Transcript
Transcript: Disability Inclusion in the Public Service of Canada: An Introduction
Music plays
[Visual: Animated white Canada School of Public Service logo appears on a purple background, pages turn, a maple leaf appears in the middle of a book that also resembles a flag, with curvy lines beneath.]
[Visual: A group of five animated people, without faces, stand together with different poses and attitudes. On the far left is a man, hands on hips, in a blue shirt and grey pants. Standing beside him with more relaxed posture is a woman in a black t-shirt and red pants. Standing beside her is a woman in a green shirt, with blue pants. Beside her is a man in a yellow t-shirt and blue pants. On the far right is a man looking down, wearing a pink shirt and grey pants.]
[Visual: One by one the bodies of the people are filled in with red to become silhouettes, until only the man in the yellow t-shirt remains as before.]
Narrator: Approximately 1 in 5 Canadians,
[Visual: The man in the yellow t-shirt reaches out his hand to the right.]
Narrator: aged 15 and over, report having a disability.
[Visual: The red silhouettes fade out, and the man in the yellow t-shirt moves to the centre of the screen. A red circle forms around his hand and wrist, which are in a brace. To the right of the man is the number, 70% in red.]
[Visual: A red line extends out to the right from the man's wrist wearing the brace, at the end of the line is a small red circle with a broken bone inside of it. Another red line extends out and down to the left from the man's ear, a red circle at the end of that line has a picture of an ear with a line through it. A third red line extends out to the right of the man's head, and at the end of that line is a red circle with a picture of a brain inside, with a zig-zag line on top of it.]
Narrator: And over 70% of those of us with disabilities report having more than one disability.
70%
[Visual: The red lines and circles and text fade out, and the man shrugs, extending his hands out to either side in a questioning gesture.]
Narrator: But what exactly does disability mean?
[Visual: The man disappears, and a blue and white spiral-bound book appears on a blue background. The book is blank at first, but the title animates into existence, "The Accessible Canada Act," with other lines and circles below representing small lines or excerpts of text.]
[Visual: The book flips open, and the pages are covered with lines of varying lengths and shade, representing text, each page different, with blue rectangles representing pictures on some of the pages . The pages flip past quickly, until a page with the heading "Disability" appears. The text of the definition of disability is spotlighted within a white circle.]
[Visual: The words, "from full and equal participation in society" are highlighted in yellow.]
Narrator; The Accessible Canada Act defines it as any impairment or functional limitation that, when combined with a barrier, excludes someone from full and equal participation in society.
The Accessible Canada Act
Disability n.
1. Any impairment or functional limitation that, when combined with a barrier, excludes someone from full and equal participation in society
[Visual: The book and blue background fade out, and a wall of shelves covered with green and white rectangles of different sizes and orientations appears. A shopper with a green basket in one hand stands in front of the wall. She is wearing a blue t-shirt and white pants, and has one hand outstretched as if she is about to take an item.]
[Visual: The woman reaches up toward the top shelf, and tries to get a rectangular box off of the top shelf, but she can't quite reach. She stretches for it, and red lines radiate out from her elbow, as though it causes her pain. She immediately draws her arm back and stops stretching for the top shelf, reaching for an item on a low shelf instead.]
Narrator; Disability means much more than just having an impairment, it's about how impairments affect our experiences in the world.
[Visual: The store wall and the woman disappear, and a 3D pink rectangle appears, with the word "Barrier" inside it.]
Narrator: A barrier to accessibility is an obstacle that makes it difficult or impossible to do something that others may take for granted.
Barrier
[Visual: The pink rectangle shrinks down and moves to the right. From the left, a man in a blue shirt and using a red wheelchair appears, moving toward the pink rectangle. When he reaches the barrier, he stops. He reaches out his left hand towards the barrier, and then pulls it back.]
Narrator; Barriers exclude some of us from participating fully, if at all, in certain tasks.
