Accessibility (AODA) Policy

Policy Number: GC-4300-2013

Policy Title: Accessibility (AODA) Policy

Policy Owner: Chief Human Resources Officer and Vice President, Students, International and Infrastructure

Effective Date: December 1, 2013

Last Revised: April 29, 2026

1. Purpose

Mohawk College (“The College”) is committed to fostering a barrier-free and equitable environment for students, employees and community members. The College understands that true equity means going beyond mere inclusion. It's about actively creating an environment where individuals with disabilities and accessibility needs have the same opportunities to engage, excel, and benefit from everything the College offers – whether it is education, services, goods, facilities, or employment. We are committed to building a community where everyone can thrive, regardless of their abilities or challenges.

The Accessibility for Ontarians with Disabilities Act (AODA) is provincial legislation that mandates that public, private and non-profit organizations identify, remove and prevent barriers to ensure that Ontario is fully accessible for people with disabilities. The Mohawk College Accessibility Policy sets clear guidelines on how the College will meet its legal responsibilities under the Accessibility for Ontarians with Disabilities Act, 2005, S.O.2005,c.11 and the O.Reg.191/11: Integrated Accessibility Standards. The AODA Policy also aligns with the Strengthening Accountability and Student Supports Act, 2024, recognizing the interconnected nature of protected grounds. It addresses student mental health support, anti-discrimination and anti-hate measures and combating various forms of racism.

This Policy is guided by the following core principles:

Dignity

Clear and respectful policies, procedures, and practices that ensure all individuals with accessibility needs are treated as valued College members. These individuals deserve the same high-quality, comprehensive attention and service as all other full-time and part-time students, employees, and visitors across all College campuses and areas. This approach emphasizes equal treatment and inclusion for everyone interacting with the College.

Independence and Interdependence

People with accessibility needs have freedom from control or influence of others. They are free to make their own choices.

People with accessibility needs also do not have to depend on themselves alone. The College aims to make sure services and resources are accessible through the application of pedagogical frameworks supporting inclusion such as Universal Design for Learning (UDL), so that people with disabilities do not have to advocate for their individual needs because the College has proactively endeavoured to prioritize accessibility and inclusivity.

The College understands that people with accessibility needs (PAN) have skills, knowledge and talents that are valuable to the College therefore there is an appreciation, and an exchange between PAN and the College.

Integration

Integrated services ensure that people with disabilities can fully participate in and benefit from all College offerings. This means:

Accessing the same services
In the same locations
In the same or similar ways

as all other students, employees, and visitors, regardless of whether they're full-time or part-time, and across all campuses and areas of the College.

This approach promotes opportunity and inclusion throughout the entire College community.

Equity in Opportunity

In contrast to equality (where everyone receives the same support and resources regardless of their needs), equity recognizes that we all start from different places. Equity in opportunity means:

Providing varying levels of support and resources
Tailoring these to the specific needs of individuals or groups
Aiming to achieve fairer outcomes for everyone

It is about creating a fair and inclusive environment where persons with disabilities have an equivalent opportunity to benefit from the College's goods and services. This approach acknowledges our diverse starting points and aims to remove barriers so that everyone can reach their full potential.

2. Application and Scope

This Policy applies to all full-time and part-time students, employees and visitors to all campuses and areas of the College.

3. Definitions

“Accessible” is defined as any services or goods that are capable of being easily understood or appreciated; easy to get at; capable of being reached or entered; and obtainable.

"Accessible formats" include, but are not limited to:

Large print
Recorded audio
Electronic formats
Braille
Other formats usable by persons with disabilities or accessibility needs.

“Anti-discrimination” is going against any form of unequal treatment, whether intentional or not, as outlined in the Ontario Human Rights Code (OHRC).

“Anti-hate” refers to actions, attitudes, or policies that oppose or counter hatred, discrimination, and prejudice against individuals or groups based on their identity characteristics. Key aspects of anti-hate include:

Actively opposing prejudice and discrimination
Promoting equality and respect for all people
Challenging hateful speech, actions, or ideologies
Supporting and protecting targeted individuals or groups
Educating others about the harm caused by hate

Anti-hate efforts can take many forms, such as:

Policies to protect vulnerable groups
Educational content to promote understanding and tolerance
College community initiatives to build inclusive environments
Reporting and countering hate crimes and incidents

The goal of anti-hate work is to create a College culture where all people are treated with dignity and respect, regardless of identity characteristics, i.e. Indigeneity, race, sexual orientation, gender, and disabilities.

"Assistive device" refers to any specialized equipment designed to help a person with a disability meet needs related to their disability. Examples include visual aids, hearing aids, orthotics, prosthetics, speech devices, medical supplies, environmental controls, and respiratory devices.

“College Community” includes employees, students, volunteers, consultants, visitors to campus and contractors.

"Communication" refers to the interaction between two or more individuals or entities, involving the exchange of information.

“Communication supports” include, but are not limited to:

Captioning
Alternative and augmentative communication supports
Plain language
Sign language
Other supports that facilitate effective communication.

“Conversion ready” is an electronic or digital format that facilitates conversion into an accessible format.

"deaf" (lowercase “d”) describes the physical condition of hearing loss, focusing on the medical aspect rather than cultural identity. People who identify as deaf can view it as a medical condition or disability and may not associate with the Deaf community. They typically rely on spoken language, lip reading, or other forms of communication rather than sign language, and they are more integrated into the hearing world.

"Deaf" (uppercase “D”) represents a cultural identity tied to the Deaf community. People who identify as Deaf see their deafness as an integral part of their identity rather than a disability. They are often fluent in sign language, actively participate in Deaf culture, and may have attended schools for the Deaf. This group values their shared language and cultural experiences.

“Disability”, according to the Ontario Human Rights Commission “may be the result of a physical limitation, an ailment, a perceived limitation or a combination of all these factors. The focus is on the effects of the distinction, preference or exclusion experienced by the person and not on proof of physical limitations or the presence of an ailment.” The Commission follows certain guidelines to help determine whether a condition is considered a disability under the Ontario Human Rights Code (OHRC). This approach:

Embraces a broad spectrum of conditions, both visible and invisible
Recognizes disabilities present from birth, caused by accidents, or developed over time
Includes physical, mental, and learning impairments, as well as less obvious conditions like environmental sensitivities
Protects against discrimination based on past, present, and perceived disabilities
Focuses on the effects of exclusion rather than proving physical limitations
Acknowledges that even minor ailments can qualify if unfair treatment results from perceived disability.

“Educators” including faculty and instructors, are employees who are involved in course program, design, delivery and/or instruction.

