Diversity and Inclusion – Skills for Success Practitioner Tools & Resources

Accommodations

Disability, Diversity and InclusionDEL-3.4, SFS-2.9

Accommodations allow participants with disabilities to complete the same tasks as their peers but with some variation in time, format or setting. The purpose of an accommodation is to provide participants with equal access to learning and an equal opportunity to show what they know and what they can do.

Gregg, N. (2012). Increasing access to learning for the adult basic education learner with learning disabilities: Evidence-based accommodation research. Journal of Learning Disabilities, 45(1), 47-63. https://doi.org/10.1177/0022219411426855
Wang, P. P., Badley, E. M., & Gignac, M. A. (2004). Perceived need for workplace accommodation and labor-force participation in canadian adults with activity limitations. American Journal of Public Health (1971), 94(9), 1515-1518. https://doi.org/10.2105/AJPH.94.9.1515
Duty to accommodate students with disabilities in post-secondary educational institutions – alberta human rights commission. (2021). https://albertahumanrights.ab.ca/media/cumfooet/duty-to-accommodate-students-with-disabilities.pdf
Principles of Accommodation. (n.d.) Ontario Human Rights Commission. https://www.ohrc.on.ca/en/guidelines-accessible-education/principles-accommodation

Assistive Technologies

Disability, Diversity and InclusionDEL-1.1, DEL-3.4, SFS-2.9, SFS-3.9

Assistive technologies are any items, pieces of equipment or products used to improve the learning capabilities of individuals.

NEADS. Enhancing Accessibility in Post-Secondary Education Institutions. Assistive Technology. https://www.neads.ca/en/norc/eag/technology.php
LD@School. Assistive Technology for Students with Learning Disabilities. https://www.ldatschool.ca/assistive-technology/
University of New Brunswick. Supporting Students with Disabilities. What is Assistive Technology? https://www2.unb.ca/alc/resources/assistive-technologies.html
ABC Life Literacy. Tech Talk Tuesdays: Assistive Technologies. https://abclifeliteracy.ca/blog-posts/digital-literacy-blog-posts/tech-talk-tuesdays-assistive-technologies/

Colonialism and Racism

Diversity and Inclusion, IndigenousSFS-1.1

Colonialism is a set of policies that resulted in justifying Western practices of education and suppressing all other forms of knowledge.

Racism is discrimination against someone based on a particular racial group which can negatively affect a participant’s education and learning processes.

National Centre for Truth and Reconciliation: https://nctr.ca/
Vowel, C. (2016). Indigenous writes : a guide to First Nations, Métis & Inuit issues in Canada. Highwater Press
The Ardent: Anti-Racism and Decolonization Review
Government of Canada (2021c). Addressing anti-Asian racism. https://www.canada.ca/en/canadian-heritage/campaigns/asian-heritage-month/anti-asian-racism.html

Culturally relevant and responsive

Diversity and InclusionDEL-1.2, DEL-1.3, DEL-2.1, DES-2.2, DES-3.1, SFS-2.9, SFS-3.1, SFS-3.2

Culturally relevant and responsive curriculum incorporates participants’ cultural experiences and perspectives for effective teaching and learning.

Inclusion Canada: Culturally Relevant Education: http://www.inclusioncanada.net/culturallyrelevantpedagogy.html
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116. https://doi.org/10.1177/0022487102053002003 (login required)

Disability and Accessibility Standards

Disability, Diversity and InclusionDEL-1.1, DES-2.2, SFS-2.9

Disability and Accessibility Standards are standards that help participants live and learn in a barrier-free environment.

Accessible Canada Act: https://www.canada.ca/en/employment-social-development/programs/accessible-people-disabilities/act-summary.html
Accessibility for Ontarians with Disabilities Act: https://www.ontario.ca/laws/statute/05a11
Accessibility for Manitobans Act: https://accessibilitymb.ca/
Nova Scotia Accessibility Act: https://novascotia.ca/accessibility/

Identity

Diversity and InclusionDEL-1.3, SFS-1.2

Identity refers to the unique social characteristics of participants in training programs, such as race/ethnicity, gender identity, biological sex, sexual orientation, age, socio-economic status, disability/ability, marital status, migration status, and religion. These identities overlap and intersect in dynamic ways that shape learners experiences in training.

