Rick Hansen Foundation Accessibility Certification™ Training Student Guide PDF

RHFAC Training STUDENT GUIDE DISCLAIMER Version 2.0, September 2017 Page | 1 RHFAC Training STUDENT GUIDE Copyright Copyright © 2020 Rick Hansen Foundation. All rights reserved. The Rick Hansen Foundation (RHF) devoted significant time and resources to creating this RHFAC Professional Training Student Guide, Version 3.0 Edition. RHF authorizes individual use of the Student Guide. In exchange for this authorization, the user agrees: 1. To retain all copyright and other proprietary notices contained in the Student guide, 2. Not to sell or modify the Student Guide, and 3. Not to reproduce, display or distribute the Student Guide in any way for any public or commercial purpose, including display on a website or in a networked environment. Unauthorized use of the Student Guide violates copyright, trademark and other laws and is prohibited. Downloads of the Student Guide Redistributing the Student Guide on the internet or otherwise is STRICTLY prohibited even if offered free of charge. Trademark Rick Hansen Foundation Accessibility Certification™ is a registered trademark of the Rick Hansen Foundation. Disclaimer None of the parties involved in the funding or creation of the Rick Hansen Foundation Accessibility CertificationTM (“RHFAC”) Program, including the Rick Hansen Foundation, its affiliates, members, employees or contractors, assume any liability or responsibility to the user of this handbook or any third parties for the accuracy, completeness, or use of or reliance on any information contained in the RHFAC program, or for any costs, expenses, injuries, losses or damages Version 3.0, September 2020 RHFAC Training STUDENT GUIDE (including, without limitation, equitable relief) arising from the use of any materials for the RHFAC program. New construction, building alterations, repairs and demolitions in all jurisdictions are or may be subject to federal, provincial, municipal and local statutes, codes, ordinances, decrees, rules, regulations, bylaws, policies, requirements, standards and guidelines in their governing jurisdiction (“Building Laws”). These Building Laws may even include building codes, standards or requirements that are specific to accessibility by persons with disabilities. These Building Laws vary from jurisdiction to jurisdiction and may change over time. The user is advised that the ratings, certification levels, recommendations and build specifications used or included in the RHFAC program are functional recommendations, not represented or guaranteed to meet, comply with or be consistent with the requirements of any Building Laws at any time in force or effect in any jurisdiction. It is the sole responsibility of the party undertaking any construction to consult with knowledgeable consultants (including code consultants) and applicable authorities having jurisdiction in the governing jurisdictions, to confirm that the recommendations and specifications of the RHFAC program intended to be used comply with Building Laws so that any build, renovation and demolition undertaken is in compliance with the Building Laws. The user acknowledges that it is aware that it may be required to amend or adapt the recommendations and specifications of the RHFAC program to ensure compliance with Building Laws. As a condition of use, the user hereby waives the user’s right of any and all claims, demands and causes of action against the Rick Hansen Foundation, its affiliates, members, employees or contractors ( “RHF Personnel”), and further releases RHF Personnel of any and all claims, demands and causes of action, for any costs, expenses, injuries, losses or damages (including, without limitation, equitable relief) that the user may now or hereafter have against RHF Personnel by reason of or arising out of the use of, or reliance on, any materials for the RHFAC program. Version 3.0, September 2020 RHFAC Training STUDENT GUIDE Authors Brad McCannell, Vice President, Access and Inclusion, Rick Hansen Foundation Patricia Short, P. Eng., MBA, PID, Accessibility Consultant & Educator, PeopleFirst Accessibility Solutions Acknowledgements The Rick Hansen Foundation gratefully acknowledges the support of the following individuals who have contributed to the 2018 development and the 2020 update of this Student Guide: Glenn Galy, PhD, Professor, School of Instructor Education, Vancouver Community College Doug Mauger, Department Head, School of Instructor Education, Vancouver Community College Bruce Raber, VP, Sector Leader, Healthcare (Canada), Stantec Architecture Patrick Simpson, Consultant, Canadian Barrier Free Design; Past Executive Director, SAFERhome Standards Society Rick Hansen Foundation Jenny Blome, Manager, Strategic Projects Hana Cairns, Manager, Marketing and Communication Kevin Ng, Content Lead, Accessibility Certification Michelle Shalinsky, Sr. Coordinator Laetitia Mfamobani, Regional Account Coordinator RHFAC Training Instructors Matthew Cole, Director, Carleton University / Algonquin College Attendant Services Kristen Habermehl, Vice President, Habermehl Contracting LTD Samantha Proulx, Principle, ABE Factors Inc. Pat Short, Principal, PeopleFirst Accessibility Solutions Sarah White, Principal, Acede Consulting Group Inc. Version 3.0, September 2020 RHFAC Training STUDENT GUIDE This page is intentionally blank. Version 3.0, September 2020 RHFAC Training STUDENT GUIDE Contents Foreword.......................................................................................................... 6 SECTION ONE: INTRODUCTION................................................................. 7 Unit 1.1: Introduction.................................................................................... 7 Unit Outline................................................................................................ 7 The Big Picture: Program Vision and Overview....................................... 8 Program Scope: The Built Environment................................................... 9 Providing Meaningful Access.................................................................. 10 Rating the Built Environment: Core Concepts....................................... 12 Student Resources and Supplies........................................................... 15 Course Administration............................................................................. 15 Assessment and Evaluation of Learning................................................ 16 SECTION TWO: DISABILITY AWARENESS.............................................. 19 Unit 2.1 Putting a Face on Disability......................................................... 19 Unit Outline.............................................................................................. 19 Introduction.............................................................................................. 19 Vision Loss.............................................................................................. 20 Mobility..................................................................................................... 20 Hearing..................................................................................................... 21 Unit 2.2 Understanding Disability, Accessibility and Barriers.................. 23 Unit Outline.............................................................................................. 23 Introduction.............................................................................................. 23 Disability Statistics in Canada................................................................. 24 The Silver Tsunami: Accessibility and an Aging Population................. 25 Definition and Models of Disability.......................................................... 26 Types of Disabilities................................................................................ 28 Accessibility and Barriers........................................................................ 44 TABLE OF CONTENTS Version 3.0, September 2020 Page | 1 RHFAC Training STUDENT GUIDE Unit 2.3 Using Respectful and Inclusive Language and Etiquette........... 51 Introduction.............................................................................................. 51 Unit Outline.............................................................................................. 52 Words and Language – Using Inclusive Language............................... 52 Just Ask – Asking How You Can Help................................................... 55 Communication Etiquette – Using Inclusive Etiquette........................... 56 Deafness and Hearing Loss – Background Information on the Deaf and Hearing Loss Experience........................................................................ 58 Mental Illness – Five Common Myths.................................................... 58 Service Dogs – Essential Companions.................................................. 60 SECTION THREE: RHF ACCESSIBILITY CERTIFICATION..................... 63 Unit 3.1 RHFAC Rating and Certification.................................................. 63 Unit Outline.............................................................................................. 63 Introduction.............................................................................................. 64 Summary of RHFAC Program Terms..................................................... 64 What is the RHFAC program?................................................................ 67 Why RHFAC? What are the benefits?.................................................... 67 What is an RHFAC rating?...................................................................... 69 What type of Sites are eligible for an RHFAC rating and certification? 69 Who are the main process participants?................................................ 69 What are the steps for obtaining RHFAC rating and certification?....... 71 Who are RHFAC Professionals? What are their roles and responsibilities?....................................................................................... 73 What does the Client receive upon completion of an RHFAC Rating? 74 What are the RHFAC certification levels and what is required for Sites to achieve certification?........................................................................... 74 What is available to Clients who list their Sites publicly?...................... 77 What are the requirements to become an RHFAC Professional?........ 77 What is the Accessibility Professional Network (APN)?........................ 78 Page | 2 Version 3.0, September 2020 TABLE OF CONTENTS RHFAC Training STUDENT GUIDE Unit 3.2 The Rating Survey........................................................................ 80 Unit Outline.............................................................................................. 80 Introduction.............................................................................................. 80 Structure and Organization..................................................................... 81 Unit 3.3 Conducting Existing Site and Pre-Construction Ratings............ 98 Unit Outline.............................................................................................. 98 Introduction.............................................................................................. 99 Existing Site Rating................................................................................. 