“Employee”, sometimes referred to as workers, includes all employees of Mohawk College, including bargaining unit members, management and non-unionized employees. A worker refers to a person who performs work or supplies services for monetary compensation, and also to students (secondary school, College or university) who perform work or supply services for no monetary compensation under a program-approved work experience placement as defined in the Occupational Health and Safety Act (OHSA). All employees, and students on unpaid placements, at Mohawk College are “workers” under the OHSA.

“Essential requirements” are the core elements a student must learn in a course or program. These include:

Key knowledge the student needs to understand
Important skills the student must develop
Abilities the student should demonstrate

These requirements are crucial for students to achieve the course or program's goals. Meeting these essential requirements shows that a student has successfully learned what the course or program aimed to teach.

“Extranet website” is a controlled extension of the intranet, or internal network of an organization to outside users over the internet.

"Information" refers to the collection of data, facts, and knowledge presented in various forms such as text, audio, digital content, or images.

"Internet website" refers to a collection of related digital content, including web pages, images, videos, and other assets, accessible to the public and sharing a common Uniform Resource Identifier (URI) as their base address.

“Intranet website” is an organization’s internal website that is used to share privately and securely any part of the organization’s information or operational systems within the organization and includes extranet websites.

"Kiosk" is an interactive electronic terminal designed for public use, providing access to one or more services, products, or a combination of both. This includes devices such as point-of-sale terminals.

“Maintenance” Maintenance means preserving or restoring public spaces and their elements to their original condition through activities like painting and minor repairs.

“Mobility Aid” means any manual or electric wheelchair, scooter, boarding chair, walker, cane, crutch, prosthesis or other aid that is specially designed to assist a person with a disability with a need related to mobility.

“New internet website” is either a website with a new domain name or a website with an existing domain name undergoing a significant refresh.

"Off-street parking facilities" refer to designated areas or structures located away from public streets, intended for temporary vehicle parking. These include:

Open-air parking lots
Parking structures (such as garages or decks)
Visitor parking spaces within larger parking facilities

These facilities are designed for public use, regardless of whether a fee is charged for parking.

"Service Animal" is an animal that assists a person with a disability if either of the following conditions are met:

Visual Identification

A service animal can be easily recognized by special markings or items the animal wears, such as:

A specialized vest
A harness
Other clear markings that indicate its role in assisting a person with a disability.

Documentation Requirements

If visual identification is not possible, the person must provide:

a) Documentation confirming the animal's training, including:

Certification details
Name of the training agency
Date of training completion

AND

b) Documentation from a regulated health professional confirming that the person requires the animal for disability-related reasons. Acceptable health professionals include members of:

College of Audiologists and Speech-Language Pathologists of Ontario
College of Chiropractors of Ontario
College of Nurses of Ontario
College of Occupational Therapists of Ontario
College of Optometrists of Ontario
College of Physicians and Surgeons of Ontario
College of Physiotherapists of Ontario
College of Psychologists of Ontario
College of Registered Psychotherapists and Registered Mental Health Therapists of Ontario.

“Student” is any person who is currently enrolled in a course or program at Mohawk College or is a confirmed applicant.

"Support Person" refers to an individual who accompanies a person with a disability to provide assistance. This assistance may include help with communication, mobility, personal care, or medical needs. A Support Person also aids in accessing goods, services, or facilities. It is crucial to note that Support Persons are required to maintain confidentiality in their role. Their primary function is to enable the person with a disability to navigate daily activities and interactions more easily, while respecting their privacy and independence.

“Undue hardship” The Ontario Human Rights Commission states that "undue hardship" is when providing accommodations becomes too difficult or expensive for an organization. It's the point where the law no longer requires them to make further adjustments or changes. According to the Commission, there are only three factors that can be considered when determining if an accommodation would cause undue hardship:

Cost
Outside sources of funding, if any
Health and safety requirements, if any

These three factors are explicitly prescribed by the Commission, and no other considerations can be legally considered when assessing undue hardship in Ontario. The Commission emphasizes that:

The standard for undue hardship is high, and the onus is on the organization to prove it.
Evidence be solid, factual, clear, directly related to the situation, and can be measured or counted.
Mere speculation, impressionistic views, or stereotypes are not sufficient to claim undue hardship.
Some degree of hardship is acceptable; only "undue" or excessive hardship meets the threshold.

It's important to note that factors such as organizational inconvenience, employee morale, and third-party preferences are not valid considerations for undue hardship under Ontario law.

“Universal Design for Learning (UDL)” is a curriculum design, development, and delivery framework used to create equitable, inclusive and accessible learning environments. The goal of UDL is to support creating masterful learners who are purposeful, motivated, resourceful, knowledgeable, strategic, and goal directed. For more information visit the College’s Universal Design for Learning webpage.

“Web Content Accessibility Guidelines (WCAG) 2.0” are a set of internationally recognized rules designed to make web content more accessible to people with disabilities, including those with visual, auditory, physical, speech, cognitive, and neurological disabilities. Published by the World Wide Web Consortium (W3C) in 2008, WCAG 2.0 aims to ensure that websites and digital content are usable by everyone.

“Web page” is a non-embedded resource obtained from a single URI using Hypertext Transfer Protocol (HTTP) and any other resources that are used in the rendering or intended to be rendered together with it by a user agent. In other words, a web page is a resource that can be downloaded from a single web address using internet communication, along with any other resources that will be shown together when someone views the page.

“Workplace discrimination” includes any intentional or unintentional action, rule, standard or practice that puts persons at a disadvantage for reasons prohibited by the OHRC.

4. Principles

Mohawk College acknowledges the right of all individuals, including those with disabilities, to an equal opportunity to experience success in their academic and/or employment endeavours with the College, as they apply to the provision of any and all services as indicated in the OHRC.

The College recognizes that making successful learning and employment outcomes accessible to students and employees, respectively, is a shared responsibility and commitment on the part of the students and employees. This Policy is articulated within the context of the shared values of Mohawk College that express a culture focused on students, employees and community.

Students, employees and visitors have a right to learn, work and get around autonomously in an accessible, accountable and equitable environment. Failure to facilitate this may lead to violations of the OHRC and legal actions.

5. Accountability and Compliance

5.1 Accountability Framework

This Policy impacts the College community therefore it underwent consultation with various key College members before being approved by the Senior Leadership Team.

5.2 Compliance

The Mohawk Executive Group (MEG) oversees the accessibility mandate and is responsible for its overall implementation and for developing and promoting the multi-year AODA Accessibility plan and developing and monitoring accessibility policies.