Learning requires exploration of one’s identity. First Peoples Principles of Learning. (2019, August 9). https://firstpeoplesprinciplesoflearning.wordpress.com/learning-requires-exploration-of-ones-identity/
The International LGBTQ Youth and Student Organisation. Intersectionality Toolkit. http://briguglio.asgi.it/immigrazione-e-asilo/2015/marzo/toolkit-intersezionalita’.pdf
Intersectionality. The roadmap to pursue gender equality in the workplace. https://genderequalityblueprint.unglobalcompact.ca/intersectionality/
Gender-based Analysis Plus (GBA Plus). https://women-gender-equality.canada.ca/en/gender-based-analysis-plus.html

Inclusive Language

Communication, Diversity and InclusionDEL-1.2

Inclusive language is the words and phrases that avoid biases, slang, and expressions that discriminate against any particular group of people. Incorporating inclusive language in the classroom can create a sense of empowerment, identity and pride.

Engagement, G. C. and P. (2021, August 5). Inclusive language and terms. Province of British Columbia. https://www2.gov.bc.ca/gov/content/home/accessible-government/toolkit/audience-diversity/inclusive-language-and-terms
Words matter – guidelines on using inclusive language in the workplace . Government of British Columbia. (n.d.). https://www2.gov.bc.ca/assets/gov/careers/all-employees/working-with-others/words-matter.pdf
Inclusive Language Guide. Faculty of Education, University of British Columbia. (2022, June 23). https://med-fom-fac-dev-sandbox.sites.olt.ubc.ca/files/2021/05/2021-05-19_Inclusive-Language-Guide.pdf

Intercultural competence

Diversity and InclusionDEL-1.2, DEL-1.3, DEL-2.1, DES-2.2, DES-3.1, SFS-2.9, SFS-3.1, SFS-3.2, SFS-3.3, SFS-3.4

Intercultural Competence is the ability to interact effectively and appropriately with people across different cultures.

Cultural Intelligence Center: https://culturalq.com/
Developing Intercultural Competence in my Classroom: https://www.edcan.ca/wp-content/uploads/Final_What-is-intercultural-competence_.pdf
What is Culture and Intercultural Competence? (2021) Canadian Settlement in Action: History and Future. NorQuest College. https://openeducationalberta.ca/settlement/chapter/introduction-4/

Learner-centred

Adult Learning Theory, Diversity and Inclusion, Skills for Success Best PracticesDEL-3.2, SFS-2.9

Learner-centred Education is a style of teaching that puts the participant at the centre of learning by actively involving them in the learning process while the teacher takes the role of facilitator.

What is Learner-Centered Education

Learning Differences and Disabilities

Disability, Diversity and InclusionDEL-1.1, DEL-3.1, DEL-3.4, SFS-2.9, SFS-3.9

Learning differences refer to the diverse ways all students learn and the rates at which they learn.

Learning disabilities refer to a wide variety of disabilities which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information.