99 Pre-Construction Rating........................................................................ 113 SECTION FOUR: UNIVERSAL DESIGN................................................... 119 Unit 4.1 Universal Design: Principles, Concepts and Practices – Beyond Code Compliance..................................................................................... 120 Unit Outline............................................................................................ 121 Introduction............................................................................................ 121 A Brief History of Inclusion in the Built Environment........................... 121 Definitions of Inclusive and Universal Design...................................... 124 Seven Principles of Universal Design.................................................. 125 The Eight Goals of Universal Design................................................... 133 Ten Things to Know About Universal Design...................................... 134 The Whole Is Greater Than the Sum of Its Parts................................. 137 What is Assistive Technology?............................................................. 138 Economic and Social Benefits of Building Inclusive Environments.... 138 Other International Universal Design Organizations........................... 141 Unit 4.2 Using Universal Design to Create an Inclusive Environment... 143 Unit Outline............................................................................................ 143 Introduction............................................................................................ 144 How People Experience the Physical Environment............................. 144 Fundamental Requirements for an Inclusive Environment................. 148 TABLE OF CONTENTS Version 3.0, September 2020 Page | 3 RHFAC Training STUDENT GUIDE Adapting the Environment for People................................................... 150 Applying Universal Design to the RHFAC Rating Survey................... 183 Aging in Place and Universal Design................................................... 196 SECTION FIVE: LEGAL FRAMEWORK AND COMPLIANCE................. 199 Legal Terminology and Definitions.......................................................... 199 Unit 5.1 Human Rights and Disability Legislation................................... 200 Unit Outline............................................................................................ 200 Introduction............................................................................................ 202 Multi-Layered Legal Framework........................................................... 202 Employment and Human Rights........................................................... 203 Disability Legislation.............................................................................. 207 Relationship and Hierarchy Among Human Rights and Disability Laws................................................................................................................ 213 Unit 5.2 Accessibility Legislation, Regulations and Standards.............. 214 Unit Outline............................................................................................ 214 Introduction............................................................................................ 215 Canadian Building Legislation, Regulations and Standards............... 215 National Building Code Legislation (NBC 2015).................................. 217 Building Legislation in British Columbia............................................... 218 Building Legislation in Nova Scotia...................................................... 220 Accessible Building Standards............................................................. 220 Other Government Accessibility Initiatives........................................... 223 Working with Building Code.................................................................. 224 Determine Applicable Building Code.................................................... 231 Administration and Enforcement of Building Code.............................. 239 SECTION SIX: CONSTRUCTION DOCUMENTS AND PROJECTS....... 241 Unit 6.1 Construction Documents 101.................................................... 241 Unit Outline............................................................................................ 241 Page | 4 Version 3.0, September 2020 TABLE OF CONTENTS RHFAC Training STUDENT GUIDE Introduction............................................................................................ 242 Standard Types of Construction Drawings.......................................... 242 Standard Information Displayed on Drawings..................................... 245 Key Features and Symbols................................................................... 248 Unit 6.2 Construction Projects................................................................. 252 Unit Outline............................................................................................ 252 Introduction............................................................................................ 253 Construction Project Stakeholders....................................................... 254 Construction Project Phases................................................................ 255 Building and Construction Costs.......................................................... 267 Types of Construction Contracts.......................................................... 268 Project Delivery Methods...................................................................... 269 Integrated Design Process (IDP).......................................................... 280 References.................................................................................................. 282 TABLE OF CONTENTS Version 3.0, September 2020 Page | 5 RHFAC Training STUDENT GUIDE Foreword Disability affects us all. Approximately one in five Canadians have a disability, and this number is increasing as our population ages. According to the UN, there are more than 1.3 billion people living with disabilities globally, representing the largest minority group in the world – and the only minority group that any of us can become a member of at any time. Disabilities can result from an accident, illness, or a medical condition, or can be the natural outcome of growing older. When people living with disabilities are empowered to participate fully in societal life, the entire community benefits. Yet people living with disabilities continue to face both visible and invisible barriers. These barriers limit their access and prevent them from fully participating in, and contributing to, society. Inspired by the belief that anything is possible, Rick Hansen began his Man In Motion World Tour in 1985, wheeling 40,000 km over two years, two months and two days. The Rick Hansen Foundation, established in 1988, has made transformational change in raising awareness and removing barriers for people with disabilities and funding research for the care and cure of people with spinal cord injuries. Today, the Foundation is leading the movement to remove physical barriers in the built environment for people with disabilities. Page | 6 Version 3.0, September 2020 TABLE OF CONTENTS RHFAC Training STUDENT GUIDE SECTION ONE: INTRODUCTION Unit 1.1: Introduction This course focuses on the following course outcomes: Explain the impact of the social and physical environment on people with disabilities. Apply the RHFAC program. Integrate Universal Design principles and standards when planning and executing a rating. Integrate relevant legislation, regulations and standards when planning and executing a rating. Interpret and navigate a set of construction drawings for pre- construction ratings. Unit Outline The Big Picture: Program Vision and Overview Program Scope: The Built Environment Definition of Built Environment Focus Areas Technical Language Providing Meaningful Access What do we mean by Access or Accessible? What do we mean by Meaningful Access? Rating the Built Environment: Core Concepts Student Resources and Supplies Course Administration Course Policies RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 7 RHFAC Training STUDENT GUIDE Course Activities Assessment and Evaluation of Learning Course Assignment Criteria for Passing the Course The Big Picture: Program Vision and Overview RHFAC Training provides participants with the fundamental skills and knowledge required to rate a Site using Rick Hansen Foundation Accessibility Certification™ (RHFAC) methodology. A Site is a public, commercial, or multi-unit residential building, or trails/pathways. A Site can be either existing or in the pre- construction phase. RHFAC is a rating system that helps owners and tenants measure the accessibility of their Sites and promotes increased access through the adoption of Universal Design principles. RHFAC uses a consistent methodology in the form of a rating survey to yield reliable results when rating a Site. A Site that is deemed accessible based on RHFAC rating criteria may earn one of two certification levels: RHF Accessibility Certified or RHF Accessibility Certified Gold. Individuals who earn their RHFAC Professional designation use RHFAC to rate a Site for its level of overall accessibility and are the only individuals who can conduct an RHFAC rating. The RHFAC Registry, hosted by CSA Group, provides external verification of all RHFAC ratings. For the complete guide on how to become an RHFAC Professional, please see the RHFAC Guide to Professional Designation (www.rickhansen.com/RHFAC- Designation-Guide) RHFAC Training walks students through the mechanics of RHFAC and stresses the importance of conducting a rating from the perspective of the people who are using the Site – those with and without disabilities. Thus, a key focus of the course is to help students develop an understanding of how people with different Page | 8 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE disabilities interact with and experience the built environment– in particular, the challenges and barriers they encounter and how the Site can be adapted to make it more welcoming and inclusive for all members of society. The course highlights the importance of Universal Design; that is, designing for all people. Successful participants will develop a strong understanding of the application of Universal Design in a variety of settings and will learn to identify barriers to people with disabilities in the built environment with a cross-disability lens. This is not a course in design, and as such, it does not focus on “how” to implement the requirements. Rather, participants are trained to identify positive access features of a given Site as well as any barriers and obstacles to people with disabilities. Students will be introduced to the legal framework related to disability and accessibility – the rules and regulations that help to ensure that the rights of people with disabilities are protected. The course also provides students with an overview of construction projects and describes how an RHFAC Professional can assist with a Site’s accessibility by getting involved at the design stage. Program Scope: The Built Environment As an RHFAC Professional, you will be rating different types of Sites in the built environment. So, let’s take a look at what we mean by the built environment and define the focus of the RHFAC program. Definition