All members of the College community are responsible for fostering and championing an accessible environment.

5.3 Non-compliance Implications

Failure to comply with applicable legislation may result in serious consequences for the College, including financial penalties and potential legal action. More critically, non-compliance can negatively impact the community the College serves, potentially creating inequitable or unsafe conditions, particularly for individuals with disabilities.

6. Rules

6.1 Compliance with Legislation

All College policies, procedures and practices regarding accessibility must comply with applicable federal and provincial legislation including, but not limited to the:

Canadian Charter of Rights and Freedoms
Ontario Human Rights Code (OHRC)
Postsecondary Education Standards in Ontario incorporated in the AODA
Freedom of Information and Protection of Personal Privacy Act.

Please see the Specific Links section for more information concerning these legislations.

The AODA Integrated Accessibility Standards Regulation includes 5 standards:

Information and Communication
Employment
Transportation
Design of Public Spaces; and
Customer Service.

6.2 Accommodations

Students and employees have a right to learn and work in an accessible and accountable environment. The College will make every effort to accommodate the particular needs of individuals with disabilities provided that:

6.2.1 The accommodation does not give rise to undue hardship, which would include, but is not limited to:

Altering the essential requirements of the program or course
Threatening the integrity of contracts of employment by significantly altering essential job requirements or responsibilities

6.2.2 Students or employees who need accommodation must identify what kind of help they need, explain why they need it, and provide enough information so Accessibility Services or Human Resources can understand the nature of their request. For more information, please reference the:

Academic Accommodation for Students with Accessibility Needs Policy

Individualized Accommodation Plan Procedure.

6.3 Academic and Employment Access

The College will actively review, adapt, and enhance admissions policies and procedures to ensure that students with disabilities who are otherwise academically qualified are not excluded for reasons irrelevant to the essential requirements of the programs for which they are applying or in which they are enrolled.

The College will actively review, revise, and improve employment postings to ensure they accurately reflect the essential requirements of the positions and eliminate any language or descriptors that could be discriminatory under the OHRC. This commitment includes taking proactive measures to identify and address barriers, fostering equitable hiring practices, and ensuring compliance with human rights standards.

6.4 Physical and Technological Environments

The College will strive to ensure that its facilities are physically and technologically accessible, within the limits of physical and financial resources.

Mohawk College is responsible for providing accessible, welcoming and inclusive environments that include:

Increasing awareness of accessibility legislation and actively working to remove discrimination, biases and negative attitudes towards people with disabilities.

The provision of accommodations involving a collaborative process which recognizes the responsibilities of all of those involved:

Faculty members are responsible for making sure that their course materials and both online and in-person classroom environments are accessible to all students. They have access to the Centre for Teaching & Learning Innovation (CTLI) and Accessible Learning Services (ALS) resources and support.
Students can access ALS for support with accessibility needs.
ALS is responsible for coordinating and implementing provision of appropriate accommodation for students with disabilities.
Managers are responsible for creating accessible work environments and providing resources that allow all employees to perform their jobs effectively.
Employees who need accessibility support should discuss specific tools or accommodation with their managers.
The Human Resources department is available to assist both managers and employees with accessibility-related needs and solutions. The Human Resources department is responsible for coordinating and implementing the provision of accommodation for employees with disabilities in accordance with relevant legislation and/or collective agreement requirements.
Accessibility-by-design must be a guiding principle of new technology initiatives to avoid costly re-work. Accessibility requirements must be captured through business requirements and aligned with vendor selection, build, configuration and testing.
Artificial Intelligence Tools must meet the same accessibility standards as other technologies, and tools must be properly evaluated for accessibility and equity impacts before adoption.

6.5 Confidentiality

Mohawk College is committed to protecting the privacy and confidentiality of individuals with disabilities. Mohawk College, however, requires sufficient information to reasonably evaluate and respond to student or employee requests for accommodation. For this reason, students and employees are required to provide documentation noting the impact of their disability, their needs and restrictions. At times the accommodation process may require that a student disclose such information to employees and faculty, beyond ALS. All personal information disclosed to such employees or faculty shall be governed by the Mohawk College statement on Access to Information and Protection of Privacy, as well as the College’s Information Governance and Security Policy.

6.6 Reporting

The College is responsible for completing and maintaining the:

Multi-year accessibility plan that incorporates the AODA and Integrated Accessibility Standards Regulation (IASR) legislative requirements, achievements and future responsibilities
Comprehensive annual Accessibility Compliance Report.

Services for students with disabilities are provided by ALS and are governed by the Accessibility Fund for Students with Disabilities under the mandate of the Ministry of Colleges, Universities, Research Excellence and Security (MCURES). As a result, ALS is required to fulfill comprehensive annual reporting obligations and adhere to specific standards for delivering services to students. As required under the MCURES mandate and for funding eligibility, the procedures governing the operation of ALS are available online and in hard copy. Other alternative formats can be requested through the Accessible Format Request webpage.

7. Policy Revision Date

7.1 Revision Date

April 2031

7.2 Responsibility

The Chief Human Resources Officer and Vice President, Students, International and Infrastructure are jointly responsible for this Policy. Members of Mohawk Executive Group have responsibilities contained within this policy that relate to their areas of control.

Review will be accomplished in collaboration with Chief Human Resources Officer, Vice President, Students, International and Infrastructure and the relevant MEG member (as applicable).

8. Questions or Feedback About This Policy

Questions about this policy should be referred to the Chief Human Resources Officer and/or the Vice President, Students, International and Infrastructure. In an effort to encourage continuous service improvements, any feedback on this Policy should also be directed to the Chief Human Resources Officer and the Vice President, Students, International and Infrastructure.

9. Attachments

Appendix A – Integrated Accessibility Standards

9. Specific Links

Legislation

Policies and Procedures

College Services

Appendix A: Integrated Accessibility Standards

1. Introduction

Mohawk College is committed to the implementation of the Integrated Accessibility Standards Regulation 191/11 under the Accessibility for Ontarians with Disabilities Act 2005: Integrated Accessibility Standards. This Regulation establishes the standards for information and communications, employment, transportation, design of public spaces and customer service for every organization that provides goods, services or facilities to the public.

The College is responsible for ensuring policies, practices and procedures are compliant with this Regulation.

1.1 The integrated accessibility standard regulation applies to the provision of information and communication, employment processes, transportation,and customer service and public spaces to members of the public, employees and students.

