Welcome to Accessible Camosun, the college's Accessibility Plan.
Feedback
We want to hear from you. Share your thoughts on this plan or report a barrier.
About Accessible Camosun
Accessible Camosun details the college’s commitment to accessibility. This site outlines the college's plans to eliminate barriers faced by persons with disabilities, and to enhance inclusion and independence for all members of the college community.
Accessible Camosun is principles based and fulfills obligations of the Accessible British Columbia Act. The principles of the Accessible BC Act reflect Camosun values and priorities. Camosun welcomes the province's mandate to adopt a proactive approach to accessibility, informed by the lived experience of students, employees, Elders, guests, industry and community partners.
Accessible Camosun Committee
Oversight for Accessible Camosun is given by a college-wide committee. The committee includes representatives from across the college and involves persons with disabilities. Learn more about the Accessible Camosun Committee.
Plan format
The Accessible Camosun website is the college’s accessibility plan. The web-only approach is accessible to as many people as possible and allows for updates and changes as feedback is received. The plan is not available in PDF or as a print document. If you have difficulty using this site contact us at accessibility@camosun.ca.
Guiding principles
Accessible Camosun is guided by these principles:
1. Inclusion
Inclusion fosters belonging. It affords everyone the right to take part and strengthen the well-being of our communities. Everyone should be able to participate fully and equally in work and learning, and in social and recreational activities.
2. Adaptability
Disability and accessibility are evolving concepts. Accessible Camosun will adapt its priorities as services, technology, and attitudes change.
3. Diversity
Diversity affirms everyone's unique history, experiences, and ways of being, knowing, doing and relating. It is about being different and acknowledging and celebrating differences. Our experience and understanding of diversity strengthens us and supports the work we do at Camosun. Accessible Camosun honours the diversity among people with disabilities and seeks to respond to all aspects of their identity.
4. Collaboration
Creating an accessible community is a shared responsibility and everyone has a role to play. Camosun defines this as ÍY,ĆȺNEUEL OL: Doing Good Work Together.
5. Self-determination
Self-determination acknowledges that a person with a disability has the right to make their own choices, to be who they are and see themselves reflected in their work and learning.
6. Universal Design
All physical and virtual environments should be accessible to all people without the need for adaption or accommodation. The college has made a commitment to Universal Design for Learning, providing all learners with options with multiple modes of engagement, representation, action and expression.
Barriers to accessibility
Persons with disabilities face many barriers that impact their ability to take part in the college community.
1. Attitudinal barriers
Attitudinal barriers, based on stereotypes or assumptions, can limit opportunities or offend the dignity of persons with disabilities. Examples include speaking to a support person instead of communicating with a person directly or questioning a student’s need for an exam accommodation.
2. Architectural and physical barriers
Physical barriers can prevent persons with disabilities from engaging in learning or work. Examples are small classrooms difficult to navigate with a wheelchair or inaccessible washrooms.
3. Informational and communications barriers
These barriers prevent understanding or accessing information. Examples are directional signs not accessible to someone who is blind or hosting a conference without transcription.
4. Technology barriers
Technology barriers relate to information and communication. Examples are websites that cannot used by a screen reader or a service area that provides a single method of contact.
5. Systemic barriers
Policies and procedures, and organizational structures create systemic barriers. Examples are requiring all students to complete an exam in a specific amount of time, or hiring practices that do not encourage applications from people with disabilities.
Accessibility at Camosun
The vision of inspiring life-changing learning gives guidance to all that we do, creating a learning environment where an individual's hopes and dreams are realized. This is what accessibility is all about.
Action plan
This plan sets the immediate priorities and goals for Accessible Camosun.