of “Built Environment” The Rick Hansen Foundation defines the built environment as the “physical spaces and places where people live, work, learn and play.” RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 9 RHFAC Training STUDENT GUIDE According to Wikipedia, the built environment “refers to the man-made surroundings that provide the setting for human activity, ranging in scale from buildings and parks or green space to neighbourhoods and cities that can often include their supporting infrastructure, such as water supply or energy networks.” It “includes places and spaces created or modified by people including buildings, parks and transportation systems.”1 Focus Areas While RHFAC can be used to identify the overall level of accessibility provided to most Sites in the built environment, RHFAC Training focuses on ratings in the following areas:commercial, institutional, and public buildings, multi-unit residential buildings, trails and pathways. Related infrastructure (streetscapes, bridges and marine access), single family homes and campgrounds are not currently included. Technical Language To effectively communicate rating results, it is essential that RHFAC Professionals are fluent in the technical language of the built environment. Accordingly, a Technical Language Glossary is provided as an Appendix to the RHFAC Professional Handbook (provided as a training resource material) to provide definitions of many key terms. However, it is important to note that this glossary cannot begin to cover every technical term. Accordingly, RHFAC Professionals are encouraged to use it as a basis for creating a customized list as they develop their own practice. Providing Meaningful Access 1 Wikipedia. Built Environment. Retrieved f rom: https://en.wikipedia.org/wiki/Built_environment Page | 10 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE What do we mean by Access or Accessible? Access or accessible means that a person with disabilities is, without assistance, able to approach, enter, pass to and from, and make use of an area and its facilities. There are many different variations on what accessibility means, and what accessibility should achieve for people with disabilities. For this basis, RHFAC defines accessibility as the “degree to which a product, device, activity, facility, service or environment allows everyone to participate fully and is available to everyone on an equal basis”. One of the outcomes of this course is to help students develop an understanding of the perspective of people with disabilities. Something cannot be considered accessible if there have only been efforts to make it accessible to one group, such as those who are blind or people who are wheelchair users. What do we mean by Meaningful Access? Meaningful access is access that meets the real accessibility needs of all users of a Site, regardless of their physical ability. It recognizes that the accessibility of any given Site is based on the entire user experience, rather than simply evaluating its physical access features. In other words, when it comes to accessibility, the whole is greater than the sum of its parts. This is a fundamental premise of RHFAC. For instance, an accessible washroom is of little use if it’s located at the top of a set of stairs. Meaningful access differs from the usual approach which relies on minimum requirements, such as building code. Building code focuses narrowly on specific access features for a small, defined group of people with disabilities. As a result, it frequently excludes many of its intended users. A planned meaningful access strategy creates a built environment that anticipates the needs of all its users and meets those user’s needs as equals. RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 11 RHFAC Training STUDENT GUIDE Accordingly, rating the overall level of accessibility of a Site using the RHFAC Rating Survey requires RHFAC Professionals to understand how people with disabilities interact with the built environment. In this way, RHFAC rates real accessibility – not code compliance. Rating the Built Environment: Core Concepts To be effective, you, as an RHFAC Professional, must consider multiple factors when conducting a rating. But there are several important concepts that are essential, as outlined below. It is these core concepts that this program is built upon. People are at the core of any rating. Understanding who is using a Site (occupancy) and how they use it is critical. This includes people with disabilities. In “Section Two: Disability Awareness”, Unit 2.1, you will gain an understanding of how people experience the environment. You will learn about the different types of disabilities including statistics and models of disability. You will also be provided with guidelines for language and etiquette in Unit 2.3. Deepen your awareness about disability and ensure that you feel confident when communicating with people with disabilities. Having a technical understanding of the built environment is important. You must become fluent in the technical language of the built environment. Your credibility depends on this. The RHFAC Professional Handbook provides a Technical Language Glossary that may be used as a starting point. The goal of a rating is to provide a snapshot of a Site’s current level of accessibility and a roadmap on where to improve. RHF Accessibility Certification provides a consistent process for rating the accessibility of a Site based on the provision of meaningful access. In “Section Three: RHF Accessibility Certification Basics”, you will learn the details of the RHFAC program. Page | 12 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE In “Unit 3.1 RHFAC Rating and Certification Process”, you will learn the administrative aspects of RHFAC, including systems, requirements, and workflow processes. In “Unit 3.2 The Rating Survey”, you will gain an understanding of the structure and mechanics of the rating system itself. And finally, in “Unit 3.3 Conducting Existing Site and Pre-construction Ratings”, you will learn how to perform an actual Site rating. A Universal Design approach creates user-centric, cost-effective, and sustainable accessibility for a diverse range of people. Universal Design is about a new way of thinking and doing – one that begins with the people who are using a facility and goes beyond compliance and accessible design. This requires an awareness of the diverse abilities of people. Thus in “Section Four: Universal Design”, you will build upon the foundational knowledge and attitudes you developed in the previous sections. In Unit 4.1, you will be introduced to the Seven Principles of Universal Design and will learn about the economic and social benefits of building inclusive environments. In Unit 4.2, you will learn how to use Universal Design to create an inclusive and welcoming environment for everyone. To do this, you will deepen your awareness of how people of varying abilities, shapes and sizes interact with and adapt to the physical environment. You will also explore different ways in which Universal Design can be used to improve their overall experience. Compliance equals only minimal levels of accessibility. Compliance with legislation is essential. It is the law. This includes human rights legislation and disability legislation, which protect people from discrimination, as well as building code regulations, which provide minimal levels of accessibility requirements. This is covered in “Section Five: Legal Framework and Compliance”. RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 13 RHFAC Training STUDENT GUIDE Universal Design is not an add-on design approach. The fastest and most effective way to increase accessibility in the built environment is to integrate it into the design process – well in advance of construction. Thus, “Section Six: Construction Documents and Projects” explains the important role that you can play throughout the stages of a construction project and how you can influence design. The whole is greater than the sum of its parts. You will begin to realize that access isn’t just one thing; it includes everything. A Site’s level of accessibility is dictated by its overall accessibility – not just by its individual features. You will also appreciate that access for people with disabilities is not a black and white issue. There are degrees of disability. What is accessible for one wheelchair user is not necessarily accessible for all wheelchair users. The same is true for those with other physical and cognitive disabilities. Therefore, a simple checklist does not necessarily capture the presence or absence of real accessibility. By the end of this course, the expectation is that you will have the knowledge of compliance, occupancy, and user requirements, together with Universal Design concepts to apply to future ratings when becoming a designated RHFAC Professional. In summary, the key areas that you, as a RHFAC Professional, must take into consideration are: Human rights (e.g., if someone is unable to access a public building, this could be viewed as a human rights issue) General compliance with legislation and local regulation (Note: this does not entail a full building code review.) The occupancy of a Site (i.e., who is using it and for what purposes) The real needs of the actual users – in other words, the provision of meaningful access Page | 14 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE Student Resources and Supplies The main documents that you will use throughout this course are as follows: RHFAC Training Student Guide RHFAC Rating Survey RHFAC Professional Handbook RHFAC Rating Survey Workbook (Excel spreadsheet) CSA B651 Accessible Design for the Built Environment (Latest version) You will also need to have access to a laptop or tablet that is compatible with MS Excel. In addition, you should create your own toolkit of rating instruments. For this course, you should have: Camera or phone (for taking photos) Steel tape measure Ruler Level. A digital level is recommended. Alternatively, an application, such as iHandy Level (available for free on both iOS and Android platform), may be used. Door pressure gauge. A luggage scale or fish weigh scale are both suitable. Note pad/tablet for taking notes in the field Note that a complete list of tools is provided in “Unit 3.3 Conducting Existing Site and Pre-Construction Ratings”. Course Administration Course Policies Attendance is essential. A minimum of 80% classroom attendance is required to pass the course. We do recognize, however, that there are times when emergency situations arise. Should that occur, contact the instructor immediately if you will to be absent. RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 15 RHFAC Training STUDENT GUIDE The success of this course relies on the tact and sensitivity of each participant. Participants must maintain a respectful and courteous attitude toward others during all communication. Similarly, instructors are always expected to demonstrate fairness and sensitivity in their interaction with others. Course Activities In this class, there will be: Hands-on rating exercises Case study: RHFAC rating Interactive instructor presentations (in-class and pre-recorded videos) Small-group work Large-group discussions Videos Reading assignments Assessment and Evaluation of Learning Course Assignment Evaluation of learning is based on the completion of a rating of an actual Site, described below. Further details regarding the assignment will be