1.2 The information and communications standards do not apply to:

Products and product labels
Information or communications that cannot be converted
Information that the College neither controls directly nor indirectly through contractual relationships

1.3 If Mohawk College determines that information or communications are unconvertible, the College will provide the person requesting the information or communication with:

An explanation why the information or communications are unchangeable, and
A summary of the unconvertible information or communications.

Information or communications are unconvertible if either:

They are not technically possible to convert the information or communications, or
Conversion is not feasible due to a lack of readily accessible technology.

2. Definitions

See Section 3: Definitions in the Accessibility (AODA) Policy.

PART I – GENERAL ACCESSIBILITY

1.1 Accessibility Policies

Mohawk College recognizes the importance of equity by creating accessibility policies that remove systemic barriers to full participation within the College community. By proactively designing accountable spaces and practices, the college demonstrates a commitment to inclusion, diversity, equity and accessibility. These policies are meant to help transform the College’s culture from reactive accommodation to intentional design that empowers people with different abilities and experiences. In keeping with this commitment, Mohawk College will develop, implement, and revise policies related to goods or service provision and fulfill O.Reg.191/11: Integrated Accessibility Standards requirements.

Related College policies:

SS-3201-2013 Academic Accommodation for Students with Disabilities Policy outlines and facilitates the implementation of appropriate academic accommodations for students with disabilities, ensuring equitable access to education. Following the Ontario Human Rights Commission and the Accessibility for Ontarians with Disabilities (AODA) legislation, the College will support students with disabilities to meet the essential requirements of the College’s courses and programs.
Return to Work Policy ensures the effective, proactive, and consistent management of:
- Return-to-work cases following short- or long-term disability leaves, whether occupational or non-occupational in nature.
  Requests for temporary or permanent accommodations due to medical reasons.

By addressing these aspects, the policy aims to support employees in their transition back to work and provide necessary adjustments for those with medical needs.

Animals on Campus Policy outlines the College’s commitment to maintain an environment that is accessible and inclusive to all members of the campus community. This Policy manages and identifies circumstances where animals are permitted on campus.

1.2 Accessibility Plans

Mohawk College has established and implemented a multi-year accessibility plan which is available on the Mohawk College website.

The purpose of this document is to outline the College’s strategy to prevent and remove barriers and meet its requirements under the O.Reg.191/11: Integrated Accessibility Standards.

At least once every five years, the plan is reviewed and updated. An accessible version is provided on request.

The College develops, reviews, and updates its accessibility plans through consultation with individuals who have disabilities. This collaborative approach ensures that the plans are comprehensive, relevant, and effectively address the needs of the College community.

Mohawk College prepares an annual status report on the progress of measures taken to implement the strategy and initiatives outlined in the multi-year accessibility plan. The status report is posted on the Mohawk College website and is provided in an accessible format upon request.

1.3 Accessible Procuring or Acquiring Goods, Services or Facilities and Self-Serve Kiosks

Mohawk College incorporates accessibility criteria and features when procuring or acquiring goods, services or facilities, except where it is not possible to do so. Ontario Colleges AODA Procurement Toolkit supports accessible procurement processes in the sector.

When the College determines that it is not feasible to incorporate accessibility criteria and features in the procurement or acquisition of goods, services, or facilities, it will provide an explanation for this decision. For inquiries or to request such explanations, please contact the Purchasing department.

Mohawk College incorporates accessibility features when designing, procuring or acquiring self-service kiosks. Options for assistance in accessibility will be provided at the kiosks.

1.4 Training

The College provides training on any updates to policies related to the accessibility standards and the Ontario Human Rights Code (OHRC) as they apply to persons with disabilities. This training also covers any changes made to related policies, ensuring all relevant updates are clearly communicated to:

All employees
All volunteers
All persons involved in developing customer service policies and procedures
Every person who provides goods, services or facilities on behalf of the College.

The training on the requirements of the Accessibility Standards and on the OHRC is specific to the duties of the employees.

The College ensures that every individual receives training as soon as possible, typically during employee orientation. Additionally, the College maintains detailed records of training dates, attendance, and completion status to track progress effectively.

PART II – INFORMATION AND COMMUNICATION STANDARDS

2.1 Accessible Formats and Communication Supports

Upon request, the College provides or arranges for Accessible Formats and Communication Supports for individuals with disabilities in a timely manner, considering their specific accessibility needs. These services are offered at a cost no greater than the standard price charged to others.

Mohawk College consults with the person making the request in determining the suitability of an accessible format or communication support.

Mohawk College notifies the public about the availability of accessible formats and communication supports via the Accessibility page on the external website.

When information or communications cannot be converted, the College will explain to the requester why it's not possible to provide the materials as asked. In such cases, the College will offer a summary of the unconvertible information or communications instead.

2.2 Emergency Procedures, Plans or Public Safety Information

Mohawk College prepares emergency procedures, plans or public safety information and makes the information available to the public via the College public website, student portals, employee portals, signage and information kiosks throughout the College.

If required to evacuate, Mohawk College ensures that individuals with disabilities can exit the College or exit facilities within the College safely. Upon request, Mohawk College provides this information in an alternative format or with appropriate communication supports, as soon as possible. Requests for accessible formats should be made through Security Services.

2.3 Accessible Websites and Web Content

Mohawk College is committed to providing electronic information that can be accessed by everyone including but not limited to instructional software, distance learning and course-related websites.

Mohawk College ensures its internet websites and web content adhere to the World Wide Web Consortium Web Content Accessibility Guidelines (WCAG) 2.0 standards. The College initially implements Level A compliance and progressively enhances it to Level AA. This commitment extends to all web content, including web-based applications, whether directly controlled by the College or managed through contractual relationships allowing for product modifications. The only exceptions are:

Success criteria 1.2.4 Captions (Live), and
Success criteria 1.2.5 Audio Descriptions (Pre-recorded).

2.4 Educational and Training Resources and Materials

When notified of a need, the College takes the following actions to accommodate students with disabilities:

It provides educational materials in accessible formats, tailored to the individual's specific accessibility requirements. This is achieved by either purchasing or acquiring conversion-ready electronic versions of resources when available, or by arranging comparable accessible alternatives if the original materials cannot be made accessible.
The College ensures that student records, program information, and course descriptions are provided in accessible formats to students with disabilities, allowing equal access to academic information and opportunities.

2.4.1 Captioning

Mohawk College requires captions for all video content across its digital platforms. All video files added to Mohawk College website after 2014 must be closed captioned either as part of production process or retroactively.

This policy applies to:

Newly created or posted videos
Existing videos used in various educational and public contexts

The captioning requirement covers videos on MyMohawk, MyCanvas, online courses, apps, classroom materials, presentations, lectures, public talks, live streamed events, and pre-recorded events. This comprehensive approach ensures accessibility for all viewers.