Barrier
[Visual: The man in the wheelchair reaches his left hand out toward the barrier again, and this time he thumps his hand against the arm of his wheelchair twice. As he does, the pink "barrier" rectangle disappears.]
[Visual: The man in the wheelchair begins to move again, going past where the barrier was. The view shifts to follow him, and he moves into a room with an oblong table, where three people are seated. On the left side of the table is a woman in a yellow shirt, and sitting on the right side of the table are a woman in a green shirt, and a man in a red shirt. The man in the wheelchair stops alongside the table. In front of the table is another man, standing next to a rectangular board on the wall. His arm is outstretched and he is gesturing at the board. Sitting at his feet is a service dog in a green kerchief.]
Narrator: But when we understand and remove these barriers, we can create an accessible federal public service that is inclusive for everyone.
[Visual: The view zooms in on the board on the wall, and everything else disappears.]
[Visual: The words, "How can you help?" appear in red on a pink and white background.]
Narrator: So, how can you help in removing barriers to accessibility in your day-to-day work?
How can you help?
[Visual: The text and background disappear, and are replaced by a blue and white background, with the words, "Learn More" written in blue. A blue magnifying glass appears overtop of the words, which appear magnified inside the lens of the magnifying glass, which swings from the left to the right along the text.]
Narrator: Start by learning more about both disabilities and barriers.
Learn More
[Visual: The text and background disappear, and are replaced by a green and white background, with the words "Be Inclusive" in green.]
Narrator: Make an effort to be inclusive every single day.
Be Inclusive
[Visual: The words, "Be Inclusive" move up to the top of the screen. Beneath, on the left, a green dotted-line square appears. Inside the square is a circle that slides to the left and disappears. The word "Remove" appears beneath the square. A second green dotted-line square in the centre has the word "Reduce" above it. Inside this square is a shaded green square that initially fills the whole box, but shrinks down and to the left, as an arrow pointing down at it from the top right corner fills the empty white space as the square shrinks. A third green dotted-line square on the right is shaded green, and has a small green circle in the upper right corner with an exclamation point inside. Beneath this green square is the word "Report."]
Narrator: This means you should remove, reduce, or report barriers when you see them.
Remove
Reduce
Report
[Visual: The pictures and text disappear, and a pink and white background appears with the words, "Consider accessibility" in red in the centre of the screen. To the left of the words, a pink circle has a line drawing of a calendar inside, and a pink circle to the right of the words has a line drawing of a pamphlet, with multiple copies just visible sticking out behind. The pamphlet is pink and white, with a dark pink rectangle. Beneath the text, a third pink circle contains two overlapping speech bubbles, with lines inside representing text.]
Narrator: Consider the accessibility of any meetings you organize, documents you produce, and interviews you conduct.
Consider accessibility
[Visual: The pictures and text disappear. Eight people appear in different poses against a blue background. The person on the far left is the man in the red wheelchair. Next to him is a woman in a black t-shirt and red pants. Next to her is a man in a pink shirt with grey pants and hands on hips. Next to him is a woman in a red shirt and white pants. Next to the woman is a man in a blue shirt and grey pants. He is carrying a white cane in his left hand. Next to him is a man in a white t-shirt and grey pants, with his hands in his pockets. Next to him is a man in a yellow t-shirt and blue pants. On the far right is a man in a grey shirt and dark grey pants. He has one hand on the collar of a service dog who is sitting at his feet. The service dog is wearing a green kerchief. Above their heads on a ribbon of white, the text appears.]
Narrator: Always assume your audience includes those of us with disabilities.
Assume your audience includes people with disabilities
[Visual: As the narrator speaks, the man in the wheelchair disappears.]
Narrator: Just because you don't see a wheelchair,
[Visual: As the narrator speaks, the man with the white cane disappears.]
Narrator: a white cane,
[Visual: As the narrator speaks, the man with the service dog disappears.]