provided in class. Case Study: Conduct an RHFAC rating of an assigned Site. Description Students will submit a completed rating of a given Site to demonstrate learning. Grades will not be assigned; only a level of mastery and pass/fail will be awarded. Requirements Students will conduct a review of the Site and complete an RHFAC rating. Page | 16 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE As this is a class exercise only, students will submit their results to the instructor for adjudication. They will not submit results to the RHFAC Registry. Supporting documentation will include the following: o A completed RHFAC Rating Workbook (Excel spreadsheet), including the project description, scores for applicable features, notes and comments that provide clear rationale to support the assigned rating points for each feature. o Photos. All photos should be organized by relevant category and element. o Rating Summary. This should summarize the key areas of success and improvement and be included in the RHFAC Rating Workbook. Criteria for successful completion of this assignment Appropriate categories, elements and features are identified and rated. Clear rationale to support the rating is provided. All required supporting documentation is submitted. Key areas of success and key areas for improvement in the Rating Summary are aligned with the rating findings. Writing is clear and free of any grammatical, spelling and punctuation errors. Assignment Submission Students will upload all files to the course online site within four weeks of completing the course. Criteria for Passing the Course A Certificate of Completion or equivalent is awarded to students who have successfully completed the course. This is based on the following criteria: A minimum of 80% classroom attendance and 100% field experience participation Successful completion (pass) of the course assignment RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 17 RHFAC Training STUDENT GUIDE NOTES Page | 18 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE SECTION TWO: DISABILITY AWARENESS Empathy, “the ability to share someone else’s feelings or experiences by imagining what it would be like in that person’s situation” (Cambridge Dictionary), is a powerful motivator. Accordingly, this section strives to increase awareness of disability by providing participants with first-hand knowledge and understanding of different types of disability as well as the appropriate language and etiquette of disability. Unit 2.1 Putting a Face on Disability This unit focuses on the following outcome and sub-outcome: Explain the impact of the social and physical environment on people with disabilities. o Describe how people with disabilities experience the social and physical environment. Unit Outline User Perspective Vision Loss Mobility Disability Deaf and Hard of Hearing Introduction The intent of this unit is to “put a face” on disability issues. To rate an environment for its level of accessibility, participants need to learn from firsthand RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 19 RHFAC Training STUDENT GUIDE stories shared by people with disabilities about how they interact with the built environment. In this unit, students are expected to acquire a practical understanding of real barriers and to develop an appreciation of the emotional aspects of the experience – including feelings of vulnerability, dependence, and exclusion. Vision Loss User perspective videos will allow students to learn more about the personal experiences of people with vision loss. Key observations Participants should consider: The effects of visual or colour contrast between surfaces Illumination and lighting, including if there is any glare Objects in the path of travel The effect of irregular or uneven ground/floor surfaces How tactile surfaces support people with vision loss The importance of accessible stair/handrail design How wayfinding and signage are used by people with vision loss How sounds/acoustics affect a person with a vision impairment The physical exertion required to focus on safely navigating the environment Mobility User perspective videos will allow students to learn more about the personal stories of people with mobility disabilities. Key observations Participants should consider: Overall space and clearance Page | 20 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE Circulation clearances and turning radius Reach requirements from the seated position Height of controls Ramp slopes and the effect of cross-slope on wheelchair users The different types of physical stress when travelling up or down a steep slope or ramp Washroom use (stall, sink, entry/door) as a wheelchair user The impact of door swing direction and opening weight The effect of irregular or uneven ground/floor surfaces Hearing User perspective videos that will allow students to learn more about personal experiences of people who are deaf or hard of hearing. Additionally, students will also have the opportunity to experience hearing simulation videos that will allow them to hear what different levels of hearing loss sound like. Key observations Participants should consider: How sounds/acoustics impact a person with hearing loss How various factors affect communication, including good lighting, direct sight lines and ample space for signing RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 21 RHFAC Training STUDENT GUIDE NOTES Page | 22 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE Unit 2.2 Understanding Disability, Accessibility and Barriers This unit focuses on the following outcome and sub-outcomes: Explain the impact of the social and physical environment on people with disabilities. o Use contextual language appropriately. o Explain how disability affects all of us. o Describe how people with disabilities experience the social and physical environment. Unit Outline Disability Statistics in Canada The Silver Tsunami: Accessibility and an Aging Population Definition and Models of Disability Formal Definition of “Disability” Medical and Social Models of Disability Types of Disabilities Statistics Canada’s Ten Types of Disabilities Other Disabilities Accessibility and Barriers Definition of “Barrier” and “Obstacle” Canadian Attitudes Toward Disability and Accessibility Types of Barriers to Accessibility Removing Barriers to Accessibility Introduction The intent of this unit is to provide students with the background and foundational knowledge they will need to navigate this program. It introduces RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 23 RHFAC Training STUDENT GUIDE them to the terms “disability” and “accessibility” and identifies typical barriers encountered by people with disabilities. It helps participants understand different types of disabilities as well as the changing demographics in our communities and how that change impacts the built environment. Disability Statistics in Canada The Statistics Canada 2017 Canadian Survey on Disability (CSD) 2 gathered some important statistics regarding disability to help us better understand disability and its impact on our communities. The survey provides a range of data on 10 different disability types, focusing on activity limitations related to hearing, seeing, mobility, flexibility, dexterity, pain, learning, mental health-related, memory, and developmental disabilities. An estimated one in five Canadians (6.2 million or 22%) aged 15 years and over had one or more disabilities that limited them in their daily activities, according to new findings from the 2017 Canadian Survey on Disability (CSD). For many of these Canadians, challenges and obstacles in their day-to-day lives may limit their full participation in society. The prevalence of disabilities among Canadians tends to increase with age. However, more than 540,000 youths aged 15 to 24 years (13%) had one or more disabilities. This compared with 20% or 3.7 million of working age adults (25 to 64 years), and 38% or 2 million of seniors aged 65 and over. Women (24%) were more likely to have a disability than men (20%) and this was the case across all age groups. Disabilities related to pain (15%), flexibility (10%), mobility (10%) and mental health-related (7%) were the most common among Canadians aged 15 years and over. This was followed by seeing (5%), hearing (5%), dexterity (5%), learning (4%), and memory (4%). Developmental disabilities were the least prevalent type representing approximately 1% of those aged 15 years and over. Women (24%) 2Statistics Canada. (August 1, 2020). Canadian Survey on Disability, 2017 (11-627-M ). Ottawa: Government of Canada. Retrieved f rom https://www150.statcan.gc.ca/n1/pub/89-654-x/89-654- x2018002-eng.htm Page | 24 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE were more likely to have a disability than men (20%), except for hearing, learning and developmental. The prevalence of disabilities varies at different stages of life. Common to all age groups, however, was the prominence of pain-related disabilities—which were the most prevalent disability type among working age adults and seniors, and the third most prevalent disability among youth. The most common disability types among seniors were pain, mobility, and flexibility—each affecting about one-quarter of all seniors, often in combination. Among working age adults, 14% had a pain-related disability, and roughly half that percentage had a disability related to mental health, flexibility, or mobility (and often in combination). Mental health-related disabilities (7%) ranked fourth in prevalence among disability types for persons aged 15 years and over and represented just over 2 million Canadians. In fact, among youth, mental health-related was the most common type of disability (8%), followed by learning (6%), and pain-related disabilities (4%). Most Canadians with a disability had more than one type of disability. Of the 6.2 million Canadians with disabilities aged 15 years and over, 29% had one type of disability; 38% had two or three disabilities; and 33% had four or more. Among those with disabilities aged 25 to 64 years who were not employed and not currently in school, two in five (39%) had potential to work. This represents nearly 645,000 individuals with disabilities. The Silver Tsunami: Accessibility and an Aging Population No facility is truly sustainable – no matter how green it is – if it does not provide meaningful access and aging-in-place solutions. Sustainability must be about RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 25 RHFAC Training STUDENT GUIDE more than just energy and conservation. True sustainability requires a built environment that sustains people too. Our communities have begun a dramatic shift known commonly as the Silver Tsunami. Simply put, the baby boom generation is aging. Statistics Canada reported in 2015 that for the first time ever in Canada there are more people aged 65 and over than there are people under 15. It also reported that the growth rate for seniors was four times faster than the population at large. About 1,000 people turn 65 every day in Canada – 10,000 more every day in the USA. Based on current trends, it is estimated that by 2036, there will be over 9.9 million seniors in Canada and 10.9 million people. Given current rates of disability among seniors (almost one-third of Canadian seniors), this implies that approximately 3 million Canadian seniors will have a disability within 20 years. The effect is to compound access issues in an already