• B.C. Government Gender Equity and LGBTQ2S+ Resources
• Inclusionary: A collection of gender-inclusive solutions
• Practice Pronouns
• Two-Spirit Resource Directory
• Supporting LGBT International Students
• Understanding Gender: The Gender Unicorn
• Pronouns Matter: Why pronouns?

All gender restroom locations on campus

Student and local organizations

• Northern Pride Centre
• Pride P.G.
• P.G. Queer Café
• GenderOutlines Transgender Groups PG

• Academia’s ableist culture laid bare
• Disabled in academia: to be or not to be, that is the question
• Landscape of Accessibility and Accommodation in Post-Secondary Education for Students with Disabilities – Report by the National Educational Association of Disabled Students (NEADS)

• Harvard Implicit Association Test
• The BCcampus Anti-Racism and Anti-Hate Working Group
• BCcampus Mixtape Podcast: Leveraging Change to Support Racialized Students
• Cite Black Women Collective Podcast
• How Gender and Race Stereotypes Impact the Advancement of Scholars in STEM: Professors’ Biased Evaluations of Physics and Biology Post-Doctoral Candidates
• Challenging Racist British Columbia: 150 Years and Counting
• Dismantling the White Supremacy Embedded in our Classrooms: White Faculty in Pursuit of More Equitable Educational Outcomes for Racially Minoritized Students
• White Privilege: Unpacking the Invisible Knapsack

Barriers can limit a person’s ability to access information, participate in events, or feel comfortable in spaces. Understanding these barriers and how to reduce them is key to improving accessibility at the University of Northern British Columbia (UNBC) campuses. 

_{Note: At UNBC, employees include both faculty and staff.} 

Attitude 

Barriers caused by misconceptions or assumptions, such as: 

• Making decisions for people with disabilities without involving them in the process.
• Assuming people with vision loss cannot enjoy movies or other visual media.
• Failing to recognize that invisible disabilities are possible and can significantly impact a person's life. 

Information or Communication 

Barriers related to how information is shared, including: 

• Using small font sizes that are difficult to read.
• Lack of closed captions in videos or online meetings.
• Inadequate audio descriptions for visual content (e.g., videos or presentations). 

Note: All videos uploaded to the UNBC Kaltura media server are Automatically captioned. This doesn't include live video broadcasts until they are rendered on the server. 

Physical 

Barriers caused by physical obstacles, such as:

• Washrooms with accessible stalls but no automatic door openers.
• Hallways cluttered with obstacles, making them too narrow for mobility aids. 

Policies 

When existing policies create barriers to access, services, or accommodations. Office of Equity and Inclusion 

• Complicated or lengthy processes for requesting accommodations can deter individuals from seeking the support they need.
• Policies that do not ensure events are held in accessible locations or provide necessary accommodations (e.g., sign language interpreters) can exclude individuals. 

Sensory 

Barriers caused by sensory overload, such as: 

• Strong fragrances (e.g., employees and/or students wearing perfume in the workplace).
• Fluorescent lighting may cause discomfort or sensory overload for some individuals. 

Service 

Barriers related to the expectation that people with disabilities should constantly educate others, such as: 

• Requiring individuals to disclose their disabilities unnecessarily.
• Explaining ableism and accommodations repeatedly.
• Navigating institutional policies related to accessibility and accommodations. 

Systemic 

Barriers created by organizational policies or procedures that are not inclusive, including: 

• Lack of awareness about the diverse accommodation needs of employees or students.
• Requiring a driver's license for jobs when alternative transportation methods could be used. 

Technology 

Barriers caused by inaccessible technology, such as: 

• Websites, documents, or emails that are not compatible with screen readers.
• Only offering online registration for events without alternatives for those with disabilities.

Source: 
Government of British Columbia. (2022). BC Accessibility Plan 2022-2025. Retrieved from https://www2.gov.bc.ca/gov/content/governments/about-the-bc-government/…

Contributors: 
UNBC Accessibility Committee

This guideline aims to support faculty and staff in cultivating a classroom environment where every student feels welcomed, supported, and able to fully participate in the learning experience. A commitment to accessibility and inclusivity not only ensures equitable opportunities for all students but also enhances the learning experience for everyone. 