Narrator: or a service animal,
[Visual: Four of the five people remaining turn blue and become silhouettes, all except for the shorter man in a white t-shirt and grey pants, who remains the same.]
Narrator: you still shouldn't make assumptions about who has a disability, and who doesn't.
[Visual: The text and pictures disappear. A woman in a green shirt and grey pants stands to the right of a round conference table. Black chairs ring the table, and in front of all but one chair, on the table, are white papers. The woman holds an additional paper in her hand, and sets it onto the table in front of the chair immediately beside her, the only one that did not have a paper.]
Narrator: For every project you work on, or service you deliver,
[Visual: The words, "Ask yourself..." appear in green above the table, and a speech bubble extends out to the right from the woman's head. Inside the speech bubble is a green question mark.]
Narrator: ask yourself if you're doing it in a way that removes or avoids barriers for people with disabilities.
Ask yourself...
[Visual: The text and pictures disappear. Text appears in red to the right, and a red silhouette in profile of a woman's head appears, facing towards the left. Inside the silhouette is a white drawing of her brain, filled with blue squares. The squares move and float around.]
Narrator: And finally, challenge your own assumptions. They may contribute to attitudinal barriers in the workplace.
Challenge your own assumptions
[Visual: The text to the right of the woman's head disappears, and new text appears. As the new text appears, the blue squares inside the woman's brain disappear, and streamers and confetti emanate out from her and fly all over.]
Narrator: Adopt a mindset that is inclusive from the start.
Adopt a mindset that is inclusive from the start
[Visual: Text and pictures disappear. A blue background appears, with a white circle spotlighting a man sitting at a desk in front of a computer screen and a vase of flowers. The man has a blue shirt, and is slightly balding. His hands move across the surface of the desk as though he is using the computer.]
Narrator: Accommodation should be examined on an individual, case-by-case basis.
[Visual: Over the man's head a thought bubble appears, and stretches to fill the top of the screen. Text appears in blue inside the thought bubble.]
Narrator: Think of some of the ways you can remove, reduce, and report barriers within your specific role, and work environment.
Remove
Reduce
Report
[Visual: The text and thought bubble disappear, and then the man at the desk disappears shortly after.]
Narrator: For example, try to identify physical barriers,
[Visual: A green office space appears- a conference room with a round table with chairs around it appears behind a glass wall. A door in the wall has a label beneath the handle that reads, "pull." A red line extends out to the right from this door. The red line ends in a rectangle which contains the words, "Not automatic."]
Narrator: such as, doors that don't open automatically,
Not automatic
[Visual: The green office disappears, and a short red flight of stairs appears. At the top of the stairs is a door with a large window. A dotted red line extends around the stairs, and the red line moves out to the left, ending in a red rectangle with the words, "No Wheelchair Access" inside.]
Narrator: lack of a wheelchair ramp,
No wheelchair access
[Visual: The red staircase disappears, and a blue kitchen appears. On the left part of the countertop is a microwave. There are two cupboards above the microwave, and a large one to the left of the microwave. On a flat shelf next to the two upper cupboards, a group of coffee mugs sit. A red line extends out to the right of the microwave, ending in a rectangle with the words, "No Braille" inside. Another red line extends out to the left of the coffee mugs, ending in a rectangle with the words "Too High" inside.]
Narrator: washrooms and kitchens that aren't accessible,
Too high
No Braille
[Visual: The kitchen disappears, and a green light fixture appears. A large white bulb hangs down beneath a triangular shade. Small lines emanate out from the light bulb, indicating that it is on. Beneath the light bulb is a red rectangle with the words, "Too Bright" inside. A dotted red line forms around the light fixture itself, and a red rectangle with the words, "Too Low" appears in the middle of the light fixture.]