challenging built environment, particularly for facilities that serve the general public. Accessible environments today must anticipate the needs of older adults and seniors as they become the majority of people with disabilities in the coming years. As people advance in age, many experience significantly reduced agility, mobility, visual acuity and hearing. Ultimately, municipal planners, architects, engineers, building designers and other professionals, need to recognize that everyone, regardless of age or ability, has the same right to full participation in our communities. Definition and Models of Disability Formal Definition of Disability Oxford Dictionary: “A physical or mental condition that limits a person’s movements, senses or activities.” Page | 26 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE World Health Organization: “In recent years, the understanding of disability has moved away from a physical or medical perspective to one that takes into account a person’s physical, social and political context. Today, disability is understood to arise from the interaction between a person’s health condition or impairment and the multitude of influencing factors in their environment. Great strides have been made to make the world more accessible for people living with disability; however, much more work is required to meet their needs.”3 Disability is a complex issue reflecting the interaction between features of a person’s body and features of the society in which he or she lives. Overcoming the difficulties faced by people with disabilities requires awareness to remove environmental and social barriers. Medical and Social Models of Disability There are two major perspectives on disability used in the planning process, and they often compete for prominence: the medical model of disability, and the social model of disability. Medical model of disability What has been understood about disability in the past has been largely influenced by the thinking of the medical model. The medical model sees disability as a medical condition and expects the person with the disability to change to fit with society. It dictates that the cause of disability is an “impairment” belonging to the individual. Thus, it is primarily the individual’s responsibility to spend whatever time, effort and money is necessary to bring themselves up to a benchmark set for the majority of people without a disability. Simply put, the medical model says, “It’s not my problem.” 3 Health topics: Disabilities, World Health Organization (WHO). https://www.who.int/health-topics/disability#tab=tab_1 RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 27 RHFAC Training STUDENT GUIDE Social model of disability This method of looking at the disability experience considers an individual’s needs in the context of wider society. It views disability as an aspect of diversity, rather than a medical condition. Instead of putting the burden of responsibility on the individual with a disability, it focuses on what barriers are created by society in the environment that make it harder to function day-to-day – and how these barriers can be removed. Briefly then, the expectation of the social model is that individuals and organizations in wider society should change, not the individual with a disability. The social model says, “We’re all in this together.” Types of Disabilities Statistics Canada’s Ten Types of Disabilities Now let’s examine some of the different types of disabilities in more detail. The 10 disability types used by Statistics Canada and captured within the 2017 Canadian Survey on Disability (CSD) are: 1. Seeing 6. Pain-related 2. Hearing 7. Learning 3. Mobility 8. Developmental 4. Flexibility 9. Mental health-related 5. Dexterity 10. Memory These do not entirely cover a person’s experience of disability; however, they are meant as a starting point to understand disability from a wider perspective. The CSD is based on a social model of disability, rather than a medical model. The 2017 CSD provides a range of data on different disability types and severities. It measures how often the daily activities of Canadian adults are limited by long- term conditions, health problems and task-based difficulties. The CSD also collects data on use of aids and assistive devices as well as any help received or required Page | 28 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE by respondents. The survey includes questions on the education and employment experiences of persons with disabilities, accommodations made in these areas, and ability to get around the community. New Disability Screening Questions (DSQs) were developed for this study with a goal of creating a new, comprehensive identification module for persons with disabilities that would: Move more fully toward the social model of disability Identify both type and severity of disability Achieve greater consistency in disability identification by type Improve coverage of the full range of disability types, in particular, mental/psychological, learning and memory disabilities Be short enough for adoption on a range of general population surveys It should be noted that the DSQs were specifically developed for the measurement of disability among adult Canadians, but not among children. The social model of disability implies that the presence of a difficulty alone is not sufficient for the identification of a disability – a limitation in daily activities must also be declared. For example, a wheelchair user who is driving a car has a disability, yet while driving, the individual has no limitation. Therefore, the DSQs measure the type and severity of disabilities of Canadian adults by asking questions about how often respondents’ daily activities are limited by long-term conditions, health problems and task-based difficulties. Seeing Description and Characteristics Seeing is a type of sensory disability. Seeing includes people with blindness and low vision, which can be caused by a wide range of factors, such as illness, incident, or congenital condition. The differences between blindness and low vision are quite dramatic, as are an individual’s experience even within a single type of vision loss. From a design perspective, accommodation for blindness and low vision are dealt with as separate challenges. RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 29 RHFAC Training STUDENT GUIDE The causes will be quite different, but some areas commonly affected by vision loss are4: Usable visual field: reduced ability to use the whole of the visual field to perceive detail in the area being looked at and the surrounding area Visual acuity: reduced ability to see fine details of objects Colour perception: affected ability to distinguish between different colours Contrast sensitivity: reduced ability to discriminate between different brightness levels Different eye conditions can involve one or more of a loss of these functions. Common eye conditions include: Age-related macular degeneration (AMD) Glaucoma Astigmatism Cataracts Retinitis pigmentosa There are many other eye conditions and experiences of vision loss that can also be related to other causes, such as diabetes. For the fullest information, it is important to learn more about different eye conditions, and how they affect everyday life. Different challenges and strategies are employed and needed for someone who is blind versus someone who is partially sighted or deafblind. 4Visual f unctions: Introduction, Inclusive Design Toolkit, University of Cambridge. (March 2015). www.inclusivedesigntoolkit.com/betterdesign2/UCvision/vision.html Page | 30 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE Hearing Description and Characteristics Hearing is a type of sensory disability. There are many degrees of hearing impairment, ranging from partial hearing loss to total hearing loss. The challenges experienced by people who are deaf are quite different from those experienced by people who are hard of hearing. People who are deaf or hard of hearing may have been born as such or may have become deaf later in life due to age, illness, hereditary condition, or accident. Culturally this community has been affected by centuries of being routinely oppressed through inferior education, the denial of both Deaf culture and of the validity of visual (sign) languages being as complex and legitimate as spoken language. RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 31 RHFAC Training STUDENT GUIDE Deafness Deafness is a total or profound hearing disability. Some people with a severe hearing disability will identify as deaf and may use sign language, spoken language, lip-reading or other techniques to communicate. Deaf culture is as complex and nuanced as any other culture. Deaf (with a capital D) people see themselves not as having a disability per se, but rather as being a linguistic and cultural minority within society. They recognize the need to work within the confines of disability only to achieve equitable communication within the hearing world and to allow deaf people to participate in education, employment, political engagement, and social or cultural activities. Many people who are deaf communicate with sign language as their first language and English (or other spoken/written language) as a second language. In English Canada, people primarily use American Sign Language (ASL). In Québec, people may use la langue des signes québécoise (LSQ). There is also a regional dialect used in Atlantic Canada, known as Maritime Sign Language (MSL) that is a derivative of British Sign Language. There are literally hundreds of signed languages in use worldwide. Remember that sign languages, like spoken languages, developed naturally out of groups of people interacting with each other. As a result, different sign languages evolved regionally over time. Sign language does not simply mirror spoken language. It is not just finger spelling English language and syntax. Sign languages are developed by people who are deaf, and as languages they do not necessarily reflect the surrounding spoken language. For example, American Sign Language (ASL) is not the same as British Sign Language (BSL), even though English is the spoken language of both countries. There is, however, a connection between sign language and spoken language in the sense that people who are deaf read and write or lip-read most often in their surrounding language. English can be represented through finger spelling or Page | 32 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE artificial systems like Signed Exact English or Cued Speech. But these are codes for spoken or written language, not languages in and of themselves. As a result, people who are deaf may not have strong skills in writing or reading English as it is not their first language and because of barriers in education, perhaps leading to lower academic attainment. This is a failing of our education system, not a reflection of intelligence. It is interesting to note that to ensure equitable access to information and rights to communication for people who are deaf, New Zealand has recognized New Zealand Sign Language as an official language, along with English and Māori, which grants it special status and allows it to be used in legal and other proceedings with an interpreter. New Zealand is the only country to recognize any of its sign languages as an official language. In doing so, it has provided additional protections and bolstered the rights of people who are deaf. Hard of Hearing