1. Preparation for Accessibility 

Course Information: 

• Clearly outline course objectives, expectations, and materials in the syllabus. Refer to Appendix A: Access Resources Centre Syllabus Statement for guidance on how to make this information accessible.
• Share digital copies of all course materials in advance, ideally before the first day of class, to give students ample time to review. 

Classroom Considerations: 

• Clearly communicate the classroom’s accessibility to students, indicating whether ramps, elevators, or other mobility accommodations are available.
• Arrange classroom seating to accommodate students using mobility aids. All classrooms have an accessible layout, which should be maintained throughout the course.
• Test classroom technology to ensure it is compatible with assistive devices (e.g., hearing aids, screen readers).
• Provide printed materials for students who may need visual accessibility accommodation or offer these materials upon request.
• Provide digital materials in accessible formats (e.g., PDFs with proper tagging, accessible Word documents).
• Alternatively, share information about locations or resources where students can access necessary printed materials.

Resources to explore: Room Booking - UNBC Library and Research Help - UNBC Library

2. Inclusive Practices in the Classroom 

Diversity Considerations: 

• Proactively consider the diversity of the student body and any potential power dynamics in the classroom. Be mindful of relationships between students and between instructors and students, fostering a respectful and open environment.

Note: Student demographics and dynamics may fluctuate until the add/ drop date of each semester, so it is important to stay flexible and open to adjustments during this time. 

• Encourage diverse perspectives by incorporating a wide range of voices in discussions and course content. 

Communication: 

• Use inclusive language that avoids assumptions about gender, ability, or identity.
• Be open and receptive to discussing individual preferences for participation and engagement. Make adjustments based on student needs. 

Pronoun Inclusion: 

• During introductions, ask students to share their pronouns, if they are comfortable, fostering a welcoming environment for all gender identities. Check out the Pronouns and Inclusive Language guideline and the All About Pronouns guideline.
• Use students’ preferred names and correct pronunciations. Check out the Guidelines for Respecting Student Identity, Pronouns, and Names in the Classroom. 

3. Classroom Management and Accessibility Checks 

Accessibility Checks: 

• Ensure students are aware of the locations of gender-inclusive washrooms within the building or campus.
• Communicate any planned drills or evacuations, including designated evacuation points. Ensure all students are informed of these details.
• For virtual classes or multimedia content, ensure that closed captions are enabled and that recordings are compatible with assistive technologies. For example, check how to enable automated captions and add subtitles to Zoom or Moodle courses. 

_{Note: All videos that are linked to Moodle using the UNBC Streaming server are automatically captioned. If someone loads a Zoom video to the Kaltura Streaming server it is also captioned.}

Confirm Accessibility Needs: 

• Before each classroom session, confirm with students whether their accessibility needs have changed. Needs can evolve over time, so it is important to check in regularly to ensure full participation. 

Classroom Expectations: 

• Set clear guidelines that promote respectful and inclusive interactions in all classroom activities. Establish norms for participation, ensuring all students can contribute.
• Encourage collaborative learning by creating a space where all students feel valued. For example, when discussing, students can be allocated a set time (e.g., 10 minutes) to speak, allowing everyone a chance to contribute. 

4. Post-Class Reflection and Continuous Improvement 

Feedback Mechanism: 

• Provide students with avenues to offer feedback on the classroom experience. This could be through anonymous surveys or informal check-ins.
• Use the feedback to make necessary adjustments for future classes, and communicate any changes made based on student input. 

Continuous Improvement: 

• After each class, reflect on the successes and areas for improvement in terms of accessibility and inclusivity. 

• Actively seek additional learning resources and training opportunities to continuously improve your teaching practices and foster a more inclusive classroom environment. 

