial forecasts to ensure that there is a sufficient budget for accommodation requests.
• Status: Completed and ongoing.

Feedback

• Goal: Define avenues for learners to communicate any important information regarding our services for the purposes of refinement and improvement.
• How we will get there:
  • Create a standardized form (both print and online) for course evaluations.
  • Create an accessibility survey for both learners and instructors to provide feedback.
• Status: Ongoing.

Testing Space

• Goal: Allocating space for private testing services, which may include the creation of a centralized learner testing centre at our office
• How we will get there:
  • Evaluate the current and projected needs of testing services, in terms of both volume and design, to facilitate planning of dedicated space for individualized learner testing.
• Status: Ongoing.

Information Technology

Website Revisions

• Goal: Implementation of a newly designed SCS website that integrates AODA guidelines.
• How we will get there:
  • Reviewing WCAG requirements to determine direction for mandatory updates, and if possible add AA requirements to be implemented by 2021 or earlier.
  • Build focus groups with staff and learners to determine what currently works well on our website and areas that need to be addressed.
• Status: Ongoing.

English Language Program

Course and Program Materials

• Goal: Creating a standardized AODA compliant platform in which to base all course material, in addition to, marketing material
• How we will get there:
  • Collaborate with Marketing Team to determine and review a consistent template including colour scheme and language

Building Resources

• Goal: With the transition to a new learning management engine, must determine impact on learners in the English Language Program
• How we will get there:
  • Review with Learning Innovation the identified accessibility features and modules for LME and determine how to adapt course material as needed.
• Status: Ongoing.

Marketing

Content Development

• Goal: Establishment of AODA review process for all marketing development, such as: digital advertising, traditional advertising and the School calendar
• How we will get there:
  • Identify marketing applicable AODA requirements.
  • Identify any tools or resources to implement AODA standards across all marketing material.
  • Prioritize marketing material that should be converted to meet AODA compliance.
  • Create and implement a step-by-step review process to ensure all marketing material is compliant before being published.
• Status: Ongoing.

Training

• Goal: Review with Marketing Team and external vendors the guidelines and standards introduced to ensure all marketing material is AODA compliant.
• How we will get there:
  • Regularly scheduled team meetings with all Marketing staff to review AODA guidelines, and steps to ensure compliancy. These steps may include the eye test, online tools and a reference guide.
  • Formal briefing with all marketing agencies and partners of the AODA parameters in which the School chooses to proceed with regarding any marketing-based content.
• Status: Ongoing.

Human Resources

Staff Onboarding

• Goal: Create process to ensure that all new School of Continuing Studies staff, faculty, volunteers, and all other persons who provide goods, services, or facilities on behalf of the University of Toronto, to complete the mandatory AODA training.
• How we will get there:
  • Include required training on offer letters sent to new hires that require training to be completed within the first 60 days of hire. As a best practice at SCS, employees will be encouraged to complete training within a week of their start date.
  • AODA requirements are also included in a welcome letter that go out to new hires, and discussed during the initial onboarding orientation with HR.
• Status: Ongoing.

AODA Training

• Goal: Ensure that all current School of Continuing Studies staff and faculty have completed the mandatory training.
• How will we get there:
  • Collaborate with the University of Toronto AODA Office to determine which staff members still must complete the training. Volunteers and instructors will be provided a letter with a link to the AODA training document to review.
• Status: Ongoing.