Hard of hearing refers to a partial impairment of hearing, often the result of illness, injury or aging. People who are hard of hearing typically use a spoken language to communicate. Some may benefit from surgery and/or assistive hearing devices. They may also read lips. People who are hard of hearing are thought to be the largest single disability group within the community of people with disabilities. However, since hearing loss carries with it significant social stigma, it is largely under-reported. Exact numbers of people with hearing impairments are therefore difficult to determine. A recent Gallaudet University study expressed this ambiguity, reporting that “37 to 140 out of every 1,000 persons have some level of hearing loss”. In any case, people with hearing loss represent a significant – and growing – part of the population. Deafblind Deafblindness is sometimes referred to as a dual sensory disability. It means that the individual has little or no hearing, and little or no sight. This varies from person to person, and their experience and techniques for accessing and RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 33 RHFAC Training STUDENT GUIDE interacting will be different depending on the onset of either their blindness or deafness. Braille is the key way to access written information, and it can also be incorporated into many assistive technologies. People identifying as deafblind may use a tactile form of sign language to communicate. Sign language may be literally delivered into the hands of the deafblind person by having an interpreter sign while the deafblind person is gently touching the hands of the interpreter. Mobility, flexibility, dexterity and pain Mobility, flexibility (formerly agility) and dexterity (fine motor skill) limitations are commonly referred to as physical disabilities. This refers to limitations in range of motion, function, stamina and/or sensation in one or multiple parts of the body. This can be experienced in almost any part of the body, typically the limbs. Flexibility and dexterity disabilities include people with absent or shortened limbs, such as amputees, as well as the reduced physical abilities of older adults and seniors. Page | 34 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE Pain also impacts a person’s mobility, flexibility and dexterity, and it may present other challenges such as lack of stamina or concentration, or pain may have other effects on cognitive functioning. As is true with many types of disabilities, mobility and flexibility disabilities can be caused by a range of factors, and they may have been present from birth or have occurred later through illness or injury. Perhaps the most recognizable form of mobility or physical disability is spinal cord injury (SCI). Some other causes of mobility, flexibility and dexterity limitations include: Cerebral palsy Arthritis Muscular dystrophy Multiple sclerosis Spina bifida Aging Learning Learning disabilities refer to several conditions that may affect the acquisition, organization, retention, understanding or use of verbal or non-verbal information. RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 35 RHFAC Training STUDENT GUIDE These conditions can affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning.5 There are many skills and abilities needed to learn information or to gain new skills. Some of these learning disabilities are first noticed in an educational setting if a person has difficulty picking up or retaining certain information. Learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following: Oral language (e.g., listening, speaking, understanding) Reading (e.g., decoding, phonetic knowledge, word recognition, comprehension) Written language (e.g., spelling and written expression) Mathematics (e.g., computation, problem solving) Dyslexia and attention-deficit/hyperactivity disorder (ADHD) are common types of learning disabilities. Developmental “Developmental disability is a diverse group of chronic conditions that are due to mental or physical impairments6.” Developmental disabilities typically occur during the developmental period of a person’s life (from birth or in early childhood) and inhibit or delay an individual’s ability to perform a number of tasks, enough to influence their physical, emotional or cognitive development. People with developmental disabilities may face multiple challenges or barriers in everyday life. Stigma may surround a person’s abilities to learn and to achieve success in employment or may prevent people from having a full social life and participating in activities. 5 What is a Learning Disability? LDABC Learning Disabilities Association of British Columbia. (March 2015). www.ldabc.ca/what-are-learning-disabilities 6 Wikipedia. Developmental disability. Retrieved f rom Would suggest not to use Wikipedia as its contents change all the time https://en.wikipedia.org/wiki/Developmental_disability Page | 36 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE A person with a developmental disability may have difficulties in some areas but have their own strong individual talents and aptitudes. For example, a person may be a talented baker or gardener, and they make excellent baked goods or are able to nurture and grow many types of plants, but they still may need assistance in other areas, such as handling money or making astute business decisions. Some common conditions that affect a person’s development are Down syndrome, autism, fetal alcohol spectrum disorder, cerebral palsy, and cognitive and intellectual disability. A cognitive disability is an obstacle to learning. A person with a cognitive disability may have a high IQ, but also have cognitive disabilities that make it difficult for them to function in a traditional learning environment. A cognitive disability affects a person’s ability to develop, learn, process, or carry out different tasks within the brain. The brain is complex and made up of many parts, which have distinct or multiple functions. There are brain areas associated with recognizing faces, understanding, and forming language, decision-making, processing sounds, memory, spatial awareness, and with every cognitive, emotional and physical task or response. The effect of cognitive challenges can be wide ranging. There may also be a degree of overlap with neurological disorders, communication, learning or developmental disabilities and mental health-related problems. Cognitive disabilities may be the result of a head trauma (traumatic brain injury), dementia, acute or chronic illness such as epilepsy, a brain tumour or a stroke, or may arise from other disabilities or long-term health conditions. An intellectual disability is a type of cognitive disability that is related to a low IQ. Intellectual disability is the most common developmental disability, and 7 million people in Canada and the US have an intellectual disability. It is a life-long condition, usually present at birth or originating in the early years of childhood, RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 37 RHFAC Training STUDENT GUIDE that interferes with one’s ability to learn at the same pace or to the same extent as others. Individuals may have difficulty understanding abstract concepts or adapting to some of the demands of daily life, such as communicating, taking care of themselves and mastering social skills. There are more than 200 known causes of intellectual disability; thus, the nature and extent vary greatly between individuals, and may or may not be accompanied by other physical conditions. Many people who are labelled as having an intellectual disability can communicate, engage in social activities, work and participate in life as we all do, with very little support other than the natural supports we all require. Others with more severe disabilities may participate in different ways and with different levels of support. As with any individual, people who have an intellectual disability are capable of many accomplishments, and simply require an opportunity to be included in the daily life of their community to make their unique contribution. Autism spectrum disorder (ASD) is a complex neurobiological condition that can affect the normal function of the gastrointestinal, immune, hepatic, endocrine and nervous systems. It impacts normal brain development, leaving most individuals with communication problems, difficulty with typical social interactions and a tendency to repeat specific patterns of behaviour. Autism spectrum disorders are a range of complex neurological conditions that affect various parts and functions of the body and various aspects of a person’s life. It is a hugely diverse spectrum, and different people are impacted differently.7 When considering the continuum of severity or developmental disability, the term “spectrum” is used. Conditions vary by individual but may include the following general characteristics: : Number and kinds of symptoms 7 What is Autism?, Autism Canada. (Accessed November 2015). autismcanada.org/about-autism Page | 38 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE Severity: mild to severe Age of onset Levels of functioning Challenges with social interactions Mental Health-Related The Mayo Clinic defines mental illness as follows: Mental illness refers to a wide range of mental health conditions – disorders that affect your mood, thinking and behaviour. Examples of mental illness include depression, anxiety disorders, schizophrenia, eating disorders and addictive behaviours. 8 According to the Canadian Mental Health Association, 20% or one in five Canadians will personally experience a mental illness during their lifetime. And it “indirectly affects all Canadians at some time through a family member, friend or colleague.”9 Good mental health is one of the leading challenges for health globally and is a priority for organizations like the World Health Organization (WHO). Mental health problems are not often considered within the scope of disability. However, they are as real as any physical or visible illness or disability, and they present challenges related to inclusion and accommodations in education, employment, and social and cultural activities. People may have mental health problems for short periods in their lives, or they could require life-long treatment and management. Whatever the duration, people with mental health problems should be considered within the sphere of disability due to the significant impact it can have on their lives. 