Presentation - Faculty of Information

AODA: Accessibility for Ontarians
with Disabilities Act
Introduction to Ontario Council of University Libraries Projects
Katya Pereyaslavska, Project Manager
Scholars Portal, Ontario Council of University Libraries (OCUL)
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accessible to you.
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sound, the seat you have? Please feel free to
move around throughout this session to find the
right spot for you in this room! That’s totally ok!
about
M.A., M.I.
VPO (ARL)
Project Manager (OCUL)
@Socialbrarian
what is scholars portal?
http://scholarsportal.info/
what I will talk about today
legislation overview
theory
OCUL projects – investigation/practical
Project Management (skills)
Legislation Overview
Legal language and terminology (aka “legalese”) can be
intimidating and dense – but broken down into its constituent
parts, it is accessible.
All legislation has a glossary at the beginning, so if something
seems unclear, that is always a good place to start.
We will touch briefly on relevant legislation in the next few
slides.
Head In The Clouds by Luis Prado from The Noun Project
Legislation directly related to accessibility
The primary acts that currently impact accessibility in Ontario libraries are:
•Accessibility for Ontarians with Disabilities Act, 2005, S.O. 2005, c. 11.
•Copyright Act, R.S.C. 1985, c. C-42
•Most recently updated by the Copyright Modernization Act, S.C. 2012, c. 20.
There are also a couple of other pieces of legislation that have a direct impact on how
these laws function (but will only be touched upon today):
•Canadian Human Rights Act, R.S.C. 1985, c. H-6.
•Canadian Charter of Rights and Freedoms (part of the Constitution Act, 1982)
Accessibility for Ontarians with
Disabilities Act, S.O. 2005, c. 11.
Passed by the Ontario government in 2005, and it outlines a broad mandate that seeks to
“achieve accessibility for Ontarians with disabilities with respect to goods, services, facilities,
accommodation, employment, buildings, structures and premises on or before January 1, 2025.”
The pertinent information regarding AODA requirements for libraries can be found not in the act
itself, but rather in its regulations (“delegated legislation” under authority of the Act).
At the moment there are three AODA Regulations, but the key one for our purposes is O. Reg.
191/11, Integrated Accessibility Standards (with the relevant sections to libraries being s. 12, s. 15
and s. 18 under Part II - “Information and Communications Standards”.
Include by James Keuning from The Noun Project
AODA Overview
Although the ultimate aim of AODA is universal accessibility in Ontario by 2025, in the
meantime compliance deadlines have been staggered over a period of nearly 15 years.
We have had a few deadlines, which fall on the first of January every year.
As of January 1st, 2012 – the customer service standard requires staff to complete
AODA training.
As of January 1st, 2013 s. 15(1) of the Integrated Accessibility Standards came into
effect. This means that when a student provides an accommodation request, we will
need to be ready to provide them with course information and learning materials in
accessible or electronic conversion-ready format.
http://www.onpha.on.ca/Content/Conference/2012/handouts/508_ASR_Compliance_Timelines.pdf
AODA Overview
Recent and Future Key Deadlines:
January 1, 2014
 All new internet websites and web content on those sites going back to January 1, 2012 must conform with Web
Content Accessibility Guidelines (WCAG) 2.0 Level A
 Accessible feedback processes
January 1, 2015
 Accessible formats and communication supports
 Educational libraries - print-based resources
 Producers of educational or training material – Textbooks
January 1, 2020
 Educational libraries - multi-media/digital resources
 Producers of educational or training material - Supplementary print materials
January 1, 2021
 All internet websites and web content must conform with WCAG 2.0 Level AAA (excluding live captioning and
audio description)
Accessibility and Copyright
Copyright Act, s. 32(1)
Under the copyright exceptions, s. 32(1) includes the following:
32. (1) It is not an infringement of copyright for a person with a perceptual disability, for a person acting
at the request of such a person or for a non-profit organization acting for the benefit of such a
person to
(a) make a copy or sound recording of a literary, musical, artistic or dramatic work, other than
a cinematographic work, in a format specially designed for persons with a perceptual
disability;
(b) translate, adapt or reproduce in sign language a literary or dramatic work, other than a
cinematographic work, in a format specially designed for persons with a perceptual disability;
or
(c) perform in public a literary or dramatic work, other than a cinematographic work, in sign
language, either live or in a format specially designed for persons with a perceptual disability.
[…]
(3) Subsection (1) does not apply where the work or sound recording is commercially available in a format specially designed to
meet the needs of any person referred to in that subsection, within the meaning of paragraph (a) of the definition
“commercially available”.
Accessibility and Copyright – Issues?