Narrator: lighting that is too low, or too bright,
Too low
Too bright
[Visual: The light fixture disappears, and a red conference room appears. A red oblong table sits in front of a red whiteboard, and the table has four grey chairs placed around it, and a couple white papers sit on the tabletop. An open window to the right of the table has lines representing sound waves flying in through the open part of the window. A rectangle forms to the left of the whiteboard, with the words, "Bad acoustics" inside. More sound waves emanate out behind the words, and more sound waves emanate up from the bottom right corner of the table.]
[Visual: Another set of curved line sound waves emanate out from the bottom right of the screen, and a red dotted line forms around the window, and extends out to the left, ending in a white rectangle with the words, "Excessive Background Noise" inside.]
[Visual: More sound waves emanate out from the top of the screen and travel down.]
Narrator: and bad acoustics in meeting rooms, or background noises, like construction, which can exclude those of us with hearing disabilities.
Bad acoustics
Excessive background noise
[Visual: The conference room and text disappear. A blue conference room appears. A man in a red shirt stands in the doorway, behind a closed door. A round table with papers strewn about sits to the right, and one paper has fallen to the floor. The chairs are also strewn about the room. A pile of white boxes sits haphazardly in the left corner of the room, and a flip chart sits to the right, beside the doorway.]
Narrator: Some physical barriers might be easier than others to remove.
[Visual: The man reaches his hand out and opens the door to the conference room. He stretches his other hand back behind his head.]
[Visual: As the narrator speaks, the pile of white cardboard boxes disappears, the sheet of paper flies up off the floor, does a loop-the-loop, and disappears. The chairs move into an orderly circle around the table, and extra chairs disappear. The flip chart and stand disappear.]
Narrator: When you enter a meeting room, make it a habit to remove physical barriers, such as boxes, recycling bins, and flip charts that might be in people's way.
[Visual: The conference room disappears. A green background with pictures of various modes of communication, like speech bubbles, keyboards, envelopes, etc. make a pattern onscreen, while the text is spotlighted with a white circle.]
Narrator: Make sure all your communication is accessible, whether you're communicating with other public servants, or with Canadians.
Make sure all your communication is accessible.
[Visual: The text and background disappear. A pink and white background appears, with two red hands making circular gestures out of thumbs and forefingers in the foreground. One hand is facing up, and one is upside down. Above them, the text appears in red.]
Narrator: This might include the use of sign-language interpreters,
Sign language interpretation
[Visual: The pictures and text disappear, and a blue TV screen appears against a blue background. On the TV screen, two blue silhouettes of people face each other, and white rectangles on the screen represent closed captioning. A white ribbon stretches across the bottom, with the text in blue.]
Narrator: closed-captioned text,
Closed-captioned text
[Visual: The pictures and text disappear, and three white sheets of paper appear against a green background. Green rectangles of different lengths and thicknesses represent text on each of the pages, though each one has a different arrangement, so they all look different from each other. Text appears in green along a white ribbon at the top of the screen.]
Narrator: or documents in plain language that is easy for everyone to understand.
Easy-to-understand documents
[Visual: The three sheets of paper fold into a pile, so that only the corners of the other two are visible beneath the first one, and the whole stack slides to the left as the text disappears.]
[Visual: To the right of the papers, a tablet screen filled with rectangles denoting text appears. To the right of the tablet, an open laptop appears, with rectangles on it representing text on a website, with the word "invite" at the top of the laptop's screen.]
Narrator: You should also make sure that any documents, forms, emails, or invitations you send out are accessible.
[Visual: The pile of papers slides down and away, and scroll of paper with lines representing text on it appears in its place. Above the scroll is the word, "Policies."]
[Visual: The tablet slides up and away, and is replaced by a diagram of three white squares connected by green arrows. A green arrow on the right connects the bottom square to the top one, and an arrow on the left connects the top square with the middle one. Beneath the diagram the word "Procedures" appears.]
[Visual: The laptop slides down and away, and a clipboard with a checklist on it appears. The boxes of the checklist have green checkmarks inside them, and have lines next to them representing text. The word, "Practices" appears above the clipboard.]