8 Def inition of Mental Illness (Mayo Clinic). Retrieved f rom: http://www.mayoclinic.org/diseases-conditions/mental-illness/basics/definition/con-20033813 9 Retrieved f rom http://www.cmha.ca/media/f ast-f acts-about-mental-illness/#.Vz4vhDUrIdU RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 39 RHFAC Training STUDENT GUIDE There are many different types of mental health problems, such as: Anxiety and panic attacks Depression Bipolar disorder Obsessive compulsive disorder (OCD) Schizophrenia, and other forms of psychosis These categories do not encompass all types of mental illness, and they aren’t always distinct from each other. In this case, people with disabilities could face additional barriers in accessing everything from healthcare to employment. People may experience symptoms of poor mental health as part of the symptoms of their disability or long-term health condition. Poor mental health also has an impact on physical health regardless of whether a person has a disability or not. This can be as a direct result of the mental illness, such as insomnia, or from some of the medical treatments, mostly medications, that can have side effects which may have a negative impact on physical health. Memory Description and Characteristics Memory is complex and involves several processes. A memory disability is one that affects the storage, retention, and recollection of memories. If caused by a traumatic injury, memory disabilities may affect past memories or the encoding of new ones. They could affect short-term or long-term memory. Short-term memory, sometimes referred to as “working memory”, is used to store and recall short pieces of information for a short time of around one minute (e.g., remembering a phone number between hearing it and dialing). Long-term memory is lifelong and is responsible for activities such as recalling events, learning a new skill (such as a child learning to tie a shoelace), or understanding Page | 40 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE the meaning and use of an object or concept. These are known as episodic, procedural, and semantic memory, respectively. Memory disabilities can affect any or all of these types of memory in different ways. According to the National Institute on Aging: The most prevalent underlying memory-related conditions reported were Alzheimer’s, dementia, and amnesia; however, a substantial number of people listed other underlying conditions such as: fibromyalgia, stroke, brain injury, multiple sclerosis, learning disabilities, developmental disabilities, mental health-related issues, Parkinson’s, epilepsy, arthritis, heart disease, and back pain. Some of these conditions are often accompanied by memory-related issues. As well, medication often taken for some of these conditions can also lead to problems with memory (for example: some anti-depressants, some anti-seizure drugs, some narcotic painkillers, some Parkinson’s medication, some cholesterol lowering drugs, some hypertension medication, and some incontinence drugs). 10 As with disability in general, the likelihood of having a memory disability increases notably with age – ranging from a prevalence of 0.9% among those aged 15 to 24 to 7.6% among those aged 75 and older. In fact, the prevalence of memory disabilities among those aged 75 and older (7.6%) more than doubles that of those aged 65 to 74 (3.2%). 11 Other Disabilities Communication disabilities Communication disabilities have an impact on speaking or understanding spoken language. There is a great degree of overlap with other challenges such as learning difficulties, cognitive challenges, or an aspect of autism spectrum disorders, mental health-related problems, or hearing-related conditions. However, communication disabilities may have no link to other challenges and can be caused by medical incidents such as a stroke. Speech impediments can also be considered a communication difficulty. 10 National Institute on Aging, 2010. 11 Retrieved f rom: http://www.statcan.gc.ca/pub/89-654-x/89-654-x2015002-eng.htm RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 41 RHFAC Training STUDENT GUIDE Whatever the cause, barriers to communication can be very frustrating and isolating. Not having the freedom to communicate your needs or to participate in casual, social dialogue leaves many people with communication challenges quite literally out of the conversation. People may stop trying to talk with, or to understand, a person with a communication disability. The experience of not being understood is frustrating for the person with a communication disability and can contribute to the erosion of their self-confidence. Communication Disabilities Access Canada (CDAC) reports that 500,000 Canadians have a speech or language disability, 50,000 of whom are in BC. 12 Long-term health conditions There are many people with long-term health conditions who may or may not consider themselves to have a disability. Long-term health conditions can affect people of any age and can encompass any of the range of disabilities mentioned above. For example, multiple sclerosis (MS), an autoimmune disease, attacks the protective covering of the nerves, called the myelin. The effects of MS can be wide ranging, including changes to sensations or limitations of the limbs, a decrease in stamina, a degree of sight loss, hearing loss, and perception and cognitive changes. MS symptoms can also change from day to day. Long-term health conditions can be relatively stable, deteriorating or fluctuating. With each of these comes different challenges and differing needs for accommodations and accessibility. This group is particularly important to consider as a reminder that lots of people with disabilities may not just face one challenge; they may have multiple needs when it comes to accessibility. Someone may have a physical disability, but they may also have low vision, or have difficulty processing written information, or have communication challenges that may not be as obvious but are just as much a barrier to access. 12 Retrieved f rom: http://www.cdacanada.com/ Page | 42 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE Visible vs. invisible disabilities Lastly, it is important to consider visible and invisible disabilities. Visible disabilities are those which we can see. We may perceive someone as having a disability, or make a reasonable assumption of equitable access, mostly through the recognition of assistive devices, support staff or service animals (e.g., a wheelchair, a personal assistant, or a guide dog). The presence of these help most people determine that the individual using or being supported by such devices, staff or service animals needs accessible features, accommodations or assistance. There is an assumption that people with physical disabilities, people who are blind or partially sighted, or people who are deaf or hard of hearing would be relatively easy to identify, whereas individuals with a learning disability or a mental health problem may not be. It’s worth noting here that not all physical or sensory disabilities are easily recognizable. People with spinal cord injury may be able to walk unaided, and people who are partially sighted may not use the assistance of a guide dog or guiding cane to navigate through the world. This does not mean that they are not in need of, and do not benefit from, physical accessibility or equitable access to information, services, and the built environment. Learning disabilities and mental health-related problems are examples of invisible disabilities: a disability or challenge that cannot be assumed based on the presence of an assistive device, support staff or service animal, and that is not easily noticed when interacting casually or briefly in a social, business or professional setting. People with invisible disabilities may or may not require accessible features typically found in the built environment, such as ramps or high-contrast signage. Invisible disabilities can encompass limitations such as balance difficulties, chronic pain and migraines, and auditory processing disorder. Therefore, it is important to consider everyone’s needs as much as possible when rating a physical space to ensure there are features that benefit all building users and that anyone, regardless of their disability or the visibility of their challenge, RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 43 RHFAC Training STUDENT GUIDE will find an accessible, welcoming space that allows them to use it and interact with the features and facilities, for the most part unassisted. Accessibility and Barriers Canadian Attitudes Toward Disability and Accessibility In December 2015, the Angus Reid Institute conducted a public opinion poll, in partnership with the Rick Hansen Foundation, to determine attitudes of Canadians toward disability and accessibility. 13 Key findings of the survey include: Canadians see massive gaps in accessibility within their own communities and believe Canada should be a leader in removing barriers. Respondents strongly agree that accessibility is a basic human right and not a privilege, but they indicated that communities have a long way to go to reach the ideal level of access for all. The public also believes Canada should be a world leader in accessibility and feels strongly that ensuring people with physical disabilities can fully participate in life should be a high priority for the country. Nearly one in four Canadians (23%) surveyed say they have either a physical disability or mobility challenges; more than half of the population (55%) has some degree of exposure to physical disability in their daily life. Canadians significantly underestimate the prevalence of disability among the national population: a full majority peg it at a fraction (one in 25 or fewer) of the official estimate of roughly one in seven. Definition of “Barrier” and “Obstacle” A barrier is anything that stops, impedes, prevents, or causes difficulty for a person with a disability from fully participating in all aspects of society. 13 Retrieved f rom www.rickhansen.com blog post, Canadians see massive gaps in accessibility f or people with disabilities, December 3, 2015. Page | 44 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE An obstacle is an impediment or limitation to an activity. Obstacles may not stop a person with a disability from full participation, but they can make participation difficult. Types of Barriers to Accessibility To ensure meaningful access in the built environment that is inclusive for all, you first need to be aware of barriers and obstacles that affect people with disabilities. The Accessibility for Ontarians with Disabilities Act (AODA) was the first omnibus legislation in Canada that set mandatory accessibility standards that identify, remove, and prevent barriers for people with disabilities in key areas of daily living. The AODA identifies five barriers to accessibility for persons with disabilities: Attitudinal Architectural and Physical Organizational or Systemic Information or Communications Technology According to the Council of Ontario Universities, these barriers can be described as follows: Attitudinal Attitudinal barriers are behaviours, perceptions and assumptions that discriminate against persons with disabilities. Most people with disabilities regard attitudinal barriers as the greatest barriers they face – beyond even physical or architectural barriers. These barriers often emerge from a lack of understanding, which can lead people to ignore, to judge or to have preconceived notions of the capabilities of a person with a disability. There are many myths or inaccurate assumptions that surround people with disabilities. RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 45 RHFAC Training STUDENT GUIDE Examples of attitudinal barriers include: Assuming a person with a physical disability is not capable of being employed. Assuming a person with hearing loss cannot effectively communicate socially or in a work setting. Assuming that someone with vision loss cannot navigate public transportation, city streets or even a filing cabinet. Assuming that a person with mental health issues cannot handle stress. Architectural or Physical Architectural or physical barriers are elements of buildings or outdoor spaces that block or limit access to persons with disabilities. Examples of architectural or physical barriers include: Sidewalks, hallways, and doorways that are too narrow for a wheelchair, scooter or walker. Counters