Learning Disability Association of Canada: https://www.ldac-acta.ca/
Learning Disability Association of Canada resources: https://www.ldabc.ca/resources/
Learning Disabilities in the Workplace (Literature List): https://ceric.ca/wpdm-package/learning-disabilities-in-the-workplace/
Issues specific to adults with Learning Disabilities: https://www.ldao.ca/introduction-to-ldsadhd/articles/about-issues-specific-to-adults-with-lds/
Boadi Agyekum, Pius Siakwah & John Kwame Boateng (2021) Immigration, education, sense of community and mental well-being: the case of visible minority immigrants in Canada, Journal of Urbanism: International Research on Placemaking and Urban Sustainability, 14:2, 222-236, https://doi.org/10.1080/17549175.2020.1801488
Bonaccio, S., et al. (2020). The participation of people with disabilities in the workplace across the employment cycle: Employer concerns and research evidence. Journal of Business and Psychology (35), 135–158
Brucker, D. L., Mitra, S., Chaitoo, N., & Mauro, J. (2015). More likely to be poor whatever the measure: Working‐age persons with disabilities in the United States. Social Science Quarterly, 96(1), 273-296.
Ellenkamp, J. J., Brouwers, E. P., Embregts, P. J., Joosen, M. C., & van Weeghel, J. (2016). Work environment-related factors in obtaining and maintaining work in a competitive employment setting for employees with intellectual disabilities: A systematic review. Journal of Occupational Rehabilitation, 26(1), 56-69.
EY, in association with Made by Dyslexia. (2018). The value of dyslexia: Dyslexic strengths and the changing world of work. https://www.madebydyslexia.org/assets/downloads/EY-the-value-of-dyslexia.pdf
Government of Canada (2021a). COVID-19 and people with disabilities in Canada. https://www.canada.ca/en/public-health/services/diseases/2019-novel-coronavirus-infection/guidance-documents/people-with-disabilities.html#a8
Holwerda, A., Groothoff, J. W., de Boer, M. R., van der Klink, J. J., & Brouwer, S. (2013). Work-ability assessment in young adults with disabilities applying for disability benefits. Disability and Rehabilitation, 35(6), 498-505.
Holwerda, A., van der Klink, J. J., de Boer, M. R., Groothoff, J. W., & Brouwer, S. (2013). Predictors of sustainable work participation of young adults with developmental disorders. Research in Developmental Disabilities, 34(9), 2753-2763.
Hughes, K., Bellis, M. A., Jones, L., Wood, S., Bates, G., Eckley, L., … & Officer, A. (2012). Prevalence and risk of violence against adults with disabilities: a systematic review and meta-analysis of observational studies. The Lancet, 379(9826), 1621-1629.Jones, L., Bellis, M. A., Wood, S., Hughes, K., McCoy, E., Eckley, L., … & Officer, A. (2012). Prevalence and risk of violence against children with disabilities: a systematic review and meta-analysis of observational studies. The Lancet, 380(9845), 899-907.
Lindsay, S., Cagliostro, E., Albarico, M., Mortaji, N., & Karon, L. (2018). A systematic review of the benefits of hiring people with disabilities. Journal of Occupational Rehabilitation, 1-22. http://dx.doi.org/10.1007/s10926-018-9756-z
Martel, A., Day, K., Jackson, M. A., & Kaushik, S. (2021). Beyond the pandemic: the role of the built environment in supporting people with disabilities work life. Archnet-IJAR: International Journal of Architectural Research, 15 (1), 98-112.
Morris, S. (2019). Canadian Survey on Disability Reports: Workplace accommodations for employees with disabilities in Canada, 2017. Statistics Canada. https://www150.statcan.gc.ca/n1/pub/89-654-x/89-654-x2019001-eng.htm
Morris, S., et al. (2018). Canadian Survey on Disability Reports: A demographic, employment and income profile of Canadians with disabilities aged 15 years and over, 2017. Statistics Canada. https://www150.statcan.gc.ca/n1/pub/89-654-x/89-654-x2018002-eng.htm
Public Health Agency of Canada. (2018). Inequalities in perceived mental health in Canada. https://www.canada.ca/content/dam/phac-aspc/documents/services/publications/science-research-data/6.PerceivedMentalHealth_EN_final.pdf
Ruhindwa, A., Randall, C., & Cartmel, J. (2016). Exploring the challenges experienced by people with disabilities in the employment sector in Australia: Advocating for inclusive practice‐a review of literature. Journal of Social Inclusion, 7(1).
Schur, L. A. (2003). Barriers or opportunities? The causes of contingent and part‐time work among people with disabilities. Industrial Relations: A Journal of Economy and Society, 42(4), 589-622.
Shakespeare, T., Ndagire, F., & E. Seketi, Q. (2021). Triple jeopardy: disabled people and the COVID-19 pandemic. The Lancet, 397, 1331-1333. https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(21)00625-5/fulltextShaw, N. T., Boudreau, S., & Issaoui, M. (2021). Digital Assistive Technologies to support remote working by people with disabilities: A scoping review. SSHRC/Future Skills Center.
Statistics Canada. (2020b). Impacts of COVID-19 on persons with disabilities. https://www150.statcan.gc.ca/n1/daily-quotidien/200827/dq200827c-eng.htm
Sundar, V., O’Neill, J., Houtenville, A. J., Phillips, K. G., Keirns, T., Smith, A., & Katz, E. E. (2018). Striving to work and overcoming barriers: Employment strategies and successes of people with disabilities. Journal of Vocational Rehabilitation, 48(1), 93-109.
Von Schrader, S., Malzer, V., & Bruyère, S. (2014). Perspectives on disability disclosure: the importance of employer practices and workplace climate. Employee Responsibilities and Rights Journal, 26(4), 237-255.
Wilson, E., & Campain, R. (2020). Fostering employment for people with intellectual disability: The evidence to date. Inclusion Australia. http://hdl.voced.edu.au/10707/582205
World Health Organization. (‎2001)‎. International classification of functioning, disability and health: ICF. World Health Organization. https://apps.who.int/iris/handle/10665/42407
Deloitte Insights (2019). The ROI in workplace mental health programs: Good for people, good for business; A blueprint for workplace mental health programs. https://www2.deloitte.com/content/dam/Deloitte/ca/Documents/about-deloitte/ca-en-about-blueprint-for-workplace-mental-health-final-aoda.pdf
Kruse, D., Schur, L., Rogers, S., & Ameri, M. (2018). Why do workers with disabilities earn less? Occupational job requirements and disability discrimination. British Journal of Industrial Relations, 56(4), 798-834.
Lingsom, S. (2008). Invisible impairments: Dilemmas of concealment and disclosure. Scandinavian Journal of Disability Research, 10(1), 2-16.
Wittenburg, D., Mann, D. R., & Thompkins, A. (2013). The disability system and programs to promote employment for people with disabilities. IZA Journal of labor Policy, 2(1), 1-25.