Narrator: Take steps to recognize that some of our policies, procedures, and practices may create barriers.
Policies
Procedures
Practices
[Visual: The text and pictures disappear. A red office space appears, with many people working on computers at long rows of desks. A central aisle, in between desks, leads back to a red door in the wall.]
Narrator: For example, different workplace designs can create barriers for people with a range of disabilities,
[Visual: A woman in a black t-shirt appears in the foreground, sitting at one of the desks. The other people remain as red silhouettes. As the narrator speaks, the woman takes her hands and puts them to her face, and red zig-zag lines emanate out from her head. She appears to be in distress.]
[Visual: A white text bubble to the right of the woman lists the text in bullet-point form.]
Narrator: including Attention Deficit Hyperactivity Disorder, Anxiety, and Autism Spectrum Disorder, to name a few.
Attention Deficit Hyperactivity Disorder
Anxiety
Autism Spectrum Disorder
[Visual: Beneath the first three bullet points, the text appears in two more bullet points in the white bubble.]
Narrator: It can also create barriers for those of us who are blind, or partially sighted, and deaf, deafened, or hard of hearing.
Blind or partially sighted
Deaf, deafened, or hard of hearing
[Visual: The office space disappears. A group of three individuals appear next to a giant red "S." The man on the left is wearing a yellow shirt and grey pants. Next to him is the man in the red wheelchair, and next to the man in the wheelchair is a woman in a pink tracksuit who has a prosthetic leg.]
[Visual: As the narrator speaks, the view zooms out until the people are tiny in the bottom left corner, next to the giant red words, "Social Stigma."]
Narrator: Finally, there's one barrier that we can all avoid creating every single day, social stigma.
Social stigma
[Visual: The people and text disappear. A man appears on a dark blue background, spotlighted in light blue. The man, wearing a blue shirt and grey pants, stands holding a white cane in his left hand.]
Narrator: Negative attitudes lead to exclusion.
[Visual: From the right, a blue silhouette of a person moves slowly toward the man in the spotlight.]
[Visual: As the silhouette nears the man in the spotlight, the spotlight extends to fill the whole screen in light blue. The silhouette turns into a man in a pink shirt and grey pants. He reaches his hand out toward the man in the blue shirt with the white cane.]
Narrator: Be sure to treat those of us with disabilities how you would like to be treated.
[Visual: A white speech bubble extends out to the right of the man in the pink shirt's head. Inside the speech bubble is a green question mark.]
Narrator: And if you're not sure how to help, just ask.
[Visual: A group of three people stand in front of a green background with a large white circle on it, including all three of them inside the circle. On the left is a shorter man in a white t-shirt and grey pants. In the middle is a woman in a black shirt and white pants, and on the right is a man in a red shirt and grey pants with his hand on a brown service dog sitting at his feet. The service dog wears a green kerchief.]
[Visual: The view zooms out, and the text appears at the top of the white circle in green.]
Narrator: The Public Service of Canada's Accessibility Strategy is called, "Nothing Without Us."
Nothing Without Us
[Visual: The entire image shrinks down and becomes a still photograph, coming to rest on the page of an open spiral-bound book. The book has green rectangles of different sizes and thicknesses, representing text and pictures. The still image of the three people comes to rest on the right-hand page near the top. As the picture comes to rest, the word "Policies" appears in green above it.]
[Visual: The page on the left flips back to cover the "Policies" page. This page also is covered in green rectangles of different sizes and thicknesses, representing text, and has the word, "Programs" at the top.]
[Visual: The page on the left flips back to cover the "Programs" page. This page is also covered in green rectangles of different sizes and thicknesses, representing text and pictures, and has the word, "Services" at the top.]
[Visual: The page on the left flips back to cover the "Services" page. This page is also covered in green rectangles of different sizes and thicknesses, representing text and pictures.]
