Canada and Ontario Invest in Accessible Public Transit Infrastructure for Residents of Peel Region


From: Infrastructure Canada

Region of Peel, Ontario, January 27, 2021-The safety and well-being of Canadians are top priorities of the governments of Canada and Ontario. Investments in Ontario’s infrastructure during this extraordinary time provides an opportunity to create jobs, stimulate economic growth, and to make our communities more inclusive and resilient.

That is why, together, these governments are taking decisive action to help families, businesses and communities as they adapt to the realities of the COVID-19 pandemic.

Ontarians need safe and reliable public transit to get to work and home, to appointments, to shop for essentials, and to conduct business. Strategic investments in accessible public transportation infrastructure play a key role in delivering this service.

Today, The Honourable Catherine McKenna, Canada’s Minister of Infrastructure and Communities; Sylvia Jones, Solicitor General of Ontario and Member of Provincial Parliament for Dufferin-Caledon, on behalf of The Honourable Laurie Scott, Ontario’s Minister of Infrastructure; and Nando Iannicca, Regional Chair and Chief Executive Officer of the Corporation of the Regional Municipality of Peel, announced funding for two projects that will modernize and improve accessibility for Peel Region’s public transit system.

The Government of Canada is investing more than $3.5 million in these projects through the Public Transit Infrastructure Stream (PTIS) of the Investing in Canada plan. The Government of Ontario is providing close to $3 million, and the Region of Peel is contributing more than $2.3 million.

One project involves the replacement of existing specialized transit buses with 69 new, specialized, 8-metre buses as the current fleet reaches the end of its planned service lifecycle. The new propane-powered buses, with side-mounted lift, will provide accessible transit in Brampton, Mississauga, and Caledon, and are capable of carrying as many as six wheelchair passengers.

The second project involves the adoption of the PRESTO electronic fare collection system across the Regional Municipality of Peel’s TransHelp fleet. This project includes the design, planning, purchase and hardware installation of up to 145 portable, tablet-based, electronic payment units.

These projects will result in increased capacity, and improved quality, safety and access to the public transit system in the Region of Peel.

All orders of government continue to work together for the people of Ontario to make strategic infrastructure investments in communities across the province when needed most.

Quotes

“These investments will help make sure there’s accessible public transit, powered by lower-emissions propane, for residents across Peel Region, throughout Mississauga, Brampton and Caledon. And by modernizing the public transit payment method to one already in use in other Ontario cities, we’re giving TransHelp bus riders more options to make fare payment easier. Canada’s infrastructure plan invests in thousands of projects, creates jobs across the country, and builds cleaner, more inclusive communities.”

The Honourable Catherine McKenna, Federal Minister of Infrastructure and Communities

“The modernization of public transit is vital to ensure that the system is accessible for all residents of Peel Region. These investments will expand accessibility to transit, improve payment efficiency and give all residents the option to get around quickly and affordably.”

The Honourable Omar Alghabra, Federal Minister of Transport

“Increasing accessibility to transit in our community is welcomed and exciting news. Many residents of Caledon and across our region rely on Peel Transhelp to get to work, school and appointments. Our government’s close to $3 million investment will greatly improve the quality of life for many individuals and families.”

Sylvia Jones, Solicitor General of Ontario and Member of Provincial Parliament for Dufferin-Caledon, on behalf of the Honourable Laurie Scott, Ontario’s Minister of Infrastructure

“Making it easier for families to travel in, out, and around Peel region is a priority of our government. Improving public transit accessibility by expanding the Peel Transhelp fleet with more energy efficient buses will help keep Peel moving safely and efficiently for all who call our Region home.”

Prabmeet Sarkaria, Associate Minister of Small Business and Red Tape Reduction, and Member of Provincial Parliament for Brampton South

“Peel’s goal is to create a place where everyone enjoys a sense of belonging and has access to the services and opportunities needed to thrive. This funding supports initiatives that directly improve the service experience for passengers with disabilities and advances the modernization of specialized transit in Peel. It’s an example of all levels of government working together to directly benefit the community by ensuring residents with disabilities can continue to travel without barriers.”

Nando Iannicca, Regional Chair and Chief Executive Officer of the Corporation of the Regional Municipality of Peel

Quick facts

Through the Investing in Canada plan, the Government of Canada is investing more than $180 billion over 12 years in public transit projects, green infrastructure, social infrastructure, trade and transportation routes, and Canada’s rural and northern communities.

Across Ontario, the Government of Canada has invested more than $8.1 billion in over 2,750 infrastructure projects.

$28.7 billion of this funding is supporting public transit projects.

Ontario is investing over $10.2 billion under the Investing in Canada Infrastructure Program to improve public transit; community, culture and recreation; green, and rural and northern community and other priority infrastructure.

Across the province, Ontario is investing more than $7.3 billion in public transit infrastructure over 10 years through the

Contacts

Chantalle Aubertin
Press Secretary
Office of the Minister of Infrastructure and Communities
613-941-0660
[email protected]

Christine Bujold
Press Secretary
Office of the Honourable Laurie Scott, Ontario’s Minister of Infrastructure 416-454-1782
[email protected]

Sofia Sousa-Dias
Communications Branch
Ontario Ministry of Infrastructure
437-991-3391
[email protected]

Amie Miles
Manager, Strategic Client Communications
Region of Peel
416-209-4317
[email protected]

Media Relations
Infrastructure Canada
613-960-9251
Toll free: 1-877-250-7154
Email: [email protected]

Original at https://www.canada.ca/en/office-infrastructure/news/2021/01/canada-and-ontario-invest-in-accessible-public-transit-infrastructure-for-residents-of-peel-region.html




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Accessibility Advocates Call for Constant Sound to Be Emitted By Ottawa e-Scooters in 2021


by Jon Willing
Publishing date:
Feb 02, 2021

Electronic scooters, which could hit Ottawa streets in greater numbers this spring, are receiving a tough ride from accessibility advocates as councillors decide if rental companies should be allowed to operate again in 2021.

The city’s transportation department is pleased with the results from the first year of the pilot project in 2020, leading staff to suggest an expanded e-scooter program in 2021. Council’s transportation committee on Wednesday will make a recommendation on the staff proposal to continue the e-scooter program this year.

But Phillip Turcotte, chair of the city’s accessibility advisory committee, said a majority his members don’t want the e-scooter program to continue under the current recommendations from staff.

“Our point of view at this time is it’s something that transportation committee should not adopt,” Turcotte said, adding that people with disabilities get no benefits from the e-scooter pilot project but they’re impacted the most.

The accessibility advisory committee has two main criticisms of the e-scooter rental program: the devices make no sounds and the complaint process for improperly parked e-scooters is arduous.

Since battery-powered e-scooters are virtually silent, there’s no way for someone who’s blind or visually impaired to know if one is approaching, Turcotte said.

The advisory committee wants the city to require rental companies to make sure their e-scooters emit a constant sound, especially since some users illegally operate e-scooters on sidewalks, he said.

Turcotte said improperly parked e-scooters, such as one blocking a sidewalk, involve a cumbersome two-step reporting process to make sure the devices are moved. A company has an hour to move the e-scooter after receiving the call, and if that doesn’t work, the city needs to be notified to impound the e-scooter.

City staff are recommending for 2021 that rental companies be required to proactively monitor and move improperly parked scooters in high-use areas and provide a reporting option in their apps so people aren’t waiting on the phone for a response. A call to 311 would also trigger an email to e-scooter companies for quick response.

Kathleen Forestell, CNIB’s local lead for advocacy and community outreach and also a member of the city’s accessibility advisory committee, said the quiet nature of e-scooters is a top concern for people who are blind or partially sighted.

E-scooters must be equipped with a bell left up to the rider to use, but it’s not fair to compare e-scooters with bikes, Forestell said.

“A bicycle in some ways makes more sound than an e-scooter does because of the mechanical components on it,” she said..

“For me as a blind pedestrian, having a constant noise emitted by the e-scooter would allow me to know where it is in the vicinity and just have a greater awareness if it’s navigating near me and at what speed.”

Forestell said the technology is available, since a German company called Tier has been working with a U.K.-based charity to add sounds to its e-scooters.

So far, the city isn’t recommending e-scooter companies make their devices have constant sounds for the 2021 season.

If approved by committee and then council, the city will allow three e-scooter rental companies to operate in Ottawa this year, making available a total of 1,200-1,500 e-scooters for the paying public in an expanded area, which could include a community outside the Greenbelt. The 2020 season involved 600 e-scooters in the downtown region.

Turcotte said the increased number of e-scooters could present a bigger problem when it comes to accessibility barriers.

Coun. Matthew Luloff, the council liaison to the accessibility advisory committee and a member of council’s transportation committee, said he’s encouraging e-scooter rental companies to speak with Turcotte about accessibility improvements to their programs.

[email protected]

twitter.com/JonathanWilling

Original at https://ottawacitizen.com/news/local-news/accessibility-advocates-call-for-constant-noise-emitted-by-ottawa-e-scooters-in-2021






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For over 2.6 Million Ontarians with Disabilities, Sunday January 31, 2021 Will Be The Ford Government’s Sad Two Year Anniversary of Inaction On Disability Accessibility


Accessibility for Ontarians with Disabilities Act Alliance Update

United for a Barrier-Free Society for All People with Disabilities

Web: www.aodaalliance.org Email: [email protected] Twitter: @aodaalliance Facebook: www.facebook.com/aodaalliance/

For over 2.6 Million Ontarians with Disabilities, Sunday January 31, 2021 Will Be The Ford Government’s Sad Two Year Anniversary of Inaction On Disability Accessibility

January 29, 2021

            SUMMARY

Ontario is on the verge of a deeply troubling anniversary of Ontario Government inaction. This Sunday, January 31, 2021 marks the two year anniversary since the Ford Government received the blistering  final report of the Independent Review of the Implementation of the Accessibility for Ontarians with Disabilities Act. This report was written by former Ontario Lieutenant Governor David Onley.

In the two years since it received this report, the Ford Government has announced no strong, comprehensive plan to implement its recommendations. Most of its recommendations have not been implemented at all. This is so even though Ontario’s Accessibility Minister, Raymond Cho said in the Legislature on April 10, 2019 that David Onley did a “marvelous job” and that Ontario is only 30 percent along the way towards the goal of becoming accessible to people with disabilities.

It is a wrenching irony that this anniversary of inaction comes right after we celebrated the 40th anniversary of Canada’s Parliament deciding to include equality for people with disabilities in the Canadian Charter of Rights and Freedoms. That momentous breakthrough took place on January 28, 1981, 40 years ago yesterday. The Accessibility for Ontarians with Disabilities Act was passed in no small part to implement that constitutional right to equality for people with disabilities.

Over the past two years, the AODA Alliance has spearheaded grassroots efforts to get the Ford Government to come forward with a strong and comprehensive plan to implement the Onley Report. We have offered many constructive recommendations. We have also offered the Government our help. On Twitter and in our AODA Alliance Updates, we have maintained an ongoing count of the number of days that had passed since the Government received the Onley Report, keeping the spotlight on this issue. As of today, it has been 729 days.

The Government has taken a few new actions on accessibility since it took office in June 2018, the most important of which are summarized below. But these have been slow, halting and inadequate.

            MORE DETAILS

 1. What the Onley Report Found About the Plight of Accessibility for Ontarians with Disabilities

In February 2018, the Ontario Government appointed David Onley to conduct a mandatory Independent Review of the AODA’s implementation and enforcement. He was mandated to recommend reforms needed to ensure that Ontario becomes accessible by 2025, the goal which the AODA requires. Based on public feedback he received, the Onley report found that the pace of change since 2005 for people with disabilities has been “glacial.” With under six years then left before 2025 (now less than four years), the Onley report found that “…the promised accessible Ontario is nowhere in sight.” Onley concluded that progress on accessibility for people with disabilities under this law has been “highly selective and barely detectable.”

David Onley also found “…this province is mostly inaccessible.” The Onley Report accurately concluded:

“For most disabled persons, Ontario is not a place of opportunity but one of countless, dispiriting, soul-crushing barriers.”

The Onley Report said damning things about years of the Ontario Government’s implementation and enforcement of the AODA. He in effect found that there has been a protracted, troubling lack of Government leadership on this issue, even though two prior Government-appointed AODA Independent Reviews called for renewed, strengthened leadership:

“The Premier of Ontario could establish accessibility as a government-wide priority with the stroke of a pen. Our previous two Premiers did not listen to repeated pleas to do this.”

The Onley Report made concrete, practical recommendations to substantially strengthen the Government’s weak, flagging AODA implementation and enforcement. Set out below is the Onley Report’s summary of its recommendations. Many if not most of them echo the findings and recommendations that the AODA Alliance submitted in its detailed January 15, 2019 brief to the Onley Review. Among other things, David Onley called for the Government to substantially strengthen AODA enforcement, create new accessibility standards including for barriers in the built environment, strengthen the existing AODA accessibility standards, and reform the Government’s use of public money to ensure it is never used to create disability barriers.

 2. What New Has the Ford Government Done on Accessibility Since the Onley Report?

It was good, but long overdue, that when releasing the Onley report back in March 2019, the Ford Government at last lifted its inexcusable 258 day-long freeze on the important work of three Government-appointed advisory committees. These committees were mandated under the AODA to recommend what regulations should be enacted to tear down disability barriers in Ontario’s education system impeding students with disabilities, and in Ontario’s health care system obstructing patients with disabilities. The AODA Alliance led the fight for the previous nine months to get the Ford Government to lift that freeze. Because of those delays, the Government delayed progress on accessibility for people with disabilities in health care and education. We are feeling the harmful effects of those delays during the COVID-19 pandemic.

The Ford Government’s main focus of its efforts on accessibility for people with disabilities has been on educating the public on the benefits of achieving accessibility for people with disabilities. That is work that the previous Government had been doing for over a decade. That alone will not bring about significant progress.

Since releasing the Onley Report, the Ford Government has held a couple of staged ministerial events, on January 28, 2019 and on October 29, 2019 (for which an inaccessible email invitation was sent), supposedly to announce a framework to implement the Onley Report. However they announced little, if anything, new. To the contrary, they focused on re-announcing things the Government had been doing for years, including at least one measure dating back to the Bob Rae NDP Government that was in power over a quarter century ago.

The Government has announced no plans to implement any of the recommendations for reform of accessibility standards from the Transportation Standards Development Committee (which submitted its final report to the Ontario Government in the spring of 2018, almost three years ago) or the final report of the Information and Communication Standards Development Committee (which submitted its final report some ten or eleven months ago).

The Government has had in hand for at least a month, if not more, the initial report of the Health Care Standards Development Committee. It must be posted for public comment. The Government has not posted it, or announced when it will do so. In the midst of this pandemic, swift action in the area of health care accessibility is desperately needed for people with disabilities and all Ontarians.

In the meantime, the one major new strategy on disability accessibility that the Ford Government has announced in its over two and a half years in office has been an action that David Onley never recommended and has, to our knowledge, never publicly endorsed. The Government diverted 1.3 million public dollars to the seriously problematic Rick Hansen Foundation’s private building accessibility “certification” program. We have made public serious concerns about that plan. The Government never acted on those concerns. Almost two years later, there is no proof that that misuse of public money led to the removal of any barriers in an Ontario building.

Despite announcing that the Government will take an “all of Government” approach to accessibility in response to the Onley Report, we have seen the opposite take place. TVO has not fixed the serious accessibility problems with its online learning resources, much needed during distance learning in this pandemic. The Government is building a new courthouse in downtown Toronto with serious accessibility problems about which disability advocates forewarned. During the pandemic, the Government has had circulated two successive critical care triage protocols which direct hospitals to use an approach to triage that would discriminate against some patients with disabilities and has refused to directly speak to us about these concerns. Over our objection, the Government has unleashed electric scooters on Ontarians, exposing people with disabilities to dangers to their safety and accessibility. This is all amply documented on the AODA Alliance’s website.