There are a number of areas in which there could
be issues, including (but not limited to):
• Conflict in definitions (the Copyright Act’s
“perceptual disability” is rather vague)
• The strengthened digital lock provisions in the
Copyright Act vs. the potential right to break these
locks in AODA
• Copyright Act (Federal Act) vs. AODA (Provincial
Act)
• If it were to be litigated, it is possible that AODA sections that conflict with
the Copyright Act could be struck down or amended due to the constitutional
hierarchy of Canadian legislation, which gives Federal Acts precedence over
the provinces
theory
INCLUSION
Working towards our shared goal of accessible Ontario by 2025
Q: What are the common accessibility
barriers you can think about in the
context of libraries, archives and
museums?
Accessibility should not just be about equal access to but equal experience.
definition
“mismatch between the needs of the individual and the environment, service or
experience offered”
* Value of offering same service experience to users of all abilities
beyond aoda
Thinking about compliance is limiting and AODA challenges the bigger thinking and design. We need to think about:
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equitable
respectful
positive
What are we as campuses and professionals?
What do we believe should be above the legal bar?
Will disability rights movement change the nature of higher education?
we should borrow from disability studies
integrating language - students of all abilities, inclusivity starts with language you use
accessibility practices into every day work – its easy to create accessible WORD documents…start now!
social model of disability – environment bares responsibility for access and the environment is designed either to be
inclusive or exclusive and heightens barriers. How does faculty design classrooms or exams?
reduce the need for individual accommodation – policy, technology, information… institutional accommodation
Looking for a proactive place, v.s. just being reactive
Reframing Disability Identity on Campus, Higher Ed Live
(webinar November 5, 2014)
reframing disability
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minimum standards for operation and accommodation
from medical model to social justice – disability is not something to “fix”
its all of our jobs to be inclusive and accessible
disabled students don’t have “special needs”, these needs are the same as other
students – the environment is not designed to accommodate everyone’s needs equally
‘good faith’ approach, supported by the Human Rights Code
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campuses are starting to move towards this model of accommodation and away from the medical model
student accommodation models are also undergoing restructuring
Include by James Keuning from The Noun Project
RESEARCH
(aka identifying a problem)
Report on Accessible Media
Report is now available on the OCUL website
Blind by Jordan Delcros from The Noun Project
project timeline
Research (June – September 2014)
Report (September 2014 – November 2014)
Dissemination (January 2015 – onwards)
Report was distributed this week on February 3, 2015 and is currently available to all
audiences on the OCUL website.
French translation is coming!
Time by Wayne Middleton from The Noun Project
What we set out to do
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Provide a detailed analysis of potential costs and benefits of a variety of approaches to
video captioning and delivery of accessible media educational materials
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Provide clarity on sharing video captioning under Canadian law
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Assist Ontario Universities in becoming AODA compliant and serving students and
faculty most effectively
the report
Version 1.0
February 3, 2015
The ROAM report is 120 pages and includes the
following major sections:
1. Purpose
2. Context
3. The Research
4. Models and Workflows
5. Questions and some answers for libraries
6. Options for libraries to provide accessible
collections
Appendices A – F
Acknowledgements
Works Cited
Suggested Resources
Glossary
Report by Grant Fisher from The Noun Project
purpose
The overall objective of the ROAM project is to provide the OCUL libraries with critical
information and analysis that they need to plan and implement equitable and barrier-free access
to video collections held at university libraries across the province. What makes audio-visual
materials accessible?
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How can library users know if audio-visual materials are accessible?
How timely should libraries be responding to requests for accommodation?
What are the accessibility requirements for materials in university libraries?
How can copyright permission for captioning be cleared?
How can videos be legally captioned?
Can media copies be retained after captioning?
What is the right balance to maintain between enhanced access to content and compliance
with copyright and other relevant legal acts?
What is a reasonable cost of outsourcing media for captioning or description?
What factors should libraries consider when choosing a service provider for captioning or
description?
context
This report looks first at library user populations through a lens of accommodation and
accessibility; second, at the libraries themselves in terms of the multimedia that is collected
and how it is used; and, third, at the current legal framework for providing accessible media in
Canada.
User by Luis Prado from The Noun Project
the research
The Canadian Association of Research Libraries (CARL)
(2010-11) http://www.ocul.on.ca/node/397
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139,046 film and video
462,386 audio-only titles
How many libraries provide accessible media services?
5 of 19 libraries surveyed
How much of the multimedia content acquired is captioned?
Lack of systematic purchasing
Lack of transparency
Discoverability of captioned content
- Accessibility notes – where to look?
models + workflows
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In-House Production Model
Outsourcing Model
Hybrid Models
*Each institution is unique and therefore
solutions need to be tailored.
