Nanaimo Ladysmith Public Schools

Accessibility

Nanaimo Ladysmith Public Schools (NLPS) is committed to providing a learning and working environment that supports all students and staff and provides equitable opportunities to support our diverse community. A key element to supporting our community is the development of a Three-Year Accessibility Plan. This plan identifies system needs, priorities, and action plans, and draws on feedback from our school community and the work of the Accessibility Committee to enhance equity of access to programming and our facilities.

Three-Year Accessibility Plan

Effective September 1, 2022, over 750 public sector organizations were required to establish an accessibility committee, an accessibility plan and build a tool to receive feedback on their accessibility. The Accessible British Columbia Act received royal assent on June 17, 2021.

View the Three-Year Accessibility Plan here.

Types of Disability and Functional Limitations

Visual disabilities reduce one’s ability to see clearly. Very few people are totally blind. Some have limited vision such as tunnel vision, where a person has a loss of peripheral or side vision, or a lack of central vision, which means they cannot see straight ahead. Some can see the outline of objects while others can see the direction of light. Impaired vision can restrict a person’s ability to read signs, locate landmarks or see hazards. In some cases, it may be difficult to tell if a person has a visual disability. Others may use a guide dog or white cane.

Here are some suggestions to help you interact with people with visual disabilities:

  • Identify yourself when you approach the person and speak directly to them.
    Speak normally and clearly.
  • Avoid referring to the disability or using phrases like “handicapped”.
  • Unless it is an emergency, only touch the person if you have been given permission.
  • If you offer assistance, wait until you receive permission.
  • Offer your arm (the elbow) to guide the person and walk slowly.
  • Service animals are working and have to pay attention at all times.
    Refrain from engaging with the animal.
  • If you’re giving directions or verbal information, be precise and clear.
    For example, if you’re approaching a door or an obstacle, say so.
    Don’t just assume the individual can’t see you.
  • When entering a room, show the individual to a chair, or guide them to a comfortable location.
  • Identify landmarks or other details to orient the person to the environment around them.
  • Ensure you say good-bye prior to leaving the individual.
  • Be patient. Things may take a little longer.

People who have hearing loss may be deaf or hard of hearing. Like other disabilities, hearing loss has a wide variety of degrees. People who are hard of hearing may require assistive devices when communicating. While some people may use sign language, notes or hearing aids when communicating, others may also use email, pagers, TTY telephone service or Bell Canada Relay Service. Here are some suggestions to help you interact with people who are deaf or hard of hearing:

  • Always ask how you can help. Don’t shout.
  • Avoid referring to the disability or using phrases like “handicapped”. Attract the person’s attention before speaking. The best way is a gentle touch on the shoulder or gently waving your hand.
    Make sure you are in a well-lit area where the person can see your face.
    •Look at and speak directly to the person. Address the person, not their interpreter.
    •If necessary, ask if another method of communicating would be easier for example a pen and paper.
  • Keep your face clearly visible when speaking.
  • Be clear and precise when giving directions and repeat or rephrase if necessary. Make sure you have been understood.
  • Service animals are working and have to pay attention at all times.
  • Refrain from engaging with the animal.
  • Any personal (e.g., financial) matters should be discussed in a private room to avoid other people overhearing
  • Be patient. Communication for people who are deaf is different because their first language may not be English. It may be American Sign Language (ASL).
  • If the person uses a hearing aid, try to speak in an area with few competing sounds.

There are many types and degrees of physical disabilities and not all require a wheelchair. For example, people who have arthritis, heart or lung conditions, or amputations may also have difficulty moving, standing or sitting. It may be difficult to identify a person with a physical disability.
Here are some suggestions to help you interact with people with physical disabilities:

Speak normally and directly to the person rather than someone who is with them. People with physical disabilities often have their own ways of doing things. Ask before you help. Avoid referring to the disability or using phrases like “handicapped”.
• Be patient and be sure you understand their needs.
• Unless it is an emergency, refrain from touching any assistive devices, including wheelchairs.
• Provide the person with information about accessible features of the immediate environment (automatic doors, accessible washrooms, etc.).

People with intellectual or developmental disabilities may have difficulty doing many things most of us take for granted. These disabilities can mildly or profoundly limit one’s ability to learn. You may not be able to know that someone has one of these disabilities unless
you are told, or you notice the way people act, ask questions or body language.