Over 2.6 million Ontarians with disabilities deserve better.

 3. The Onley Report’s Summary of Its Recommendations

  1. Renew government leadership in implementing the AODA.

Take an all-of-government approach by making accessibility the responsibility of every ministry.

Ensure that public money is never used to create or maintain accessibility barriers.

Lead by example.

Coordinate Ontario’s accessibility efforts with those of the federal government and other provinces.

  1. Reduce the uncertainty surrounding basic concepts in the AODA.

Define “accessibility”.

Clarify the AODA’s relationship with the Human Rights Code.

Update the definition of “disability”.

  1. Foster cultural change to instill accessibility into the everyday thinking of Ontarians.

Conduct a sustained multi-faceted public education campaign on accessibility with a focus on its economic and social benefits in an aging society.

Build accessibility into the curriculum at every level of the educational system, from elementary school through college and university.

Include accessibility in professional training for architects and other design fields.

  1. Direct the standards development committees for K-12 and Post-Secondary Education and for Health Care to resume work as soon as possible.
  1. Revamp the Information and Communications standards to keep up with rapidly changing technology.
  1. Assess the need for further standards and review the general provisions of the Integrated Accessibility Standards Regulation.
  1. Ensure that accessibility standards respond to the needs of people with environmental sensitivities.
  1. Develop new comprehensive Built Environment accessibility standards through a process to:

Review and revise the 2013 Building Code amendments for new construction and major renovations

Review and revise the Design of Public Spaces standards

Create new standards for retrofitting buildings.

  1. Provide tax incentives for accessibility retrofits to buildings.
  1. Introduce financial incentives to improve accessibility in residential housing.

Offer substantial grants for home renovations to improve accessibility and make similar funds available to improve rental units.

Offer tax breaks to boost accessibility in new residential housing.

  1. Reform the way public sector infrastructure projects are managed by Infrastructure Ontario to promote accessibility and prevent new barriers.
  1. Enforce the AODA.

Establish a complaint mechanism for reporting AODA violations.

Raise the profile of AODA enforcement.

  1. Deliver more responsive, authoritative and comprehensive support for AODA implementation.

Issue clear, in-depth guidelines interpreting accessibility standards.

Establish a provincewide centre or network of regional centres offering information, guidance, training and specialized advice on accessibility.

Create a comprehensive website that organizes and provides links to trusted resources on accessibility.

  1. Confirm that expanded employment opportunities for people with disabilities remains a top government priority and take action to support this goal.
  1. Fix a series of everyday problems that offend the dignity of people with disabilities or obstruct their participation in society.



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An Important New Report to the Ontario Government Calls on the Government and School Boards to Take Action Now to Ensure that One Third of a Million Students with Disabilities are Able to Fully Participate in Ontario Schools as They Re-Open This Fall


Accessibility for Ontarians with Disabilities Act Alliance Update

United for a Barrier-Free Society for All People with Disabilities

Web: www.aodaalliance.org Email: [email protected] Twitter: @aodaalliance Facebook: www.facebook.com/aodaalliance/

An Important New Report to the Ontario Government Calls on the Government and School Boards to Take Action Now to Ensure that One Third of a Million Students with Disabilities are Able to Fully Participate in Ontario Schools as They Re-Open This Fall

August 14, 2020

          SUMMARY

We today share with you a very important new report that bears on the needs of a third of a million students with disabilities in Ontario-funded schools, as the COVID-19 pandemic continues. Three weeks ago, the Ford Government received a detailed report on the steps it needs to take to meet the needs of students with disabilities now and into the fall, in the face of the ongoing COVID-19 crisis. This thorough report, which we set out in full below, was written by a subcommittee of the Government-appointed K-12 Education Standards Development Committee. AODA Alliance Chair David Lepofsky serves on that Standards Development Committee and was one of the members of the subcommittee that collectively developed this report. The subcommittee included representation from the disability sector and the school board community.

We are delighted that this report includes the substance of all the recommendations that the AODA Alliance put forward in its June 19, 2020 brief to the Ontario Government on how to meet the needs of students with disabilities during school re-opening. It expands and enhances on the recommendations in the AODA Alliance‘s June 19, 2020 brief to the Ontario Government. This report also goes further, adding other important recommendations.

With school re-opening fast approaching, it is important for the Ford Government to now announce a plan to implement these recommendations. Until the Ford Government does so, we call on all Ontario school boards to review this report and implement its recommendations in their plans for school re-opening.

We encourage one and all to send this report to your member of the Ontario legislature, your school board trustee, and your local media. Email Premier Doug Ford and Education Minister Stephen Lecce. Emphasize to all of them that this report needs immediate action.

The AODA Alliance has been spearheading a campaign for over a decade to tear down the barriers facing students with disabilities in Ontario’s education system. We led the multi-year campaign to get the Ontario Government to agree to create an Education Accessibility Standard under the Accessibility for Ontarians with Disabilities Act .

For more background on these issues, please visit the AODA Alliances COVID-19 web page and our education web page. Check out the widely-viewed online video of the May 4, 2020 virtual Town Hall on meeting the needs of students with disabilities during the COVID-19 crisis, co-organized by the Ontario Autism Coalition and the AODA Alliance.

Stay safe, and let us know what you do to help us press for these reforms. Email us at [email protected]

          MORE DETAILS

July 24, 2020 Letter to the Ontario Minister of Education and Minister for Accessibility from the Chair of the K-12 Education Standards Development Committee

Date: Friday, July 24, 2020

The Honourable Stephen Lecce

Minister of Education

5th Floor, 438 University Avenue,

Toronto, Ontario M7A 2A5

The Honourable Raymond Cho
Minister for Seniors and Accessibility
5th Floor, 777 Bay Street,

Toronto, Ontario M7A 1S5

Dear Minister Lecce and Minister Cho,

Re: K-12 Education Standards Development Committee: Planning for Emergencies and Safety Small Group Report

On behalf of the members of the Planning for Emergencies and Safety small group (the small group), I am pleased to submit the small group’s advice and recommendations on emergency planning and safety for students with disabilities in K-12 education during the COVID-19 pandemic.

The K-12 Education Standards Development Committee (The Committee) formed the small group when the Ministry of Education was seeking feedback from the Committee on the barriers and issues identified through the COVID-19 pandemic. The small group’s mandate includes using experiential learning from the COVID-19 pandemic to:

  • identify new and reoccurring accessibility barriers to learning for students with disabilities in the context of remote learning; and
  • develop an emergency plan framework (that covers the phases of preparing, planning, response and recovery) for a systematic response to an emergency.

The small group members have put incredible effort, time and passion to complete this report that includes valuable advice and recommendations for government consideration. The report addresses the following 9 barriers for students with disabilities as a result of COVID-19:

  1. organizational, policy and procedural barriers
  2. mental health and well being
  3. academic (learning inequities for students with disabilities)
  4. support for secondary school students with disabilities
  5. transitions between in school and virtual learning
  6. accessible communication and technology
  7. training on the integration of digital technology into learning
  8. transportation
  9. recommendations addressing barriers for the Government and School Boards in emergency planning and safety

Thank you for your shared commitment to ensuring accessibility and inclusion for students with disabilities in Ontario. We have appreciated the discussions with Minister Lecce on Grants for Students Needs funding and the school board memos that address the current work being done to support students. The barriers in our report reflect what we have heard from various educational partners, families of student with disabilities and students within Ontario. I would be happy to meet with you to discuss these additional recommendations. The work and passion of the Committee continues, and we look forward to more opportunities to share our advice and feedback with you.

Together we can create an accessible and inclusive education system for students with disabilities during this unprecedented time.

Sincerely,

(Original signed by)

 

 

Lynn Ziraldo,
Chair, K-12 Education Standards Development Committee

Attachments:

  1. Small group report

July 24, 2020 Report to the Ontario Government from the Planning for Emergencies and Safety Subcommittee of the K-12 Education Standards Development Committee

July 24, 2020

Introduction

The COVID-19 Pandemic has tested emergency plans for all levels of government, businesses, agencies, education systems, communities, families, and citizens in the province of Ontario. Many risks have been identified and challenges have arisen because of the pandemic and more continue to be identified as we move through the stages of the emergency. Emergency plans, response and procedures need to be reviewed to address these risks and barriers immediately and to improve responses to emergencies in the future.

As the Ministry of Education was seeking feedback on barriers and emerging issues identified during the COVID-19 Pandemic, the K-12 Standards Development Committee formed the Planning for Emergency and Safety Working Group with a focus on students with disabilities with the following mandate:

Using experiential learning from the COVID-19 pandemic:

  • Identify new and reoccurring accessibility barriers to learning for students with disabilities in the context of remote learning
  • Develop an emergency plan framework (that covers the phases of preparing, planning, response and recovery) for a systematic response to an emergency.

Methodology

The Planning for Emergencies & Safety Working Group gathered resources from experts including the Framework for Reopening Schools developed by UNICEF, SickKids recommendations to Reopening Schools, Letters to Minister Lecce from the Ontario Human Rights Commission of July 14, 2020; and various other resources and articles from educational partners within Ontario, other provinces and countries (See Resource Section). While reviewing the documents, the Working Group identified barriers and subsequently developed recommendations to address said barriers.

Organizational Challenges and Barriers during COVID-19

Through a review of resources, feedback from parents and guardians, agencies, health professionals and educational stakeholders’ opinions expressed, the Working Group found that students with disabilities have faced challenges compounded by COVID-19.  Their needs have been inconsistently addressed or not at all. These are some organizational, policy and procedural barriers identified:

  • Inconsistent or unclear messaging from varying levels of government, health agencies and school boards
  • Lack of or unable to access consistent data from all regions and school boards to support data driven decisions and implement actions quickly and effectively.
  • Policies and procedures outdated, non-existent, or inflexible to accommodate this type of emergency – COVID-19 pandemic.
  • Emergency response teams not reflecting the different subject knowledge needed to support decision making and development of a plan that reflects the needs of students with disabilities.
  • Inter-governmental, health service, service agencies and school board service agreements did not reflect the ability to provide services in a virtual learning environment
  • Service delivery models used by government, health services, service agencies and school boards not conducive to virtual service delivery.
  • The extent to which Board’s utilized or sought feedback from its SEACs in developing response or action plans to the COVID-19 pandemic varied from none to fully participated.
  • Not all school boards have an Accessibility Standards Committee or for those school boards that do have members of the community or people with disabilities who have lived experience that can help plan and implement the Public Health Guidelines to mitigate risks of COVID-19 in schools for students with disabilities
  • School board Accessibility Standards Committee can be helpful in helping to plan and implement the Public Health Guidelines to mitigate risks of COVID-19 in schools for students with disabilities. However, not all school boards have such committees, or committee membership that includes members of the community or people with disabilities who have lived experience that can inform planning and implementation.

Key Recommendations for Planning for Emergencies

It is important in planning for return to school, the opportunity is taken to review and create structures, policy and procedures that can adapt and be more flexible for a 2nd wave or future emergencies.

By learning from innovations and emergency processes, systems can adapt and scale up the more effective solutions. In doing so, they could become more effective, more agile, and more resilient” – (quoted from THE COVID-19 PANDEMIC: SHOCKS TO EDUCATION AND POLICY RESPONSES, World Bank).

There are 5 known steps to Emergency Planning and Preparedness: 1) Know your risk, 2) Build your Team, 3) Make critical information accessible quickly, 4) Update alert and response procedure, 5) Test the plan and revise.

To eliminate barriers identified, that a return to school plan has input from end users, be designed through an inclusive process and not by one team or group. A team of subject expertise from across the organization is critical for developing a strong plan.

Recommendations – Government

For the above reasons, it is recommended that

  • The Ministry of Education should establish a Central Education Leadership Command Table with responsibilities for ensuring that students with disabilities have access to all accommodations and supports they require during the present COVID-19 pandemic. The responsibilities of the Command Table shall include:
    1. immediately develop a comprehensive plan to meet the urgent learning needs of students with disabilities during COVID-19 pandemic quickly and resolve issues for students with disabilities as they arise. The comprehensive plan should be shared for implementation by school boards. This plan should include and incorporate the three options for education:
  • normal school day routine with enhanced public health protocols
  • modified school day routine based on smaller class sizes, cohorting and alternative day or week delivery, and,
  • at-home learning with ongoing enhanced remote delivery
    1. collect and share data on existing and emerging issues as a result of COVID-19, the effective responses of other jurisdictions in supporting students with disabilities during the current emergency, using evidence base data collection method for people with disabilities
    2. establish a fully accessible centralized hub, and share and publicize the hub, for sharing of effective practices about supporting students with disabilities
    3. develop a rapid response team to receive feedback from school boards on recurring issues facing students with disabilities and to help find solutions to share with school boards
    4. provide clear communication and guidance on school opening, health service delivery, etc. based on data collected.
  • The government/Ministry of Education shall establish a cross sectorial Partnership Table at provincial and regional levels with the responsibility to integrate, coordinate and foster cross sector planning and response to emergencies. Responsibilities of this table are to:
    1. enhance an interlinked, coordinated and inter-ministerial approach in providing a seamless service delivery model to provide services and supports to students with disabilities (Psychology, Physical Therapy, Speech Therapy, Mental Health, etc.).
    2. collect data now, from respective sectors, health services, education, service agencies, etc. to identify existing and emerging barriers, know exactly which students with disabilities and how they are impacted, their needs, and how to better direct resources to support them
    3. provide clear communication and guidance on school opening, health service delivery, etc. based on data collected to ensure accessibility for students with disabilities.
  • The Ministry of Education provincial and regional partnership tables should include advisors that can provide insight on the needs and challenges of students with disabilities from lived experience and the collective experience of disability support groups, as well as students with disabilities.
  • The Ministry of Education should assign staff to assist the Central Educational Command Table by serving as a central rapid response team to receive feedback from school boards on recurring issues facing students with disabilities and to help find solutions to share with school boards.
  • The Ministry of Education should direct that each school board shall establish a similar Board Command table. (See recommendation 12 for School Boards).
  • The provincial government continue and enhance an interlinked, coordinated and inter-ministerial approach in providing a seamless service delivery model to provide services and supports to students with disabilities (Psychology, Physical Therapy, Speech Therapy, Mental Health, etc.).
  • The Ministry of Education should collect and aggregate International data, resources and information from other countries experiences for use in planning transitions between in-school and distance education, including continuation of virtual learning at home.
  • The Ministry of Education should developed comprehensive plans for students with disabilities that addresses the surge in demand and increase capacity to provide specialized disability supports, including enhanced staffing, for the return to in-class and distance learning (increase in in-class supports, social workers, psychologists, guidance counsellors)
  • The Ministry of Education should develop guidelines that provide for alternate or enhanced childcare opportunities to be made available to families of students with a disability, for students required to stay home due to adapted model classroom scheduling. (Excludes childcare needs that are related to quarantine self-isolation for child or family due to exposure or a local outbreak of the virus.)
  • To get the most from the volunteer work of SEACs around Ontario, the Ministry of Education should:
  1. a) Create and maintain a listserv or other virtual network of all Ontario SEACs, to enable them to share their efforts with all other SEACs around Ontario, and
  2. b) Frequently gather input from SEACs around Ontario about the experiences of students with disabilities during the COVID-19 crisis to inform future policies and regulations and directions for school boards.
  • To promote transparency, accountability and identify trends, the Ministry of Education should immediately issue a policy direction for boards to create an exclusion policy, that imposes restrictions on when and how a principal may exclude a student from school, including directions that:
  1. a) Does not impede, create barrier, or disproportionally increase burdens for students with disabilities the right to attend school for the entire day as do students without disabilities. The power to refuse to admit a student to school for all or part of the school day should not be used in a way that disproportionately burdens students with disabilities or that creates a barrier to their right to attend school.
  2. b) Tracks exclusions and provide a transparent procedure and practice to parents/guardians, by requiring a principal who refuses to admit a student to school during the school re-opening process to immediately give the student and their parent/guardian written notice of their decision to do so, including written reasons for the refusal to admit, the duration of the refusal to admit and notice of the parent/guardian’s right to appeal this refusal to admit to the school board.
  3. c) Tracks exclusions, increases accountability and informs policies by requiring a principal who refuses to admit a student to school for all or part of the school day to immediately report this in writing to their school board’s senior management, including the reasons for the exclusion, its duration and whether the student has a disability. Each school board should be required to compile this information and to report it on a regular basis to the board of trustees, the public and the Ministry of Education (with individual information totally anonymized).
  • The Ministry of Education should provide clear guidelines and expectations to school boards on the implementation of Public Health Guidelines to mitigate risks of COVID-19 to ensure that school buildings and grounds be fully accessible for students with disabilities.