Scale by Veronika Karenina from The Noun Project
options for libraries
Know your context
- Your Collections
- Your Users
- Your university
- Trends in higher education
Video Camera by Rafael Farias Leão from The Noun Project
appendices
Appendix A – OCUL Environmental Scan, p.54
Appendix B – ROAM survey questions, p.77
Appendix C - WCAG 2.0 Levels A and AA as they pertain
to timed media, p.89
Appendix D – Directory of Service Providers and
Software, p.90
Appendix E – Copyright Roundtable Questions, p.96
Appendix F - Best Practices, p.98
Acknowledgements, p.105
Works Cited, p.110
Suggested Resources, p.112
Glossary
Brainstorm Jessica Lock from The Noun Project
SERVICE
(aka solution)
accessibility legislation
Accessibility for Ontarians with Disabilities Act, 2005 (AODA)
The AODA has two regulations, the Accessibility Standard for Customer Service
(Customer Service Standard) and The Integrated Accessibility Standards Regulation
191/11 (IASR).
Information and Communication Standard (relevant sections to libraries 12, 15 & 18)
January 1, 2014
All new internet websites and web content on those sites going back to January 1, 2012 must conform with Web Content
Accessibility Guidelines (WCAG) 2.0 Level A
Accessible feedback processes
January 1, 2015
Accessible formats and communication supports
Educational libraries - print-based resources
Producers of educational or training material - Textbooks
January 1, 2020
Educational libraries - multi-media/digital resources
Producers of educational or training material - Supplementary print materials
January 1, 2021
All internet websites and web content must conform with WCAG 2.0 Level AAA (excluding live captioning and
audio description)
ace history
Pilot (November 2012 - November 2013)
Service (January 2014 - now)
Pilot (2012-2013)
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5 participants
Carleton University
Ottawa University
University of Toronto
University of Waterloo
York University
developed ACE repository on SP Books Platform
developed token authentication system for users
partnered with Internet Archive Canada to produce accessible texts
produced Accessibility information Toolkit (84pg)
ace - now a service
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Sustainability Plan approved by OCUL Directors (November 26, 2013)
Service is now open to all OCUL members
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Brock University
Carleton University
Guelph, University of
Lakehead University
Laurentian University
Laurier University
McMaster University
OCAD University
Ottawa, University of
Queen's University
Ryerson University
Toronto, University of
Trent University
Waterloo, University of
Western University
Windsor, University of
York University
what is a “token”
A ‘token’ is a password which supporting staff and end users can use to access the ace portal
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User tokens are issued mid August of every year, older tokens will expire
Staff tokens has a different appearance with _admin on the end of each token
• Helps us to track more meaningful statistics
Token system was developed to protect user identity (medical and private information)
Token has to be used every time someone logs in
Token cannot allow users to create user accounts – these are too difficult for us to
manage (going back to privacy issues + graduating students)
ace benefits
Benefits for users
 immediacy of access
 serendipitous discovery
 unmediated access
Benefits for institutions
 cost savings
 standard production
 minimizing duplication
 compliance with AODA
 building accessibility community
 collaborative problem solving and user testing
Head In The Clouds by Luis Prado from The Noun Project
about ace portal
ACE Log-in Page
http://books1.scholarsportal.info/access.html
Q&A
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Do I need to authenticate every time I log into
the ACE Portal? Yes.
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Can I change my token once I log in? No. ACE
portal does not support the creation of user
accounts (protecting personal + medical privacy
of our users)
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How should I distribute my tokens? Keep a
spreadsheet of all tokens distributed to your
students and staff noting which individuals
received what access tokens. In cases of
suspicious activity we will rely on you to contact
the person with the token affiliated with ie.
excessive downloading. Our system flags, we
communicate and you help us investigate.
about ace portal
Q. Can I access anything in the ACE portal?
A. Your digital collection will reflect your physical library holdings.
easy to report
issues, as many
times as needed
Q. Do I only have access to books I request?
A. No. Utilizing z.39.50 client-server protocol, a Scholars Portal programmer populates your collections with incoming materials that
are requested by any participating institution. The opportunity to continue making library collections accessible by anticipating
requests for these materials demonstrates future-forward interest in sustainability and progress towards removing barriers to
access for OCUL member communities. Your collections will continue to grow organically whether or not you might be placing a lot
of requests.
user feedback
Attached to every ACE book! Users can submit multiple responses throughout 1 session
Q&A
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Does ACE gather user feedback? Yes. Feedback is
gathered through the following means:
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Direct responses via ACE portal
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ACE User Advisory Group
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ACE partners – anonymous
testimonies are forwarded to the
ACE team with permission from
your users.