Prior to being posted, all video/audio files must be reviewed by the content creator for accuracy. Automatic captions can be used as a starting point for developing accurate captions and transcripts. Minimum accuracy of 99% is required to ensure that people who are Deaf, deaf or hard of hearing can understand audio content. Automatic captions should never be used as a substitute for captions or American Sign Language (ASL) interpreting.

This applies to:

all files posted to all Mohawk College official websites
all files used in promotional and communication materials including College public events
all files used in online courses and online resources, apps, in classes, presentations, lectures, public talks, live streamed events and pre- recorded events.
All synchronous courses and meetings conducted via Teams, Zoom, Google, or other platforms that include built-in captioning must have captioning enabled.
Faculty are advised to look for captioned videos and audio files with transcripts before making the final selection of course material.
Faculty should use the built-in accessibility tools available to them for content production regardless of the modality of the course.
Faculty are advised to use Library Accessible Resources in the process of creating or facilitating captioned media. For more information, visit the Accessible Resources: Captioning Videos webpage.
All departments must allocate a budget for making resources accessible, including captioning of media.

2.4.2 Lecture and Academic Activities Recording

Educators are encouraged to make lecture recordings or pre-recorded lecture content available to the entire class as part of implementing Universal Design for Learning (UDL) principles. Educators can contact the Centre for Teaching and Learning Innovation (CTLI) for technological assistance.

Students can make their own recordings of lectures using personal devices if the instructor doesn't provide official recordings. This is allowed for private study purposes only, in line with the Accessibility for Ontarians with Disabilities Act (AODA) and the university's accessibility policy guidelines.

When inclusive design does not adequately support students with disabilities, they may record academic activities on their own devices, ensuring such recordings comply with:

The Ontario Human Rights Code (OHRC)
The Accessibility for Ontarians with Disabilities Act (AODA)
The Freedom of Information and Protection of Privacy Act

Section 12 of the AODA mandates alternative format availability. The audio recordings fall under the category of alternative formats.

Instructors will notify students well in advance if recording a specific class or portion of a class is deemed inappropriate. When recording is not allowed, instructors and students should discuss alternative accommodations.

In accordance with the Freedom of Information and Protection of Privacy Act, the College must provide signage indicating when lecture recording is in progress in all classrooms and other teaching facilities.

Faculty members must inform all class participants about lecture recordings in two ways. First, they should verbally announce it at the beginning of each course. Second, they need to include a notice in the course syllabus. These actions ensure compliance with privacy laws, which mandate that individuals be notified and give consent when their personal information is collected, used, or shared.

Instructors are responsible for ensuring that guest lecturers or speakers are made aware of this policy.

Recordings must not be distributed and/or reproduced in any manner. Sharing examples include file sharing, using the internet, social media (e.g. Facebook, You Tube and other social media channels) or any other distribution channels. This regulation is in accordance with the Mohawk College Acceptable Student Use of IT Resources Policy, Copyright, Intellectual Property and Commercialization Principles policies, the Freedom of Information and Protection of Privacy Act and all applicable federal and provincial laws.

The recording of educational activities remains the property of the College, is intended only for the student's private study, and is deleted at the end of the term.

Failure to comply with this policy may be considered a violation of other applicable Mohawk College policies including the Student Behaviour Policy. Students who violate this or related policies may face disciplinary action as outlined in Student Behavior Policy, and Academic Integrity Policy.

Some programs require specific consent forms to obtain written permission for recording collection and use for approved purposes. Some examples are the Early Childhood Education, Nursing and Paralegal programs.

2.4.3 Universal Design for Learning (UDL)

Mohawk College is committed to creating an inclusive and accessible learning experience for all students through Universal Design for Learning (UDL). UDL gives educators a comprehensive framework to center equity-deserving students in learning spaces. Because of its capacity to support all learners, Mohawk College has built UDL into its Equity, Diversity and Inclusion (EDI) Action Plan.

To support the implementation of UDL in teaching and learning approaches, Mohawk College is committed to providing professional development, consultation opportunities, and resources to faculty.

As a starting point, educators are expected to access UDL resources and gain ongoing support through The UDL Webpage.

Educators should use the UDL Course Assessment to assess whether a course meets the UDL Standard and to find support for implementing UDL elements. This tool helps identify existing UDL practices within a course and provides resources for further UDL integration.

When UDL approaches are not enough, educators should collaborate with offices like ALS, and the Student Rights and Responsibilities Office (SRRO) to ensure students are fully accommodated.

2.5 Accessibility Training for Educators

Mohawk College provides educators with accessibility awareness training related to accessible programming, course delivery and instruction.

The College provides training on Integrated Accessibility Standards Regulation (IASR) requirements and the OHRC, focusing on their application to people with disabilities.

Mohawk College will ensure all educators are trained within four weeks of hire. The College will keep a record of the training provided, including the training dates and the number of individuals who received the training.

Mohawk College will ensure that all educators complete AODA Accessibility Awareness Training refresher every other year.

Additionally, all educators will receive ongoing training to stay up-to-date with any changes to AODA requirements or the College’s accessibility policies.

2.6 Producers of Educational or Training Material

As the College produces educational or training textbooks and printed materials, the College will provide accessible or conversion-ready versions upon request. Braille versions will be available within two months, while all other accessible formats will be provided within four weeks of the request.

2.7 Libraries of Educational and Training Institutions

Upon request, Mohawk College will provide, procure, or acquire print, digital, or multimedia resources and materials in accessible or conversion-ready formats. This will be done within a mutually agreed timeframe and in accordance with this policy.

PART III – EMPLOYMENT STANDARDS

3.1 Recruitment

Mohawk College will ensure that applicants with disabilities receive appropriate accommodations throughout the recruitment process.

3.2 Recruitment, Assessment or Selection process

The College will ensure that job applicants are notified about the availability of accommodation supports in relation to the materials or processes used during the assessment and selection process.

After receiving an accommodation request, the College will consult with the applicant to determine their specific accessibility needs. Based on this consultation, the College will either provide or arrange for suitable accommodations that address these needs.

3.3 Notice of Successful Applicants

When making an offer of employment, Mohawk College will notify successful applicants of the College’s policy for accommodating employees with disabilities. This information will be provided in an accessible format or with communication supports upon request.

3.4 Informing Employees of Supports

Mohawk College will communicate its policies to employees regarding support for individuals with disabilities. This will include, but is not limited to, details about providing job accommodations that addresses accessibility needs related to disabilities.