Recommendations – School Boards

  • School Boards should establish a similar Board Command/Central table as the Ministry of Education’s Central Education Command/Central Table, to receive and act on feedback from teachers, principals and families about problems they are encountering serving students with disabilities during the COVID-19 period. The Table will quickly network with similar offices/Tables at other school boards and can report recurring issues to the Ministry’s command table.
  • School Boards should utilize the expertise of the Special Education Advisory Committee members by directly involving members in the planning for the delivery of remote learning, other emergency plans, through regular meetings and frequent communications.
  • School Boards should enhance its hub of resources with successful practices, lesson plans, resources specific to students with disabilities in a virtual learning environment for ease of access and support teachers and students in their learning.
  • School Boards should involve their Accessibility Committee, or if there is no committee to establish an Accessibility Advisory Committee which will review all plans at the school board and school level for mitigating risk of COVID-19 meet the accessibility requirements of all students or people with disabilities.
  • School Boards should assign a leadership staff member responsible for ensuring that all changes at schools in response to COVID-19 maintain accessibility for all students with disabilities.

Mental Health & Well Being

As found through the review of resources, student and family mental health & wellbeing needs have soared to due to the traumatic effects of COVID-19. Students wellbeing has suffered for a variety of barriers: effects of isolation from social distancing, increased rise in domestic violence, lack of access to school breakfast programs, lack of access to mental health & therapeutic services, and negative financial impact to family’s income to name a few.

Barriers

  • Agencies, different levels of government and school boards developing plans and working on solutions to barriers with little or no coordination
  • Support for parents with students with complex needs are insufficient
  • Health services and supports not consistently or sufficiently prepared to provide health and mental health services in a virtual setting
  • There is a flood of information and resources being presented to teachers, parents and students
  • More inter-ministerial leadership and collaboration between Ministries of Education (MOE), Community, Children & Social Services (MCCSS) and Health (MOH) is required
  • School Boards and staff must be equipped with appropriate PPE for their own health and wellbeing
  • Need to safely deliver additional supports such and as breakfast & nutrition programs provided by community agencies
  • Plans for the next phase include a return to in-class and virtual instruction, including adapted models whereby some students will be scheduled at home on an alternate day or alternate week basis. Having students at home for short or long periods (alternate day to full semester) will be a significant challenge for families and may prevent the return to work for many parents. Some parents of children with disabilities face barriers to employment, and many others are overburdened with providing 24-hour care to students with complex care needs.

Recommendations – Government

  • The government should enhance the central hub of mental health & wellbeing information resources at provincial and regional levels with key messages and links to other resources. Ensure all resources are in an accessible digital format (as per Integrated Accessibility Standards Regulation), well publicised and shared with school boards.
  • Ministries should review and increase capacity of Ontario Telehealth Network (OTN) and other privacy protected health platforms to allow for boards to use (even in non-emergency times) and deliver services by regulated health care professionals that protect the privacy of the health services and IPRCs.
  • Ministries of Education, Health and Children, Community & Social Services should remove any cross-jurisdictional barriers related to the provision of health and education services to ensure students with disabilities can be provided with the mental health & wellbeing services they require to be delivered remotely. (For example, under Policy/Program Memorandum (PPM) 149, Protocol for Partnerships with External Agencies for Provision of Services by Regulated Health Professionals, Regulated Social Service Professionals, and Paraprofessionals permit electric consent for services and virtual access to services for students with disabilities).
  • The Ministry of Education should provide funding and clear guidelines on use of Personal Protective Equipment (PPE) and protocols for detection and containment of COVID-19 for boards, staff and all students, including those with disabilities. Public health authorities should establish clear protocols for the detection and containment of COVID-19 (and other infectious diseases) for school boards. The guidelines and protocols should be flexible for school boards to react to local situations to mitigate risks.
  • The Ministry of Education’s plan for school re-openings must include detailed directions on required measures to mitigate risk for students with disabilities from COVID-19 to maintain their health and wellbeing during any return to school. This requires additional planning in advance by school boards and additional funding to school boards to hire and train the additional Special Needs Assistants (SNA) and Educational Assistants (EA) they will need to ensure the safety of students with disabilities. It also requires safeguards to ensure that EAs or SNAs do not work at multiple sites and risk transmitting the COVID-19 virus from one location to another.
  • Ministries should review policies and regulations to continue to permit the virtual provision of therapy supports and services that have transitioned successfully to a virtual learning environment and where possible, permit and foster increased access to therapies and services to areas in province where a lack of services exists.

Recommendations – School Boards

  • Many students with disabilities volunteer at school events, in school daycares, kindergarten classes as part of their learning plan, IEP or fulfilling the 40 hours volunteer requirement. School Boards should develop/review guidelines for students with disabilities who volunteer in school to limits risk to health and safety but does not stop this valuable learning experience for students with disabilities.
  • Many adults with disabilities volunteer in schools and school daycares for the opportunity to exist as a valued contributing member within their community. School Boards should develop guidelines for people with disabilities who volunteer within the school that limits risk to the health and safety but continues to have the opportunity to be a contributing member of the school community.
  • School Board should provide virtual learning opportunities for volunteering and co-op courses for students with disabilities. Resources and guidelines should be developed to create the opportunity for the student to complete volunteering hours or cooperative credits successfully.
  • School Boards should develop and/or review guidelines for transitions plans for students with disabilities to outline supports and accommodations that may be offered in a virtual learning environment or enhanced by online tools and resources to support the physical and emotions wellbeing of student with disabilities when transitioning back to school. Accommodations or strategies should be reviewed and adapted to the virtual learning environment to support transitions. (An example would be for students with disabilities have access to audio described (DV) and closed-captioned (CC) virtual tours of the school facilities, so students could familiarize themselves with the school prior to the start of school. (See also Transition section).
  • In consultation with community agencies, School Boards should develop/revise procedures and protocols for volunteers and community agencies that support the health and wellbeing of students with disabilities continue to operate in the school (Example, Food nutrition programs, clothing exchanges, etc.)
  • In consultation with Public Health Regional Health, School Boards must develop clear protocols and procedures with accommodations for students with disabilities for the detection, isolation, tracing and follow up those students who develop symptoms for the virus, flu, respiratory infection, etc. For example: Ensure dedicated space to isolate students with disabilities who may need to return home is accessible and provides the accommodations required to meets the needs of any students with disabilities.

Academic

The pandemic has had profound impacts to student’s learning and staff’s ability to provide a learning environment that promotes student success and achievement. Learning inequities for students with disabilities have increased throughout the pandemic due to barriers faced. Some of the barriers identified were:

Barriers

  • Ongoing accessibility issues with online and virtual learning resources provided for learning at home
  • Wealth of resources, tools, etc. being developed by Boards, Agencies and Associations with limited sharing of resources. Resources developed may not be accessible.
  • Virtual learning is not working for many students with disabilities
  • Many students with disabilities were not effectively engaged in virtual learning for a variety of reasons, including accessibility challenges with the internet, computer software and hardware, nature of resources provided, individual challenges related to format, capacity of family, or behaviour.
  • Closure of schools for 3 months has resulted in significant loss of learning for many students
  • Special Education Advisory Committees meetings have been cancelled and some the skills and knowledge of SEAC members has not been fully utilized.
  • Teachers, students and parents were not prepared for the sudden transition from in-class instruction to the virtual learning environment and planning for future interruptions of schools would benefit from proactive planning for education in a virtual instruction and learning environment.

Recommendations – Government

  • The Ministry of Education should develop curriculum for students from Kindergarten to Grade 12 to enable students to develop the skills and knowledge they need for learning in a virtual learning environment. In the interim, the Ministry should share existing, accessible resources on this topic to teachers and School Boards (Please see Training for additional recommendations)
  • The Ministry of Education should collect and make readily available resources/information on practices, effective strategies in learning environment, and alternate approaches for students struggling with online learning, etc. from School Boards, agencies and disability specific associations.
  • Ministry of Education should provide clear expectations for teacher led instruction, synchronous learning, and weekly teacher student-teacher connections for students who are participating in virtual instruction and learning. Expectations should include monitoring if students with disabilities are fully participating, learning and benefiting from these activities; and if not, action to address barriers or issues identified.

Recommendations – School Board

  • School Boards should assess and document accommodations, modifications, resources and supports for all students with disabilities to plan for transition back to school and continuation of virtual instruction and learning. (Please see Transitions Recommendations for details)
  • School Boards should develop and provide all resources for instruction and assessment materials, homework assignments in an accessible digital format (See Communications & Technology section for recommendation on accessible digital format).

Secondary School

The secondary school experience is different from elementary school. It is where students develop, time management, organizational, advocacy skills, networking and social skills, become more aware of community and identify career paths. It is for this reason, the Working Group felt it was important to identify barriers and make recommendations specific to secondary students. Many of these recommendations can benefit the entire secondary school student population.

Barriers

  • Students with disabilities have experienced little to no personal contact with their school community social network supports (classroom teachers, Educational Assistants, custodians, administrative assistants, etc.), who rely on this contact to maintain their engagement within the school community and preserve their mental health.
  • At any time, students with disabilities have very limited opportunity to fulfill the 40 hours of volunteering required for graduation and rely heavily on volunteering at their high school or local elementary school events. All opportunities for volunteering were eliminated during the pandemic.
  • Many students with disabilities take optional specialized courses such as Specialized High School Major (SHSM), cooperative credits, etc. which provide hands on and participation within the community. Hands on learning, skills in applicable to trades and life skills were significantly diminished during COVID-19.
  • Clubs, councils, sports teams and extracurricular activities are a formative and important part of the high school experience. Often these extracurricular activities are the only opportunity students with disabilities has to socialize with their peers. Not having access to extracurricular activities has impacted their mental health and well-being.
  • Many students with disabilities rely on in class instruction be it due to learning disability, anxiety, learning style, ADHD, or simply due to preference in the way they individually learn, among others. The loss of in-class instruction has significantly impacted their learning and future for success.
  • Learning at home during school closure has been challenging for students in terms of academic achievement, mental health and wellbeing
  • All four years of high school are an integral part of a young person’s development and a multitude of students require and rely on in class instruction be it for specialized courses That require specialized equipment, trained staff;
  • The experience of four years of high school are incredibly formative of a young person’s social, emotional, mental and physical relationship with society, the world around them and indeed the values they will build their life around;
  • Return to school planning must consider the impacts on minority & racialized students, students in abusive households, students with limited access to technology or broadband, students with disabilities and students with other complex learning needs;
  • Many students rely on in class instruction be it due to learning disability, anxiety, learning style, ADHD, or simply due to preference in the way they individually learn, among others;

Recommendations – Ministry

  • The Ministry of Education should allow high school in-class instruction to operate for the 2020-2021 school year, if authorized by Ontario’s Chief Medical Officer of Health.
  • The Minister should direct School Boards to continue courses which require specialized forms of equipment, classrooms, teaching staff and/or resources (science labs, shops, media classrooms) continue to operate, in accordance with local public health advice.
  • As per the Canadian Mental Health Association, 70% of mental health challenges have their onset in childhood or youth and the Kids Help Phone Line has seen a increase in demand, The Ministries of Education and Health should increase capacity of mental health professionals and supports for School Boards, to ensure there is no waitlist for any secondary student requiring support.
  • The Ministry of Education should include student voice through student trustees’ association or other student leaders, when developing a plan for return to school.
  • The Ministry of Education should waive the compulsory credit in Health & Physical Education for students who have entered secondary school in the 2020-21 school or whose timetable will be negatively impacted, should Physical Education classes not operate in the conventional manner.
  • If required by Public Health, the Ministry of Education should fund PPE for students and staff to mitigate risks of infection.
  • The Ministry should direct School Boards to develop a prioritization and execution plan for conducting clinical assessments (e.g., psycho–educational assessments) that students with disabilities require in order to access necessary supports and services as they transition from secondary to post-secondary destinations.

Recommendations – School Board

  • School Boards and Schools should include student voice, including students with disabilities in developing the Board return to school plan, as well as, individual school return plans respectively.
  • School Boards and Schools should provide clear instruction on proper personal protection equipment (PPE) and safety measures to students, parents, and staff.
  • School Boards should follow or mirror Public Health protocols prescribed by the local Public Health. If PPE is not required by the local Public Health, student have the choice to wear PPE. If PPE is required, that school boards are funded appropriately to provide PPE for all students and staff.
  • Where local public health advice can be adhered to, Schools should continue to offer extracurricular activities such as clubs, councils, teams using proper social distancing and general safety protocols.
  • Where applicable, School Boards should waive parking fees for students to reduce financial burdens and help mitigate health risks for students by not riding on a crowded public transit bus.
  • School Boards should make decisions pertaining to cancellation of extracurricular activities in school mirror that of activities outside of school. (Example: If soccer clubs operate locally, then soccer clubs in schools should continue to operate).
  • School Boards should develop and offer online programming for students who cannot or wish not to attend school in person, but not be considered a long-term alternative to in class instruction.
  • School Boards and schools seek out the voice of students, including voices of students with disabilities, when they develop return to school plan options.
  • School Board should develop guidelines for clubs or programs that supplement or enhance education for students with disabilities so they can continue to operate upon return to school.
  • School Boards should continue to offer where possible, alternate classrooms, quiet workspaces, and other special education requirements prescribed in a student’s Individual Education Plan (IEP).
  • School Boards should research and investigate potential online coop placements that may be available for all students; including students with disabilities.
  • When permitted under local health advice, the School Board should review new health and safety protocols with student and the coop placement provider.

Transitions

An impact of the pandemic for students with disabilities is that learning has been lost or stagnant. Learning recovery will be important when returning to school. This will mean targeted measures to reversing learning loss or closing gaps. There will be a need for clear system wide guidance for in-class and central assessments to inform and plan for curriculum delivery, supports and service upon return to school.

Transition planning will occur at the provincial, local and student level. The Ministry of Education will need to identify barriers and gaps from all educational stakeholders to develop an informed return to school plan. School boards will need identify barriers and gaps at a system and individual student level to create an informed back to school plan as well as address the needs for students with disabilities.

The Individual Education Plan (IEP) is a tool for documenting student strengths and needs and the accommodations, programs and services they require to be successful. IEPs are a valuable tool in documenting the student’s current level of achievement and transition plans for planned changes in grades, schools, and life after secondary school. The IEP can also be used to plan for return to school, full time or in an adapted model, or for continued virtual learning.

