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University Launches New Six-Year Disability Inclusion Action Plan

24 September 2019
Supporting people with disability to succeed

The University of Sydney has reached an important milestone in inclusion and access for people with disability, with today’s launch of its Disability Inclusion Action Plan 2019-24 during Disability Inclusion Week.

The Disability Inclusion Action Plan 2019-24 strengthens our commitment to protect staff, students and visitors with disability from discrimination and support all members of our community to succeed at the University.

Carleton Creates Canadian Accessibility Network

June 26, 2019

Building on its reputation as Canada’s most accessible university, Carleton University is launching the Canadian Accessibility Network the first entity of its kind in the country.

The announcement follows the historic passage of the federal government’s Bill C-81, the Accessible Canada Act. The bill sets groundbreaking accessibility standards for the Government of Canada and organizations under its jurisdiction to ensure that public spaces, workplaces, employment, programs, services and information are accessible to everyone.

Change In Ontario Law Creates Uncertainty For Service Dogs In Schools

“Are all these school boards going to start saying that the dogs need to be certified?” By Bailey Martens

Fifteen-year-old Cameron Cadarette was a C student, struggling to stay in school in Windsor, Ont. until Vincent came along. The specifically trained golden Labrador helps the teen manage his post-traumatic stress disorder, and gain better focus in classes.

‘It Removes Stigma’: How Tech Breaks Down Barriers for Students With Disabilities

June 7, 2019

Universities are under growing pressure to improve accessibility for students. But is it working?

Rustling crisp packets, shuffling feet and the general buzz of conversation made lectures a trial for Gemma Long during her first degree. She suffers from sensory overload connected to her autism, which was only diagnosed after she graduated. But when she started a teacher-training course at the University of Huddersfield, she received access to software to help her cope with dyslexia and found it transformative. It allowed her to listen to lectures quietly at home, which dramatically improved her grades. She went on to take an MA at the Open University and is now studying for a PhD at Sheffield Hallam University.

Charting the Landscape of Accessible Education for Post-secondary Students with Disabilities


This article presents the results of research examining the impact of the Accessibility for Ontarians with Disabilities Act (AODA) on educational accessibility at one university in Ontario, Canada.

A longitudinal, qualitative study was conducted to explore how students with and without disabilities, instructors, staff members and administrators perceived the relative accessibility of teaching and learning on campus before, during, and after the implementation of one portion of the AODA legislation.