The College will provide this information to new employees as soon as possible after they begin their employment and whenever there is a change to existing information on the provision of job accommodations that take into account an employee’s accessibility needs due to a disability.

3.5 Accessible Formats and Communication Supports for Employees

When an employee with a disability asks, the College will:

Consult with the employee
Provide or arrange for:

Accessible formats
Communication supports

These accommodations will be for:

Information needed to perform their job
Information generally available to all employees.

In determining the suitability of an accessible format or communication support, Mohawk College will consult with the employee making the request. The College will provide requested material in Braille within two (2) months and other formats within four (4) weeks.

3.6 Workplace Emergency Response Information

The College provides personalized workplace emergency response information to employees with disabilities who request accommodation due to their disability. This information, which may include visual or audio materials explaining what to do in an emergency, is provided when the nature of the disability makes individualized instructions necessary.

An Individualized Workplace Emergency Plan (PEP) can be requested through the employee’s manager. For more information, please reference the Individualized Accommodation Plan Procedure.

Emergency procedures will include details on how to request a personalized workplace emergency response plan. These procedures will be posted on the Security Website in formats that are accessible to everyone.

With the employee's consent, the College will share individualized workplace emergency response information with a designated person who will assist the employee during emergencies. The College will adjust its emergency response plans to accommodate the specific requirements outlined in an employee's personal emergency plan.

Once the College becomes aware that an employee needs accommodation due to a disability, the Security Office will promptly provide information for creating an Individualized Workplace Emergency Plan.

Individualized Workplace Emergency Plans will be practiced and reviewed with all relevant parties to ensure the employee's safety is maintained.

The employee, their manager and Human Resources receive a copy of the signed plan. Concerning medical accommodations, employees can contact the Employee Abilities Coordinator for more information. Concerning non-medical accommodations, employees can contact their HRSP. The HRSP contact information may be found on the MyMohawk Human Resources page under Employee Relations.

The Individualized Workplace Emergency Plan (the Plan) will be stored in the Human Resources database. Mohawk College reviews the individualized workplace emergency response information when:

The employee moves to a different location in the organization
A review of the employee's overall accommodations needs or plans is conducted; and
The College reviews its general emergency response policies.

3.7 Documented Individual Accommodation Plans

The Individualized Accommodation Plan Procedure outlines the steps the College will follow to develop documented accommodation plans for employees with disabilities. The process includes:

How employees requesting accommodation can participate in developing their individual plan.
The process for assessing each employee's needs individually.
How the College can ask for an external doctor or expert to review the situation, at no cost to the employee, to help figure out if and how accommodations can be made.
How employees can involve a representative in developing the plan (from their union if applicable, or another workplace representative if not unionized).
Steps taken to protect the employee's personal information and privacy.
How often the individual accommodation plan will be reviewed and updated, and the process for doing so.
The process for explaining to an employee why their accommodation plan was denied, if applicable.
How the individual accommodation plan will be provided in a format that considers the employee's accessibility needs due to disability.

For more information, please see the Individualized Accommodation Plan Procedure or contact the Employee Abilities Coordinator.

As required, Individualized Accommodation Plans include individualized workplace emergency response information, details about accessible formats and communication supports, and any other accommodations that are to be provided.

3.8 Return to Work Process

Mohawk College outlines a return-to-work process for employees who have been absent from work due to disability and require disability-related accommodations to return to work.

Mohawk College’s Return to Work Policy defines the process of facilitating the return to work of employees who were absent due to injury or illness. The return to work process uses documented Individualized Accommodation Plans as described in section 3.7 as part of the process.

3.9 Career Development, Advancement, Redeployment and Performance Management

Mohawk College considers the accessibility needs of employees with disabilities, as well as individual accommodation plans, when conducting performance management, providing career development and advancement for employees, or when redeploying employees.

PART IV – DESIGN OF PUBLIC SPACES STANDARDS

Mohawk College is dedicated to implementing accessibility in all its buildings. When constructing new facilities or renovating existing ones, the College will apply accessibility standards to ensure barrier-free design. Mohawk College has developed a Facility Accessibility Design Standards document – a technical design guide – that is used by College employees and faculty to enhance accessibility beyond the minimal requirements of the Ontario Building Code.

In cases where it's not feasible to fully incorporate barrier-free principles, the College will provide comparable alternative accommodations to ensure accessibility for all.

4.1. Outdoor Public Use Eating Areas

Mohawk College will ensure that all outdoor public use eating areas that are constructed, redeveloped, or maintained comply with the following accessibility requirements:

A minimum of 20% of the tables provided must be accessible to individuals using mobility aids, featuring adequate knee and toe clearance underneath the table. Additionally, every outdoor public use eating area must have at least one accessible table, regardless of the total number of tables.
The ground surface leading to and beneath tables designated for individuals using mobility aids must be level, firm, and stable.
Accessible tables must have sufficient clear ground space around them to allow for a forward approach by individuals using mobility aids.

4.2 Exterior Paths of Travel

Mohawk College will ensure that any exterior paths of travel that are constructed, redeveloped or maintained will meet all legislated technical requirements. This includes requirements for an exterior path of travel that features various accessibility elements, such as ramps, stairs, curb ramps, and depressed curbs.

Where new pedestrian signals are being installed or existing pedestrian signals are being replaced at a pedestrian crossover, they will be accessible pedestrian signals.

When creating new exterior paths or renovating existing ones, the College will:

Consult with the public, including individuals with disabilities
Seek input on the design of rest areas along these paths
Ask for feedback on the optimal placement of these rest areas

This consultation process ensures that the exterior paths are designed with accessibility and user comfort in mind.

4.3 Accessible Parking

4.3.1 Types of Accessible Parking Spaces

When constructing new off-street parking facilities or redeveloping existing ones, Mohawk College will ensure compliance with all legislated requirements and provide two types of accessible parking spaces:

Type A (Van-accessible) spaces: These are wider parking spaces designed for vehicles equipped with ramps or lifts, providing additional room for maneuvering. They have a minimum width of 3.4 metres and signage that identifies the space as “van accessible.”
Type B (Standard accessible) spaces: These are standard-width parking spaces intended for people who use mobility aids but don't require extra space to enter or exit their vehicle. They have a minimum width of 2.4 metres.

4.3.2 Access Aisles

All accessible parking spaces in off-street parking facilities will include an access aisle. This access aisle is a designated area between parking spaces that allows individuals with disabilities to safely enter and exit their vehicles.