Barriers

  • During the school closure gaps in student skills and knowledge related to on-line and distance learning has been evident
  • Planning for school year 2020-2021 will include in school and distance learning
  • School staff will need to assess student’s with disabilities to determine their accessibility and learning needs
  • Students with disabilities individual IEPs and transitions plans need to be reviewed to address barriers and gaps to allow for student success.
  • Student voice often forgotten in the planning process
  • Students and prospective students cannot visit the physical environments of schools during the COVID-19 pandemic and do not have the opportunity to check for physical accessibility and familiarize themselves with environment

Recommendations – Government

  • The Ministry of Education should direct School Boards to develop a prioritization and execution plan for conducting clinical assessments (e.g., psycho–educational assessments) that students with disabilities require, in order to access necessary supports and services as they transition from secondary to post-secondary destinations.
  • The Ministry of Education, in partnership with MCCSS should work with school boards to identify their cohorts of students with intellectual and other disabilities who completed their school careers in June 2020 and identify and assess if barriers faced during COVID-19 did not allow for successful student transitions to their chosen pathway (Examples: to work, volunteer work, recreation/leisure programs, and post-secondary education) as outlined in their transition plans. Jointly, the Ministries and School Boards should develop plans to help this cohort of students with disabilities achieve their individual transition goals.

Recommendations – School Boards

  • School Boards should be independently collecting board wide data on gaps, barriers, emerging issues, transition challenges, technology challenges, additional students’ needs and supports arising or as a result of COVID-19 through assessment, student and parent feedback to address and plan for system wide supports and services required by students with disabilities upon return to school.
  • To help with successful transitions for student with disabilities in returning to school, School Boards shall contact parent/guardians, as soon as possible, to discuss and identify learning gaps, individual needs arising from school shutdown and distance learning, transition challenges, social and emotional needs to inform and revise/or create individualized transition plans for students with disabilities.
  • To help reduce stress and anxiety and prepare themselves for return to school, students with disabilities should be involved with discussions and decision made in developing their Transition Plan.
  • School Boards and Administrators shall ensure Individual Education Plans for students with disabilities are revised/created to reflect specific goals and activities to address the individual needs identified in Recommendation #3 to help increase academic and transition success for each student with a disability upon returning to school.
  • School Boards shall include the student when developing their individualized Transition and IEP. All
  • When School Boards develop the Individualized Transition Plans for each student, it should be:
    1. flexible to accommodate the stop and start of in class learning. All methods of instruction should be considered for learning to ensure students have access to an education (virtual instruction, in home instruction, etc.)
    2. include a flexible and hybrid model for entry needs to accommodate the varying student needs. Any model developed for return to school shall be developed in consultation with parent/guardians and student
    3. include strategies for students around social/physical distancing. Social distancing guidelines should be developed in consultation with parents/guardians and student.
    4. Include steps for follow up and checking in with the student
    5. All documentation or information be provided to the parent/guardian and student before the meeting with enough time to review. Documents should be provided in an accessible format.
  • School Boards should take more interactive approaches to collect on-going feedback from parents, students and staff (i.e. “Thought exchange”) to guide and inform changes to policies and procedures impacted by COVID-19.
  • School Boards should develop a clear system wide plan to address increased classroom and school supports and services (Educational Assistants, Education Works, social workers, psychologists, guidance councillors) identified through assessments to help mitigate issues and support learning for students with disabilities.
  • School Boards should create audio described (DV) and closed-captioned (CC) virtual tours of their school. The virtual tour must be fully accessible and thoroughly provide information on accessibility and locations at the schools. Virtual tours should be made permanently available; not just during the pandemic.

Communications & Technology

For our purpose, communication includes technologies, systems, protocols and procedures that enable an organization to effectively communicate to its employees, partners and community. During an emergency, communication is essential and should ensure all relevant personnel can quickly and effectively communicate with each other during such crises, sharing information that will allow the organization to quickly rectify the situation, protect employees and assets, and allows the business to continue.

To relate this to Education – government, school boards, agencies, staff, students, parent/caregivers, should have the ability to communicate effectively during a crisis, while the business of providing learning continues.

Barriers

  • Ongoing accessibility issues with virtual learning environment or platform (Examples: no closed captions, compatibility issues with screen readers, lack of support or knowledge of accessibility features, no ASL interpretation)
  • Ongoing accessibility issue with information and resources provided
  • Conflicting guidelines provided by different ministries and level of government.

Recommendations – Government

  • That a designated communication lead should be assigned at the provincial and regional level for consistent messaging.
  • For efficiency and elimination of duplication of effort for School Boards, The Ministry of Education should immediately engage an arms-length digital accessibility consultant to evaluate the comparative accessibility of different digital learning and virtual learning environments or platforms available for use in Ontario schools. This should involve end-user testing. The Ministry should immediately send the resulting report and comparison to all school boards and make it public. This should be revisited as the fall approaches, in case there have been changes to the relative accessibility of different virtual instruction environments or platforms.
  • The Ministry of Education should provide a list of acceptable accessible, cross platform virtual learning environments and synchronous teaching systems to be used by school boards.
  • The Ministry of Education should make public a plan of action to swiftly make its own online learning content accessible for people with disabilities, setting out milestones and timelines, and should report to the public on its progress.
  • The Ministry of Education should immediately direct TVO/TFO to make its online learning content accessible to people with disabilities, and to promptly make public a plan of action to achieve this goal, with specific milestones and timelines. The implementation of this recommendation has become urgent since Royal Assent was given to Bill 197, COVID-19 Economic Recovery Act, 2020 as amends to the Ontario Educational Communications Authority Act broaden the mandates of both TVO and TFO to position them to provide centralized support for online learning in the English-language and French-language publicly-funded education systems, respectively.
  • The Ministry of Education should direct its entire staff and all School Boards that whenever making information public in a Portable Document Format (PDF), it must at the same time, make available a textual format such as an accessible Microsoft Word (MSWord) or accessible HTML document. Videos must be audio described (DV) and closed captioned (CC). Templates and technical guides should be developed and provided to school boards.

Recommendations – School Boards

  • For consistent messaging, that the School board should designate a communication lead for COVID-19 related issues.
  • School Boards should develop protocols and procedures to mitigate security risks for online and virtual learning platforms to help protect privacy of students with disabilities and staff. Online and virtual learning platforms should also be accessible for all students with disabilities.
  • That School Boards should provide clear communication around protocols and return to school plans. Boards should make written communications readily available and accessible by everyone in the community, parents and students.
  • School Boards should review and revise instructional videos for parents around virtual learning tools used in the school board. Videos must be clear and accessible.
  • School Boards should provide solely dedicated or designated staff, who are available to support technology including accessibility needs to parents who are supporting the learning needs of students with disabilities at home.

Training

The COVID-19 Pandemic has changed the way in which education is delivered. Students, parents/guardians, teachers, staff, school boards and government had to change the way they access, support or deliver education. The pandemic highlighted gaps in digital skills, adaptation of technology to teaching and learning. It has also increased demand for technology and the need to integrate technology effectively into teaching and learning. With this increased demand in the use of technology and the gaps in digital skills identified, it is imperative to train students, parent/guardians and staff in the use and integration of technology in teaching and learning.

Barriers

  • Teachers, students and parent/guardians unprepared for learning at home and use of virtual platforms such as google classroom, Microsoft teams, Zoom for individual and synchronous learning
  • Teachers, ECEs, Staff need training in virtual online learning platforms
  • Teachers, ECEs, Staff need training in strategies to support students with disabilities around transitions between education models, including preparation for changing environments and self regulation
  • Teachers, ECEs lack training in strategies to support Public Health directed precautions, such as social distancing, sanitizing procedures and use of PPE when required to support students
  • School closures have had a significant impact on the mental health and well being of students with disabilities and teachers, ECEs, staff will require training on child development and trauma informed practice to assist them in supporting students in transitioning back to school or continuation of virtual education.
  • The expectation on parent/guardians to support students with learning at home were significant and parents need supports and training in virtual learning software and how they can effectively support their child’s learning.

Recommendations – Government

  • That Ministry of Education should model leadership to School Boards and provide accessible virtual learning webinars, templates for learning, etc. to be utilized in training administrators and teachers.
  • The Ministry of Education should direct School Boards to provide all staff training in child development, mental health and wellbeing to support the wellbeing and learning of students with disabilities.
  • The Government should provide direction to School Boards and Public Service agencies to develop a coordinated training delivery model to support parents of students with rehabilitation needs, mental health concerns or who have complex or significant medically needs, with the delivery of virtual care, including privacy protected health platforms such as OTN, ADcare.

Recommendations – School Boards

  • School Boards should provide focused, practical training for administrators and teachers to support students with disabilities’ health, wellbeing and learning in a mixed or virtual environment.
  • School Boards should provide administrators training and guidelines on supporting students with disabilities through transitioning and change.
  • School Boards should develop parent training modules and resources to enable parent/guardians to develop the skills and knowledge required to support online and virtual learning at home for students with disabilities.
  • School Boards should provide training for teachers and staff on specific tips and solutions, successful and evidence based promising practices by disability to support teachers and students with disabilities learning. These should be made available as soon as possible or at the latest, during the first days of PD before school instruction begins.

Transportation

School Bus operation and delivery of bus services is regulated and governed both federally and provincially. Transport Canada has consulted with the Public Health Agency of Canada to provide guidelines around bus operations during the pandemic. The National Association for Pupil Transportation (NAPT) has also provided general guidelines for the provision of student (pupil) transportation services.

The Ministry of Education’s Return to School Framework directs School Boards to follow these federal guidelines.

To accommodate Federal Transportation and Public health guideline that require social and physical distancing, School Boards will have to revise transportation services delivery that will impact bus routes, increase the number of buses and drivers required, increase ridership time, etc. to mitigate risks to students with disabilities while transporting to and from school.

Barriers

  • Lack of or reduced public transportation available for students with disabilities, particularly for secondary students who take public transit. Municipal governments eliminated routes or reduced schedules during COVID-19. Municipalities have not made public transportation plans for when students return to school.
  • As School Boards and Consortiums plan transportation services to meet the Transport Canada guidelines, current challenges of inadequate buses, shortage of drivers and increasing fuel costs will be a barrier to boards.
  • Changes to routine can have a significant impact to a student with disabilities’ mental health, success for the start of school day and learning. Predictable changes to transportation for students with disabilities can include, increased ridership time, bus route, bus type (72-passenger, small bus), supports or accommodations required for a successful ride, etc. while maintaining safety and mitigating risks for infection.
  • Many School Boards currently overspend the transportation grant, while still achieving a high efficiency rating from the Ministry of Education. The additional requirements defined under the Transport Canada Guidelines will increase cost pressures to provide transportation services to students with disabilities while maintaining safety and mitigating risk of infection.
  • As students with disabilities require may require specific transportation accommodations such as a safety harness, seat belt, wheelchair accessible which cannot be accommodated in all vehicle types.

Recommendations – School Boards

  • As many School Boards overspend its transportation grant while maintaining a high efficiency rating, the Ministry of Education should provide school boards with additional COVID-19 specific funding to follow the guidelines as provided by Transport Canada around:
    • Measures to mitigate risk of exposure
    • Procedures to be taken before a trip, during a trip and at the end of the trip
    • PPE guidelines
    • Physical Distancing
    • Shield and Enclosure system guidelines (if bus operators choose to do so)
  • School Boards should review transportation accommodations and requirements, in consultation with parents and student, IEPs of students with disabilities who require transportation services to identify any change/modifications to accommodations required. The student’s IEP shall be modified to reflect additional requirements to transport the student safely on the bus. The review for medically fragile students should include professionals, such as nurses, occupational therapists, as well as parents. All transportation requirements shall be relayed to the Bus Consortia and administrator of the school for implementation.
  • School Boards must create/revise a protocol for the safe gathering of all students and parent/guardians at bus stops and safety on the bus. It is important that student with disabilities be included and familiarized with these protocols with their peers.
  • School Boards and Bus Consortia should provide bus drivers with training on new health and safety protocols for students with disabilities on a regular bus, small bus and wheelchair accessible bus.
  • Bus Consortia should minimize changes to routes, vehicle type, and schedules for students with disabilities while developing changes to routes, to limit increased anxiety or behaviours as a result of the changes. When changes are considered, parents and student should be consulted about changes.
  • School Boards and Bus Consortia should review procedures and protocols for persons responsible for putting a student with disability’s harness on/off or supporting a student on the school bus to mitigate health risks for the student, bus driver and support person.
  • School Boards and Bus Consortia should revise/develop, implement and disseminate bus safety protocol Information for parents needs to help mitigate health and safety risks and assuage parent’s fears. This includes protocols around harnesses. All communications should be clear and made readily available on the Board and Bus Consortia website in an accessible digital format.
  • Students with disabilities should be included in any training that is provide for all students on enhanced safety rules on the bus.
  • As students with disabilities are statistically proven to be at a higher risk of infection, School Boards and Bus Consortia should implement enhanced student bus ridership attendance procedures to aid in tracing of COVID-19 and mitigating health risks.
  • Traffic volume, student and road safety is always a concern around schools. It is expected for vehicle traffic to increase when school returns, as parent/caregiver or a secondary student chooses to drive to school. School Boards should work collaboratively with Municipalities to develop safe arrival and departure awareness campaigns for students, parents/caregivers and buses. These campaigns could include guidelines for kiss & ride, audio described (DV) and closed captioned (CC) virtual or diagrams of vehicle traffic flows for entering and exiting school property from the street, identifying school bus only access areas, promote other methods of transportation, etc.

Conclusion

The Planning for Emergencies are please to provide its draft recommendations related to the COVID-19 pandemic. The Working Group will continue to review resources and information on barriers and issues arising from COVID-19 and as students return to school. It will start work on its mandate to develop an emergency plan framework focused on students with disabilities (that covers the phases of preparing, planning, response and recovery) for a systematic response to an emergency.

Thank you to all the members of the Planning for Emergencies Working Group for their dedication in developing this draft set of recommendations. Working Group members are:

  • Donna Edwards (Chair – Working Group)
  • Stephan Andrews
  • David Lepofsky
  • Dr. Ashleigh Malloy
  • Alison Morse
  • Rana Nasrazadani
  • Ben Smith
  • Angelo Tocco
  • Dr. Lindy Zaretsky
  • Lynn Ziraldo (Chair K-12 SDC)

Glossary

Accessibility: a general term for the degree of ease that something (e.g., device, service, physical environment and information) can be accessed, used and enjoyed by persons with disabilities. The term implies conscious planning, design and/or effort to make sure something is barrier-free to persons with disabilities. Accessibility also benefits the general population, by making things more usable and practical for everyone, including older people and families with small children.

Accessible: does not have obstacles for people with disabilities – something that can be easily reached or obtained; facility that can be easily entered; information that is easy to access.

Accessible digital format: Information that is provided in digital form that is accessible such as HTML and MS Word.

Synchronous learning: is the kind of learning that happens in real time. This means that you, your classmates, and your instructor interact in a specific virtual place, through a specific online medium, at a specific time. In other words, it’s not exactly anywhere, anyhow, anytime. Methods of synchronous online learning include video conferencing, teleconferencing, live chatting, and live-streaming lectures.

Asynchronous learning: happens on your schedule. While your course of study, instructor or degree program will provide materials for reading, lectures for viewing, assignments for completing, and exams for evaluation, you have the ability to access and satisfy these requirements within a flexible time frame. Methods of asynchronous online learning include self-guided lesson modules, streaming video content, virtual libraries, posted lecture notes, and exchanges across discussion boards or social media platforms.

Distance Education Program: Programs to provide courses of study online, through correspondence, or by other means that do not require the physical attendance by the student at a school. (From Bill 197)

Special Education Services – As defined in the Education Act, “facilities and resources, including support personnel and equipment, necessary for developing and implementing a special education program”.

Virtual learning: is defined as learning that can functionally and effectively occur in the absence of traditional classroom environments (Simonson & Schlosser, 2006).