Narrator: It sets high standards of accessibility in policies, programs, and services for all Canadians.
Policies
Programs
Services
[Visual: The page on the left flips back, and the book closes. The cover of the book is white with a red bottom third. The text, "Government of Canada" appears at the top of the book, and below the text, a Canadian flag appears, and waves gently, as if in the breeze.]
Narrator: It's an important step in enabling the Government of Canada to show leadership, and we all have a role to play.
The Government of Canada
[Visual: The book slides down and away.]
[Visual: The text, "Learn more" appears in red on a pink and white background. A red magnifying glass appears beneath the text.]
Narrator: Start by learning more about disabilities and barriers.
Learn more
[Visual: The text and magnifying glass slide to the left. A circle appears to the right. Inside the circle is a view of the blue conference room, with the man standing in the doorway. The room is somewhat tidy, with the chairs circling the table, and a flip chart to the right of the door. The man brings his hand down from his head, and the chairs tidy themselves even more around the table, and the flip chart disappears.]
[Visual: The words, "Take action" appear in red beneath the circle with the blue conference room.]
Narrator: And most importantly, try to take action to be inclusive every single day.
[Visual: The text and pictures slide up and away.]
Narrator: No matter what project you're working on, which service you're delivering, or what information you're communicating,
[Visual: A white circle appears on the left with a man sitting at a blue desk, working on a computer. In the middle of the screen, a white circle appears with a woman in a green shirt standing next to a conference table with papers on it. A third white circle on the right has a red laptop inside, with a graph on the screen, and the word "invite" at the top.]
[Visual: The text appears in red above the circles.]
Narrator: make it inclusive from the start.
Be inclusive from the start
[Visual: A white circle appears to the left with a paper scroll inside. Lines representing text cover the paper, with some lines highlighted in red. Above the circle, the word "Policies" is written in red. A second white circle appears in the centre, containing a diagram of three white squares connected by red arrows. A red arrow on the right connects the bottom square to the top one, and an arrow on the left connects the top square with the middle one. Beneath the diagram the word "Procedures" appears. A third white circle appears on the right. Inside the circle is a clipboard with a checklist on it. The boxes of the checklist have red checkmarks inside them, and have lines next to them representing text. The word "Practices" appears above the clipboard.]
Narrator: Keep in mind that even policies, procedures, and practices need to be based on universal design, that is inclusive for everyone.
Policies
Procedures
Practices
[Visual: The text and pictures disappear. A group of five people appear, with the person in the centre of the screen at the front, and the others slightly behind and beside, stretching out in a triangle shape. The man in front is wearing a blue shirt. Just to the left of him is a man in a white shirt, and to the left of that man is another man in a blue shirt. To the right of the centre man is a woman in a green shirt, and to her right is a man in a red shirt. Behind the people, the blue spiral-bound book, "The Accessible Canada Act" appears. To the right of the book two hands making circles out of thumb and forefinger appear, one right-side-up and one upside down, denoting sign language, and a magnifying glass appears to the left of the book.]
Narrator: Accessibility is a big step towards inclusion, and it starts by taking action.
The Accessible Canada Act
[Visual: The view slowly zooms out, so that it can be seen that the man in the centre in the blue shirt is holding a white cane, and the man on the far left is sitting in a wheelchair, and the man on the far right has his hand on a service dog that is sitting at his feet.]
Narrator: Together, let's build an inclusive and accessibility confident federal public service.
[Visual: Text appears in dark blue on a light blue background.]
Narrator: For more information, please consult the Canada School of Public Services website. Please find the links in the video description below.
For more information, please consult the Canada School of Public Service's website
Please find the links in the video description below
[Visual: Animated white Canada School of Public Service logo appears on a purple background, pages turn, a maple leaf appears in the middle of a book that also resembles a flag, with curvy lines beneath.]
Music fades out.
END