Is feedback is important to our team? Very!
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It allows us to continue improving
the service by actively reacting to
comments + share this feedback
with partners
Information Booth by Luis Prado from The Noun Project
user feedback
Examples
ACE Anonymous user feedback (September 19, 2013)
“The term has started off quickly and I already have a lot of readings due for next
week. I was having significant problems finding a comfortable reading position at
home but I was able to get the ePub files for my books and convert them for my
kindle. So now I can easily do the readings in bed which is a lot easier with my
fibromyalgia, thank you again so much.”
ACE Anonymous user feedback (July 23, 2013)
“As someone who depends on the accessibility of these resources it means a great
deal -- a great deal -- to know there are people working on the system who really
care about our voices and want to make the system as accessible as possible.
Anytime you need an outside voice to provide strong user feedback let me know.
This project could have a determining impact on my -- and other disabled students'
academic careers.”
Q&A
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What do I do if a student emails me with their feedback? Ask them
if they would be ok with you sharing this feedback with our project
team. All feedback is critical for us in establishing and running a
successful service. We love hearing from our users!
Colour PDF
Downloads in this format are provided both for
individual chapters (where possible) as well as for the
entire book.
Black & white PDF
Black & white PDFs are provided at a lower
resolution than our colour PDFs, generating a file
that is smaller in size. This option may work better
for any software that has difficulty handling large file
sizes.
DAISY
DAISY file downloads are provided in a ZIP format.
Downloads in this format provide a plain,
Plain text file (TXT)
unstructured text file in the standard TXT format.
ePub
This format is a lower resolution XML standard for
digital publications and documents. ePubs can be read
on your desktop or mobile phone using free e-reader
software like Mobipocket, FBReader (for
Linux), Aldiko (for Android) or Adobe Digital
Editions. It is also supported by most popular e-book
reading devices including the Sony Reader, BeBook,
IREX Reader, iPhone, and the Nook from Barnes &
Noble’s.
ace formats
Q. I am a student and need an ACE book
converted into a KESI (Kurzweil) file, an
MP3, and also need help opening or using
this book I downloaded from ACE, can the
ACE support team help me?
A. Please consult with your local ACE
coordinator for assistance. The ACE project
team is here to offer support with any
technical troubleshooting, but additional
conversion requests should be handled
locally at your institution.
Q. I am a blind student using JAWS software
and I cannot seem to access the ACE files.
A. Internet Archive OCRs but does not tag
their files which means that this content can
be quickly re-OCRd locally by your
accessibility staff. We hope to negotiate
tagging with IA folks soon.
submitting requests
Direct url
http://bit.ly/1yjB18X
Q. Who can submit these requests?
A.
ACE Coordinators and supporting staff.
Not portal users. If we receive a request
from a person we have never worked with
before, our team will follow up with your
institution to verify their role as an ACE
Coordinator.
Q. How many requests can be submitted at
one time?
A. 7 titles per 1 digitization form. Multiple
forms can be submitted. It is a good practice to
let our team know if you anticipate receiving a
large digitization list. This way we can budget
our availability to process voluminous
requests.
submitting requests
Eligible items
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Any books available in print at the requesting library
(exclusive of traditional textbooks)
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Books for which you have placed a purchase order (but not
yet received)
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Books you have received requests for to make accessible
submitting requests
Non-eligible items
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Books which your library only holds in an electronic format
Books that are personally owned by students or faculty, but are not held by the
requesting library
Coursepacks that have been compiled by an instructor, even if your library holds
a copy
Rare, delicate, or other special books which cannot be loaned + hand scribed
material (OCR issue)
Library or archival materials that are not books, e.g. journals
evaluation
Unusable materials
• Marginalia (ink, pencil, highlighters)
• No margins (material that has been rebound)
Internet Archive’s scan of Opticks has annotations from Isaac Newton
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digitizing with IA
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Items are handled as little as possible and are
stored in secure locations when not in use
no books are cut, glass is used to flatten
pages only when it poses no danger to the
materials and does not inhibit image quality
processing books
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ensuring that books are usable: marginalia,
highlighting, underscoring…
reasonable margins – rebound materials
book slips – accompany each book when submitted
to IA
Z39.50 protocol + OCUL library catalogues
a programmer loads content once its been digitized
our staff notify you that an item is ready and you
receive the direct link to each book (working on
automating this)
Let’s browse the portal!
http://books1.scholarsportal.info/access.html
sample token: classroom-demo only
Include by James Keuning from The Noun Project
supporting multiple partners
 Messaging – consistency of language/vocabulary
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2.