Virtual education: refers to instruction in a learning environment where teacher and student are separated by time or space, or both, and the teacher provides course content through course management applications, multimedia resources, the Internet, videoconferencing, etc. Students receive the content and communicate with the teacher via the same technologies.

Virtual learning environment: refers to a system that offers educators digitally-based solutions aimed at creating interactive, active learning environments. VLEs can help educators create, store and disseminate content, plan courses and lessons and foster communication between student and educator. Virtual learning environments are often part of an education institution’s wider learning management system (LMS).

Virtual instruction: is a method of teaching that is taught either entirely online or when elements of face-to-face courses are taught online through learning management systems and other educational tools and platforms. Virtual instruction also includes digitally transmitting course materials to student.

Resources

Mental Health

Public Health Guidance and Safety

 

Tools/Best Practices

Stakeholder Reports and Information

Additional Reading



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Bus Driver with One Eye Wins Discrimination Case; Judge Nixes Ontario Licence Rule


Liliana Di Cienzo, who has an unblemished driving record in Oakville, lost her right eye to cancer in 2013 Colin Perkel
The Canadian Press, July 23, 2020

A city bus driver whose licence was revoked after she lost her eye to cancer has won her battle to have the relevant provincial regulation declared unconstitutional.

In her ruling this month, Ontario Superior Court Justice Jessica Kimmel decided the rules, aimed at enhancing road safety, are unfair to the monocular those with sight in only one eye.

“These vision standards are based on, and perpetuate, the stereotype that monocular drivers are not able to safely drive public transit vehicles,” Kimmel found. “They create or perpetuate a discriminatory disadvantage without allowing for individual exemption based on the actual driving capabilities and characteristics of individual monocular drivers.”

Kimmel put her unconstitutionality finding on hold for 12 months to give the province time to redo the rules, and the driver who launched the case will have to remain unlicensed in the interim.

Province revoked her Class C commercial licence

Liliana Di Cienzo, a bus driver with an unblemished driving record in Oakville, Ont., lost her right eye to cancer in October 2013 when she was 41 years old. As a result, the province revoked her Class C commercial licence under a section of the Highway Traffic Act that bars a person with one eye from holding the permit.

Court documents show Di Cienzo maintained she could drive safely using her left eye when she tried returning to work about a year after her eye removal.

The Ministry of Transportation, however, said vision regulations precluded her holding a licence, effectively ending her driving career.

“I was pretty much shocked,” Di Cienzo, of Hamilton, said in an interview. “I was certain that I’d at least be given a road test to prove I could do it.”

Di Cienzo, who is allowed to drive passenger vehicles, argued the rules discriminated against those with physical disabilities. Backed up by a provincial study from 1998, she argued little evidence exists to show the one-eyed ” as a group ” are unsafe commercial drivers, and she should have the chance to prove she can drive buses safely.

“The Ministry of Transportation found me guilty right away,” she said. “They basically gave me a life sentence for doing nothing wrong.”

After several failed legal manoeuvres, the province argued in court that the minimum vision standard at play is fair and related to important and reasonable safety considerations.

The rules do make a distinction based on a physical disability, the province conceded, but said they do not specifically single out those with one eye, because even people with both eyes functional might not meet the standards.

Several experts testified, with one arguing for the province that statistics show the monocular have a higher risk of crashes. Di Cienzo’s experts assessed her capable of driving safely. Other provinces do allow individual exceptions based on functional assessments.

Ruling would affect all forms of licensing, lawyer says

Despite the victory, Di Cienzo will have to wait at least 12 months before potentially getting her licence back. Kimmel refused her request to exempt her from the hold she put on the ruling, saying a test first needs to be in place for Di Cienzo to show she can indeed drive safely.

Di Cienzo’s lawyer, Neil Wilson, said the ruling would affect all forms of licensing.

“It’s an important recognition of what she has always said: that she should be assessed on her actual ability to drive safely rather than on her disability,” Wilson said.

Jenessa Crognali, a spokeswoman for Attorney General Doug Downey, said only that the vision standards are not discriminatory and, in any event, are justified to protect road safety.

Original at https://www.cbc.ca/news/canada/toronto/driver-oakville-ontario-lost-eye-1.5660752?ref=mobilerss&cmp=newsletter_CBC%20Toronto_1642_64688




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‘They Were Given 20 Years’


By Ben Spurr, Transportation Reporter
Mon., July 13, 2020

The TTC’s push to make Toronto’s transit system fully accessible by 2025 is in jeopardy, with the agency warning it will be “very challenging” to make the required improvements at two subway stations by the provincially set deadline.

In a report that will be debated at the TTC board on Tuesday, the agency notes that while its official schedule “currently indicates completion” of all remaining stations by 2025, which is the date set out by the Accessibility for Ontarians With Disabilities Act, there are significant obstacles to completing the necessary work at Islington and Warden subway stations on time.

Part of the problem is that both stations have bus bays that feature individual staircases to each platform from the subway below. Replacing each staircase with an elevator isn’t practical, and instead the bus bays at both stops will have to be rebuilt.

Complicating matters is that CreateTO, the city’s real estate arm, has designated both stations as the site of future developments into which work for the accessibility improvements will have to be integrated. The need to co-ordinate with CreateTO and the city’s planning and transportation departments is expected to push back the start of construction.

“Because of this late start and the complexity of these station redevelopments, Warden and Islington will be very challenging to complete by 2025,” the report states.

David Lepofsky, chair of the Accessibility for Ontarians with Disability Act Alliance, a volunteer advocacy group, said the TTC has “absolutely no excuse” for not meeting the 2025 deadline, which the province set in 2005.

“They were given 20 years” and any delay is a result of the transit agency “not doing its job,” he said.

“This is not news. We didn’t just invent people with disabilities or wheelchairs.”

Lepofsky argued that making the transit system accessible is not only the TTC’s legal obligation, but a moral imperative. More than 2.6 million Ontarians have disabilities, he said, and many of them live at or below the poverty line and rely on public transit.

And while people with disabilities are in the minority, many Ontarians will experience accessibility challenges as they age.

“Somebody who can ride the TTC today is just one accident, illness (or age-related problem) away from not being able to ride it tomorrow,” he said.

TTC spokesperson Stuart Green said in an email that making the system accessible “is a priority commitment” for the agency, but it has long been known that Warden and Islington would be difficult to complete.

“We’ve said for some time that these two stations are, by far, the biggest challenges we face due to the individual bus bays and multi-level station layouts,” he said.

Green said the TTC is exploring options to speed up accessibility improvements at the two stops, including “building a temporary bus loading area that would make the stations accessible” until permanent structures could be completed.

Through its “Easier Access” program, the TTC has made 46 of its stations accessible, and has 26 more to complete by the deadline. The required work varies depending on the station but can involve constructing elevators and accessible doors, widening fare gates, upgrading power supplies, communications and HVAC systems, and removing existing stairways and escalators.

The complex work has been broken into phases, and the current stage, which is the third, has a budget of $837 million. However, the report notes agency staff expect that as design and planning work proceeds the budget will need to be increased “to accommodate more complex requirements.”

Ben Spurr

Ben Spurr is a Toronto-based reporter covering transportation. Reach him by email at [email protected] or follow him on Twitter: @BenSpurr

Original at https://www.thestar.com/news/gta/2020/07/13/they-were-given-20-years-ttc-warns-it-will-be-hard-to-hit-target-to-make-the-subway-accessible-by-2025.html




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Please Email the Ontario Government to Support the AODA Alliance’s Finalized Brief on Measures Needed to Meet the Needs of Students with Disabilities Now and During the Transition to Schools Re-Opening


Accessibility for Ontarians with Disabilities Act Alliance Update

United for a Barrier-Free Society for All People with Disabilities

Web: www.aodaalliance.org Email: [email protected] Twitter: @aodaalliance Facebook: www.facebook.com/aodaalliance/

Please Email the Ontario Government to Support the AODA Alliance’s Finalized Brief on Measures Needed to Meet the Needs of Students with Disabilities Now and During the Transition to Schools Re-Opening

June 18, 2020

          SUMMARY

Working at warp speed, the AODA Alliance has finalized and submitted its brief to the Ontario Government on what must be done to meet the needs of at least one third of a million students with disabilities in kindergarten to Grade 12 now and during the eventual transition to schools re-opening. We set out that 23-page brief below.

We invite and encourage you to email the Ontario Government right away to support our brief’s 19 recommendations. Those recommendations are set out and described throughout the brief. To make it easier for you, at the end of the brief is an appendix that lists all the recommendations together in one place.

You can support us by emailing the Government at this address: [email protected] If you are part of a disability community organization, please get your organization to write the Government to support our recommendations. Of course, we encourage you to add any thoughts, experiences or recommendations that you wish.

It is good if you can use your own words when you write the Government. If you don’t have time, you might just wish to say something like this:

“I support the recommendations made in the AODA Alliance’s June 18, 2020 brief to the Ontario Government on what needs to be done to meet the needs of students with disabilities now and during the transition to re-opened schools.”

We thank everyone who took the time to read over the draft of this brief that we circulated for comment on June 11, 2020. We got fantastic feedback. We drew heavily on that feedback as we finalized this brief.

This finalized brief makes all the 17 recommendations that were in our draft brief (with some minor improvements) with one exception. Based on feedback we received, we removed our draft recommendation 13(b) in the draft brief. It had recommended that schools re-open for vulnerable students first. Our finalized brief replaced that recommendation with this, in #13(b):

“The COVID-19 IEP of each student with disabilities should tailor their plans for the return to school to meet their individual needs. Students with disabilities who need this accommodation should be afforded a chance to return to the school facility early so they can be oriented to any changes to which they need to adjust in the COVID-19 era.”

This finalized brief adds two new recommendations, 18 and 19. These propose that the Government and school boards across the board make more use during the COVID-19 pandemic of the Special Education Advisory Committee that each Ontario school board is required to have, if they are not doing so now.

In addition to writing the Government to support our recommendations, we encourage you to send this brief to your local school board and school trustees. Encourage them to take the actions we recommend in this brief.

For more background on these issues, please visit the AODA Alliances COVID-19 web page and our education web page.

Stay safe, and let us know what you do to help us press for these reforms. Email us at [email protected]

          MORE DETAILS

A Brief to the Ontario Government on Key Measures Needed to Address the Learning Needs of Students with Disabilities in Ontario During the COVID-19 Crisis Both During Distance Learning and During The Transition to the Eventual Re-Opening of Schools

Submitted by the Accessibility for Ontarians with Disabilities Act Alliance

www.aodaalliance.org [email protected] Twitter: @aodaalliance Facebook: www.facebook.com/aodaalliance/

To: The Hon. Stephen Lecce, Minister of Education

Via email [email protected]

June 18, 2020

 Introduction

The AODA Alliance submits this brief to the Minister of Education for Ontario, in response to the Ministry of Education’s public consultation on the transition to school re-opening during the COVID-19 pandemic.

The AODA Alliance is a voluntary non-partisan grassroots coalition of individuals and organizations. Our mission is:

“To contribute to the achievement of a barrier-free Ontario for all persons with disabilities, by promoting and supporting the timely, effective, and comprehensive implementation of the Accessibility for Ontarians with Disabilities Act.”

To learn about us, visit: https://www.aodaalliance.org.

Our coalition is the successor to the Ontarians with Disabilities Act Committee. The ODA Committee advocated more than ten years for the enactment of strong, effective disability accessibility legislation. Our coalition builds on the ODA Committee’s work. We draw our membership from the ODA Committee’s broad, grassroots base. To learn about the ODA Committee’s history, visit: http://www.odacommittee.net.

We have been widely recognized by the Ontario Government, by all political parties in the Ontario Legislature, within the disability community and by the media, as a key voice leading the non-partisan campaign for accessibility in Ontario. In every provincial election since 2005, parties that made election commitments on accessibility did so in letters to the AODA Alliance.

Among our many activities, we led a multi-year campaign to get the Ontario Government to agree to develop an Education Accessibility Standard under the AODA to tear down the many barriers that impede students with disabilities in Ontario’s education system. Our years of efforts to advocate for accessibility for students with disabilities are documented on our website’s education page.

Our efforts and expertise on accessibility for people with disabilities have been recognized in MPPs’ speeches in the Ontario Legislature, and beyond. Our website and Twitter feed are widely consulted as helpful sources of information on accessibility efforts in Ontario and elsewhere. We have achieved this as an unfunded volunteer community coalition.

The Government must pay special heed to the input it receives from the disability community including parents of students with disabilities . Input to the Government from other organizations can fail to effectively address the specific experience and needs of students with disabilities . The recommendations in this brief are gathered together in a list in the appendix appearing at the end of this brief. Our position in this brief is summarized as follows:

  1. a) The COVID-19 crisis has imposed disproportionate added hardships on people with disabilities. As part of this, it has led to disproportionate, serious hardships being inflicted on students with disabilities in Ontario schools. These hardships are exacerbated by no small part by serious pre-existing problems and disability barriers that have faced students with disabilities for years in Ontario’s education system, which have been made even worse for too many students with disabilities during the COVID-19 pandemic.
  1. b) In this brief we address the needs of all students with disabilities, using the inclusive definition of “disability” in the Ontario Human Rights Code and the Accessibility for Ontarians with Disabilities Act . We do not limit our recommendations to the narrower group of students whose disability falls in the narrower definitions of “special education “ or “exceptionality” that the Ministry of Education uses.
  1. c) To date, the provincial response to the problems facing students with disabilities during the COVID-19 pandemic has been substantially insufficient. The AODA Alliance offers 19 recommendations in this brief, to effectively address this, starting now and into the fall. Our fuller recommendations for comprehensive and long term reforms in the form of a strong and effective Education Accessibility Standard are set out in the AODA Alliance’s October 10, 20-19 Framework for the promised Education Accessibility Standard.
  1. d) While students are not able to go to school this spring due to the COVID-19 crisis, students with disabilities are experiencing wildly different learning experiences. Some are making good progress. Some are making much less progress. Some are making no progress or are losing ground. Some are getting extensive educational supports from their school board. Some are getting much less support. Some are getting little if any support. Conditions and supports can vary widely, even within the same school board and by students with the same disability.
  1. e) There is a pressing need for a comprehensive Ministry of Education plan of action to address the needs of students with disabilities during the COVID-19 crisis.
  1. f) There is a need for a provincial “Students with Disabilities Command Table” at the Ministry of Education.
  1. g) The Ministry must prevent a rash of principals refusing to admit some students with disabilities to school when schools re-open.
  1. h) There is a need for specific COVID-19 Individual Education Plans for individual students with disabilities before and during the transition to return to school.
  1. i) There is a need for Provincial and School Board Rapid Response Teams to be established to address recurring urgent needs of students with disabilities.
  1. j) A surge of specialized supports for students with disabilities is needed when schools re-open.
  1. k) School boards must plan for the needs of students with disabilities who cannot themselves ensure social distancing.
  1. l) The Ministry must ensure the full accessibility of digital platforms used for remote classes or “synchronous learning”.
  1. m) The Ontario Government must immediately ensure the digital accessibility of Ontario Government and TVO online learning resources.
  1. n) The Ministry of Education and school boards must stop making some learning resources available only in PDF format as this creates accessibility barriers.
  1. o) One size fits all does not fit for return to school.
  1. p) There is a need for a rapid method to spread the word to teachers and parents about effective teaching strategies for students with disabilities during COVID-19.
  1. q) Distance learning must be effectively provided for students who cannot return to school right away when schools re-open.
  1. r) The Ministry of Education should now create provincial resources for parents to prepare their students for the return to school.
  1. s) New protocols are needed for safe school bussing for students with disabilities.
  1. t) The Ministry should ensure the very active engagement of each school board’s Special Education Advisory Committee.