Access aisles may be shared by two parking spaces for the use of persons with disabilities in an off-street parking facility and will meet the following requirements:

They will have a minimum width of 1.5 metres.
They will extend the full length of the parking space.
They will be marked with high tonal contrast diagonal lines, which discourages parking in them, where the surface is asphalt, concrete or some other hard surface.

4.3.3 Minimum Number and Type of Accessible Parking Spaces

Off-street parking facilities will have a minimum number of parking spaces for the use of persons with disabilities, in accordance with the legislative requirements.

If Mohawk College provides more than one off-street parking facility at a site, Mohawk College will calculate the number and type of parking spaces for the use of persons with disabilities according to the number and type of parking spaces required by legislation for each off-street parking facility.

When a College campus has more than one off-street parking facility, the institution may allocate parking spaces for people with disabilities among these facilities. The distribution should be done in a way that:

Provides equal or improved accessibility
Considers the distance from accessible entrances
Takes into account user convenience

The goal is to ensure that individuals with disabilities have equitable access to parking across the entire site, rather than concentrating all accessible spaces in one location.

For the purposes of subsection (4.3.3), the following factors may be considered in determining user convenience:

Protection from the weather
Security
Lighting
Comparative maintenance

4.3.4 Signage

Mohawk College will ensure that parking spaces for the use of persons with disabilities are distinctly indicated by erecting an accessible permit parking sign in accordance with section 11 of Regulation 581 of the Revised Regulations of Ontario, 1990 (Accessible Parking for Persons with Disabilities) made under the Highway Traffic Act.

4.4 Obtaining Services

4.4.1 Service Counters

When building new service counters or replacing existing ones, whether indoors or outdoors, the following requirements must be followed:

There will be at a minimum one service counter that accommodates a mobility aid for each type of service provided
The accessible service counter must be clearly identified with signage, where there are multiple queuing lines and service counters.
Each service counter will accommodate a mobility aid, where a single queuing line serves a single or multiple counters.

The service counter that accommodates mobility aids will meet the following requirements:

The countertop height will be such that it is usable by a person seated in a mobility aid.
There will be sufficient knee clearance for a person seated in a mobility aid, where a forward approach to the counter is required.
The floor space in front of the counter will be sufficiently clear to accommodate a mobility aid.

4.4.2 Fixed Queuing Guides

When constructing new fixed queuing guides, the following requirements will be met:

The fixed queuing guides will provide sufficient width to allow for the passage of mobility aids and mobility assistive devices.
The fixed queuing guides will have sufficiently clear floor area to permit mobility aids to turn where queuing lines change direction.
The fixed queuing guides will be cane detectable.

4.4.3 Waiting Areas

When building a new waiting area or updating an existing one with fixed seating, at least 3% of the seats must be accessible, and there must always be at least one accessible seating space.

For the purposes of this section, accessible seating is a space in the seating area where an individual using a mobility aid can wait.

4.5 Maintenance of Accessible Elements

In addition to the accessibility plan requirements, Mohawk College will ensure that the multi-year accessibility plans include the following:

Procedures for preventative and emergency maintenance of the accessible elements in public spaces as required under Part IV.
Procedures for dealing with temporary disruptions when accessible elements required under Part IV are not in working order.

PART V – CUSTOMER SERVICE STANDARDS

The College is required to facilitate the implementation of the AODA and Ontario Regulation 191/11 Integrated Accessibility Standards. Mohawk College is committed to equity in opportunity, ensuring all individuals have fair access to goods and services. The College endeavours to provide exceptional and accessible customer service for the communities it serves. To ensure these outcomes, operational policies and procedures for the College are developed under the guidelines of dignity, agency, integration and equity in opportunity, in compliance with the AODA.

All Mohawk College operational policies and procedures are available in alternative formats upon request.

5.1 Purpose

The purpose of this standard is to establish accessibility standards for customer service. This applies to all employees (administrative, faculty, and support staff), volunteers, and contractors of Mohawk College.

Mohawk College recognizes that to assure accessibility to people with disabilities it must ensure that the provisions of goods and services by the College are consistent with the following principles:

The goods or services must be provided in a way that respects the dignity and agency of people with disabilities.
Goods and services for people with disabilities should be provided in an integrated manner. However, if an alternative approach is required—either temporarily or permanently—to ensure that a person with a disability can access or benefit from them, such measures may be implemented.
People with disabilities must be provided with equitable opportunities, as afforded to others, to obtain, use, and benefit from goods and services.

5.2 Roles and Responsibilities

5.2.1 Communication

Mohawk College will communicate with people with disabilities in a manner that accommodates their individual needs and abilities. The College will provide alternative methods of communication and technology upon request as soon as possible.

5.2.2 Use of Service Animals

If a person with a disability is accompanied by a guide dog or other service animal, the College will ensure that the person is permitted to enter the premises with the animal and keep it with them, unless the animal is otherwise excluded by law from the premises.

If a service animal is excluded by law from the premises, the College will provide measures that will enable the person with a disability to obtain, use or benefit from the College’s goods and services.

See Animals on Campus Policy for Service Animal Guidelines.

5.2.3 People who Use Service Animals

Service Animals are individually trained to perform tasks for the benefit of a person with a disability, including physical, sensory, intellectual, psychiatric or other mental disability*. Below are some examples of types of Service Animals who support people with a multiplicity of disabilities:

A seizure response animal is trained to help a person with epilepsy. The animal might go for help, stand guard over the person during a seizure and even predict a seizure to warn the person.
A special skills animal has various duties including carrying, ringing doorbells, emotional support, activating elevator buttons, opening doors, fetching and more.
A hearing animal is trained to alert a person who is deaf or hard of hearing when a sound is emitted, such as fire alarm.
A companion animal or emotional support animal is trained to help persons with psychological disabilities.
A guide animal is trained to assist persons who are blind or visually impaired.

5.2.4 Interacting with Persons with Disabilities who use Service Animals

All College employees and volunteers must abide by the following principles when interacting with persons with disabilities who are accompanied by a Service Animal:

Maintain a respectful distance from the Service Animal.
Do not pet, feed or approach a Service Animal while it is working.
Ask Permission before touching the animal.
If in doubt whether the animal is a pet or a Service Animal, ask the person accompanied by the animal.

5.2.5 Students who Use Service Animals

All students who require a presence of a Service Animal on campus, are expected to fill out Animals on Campus Application Form at least 20 days before the requested date and provide the requested documents on that application form.

Students will receive a response to their request via the contact email they provided within 10 days of submitting the form and all the requested documentation.