or desks that are too high for persons of short stature or someone using a wheelchair, or other mobility device, to interact with staff or to carry out a transaction. Poor lighting that makes it difficult for a person with low vision to see or for someone who lip-reads or uses sign language. Doorknobs that are difficult to grasp for a person with arthritis. Telephones that are not equipped with telecommunications devices for people who are deaf or hard of hearing. A lack of visual fire alarms could mean that a person with a hearing disability is working in an area that is unsafe for them. The above barriers impact people with sensory disabilities (seeing, hearing) as well as those with mobility, flexibility, dexterity and pain disabilities. Organizational or Systemic Page | 46 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE Organizational or systemic barriers are policies, procedures or practices that discriminate and prevent people with disabilities from participating fully in an opportunity available to others. Organizational or systemic barriers are often put into place unintentionally. Examples of organizational or systemic barriers include: An employment equity program that does not provide a hiring process that is open to people with disabilities: o No hiring forms/applications in Braille, large print or other alternative formats o No telephone device for the deaf (TDD) so that people with hearing loss can talk directly to HR staff o Physically inaccessible offices o Rigid office hours or dress codes The above barriers impact people with all types of disabilities. Information or Communications Information or communications barriers happen when a person can’t easily understand information. They occur when sensory disabilities (e.g., hearing or seeing) or learning disabilities have not been considered. These barriers relate to both the sending and receiving of information. Examples of information or communications barriers include: Print that is too small or in a font that is difficult to read Videos that are not captioned and/or don’t have transcriptions Signs that are not clear or easily understood Websites that can’t be accessed by people who are not able to use a mouse or view a conventional screen Handouts or printed material that are available only in hard copies RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 47 RHFAC Training STUDENT GUIDE The above barriers impact people with sensory disabilities (seeing or hearing) or learning disabilities. Technology Technology barriers occur when a device or technological platform is not accessible to its intended audience and cannot be used with an assistive device. Technology can enhance the user experience, but it can also create unintentional barriers for some users. Examples of technology barriers include: Electronic documents that lack proper formatting and cannot be read by screen-reading software Websites that cannot be adjusted for font size and contrast or accessed using screen-reading software The above barriers impact people with sensory disabilities (seeing). Removing Barriers to Accessibility Removing barriers in the built environment for people with disabilities begins with understanding how people with disabilities interact with the built environment. It’s not enough to know that a toilet needs grab bars. RHFAC Professionals must know who uses them, how they are used and correct (code) installation requirements, and they must understand the consequences of the bars not being installed correctly. RHFAC Professionals also need to understand that creating access for one disability group often affects other groups. For example, wheelchair users don’t like carpet – it’s harder to push a wheelchair on carpet. The thicker the pile and underlay, the more difficult it is. Conversely, people who are hard of hearing want carpet because it dampens sound and reduces echo and ambient noise levels. Thus, a compromise solution is often needed. In this case, the answer is to install Page | 48 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE low pile, closed loop carpet tiles with no underlay. This makes it as easy as possible to roll on while retaining the acoustic advantages of carpet for people who are hard of hearing. As an RHFAC Professional, you must challenge your assumptions about who will be using a given Site and see accessibility through the eyes of many different disability groups: deaf, people who are hard of hearing, blind, people with visual disabilities, people with mobility and/or flexibility issues as well as people with intellectual and/or cognitive disabilities. The RHFAC Professional must also be capable of identifying access needs on a cross-disability basis and with understanding that for many people, multiple disabilities may be present in a single person. Creating accessible environments starts by removing barriers. However, meaningful access goes much further than that. The application of Universal Design results in environments that anticipate the needs of the users. It systematically removes labels that stigmatize users based on the access provided. Having a separate ramped entrance or approach for wheelchair users while others use a main sidewalk or entry door segregates people with disabilities. Separate lowered counter sections intended for wheelchair users that are built off to the side of the main service counter excludes these users from valued customer service areas and labels them as disabled or separate from the rest. The goal is planned inclusion in the built environment which means everyone feels welcome in all areas including common entrances, washrooms, service desks, and facility use, as well as emergency planning. The goal is not a series of separate services for individuals of differing abilities. It’s not enough to simply get a person with a disability physically into a given Site. The individual’s safety, dignity, and sense of being included must also be addressed as part of creating meaningful access. RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 49 RHFAC Training STUDENT GUIDE NOTES Page | 50 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE Unit 2.3 Using Respectful and Inclusive Language and Etiquette This unit focuses on the following outcome and sub-outcome: Explain the impact of the social and physical environment on people with disabilities. o Demonstrate effective spoken and written communication skills. Introduction This unit will highlight the importance of respectful communication with people with disabilities. Awareness of appropriate language and etiquette will help individuals feel confident when interacting with people with disabilities. In “Unit 2.1: Putting a Face on Disability”, students had the opportunity to hear firsthand some of the difficulties facing people with a range of disabilities. In “Unit 2.2: Understanding Disability, Accessibility and Barriers”, students learned the facts about disability, including definitions and statistics. With that knowledge and experience in place, this portion of the course is designed to give students the communication and personal skills that will allow them to interact comfortably and confidently with people with disabilities. Additionally, it will help them further understand the scope of disability in the community and its impact on both individuals and organizations. Awareness and use of appropriate language and etiquette is also critical when preparing and presenting ratings and a rating summary report to a client or when communicating directly with a community of people with disabilities about a project. RHFAC Professionals must be able to conduct themselves in a way that is sensitive to all people, including those with disabilities. RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 51 RHFAC Training STUDENT GUIDE Unit Outline Inclusive Spoken and Written Communication o Words and Language – Using Inclusive language o People First o Common Communication Errors o Communication Dos and Don’ts Just Ask – Asking How You Can Help Communication Etiquette – Using Inclusive Etiquette Deafness and Hearing Loss – Background Information on the Deaf and Hearing Loss Experience Mental Illness – Five Common Myths Service Dogs – Essential Companions Importance and Role of Service Dogs Legal Rights Appropriate Behaviour How to Identify Certified Service Dogs Words and Language – Using Inclusive Language People First The English language can be tricky even at the best of times. We drive on parkways, and we park on driveways. If you send something by truck, it is called shipping; if you send it by boat, it is called cargo. Still, words paint pictures and whether done intentionally or not, a single word can label people in the minds of the listener. A disabled vehicle does not work; a disabled computer doesn’t compute; a disabled alarm is useless. The inference is that a disabled person can’t work, can’t contribute and is not useful. It’s simple really. If instead of “people with disabilities”, you refer to “disabled people”, then you will regard them as disabled. If you think of them as people first, then you will respond to them as people. All anyone wants is to be people: people with disabilities; people who are blind; people who are deaf; people who are just trying to get by; people who are just like everyone else. Remember that Page | 52 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE we are ALL people first. It’s not about being politically correct. It is about engraining respect for people into our lives. (Note that in some cultures, “disabled” is not viewed as negative.) Common Communication Errors It is important to remember that words have a precise meaning and that many times some words are used incorrectly when it comes to disability issues. Watch for the following common errors when talking to, or about, people with disabilities: “Disabled” and “handicapped” are not the same: o A disability is a functional limitation or restriction of an individual’s ability to perform an activity. o A handicap is an environmental or attitudinal barrier or restriction that limits the opportunity for a person to fully participate. Focus on the issues. Unless there is an express need to discuss any disabling condition, don’t include it. Try to avoid categorizing persons with disabilities as either super achievers or as tragic figures. Non-judgmental, non-emotional words are a better choice. Try to avoid using words such as “brave”, “courageous”, “inspirational” or other words routinely used to describe people with disabilities. Remember that most people with disabilities are average and typical of the rest of the population. References that cause guilt or pity should be avoided. Words and phrases such as “suffers from...”, “stricken with...”, “afflicted with...”, or “confined to…” suggest constant pain and paint a picture of suffering and hopelessness. While in individual cases this may be true, having a disability does not automatically mean experiencing continual pain or suffering. RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page | 53 RHFAC Training STUDENT GUIDE People with disabilities are comfortable with common terminology used to describe daily activities. People who use wheelchairs go for “walks”; people with vision disabilities can “see” what you mean. While people with disabilities may do things differently, the experience is t

Rick Hansen Foundation Accessibility Certification™ Training Student Guide PDF

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