This brief builds on extensive involvement of the AODA Alliance during the COVID-19 crisis, advocating for the needs of people with disabilities across society. On June 11, 2020, we made public a draft of this brief, and solicited public input on it. We were very gratified by the supportive and helpful feedback we received. We have drawn heavily on that feedback to produce this finalized brief. We are urging one and all to share their own advice and recommendations with the Ontario Government during this important consultation.

 1. Pressing Need for A Comprehensive Ministry of Education Plan of Action to Address Needs of Students with Disabilities During the COVID-19 Crisis

Since the COVID-19 crisis began, the AODA Alliance has repeatedly urged the Ontario Government to develop and announce a comprehensive plan to meet the needs of students with disabilities during the COVID-19 crisis. This has been needed so over 70 school boards don’t have to each re-invent the wheel in deciding what the needs of students with disabilities are and how best to meet them. To date, the Ontario Government has not done what we have urged.

The need for this comprehensive provincial plan remains pressing during the period of distance learning due to school closures. It is also needed to ensure that students with disabilities’ needs are met across Ontario when schools eventually re-open. Ontario needs to also be prepared in the event of the realistic possibility that distance learning will have to continue in the fall, either because school re-opening is further delayed, or because a second wave of COVID-19 would require another round of school closures.

To date, the Ontario Government has primarily focused its education strategy during the COVID-19 pandemic on students without disabilities. Almost as an afterthought, it then reminded school boards that they should also accommodate students with special education needs.

The plan for students with disabilities should, to the extent possible, be included in the Ministry’s overall plan for school re-opening.

We therefore recommend that:

#1. The Ministry of Education should immediately develop, announce and implement a comprehensive plan for meeting the learning needs of students with disabilities during the COVID-19 crisis. This plan should include during this time of distance learning, during an eventual return to school, and in case of a future COVID-19 wave that requires another round of school closures. To the extent possible, this plan should be an integral part of the Ministry’s overall plan it is developing for school re-opening.

 2. Need for a Provincial “Students with Disabilities Command Table”

To deal with the need for rapid planning during the COVID-19 crisis, the Ontario Government has commendably set up its own “command tables” to deal with critical areas, like health care planning and planning for the safe operation of the economy during this crisis. This enables the Government to have critical expertise at the table to make rapid and key decisions.

There is a pressing need for a “students with disabilities command table” within the Government to plan for the learning needs of students with disabilities during the COVID-19 pandemic. No such table or concentrated expertise centre exists now within Ontario’s Ministry of Education. We have been pressing for this for three months. That table needs to be staffed by professionals with focused expertise on providing education to students with disabilities.

This is not meant to be an advisory or consultative table. It needs to be a planning and implementation table that can quickly and nimbly make decisions and effectively connect with the frontlines in the education system, where the action is.

This need is not fulfilled by the Minister of Education having had some consultative meetings with the Minister’s Advisory Committee on Special Education (MACSE), which still has vacancies, or with the AODA K-12 Education Standards Development Committee. Those bodies are only advisory. They do not have the capacity of a Ministry command table. Of course, it is good that they have been consulted.

We therefore recommend that:

#2. The Ministry of Education should immediately establish a “Students with Disabilities Education Command Table” to oversee the development and implementation of a Government action plan for meeting the urgent learning needs of students with disabilities during the COVID-19 crisis, and to swiftly react to issues for students with disabilities as they arise.

 3. Preventing a Rash of Refusals to Admit Students with Disabilities to School When Schools Re-Open

Ontario’s Education Act lets a school principal refuse to admit to school any “person whose presence in the school or classroom would in the principal’s judgment be detrimental to the physical or mental well-being of the pupils…”. Disability advocates have repeatedly criticized this as an excessive, arbitrary and unfair power. The Education Act and the Ministry of Education leave to school boards and individual principals an extremely wide discretion over when, how and why to exclude a student from school under this power. The Education Act does not even require principals to give a parent their reasons for excluding a student from school. It does not cap the duration of the student’s exclusion from school. It does not require a school board or the Ministry to keep track of how often or why students are excluded from school under this power.

Disproportionately, this excessive power has been used against students with disabilities, leading them too often to be excluded from school altogether or allowing them to attend school only for reduced hours. Long before the COVID-19 crisis, parents’ and students’ advocates have called for this power to be reduced and regulated. See for example the January 30, 2019 joint news release by the AODA Alliance and the Ontario Autism Coalition. To date, the Ontario Government has not made any significant reform of this power.

In September 2018, the Ontario Human Rights Commission released an updated policy on accessible education for students with disabilities. Its recommendations to the Ontario Government included, among other things:

“9. Identify and end the practice of exclusion wherein principals ask parents to keep primary and secondary students with disabilities home from school for part or all of the school day (and the role that an improper use of section 265(1)(m) of the Education Act may be playing in this practice).”

There is a serious risk that some principals will feel at liberty to use this power to exclude some students with disabilities from school during school re-openings in the midst of the COVID-19 pandemic, especially before any effective vaccine is invented and widely available. This is especially so if school boards do not now effectively plan for the inclusion and accommodation of students with disabilities at school during the transition to school re-opening. They may do so either because they don’t know how to accommodate some students with disabilities during social distancing, or because the Ontario Government and/or their school board has not given them the staffing, directions and resources they need to be able to effectively include and accommodate those students at school for part or all of the school day. Such exclusions from school raise serious human rights concerns and are contrary to the student’s right to an education.

With all the uncertainties and pressures anticipated during the transition back to school, a principal can be expected to feel a real temptation to use the power to refuse to admit such students to school during a COVID-19 school re-opening. This is so because it would seem to solve the problem of having to plan for those students’ needs at school.

The need to reform practices regarding a school principal’s power to refuse to admit a student to school for part or all of the school day has therefore become even more pressing in light of the COVID-19 pandemic. The AODA Alliance considers this a major priority. It is essential that school re-openings this fall do not lead to a rash of principals’ refusals to admit any number of students with disabilities to school. Such a rash of exclusions would thereby create two classes of students, those allowed to return to school and those who are excluded from school, especially if this disproportionately divides along disability lines.

The Ontario Government has commendably been willing to give directions to a school board about the use of its power to refuse to admit students to school in other contexts. It can and should do so here as well. The Ontario Ministry of Education has very recently given directions to the Peel District School Board to keep and report data on exclusions of students from school by race. In directive number 9, the Ministry stipulated that:

“The Board shall centrally track disaggregated race-based data on suspensions (in-school and out-of-school), expulsions and exclusions, and report publicly through the Annual Equity Accountability Report Card.”

We therefore recommend that:

#3. The Ministry of Education should immediately issue a policy direction to all school boards, imposing restrictions on when and how a principal may exclude a student from school, including directions that:

  1. a) During the re-opening at schools, students with disabilities have an equal right to attend schools for the entire school day as do students without disabilities. The power to refuse to admit a student to school for all or part of the school day should not be used in a way that disproportionately burdens students with disabilities or that creates a barrier to their right to attend school.
  1. b) A principal who refuses to admit a student to school during the school re-opening process should be required to immediately give the student and their family written notice of their decision to do so, including written reasons for the refusal to admit, the duration of the refusal to admit and notice of the family’s right to appeal this refusal to admit to the school board.
  1. c) A principal who refuses to admit a student to school for all or part of the school day should be required to immediately report this in writing to their school board’s senior management, including the reasons for the exclusion, its duration and whether the student has a disability. Each school board should be required to compile this information and to report it on a bi-monthly basis to the board of trustees, the public and the Ministry of Education (with individual information totally anonymized). The Ministry should promptly make public on a provincial basis and a school board by school board basis the information it receives on numbers, reasons and durations of refusals to admit during post- COVID-19 school re-opening.

 4. Need for Specific COVID-19 Individual Education Plans for Individual Students with Disabilities Before and During Transition to Return to School

For each student with disabilities, distance learning during COVID-19 will have created different deficits and challenges. The transition back to school will present challenges and needs that will vary from student to student.

Students’ IEPs were all written earlier this past school year while students were in school. They were written with no contemplation of the COVID-19 crisis or the challenges and hardships of distance learning and then of a later transition back to school. All students with disabilities will need their IEP modified to address these unforeseen needs.

As an immediate measure, students with disabilities each now need a customized COVID-19 –specific IEP to be created and implemented. This should not be limited to students whose disability fits within the narrow and incomplete definition of “exceptionality” in Ontario, which leaves out some disabilities. It should be provided to any student that has a disability within the meaning of the Ontario Human Rights Code. It should not be limited to students whose disability has been formally “identified” at an Identification and Placement Review Committee.

This COVID-19 IEP would not replace the student’s existing IEP. It would not replace the usual IEP development process when school is back in usual operation. This COVID-19 IEP is meant as an immediate, temporary or interim measure to address these hitherto-unanticipated events and related learning needs. IEPs are supported to deal, among other things, with transition needs. Both the transition to distance learning and the later transition to school re-opening fit well within that rubric.

The COVID-19 IEP should be developed now and over the summer, not in the fall when students are already back in school. This may well require new resources to enable this to be developed over the summer.

As noted earlier, there is a real possibility that distance learning will continue in September, or may have to later resume due to a resurgence or a second wave of COVID-19. These COVID-19 IEPs need to now anticipate and effectively address each of these possible eventualities.

The development of each student’s COVID-19 IEP should start with a direct phone conversation as soon as possible between the student’s teacher and the family. They should discuss where the gains and gaps have been, the concerns for the fall that are anticipated and how best to address them. The COVID-19 IEP should be developed in close consultation with the family and, where appropriate, the student.

We therefore recommend that:

#4. For each student with disabilities, each school board should now:

  1. a) Contact the family of each student with disabilities, preferably by phone rather than email, to discuss and identify the student’s progress during the school shutdown, the student’s specific and individualized disability-related deficits and needs arising from and during distance learning due to the COVID-19 crisis and the student’s needs and challenges related to eventual transition to school (including any vulnerabilities of other family members due to the COVID-19 pandemic), and;
  1. b) Create a COVID-19 IEP to set specific goals and activities to effectively address their disability-related needs during distance learning, and in connection with transition back to school.

 5. Need for Provincial and School Board Rapid Response Teams to Be Established to Address Recurring Urgent Needs of Students with Disabilities

During the COVID-19 crisis, Ontario’s education system continues to try to navigate uncharted territory. No matter how much planning for the needs of students with disabilities takes place as we here recommend, unexpected surprises will crop up. School boards and the Ministry of Education each need to be able to quickly detect these, and to nimbly respond to them. Traditionally, large organizations are not always the best at rapid and nimble adaptations in the midst of great uncertainty.

Parents, teachers and principals need a central point in the school board to report difficult challenges. Each school board needs to quickly feed this information to a single point at the Ministry that is staying on top of things, for rapid responses to recurring issues around the province.

We therefore recommend that:

#5. The Ministry of Education should assign staff to assist its Students with Disabilities Command Table by serving as a central rapid response team to receive feedback from school boards on recurring issues facing students with disabilities and to help find solutions to share with school boards.

#6. The Ministry should direct that each school board shall establish a similar central rapid response team within the board to receive and act on feedback from teachers, principals and families about problems they are encountering serving students with disabilities during the COVID-19 period, that will quickly network with other similar offices at other school boards, and that can report recurring issues to the Ministry.

 6. Surge Needed in Specialized Supports for Students with Disabilities

All students will have fallen behind to varying extents during the months when schools were closed. This hardship falls especially on students with disabilities who have additional specialized curriculum to learn, related to their disabilities, or who need specialized supports to learn which are unavailable during distance learning.

When students return to school, students with disabilities who need those supports will need a surge in the hours of support provided to them to help them catch up and adjust to the return to school. School boards cannot simply pull those resources out of the air. School boards will need added funding to hire those staff. They will need provincial help in finding them where there are shortages.

For example, students with vision loss are unable to get the full benefit of teachers of the visually impaired (TVIs) teaching hands-on braille reading when schools are closed. When schools re-open, school boards will need to engage additional TVIs to help ramp up the surge in TVI hours to be provided to students. There is now a shortage of TVIs in Ontario. The Ministry will need to lead a concerted effort to create a surge of TVIs to help school boards fill this gap during the return to school. Comparable needs can similarly be identified for students with other disabilities where such specialized educational support is needed.

We therefore recommend that:

#7. The Ministry of Education should plan for, fund and coordinate the provision by school boards of a surge in specialized disability supports to those students with disabilities who will need them when students return to school.

 7. Planning for Needs of Students with Disabilities Who Cannot Themselves Ensure Social Distancing

As an illustration of the last issue discussed, any return to school while COVID-19 continues to exist in our community will require students to engage in social distancing. If schools re-open, they will be doing so mindful of the fact that many students will not be able to consistently and reliably engage in social distancing, frequent hand washing and other important protective activities. Many are too young to ensure that they can fully understand the need to do so and comply. For some older children, it may seem cool to periodically break the rules. For many, it will be impossible to remain attentive to these precautions all the time.

For any number of students with disabilities, social distancing and related safe practices may pose additional challenges. For some, wearing a mask may not be possible due to such things as sensory integration or behavioural issues.

Some students with disabilities require an education assistant (EA) or special needs assistant (SNA) for all or part of the day to fully take part in school activities. For some of these students, it will not be possible to remain two meters away while providing the support or assistance that the student needs. Some will require close assistance for eating, hand-washing and other personal needs.

Pre-COVID-19 staffing levels for EAs and SNAs were too often inadequate. They did not account for these important additional requirements. EAs and SNAs were not experienced with or trained for this before COVID-19. It is not sufficient to now send them an email with instructions, or a link to a training video, and thereafter to assume that they will be fully equipped to consistently and reliably handle these duties. In addition to new in-person training, they will need to have constant access to good quality personal protective equipment (PPE), like masks.

It is also important to employ enough EAs and SNAs so that they don’t have to split their time among multiple schools or venues, lest they pose a greater risk of transmitting the COVID-19 virus from place to place among vulnerable students.

We therefore recommend that:

#8. The Ministry of Education’s plan for school re-openings must include detailed directions on required measures for ensuring that students with disabilities are safe from COVID-19 during any return to school. This requires additional planning in advance by school boards and additional funding to school boards to hire and train the additional SNAs and EAs they will need to ensure the safety of students with disabilities. It also requires safeguards to ensure that an EA or SNA does not work at multiple sites and risk transmitting the COVID-19 virus from one location to another.

 8. Ensuring Full Accessibility of Digital Platforms Used for Remote Classes or “Synchronous Learning”

We do not here wade into the dispute between the Ford Government and some teachers’ unions about whether or when a teacher should conduct online classes for their students in real time over the internet, sometimes called “synchronous learning”. We insist, however, that whenever an online real time class or synchronous learning takes place, or any other online meeting involving students with disabilities or their parents in connection with their education, it must be conducted via a fully accessible digital meeting platform.

When the Ontario Government moved our education system from the physical classroom to the virtual classroom in late March, it should have ensured from the start that the choice of digital meeting platforms was fully accessible. The Ontario Government did not do so, nor did it monitor school boards to see what platforms they were using. The Ontario Government dropped the ball on this critical accessibility concern, to the detriment of students, teachers and parents with disabilities. The Ministry of Education took the erroneous position that it was up to each school board to decide which online virtual meeting platform to use, based on the board’s assessment of its local needs. Yet these disability accessibility needs do not vary from school board to school board. They are the same across Ontario. The Ministry wastefully leaves it to each school board to investigate the relative accessibility of different virtual meeting platforms.

As a belated partial attempt to address this problem, the Minister of Education wrote school boards on or around May 26, 2020 about several issues regarding distance learning. That memo stated, among other things:

“Boards must ensure that the platforms they use for connecting with students and families are fully accessible for persons with disabilities.”