5.2.6 Support Persons

If a person with a disability is accompanied by a support person, the College will ensure that both persons are permitted to enter the premises together, and that the person with a disability is not prevented from having access to the support person while on the premises.

The College may require a person with a disability to be accompanied by a support person while on College premises, but only after consulting with the person with a disability and reviewing the available evidence, and determining that:

A support person is necessary to protect the health and safety of the person with a disability or the health and safety of others on the premises; and
There is no other reasonable way to protect the health and safety of the person with a disability and the health and safety of others on the premises.

Where fees for programs, goods and services are advertised or promoted by the College, it will provide advance notice of the amount payable, if any, in respect of the support person.

If the College requires a person with a disability to be accompanied by a support person when on the premises, the College shall waive payment of the amount, if any, payable in respect of the support person’s admission to the premises or in connection with the support person’s presence on the premises.

5.3 Notice of Temporary Disruptions

Mohawk College recognizes that people with disabilities often make special arrangements to access College services. For example, they may book accessible transit or arrange for transportation. The College will provide notice of service disruptions when any facility, technology, or service that a person with a disability uses to access College goods and services is temporarily unavailable or is expected to be temporarily unavailable in the near future.

Temporary disruptions in the services and facilities may occur due to reasons that may or may not be within the control or knowledge of the College. The College will provide prior notice of planned disruptions. In the case of unplanned service disruptions, the College will make reasonable efforts to provide timely notice, recognizing that in some circumstances, such as in the situation of unplanned temporary disruptions, advanced notice will not be possible. Refer to the Notification of Service Disruption for People with Disabilities Procedure.

The notice will include the following information:

Description of disrupted service
The reason for the disruption
Anticipated duration of disruption
Alternative facilities or services if available
Contact information for assistance and additional information

Mohawk College will create a document outlining the steps to be followed during any temporary disruption and will provide a copy of the document to anyone upon request. The document will provide the following information:

Description of disrupted service
The reason for the disruption
Anticipated duration of disruption
Alternative facilities or services if available.
Contact information for assistance and additional information

The document will be provided in an accessible format upon request.

5.4 Assistive Devices

Mohawk is committed to serving persons with disabilities who use assistive devices to obtain, use or benefit from our goods, services and facilities.

If a person with a disability requires assistive devices to access programs, goods, services or facilities at the College, they are allowed to use such devices.

The College will ensure that the front-line staff is trained and familiar with variety of assistive devices used by persons with disabilities to access our goods, services and facilities.

When available, the College will provide assistive technology to allow people with disabilities to access College programs, goods, services and facilities while on the premises.

5.5 Feedback Process

Mohawk College encourages and appreciates accessibility feedback and comments from individuals with disabilities regarding their experiences accessing College goods, services, and facilities.

The College will provide a mechanism through which the public, employees, and students can offer feedback about how effectively the College provides programs, goods, services, and facilities to people with disabilities. The feedback process will permit the individual to provide feedback in person, by telephone, in writing, or by electronic means (i.e. email, social media, etc.).

The feedback process will detail the College’s process for receiving and responding to feedback including timelines and contact information. The process will be made available on the College website. The College will ensure that the feedback process is accessible to persons with disabilities by providing, or arranging for the provision of accessible formats and communication supports upon request.

All feedback concerns, and/or compliments will be sent to policy owners or relevant MEG members’ span of control and customers can expect to hear back within five to seven business days. Complaints will be forwarded to maintenance [at] mohawkcollege.ca (maintenance[at]mohawkcollege[dot]ca) and studentservices [at] mohawkcollege.ca (studentservices[at]mohawkcollege[dot]ca). Within two business days, a response will be sent to the customer confirming the complaint has been received.

5.6 Training for Staff

Mohawk college will ensure that all employees complete AODA Accessibility Awareness Training in accordance with legislative requirements. This includes:

New employees as part of the onboarding process
Administrators, faculty and support staff
Volunteers
Student employees
Placement students, and co-op students
Those involved in developing and approving customer service policies, practices and procedures
Every person who provides goods, services or facilities on behalf of the College.

The College will keep records of the training provided, including dates the training was provided and the number of persons trained.

The training will be delivered in accessible formats and a variety of formats as requested by the participants.

This training will be provided on an ongoing basis for employees to stay current with changes in policies, practices and procedures related to the AODA and the College’s accessibility policies.

The training will include the following:

The purpose of the AODA
The requirements of the Integrated Accessibility Standards
How AODA and IASR support the Ontario Human Rights Code.
How to interact and communicate with persons with various types of disabilities.
How to interact with people with disabilities who use assistive devices
How to interact with people with disabilities who require the assistance of a support person
How to interact with people with disabilities who require the assistance of a service animal.
How to use equipment or devices available on the College premises or provided by the College that may help with the provision of goods, services or facilities to a person with a disability.
What to do if a person with a disability is having difficulty accessing the College’s programs, goods, services or facilities.
How to provide goods and services in a manner that respects the dignity and agency of persons with disabilities.
The process for submitting feedback to the College regarding service provision for persons with disabilities across all areas of the College.
How the College responds to the feedback and acts on complaint submissions.
How and where to find accessibility resources at the College.

All protective services and emergency management services staff and volunteers will undergo mandatory training related to:

Safety training for students with disabilities
Mental health awareness and de-escalation training

5.7 Format of Documents

When the College needs to provide a document to a person with a disability, they will:

Upon request, offer the document or its contents in an accessible format or with communication supports.
Deliver this in a timely manner, considering the person's disability-related accessibility needs.
Charge no more than the regular cost charged to others.
Consult with the requester to identify the most appropriate accessible format or communication support.

Individuals can make these requests through the Accessible Format Request webpage.

PART VI – NON-COMPLIANCE IMPLICATIONS

Consequences of non-compliance with this standard include financial, human rights and legal implications.

Mohawk College is subject to the following administrative penalties if deemed non-compliant by the Director of the Accessibility Directorate.

Schedule 2: Administrative Penalties for Corporations

Impact of Contravention:		Major	Moderate	Minor
Contravention History:	Major	$15,000	$10,000	$5,000
	Moderate	$10,000	$5,000	$2,500
	Minor	$2,000	$1,000	$500

If the contravention is major, and that the contravention history has been major, then the director can treat the penalty determined from Schedule 3 (O.Reg.191/11: Integrated Accessibility Standards ) as a daily penalty to a maximum of $100,000 per day for a corporation.

* Adapted from North York General Hospital Policy Manual: Service Animals I-220 CROSS REFERENCE: Pet Animal Visitation and AODA – Customer Service I-225.