  ---

Appendix A: Access Resources Centre Syllabus Statement 

An accessibility statement indicates your willingness to assist in the provision of academic accommodation. It informs your students of the role of UNBC’s Access Resource Centre (ARC) and the university’s responsibility to provide necessary academic accommodations. ARC provides the suggested accessibility statement to add to your course syllabus:

The Access Resource Centre (ARC) provides service to students with documented disabilities or health conditions, ranging from permanent to temporary, including but not limited to chronic health issues, hearing and visual impairments, learning disabilities and attention deficit/hyperactivity disorders, mental health and neurological disabilities, and mobility and other physical disabilities. ARC staff are available by appointment to assess specific needs, provide referrals, and arrange appropriate academic accommodation to assist students in achieving their academic goals. Students who may have a need for academic accommodation are encouraged to contact ARC by email at arc@unbc.ca, by phone at 250-960-5682 (toll free 1-888-960-5682), or in person at 5-157. For more information, please visit the Access Resource Centre website. 

If you have any questions or concerns regarding the accessibility of your course or the process for providing academic accommodation, please don’t hesitate to reach out to our office. Provide information on the process for students to request accommodation. 

Source: UNBC Website

Contributors: 
UNBC Accessibility Committee

These guidelines aim to ensure that all meetings are accessible, inclusive, and designed to foster an environment where diverse perspectives are valued. The goal is to create meeting spaces, whether in-person or virtual, that allow full participation for everyone. Post meeting, the focus is on feedback and reflection to drive continuous improvement. 

1. Actions Before the Meeting 

Invitations: 

• Clearly outline the meeting’s purpose, agenda (including topics and breaks), location, and expected duration.
• Provide information on how participants can request accommodation. Specify the types of accommodations available (e.g., accessibility support, dietary needs, language preferences).
• If more than one meeting is scheduled, include details for all relevant meetings in the invitation. • Give as much advance notice as possible to allow participants time to request accommodation and make arrangements.
• Make meeting materials available in accessible formats (e.g., large print, screen reader friendly versions) and share them in advance to allow for review and preparation.
• If possible, communicate that it is okay for participants to step away from the meeting in case of sensory or other access needs. 

In Person Venue: 

• Choose accessible venues with ramps, elevators, and accessible gender inclusive washrooms and their location. If such facilities are not available, clearly communicate this in the invitation so participants can make informed decisions.
• Arrange seating to accommodate mobility aids and service animals. Consider reserving seats near the front for individuals with visual or auditory needs.
• Provide printed materials in accessible formats (e.g., large print) upon request.
• Consider allergies and sensitivities related to food, scents, or other environmental factors. This includes being mindful of religious and cultural sensitivities to food offerings. Office of Equity and Inclusion 

Virtual Platform: 

• Use platforms with built-in accessibility features such as closed captioning (e.g., Zoom and Teams).
• Test the chosen platform for compatibility with screen readers and other assistive technologies before the meeting.
• Encourage participants to introduce themselves before speaking and speak slowly to ensure clarity.
• Remind participants to mute their microphones when not speaking to reduce background noise.
• Describe any images or content shared on the screen for participants who are blind or have low vision.
• Avoid using emojis in the chat, as they may disrupt screen readers.
• Whenever possible, provide multiple ways for participants to attend (e.g., hybrid meetings). Meeting Environment and Engagement:
• Be proactive in considering the impact of diversity and power dynamics on participation. Create an environment where all voices are heard and valued.
• Actively promote diverse perspectives on meeting topics. 

2. During the Meeting 

Set Community Guidelines: 

• Establish clear community expectations and guidelines, promoting respectful communication and equal participation.
• Foster an environment where people feel comfortable expressing themselves and are encouraged to engage. 

Explain the Meeting Structure: 

• Clearly outline the meeting format and agenda at the beginning, including expected timeframe for each segment. This helps attendees manage their time and understand the flow of the meeting. 

Model Inclusive Behaviours: 

• Use inclusive, gender-neutral language (e.g., “Hello everyone, my name is ___ and my pronouns are ___”).  Check out the Pronouns and Inclusive Language guideline and the All About Pronouns guideline.
• Encourage participants to be mindful of their tone and language, and to be inclusive and respectful. 

Conduct Accessibility Checks: 

• Washrooms: Share the location of accessible and/or gender-inclusive restrooms.
• Emergency Drills: Communicate any planned emergency drills and share details about the nearest muster points. Learn more about UNBC’s Evacuation plan.
• Audio/Visual Accessibility: Ensure virtual meetings have closed captioning enabled, and check that all audio and video content is accessible for participants. See Enabling manual captions on zoom.
• Printed Materials: Offer printed copies of materials upon request.
• Technical Support: Offer assistance for individuals experiencing accessibility barriers during the meeting, such as technical support for those using screen readers or needing other accommodation. 