3.
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ACE Coordinator – a representative from each institution responsible for overseeing the
implementation and running of the ace service. This person is also responsible for assisting
students with how to use the ace tokens and provide immediate technical support onsite
ACE Portal – ace stands for “accessible content e-portal” and its been a SP team preference to use
the world “portal” over the word “repository.” It has more positive imagery like “gateway”.
ACE Service Team – all the folks at Scholars Portal who are responsible for supporting this service
Technical support/questions
1.
Is important to identify which questions the ACE Coordinator can handle and at what point the
query needs to be referred to the ACE Service Team. Our team is here 24/7 to support your staff
and students, however, we would like to encourage your staff to develop basic ace knowledge and
know when to refer. This is especially important for the trial period as we still learn and try to
understand how much time our staff are able to dedicate to supporting colleges. For technical
questions, please contact [email protected] .
supporting multiple partners
 News/Service Updates
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Partner updates - ACE is still a new service so our team is constantly working hard on bettering
the system we have in place. This includes platform maintenance and tweaks, possibly
developing a system to let users sort through image-free content and more. Being able to
provide regular updates is a vital part to running a successful service.
Promotions to end users – bookmarks, flyers and word of mouth, are all important parts of
promoting this new service.
Promotions to new partners - we also want to build new partnerships and establish a wider
reach across the country as well as internationally. We encourage our partners to deliver acerelated presentations, please check with us first to ensure you have the most recent
information/statistics and we are happy to support you with anything you need.
Role of ACE Coordinators - we ask all supporting staff to help us engage in outreach and
promote ace to your students and faculty. Distribute tokens, engage with potential users and
channel any feedback back to us! The more users we have, the more opportunities for
feedback and learning about how the ace service can improve.
Timing promotions – its important to coordinate the timing for webinar announcements and
service updates to be released across different listservs at the same time for more fair and
equitable distribution.
promotions +
awareness
 Promotional materials available
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2.
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Flyers in 2 sizes (French + English)
Bookmarks (French + English)
2 accessible guided tutorials (need to
develop a FR version)
RESEARCH
(aka identifying a problem)
accessibility information toolkit
for libraries
Accessible PDF versions in English and French are accessible via the
OCUL website: http://www.ocul.on.ca/node/2127
toolkit: what is it?
Developed as a part of the EnAbling Change program 2012-2013
(http://www.grants.gov.on.ca/GrantsPortal/en/OntarioGrants/GrantOpport
unities/PRDR006997)
Large working group representative from 9 universities
Diverse expertise comprised of public services, copyright, accessibility and
other experts
Challenging task: to create a usable guide to support OCUL libraries in
becoming more inclusive
aoda + building a community of practice
The Ontario Ministry of Community and Social Services estimates that 1 in 7
people in Ontario have a disability
(Policy paper: Students with Disabilities, Ontario Undergraduate Student Alliance, 2012)
aoda
 understanding who is responsible for making the campus accessible (everyone)
 developing basic accessibility competencies
building a community of practice
 developing collaborative standards
 sharing best practices
 value of cross pollination – beyond the library environment
 accessibility and inclusivity as a part of every day workflows
 never saying no to accommodation requested, solution for everything
*Projects like the Accessibility Toolkit for Libraries and ROAM are focused on raising
awareness and promoting basic competencies which library staff are asked to
develop. Everyone needs to know something about copyright, accessibility and
assessment!
Time by Wayne Middleton from The Noun Project
leadership
Keeping groups on track
Working through the summer months
Keeping discussions focused
Prioritizing work
Ensuring that deliverables meet community needs
communications
SPOTdocs wiki
Google docs
Conference calls
Frequent emails
Lessons learned
Working with distributed groups
Integrated telecommunications
Archive of group discussions
AODA: so many similar solutions!
Council of Ontario Universities
Accessible campus website - Over 1800 page views in 30 days
http://www.accessiblecampus.ca/
- Scheduled launch dates for every new piece of content
- social media outreach team
accessibility scenarios
Who
Issue
Identify
barriers
List
variables
Solutions
What
Step 1
Step 2
Step 3
Break into groups of #?
Complete Step 1
Identify presenter to discuss
Pass your scenario to the group on your left
Complete Step 2
Identify presenter to discuss
Pass your scenario to the group on your left
Complete Step 3
Identify presenter to discuss
acknowledgement
Special thank you to Stephen Spong for providing content on
slides 4-10. If you are interested in this topic further, please
follow Stephen on Twitter @ TheLibeerian or email him at
[email protected]
QUESTIONS?
[email protected]
@Socialbrarian