Here are some suggestions to help you interact with people with intellectual disabilities:

  • As much as possible, treat the person with an intellectual disability like anyone else. They may understand more than you think, and
    they will appreciate you treating them with respect.
  • Don’t assume what a person can or cannot do.
  • Avoid referring to the disability or using phrases like “handicapped”
  • Use simple words and short sentences.
  • Make sure the person understands what you’ve said.
  • If you can’t understand what’s being said, ask again.
  • Give one piece of information at a time.
  • Be polite and patient.
  • Speak directly to the person, not to someone who is with the person

Learning or cognitive disabilities can result in a host of different communication difficulties for people. They can be subtle, as in having difficulty reading, or more pronounced, but they can interfere with the person’s ability to receive, express or process information. You may not be able to know that someone has one of these disabilities unless you are told, or you notice the way people act, ask questions or body language.

Here are some suggestions to help you interact with people with learning disabilities or disabilities:

  • Patience and a willingness to find a way to communicate are your best tools.
  • Recognize that some people with communication difficulties use augmentative communication systems such as Signed English and Picture Exchange System.
  • When you know that someone with a learning disability needs help, ask how you can best help.
  • Speak normally and clearly, and directly to the person
  • Take some time — people with some kinds of disabilities may take a little longer to understand and respond.
  • Try to find ways to provide information in a way that works best for them. For example, have a paper and pen handy.
  • If you’re dealing with a child, be patient, encouraging and supportive.
  • Avoid referring to the disability or using phrases like “handicapped”.
  • Be courteous and patient and the person will let you know how to best provide service in a way that works for them.

People with mental health disabilities look like anyone else. You won’t know that the person has a mental health disability unless you’re informed of it. But if someone is experiencing difficulty in controlling their symptoms or is in a crisis, you may need to help out. Be calm and professional and let the person tell you how you can best help.

Here are some suggestions to help you interact with people with mental health disabilities:

  • Treat people with a mental health disability with the same respect and consideration you have for everyone else.
  • Be confident and reassuring and listen to persons with a mental health disability and their needs.
  • If someone appears to be in a crisis, ask him or her to tell you the best way to help.
  • Take the person with a mental health disability seriously, and work with them to meet their needs.

Some people have communication challenges. It could be the result of cerebral palsy, hearing loss, or another condition that makes it difficult to pronounce words, causes slurring or stuttering, or not being able to express oneself or understand written or spoken language. Some people who have severe difficulties may use communication boards, sign language or other assistive devices.

Here are some suggestions to help you interact with people with speech and language disabilities:

  • Just because a person has one disability doesn’t mean they have another. For example, if a person has difficulty speaking; make no assumption they have an intellectual disability as well.
  • If you don’t understand, ask the person to repeat the information.
  • Avoid referring to the disability or using phrases like “handicapped.”
  • If you are able, ask questions that can be answered ‘yes’ or ‘no’.
  • Take some time. Be patient and polite and give the person whatever time they need to get their point across.
  • Allow the individual to finish their sentences themselves without interruption.
  • Patience, respect and a willingness to find a way to communicate are your best tools.

A person who is deafblind cannot see or hear to some extent. This results in greater difficulties in accessing information and managing daily activities. Most people who are deafblind will be accompanied by an intervener, a professional who helps with communicating. Interveners are trained in special sign language that involves touching the hands of the client in a two-hand, manual alphabet or finger spelling, and may guide and interpret for their client.

Here are some suggestions to help you interact with people who are deafblind:

  • Identify yourself to the intervener when you approach the person who is deaf-blind.
  • Don’t touch service animals – they are working and have to pay attention at all times.
  • Unless it’s an emergency, refrain from touching a deaf-blind person without permission.
  • Make no assumptions about what a person can or cannot do. Some deaf-blind people have some sight or hearing, while others have neither.
  • Avoid referring to the disability or using phrases like “handicapped.”
  • A deaf-blind person is likely to explain to you how to communicate with them or give you an assistance card or a note explaining how to communicate with them.
  • Speak directly to the person, as you normally would, not to the intervener.

Reporting Mechanism

We are committed to working collaboratively with the community to provide equitable treatment to people with disabilities in a way that respects their dignity.

We encourage our staff, families, community members and people with disabilities to provide feedback as disability and accessibility are evolving concepts that change as services, technology, and attitudes change.

Share your comments, images, videos, etc.

References and Resources

Global, Canadian and Local Accessibility Context and Legislation

Accessibility Planning Resources for Schools and School Boards

All Kids Go to School

Kindergarten students

The district has an Inclusive Education Team available to support students with additional needs. This team is the group of specialists who collaborate with classroom teachers and families to establish and monitor the interventions, goals and strategies being put in place to help your child be safe and successful at school.

Find out more