3. After the Meeting 

Reflection and Feedback: 

• Reflect on the meeting’s successes and areas for improvement.
• Identify opportunities to enhance inclusive practices for future meetings.
• Gather feedback from participants to ensure continuous improvement in accessibility and inclusion. 

Follow-Up: 

• Send out meeting minutes or summaries to all participants, including any follow-up actions and deadlines. Ensure these are accessible to everyone by providing multiple formats (e.g., plain text, Word document)

Source: 
Government of British Columbia. (2022). BC Accessibility Plan 2022-2025. Retrieved from https://www2.gov.bc.ca/gov/content/governments/about-the-bc-government/accessibility/legislation/accessiblebc#intro 

Contributors: 
UNBC Accessibility Committee

The aim of this guideline is to ensure emails are accessible to everyone, including those with disabilities, by focusing on clarity, readability, and inclusivity. 

Attachments 

Before attaching a document to an email, consider whether it is the most effective way to communicate the information. If attachment is necessary: 

• Ensure the document is accessible to all recipients.
• Ensure that attachments are labeled clearly.
• Specify whether they are located above or below. Check out Document/presentation accessibility practices. 

Email Signature 

Your team may have rules on how to draft your email signature. Make sure they follow accessibility standards. 

• Use a 12-point or larger sans-serif font.
• Avoid italics as they can be hard to read.
• Ensure high contrast between text and background.
• Use alternative (alt) text on graphics. 

Font size 

Use accessible fonts and appropriate sizes. 

• Recommended sans-serif fonts: Arial or Calibri. Times New Roman is acceptable, if necessary.
• Use a font size of at least 12-point. Smaller fonts can be hard to read, especially on mobile devices.
• Ensure there is sufficient contrast between the font colour and the background for readability.
• Avoid using colour alone to convey meaning.

Heading 

For longer emails, using headings helps organize content, improving readability and providing natural pauses for both readers and listeners. 

• Use multiple 1st level headings to break content into chunks.
• Write short, clear headings that describe the content.
• Use bulleted lists for easy scanning and numbered lists for ordered steps. 

Images 

When sending emails with images, posters, graphics, and logos, provide alternative (alt) text to describe them. This helps screen readers interpret the content and ensures the description is available if the image does not display. Without alt text, the content becomes inaccessible to those using screen readers. Check out Improving Image Accessibility in Email.

Links 

Provide context and focus on what the reader will gain by clicking a link, rather than assuming how they will engage. 

• Use descriptive terms for hyperlinks.
  • Use “View 10 ways to survive winter,” rather than generic phrases like “Click Here”
• Add ScreenTips that describe the link when hovering over it.
  • To add a ScreenTip: File > Options > General > ScreenTips Style > Show Feature Descriptions in ScreenTips > OK 

Language 

Using plain language in emails ensures clarity and accessibility for all recipients, regardless of background or expertise, preventing misunderstandings and promoting effective communication.

• Avoid jargon unless necessary.
• Use gender-inclusive language (e.g. “Hi folks” instead of “Hi guys”).
• Keep sentences short and straightforward.

Subject lines 

• Keep your subject line short and specific.
  • Example: Instead of “Come check out an event on Thursday September 23rd in the Winter Garden” use “Invitation: [event name and date]” 

Microsoft Accessibility Checker 

• Use the Microsoft Accessibility Checker in Outlook to ensure your emails meet accessibility standards.
  • It scans for issues such as missing alt text, poor color contrast, and incorrectly formatted links.
  • Access the tool by typing ‘Accessibility Checker’ in the search bar. 

Additional resources to review: 

• Queen’s University Accessible Emails
• Havard University- Creating Accessible Emails
• Ability Net- Creating Accessible Emails

Source: 
Government of British Columbia. (2022). BC Accessibility Plan 2022-2025. Retrieved from https://www2.gov.bc.ca/gov/content/governments/about-the-bc-government/accessibility/legislation/accessiblebc#intro 

Contributors: 
UNBC Accessibility Committee