However, that direction provides no assistance to school boards on which platforms to use or avoid, or how to figure this out. It still leaves it to each school board to investigate this as much or as little as they wish, and then to duplicate the same investigations of this issue over and over across Ontario. We have seen no indication that the Minister’s direction led any school boards to change what they were doing in this regard.

This issue remains a live one and will continue into the fall. It is not clear when schools will re-open. Our education system may still be running on 100% distance learning at the start of the fall school term. Even when schools re-open, there is a real likelihood that some distance learning will continue in some blended model of in-school and distance education. As noted earlier, if a second wave of COVID-19 hits, as has happened elsewhere, requiring another round of school closures, Ontario will have to return to 100% distance learning.

At least one school board has improperly prohibited the use of Zoom, even though it is at least as accessible as, or more accessible than, other platforms. The Ministry of the Attorney General did its own comparison of digital meeting platforms, for use by the courts. The Superior Court of Justice of Ontario has decided to use Zoom as its platform for virtual court proceedings. If Zoom is safe enough for the Superior Court of Justice, there is no reason why a school board should prohibit its use.

Canada’s largest school board, TDSB, has announced that it is using Webex for parent-teacher meetings. This is so even though Webex has real accessibility problems. Such a practice should not be allowed.

We have heard examples of quite inaccurate information on this topic from some in the school board sector. Parents should not have to fight about this, one school board at a time, especially in the middle of a pandemic.

This topic requires ongoing effort and leadership by the Ministry. By August, there could well have been changes to the relative accessibility of different virtual meeting platforms. School boards need to operate based on current information.

We therefore recommend that:

#9. The Ministry of Education should immediately engage an arms-length digital accessibility consultant to evaluate the comparative accessibility of different digital meeting platforms available for use in Ontario schools. This should involve end-user testing. The Ministry should immediately send the resulting report and comparison to all school boards and make it public. This should be revisited as the fall approaches, in case there have been changes to the relative accessibility of different virtual meeting platforms. The Ministry should direct which platforms may be used and which may not be used for virtual or synchronous classes or parent/school meetings, based on their accessibility.

 9. Ensuring Digital Accessibility of Ontario Government and TVO Online Learning Resources

Over three months into the COVID-19 crisis, the Ontario Government has still not ensured that the online content that it provides to school boards, teachers, parents and students meets accessibility requirements for computer-users with disabilities. The AODA Alliance has been raising concerns with the Government about this since early in the pandemic. We have seen no public commitment to the needed corrective action. We have raised our concerns at senior levels within TVO and the Ministry of Education. The Government and TVO were required to comply with these accessibility requirements well before the advent of the COVID-19 pandemic.

We therefore recommend that:

#10. The Ministry of Education should immediately direct TVO to make its online learning content accessible to people with disabilities, and to promptly make public a plan of action to achieve this goal, with specific milestones and timelines.

#11. The Ministry of Education should make public a plan of action to swiftly make its own online learning content accessible for people with disabilities, setting out milestones and timelines, and should report to the public on its progress.

 10. Stop Making Some Learning Resources Available Only in PDF Format

Throughout this pandemic, as well as beforehand, the Ministry of Education and too many school boards have continued to make important digital information available to the public, including to parents, teachers and students, only in pdf format. That format can present accessibility problems for people with disabilities. When a document is made public in PDF format, it should also be made public in an accessible format, such as MS Word. This is an important time to start this long-overdue practice.

We therefore recommend that:

#12. The Ministry of Education should direct all its staff and all school boards that whenever making digital information public in a PDF format, it must at the same time also be made available in an accessible format such as an accessible MS Word document.

 11. One Size Fits All Does Not Fit for Return to School

To avoid chaos, a return to school should not be done all at once using a one-size-fits-all approach. Because we are in uncharted waters, it makes sense to go about this gradually and to try different approaches at different locations to see what works. We must avoid students with disabilities being again treated as after-thoughts who have to try to fit into a chaotic situation that was not designed with their needs in mind.

One suggestion that some have raised is to enable students with disabilities to return to school first, and for teaching staff to ensure their needs are met, before trying to also cope with an onslaught of all other students. Some have raised with us a concern that this might turn out to be a form of segregation, and could be detrimental for some of those students.

We therefore recommend that:

#13. The provincial plans for return to school should include these features:

  1. a) Rather than having all students across Ontario return to school at once, in a one-size-fits-all strategy, the Ontario Government should lead a strategic return to school process, trying out different approaches to see what works most effectively. For example, opening a few schools first to detect recurring problems and plan to prevent them would assist with opening of other schools across Ontario.
  1. b) The COVID-19 IEP of each student with disabilities should tailor their plans for the return to school to meet their individual needs. Students with disabilities who need this accommodation should be afforded a chance to return to the school facility early so they can be oriented to any changes to which they need to adjust in the COVID-19 era.

 12. Need for A Rapid Method to Spread the Word to Teachers and Parents About Effective Teaching Strategies for Students with Disabilities During COVID-19

Teachers and parents of students with disabilities are struggling around Ontario to cope with distance learning and the barriers it can create for many students with disabilities. Teachers and parents are creating novel work-arounds to address this.

Yet the Ontario Government has not been effectively canvassing the frontlines of teachers and parents to gather these up and share them around the province, so all can benefit without having to re-invent the wheel in the midst of a traumatic pandemic. We have called on the Ontario Government for the past three months to do this without success. We modelled one way of doing this by our successful May 4, 2020 online virtual town hall on teaching students with disabilities during the COVID-19 crisis (jointly organized with the Ontario Autism Coalition). As far as we have been able to learn, the Ontario Government has neither taken up that idea nor has it shared with school boards the link to our May 4, 2020 virtual town hall so that they can all benefit from it. We have repeatedly asked the Ministry of Education to share that link with school boards.

In the meantime, to fill this gap, several school boards have commendably been trying to address this need themselves. They have themselves been compiling good ideas and sharing them within their own board.

This is a huge and wasteful duplication of effort. The Ontario Government should be centrally accumulating and compiling all these resources, as well as researching what other jurisdictions have compiled from their own experience. These should be rapidly made available to frontline teachers and parents in a way that is easy to access, not by a blizzard of endless links that few if anyone will have the time to explore.

This effort should have been done weeks ago. Nevertheless, it is still not too late, since distance learning will remain part of our lives in whole or in part until a vaccine for COVID-19 is created and widely administered.

It is important that any such resources be themselves fully accessible to teacher, school staff, students and family members with disabilities. We regret that we have no assurance of this. On June 15, 2020, the Ontario Government announced in a news release that it was now making available new teaching materials during the COVID-19 crisis, under the headline: “Ontario Develops Additional Learning Materials for Students and Teachers”. The AODA Alliance promptly wrote senior officials at the Ministry of Education to ask what steps were taken to ensure that these new educational materials are accessible to people with disabilities, and asking what was done to include tips for teaching students with disabilities. The Ministry has not answered as of the time this brief was submitted.

We therefore recommend that:

#14. The Ministry of Education should immediately put in place an effective proactive team to gather teaching strategies for students with disabilities during distance learning from frontline teachers, parents and school boards and make these easily available to the frontlines on an ongoing basis, in formats that are accessible to people with disabilities. These should be supplemented by strategies that the Ministry researches from other jurisdictions that have innovated creative solutions.

 13. Distance Learning Must Be Effectively Provided for Students Who Cannot Return to School

When schools re-open, each school board will have a duty to accommodate its students with disabilities in school unless the school board can prove that it is impossible to do so without undue hardship. There may be some students who cannot return to school when others do. Their disability may make it impossible to accommodate them in school under the restrictions that apply during the COVID-19 pandemic. Some students may not be able to return to school because their parents or other family members with whom they live are so medically vulnerable or immuno-compromised that the family must take heightened precautions to avoid the risk of contracting COVID-19.

In those cases, even if other students are learning at school, the school board must provide effective and accessible distance learning for those students who must remain at home. This may include home visits from teaching staff. In this, students with disabilities must be more effectively and consistently served during distance learning than was the case in the spring.

We therefore recommend that:

#15 The plans for return to school must include measures for ensuring that those who cannot return to school at the same time can secure effective distance learning, including home visits (with social distancing) from teaching staff.

 14. Creating Provincial Resources for Parents to Prepare Their Students for Return to School

Some students with disabilities will need extensive preparation at home for their eventual return to school, including learning about social distancing and other new school practices due to COVID-19. Some parents will need a great deal of time to deal with this. Each school board or teacher and family should not have to duplicate these efforts by inventing their own curriculum, social stories or other resources.

We therefore recommend that:

#16. The Ministry of Education should prepare teaching materials for teachers and parents to use, addressing different disability-related learning needs, for preparing students with disabilities for the return to school, to address such changes as social distancing.

 15. New Protocols Needed for Safe School Bussing

There were ample problems with bussing of students with disabilities to school before the COVID-19 crisis. In any return to school, heightened safeguards will be needed, including frequent sanitization of busses, ensuring students are seated more than 2 meters from each other and ensuring that the driver has PPE and doesn’t risk spreading COVID-19. It is not realistic to expect that this will all simply happen with private sector bussing companies who employ casual and part time drivers working at low wages.

We therefore recommend that:

#17. The Ministry of Education should create, fund and effectively enforce new standards for safe bussing practices for students with disabilities during any return to school while COVID-19 remains a community threat.

 16. Ensure Very Active Engagement of Each School Board’s Special Education Advisory Committee

Each Ontario school board is required to have a Special Education Advisory Committee to advise it on special education issues. We understand that some have met regularly during the school closures, using conference calls or virtual online meeting platforms. Others have not met regularly, from what we have heard.

SEACs have a great deal to offer in this area. In making our recommendations about SEACs, we note that SEACs are not required to include representation regarding students with all kinds of disabilities. They are instead required only to have members that represent families whose students whose disability falls within the more limited definition of “exceptionality” that the Ministry of Education uses. Of course, it is open to a school board to have its SEAC have a more inclusive membership. It is also open to SEAC members to speak to any needs of any students with disabilities . School boards and the Ontario Government must ensure that they get input regarding students with any and all kinds of disabilities.

It is essential that each school board ensures that its Special Education Advisory Committee (SEAC) is meeting at least once per month, if not more, during the COVID-19pandemic, including during the transition to re-opening. While they usually don’t meet during the summer, they should meet if possible during the 2020 summer. They should be fully engaged in planning for the needs of students with disabilities during the COVID-19 period.

Their volunteer efforts would have more impact if the Ministry of Education took two easy steps. First, the Minister should create a virtual network or listserv to enable SEACs to share their work with each other. No such network now exists. As well, the Ministry should collect input from all Ontario’s SEACs on their concerns and advice given during the COVID-19 era, as this is a readily-available avenue to more front-line experience of students with disabilities.

We therefore recommend that:

#18. Each school board should ensure that its Special Education Advisory Committee (SEAC) meets at least once per month, and preferably more often, during the COVID-19 crisis, to give its board ongoing input into planning for students with disabilities during the COVID-19 crisis.

#19. To get the most from the volunteer work of SEACs around Ontario, the Ministry of Education should:

  1. a) Create and maintain a listserv or other virtual network of all Ontario SEACs, to enable them to share their efforts with all other SEACs around Ontario, and
  1. b) Frequently gather input from SEACs around Ontario about the experiences of students with disabilities during the COVID-19crisis.

Appendix – List of Recommendations

#1. The Ministry of Education should immediately develop, announce and implement a comprehensive plan for meeting the learning needs of students with disabilities during the COVID-19 crisis. This plan should include during this time of distance learning, during an eventual return to school, and in case of a future COVID-19 wave that requires another round of school closures. To the extent possible, this plan should be an integral part of the Ministry’s overall plan it is developing for school re-opening.

#2. The Ministry of Education should immediately establish a “Students with Disabilities Education Command Table” to oversee the development and implementation of a Government action plan for meeting the urgent learning needs of students with disabilities during the COVID-19 crisis, and to swiftly react to issues for students with disabilities as they arise.

#3. The Ministry of Education should immediately issue a policy direction to all school boards, imposing restrictions on when and how a principal may exclude a student from school. including directions that:

#4. For each student with disabilities, each school board should now:

  1. a) Contact the family of each student with disabilities, preferably by phone rather than email, to discuss and identify the student’s progress during the school shutdown, the student’s specific and individualized disability-related deficits and needs arising from and during distance learning due to the COVID-19crisis and the student’s needs and challenges related to eventual transition to school (including any vulnerabilities of other family members due to the COVID-19 pandemic), and;
  1. b) Create a COVID-19 IEP to set specific goals and activities to effectively address their disability-related needs during distance learning, and in connection with transition back to school.

#5. The Ministry of Education should assign staff to assist its Students with Disabilities Command Table by serving as a central rapid response team to receive feedback from school boards on recurring issues facing students with disabilities and to help find solutions to share with school boards.

#6. The Ministry should direct that each school board shall establish a similar central rapid response team within the board to receive and act on feedback from teachers, principals and families about problems they are encountering serving students with disabilities during the COVID-19 period, that will quickly network with other similar offices at other school boards, and that can report recurring issues to the Ministry.

#7. The Ministry of Education should plan for, fund and coordinate the provision by school boards of a surge in specialized disability supports to those students with disabilities who will need them when students return to school.

#8. The Ministry of Education’s plan for school re-openings must include detailed directions on required measures for ensuring that students with disabilities are safe from COVID-19 during any return to school. This requires additional planning in advance by school boards and additional funding to school boards to hire and train the additional SNAs and EAs they will need to ensure the safety of students with disabilities. It also requires safeguards to ensure that an EA or SNA does not work at multiple sites and risk transmitting the COVID-19 virus from one location to another.

#9. The Ministry of Education should immediately engage an arms-length digital accessibility consultant to evaluate the comparative accessibility of different digital meeting platforms available for use in Ontario schools. This should involve end-user testing. The Ministry should immediately send the resulting report and comparison to all school boards and make it public. This should be revisited as the fall approaches, in case there have been changes to the relative accessibility of different virtual meeting platforms. The Ministry should direct which platforms may be used and which may not be used for virtual or synchronous classes or parent/school meetings, based on their accessibility.

#10. The Ministry of Education should immediately direct TVO to make its online learning content accessible to people with disabilities, and to promptly make public a plan of action to achieve this goal, with specific milestones and timelines.

#11. The Ministry of Education should make public a plan of action to swiftly make its own online learning content accessible for people with disabilities, setting out milestones and timelines, and should report to the public on its progress.

#12. The Ministry of Education should direct all its staff and all school boards that whenever making digital information public in a PDF format, it must at the same time also be made available in an accessible format such as an accessible MS Word document.

#13. The provincial plans for return to school should include these features:

  1. a) Rather than having all students across Ontario return to school at once, in a one-size-fits-all strategy, the Ontario Government should lead a strategic return to school process, trying out different approaches to see what works most effectively. For example, opening a few schools first to detect recurring problems and plan to prevent them would assist with opening of other schools across Ontario.
  1. b) The COVID-19 IEP of each student with disabilities should tailor their plans for the return to school to meet their individual needs. Students with disabilities who need this accommodation should be afforded a chance to return to the school facility early so they can be oriented to any changes to which they need to adjust in the COVID-19 era.

#14. The Ministry of Education should immediately put in place an effective proactive team to gather teaching strategies for students with disabilities during distance learning from frontline teachers, parents and school boards and make these easily available to the frontlines on an ongoing basis, in formats that are accessible to people with disabilities. These should be supplemented by strategies that the Ministry researches from other jurisdictions that have innovated creative solutions.

#15 The plans for return to school must include measures for ensuring that those who cannot return to school at the same time can secure effective distance learning, including home visits (with social distancing) from teaching staff.

#16. The Ministry of Education should prepare teaching materials for teachers and parents to use, addressing different disability-related learning needs, for preparing students with disabilities for the return to school, to address such changes as social distancing.

