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AODA Resources

Resources on issues of accessibility and the Accessibility for Ontarians with Disabilities Act (AODA)

Disability and Information or Communication Barriers

Information or communication barriers exist because not all people read or understand in the same way. For instance, some information or communication barriers are:

  • Audio-only fire alarms
  • Lack of large print and Braille on elevators, signs, or room numbers
  • Live events or public meetings without captions or Sign language interpretation
  • Forms, pamphlets, or menus offered only in standard-sized print
  • Telephone-only contact information

Preventing and Removing Physical Disability Barriers

In our last article, we explored how physical barriers limit access for people with various disabilities. In this article, we will consider how organizations can prevent or remove barriers. Preventing and removing physical disability barriers makes organizations welcoming to people of all abilities.

Disability and Physical Barriers

Many barriers that people with disabilities face are physical or architectural barriers. Physical barriers happen when features of buildings or spaces limit people’s access. For instance, some physical disability barriers are:

  • Steps without ramps, elevators, or lifts
  • Lack of automatic or push-button doors
  • Low lighting or weak colour contrast
  • Narrow sidewalks, doorways, or aisles
  • High shelves
  • Tables without knee and toe clearance

Disability Barriers

Many mandates in the AODA are designed to help organizations recognize, prevent, or remove disability barriers. In our next series of articles, we will explore what some types of disability barriers are. Moreover, we will also consider  how to recognize, prevent, and remove them.

Overcoming STEM barriers in school

In Part 1 of this article, we explained that every student should learn science, technology, engineering and math (STEM) subjects in school. A strong background in these subjects can lead to more opportunities for careers. However, students with disabilities face many barriers to learning STEM and to pursuing career paths involving STEM. In Part 2, we discuss how teachers and support staff can work together to overcome these barriers.