Accessibility Begins at the Beginning

By Heather Willis, Accessibility Coordinator

A new school year is upon us and in the spirit of new beginnings I am reminded of the importance of getting things off to a good start, right from the beginning. A common sense adage, but this principle has particular relevance when applied to accessibility and creating an inclusive environment.

One way we can consider accessibility up front is by using the concepts of universal design. Barrier-free or universal design refers to the creation of environments that are inclusive and free of barriers that might prevent anyone, whether they have a disability or not, from using the environment to its full potential. The end result is a space, whether it be a physical space, virtual space, or a program, that’s usable by everyone, regardless of individual abilities. Accessibility goes well beyond ramps and curbs and applies whether you’re designing a new website, creating a new course, or building a new classroom.

When we look at new constructions, by considering the implications for accessibility up front in the design, development, and build stages, we prevent the need to fix barriers later. Retrofits and making accommodations after the fact take time and resources, making it more expensive than building in accessibility from the beginning. In addition, the independence and dignity of individuals who experience barriers are often compromised and delays are experienced unnecessarily.

By providing the highest degree of accessibility possible at the outset, you can help ensure no new barriers will be created and avoid problems later on—problems such as people not being able to access your services, frustration, or complaints (which may even include human rights complaints).

What is required?

Accessibility begins at the beginning. Barriers are not created intentionally and can exist in ways that are not immediately apparent; for example, when planning an event. You may unintentionally overlook considerations such as accessibility of location and materials being presented, such as showing videos without captions, and unknowingly be creating physical barriers or barriers to information.

What’s in it for you?

Your potential audience will be wider, your participants more diverse. Your practice will be more inclusive with less need for individual accommodation, which in turn allows participants with disabilities dignity and independence.

Accessibility begins with every individual. You may think you are not in the position to influence accessibility outcomes, but by being informed and sharing information such as this, you can enable change. As we start a new academic year, we’re reminded of this valuable lesson—one which we hope to impart on our entire Ryerson community—that if you have the knowledge, you can make the difference.

If you would like to discuss any accessibility issues you can contact Heather at hwillis@ryerson.ca or (416) 979-5000 ext 4144.