#17. The Ministry of Education should create, fund and effectively enforce new standards for safe bussing practices for students with disabilities during any return to school while COVID-19 remains a community threat.

#18. Each school board should ensure that its Special Education Advisory Committee(SEAC) meets at least once per month, and preferably more often, during the COVID-19 crisis, to give its board ongoing input into planning for students with disabilities during the COVID-19 crisis.

#19. To get the most from the volunteer work of SEACs around Ontario, the Ministry of Education should:

  1. a) Create and maintain a listserv or other virtual network of all Ontario SEACs, to enable them to share their efforts with all other SEACs around Ontario, and
  1. b) Frequently gather input from SEACs around Ontario about the experiences of students with disabilities during the COVID-19crisis.



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Will Ottawa City Council Today Vote to Conduct a Deeply Troubling Experiment on Ottawa Residents and Visitors By Allowing Electric Scooters that Endanger People with Disabilities and Others?


ACCESSIBILITY FOR ONTARIANS WITH DISABILITIES ACT ALLIANCE

NEWS RELEASE – FOR IMMEDIATE RELEASE

Will Ottawa City Council Today Vote to Conduct a Deeply Troubling Experiment on Ottawa Residents and Visitors By Allowing Electric Scooters that Endanger People with Disabilities and Others?

June 10, 2020 Toronto: On the eve of today’s Ottawa City Council vote on whether to allow electric scooters (e-scooters), in the nation’s capital, the AODA Alliance obtained information from the office of Ottawa Mayor Jim Watson that exposes new serious problems with Ottawa’s proposal. Today, Ottawa City Council will decide whether to allow uninsured, untrained, unlicensed, unhelmetted e-scooter riders to rent and ride electric scooters in some public places during a “pilot” that would run until the end of October. Montreal tried just such a pilot but cancelled it last year due to problems that were revealed.

E-scooters can silently race up to 20 KPH up to and injure innocent pedestrians, such as blind people who can’t see them coming. E-scooters will also create new barriers to accessibility for people with disabilities, especially when left lying in public spaces like sidewalks (as the Ottawa proposal would permit).

Yesterday, the AODA Alliance learned this troubling information from officials in the Mayor’s office:

* The mayor’s office did not dispute that e-scooters can pose a risk of personal injuries. It did not dispute that they can present a safety risk for people with disabilities and others, as well as creating accessibility barriers that can impede people with disabilities.

* Ottawa has not budgeted for any additional law enforcement to cope with the risks that e-scooters are known to present. Therefore, there will be no additional police or other law enforcement on the streets to monitor if e-scooter riders are obeying any of the City’s rules or regulations. The AODA Alliance emphasizes that this means that e-scooter riders have little to fear if they break the rules.

* The only “training” that Ottawa would require an e-scooter rider to take before renting and riding one is to read materials that will be presented on a smartphone app. The AODA Alliance notes that this provides no public protection. One need only click that one has read such content, without actually reading it. The AODA Alliance here notes that as well, the person first signing up and clicking that they read it may not be the user that actually rents and rides the e-scooter, if the smartphone owner shares their e-scooter account with family or friends.

* When confronted with the danger that e-scooters pose to safety and accessibility for people with disabilities, the mayor’s office stated that during this pilot, Ottawa will collect data so that the pilot can be evaluated. The AODA Alliance pointed out to the mayor’s office that this amounts to conducting an experiment on those who live or visit Ottawa, risking their safety, without their prior consent to being subjected to this experiment.

* According to the mayor’s office, if someone is injured by an e-scooter or if the e-scooter blocks their accessibility on a sidewalk, data can be collected on this during the pilot, if those people call in to report their problem with the e-scooter. The AODA Alliance pointed out that the City of Ottawa would be unfairly shifting a burden onto innocent victims of e-scooters to have to report to the City about the harm they suffered, if the City is to learn about these harms.

* The mayor’s office disputed the AODA Alliance ‘s suggestion that the COVID-19 pandemic was an inappropriate time for City Council to take up this issue. The mayor’s spokesperson said that the COVID-19 pandemic is an especially good time to try out e-scooters, due to congestion in public places. According to the AODA Alliance, the COVID-19 crisis does not make it more appropriate to expose Ottawa residents and visitors to e-scooters’ dangers. E-scooters now present an additional danger in the COVID-19 era. When rented by one member of the public after the next, without any process in place to ensure they are sanitized, e-scooters risk further community spread of COVID-19. The City of Ottawa should not sponsor a program that would create this new danger to public health.

“The ill-conceived Defence offered by the mayor’s office for its plans to conduct an experiment with e-scooters on Ottawa’s own residents and visitors is strikingly similar to the very talking points used by the corporate lobbyists of the e-scooter rental companies who lobby hard for their adoption,” said David Lepofsky, chair of the non-partisan AODA Alliance, a grassroots disability coalition that has spearheaded efforts to protect people with disabilities from the dangers posed by e-scooters. “It’s especially unfair for Ottawa Council to be dealing with this now, when we’re all locked down and battling the impact of COVID-19. Surely Ottawa City Council has more pressing issues to address during the COVID-19 pandemic, and more important priorities for spending public money.”

The AODA Alliance alerted the Ottawa mayor’s office that if this e-scooter scheme is adopted, tourists and conference planners will be best advised to avoid Ottawa as a destination because of the experiment it is conducting in public with e-scooters that pose these dangers to the public.

The AODA Alliance urgently asked the mayor’s office for a chance to speak to Mayor Watson. The Alliance calls on Ottawa City Council to delay today’s vote, so it can properly investigate these and other serious concerns with e-scooters that the AODA Alliance has uncovered.

Contact: AODA Alliance Chair David Lepofsky, [email protected]

Twitter: @aodaalliance

For more background, check out:

The January 22, 2020 open letter from disability community organizations to the Ontario Government and Ontario municipalities.

The February 3, 2020 unanimous resolution of the Toronto City Council’s Accessibility Advisory Committee that called for Toronto not to allow e-scooters.

The AODA Alliance’s September 12, 2019 brief to the Ford Government on its proposal to allow e-scooters in Ontario.

The AODA Alliance’s e-scooter web page that sets out the campaign since last summer to protect Ontarians with disabilities from the dangers that e-scooters pose.



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Provincial Disability Coalition Urges Ottawa City Council to Reject Impending Proposal to Allow Electric Scooters that Endanger People with Disabilities and Others


ACCESSIBILITY FOR ONTARIANS WITH DISABILITIES ACT ALLIANCE
NEWS RELEASE – FOR IMMEDIATE RELEASE

June 4, 2020 Toronto: In a stunning affront to National AccessAbility Week, and while the COVID-19 crisis persists with no end in sight, Ottawa City Council’s Transportation Committee this week proposes to expose people with disabilities and others in Ottawa to proven dangers posed by allowing public use and rental of electric scooters (e-scooters). E-scooters will lead to personal injuries, including innocent pedestrians. They will create new barriers to accessibility for people with disabilities, especially when left lying in public spaces like sidewalks (as the Ottawa proposal would permit).

Ottawa City Council’s Transportation Committee disregarded concerns in the strong January 22, 2020 open letter to all municipalities co-signed by major disability organizations. Under the Ottawa proposal, uninsured, untrained, unlicensed, unhelmetted e-scooter riders will present dangers to the public that law enforcement won’t be able to prevent. Ottawa officials and politicians never even reached out to the AODA Alliance to learn about our concerns.

“It is a slap in the faces of people with disabilities that Ottawa would even contemplate creating these new barriers against residents and visitors with disabilities during National AccessAbility Week, and in the middle of the COVID-19 crisis,” said David Lepofsky, chair of the non-partisan AODA Alliance, a grassroots disability coalition that has led the campaign on this issue. “It would be better if Ottawa’s City Government spent more time on removing the disproportionate hardships that people with disabilities now suffer during the COVID-19 crisis, rather than working on creating the new accessibility barriers this fall which e-scooters would impose.”

Beyond the dangers that e-scooters already presented in communities that allowed them, leading Montreal to ban them this year after trying them last year, e-scooters now present an additional danger in the COVID-19 era. When rented by one member of the public after the next, without any process in place to ensure they are sanitized, e-scooters risk further community spread of COVID-19. Ottawa City Council should pay less heed to the corporate lobbyists that are relentlessly pressuring politicians and should give priority to the needs of their community’s most vulnerable members.

If Ottawa approves this proposal, any organization that is looking for a place to hold conferences and conventions after the COVID-19 shutdown comes to an end would be wise to rule out Ottawa in favour of safer communities that continue to ban e-scooters.

Contact: AODA Alliance Chair David Lepofsky, [email protected] Twitter: @aodaalliance

For more background, check out:

The January 22, 2020 open letter from disability community organizations to the Ontario Government and Ontario municipalities.
The February 3, 2020 unanimous resolution of the Toronto City Council’s Accessibility Advisory Committee that called for Toronto not to allow e-scooters.
The AODA Alliance’s September 12, 2019 brief to the Ford Government on its proposal to allow e-scooters in Ontario.
The AODA Alliance’s e-scooter web page that sets out the campaign since last summer to protect Ontarians with disabilities from the dangers that e-scooters pose.

CBC News June 3, 2020

Originally posted at https://www.cbc.ca/news/canada/ottawa/transportation-committee-approves-escooter-pilot-1.5596449?__vfz=medium%3Dsharebar Ottawa

E-scooters set to hit Ottawa streets, paths this year
City plans to allow 600 of the dockless standing scooters, but with limits on where they can go Kate Porter CBC News

If Ottawa’s e-scooter pilot gets full council approval, the devices will be allowed on pathways and on roads with speed limits up to 50 km/h, but not on sidewalks, on NCC paths or in Gatineau. (Kyle Bakx/CBC)

Ottawa could soon join other Canadian cities in allowing electric scooters on its multi-use paths, bike lanes and even some streets after its transportation committee approved a pilot project Wednesday.

The pilot, which would run until the end of October, still needs full council’s approval on June 10. The plan would permit up to 600 e-scooters operated by rental companies.

“This is a good time to introduce it. It’s a pilot, we’re starting with a smallish sample,” said Vivi Chi, director of transportation planning.

The battery-powered standing scooters have been illegal in Ottawa, but the Ontario government gave municipalities the right to set up their own pilot projects to test them out back on Jan. 1.

E-scooters coming to Ontario in January as pilot project launches

Under the Ottawa plan, e-scooters could travel on the city’s multi-use pathways, in bike lanes and on roads with speed limits of 50 km/h or lower. The scooters themselves could travel no faster than 20 km/h under the proposed bylaw.

E-scooters would be banned from city sidewalks, and because neither the National Capital Commission nor the City of Gatineau intends to allow them in 2020, the rental companies would need to employ “geofencing” technology that would slow the machines to a crawl and prevent them from being parked in areas that are off limits.

The same goes for Ottawa’s LRT. While the city sees e-scooters as a great way for passengers to travel that “final kilometre” between transit stations and their destination, city lawyers balked at allowing them on buses or trains.

Careless parking a concern
To make room for the e-scooters, Ottawa plans to expand its existing bike-share program, but will charge rental companies much higher fees. Instead of paying one dollar per bike per year, companies such as Bird Canada and Lime Canada will pay $60 per bike or scooter, which are dockless and can be returned anywhere.

A representative from Lime Canada pointed out Wednesday the proposed fees are among the highest in Canada. Sam Sadle also suggested the city allow between 1,200 and 3,600 scooters instead of the proposed 600.

Lime Canada would like to see Ottawa allow more than 600 e-scooters during its pilot phase this year. (Lime)
While e-scooters are seen as an environmentally friendly alternative to driving or ride-hailing apps such as Uber, there are safety concerns.

Ontario clears path for e-scooters as U.S. cities balance convenience, fun and injuries

Stories abound about collisions and injuries, and there are worries about improperly parked e-scooters blocking sidewalks.

In fact, Montreal has decided to ban e-scooters this year after fewer than 20 per cent of users obeyed parking rules during that city’s pilot program. That worries Ottawa’s volunteer accessibility advisory committee.

“This is not just an inconvenience to us,” said the advisory committee’s chair, Phillip Turcotte.

Chi said Ottawa will have more options than Montreal when it comes to parking. The scooters could be left in the area of the sidewalk closest to the street, where benches and trees are located, and the city could also paint some designated parking areas on streets, she said.

The city would also require rental companies to disinfect their scooters to public health standards during the pandemic, although it’s not clear how that will work between users.

Coun. Jeff Leiper has already bought into the scooters, literally. Rather than waiting to rent, he said he’s waiting for his own to be delivered.

“I want to have my own,” Leiper said.




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E-Scooters Set to Hit Ottawa Streets, Paths This Year


City plans to allow 600 of the dockless standing scooters, but with limits on where they can go Kate Porter
CBC NewsPosted: Jun 03, 2020

If Ottawa’s e-scooter pilot gets full council approval, the devices will be allowed on pathways and on roads with speed limits up to 50 km/h, but not on sidewalks, on NCC paths or in Gatineau.

Ottawa could soon join other Canadian cities in allowing electric scooters on its multi-use paths, bike lanes and even some streets after its transportation committee approved a pilot project Wednesday.

The pilot, which would run until the end of October, still needs full council’s approval on June 10. The plan would permit up to 600 e-scooters operated by rental companies.

“This is a good time to introduce it. It’s a pilot, we’re starting with a smallish sample,” said Vivi Chi, director of transportation planning.

The battery-powered standing scooters have been illegal in Ottawa, but the Ontario government gave municipalities the right to set up their own pilot projects to test them out back on Jan. 1.

Under the Ottawa plan, e-scooters could travel on the city’s multi-use pathways, in bike lanes and on roads with speed limits of 50 km/h or lower. The scooters themselves could travel no faster than 20 km/h under the proposed bylaw.

E-scooters would be banned from city sidewalks, and because neither the National Capital Commission nor the City of Gatineau intends to allow them in 2020, the rental companies would need to employ “geofencing” technology that would slow the machines to a crawl and prevent them from being parked in areas that are off limits.

The same goes for Ottawa’s LRT. While the city sees e-scooters as a great way for passengers to travel that “final kilometre” between transit stations and their destination, city lawyers balked at allowing them on buses or trains.

Careless parking a concern

To make room for the e-scooters, Ottawa plans to expand its existing bike-share program, but will charge rental companies much higher fees. Instead of paying one dollar per bike per year, companies such as Bird Canada and Lime Canada will pay $60 per bike or scooter, which are dockless and can be returned anywhere.

A representative from Lime Canada pointed out Wednesday the proposed fees are among the highest in Canada. Sam Sadle also suggested the city allow between 1,200 and 3,600 scooters instead of the proposed 600.

While e-scooters are seen as an environmentally friendly alternative to driving or ride-hailing apps such as Uber, there are safety concerns.

Stories abound about collisions and injuries, and there are worries about improperly parked e-scooters blocking sidewalks.

In fact, Montreal has decided to ban e-scooters this year after fewer than 20 per cent of users obeyed parking rules during that city’s pilot program. That worries Ottawa’s volunteer accessibility advisory committee.

“This is not just an inconvenience to us,” said the advisory committee’s chair, Phillip Turcotte.

Chi said Ottawa will have more options than Montreal when it comes to parking. The scooters could be left in the area of the sidewalk closest to the street, where benches and trees are located, and the city could also paint some designated parking areas on streets, she said.

The city would also require rental companies to disinfect their scooters to public health standards during the pandemic, although it’s not clear how that will work between users.

Coun. Jeff Leiper has already bought into the scooters, literally. Rather than waiting to rent, he said he’s waiting for his own to be delivered.

“I want to have my own,” Leiper said.

Original at https://www.cbc.ca/news/canada/ottawa/transportation-committee-approves-escooter-pilot-1.5596449




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